Ontología de ALUS

En este trabajo se describe una base de conocimiento de las ALU humanas. La ontología incorpora términos SO y GO y está orientada a describir el contexto genómico del conjunto de ALU. Para cada elemento ALU se almacenan el gen y transcrito más cercanos, así como su anotación funcional de acuerdo a GO, el estado de la cromatina circundante y los factores de transcripción presentes en la ALU. Se han incorporado reglas semánticas para facilitar el almacenamiento, consulta e integración de la información. La ontología de ALU es plenamente analizable mediante razonadores como Pellet y está parcialmente transferida a una wiki semántica.

Science 2.0 : The use of social networking in research.

REBIUN study on Science 2.0 and social web applications for research. There are three categories: share research, share resources and share results. Describes the applications and selected resources of interest: scientific social networks, scientific databases, research platforms, surveys, concept maps, file sharing, bibliographic management, social bookmarking, citation indexes, blogs and wikis, science news, open access. The services are evaluated and the report describes his interest to libraries.

Ciencia 2.0 : aplicación de la web social a la investigación

REBIUN study on Science 2.0 and social web applications for research. There are three categories: share research, share resources and share results. Describes the applications and selected resources of interest: scientific social networks, scientific databases, research platforms, surveys, concept maps, file sharing, bibliographic management, social bookmarking, citation indexes, blogs and wikis, science news, open access. The services are evaluated and the report describes his interest to libraries.

The Case for Linking World Law Data

The present paper advocates for the creation of a federated, hybrid database in the cloud, integrating law data from all available public sources in one single open access system - adding, in the process, relevant meta-data to the indexed documents, including the identification of social and semantic entities and the relationships between them, using linked open data techniques and standards such as RDF. Examples of potential benefits and applications of this approach are also provided, including, among others, experiences from of our previous research, in which data integration, graph databases and social and semantic networks analysis were used to identify power relations, litigation dynamics and cross-references patterns both intra and inter-institutionally, covering most of the World international economic courts.

SenSem: sentidos verbales, semántica oracional y anotación de corpus

En este artículo presentamos el desarrollo del proyecto SenSem (BFF2003-06456), que tiene como objetivo describir y representar el comportamiento léxico, sintáctico y semántico de los verbos del español. En el desarrollo de este proyecto se están construyendo dos recursos: un corpus de oraciones asociadas a su interpretación sintáctico-semántica y un léxico donde cada sentido verbal se asocia a un conjunto de ejemplos anotados del corpus.

Colaboración multidisciplinar para el diseño de un wiki en el marco de un proyecto de innovación docente en la Universidad de Lleida

A partir de una propuesta metodológica del tipo estudio de caso, un equipo de profesores de la Universidad de Lleida ha creado un espacio de colaboración común mediante un wiki en el marco de un proyecto de innovación docente. Se detalla la manera en la que el wiki se ha ajustado a las necesidades de los usuarios y se exponen tanto el proceso de consenso sobre la arquitectura de la información, como los aspectos técnicos. También se incluyen cuestiones como la protección de los derechos de autor de los materiales generados en este proyecto y publicados en el Wiki. Finalmente se señalan las nuevas líneas en las que se continuará trabajando.

Hacia la arquitectura de la información 3.0: pasado, presente y futuro

La arquitectura de la información (IA), aunque presente en cierta manera desde hace más de 50 años, ha tomado especial relevancia con la llegada de la Web y el aumento de la cantidad de información a nuestro alcance. La disciplina cuenta ya con unos pilares claros, que se fundamentan en los contenidos gestionados pero sobre todo en los usuarios, sin olvidar su contexto. También se identifica una serie de componentes a combinar a la hora de elaborar una IA y una metodología básica. Pero la cantidad de información a nuestro alcance no para de crecer, así que se continúa innovando en nuevas formas de organización, buscadores más eficaces o tecnologías de web semántica que permiten a los ordenadores encargarse de la parte menos creativa de enfrentarse a esa avalancha de información.

Semantics-supported cooperative learning for enhanced awareness

Awareness is required for supporting all forms of cooperation. In Computer Supported Collaborative Learning (CSCL), awareness can be used for enhancing collaborative opportunities across physical distances and in computer-mediated environments. Shared Knowledge Awareness (SKA) intends to increase the perception about the shared knowledge, students have in a collaborative learning scenario and also concerns the understanding that this group has about it. However, it is very difficult to produce accurate awareness indicators based on informal message exchange among the participants. Therefore, we propose a semantic system for cooperation that makes use of formal methods for knowledge representation based on semantic web technologies. From these semantics-enhanced repository and messages, it could be easier to compute more accurate awareness.

A web ontologies framework for digital rights management

In order to improve the management of copyright in the Internet, known as Digital Rights Management, there is the need for a shared language for copyright representation. Current approaches are based on purely syntactic solutions, i.e. a grammar that defines a rights expression language. These languages are difficult to put into practise due to the lack of explicit semantics that facilitate its implementation. Moreover, they are simple from the legal point of view because they are intended just to model the usage licenses granted by content providers to end-users. Thus, they ignore the copyright framework that lies behind and the whole value chain from creators to end-users. Our proposal is to use a semantic approach based on semantic web ontologies. We detail the development of a copyright ontology in order to put this approach into practice. It models the copyright core concepts for creation, rights and the basic kinds of actions that operate on content. Altogether, it allows building a copyright framework for the complete value chain. The set of actions operating on content are our smaller building blocks in order to cope with the complexity of copyright value chains and statements and, at the same time, guarantee a high level of interoperability and evolvability. The resulting copyright modelling framework is flexible and complete enough to model many copyright scenarios, not just those related to the economic exploitation of content. The ontology also includes moral rights, so it is possible to model this kind of situations as it is shown in the included example model for a withdrawal scenario. Finally, the ontology design and the selection of tools result in a straightforward implementation. Description Logic reasoners are used for license checking and retrieval. Rights are modelled as classes of actions, action patterns are modelled also as classes and the same is done for concrete actions. Then, to check if some right or license grants an action is reduced to check for class subsumption, which is a direct functionality of these reasoners.

Web 2.0 en la docencia universitaria: aprendizaje colaborativo a través de la tecnología

El concepto web 2.0 se utiliza para denominar a un conjunto de aplicaciones que están siempre en evolución de acuerdo a los requerimientos que los usuarios van realizando. En la red podemos encontrar muchas herramientas desarrolladas en la línea de la web 2.0: blogs, wikis, herramientas para compartir marcadores, para compartir archivos, etc. Consideramos que el sistema educativo no puede estar al margen de esta evolución tecnológica y necesita adaptarse a todos los niveles. Las universidades también se encuentran en la necesidad de adecuarse a estos nuevos tiempos, y cada vez encontramos más experiencias formativas de trabajo colaborativo en red para favorecer el aprendizaje de los estudiantes. El trabajo que presentamos es un análisis de herramientas web 2.0 y de una recopilación de buenas prácticas docentes universitarias de desarrollo de metodologías colaborativas utilizando las TIC. Además, ofrecemos recomendaciones del uso de estas herramientas en los procesos de enseñanza y aprendizaje universitario.

Adding similarity-based reasoning capabilities to a Horn fragment of possibilistic logic with fuzzy constants

PLFC is a first-order possibilistic logic dealing with fuzzy constants and fuzzily restricted quantifiers. The refutation proof method in PLFC is mainly based on a generalized resolution rule which allows an implicit graded unification among fuzzy constants. However, unification for precise object constants is classical. In order to use PLFC for similarity-based reasoning, in this paper we extend a Horn-rule sublogic of PLFC with similarity-based unification of object constants. The Horn-rule sublogic of PLFC we consider deals only with disjunctive fuzzy constants and it is equipped with a simple and efficient version of PLFC proof method. At the semantic level, it is extended by equipping each sort with a fuzzy similarity relation, and at the syntactic level, by fuzzily “enlarging” each non-fuzzy object constant in the antecedent of a Horn-rule by means of a fuzzy similarity relation.

Teaching how to learn with a wiki in Primary Education: what classroom interaction can tell us

Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this paper attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings identify ways in which the teacher prompts collaborative learning but also shed light on the difficulties for the teacher in supporting student collective collaboration. It is argued that technological wiki features supporting collaborative learning can only be realized if teacher talk and pedagogy are aligned with the characteristics of wiki collaborative work: the freedom of students to organize and participate by themselves, creating dialogic space and promoting student participation. We argue that a dialogic approach for examining interaction can be used to help to design a more effective pedagogic approach in the use of wikis in education, to shift into Web 2.0 learning paradigm and to equip learners with the competences they need to participate in knowledge co-construction.

Wiki-supported collaborative learning in primary education. How a dialogic space is created for thinking together

This paper explores how wikis may be used to support primary education students’ collaborative interaction and how such an interaction process can be characterised. The overall aim of this study is to analyse the collaborative processes of students working together in a wiki environment, in order to see how primary students can actively create a shared context for learning in the wiki. Educational literature has already reported that wikis may support collaborative knowledge-construction processes, but in our study we claim that a dialogic perspective is needed to accomplish this. Students must develop an intersubjective orientation towards each others’ perspectives, to co-construct knowledge about a topic. For this purpose, our project utilised a ‘Thinking Together’ approach to help students develop an intersubjective orientation towards one another and to support the creation of a ‘dialogic space’ to co-construct new understanding in a wiki science project. The students’ asynchronous interaction process in a primary classroom -- which led to the creation of a science text in the wiki -- was analysed and characterised, using a dialogic approach to the study of CSCL practices. Our results illustrate how the Thinking Together approach became embedded within the wiki environment and in the students’ collaborative processes. We argue that a dialogic approach for examining interaction can be used to help design more effective pedagogic approaches related to the use of wikis in education and to equip learners with the competences they need to participate in the global knowledge-construction era.

Dialectalismes i diccionaris: entre la tradició i la variació

Els autors reflexionen sobre la representativitat dels dialectalismes inclosos en algunes obres lexicogràfiques catalanes, atenent als problemes que es deriven de la selecció lèxica pròpiament dita i de l'abast semàntic d'aquestes unitats. S'hi afegeixen, alhora, aspectes inherents al component lèxic, com ara la variació interna o externa a què està sotmès. Els exemples adduïts provenen en gran part de la recerca duta a terme per a l'elaboració del Diccionari de la pronúncia del català nord-occidental (lleidatà).

Verbs d'actitud

En aquest article es defi neix la classe dels verbs d'actitud, tant intensionalment, a partir de criteris sint àctics i sem àntics, com extensionalment. Quant a la sintaxi, s'observa que els verbs que pertanyen a aquest grup presenten almenys una estructura distintiva compartida; pel que fa a la sem àntica, a m és d'identifi car-hi els mateixos components de signifi cat, s'ha observat que presenten també el mateix tipus general d'estructura esdevenimental. La hipòtesi de treball és la de Levin [6] -els verbs que tenen el mateix signifi cat comparteixen el mateix comportament sintàctic-, encara que amb alguns matisos. El punt de partida és tamb é la classifi cació d'aquesta autora, sobre la qual es proposa una reagrupaci ó en funci ó dels criteris esmentats.