Ontology learning from text: a soft computing paradigm

Text-based information accounts for more than 80% of today’s Web content. They consist of Web pages written in different natural languages. As the semantic Web aims at turning the current Web into a machine-understandable knowledge repository, availability of multilingual ontology thus becomes an issue at the core of a multilingual semantic Web. However, multilingual ontology is too complex and resource intensive to be constructed manually. In this paper, we propose a three-layer model built on top of a soft computing framework to automatically acquire a multilingual ontology from domain specific parallel texts. The objective is to enable semantic smart information access regardless of language over the Semantic Web.

Analysing online teaching and learning systems using MEAD

The review of literature pertaining to systems analysis and design and the design of systems for online teaching and learning has identified some “gaps” and has shown the need for a more specialised and specific method for the design of such systems. This paper presents research that was conducted to collect information to assist in the filling of the gaps of the systems analysis and design knowledge within Australia and also presents a method for the development of online teaching and learning systems. Currently design is done in an ad-hoc fashion with little formal input from the student users; this research aims to rectify this. The paper puts forwards an educational design approach based upon Soft Systems Methodology (SSM). The outcome of the research is a practical method – the Method for Educational Analysis and Design (MEAD).

Analysing online teaching and learning systems using MEAD

The review of literature pertaining to systems analysis and design and the design of systems for online teaching and learning has identified some “gaps” and has shown the need for a more specialised and specific method for the design of such systems. This paper presents research that was conducted to collect information to assist in the filling of the gaps of the systems analysis and design knowledge within Australia and also presents a method for the development of online teaching and learning systems. Currently design is done in an ad-hoc fashion with little formal input from the student users; this research aims to rectify this. The paper puts forwards an educational design approach based upon Soft Systems Methodology (SSM). The outcome of the research is a practical method – the Method for Educational Analysis and Design (MEAD).

Applying outcomes of lifelong learning to organisational achievement

The focus of this doctoral research study is making the most what a person knows and can do, as an outcome from their lifelong learning, so as to better contribute to organisational achievement. This has been motivated by a perceived gap in the extensive literature linking knowledge with organisational achievement. Whereas there is a rich body of literature addressing the meta-philosophies giving rise to the emergence of learning organisations there is, as yet, scant attention paid to the detail of planning and implementing action which would reveal individual/organisational opportunities of mutual advantage and motivate, and sustain, participation at the day-to-day level of the individual. It is in this space that this dissertation seeks to contribute by offering a mechanism for bringing the, hindsight informed, response “but that’s obvious” into the abiding explicit realm at the level of the individual. In moving beyond the obvious which is prone to be overlooked, the emphasis on “better” in the introductory sentence, is very deliberately made and has a link to awakening latent individual, and hence organisational, capabilities that would otherwise languish. The evolved LCM Model – a purposeful integration valuing the outcomes from lifelong learning (the L) with nurturing a culture supporting this outcome (the C) and with responsiveness to potentially diverse motivations (the M) – is a reflective device for bringing otherwise tacit, and latent, logic into the explicit realm of action. In the course of the development of the model, a number of supplementary models included in this dissertation have evolved from the research. They form a suite of devices which inform action and lead to making the most of what an individual knows and can do within the formal requirements of a job and within the informal influences of a frequently invisible community of practice. The initial inquiry drew upon the views and experiences of water industry engineering personnel and training facilitators associated with the contract cleaning and waste management industries. However, the major research occurred as an Emergency Management Australia (EMA) project with the Country Fire Authority (CFA) as the host organisation. This EMA/CFA research project explored the influence of making the most of what a CFA volunteer knows and can do upon retention of that volunteer. In its aggregate, across the CFA volunteer body, retention is a critical community safety objective. A qualitative research, ethnographic in character, approach was adopted. Data was collected through interviews, workshops and outcomes from attempts at action research projects. Following an initial thirteen month scoping study including respondents other than from the CFA, the research study moved into an exploration of the efficacy of an indicative model with four contextual foci – i.e. the manner of welcoming new members to the CFA, embracing training, strengthening brigade sustainability and leadership. Interestingly, the research environment which forced a truncated implementation of action research projects was, in itself, an informing experience indicative of inhibitors to making the most of what people know and can do. Competition for interest, time and commitment were factors governing the manner in which CFA respondents could be called upon to explore the efficacy of the model, and were a harbinger of the influences shaping the more general environment of drawing upon what CFA volunteers know and can do. Subsequent to the development of the indicative model, a further 16 month period was utilised in the ethnographic exploration of the relevance of the model within the CFA as the host organisation. As a consequence, the model is a more fully developed tool (framework) to aid reflection, planning and action. Importantly, the later phase of the research study has, through application of the model to specific goals within the CFA, yielded operational insight into its effective use, and in which activity systems have an important place. The model – now confidently styled as the LCM Model – has three elements that when enmeshed strengthen the likelihood of organisational achievement ; and the degree of this meshing, as relevant to the target outcome, determines the strength of outcome. i.e. - • Valuing outcomes from learning: When a person recognises and values (appropriately to achievement by the organisation) what they know and can do, and associated others recognise and value what this person knows and can do, then there is increased likelihood of these outcomes from learning being applied to organisational achievement. • Valuing a culture that is conducive to learning: When a person, and associated others, are further developing and drawing upon what they know and can do within the context of a culture that is conducive to learning, then there is increased likelihood that outcomes from learning will be applied to organisational achievement. • Valuing motivation of the individual: When a person’s motivation to apply what they know and can do is valued by them, and associated others, as appropriate to organisational achievement then there is increased likelihood that appropriately drawing upon outcomes from learning will occur. Activity theory was employed as a device to scope and explore understanding of the issues as they emerged in the course of the research study. Viewing the data through the prism of activity theory led not only to the development of the LCM Model but also to an enhanced understanding of the role of leadership as a foundation for acting upon the model. Both formal and informal leadership were found to be germane in asserting influence on empowering engagement with learning and drawing upon its outcomes. It is apparent that a “leaderful organisation”, as postulated by Raelin (2003), is an environment which supports drawing upon the LCM model; and it may be the case that the act of drawing upon the model will move a narrowly leadership focused organisation toward leaderful attributes. As foreshadowed at the beginning of this synopsis, nurturing individual and organisational capability is the guiding mantra for this dissertation - “Capability embraces competence but is also forward-looking, concerned with the realisation of potential” (Stephenson 1998, p. 3). Although the inquiry focussed upon a need for CFA volunteer retention, it began with a broader investigation as part of the scoping foundation and the expanded usefulness of the LCM Model invites further investigation. The dissertation concludes with the encapsulating sentiment that “You have really got to want to”. With this predisposition in mind, this dissertation contributes to knowledge through the development and discussion of the LCM model as a reflective device informing transformative learning (Mezirow and Associates 1990). A leaderful environment (Raelin 2003) aids transformative learning – accruing to the individual and the organisation - through engendering and maintaining making the most of knowledge and skill – motivating and sustaining “the will”. The outcomes from this research study are a strong assertion that wanting to make the most of what is known and can be done is a hallmark of capability. Accordingly, this dissertation is a contribution to the “how” of strengthening the capability, and the commitment to applying that capability, of an individual and an organisation.

Improving student learning in dissertation research through feedback studies. The Sheffield Hallam Building surveying experience

According to George and Cowan (1999) student feedback is essential to enable lecturers to understand whether attempts to improve learning and educational experience lead to improvement. Current UK practice uses end of module questionnaires to feedback levels of satisfaction (Cowan, 2002). There are inherent weaknesses, namely that it seldom leads to a change for that particular cohort of students, secondly it relies on uncorroborated opinion, and may derive from superficial feedback from a minority of students with the remainder suffering from questionnaire fatigue. Finally the data may not be especially relevant to a particular module, a particular weakness (Heywood, 2000).

Using principles identified by Angelo and Cross (1993), this research adopted a methodology to formatively evaluate student perceptions and levels of satisfaction with the dissertation module. Using a cohort of Building Surveying students at Sheffield Hallam University, in England, views on course materials, the use of Blackboard software, the workshops and the relationships with supervisors were gathered and analysed.

A number of measures were identified as a result of this study, that may, if implemented, improve student learning. Examples are the use of checklists for student for each research / dissertation stage to ensure nothing is forgotten. Provision of additional ‘drop in’ workshops where students could see the module leader with specific issues. Additional optional workshops for questionnaire coding and review of previous theses for example.

It will not be possible to measure whether this student cohort’s learning and performance improves until the summer of 2003 and the final dissertations are assessed. A statistical analysis, comparing their dissertation marks against marks for other topics will show whether there is improvement in marks as a result of this student feedback study. The 2002/3 cohort result can also be analysed against previous cohorts to establish whether any improvement is evident.

Using online environments to promote assessment as a learning enhancement process

The 21st century presents new challenges relating to the need for assessment to be more innovative, more responsive to students' needs, and more relevant and authentic. The characteristics of good assessment are well known and resources abound to assist academic staff to change their practices. Yet, at a time when the imperative for reconsidering practices has never been greater, it appears to be very difficult to bring about and maintain substantive change in assessment. This paper presents case studies that illustrate the way some academic staff have responded to the challenges. In particular, how the online environment can enhance learning through formative assessment is illustrated with four case studies. The paper outlines specific challenges faced in each case and  discusses issues that arose during development and delivery. It concludes by identifying some of the factors that helped to facilitate changes in assessment practices in these specific cases.

Fostering meaningful learning by using word problems in post-secondary mathematics

This research is a case study of action research investigating the effects of using word problems with Chinese Malaysian post-secondary students studying mathematics as an enabling science. A variety of word problems, a discussion method, reflective and peer learning, specific values in mathematics, and relevant socio-cultural and language issues were explored.

Enhancing student learning in a first year business program

The central purpose of this study was to investigate whether specific teaching and learning activities, such as concept mapping and reconceptualising the assessment criteria, could improve student learning outcomes in a first year Business program. The rationale for designing such strategies was based on a preliminary study, which examined the specific characteristics of the student cohort, and relevant literature. Overall, findings of this research suggest that these measures can improve student learning outcomes on a written task and further lighlighted the importance of engaging the student within the learning process.

Assessing sustainability : a technical fix or a means of social learning?

The contextual nature of sustainability makes it extremely difficult to measure. Across the world each region has a specific environment and history that has shaped values and perceptions of the local community. In response, a wide range of tools has been developed that employ differing techniques to measure sustainability. These have a range of applications from global to site-specific scales. However, it is yet to be resolved whether assessments made using these tools reflect a technical focus with no close links to the knowledge and perceptions of stakeholders, community and management decisions, or whether the assessments reflect the knowledge and perceptions of local stakeholders and the community. In the southwest region of Victoria, Australia, a sustainability index called AIRS (An Index of Regional Sustainability) has recently been developed. This tool is based on indicators selected by stakeholders and considers relationships between the indicators. The aim of this paper is to report an ex-post evaluation of the AIRS sustainability assessment conducted at a subcatchment scale. The evaluation assesses AIRS's ability to assess regional sustainability and compares and contrasts the subcatchment assessments with the knowledge and perceptions of stakeholders and the community. A participatory approach that acknowledges key stakeholders was used for the evaluation process. Representatives from four stakeholder groups were interviewed to elicit their views of the AIRS assessment, its relevance, quality, applicability and priorities for future development. Strengths and weaknesses of AIRS are revealed and its contribution to social learning is highlighted.

Medical error and decision making : learning from the past and present in intensive care

Background : Human error occurs in every occupation. Medical errors may result in a near miss or an actual injury to a patient that has nothing to do with the underlying medical condition. Intensive care has one of the highest incidences of medical error and patient injury in any specialty medical area; thought to be related to the rapidly changing patient status and complex diagnoses and treatments.

Purpose : The aims of this paper are to: (1) outline the definition, classifications and aetiology of medical error; (2) summarise key findings from the literature with a specific focus on errors arising from intensive care areas; and (3) conclude with an outline of approaches for analysing clinical information to determine adverse events and inform practice change in intensive care.

Data source : Database searches of articles and textbooks using keywords: medical error, patient safety, decision making and intensive care. Sociology and psychology literature cited therein.

Findings : Critically ill patients require numerous medications, multiple infusions and procedures. Although medical errors are often detected by clinicians at the bedside, organisational processes and systems may contribute to the problem. A systems approach is thought to provide greater insight into the contributory factors and potential solutions to avoid preventable adverse events.

Conclusion : It is recommended that a variety of clinical information and research techniques are used as a priority to prevent hospital acquired injuries and address patient safety concerns in intensive care.

Teacher change in exploring representational approaches to learning science

The researcher worked closely with two biology-trained teachers to plan three teaching sequences in the topics of forces, substances and astronomy that were subsequently taught to Year 7 students. The sequences sought to develop a model of classroom practice that foregrounds students’ negotiation of conceptual representations.

The difficulties encountered by individuals in learning science point to the need for a very strong emphasis of the role of representations in learning. There is a need for learners to use their own representational, cultural and cognitive resources to engage with the subject-specific representational practices of science. Researchers who have undertaken classroom studies whereby students have constructed and used their own representations have pointed to several principles in the planning, execution and assessment of student learning (diSessa, 2004; Greeno & Hall, 1997). A key principle is that teachers need to identify big ideas, key concepts, of the topic at the planning stage in order to guide refinement of representational work. These researchers also point out the need for students to engage with multiple representations in different modes that are both teacher and student generated. A representation can only partially explain a particular phenomenon or process and has both positive and negative attributes to the target that it represents. The issue of the partial nature of representations needs to be a component of classroom practice (Greeno & Hall, 1997) in terms of students critiquing representations for their limitations and affordances and explicitly linking multiple representations to construct a fuller understanding of the phenomenon or process under study. The classroom practice should also provide opportunities for students to manipulate representations as reasoning tools (Cox, 1999) in constructing the scientifically acceptable ideas and communicating them.

Research question: What impact was there on the participating teacher’s practice through the adoption of a representational focus to teaching science?

Data collection included video sequences of classroom practice and student responses, student work, field notes, tape records of meetings and discussions, and student and teacher interviews based in some cases on video stimulated recall. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation.

The teachers in this study reported substantial shifts in their classroom practices, and in the quality of classroom discussions, arising from adopting a representational focus. The shifts were reported by them as a three-fold challenge. First, there was an epistemological challenge as they came to terms with the culturally produced nature of representations in the topics of force, substance and astronomy and their flexibility and power as tools for analysis and communication, as opposed to their previous assumption that this was given knowledge to be learnt as an end point. The second challenge was pedagogical, in that this approach was acknowledged to place much greater agency in the hands of students, and this brought a need to learn to run longer and more structured discussions around conceptual problems. The third challenge related to content coverage. The teachers sacrificed coverage for the greater depth offered by this approach, and were unanimous in their judgment that this had been a change that had paid dividends in terms of student learning.

Procedural and declarative memory in children with and without specific language impairment

Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population.

Aims: This study examined procedural and declarative memory in young children with and without specific language impairment.

Methods & Procedures: A total of 15 children with specific language impairment and 15 non-impaired children of comparable age, gender and handedness were presented with measures of procedural and declarative memory. Procedural memory was assessed using a Serial Reaction Time (SRT) Task in which children implicitly learnt a ten-item sequence pattern. Declarative memory for verbal and visual information was assessed using paired associative learning tasks.

Outcomes & Results: The results from the SRT Task showed the children with specific language impairment did not learn the sequence at levels comparable with the non-impaired children. On the measures of declarative memory, differences between the groups were observed on the verbal but not the visual task. The differences on the verbal declarative memory task were found after statistically controlling for differences in vocabulary and phonological short-term memory.

Conclusions & Implications: The results were interpreted to suggest an uneven profile of memory functioning in specific language impairment. On measures of declarative memory, specific language impairment appears to be associated with difficulties learning verbal information. At the same time, procedural memory is also appears to be impaired. Collectively, this study indicates multiple memory impairments in specific language impairment.

Students' perceptions of the value of the elements of an online learning environment : an investigation of discipline differences

This paper presents a large scale, quantitative investigation of the impact of discipline differences on the student experience of using an online learning environment (OLE). Based on a representative sample of 2526 respondents, a number of significant differences in the mean rating by broad discipline area of the importance of, and satisfaction with, a range of elements of an OLE were found. Broadly speaking, the Arts and Science and Technology discipline areas reported the lowest importance and satisfaction ratings for the OLE, while the Health and Behavioural Sciences area was the most satisfied with the OLE. A number of specific, systematic discipline differences are reported and discussed. Compared to the observed significant differences in mean importance ratings, there were fewer significant differences in mean satisfaction ratings, and those that were observed were less systematic than for importance ratings.

Enriching student experience and inter-professional learning of inclusive design with Second Life

This position paper reflects rapid advances in immersive 2D and 3D eLearning technologies and the expanding pool of ideas and applications in higher education across two professions. Inspiration has been drawn from examples in design learning, and various multidisciplinary collaborative projects through developmental research in Multi-User Virtual Environments (MUVEs). Linden Lab's Second Life (SL) is the most mature and popular of the ‘persistent’ virtual worlds. The study described in this paper aims to increase the authenticity of student learning through a range of SL simulated ‘life experiences’ relating to accessibility and mobility in the built environment. Significantly, the successes of such initiatives lie in several elements: teaching champions with vision and courage; detailed scripting of precise role-play encounters for first-time users to provide supportive ‘blended learning’ contexts; careful and vigilant strategic management of facilities and resources, and a robust design program. This paper focuses on the crucial alignment of these elements to the specific challenges of designing and navigating conception and development processes, to enable the execution and delivery of a tightly defined script for meaningful and memorable learning outcomes. This innovative pedagogical approach lacks time-tested outcomes, but is recognised equally as opportunity and challenge; risk and reward.

Complexity and learning behaviours in product innovation

Successful product innovation and the ability of companies to continuously improve their innovation processes are rapidly becoming essential requirements for competitive advantage and long-term growth in both manufacturing and service industries. It is now recognized that companies must develop innovation capabilities across all stages of the product development, manufacture, and distribution cycle. These Continuous Product Innovation (CPI) capabilities are closely associated with a company’s knowledge management systems and processes. Companies must develop mechanisms to continuously improve these capabilities over time.  Using results of an international survey on CPI practices, sets of companies are identified by similarities in specific contingencies related to their complexity of product, process, technological, and customer interface. Differences between the learning behaviors found present in the company groups and in the levers used to develop and support these behaviors are identified and discussed. This paper also discusses appropriate mechanisms for firms with similar complexities, and some approaches they can use to improve their organizational learning and product innovation.