Abstract: INSPIRE has set a standard towards which GI providers can work and with which GI users can work seamlessly at European scale. GIS4EU has taken this standard and designed a repeatable process that can be implemented to harmonise heterogeneous spatial datasets. By following the GIS4EU process, a set of rules can be determined for almost any spatial dataset that falls within the INSPIRE spatial themes. Applying these rules promotes locally and nationally relevant spatial information to a seamless European SDI. That this can be done without the need to rebuild or modify at source any existing data repositories enhances the economy, promotes reuse, and extends the flexibility of the whole INSPIRE process.
Abstract: It is a widely held assumption that learning style is a useful model for quantifying user characteristics for effective personalized learning. We set out to challenge this assumption by discussing the current state of the art, in relation to quantitative evaluations of such systems and also the methodologies that should be employed in such evaluations. We present two case studies that provide rigorous and quantitative evaluations of learning-style-adapted e-learning environments. We believe that the null results of both these studies indicate a limited usefulness in terms of learning styles for user modeling and suggest that alternative characteristics or techniques might provide a more beneficial experience to users.
Abstract: Web-based distance learning is becoming increasingly prevalent as the Internet permeates every aspect of our culture, and many educational content management systems are now in use on the web. However, learnersâ experiences of these systems are almost invariably static, with information being delivered regardless of their background or knowledge. Due to variation between learnersâÂÂ, it is suggested that these web-based distance- learning systems would benefit from the capability of adapting their content to meet individual needs. To effectively implement this adaptation of educational material, we require a user model that supplies the system with information about the learners using the system, such as their backgrounds, knowledge, interests and learning styles. This paper focuses on presenting a user model that combines the advantages of two techniques (overlay and stereotyping) in a way that provides the system with the ability to deliver information that is fully informed by the requirements of individual users.
Abstract: The Next Big Thing in hypertext will be unifying different applications in bioinformatics through the ZigZag paradigm, allowing this field to live up to its promise of revolutionising the pharmaceutical industry. The paper outlines ZigZag, Ted Nelsonâs unique hyperstructural paradigm, and illustrates how, by examining a current bioinformatics task such as structure/binding prediction, the application of this novel paradigm has the potential to revolutionise bioinformatics completely by allowing a unified approach to a task currently fulfilled by fragmented data and applications.
Abstract: The automated generation of links within a body of educational material is critical to the cost-effective implementation of technology- based learning. This article describes the linking system used by WHURLE, an adaptive web-based integrated learning environment. Structural links are dynamically generated from lessons using an autonavigation system. Authored links are created by teachers or students, and consist of bidirectional links between different points in the content or between WHURLE and elsewhere on the web. Authored links are defined in a linkbase that is either attached to a lesson (i.e., teacher originated) or to a user profile (i.e., student originated). These links may be single (i.e., one to one), hubs (one to many), or plural (many to many), and are implemented by Goate, a content-modifying proxy system.
Abstract: Measurement of the forced rupture of biotin from streptavidin, using the force microscope, revealed a logarithmic dependence on the rate of loading. Transition state theory predicts that the rupture force is dependent on the rate of force loading and the dissociation rate constant of the interaction. Analysis of the dependence of the rupture force with loading rate reveals that the barrier to unbinding under the loading rates employed here is situated between 0.12 and 0.18 nm away from the bound state. The position of the barrier determined is similar in value to the results obtained using complementary force techniques, and is matched by calculations from computational simulation. Thus, force rupture measurements may be used to profile the internal energy pathway of molecular dissociation events. The results suggest, however, that the loading rates employed here, using cantilever retract velocities as low as 1 nm sâÂÂ1, are still too high to explore the whole of the unbinding energy landscape, and suggests further avenues for instrumental and experimental development.
Abstract: Enthalpic approaches have been shown to be of value in the simulation of scanning force microscope (SFM) forceâÂÂdistance experiments. We show that for streptavidin, adiabatic mapping with lenient minimization convergence criteria can produce useful data for the comparative analysis of different ligands. The lenient mapping protocol profiles the undocking pathway in a fraction of the time required for other methods presented in the literature. Unbinding pathways and hydrogen bonding patterns for three ligands are predicted in a total of 74 computer-hours using a single processor of a Hewlett-Packard J-210. Hence this method allows the analysis of SFM ligand rupture pathways with a low computational overhead and also importantly suggests further avenues of biophysical experimental investigation and data interpretation.
Abstract: The scanning force microscope has developed into a technique for the examination of key events involved in molecular interactions. Here we present a novel method to analyse the new family of force data obtained from this biophysical tool. Adiabatic mapping of the streptavidinâÂÂbiotin interaction reveals a range of ligand rupture forces from 253 to 393 pN, which are in close agreement with experimental data. Analysis of the undocking process shows the importance of hydrogen bonding in this interaction. The potential of this combined approach as a method of studying rupture force data is highlighted.
Abstract: As awareness of game-based learning increases, it is becoming more widespread and accepted as an effective learning methodology. The scale of adoption of this new learning methodology is putting an immense pressure on designers and developers to come up with solutions that cover very different requirements simultaneously. With users concretely at the center of learning design, game-based learning solutions need to take playersâÂÂ/learnersâ differing aspects and characteristics into account and therefore need to become adaptive on several levels. Content should be 93 chosen and suggested to users according to their user profiles and performance. Additionally, tutoring services and support levels need to re-scale constantly to more appropriately support learnersâ needs as these develop. This paper presents exemplars of two interactive technologies: a serious game developed for care staff to train their ability to deal with âÂÂdifficult dialoguesâ with residents, and a dialogue simulation developed to improve intercultural awareness in multicultural dialogues. Moreover, this paper shows how user profiles can be conceived in order to steer adaptivity on both technological solutions. Finally, a metacognitive scaffolding service is outlined as one of the levels of adaptive support for both learning solutions. Some conclusions and outlook on further activities are given.
Abstract: As computer supported learning fragments from monolithic platforms into a wide range of disparate learning experiences it is important to develop systems that provide generic services appropriate for a wide array of learning scenarios. The authors have previously developed a platform for deploying metacognitive scaffolding coupled to a web-based adaptive eLearning system, supported by a cognitive model of reading for learning tasks, developed with instructional experts. We have began investigating more generic cognitive task models in order to support a wider variety of learning experiences. Here we discuss models of SRL and their suitability
Abstract: online training is an increasingly important facet of the skills enhancing portfolio of any organization and has an especial place within life-long learning, career development and other self-regulated adult learning. We here present an overview of work towards developing online training, which is augmented by contextual cues; training which is personalized and adapted, in real-time, towards the learning objectives of the user, whilst supporting a wide range of meta-cognitive activities. This work brings technologies developed for the fantastical scenarios of serious gaming into the ÃÂâÂÂreal worldÃÂâ ÃÂâ we also begin to address some of the underlying challenges in this transition
Abstract: The emotional state of a learner is deeply intertwined with their performance and motivation, but relatively few learning tools provide any systemic way of measuring or reflecting this. We here present two tools that directly measure affect and can be used to inform adaptive / personalised strategies for learning systems.
Abstract: As User Modelling moves away from a tightly integrated adjunct of adaptive systems and into User Modelling Services provision, it is important to consider what facets or characteristics of a user might need to be contained within a user model in order to support particular functions. Here we examine previous mechanisms for creating a metacognitive user model. We then take first steps to describe the necessary characteristics of a user model we envisage being utilised by an affective metacognitive modelling service and make some suggestion for the source, form and content of such characteristics.
Abstract: Pervasive Monuments are digital services / experiences which act as digital memorials (delivered potentially in both online and ubiquitous mobile formats) to specific groups of people. Our project of the same name is developing two monuments, âÂÂUrwibutsoâ and âÂÂSpomenikâÂÂ, which respectively act as memorials to those killed in the 1994 Rwandan Genocide and Post WWII Stalinist purges in the former Yugoslavia (especially Slovenia). The project explores how such services / experiences should be developed, understanding their basic technological requirements, and the requirements of key stakeholders in their production. It will then implement them as interactive experiences and study the user response to these experiences, in-the-wild. This will allow us to actively engage with and explore new forms of digital economy service (with an emphasis here on cultural aspects of the digital economy) and critically engage with some of the core ethical issues of the digital economy and the ubiquitous computing paradigm, namely the repurposing and longevity of digital data.
Abstract: Whilst location-aware applications are growing in number and popularity, a number of important issues are either being ignored or not widely considered within the community. In this paper, we outline three scenarios that illustrate key issues with positioning in the wild to allow the discussion of those issues within a practical and pragmatic framework
Abstract: In this paper we will describe AnswerTree, a collaborative mobile location-based educational game designed to teach 8-12 year olds about trees within the University of campus. The activity is designed around collecting cards (similar to Top Trumps) with information about notable trees. Each player begins by collecting one card then other players gain further cards by answering questions using the knowledge shared by a current cardholder. This allows each player to be a subject expert at the start of the game and requires interaction in order that the game is successfully completed. In this initial paper we will outline the structure and background of the game. The game is based on the Hyperplace framework and is a first implementation of a wider process to develop a flexible, multi-purpose platform for location-based mobile learning (both individual and collaborative).
Abstract: The adoption of Adaptive Educational Hypermedia Systems into âreal worldâ teaching has been poor so far. One of the reasons behind this is believed to be due to their architectural design failing to answer the overall needs of Web-enhanced learning. On the other hand, Web 2.0 emerging technologies are transforming the whole field of e-Learning into one known as "e-Learning 2.0". In this new generation, the learning process becomes a social and collaborative activity. Modern Learning Management Systems (LMS) provide the tools and the environment to enable this social learning. WHURLE 2.0 [1] was proposed as an adaptive LMS framework that allows adaptation functionality to be integrated with a modern LMS, by transforming its overall architecture into a distributed Web service. This paper takes the conceptual framework further by stressing its links with some of the Web 2.0 tools and showing this through an implementation that combines the Web 2.0 social aspects from Moodle as an LMS with the adaptation functionality.
Abstract: The mechanisms for personalisation used in web applications are currently the subject of much debate amongst researchers from many diverse subject areas. One of the most contemporary ideas for user modelling in web applications is that of cognitive styles, where a userâs psychological preferences are assessed stored in a database and then used to provide personalised content and/or links. We describe user trials of a case study that utilises visual-verbal preferences in an adaptive web-based educational system (AWBES). Students in this trial were assessed by the Felder-Solomon Inventory of Learning Styles (ILS) instrument, and their preferences were used as a means of content personalisation.Contrary to previous findings by other researchers, we found no significant differences in performance between matched and mismatched students. Conclusions are drawn about the value and validity of using cognitive styles as a way of modelling user preferences in educational web applications.
Abstract: ZigZag is a paradigm of hypermedia that consists of a multidimensional system of principled interconnections. Its basic features and specifications are now well known, but despite this, very few practical applications have been described or discussed. This paper examines two projects as case studies. These projects both use the unique properties of ZigZag in order to solve real-world problems. One of these case studies is a personal information management system for mobile phones, and the other is a bioinformatics visualization system. Although superficially extremely different, these areas both make use of information that is loosely structured and deeply interconnected.
Abstract: Most adaptive hypermedia systems used in education implement a single user model - inevitably originally designed for a specific set of circumstances. In this paper we describe an architecture that makes use of XML pipelines to facilitate the implementation of different user models.
Abstract: -Adaptive hypertext provides a powerful approach to the problems of providing information that is appropriate to the diverse needs of users, and it is most commonly implemented in education. In this paper we describe how an experimental XMLbased adaptive learning environment (WHURLE) has been built to facilitate the creation of reusable educational content. WHURLE authors fall into three categories â subject experts create âÂÂchunks â â conceptually discrete units of content; teachers create âÂÂlessons â and technical authors create the user models that inform the systems adaptation. WHURLE has a modular architecture so that alternative skins and adaptation filters may be used to radically change its appearance and behaviour. We also consider issues involved with navigation in an adaptive docuverse, and describe a mechanism for user-control of the adaptation â tantamount to a manual override of the user model.
Abstract: Developing web-based learning materials gives rise to a number of pedagogic problems. Learners are highly diverse in respect to their pedagogical requirements, and the implementation of an effective web-based learning strategy must avoid placing a heavy technological burden on IT-naive academics.
Abstract: Abstract Molecular information (sequences and molecular structures) are normally represented in legacy format ASCII files (e.g. SwissProt, PDB and MDL-molfile formats). Although there is a high level of content in these files the information structure is difficult to analyse and the data is not easy to re-use. For example, in PDB files most of the information apart from the ATOM records is discarded by many current tools (such as viewers). There is an increasing demand for information to be format-independent for exchange protocols to be extensible and interoperable. This challenge has been addressed by the WorldWideWeb Consortium (W3C) who have developed a set of protocols for structuring documents and marking up data. These include: XML: the eXtensible Markup Language; a metalanguage for creating Markup Languages DOM: the (API for the) Document Object Model XSL: eXtensible StyleSheet Language XLINK/Xpointer: addressing systems for structured documents(SDs) XQL: a query language for SDs RDF: a metadata protocol These allow users to create compound documents containing information from many sources. The XML technology supports many generic information types including: mathematics (MathML), vector graphics (SVG) and multimedia (SMIL), as well as allowing others to create their own languages (e.g. CML). A key factor of the W3C approach is that SDs can be exchanged without loss of information. A large range of tools are now freely available to support generic operations (search/filtering/rendering/browsing, etc.) We have applied these to common document types in biomolecular science, particularly: - protein sequence - macromolecular structure - âsmall moleculeâ structures (using Chemical Markup Language, CML) XML is an accessible discipline which allows users to create documents from well defined fragments/components. Thus a PDB âfileâ is really a âgroveâ of many components, which others can be added to or removed from. By adopting the XML approach we overcome the syntactic impedance between many biomolecular documents and data entries, making it easier to write automated processes for management.
Abstract: The ideal of using adaptive hypertext in education is to create systems that "understand" the learning requirements of users, and present information that fulfils these requirements in terms of content, structure and pedagogy. In this seminar, presenters illustrate how they have addressed some issues of navigation in the ongoing development of WHURLE: (Web-based Hierarchical Universal Reactive Learning Environment), an experimental adaptive learning environment and educational content management system
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