Ambjörn Naeve

EDUTELLA: a P2P networking infrastructure based on RDF

Metadata for the World Wide Web is important, but metadata for Peer-to-Peer (P2P) networks is absolutely crucial. In this paper we discuss the open source project Edutella which builds upon metadata standards defined for the WWW and aims to provide an RDF-based metadata infrastructure for P2P applications, building on the recently announced JXTA Framework. We describe the goals and main services this infrastructure will provide and the architecture to connect Edutella Peers based on exchange of RDF metadata. As the query service is one of the core services of Edutella, upon which other services are built, we specify in detail the Edutella Common Data Model (ECDM) as basis for the Edutella query exchange language (RDF-QEL-i) and format implementing distributed queries over the Edutella network. Finally, we shortly discuss registration and mediation services, and introduce the prototype and application scenario for our current Edutella aware peers.

The Web 2.0 Driven SECI Model Based Learning Process

Nonaka and his knowledge transformation model SECI revolutionized the thinking about organizations as social learning systems. He introduced technical concepts like hypertext into organizational theory. Now, after 15 years Web 2.0 concepts seem to be an ideal fit with Nonakas SECI approach opening new doors for more personal, dynamic, and social learning on a global scale. In this paper, we present an extended view of blended learning which includes the combination of formal and informal learning, knowledge management, and Web 2.0 concepts into one integrated solution, by discussing what we call the Web 2.0 driven SECI model based learning process.

Learning processes and processing learning: from organizational needs to learning designs

Please, cite this publication as: Naeve, A. & Sicilia, M. A. (2006). Learning: from Organizational Needs to Learning Designs. Proceedings of Adaptive Hypermedia. June, Dublin, Ireland. Retrieved June 30th, 2006, from http://dspace.learningnetworks.org

A system for exploring open issues in VR-based education

Virtual reality has been shown to be an effective way of teaching difficult concepts to learners. However, a number of important questions related to learning, immersion, collaboration and realism remain to be answered before truly efficient virtual learning environments can be designed. We present CyberMath, an extendable avatar-based shared virtual environment for teaching and exploration of non-trivial mathematics that allows further study of these issues.

Learning Object Annotation for Agricultural Learning Repositories

This paper introduces a Web-based tool that has been developed to facilitate learning object annotation in agricultural learning repositories with IEEE LOM-compliant metadata. More specifically, it presents how an application profile of the IEEE LOM standard has been developed for the description of learning objects on organic agriculture and agroecology. Then, it describes the design and prototype development of the Organic.Edunet repository tool: a Web-based for annotating learning objects on organic agriculture and agroecology, organizing them in using a portfolio-like user interface in a learning repository, and then federating this repository with a network of agricultural learning repositories.

The SCAM Framework: Helping Semantic Web Applications to Store and Access Metadata

In this paper we discuss the design of the SCAM framework, which aims to simplify the storage and access of metadata for a variety of different applications that can be built on top of it. A basic design principle of SCAM is the aggregation of metadata into two kinds of sets of different granularity (SCAM records and SCAM contexts). These sets correspond to the typical access needs of an application with regard to metadata, and they constitute the foundation upon which access control is provided.

A modelling approach to study learning processes with a focus on knowledge creation

In this paper, we present a modelling approach to study learning processes. We introduce the process/pedagogy/tools model and shown how its assembly-line style of process modelling can be used to describe which pedagogical aspects and which tools that support which parts of a specific learning process. We also review the SECI knowledge creation theory of Nonaka and combine it with process modelling to arrive at a SECI process framework for the study and analysis of knowledge-creating learning processes. Finally, we show that the different SECI modes of knowledge conversion are empirically supported by pedagogical research.

Social Software for Professional Learning: Examples and Research Issues

Social software is used widely in organizational knowledge management and professional learning. The PROLEARN network of excellence appreciates the trend of lowering the barriers between knowledge and learning management strategies for organizations and individuals. But, companies should not underestimate the needs for systematic support based on sound theories and technologies. We illustrate the requirements by examples and research issues for collaborative adaptive learning platforms for workplace learning in organizations.

Visioning and Engineering the Knowledge Society - A Web Science Perspective

This book, in conjunction with the volume CCIS 49, constitutes the refereed proceedings of the Second World Summit, WSKS 2009, held in Chania, Crete, Greece, in September 2008.The 62 revised full p ...

Presence Production in a Distributed Shared Virtual Environment for Exploring Mathematics

It is well known that the current state of mathematics education is problematic in many countries. The Interactive Learning Environments group at CID (Centre for user-oriented IT Design) at the Royal Institute of Technology (KTH) has developed an avatar-based shared virtual environment called CyberMath, aimed at improving this situation by allowing interaction with mathematical content in new and exciting ways. CyberMath is suitable for exploring and teaching mathematics in situations where both the teacher and the students are co-present and physically separated. In this virtual reality environment the participants are represented by avatars. The space concept in virtual environments is different from that of any known physical space. Yet people seem to perceive, for example, chat rooms and bulletin board systems as places. Still, avatars have limited possibilities for non-verbal expressions, such as body language, which are important in order to improve the communication quality. To investigate the importance of human-to-human expression and eye-contact between actors in the CyberMath environment, a test lecture in mathematics was carried out between students at Uppsala University and a lecturer at the Royal Institute of Technology (KTH) in Stockholm. The Media Environment group at the KTH Learning Lab was responsible for the production of a sense of presence involving the lecturer and the students, using distance technology such as networked two-way television systems and interactive storytelling. Empirical material was collected from recordings of 5 video sources and through a questionnaire given to the participants in the test. The main goal of the study was to investigate whether students at a distance could adapt to a combination of different shared virtual environments. It was found that presence production mediated as two-way television is a good way to build trust and to enhance non-verbal communication between the actors. The students treated the avatars on the computer screen and the lecturer on the display in front of them as real persons. In the same way, they treated the virtual reality space and the space distributed through two-way television as real spaces.