A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Towards an ontology-based platform-independent framework for developing KBE systems in the aerospace industry

Aerospace engineering is considered to be one of the most complex and advanced branches of engineering. The use of knowledge based engineering (KBE) technologies has played a major role in automating routine design activities in view of supporting the cost-effective and timely development of a product. However, technologies employed within KBE systems are usually platform-specific. The nature of these platform-specific models has significantly limited knowledge abstraction and reusability in KBE systems. This research paper presents a novel approach that illustrates the use of platform-independent knowledge models for the development of KBE systems in the aerospace industry. The use of semantic technologies through the definition of generic-purposed ontologies has been employed to support the notion of independent knowledge models that strengthens knowledge reusability in KBE systems. This approach has been validated qualitatively through experts’ opinion and its benefit realised in the abstraction, reusability and maintainability of KBE systems

The ModelCC Model-Driven Parser Generator

Syntax-directed translation tools require the specification of a language by means of a formal grammar. This grammar must conform to the specific requirements of the parser generator to be used. This grammar is then annotated with semantic actions for the resulting system to perform its desired function. In this paper, we introduce ModelCC, a model-based parser generator that decouples language specification from language processing, avoiding some of the problems caused by grammar-driven parser generators. ModelCC receives a conceptual model as input, along with constraints that annotate it. It is then able to create a parser for the desired textual syntax and the generated parser fully automates the instantiation of the language conceptual model. ModelCC also includes a reference resolution mechanism so that ModelCC is able to instantiate abstract syntax graphs, rather than mere abstract syntax trees.Comment: In Proceedings PROLE 2014, arXiv:1501.0169

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Between Sense and Sensibility: Declarative narrativisation of mental models as a basis and benchmark for visuo-spatial cognition and computation focussed collaborative cognitive systems

What lies between `\emph{sensing}' and `\emph{sensibility}'? In other words, what kind of cognitive processes mediate sensing capability, and the formation of sensible impressions ---e.g., abstractions, analogies, hypotheses and theory formation, beliefs and their revision, argument formation--- in domain-specific problem solving, or in regular activities of everyday living, working and simply going around in the environment? How can knowledge and reasoning about such capabilities, as exhibited by humans in particular problem contexts, be used as a model and benchmark for the development of collaborative cognitive (interaction) systems concerned with human assistance, assurance, and empowerment? We pose these questions in the context of a range of assistive technologies concerned with \emph{visuo-spatial perception and cognition} tasks encompassing aspects such as commonsense, creativity, and the application of specialist domain knowledge and problem-solving thought processes. Assistive technologies being considered include: (a) human activity interpretation; (b) high-level cognitive rovotics; (c) people-centred creative design in domains such as architecture & digital media creation, and (d) qualitative analyses geographic information systems. Computational narratives not only provide a rich cognitive basis, but they also serve as a benchmark of functional performance in our development of computational cognitive assistance systems. We posit that computational narrativisation pertaining to space, actions, and change provides a useful model of \emph{visual} and \emph{spatio-temporal thinking} within a wide-range of problem-solving tasks and application areas where collaborative cognitive systems could serve an assistive and empowering function.Comment: 5 pages, research statement summarising recent publication