基于思维导图的在线学习交互方法研究

本文使用思维导图作为在线学习系统的交互接口,使得教师可以通过创作课程思维导图展示课程知识,并且通过设置学习路径引导学习者学习.基于学习者的认知水平的推荐帮助学习者由易到难学习,从而提高学习效率.     

手势在思维导图编辑器中的应用

近年来,思维导图在众多领域得到了广泛应用。作为思维过程可视化形式的思维导图,通常采用传统的纸笔方式。传统纸笔虽然易用,却难以修改;现有的计算工具,虽然易于修改,却难以使用。基于以用户为中心的思想,引入了笔交互风格,设计并实现了一个简单的思维导图编辑器。充分结合了纸笔的易用性及计算机的易存储、易修改性。     

基于多Agent的协同开发虚拟团队突发交互通讯模型研究

在协同产品开发虚拟团队组织形式下,开发成员之间会产生突发性的信息交互.阐述了协同开发虚拟团队中信息交互的方式及分类情况,讨论了突发信息交互方式的产生,分析了时协同开发虚拟团队中交发信息交互方式进行有效管理的重要性.在此基础上,以通讯请求agent、协调agent、通讯管理agent、通讯应答agent、仲裁agent为主要组成元素,研究了各个agent之间的协调机制,开发了基于多agent的突发型信息交互协调模型.最后,给出了该模型的计算机原型系统实现.     

小规模协作研发资源管理系统的设计与实现

针对小规模协作研发中存在成员之间交互不及时、文献资料管理不系统、项目信息及项目进度更新不及时等问题,设计和实现基于小规模协作研发的资源管理系统,主要包括交互平台、文献管理、系统信息管理等3个分系统。本系统选择实体关系模型对数据库进行建模,采用B/S结构,并使用C#的Windows编程完成界面和代码设计。本文设计和实现的资源管理系统软件占用资源少,能为团队研发提供高效的管理服务,提高团队协作研发进度,是研发团队管理高效的工具。     

思维导图工具集锦

思维导图(Mindmap)在商业、生活、教育中的广泛应用使得创造思维导图的工具蓬勃发展,单机版不断更新,并且大部分软件都陆续提供了单机版本的上传功能,使思维导图可在线分享,传播更远、更快.随着制作思维导图的工具的发展,人们越来越能接受这种梳理大脑想法的办法,积极寻求在线、合作、分享、开放的思维导图,越来越多的研究者开始关注其在教育中的应用中.     

基于UML的教务综合管理系统的分析与设计

该文运用基于UML的面向对象开发方法,对教务综合管理系统的进行分折,使用Rational Rose为建模工具对系统进行建模设计,用ASP.NET(C#)为前台开发工具、SQL SERVER 2000为后台数据库管理语言来开发系统,并给出了UML模型的用例图、交互图、对象类图、配置图等.     

基于思维导图的PhotoShop抠图工具及关系分析

阐述了思维导图理论,分析了其在引导学习者深入学习中的优势.结合PhotoShop抠图工具,应用思维导图从抠图主题中心出发构建知识体系,运用具体实例详细描述了其总体结构、分支细节以及相互关系.促进学习者和使用者对各类抠图工具的功能及相互联系进行深度理解和迁移应用.     

基于ASP.NET的在线考试系统设计与实现

随着教育信息化改革的逐步深入,计算机技术已逐渐应用到教育教学过程的各个方面,灵活高效的信息化考核方式成为高校教育改革的重要组成部分.在线考试系统通过网络实现考试过程的无纸化管理,不仅能够节约因考试产生的人力物力成本,更提高了工作效率,同时方便教务部门对考试全过程的监督检查.介绍了基于ASP.NET在线考试系统的设计与实现,包括学生管理、试题管理、在线考试、成绩管理、异常恢复等主要功能,详细阐述在线考试系统的分析、设计和开发过程,并运用功能结构图、数据流图等方法对在线考试系统的实现过程作了详细的说明.     

Web应用的UML协作图建模与形式化规格说明

针对Web应用的特点,从整体功能层面和交互行为层面用UML协作图构建了Web应用模型,以便精确、有效地描述参与协作对象间的结构关系和交互行为,保证在利用UML形式的规格说明推导测试用例时所需的语义信息.研究了运用Object-Z语言来形式化描述Web应用模型,提出了相应的转换规则.设计了形式化规格说明自动化生成的工具(UMLTOZ)中的主要相关类库.     

基于.NET的毕业论文在线指导系统的设计与实现

设计和实现了一个基于校园网络的毕业论文指导系统.该系统使毕业论文指导老师高效地对学生进行指导,改变传统论文指导方式,提供快捷即时的在线答疑与交流,解决指导教师和学生的协作交互,提高工作效率,同时便于导师及时了解论文进度.以.NET为开发平台,使系统具有高安全性、可集成性和交互性.     

Should I e-collaborate with this group? A multilevel model of usage intentions

The use of online collaboration tools for virtual teamwork has been studied extensively, but mainly at the individual-level. We decided to examine the effect of macro-level factors (i.e., team attributes) and applied hierarchical linear modeling analysis to a sample of data collected from 96 individuals nested in 34 virtual teams. Our results suggested that the development of behavioral e-collaboration intentions by individual virtual team members was affected by their perceptions about the system, as described by individual-level IT use theories, and macro-level factors pertaining to the team. The collaboration technology was perceived to be less useful when employed to communicate with social loafers; and collective social loafing negatively influenced the teams’ potency assessments. After controlling for individual-level perceptions of system usefulness, team potency augmented team members’ intentions to use the online collaboration technology with similar teams. It also improved team performance.     

Feature interaction in a federated communications-enabled collaboration platform

Existing online collaboration tools and platforms provide basic communications integration and the ability to include some real-time information sources. Moreover, users prefer to be able to choose which collaboration tool they use for a given interaction, and over the course of long-term collaboration, will typically use a variety of tools, including email, instant messages, wikis, blogs, web conferences, and shared documents.     

基于KM教学法的软件工程教学研究

知识的逻辑结构描述了知识的体系结构及知识之间的内在联系,思维导图是直观的知识组织与表征工具。KM教学法是将知识的逻辑结构与思维导图相结合,通过将知识逻辑结构化,经过分类和分层组织,再经过抽点、连线、成网、扩展、概型等逻辑加工,得到反应知识本质的逻辑结构图与思维导图。本文以"软件工程"为例,探讨应用KM教学法的要点。     

Science of Scientific Team Science: A survey

Scientific teamwork collaboration is an integral element of the scientific process that often leads to significant findings. Systematic analysis of scientific teamwork collaboration continues to influence both the advance in science and knowledge production. This paper presents an overview of Science of Scientific Team Science (SSTS). SSTS explores the behaviors and attributes of teamwork and team-based collaboration specific to scientific teams from the perspective of quantitative analysis, which refers to a branch of science that analyzes and discovers scientific collaboration patterns inter- or extra-team. Aiming at assisting scientific team formation, improving collaboration environment, evaluating team performance, and fostering collaborative behaviors, this survey presents an overview in SSTS. Theoretical background of SSTS at different team development stages has been discussed. In addition, three classifications of SSTS, including interdisciplinary, multidisciplinary, and transdisciplinary research approaches have been investigated. Their associated similarities and differences, challenges and benefits, are also examined. This paper also summarizes web-based tools that enhance one’s understanding and opinion of SSTS. Key technologies and open issues are then discussed. The association among scientific collaboration, scientific teamwork, SSTS, and cross-disciplinary research gives rise to critical implications for scholars who wish to employ and invest in those issues.     

Cross-organizational collaboration supported by Augmented Reality

This paper presents a study where Augmented Reality (AR) technology has been used as a tool for supporting collaboration between the rescue services, the police and military personnel in a crisis management scenario. There are few studies on how AR systems should be designed to improve cooperation between actors from different organizations while at the same time supporting individual needs. In the present study, an AR system was utilized for supporting joint planning tasks by providing organization specific views of a shared map. The study involved a simulated emergency event conducted in close to real settings with representatives from the organizations for which the system is developed. As a baseline, a series of trials without the AR system was carried out. Results show that the users were positive toward the AR system and would like to use it in real work. They also experience some performance benefits of using the AR system compared to their traditional tools. Finally, the problem of designing for collaborative work as well as the benefits of using an iterative design processes is discussed.     

Teamware: An Evaluation of Key Technologies and Open Problems

Tools and technologies aiming to support electronic teamwork are constantly improving. However, the landscape of supporting technologies and tools is fragmented, and comprehensive solutions that fully realize the promises of electronic collaboration remain an elusive goal. In this paper, we describe and relate the capabilities of workflow systems, groupware tools, and content management system by introducing a framework that provides common concepts and reference architectures. To evaluate these technologies from the perspective of teamwork and collaboration, we discuss the requirements of a specific application domain and describe which requirements each of these technologies can address. In addition, we identify currently unsupported requirements and propose corresponding areas for additional research.     

Collaboration factors,teamwork satisfaction,and student attitudes toward online collaborative learning

This study examined online courses with collaborative learning components from 197 graduate students across three consecutive academic years. A student attitude survey containing 20 items and a student teamwork satisfaction scale containing 10 items on a 5-point Likert-type scale with three open-ended questions regarding their online collaborating experiences were collected during the final week of each semester. Results revealed that the three extracted online collaboration factors (Team Dynamics, Team Acquaintance, and Instructor Support) from the student attitude survey had moderate to high degrees of correlation with teamwork satisfaction. Results also revealed that the three collaboration factors accounted for 53% of the variance in online teamwork satisfaction. In addition, results from both surveys and open-ended questions revealed students favored working collaboratively in an online environment.     

Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments

Although most online learning environments are predominately text based, researchers have argued that representational support for the conceptual structure of a problem would address problems of coherence and convergence that have been shown to be associated with threaded discussions and more effectively support collaborative knowledge construction. The study described in this paper sets out to investigate the merits of knowledge mapping representations as an adjunct to or replacement for threaded discussion in problem solving by asynchronously communicating dyads. Results show that users of knowledge maps created more hypotheses earlier in the experimental sessions and elaborated on them more than users of threaded discussions. Participants using knowledge maps were more likely to converge on the same conclusion and scored significantly higher on post-test questions that required integration of information distributed across dyads in a hidden profile design, suggesting that there was greater collaboration during the session. These results were most consistent when a knowledge map with embedded notes was the primary means of interaction rather than when it augmented a threaded discussion.     

Tools for implementing network protocols

This paper describes two software tools—a message manager and a map manager—used to implement network protocols. The tools are provided as part of the x-kernel, an operating system kernel designed to support the construction and composition of protocols. For each tool, we briefly motivate the network task that needs to be done, give a high-level specification of the tool, outline the algorithms and data structures used to implement the tool and give concrete examples of how the tool is used to implement real protocols. We also demonstrate how the tools, even though they are designed for general use, perform efficiently.