Semantically enriched Massive Open Online Courses (MOOCs) platform

Massive Open Online Courses (MOOCs) are becoming an essential source of information for both students and teachers. Noticeably, MOOCs have to adapt to the fast development of new technologies; they also have to satisfy the current generation of online students. The current MOOCs’ Management Systems, such as Coursera, Udacity, edX, etc., use content management platforms where content are organized in a hierarchical structure. We envision a new generation of MOOCs that support interpretability with formal semantics by using the SemanticWeb and the online social networks. Semantic technologies support more flexible information management than that offered by the current MOOCs’ platforms. Annotated information about courses, video lectures, assignments, students, teachers, etc., can be composed from heterogeneous sources, including contributions from the communities in the forum space. These annotations, combined with legacy data, build foundations for more efficient information discovery in MOOCs’ platforms. In this article we review various Collaborative Semantic Filtering technologies for building Semantic MOOCs’ management system, then, we present a prototype of a semantic middle-sized platform implemented at Western Kentucky University that answers these aforementioned requirements.     

Usability of a cloud-based collaborative learning framework to improve learners’ experience

Computer-Supported Collaborative Learning (CSCL) is concerned with how Information and Communication Technology (ICT) might facilitate learning in groups which can be co-located or distributed over a network of computers such as Internet. CSCL supports effective learning by means of communication of ideas and information among learners, collaborative access of essential documents, and feedback from instructors and peers on learning activities. As the cloud technologies are increasingly becoming popular and collaborative learning is evolving, new directions for development of collaborative learning tools deployed on cloud are proposed. Development of such learning tools requires access to substantial data stored in the cloud. Ensuring efficient access to such data is hindered by the high latencies of wide-area networks underlying the cloud infrastructures. To improve learners’ experience by accelerating data access, important files can be replicated so a group of learners can access data from nearby locations. Since a cloud environment is highly dynamic, resource availability, network latency, and learner requests may change. In this paper, we present the advantages of collaborative learning and focus on the importance of data replication in the design of such a dynamic cloud-based system that a collaborative learning portal uses. To this end, we introduce a highly distributed replication technique that determines optimal data locations to improve access performance by minimizing replication overhead (access and update). The problem is formulated using dynamic programming. Experimental results demonstrate the usefulness of the proposed collaborative learning system used by institutions in geographically distributed locations.     

Evaluating the effects of frame of reference on spatial collaboration using desktop collaborative virtual environments

Spatial collaboration is an everyday activity in which people work together to solve a spatial problem. For example, a group of people will often arrange furniture together or exchange directions with one another. Collaborative virtual environments using desktop PCs are particularly useful for spatial activities when the participants are distributed. This work investigates ways to enhance distributed, collaborative spatial activities. This paper explores how different frames of reference affect spatial collaboration. Specifically, it reports on an experiment that examines different combinations of exocentric and egocentric frames of reference with two users. Tasks involve manipulating an object, where one participant knows the objective (director) and the other performs the interactions (actor). It discusses the advantages and disadvantages of the different combinations for a spatial collaboration task. Findings from this study demonstrate that frames of reference affect collaboration in a variety of ways and simple exocentric-egocentric combinations do not always provide the most usable solution.     

Accelerating filtering techniques for numeric CSPs

Search algorithms for solving Numeric CSPs (Constraint Satisfaction Problems) make an extensive use of filtering techniques. In this paper¹ we show how those filtering techniques can be accelerated by discovering and exploiting some regularities during the filtering process. Two kinds of regularities are discussed, cyclic phenomena in the propagation queue and numeric regularities of the domains of the variables. We also present in this paper an attempt to unify numeric CSPs solving methods from two distinct communities, that of CSP in artificial intelligence, and that of interval analysis.     

Tracing success: graphical methods for analysing successful collaborative problem solving

The aim of this paper is to evaluate the use of trace diagrams for analysing collaborative problem solving. The paper describes a study where trace diagrams were used to analyse joint navigation in a virtual environment. Ten pairs of undergraduates worked together on a distributed virtual task to collect five flowers using two bees with each participant controlling one of the bees. This task is used extensively in research on multi-robot systems. The joint navigation of the pairs was analysed using trace diagrams. They showed that more successful pairs divided the task up, showed very little overlap and very little backtracking. Whereas, the less successful pairs, showed no task division, there was significant overlap and extensive backtracking. From this analysis we developed numerical measures of task division, overlap and backtracking. Task division was significantly and negatively related with task performance. Backtracking and overlap were significantly and positively correlated.     

DETERMINATION OF TOTAL NITROGEN IN BARLEY AND MALT BY COMBUSTION METHOD—COLLABORATIVE TRIAL

A combustion method, relying on the Dumas principle, for the determination of total nitrogen in barley and malt, has been collaboratively tested by the Analysis Committee of the European Brewery Convention. Repeatability, r₉₅, and reproducibility, R₉₅, values were 0.063 and 0.116% of dry matter, respectively, for samples with nitrogen contents in the range 1.23 to 1.86% N of dry matter. There was no significant difference between these values for barley and malt. The Analysis Committee approved the adoption of the combustion method for inclusion in Analytica EBC as an alternative method.     

On collaborative content distribution using multi-message gossip

We study epidemic schemes in the context of collaborative data delivery. In this context, multiple chunks of data reside at different nodes, and the challenge is to simultaneously deliver all chunks to all nodes.     

Multi-plant production scheduling in SMEs

Traditionally, companies used to view themselves as separate entities and did not devote efforts to collaborate with other echelons of the extended enterprise. This even happened at multi-site companies owning different plants that belonged to the same supply chain. However, manufacturing facilities of the same supply chain should intensively share information and coordinate planning and scheduling tasks in order to get a globally optimized solution. This paper discusses some specific characteristics of the planning and scheduling problem in the extended enterprise including an analysis of a case study, and reviews the available state-of-the-art research studies in this field. Most studies suggest that integrated approaches can have a significant impact on the system performance, in terms of lower production costs, and less inventory levels. The paper provides some conclusions and suggestions of future works.     

A strategy for integrating product conceptualization and bid preparation

Collaboration with other members of the supply chain is one means by which small and medium sized enterprises (SMEs) can compete in today’s global business environment. Thus, early stages of the new product development process involve both technical activities, e.g., product platform definition, and commercial activities, e.g., bidding for contracts. This paper introduces an integrated collaborative bidding and design system (CBDS) to help SMEs coordinate the two aspects. General sorting was employed for initial requirements acquisition and platform definition; while a self-organizing map (SOM) neural network was combined with a concurrent cost-schedule estimation strategy for refinement of design options and bid evaluation/preparation. A case study on cellular phone design was then applied for illustrating the proposed prototype system.     

Automatic coding of dialogue acts in collaboration protocols

Although protocol analysis can be an important tool for researchers to investigate the process of collaboration and communication, the use of this method of analysis can be time consuming. Hence, an automatic coding procedure for coding dialogue acts was developed. This procedure helps to determine the communicative function of messages in online discussions by recognizing discourse markers and cue phrases in the utterances. Five main communicative functions are distinguished: argumentative, responsive, informative, elicitative, and imperative. A total of 29 different dialogue acts are specified and recognized automatically in collaboration protocols. The reliability of the automatic coding procedure was determined by comparing automatically coded dialogue acts to hand-coded dialogue acts by a human rater. The validity of the automatic coding procedure was examined using three different types of analyses. First, an examination of group differences was used (dialogue acts used by female versus male students). Ideally, the coding procedure should be able to distinguish between groups who are likely to communicate differently. Second, to examine the validity of the automatic coding procedure through examination of experimental intervention, the results of the automatic coding procedure of students, with access to a tool that visualizes the degree of participation of each student, were compared to students who did not have access to this tool. Finally, the validity of the automatic coding procedure of dialogue acts was examined using correlation analyses. Results of the automatic coding procedure of dialogue acts of utterances (form) were related to results of a manual coding procedure of the collaborative activities to which the utterances refer (content). The analyses presented in this paper indicate promising results concerning the reliability and validity of the automatic coding procedure for dialogue acts. However, limitations of the procedure were also found and discussed.