From a Link Semantic to Semantic Links - Building Context in Educational Hypermedia

Modularization and granulation are key concepts in educational content management, whereas teaching, learning and understanding require a discourse within thematic contexts. Even though hyperlinks and semantically typed references provide the context building blocks of hypermedia systems, elaborate concepts to derive, manage and propagate such relations between content objects are not around at present. Based on Semantic Web standards, this paper makes several contributions to content enrichment. Work starts from harvesting multimedia annotations in class-room recordings, and proceeds to deriving a dense educational semantic net between eLearning Objects decorated with extended LOM relations. Special focus is drawn on the processing of recorded speech and on an Ontological Evaluation Layer that autonomously derives meaningful inter-object relations. Further on, a semantic representation of hyperlinks is developed and elaborated to the concept of semantic link contexts, an approach to manage a coherent rhetoric of linking. These solutions have been implemented in the Hypermedia Learning Objects System (hylOs), our eLearning content management system. hylOs is built upon the more general Media Information Repository (MIR) and the MIR adaptive context linking environment (MIRaCLE), its linking extension. MIR is an open system supporting the standards XML and JNDI. hylOs benefits from configurable information structures, sophisticated access logic and high-level authoring tools like the WYSIWYG XML editor and its Instructional Designer.Comment: Summary of several conference article

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Die Weltmissionskonferenz in Edinburgh 1910 anhand der Arbeit der IV. Kommission "Mission und die nicht-christlichen Religionen"

Master's thesis in Theology. School of Mission and Theology, May 201

Mobile eLearning Content on Demand

Advanced mobile devices suitable for rich media content reception escort a strong majority of the people. Mobile information technologies today are pervasive and prevalent across most generations and countries and augur well for knowledge reception and learning processes within everydays life. In ubiquitously advising life long learning opportunities the paradigm of mobile users questions our common approaches of implementing teaching and learning: Mobile use patterns are short and fast, they frequently interrupt established contexts while nomadic users commonly are on edge with multiple activities taking place in parallel. Handheld devices in addition admit specific, non standard designs and are considered personal companions. In this paper we present an approach to dynamic, ``on demand" production of content, which is personalised and specifically adapted to dedicated mobile devices. Starting from IEEE LOM eLearning Objects, i.e., small standardised self consistent knowledge entities, we process formats, appearance and contextual structures to transform re-usable content objects into the desired targed context. Beside Web data for mobile browsers we will detail out an example of feeding the specific iPod potentials, i.e., its navigation, and a handheld Sony gaming station. All implementations are based on the educational content management system hylOs, which we will briefly introduce. Enabled through an advanced authoring toolset, hylOs allows to define contextual hyperlink overlays, as well as instructional overlays of a given eLearning object mesh. Based on a powerful Ontological Evaluation Layer, additional meaningful overlay relations between knowledge objects are derived autonomously within hylOs. These resulting semantic nets form a basis for perpetuating contexts, when mobile users re--access interrupted learning sessions

Automatisierte Augmentierung von Lernobjekten in einer semantischen Interpretationsschicht der hylOs Plattform

IEEE LOM Lernobjekte etablieren sich weithin als standardisierte Grundbausteine für das eLearning Content Management. Dekoriert mit einem aussagefähigen Metadatensatz und strukturiert durch benannte Relationen, können Lernobjekte in hypermedialen Anwendungen vielfältig und an den Lernenden angepasst präsentiert werden. Das Hypermedia Learning Object System hylOS, welches wir in dieser Arbeit vorstellen, ist eine solche lernobjektverarbeitende Plattform. hylOS hält eine Editorenumgebung zur teilautomatisierten und auch zur vollständigen, manuellen Metadatenbearbeitung im Autorenkontext bereit, doch bleibt die Erstellung wohlannotierter und --strukturierter Lernobjekte aufwändig. In dieser Arbeit stellen wir deshalb unsere Erweiterungen zur automatischen Lernobjekt--Akquise und Augmentierung vor. Aus vorlesungsbegleitenden Aufnahmen erstellen wir zunächst Basisobjekte, welche sodann analysiert und automatisch klassifiziert werden. Eine semantische Verarbeitungsschicht verknüpft schließlich die annotierten Objekte und webt so ein dichtes inhaltliches Netz von autonomen Wissenskernen

A Semantic Approach to Automated Content Augmentation for eLearning Objects

Over the last years IEEE LOM eLearning Objects have been well established as the basic building blocks for educational online content. Equipped with an expressive set of metadata and structured by a variety of named relations, they are nicely suited for self-explorative learning approaches within adaptive hypermedia applications. The authoring of such 'Knowledge Nuggets', though, not only requires content editing, but the provision of meta descriptors and numerous interrelations. Facing the latter in the context of large repositories, where a new object may attain relations to any previously filed entity, clearly demonstrates the effort to be requested from an author. In the present paper we update the status of our educational content management system hylOs. We introduce instructional design concepts and tools, as well as a content acquisition and analysis toolset, targeting at the semi-automated generation of eLearning Objects. Starting from classroom recordings or offline content production, automated keyword extraction and classification is applied to the raw learning object. In the second part of this paper we redefine and sharpen the semantic of LOM relations, thereby extending its set by entities missing from the educational perspective. We construct an ontology and inference rules for these inter--object relations. Based on this newly introduced Ontological Evaluation Layer and the automated classifications, appropriate relations between learning objects are autonomously derived. These solutions have been implemented in the Hypermedia Learning Objects System (hylOs), our prototype of an eLearning content management system. hylOs is built upon the more general Media Information Repository (MIR) and the MIR adaptive context linking environment (MIRaCLE), its linking extension. MIR is an open system supporting the standard XML, CORBA and JNDI. hylOs benefits from manageable information structures, sophisticated access logic and high-level authoring tools like the eLO editor responsible for the semi-manual creation of meta data and WYSIWYG like content editing, allowing for rapid distributed content development