基于知识点本体的学习资源框架设计

针对目前语义缺失,缺少可重用性、互操作性、共享性的学习资源现状,提出将知识点本体引入学习资源库功能模型的构建和学习知识的表达,模型中采用KDD技术对领域学科知识点的内在联系及层次关系进行分析和研究．并构建领域知识点本体模型,为学习资源适应个性化学习提供语义基础,实现资源的共享和重用。     

基于本体的智能学习资源分配模型构建

网络学习系统的核心是学习资源的分配和管理。学习资源的分配原则是按照教学策略依据学习者特征和学习资源特征进行匹配,从存储学习资源的信息库中调出所需的学习资源内容进行学习。引入领域本体进行建模,对学习资源进行语义描述,引入本体知识,利用本体描述学习者信息和学习资源信息,建立相关本体模型。主要针对资源的组成部分的显示形式和操作进行描述,支持个性化学习产     

基于本体的决策模型冲突预测及协商研究

依据模型知识的特性,定义了模型描述本体和任务求解本体,为模型提供语义支持.模型语义分为描述语义和行为语义.基于描述语义的相似性判定,模型可进行潜在冲突预测;然后根据任务求解本体的定义,模型通过行为语义交互,进行行为协商;而在执行过程中,模型需要为每一个操作申请资源,因此模型根据模型描述本体和描述语义对资源申请进行协商,从而得到互不冲突的操作执行序列,消除冲突.最后通过实验分析验证算法的有效性.     

语义驱动的集成化产品建模

针对复杂产品研发过程中多领域协同对产品知识共享和重用的需求,提出一种语义驱动的集成化产品建模方法.结合多本体技术,给出了集成化产品建模框架,该框架由概念层和模型层构成,概念层包括高层核心产品本体和领域本体,模型层由主模型和领域模型等一族模型构成;同时还给出了集成化产品模型的形式化语义描述,在构建高层核心产品本体的基础上建立主模型;基于多领域本体,进行由概念层语义驱动的领域模型快速重构,在语义理解基础上实现跨领域的产品知识重用.     

我国网络环境下协作知识建构的研究--基于社会网络分析的方法

协作知识建构注重学习者参与协作学习伙伴之间的讨论和交流,与学习伙伴分享学习资源、观念和理解。研究发现,目前的研究主要集中在理论基础研究、模型构建及应用研究等方面,未来研究需对理论基础和实践研究进行深入分析和探讨,提高深度协作知识建构过程的效率。     

领域本体学习资源分配模型设计

领域本体是某领域中信息语义的基本单位,是对领域信息资源进行分类与描述的概念化体系,通过领域本体所定义的严格语义内涵和概念之间的相互关系,可以建立起信息资源在本体层的映射关系。本文介绍了通过引入领域本体,构建智能授导系统中的学习者和学习资源相关本体模型,同时对学习资源进行语义描述,主要针对资源的组成部分的显示形式和操作进行描述。     

基于本体的电力知识跨媒体资源管理

随着电力企业海量数字资源的日益增长,如何对多种媒体格式的数字资源进行统一管理并进行快速、准确的搜索是电力企业知识管理中面临的难点.传统的搜索方法主要是基于关键字匹配来查找并返回大量的信息,没有考虑语义信息和用户的个性化特征,因此无法为用户提供准确、个性化的学习资源,造成了学习资源和人力的严重浪费.为解决此问题,本文基于语义技术,用机器可处理的语义元数据描述各种异构资源,并提出了基于本体的电力知识跨媒体资源标注方法,可以有效的解决用户对多知识点联动检索的问题,实现了电力企业知识内部知识的转化和传递,最终实现知识的共享和重用.     

基于LOM的知识模型与个性化学习控制

在智能教学系统中,知识模型是专家模型的核心,是实现智能教学的一个关键问题。本文讨论知识点及其相互关系的形式表示,提出基于LOM的知识点模型与学习控制策略。知识点被设计、封装为学习对象,提高了学习内容的可重用性、可管理性、可定制性与互操作性。LOM的语义描述能力,使得系统本身具有一定程度的知识理解能力。以知识点LOM模型为结点的知识网络是语义网络,其语义计算能力便于知识的发现与关联。将专家知识网络动态映射为学生知识网络,实现了个性化学习。     

企业专利资源管理流程本体建模研究

针对企业专利资源管理流程中语义一致性和自动化程度不高的问题,将语义本体引入到专利管理工作流的描述中。利用IDEF5图表语言构建了企业专利资源管理流程本体,在此基础上实现了对企业专利价值评估流程的可视化描述,并结合OWL语言对流程本体进行了形式化定义,该方法提供了对相关术语和词汇的共同一致的理解,可增强流程知识的语义互操作、重用和共享,从而提高企业专利资源管理的效率。     

基于本体的协同知识交流模型

在远程协作环境下,不同背景的人对同一问题的理解会产生差异,这不利于学习效果收敛的场合。为消除这种影响,该文提出了用本体来为人与人的交流提供一致的理解,分析了系统要素和动态行为,给出了基于本体的协同知识交流模型以及相应的原型。     

协同学习环境中的嵌套式知识空间模型及实现

针对传统协同学习系统中普遍存在着学习材料组织混乱、学习工具隔离使用和感知处理困难等问题，本文提出了嵌套式知识空间模型，该模型包含知识域、知识域之间的包含关系、相关关系、拟序关系和并行关系以及知识空间等概念。根据此模型建立的协同学习系统中，可将学习材料及学习工具和学生的学习过程有机的整合在一起，提高学生的学习效果。另外本文还给出了描述此模型的具体数据结构和相关算法，并开发了相应的工具给教师进行模型管理。     

English outside the academic sphere: A mobile-based context-aware comparison study on collaborative and individual learning

Context-aware ubiquitous learning (CAUL) technology provides language learners with interactive learning environments and has been found to increase learning effectiveness and self-efficacy due to student interaction, discussion and evaluation of the entire learning process. This study used a mobile-based ubiquitous learning system combined with a collaborative learning approach to develop Fitness-specific English listening and reading, and fitness knowledge. The researchers recruited two groups of participants, an individual learning group (N = 31) and a collaborative learning group (N = 30), and evaluated their learning performance via pre-and post-tests. In addition, a questionnaire explored the perceived usefulness, usability, follow-up intention of using the system and self-efficacy regarding fitness-specific English. The results show that both groups improved fitness-specific English in terms of listening and reading comprehension. Moreover, collaborative learning was found to facilitate fitness-specific knowledge, and those in the collaborative learning group improved their self-efficacy more than those in the individual learning group.     

Structural model of team-based learning using Web 2.0 collaborative software

This study examines the phenomena occurring among team members during their participation in team-based learning using Web 2.0 collaborative software. Based on the Grounded Theory approach, this study analyzes students' feedback related to team collaborative learning using Web 2.0 collaborative tool. Data analysis yields a structural model of team-based learning facilitated by Web 2.0 collaborative software. This study draws inferences to suggest that Web 2.0 collaborative learning environment uncovers diverse communication media in support of synchronicity and group awareness. Subsequently, synchronicity and group awareness promote team-based learning. This study also reveals that four factors, namely, synchronicity, group awareness, learner autonomy and collective intelligence, support team-based learning facilitated by Web 2.0 technology.     

复杂产品协同设计中数据建模与驱动方法

针对在传统基于工作流的协同设计中,不同专业设计人员交流和任务协调困难导致产品设计效率低下的问题,提出复杂产品"一元三层"数据模型和基于数据驱动的复杂产品协同设计技术。首先采用多维多粒度的数据建模和本体描述方法完成了对复杂产品的信息建模,然后采用基于本体的语义检索技术完成协同设计过程任务的数据订阅,最后实现基于数据订阅/发布的复杂产品任务协同技术。实验结果表明,基于数据驱动的复杂产品协同设计技术解决了传统协同设计过程中不同专业设计人员之间交流与任务协调的困难,实现复杂产品协同设计过程的螺旋式上升,从而提高了产品设计效率。     

When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure

The purpose of this study is to explore how groups decide to use asynchronous online discussion forums in a non-mandatory setting, and, after the group decision is made, how group members use online discussion forums to complete a collaborative learning project requiring complex data gathering and research processes. While a large body of research on computer-mediated communication (CMC) has documented successful intervention strategies to promote and sustain online discussion forums, little of the research has examined the use of online discussion forums in voluntarily contexts, wherein the decision to use online discussion forums is a personal decision and participation is not a graded component. This study approaches the research questions using a naturalistic case study of one graduate-level blended learning course with 55 students. Employing both student interviews and content analysis methods, this study revealed that the factors affecting the group decision to use online discussion forums are (1) successful or unsuccessful experiences during the first trial, (2) perceived affordances of CMC tools, and (3) the interplay between the nature of collaborative tasks and perceived efficiency. The content analysis of online postings in two voluntary groups revealed that when groups decided to use online discussion forums, participation levels were almost equal among individual group members, and discussion threads were sustained until the final completion of the collaborative project.     

指导型协作学习组间竞争机制模拟

基于网络的指导型协作学习已广泛应用于教学实践中。在小组间开展竞争能促进协作学习,为了研究基于网络的组间竞争机制,给出了指导型协作学习三元组模型,提出了衡量学生亲和度与教师指导效率的方法;建立了指导型协作学习的组间竞争机制方程,以此促进学生在组间迁移,该方程包含的激励因子和抑制因子来调节组间竞争程度。随后描述了组间竞争的算法,通过实验模拟了组间竞争的过程,验证了算法有效性和自适应性。最后得到组间竞争模型能有效应用于基于网络的指导型协作学习教学实践。     

协同学习环境中的嵌套式知识空间模型和感知处理

为使协同学习环境能提供合理的学习导航和灵活的感知处理,提出了嵌套式知识空间模型,其中包含知识域、知识域之间的4种关系和知识空间等．根据该模型建立的协同学习环境,可以对系统中的文档资料进行有效的组织和管理,帮助学习者找到学习目标以及所需的资料进行学习．为了消除用户在远程协同学习环境中的“孤独感”,在嵌套式知识空间模型的基础上,提出了协同学习环境中的多级感知处理模型．它包括两种感知方式：多层感知空间方式和定制监测方式．此外在感知处理模型中,为用户提供了信息过滤器和隐私保护器,可有效地进行信息过滤和隐私保护．     

Do students benefit equally from interactive computer simulations regardless of prior knowledge levels?

The purposes of this study were to examine the effects of two types of interactive computer simulations and of prior knowledge levels on concept comprehension, cognitive load, and learning efficiency. Seventy-two 5th grade students were sampled from two elementary schools. They were divided into two groups (high and low) based on prior knowledge levels, and each group was divided into two treatment groups (a low-interactive simulation group and a high-interactive simulation group). The dependent variables were concept comprehension, cognitive load, and learning efficiency. The results showed that, for students with high prior knowledge levels, high-interactive simulations, rather than low-interactive simulations, resulted in significantly increased comprehension scores, decreased cognitive load scores, and higher learning efficiency. On the other hand, among students with low prior knowledge levels, the low-interactive simulation group did not demonstrate significantly increased comprehension scores, but they did show lower cognitive load scores and higher learning efficiency than the high-interactive simulation group.     

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping

This paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students' overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty‐four 12‐year‐old students from two 6th grade classes (32 from each class) participated in the study. Guided by the methodology of quasi‐experimental research, group scribbles 1.0 was adopted in which students carried out collaborative concept mapping activities for social studies in two different settings: (1) 1:1 (one‐device‐per‐student) – students working in pairs with one Tablet PC assigned to each of them; and (2) 1:m (one‐device‐to‐many‐students) – multiple students sharing a Tablet PC. Both settings were evaluated and the interactional patterns of the student groups' concept mapping were identified. The results indicated that in both 1:1 and 1:m settings, students had improved their learning results and retention. Nevertheless, while 1:1 groups had demonstrated more consistency in group participation, improved communication and interaction, the 1:m groups had instead generated superior artefacts as all the notes were well discussed among the group members. The findings suggest that a higher quality of collaborative processes does not necessarily lead to improved student artefacts.     

协同编辑中的语义一致性问题*

针对计算机协同编辑系统的实际应用,如应用于协同写作,提出了其涉及的两种语义的一致性问题--简单语义一致性和复杂语义一致性.简单语义一致性是指参与协同编辑的用户要对所编辑文章中的概念达成一致的理解,提出利用本体这一知识表示工具来解决;复杂语义一致性是指保持所编辑文章的整体语义合乎逻辑,并与主题保持一致,提出利用本体结合自然语言理解技术来解决.