An algorithm for segmenting a feature set into equitable regions

Ponencias, comunicaciones y pósters presentados en el 17th AGILE Conference on Geographic Information Science "Connecting a Digital Europe through Location and Place", celebrado en la Universitat Jaume I del 3 al 6 de junio de 2014.A set of geographic features of the same class representing a geographic area is often required to be divided in to several subsets/regions so that the sum of a numeric attribute of the features in each subset/region remains almost equal and the bounding polygon of regions do not overlap with each other. This kind of non-overlapping regions formation with similar collective feature value is of great importance especially in the field of optimization and spatial decision support. The paper presents a novel algorithm to solve the above mentioned spatial analysis work. The algorithm is further implemented, tested and the results are discussed

Editorial: Awareness and reflection in personal learning environments

While different researchers have stressed the importance of awareness and reflection support in Personal Learning Environments (PLEs) there is no agreed set of such functionalities in existence yet. Also we lack a structured overview of awareness and reflections issues that learners are facing in their daily learning activities. As both researchers and developers interested in the PLE domain seem to be in need of such information in order to best tailor their R&D activities, this workshop brought together participants from educational science, psychology, social science, computer science, and design to collect requirements and open issues in the domain

Knowledge Worker Roles and Actions - Results of Two Empirical Studies

Reinhardt, W., Schmidt, B., Sloep, P. B., & Drachsler, H. (2011). Knowledge Worker Roles and Actions - Results of Two Empirical Studies. Knowledge and Process Management, 18(3), 150–174. doi: 10.1002/kpm.378 Online: http://onlinelibrary.wiley.com/doi/10.1002/kpm.378/abstractThis paper proposes a typology of knowledge workers and their respective knowledge actions. The extant literature on the definition of knowledge work actions is examined and evaluated. The existing classifications of roles of knowledge workers are evaluated and extended with additional literature and empirical findings definition of a typology of knowledge worker roles. The empirical data in this paper comes from two studies. In the Task Execution Study 20 knowledge worker had to carry out a selection of prepared tasks. The computer system that the participants were using was equipped with sensors, so the execution steps of the tasks could be traced and analyzed. The data from the second study comes from a questionnaire survey of knowledge workers, which yielded 43 responses. The paper shows that the sampled users take on all identified knowledge worker roles and that the knowledge work actions can be recognized in the sensor data from the first study. This paper contributes to the literature by proposing a new way of classifying the roles of knowledge workers and the knowledge actions they perform during their daily work. Furthermore, the paper provides a preliminary understanding of the relation between knowledge-intense work tasks, the roles they are executed in and the tools that are used to accomplish the respective tasks.The work presented in this paper has been partly funded by the German Federal Ministry of Education and Research under grant no. 01IA08006

Understanding the meaning of awareness in Research Networks

Reinhardt, W., Mletzko, C., Sloep, P. B., & Drachsler, H. (2012). Understanding the meaning of awareness in Research Networks. In A. Moore, V. Pammer, L. Pannese, M. Prilla, K. Rajagopal, W. Reinhardt, Th. D. Ullman, & Ch. Voigt (Eds.), Proceedings of the 2nd Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 7th European Conference on Technology Enhanced Learning: 21st Century Learning for 21st Century Skills (ARTEL/EC-TEL 2012) (pp. 13-30). September, 18, 2012, Saarbrücken, Germany. Available online at http://ceur-ws.org/Vol-931/ . [Please see also http://hdl.handle.net/1820/4729]underpinning and description of a tool that helps researchers become aware of their research context and reflect upon i