Reactive Rules for Emergency Management

The goal of the following survey on Event-Condition-Action (ECA) Rules is to come to a common understanding and intuition on this topic within EMILI. Thus it does not give an academic overview on Event-Condition-Action Rules which would be valuable for computer scientists only. Instead the survey tries to introduce Event-Condition-Action Rules and their use for emergency management based on real-life examples from the use-cases identified in Deliverable 3.1. In this way we hope to address both, computer scientists and security experts, by showing how the Event-Condition-Action Rule technology can help to solve security issues in emergency management. The survey incorporates information from other work packages, particularly from Deliverable D3.1 and its Annexes, D4.1, D2.1 and D6.2 wherever possible

Automated Process Discovery: A Literature Review and a Comparative Evaluation with Domain Experts

Äriprotsesside kaeve meetodi võimaldavad analüütikul kasutada logisid saamaks teadmisi protsessi tegeliku toimise kohta. Neist meetodist üks enim uuritud on automaatne äriprotsesside avastamine. Sündmuste logi võetakse kui sisend automaatse äriprotsesside avastamise meetodi poolt ning väljundina toodetakse äriprotsessi mudel, mis kujutab logis talletatud sündmuste kontrollvoogu. Viimase kahe kümnendi jooksul on väljapakutud mitmeidki automaatseid äriprotsessi avastamise meetodeid balansseerides erinevalt toodetavate mudelite skaleeruvuse, täpsuse ning keerukuse vahel. Siiani on automaatsed äriprotsesside avastamise meetodid testitud ad-hoc kombel, kus erinevad autorid kasutavad erinevaid andmestike, seadistusi, hindamismeetrikuid ning alustõdesid, mis viib tihti võrdlematute tulemusteni ning mõnikord ka mittetaastoodetavate tulemusteni suletud andmestike kasutamise tõttu. Eelpool toodu mõistes sooritatakse antud magistritöö raames süstemaatiline kirjanduse ülevaade automaatsete äriprotsesside avastamise meetoditest ja ka süstemaatiline hindav võrdlus üle nelja kvaliteedimeetriku olemasolevate automaatsete äriprotsesside avastamise meetodite kohta koostöös domeeniekspertidega ning kasutades reaalset logi rahvusvahelisest tarkvara firmast. Kirjanduse ülevaate ning hindamise tulemused tõstavad esile puudujääke ning seni uurimata kompromisse mudelite loomiseks nelja kvaliteedimeetriku kontekstis. Antud magistritöö tulemused võimaldavad teaduritel parandada puudujäägid meetodites. Samuti vastatakse küsimusele automaatsete äriprotsesside avastamise meetodite kasutamise kohta väljaspool akadeemilist maailma.Process mining methods allow analysts to use logs of historical executions of business processes in order to gain knowledge about the actual performance of these processes.One of the most widely studied process mining operations is automated process discovery.An event log is taken as input by an automated process discovery method and produces a business process model as output that captures the control-flow relations between tasks that are described by the event log.Several automated process discovery methods have been proposed in the past two decades, striking different tradeoffs between scalability, accuracy and complexity of the resulting models.So far, automated process discovery methods have been evaluated in an ad hoc manner, with different authors employing different datasets, experimental setups, evaluation measures and baselines, often leading to incomparable conclusions and sometimes unreproducible results due to the use of non-publicly available datasets.In this setting, this thesis provides a systematic review of automated process discovery methods and a systematic comparative evaluation of existing implementations of these methods with domain experts by using a real-life event log extracted from a international software engineering company and four quality metrics.The review and evaluation results highlight gaps and unexplored tradeoffs in the field in the context of four business process model quality metrics.The results of this master thesis allows researchers to improve the lacks in the automated process discovery methods and also answers question about the usability of process discovery techniques in industry

Learning Kit 7 : Learning Models

Disponible en français dans EDUQ.info sous le titre "Trousse no 7 : Modèles d’apprentissage"

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

A Semantic Framework for Declarative and Procedural Knowledge

In any scientic domain, the full set of data and programs has reached an-ome status, i.e. it has grown massively. The original article on the Semantic Web describes the evolution of a Web of actionable information, i.e.\ud information derived from data through a semantic theory for interpreting the symbols. In a Semantic Web, methodologies are studied for describing, managing and analyzing both resources (domain knowledge) and applications (operational knowledge) - without any restriction on what and where they\ud are respectively suitable and available in the Web - as well as for realizing automatic and semantic-driven work\ud ows of Web applications elaborating Web resources.\ud This thesis attempts to provide a synthesis among Semantic Web technologies, Ontology Research, Knowledge and Work\ud ow Management. Such a synthesis is represented by Resourceome, a Web-based framework consisting of two components which strictly interact with each other: an ontology-based and domain-independent knowledge manager system (Resourceome KMS) - relying on a knowledge model where resource and operational knowledge are contextualized in any domain - and a semantic-driven work ow editor, manager and agent-based execution system (Resourceome WMS).\ud The Resourceome KMS and the Resourceome WMS are exploited in order to realize semantic-driven formulations of work\ud ows, where activities are semantically linked to any involved resource. In the whole, combining the use of domain ontologies and work ow techniques, Resourceome provides a exible domain and operational knowledge organization, a powerful engine for semantic-driven work\ud ow composition, and a distributed, automatic and\ud transparent environment for work ow execution

Modifiability of the psychomotor domain

Bibliography: p. 194-225

A Hypothesis-Frame System for Recognition Problems

Work reported herein was conducted at the Artificial Intelligence Laboratory, a Massachusetts Institute of Technology research program supported in part by the Advanced Research Projects Agency of the Department of Defense and monitored by the Office of Naval Research under Contract Number N00014-70-A-0362-0005.This paper proposes a new approach to a broad class of recognition problems ranging from medical diagnosis to vision. The features of this approach include a top-down hypothesize-and-test style and the use of a great deal of high-level knowledge about the subject. This knowledge is packaged into small groups of related facts and procedures called frames.MIT Artificial Intelligence Laborator

Expert system verification and validation study: Workshop and presentation material

Workshop and presentation material are included. Following an introduction, the basic concepts, techniques, and guidelines are discussed. Handouts and worksheets are included

Language learning strategies: a study of older students of German at the University of the Third Age

Laslett’s (1996) concept of the Third Age identifies learning as an important part of successful ageing. As an ageing population shows growing interest in language learning, so research into ‘foreign language geragogy’ (Bemdt 1997, 2003) has expanded, although some early studies of older adult language learners proved inconclusive (Singleton 1989). The current study investigates older language learners of German and their use of language learning strategies. It modifies Graham’s (1997) strategy categorisation into cognitive, metacognitive, social/affective and communicative. A mixed method approach involved questionnaires, think-aloud protocols and interviews: 72 learners (all over 50) of German and other languages at the local University of the Third Age provided background information and reported on their strategy use. Think-aloud protocols illustrated how older learners employed learning strategies whilst working on a variety of tasks (reading, speaking, listening, writing). Interviews elicited student perspectives on learning strategies and wider issues such as motivation, beliefs, anxiety and past experiences. The study concludes that: • The research instruments were broadly suitable for exploring strategies among older learners, showing individual and general tendencies in language strategy use. Think-aloud protocols may require some participant training. • Older learners did not employ essentially different learning strategies from other adults; differences were more apparent in affective areas such as motivation. • It was possible to identify a list of typical strategies employed by older learners. • The subjects adopted mainly metacognitive and cognitive strategies, adapting them to their individual learning needs. The range of communicative and social/affective strategies was limited, perhaps because think-aloud protocols allowed fewer opportunities for them. The findings help to identify key implications for supporting the older language learner