This article is about technology search as an example of a knowledge acquisition task in industry. Technology search is about finding technology related information in structured as well as unstructured sources. This information is needed to support optimal decision making in business processes. There are new opptortunities for technology search and challenges that need to be addressed. This article outlines some of these challenges and presents two concepts to address them in a search system.

Η συστηματική καταγραφή, μελέτη και αξιολόγηση της πορείας οικοδόμησης της γνώσης είναι καθοριστικής σημασίας για την εκπαίδευση και την εκπαιδευτική έρευνα. Ιδιαίτερα όταν η μαθησιακή διαδικασία λαμβάνει χώρα σε συνεργατικό περιβάλλον, προκύπτει η ανάγκη για διαρκή αξιολόγηση της οικοδόμησης της γνώσης τόσο της ομάδας όσο και του ατόμου. Μια ομάδα αποτελείται από μέλη, που έχουν τη δυνατότητα μέσω της συνεργατικής μάθησης να μοιραστούν μαθησιακές εμπειρίες, να αλληλοσυμπληρωθούν και να οικοδομήσουν νέα γνώση. Σε ένα ιδανικό συνεργατικό περιβάλλον μάθησης το κάθε μέλος συμμετέχει ενεργά στην ομάδα και συμβάλει ισότιμα στην ολοκλήρωση των στόχων της. Στα πραγματικά μαθησιακά περιβάλλοντα, όμως θα πρέπει συστηματικά να καταγραφεί και να μελετηθεί η εξατομικευμένη και συνεργατική μάθηση και ο τρόπος που αυτές αλληλοεπηρεάζονται, καθ’ όλη τη διαδικασία οικοδόμησης της γνώσης. Στόχο της έρευνας αποτέλεσε η μελέτη της πορείας της ατομικής και συνεργατικής οικοδόμησης της γνώσης μαθητών, η καταγραφή των παραγόντων που τις επηρεάζουν και η διερεύνηση πιθανών αλληλεπιδράσεών τους. Στην προσπάθεια αναζήτησης πιο ευαίσθητων, σε σχέση με τα παραδοσιακά τεστ, καταγραφέων της μαθησιακής διαδικασίας και των αλλαγών που διαδραματίζονται καθώς αυτή συντελείται, επιλέχθηκαν οι εννοιολογικοί χάρτες. Οι εννοιολογικοί χάρτες θεωρούνται κατάλληλο εργαλείο για την παρακολούθηση και καταγραφή της μαθησιακής διαδικασίας τόσο της ομάδας όσο και των μελών που την αποτελούν. Η κατασκευή τους δε, με κατάλληλο λογισμικό εννοιολογικής χαρτογράφησης προσφέρει μεταξύ άλλων τα πλεονεκτήματα της εύκολης αναθεώρησης, αποθήκευσης και διευκόλυνσης της συνεργατικής μάθησης. Τέλος ιδιαίτερης σημασίας θεωρείται ο τρόπος αξιολόγησης των χαρτών. Για να είναι αποτελεσματικός απαιτείται ένα συστηματικό, ποιοτικά προσανατολισμένο και παράλληλα απλό και αξιόπιστο στην εφαρμογή πρωτόκολλο ανάλυσης των εννοιολογικών χαρτών. Στην εργασία που ακολουθεί παρουσιάζεται η ερευνητική διαδικασία, μελέτης περίπτωσης, που διεξήχθη με ενδεκάχρονους μαθητές της έκτης τάξης του δημοτικού σχολείου. Σε συνθήκες πραγματικής τάξης, και με τη χρήση λογισμικού εννοιολογικής χαρτογράφησης, οι μαθητές αναπαρέστησαν τις εννοιολογικές τους δομές και την πορεία που η οικοδόμηση της γνώσης τους ακολούθησε σε ατομικό και ομαδικό επίπεδο, κατασκευάζοντας εννοιολογικούς χάρτες εξατομικευμένα και συνεργατικά πριν, κατά τη διάρκεια και μετά τη διδασκαλία μιας διδακτικής παρέμβασης με θέμα: «Ενέργεια, Περιβάλλον και Ζωντανοί Οργανισμοί». Οι ακολουθίες ατομικά και συνεργατικά κατασκευασμένων εννοιολογικών χαρτών αναλύθηκαν με τη χρήση ενός πρότυπου πρωτόκολλου ανάλυσης εννοιολογικών χαρτών που αναπτύχθηκε στο πλαίσιο της παρούσας έρευνας και αναλυτικά θα παρατεθεί παρακάτω, ώστε να καλύψει τις ανάγκες μια πλήρους, ποσοτικής και ποιοτικής αποτίμησης των εννοιολογικών χαρτών. Η ερευνητική διαδικασία οδήγησε πρώτα απ’ όλα στο συμπέρασμα ότι οι ακολουθίες ατομικά και συνεργατικά κατασκευασμένων εννοιολογικών χαρτών, αξιολογημένων με ποιοτικά κατά κύριο λόγο κριτήρια μπορούν να παράσχουν μια λεπτομερή καταγραφή της οικοδόμησης της γνώσης μιας ομάδας, των μελών της αλλά και των αλληλεπιδράσεων αυτών. Επίσης αναδείχθηκε ο ρόλος των νοητικών αναπαραστάσεων, οι οποίες τόσο ατομικά όσο και συνεργατικά συχνά επηρέασαν την πορεία της οικοδόμησης της γνώσης, καθορίζοντας τον τρόπο διαχείρισης της νέας γνώσης. Τέλος καταγράφηκαν και άλλοι παράγοντες που επηρέασαν την οικοδόμησης της γνώσης, όπως το φύλο, η προσωπικότητα και οι σχέσεις των μελών μιας ομάδας. / The systematic recording and evaluation of knowledge construction is of critical importance in learning studies. In particular, when the learning process takes place in a collaborative environment, then a permanent evaluation of knowledge construction is needed both for group members and the group as a whole. Group members interact and share learning experiences aiming to construct new knowledge. In an ideal collaborative environment each member would participate actively and contribute equivalently to the fulfilling of the group aims. In real learning environments, however, this remains to be proven by the systematic recording both of the individual and group knowledge construction, as well as the evaluation of contribution of each member to the collaborative learning process and vice versa. The aim of the present research was to study the individual and collaborative knowledge construction of students, searching for the factors that influence the interaction of those during the learning process. Concept maps were selected as recorders of knowledge construction, as these are considered a suitable and sensitive tool for revealing the participants’ conceptual structures and for recording the learning process of both group and group members. Their construction, with suitable concept mapping software offers among others the advantages of easy revision, storage and facilitation of collaborative learning. In addition, we considered assessment methods of concept maps in order to develop a protocol of analysis that would allow an effective and systematic assessment, both qualitative and quantitative and at the same time simple and reliable in the application. In the thesis that follows a case study research is presented, which was carried out with the participation of eleven years old students of sixth class of Greek elementary school. In real class conditions and with the use of concept mapping software the students represented their cognitive structures in various phases of a course in individual and collaborative level, constructing concept maps individually and collaboratively, before, during and after teaching on the subject: “Energy and Environment”. Sequences of individually and collaboratively constructed concept maps were evaluated with the use of a model protocol of analysis of conceptual maps that was developed in the frame of present research in order to have a complete, quantitative and qualitative assessment of concept maps. The analysis of concept maps of group members and groups have led us to conclude that first of all individual and collaborative learning process and their interaction is revealead through the evaluation of concept map consequences, especially when a qualitatively oriented assessment protocol is used. Also, we led to the conclusion that the conceptual representations of a group and of its members often influences the process of collaborative and individual learning by defining the way which they manage new knowledge. In addition, other factors such as gender, personality and relation of group members also influence the knowledge structure process.

This article is about technology search as an example of a knowledge acquisition task in industry. Technology search is about finding technology related information in structured as well as unstructured sources. This information is needed to support optimal decision making in business processes. There are new opptortunities for technology search and challenges that need to be addressed. This article outlines some of these challenges and presents two concepts to address them in a search system.

Scholars often need to search for matching, high-profile sci-entific events to publish their research results. Information about topical focus and quality of events is not made suÿciently explicit in the existing communication channels where events are announced. Therefore, schol-ars have to spend a lot of time on reading and assessing calls for papers but might still not find the right event. Additionally, events might be overlooked because of the large number of events announced every day. We introduce OpenResearch, a crowd sourcing platform that supports researchers in collecting, organizing, sharing and disseminating informa-tion about scientific events in a structured way. It enables quality-related queries over a multidisciplinary collection of events according to a broad range of criteria such as acceptance rate, sustainability of event series, and reputation of people and organizations. Events are represented in di˙erent views using map extensions, calendar and time-line visualiz-ations. We have systematically evaluated the timeliness, usability and performance of OpenResearch.

為協助學生發展更主動與合作的學習方式，透過「學習社群」(learning community)以共構知識，本研究運用以知識翻新（knowledge-building）（Scardamalia, 2002）理念為基礎所建立的數位學習環境—知識論壇（Knowledge Forum）—進行教學。研究目的主要在於探究學生如何透過數位學習平台以進行合作學習、並共構自然科學史知識。研究對象為修習自然科學基礎課程的大學生（N=42）。教學目標主要在幫助學生瞭解自然科學的內涵與歷史發展，並希望藉由知識分享與共構活動讓學生在平台上合作建構科學史。資料來源主要為：（1）授課教師和學生在知識論壇平台上的活動紀錄；（2）學生在知識論壇平台上的貼文與討論；（3）學生共構的科學故事；以及（4）學生對自我學習歷程的期末反思。資料分析主要透過：（1）描述統計—以計算學生在平台上所共構的科學史故事數目貼文數、回文數、與文章閱讀百分比等；（2）內容分析法—以分析教師如何營造知識翻新環境和學生如何發展對科學理論的理解；以及（3）史皮爾曼等級相關分析—以瞭解學生在知識論壇上的活動情形與期末反思強度間之相關性。研究結果發現：（1）以知識翻新原則為取向的課程設計有助於促進學生主動學習；（2）學習社群集體共構科學史可以促進學習者以較宏觀的視野看待科學史；（3）提供合作學習與知識翻新環境(即知識論壇平台)能有效幫助學習者共負集體合作的責任；以及（4）使用知識論壇平台有助於學習者進行更有效益的集體知識建構活動。本研究根據研究結果提出以下幾點建議以供未來有興趣進行知識創新教學的教師之參考：（1）教師應適當採用彈性的課程設計、同時避免過度使用傳統劇本式教學，以培養學生主動學習的習慣；（2）教師應讓學生學習如何面對較彈性、多元的學習內容，使其對某一學習主題可以有機會做更深層的理解；（3）教師應為學生營造知識共構的學習環境，協助學習者創建集體知識；以及（4）教師應善用電腦支援合作學習環境的相關工具以協助學習者進行知識共構與翻新。

La Web Social y la Web Semántica han impactado en la forma en que la creación de conocimiento se ha llevado a cabo en la Web. La Web Social promociona la participación de los usuarios para crear y editar contenido y conocimiento en la Web. La proliferación de contenido y la necesidad de tener una administración automatizada de esta información disparó la aparición de la Web Semántica. Actualmente, la Web Social y la Web Semántica conviven y comparten un mismo tema: un mejor manejo del conocimiento. Sin embargo, la mayoría de la información en la Web Social no es parte de la Web Semántica, y la información de la Web Semántica no es utilizada para mejorar a la Web Social. Esta tesis presenta un enfoque innovador para estimular una co-evolución entre la Web Semántica y la Web Social: las fuerzas que impulsan la Web Social y las herramientas que llevan a cabo la Web Semántica trabajando en conjunto con el fin de tener beneficios mutuos. En este trabajo afirmamos que la co-evolución entre la Web Social y la Web Semántica mejorará la generación de información semántica en la Web Semántica, y mejorará la producción de conocimiento en la Web Social. Esto invita a responder las siguientes preguntas: ¿Cómo puede incluirse la generación de datos semánticos en las actividades de los usuarios de la Web Social? ¿Como puede definirse la semántica de un recurso web en un entorno social? ¿Cómo puede inyectarse en la Web Social las nuevas piezas de información extraídas de la Web Semántica? ¿Poseen las comunidades de la Web Social convenciones generales que deban ser respetadas? Con el fin de mejorar la Web Semántica con las fuerzas de la Web Social, en este trabajo se proponen dos enfoques de Social Semantic Tagging: P-Swooki que permite a usuarios de una wiki semántica gestionar anotaciones semánticas permitiendo completar el proceso de construcción de conocimiento, y Semdrops que permite a los usuarios describir en forma semántica cualquier recurso de la Web tanto en un espacio de conocimiento personal como en un espacio compartido. Además, con el fin de mejorar el contenido de la Web Social, proponemos BlueFinder: un sistema de recomendación que detecta y recomienda la mejor manera de representar en un sitio de la Web Social, información que es extraída de la Web Semántica. En particular, BlueFinder recomienda la manera de representar una propiedad semántica de DBpedia en Wikipedia, respetando las convenciones de la comunidad de usuarios de Wikipedia. / Tesis realizada en co-tutela con la Universidad de Nantes (Francia). Director de tesis por la Universidad de Nantes: Pascal Molli; co-director de tesis por la Universidad de Nantes: Hala Skaf-Molli. Grado alcanzado por la Universidad de Nantes: Docteur de l'Université de Nantes.

302 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T17:50:39Z No. of bitstreams: 1 Tese - Antonio Cardoso.pdf: 4362473 bytes, checksum: 36135e27a3f35c3350bdfd333feec8b1 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T18:40:35Z (GMT) No. of bitstreams: 1 Tese - Antonio Cardoso.pdf: 4362473 bytes, checksum: 36135e27a3f35c3350bdfd333feec8b1 (MD5) / Made available in DSpace on 2013-05-17T18:40:35Z (GMT). No. of bitstreams: 1 Tese - Antonio Cardoso.pdf: 4362473 bytes, checksum: 36135e27a3f35c3350bdfd333feec8b1 (MD5) Previous issue date: 2010 / No âmbito da Educação a Distância, os Ambientes Virtuais de Aprendizagem na Web ganham importância crescente. Alguns deles com grande impacto de público, em diferentes instituições de ensino tanto públicas e quanto particulares. Por mais paradoxal que seja, este fenômeno amplo e global abre espaço para o despertar de pequenas soluções similares que buscam atender a necessidades particulares de ensino e aprendizagem on-line de grupos locais. Neste universo em expansão, este trabalho descreve primariamente a trajetória de elaboração, construção e adaptação de um Ambiente Virtual de Aprendizagem na Web chamado Hospital Educacional, que nasceu a partir do desenvolvimento de uma solução de software baseada em ferramentas de Inteligência Artificial e aplicada com uma interface lúdica. Ele tem sido aplicado ininterruptamente em disciplinas de cursos de graduação presencial desde 2006-1, com uma proposta blended learning, haurindo benefícios de uma aprendizagem presencial e à distância. O cerne da prática pedagógica neste trabalho tem como objetivo específico promover o relacionamento aluno-aluno para a construção e difusão do conhecimento de maneira virtual e colaborativa sob mediação do professor. Como objetivo geral, este trabalho busca demonstrar o Hospital Educacional como um ambiente mediador de aprendizagem, que estimula o processo de ensino-aprendizagem e a participação dos alunos. A abordagem metodológica da pesquisa é a Fenomenológica-Hermenêutica, pois se busca compreender o uso deste ambiente de aprendizagem no contexto em que está inserido, através dos atores que o faz acontecer: o professor e os alunos. Como justificativa para execução deste trabalho, enumera-se a perspectiva de construir o conhecimento concebido pelos alunos, armazenando-o virtualmente no ambiente para ser a base de outras oportunidades de aprendizagem, através do uso de Objetos de Aprendizagem Reutilizáveis e, como segunda justificativa, possibilitar resgatar este conhecimento armazenado no ambiente para reconstruí-lo. São empregadas técnicas de pesquisa como Questionários, Entrevistas e Análise de documentos que, somados aos dados decorrentes das ações executadas pelos alunos no ambiente, auxiliam a compreender o uso do Hospital Educacional como um recurso de aprendizagem. Por meio destas técnicas de pesquisa, os resultados observados mostram um elevado nível de participação dos alunos, que aceitam entusiasticamente o ambiente e a sua proposta pedagógica. Estes resultados são expostos em forma de gráficos diversos e de um mosaico, construído a partir dos comentários dos alunos. / Salvador

This single case study explores the adoption of a wiki knowledge management system at a mid-sized IT retailer and consultancy. In exploring what factors affect how and if employees interact with the wiki six key areas are identified as crucial to enabling successful knowledge transfers with such a system: 1. Clearly linking the knowledge management to tangible business value 2. Clarifying for users the purpose and usage of the wiki 3. Aligning desired wiki use with the pre-existing corporate culture 4. Verifying that employee incentives are aligned with desired behavior 5. Making sure knowledge management is a part of existing processes 6. Effectively using technology to aid the users Additionally the study includes a comparison with previously conducted studies on implementations of traditional non-collaborative knowledge management systems and finds a high degree of similarity with the issues that have previously been faced within the field. This thesis therefore argues that the new technology present in a wiki type system does not solve the pre-existing problems facing knowledge management practitioners. Instead, the same issues facing the implementation of any such system need to be resolved before the potential of a wiki knowledge management system can be realized.

Made available in DSpace on 2016-04-25T20:21:49Z (GMT). No. of bitstreams: 1 Wilken.pdf: 1398546 bytes, checksum: 829e2098dbfebfbb3ec091d6b72d1bfd (MD5) Previous issue date: 2007-05-25 / This dissertation approaches the construction of a collaborative model of knowledge production disseminated by the Free Software Movement and its opposition to the current law of intelectual property. It describes the genesis of the free software movement as well as how it has become consolidated as an independent domain of knowledge production. In order to better illustrate the model of production proposed by the Free Software Movement and its virtual communities, this paper presents an analysis on the Debian project´s organization and structure for the making of decisions. It explores the limitations of the current model of intelectual property and how it has become a powerful tool for making knowledge a prisoner of private institutions. At last, this dissertation presents how this new model of collaborative production surpasses the software development and begins to influence different areas of knowledge, leaving behing the idea of intelectual property and becoming a concept of intelectual inheritance / A dissertação trata da construção de um modelo colaborativo de produção do conhecimento pelo Movimento de Software Livre e seu embate com a atual legislação de propriedade intelectual. É descrita a gênese do movimento de software livre e como ele vem sendo consolidado como um campo autônomo de produção do conhecimento. Para exemplificar o modelo de produção proposto pelo Movimento de Software Livre e suas comunidades virtuais, é feita uma análise da organização e da estrutura para tomada de decisões do projeto Debian. A dissertação explora as limitações do atual modelo de propriedade intelectual e como este vem se tornando uma poderosa ferramenta para o aprisionamento do conhecimento dentro de instituições privadas. Por fim, é apresentado, de que forma esse novo modelo de produção colaborativa ultrapassa o desenvolvimento de softwares e passa a influenciar outras áreas do conhecimento, abandonando a idéia de propriedade intelectual e aproximandose do conceito de patrimônio intelectual

Made available in DSpace on 2016-04-26T14:56:24Z (GMT). No. of bitstreams: 1 Wilken.pdf: 1398546 bytes, checksum: 829e2098dbfebfbb3ec091d6b72d1bfd (MD5) Previous issue date: 2007-05-25 / This dissertation approaches the construction of a collaborative model of knowledge production disseminated by the Free Software Movement and its opposition to the current law of intelectual property. It describes the genesis of the free software movement as well as how it has become consolidated as an independent domain of knowledge production. In order to better illustrate the model of production proposed by the Free Software Movement and its virtual communities, this paper presents an analysis on the Debian project´s organization and structure for the making of decisions. It explores the limitations of the current model of intelectual property and how it has become a powerful tool for making knowledge a prisoner of private institutions. At last, this dissertation presents how this new model of collaborative production surpasses the software development and begins to influence different areas of knowledge, leaving behing the idea of intelectual property and becoming a concept of intelectual inheritance / A dissertação trata da construção de um modelo colaborativo de produção do conhecimento pelo Movimento de Software Livre e seu embate com a atual legislação de propriedade intelectual. É descrita a gênese do movimento de software livre e como ele vem sendo consolidado como um campo autônomo de produção do conhecimento. Para exemplificar o modelo de produção proposto pelo Movimento de Software Livre e suas comunidades virtuais, é feita uma análise da organização e da estrutura para tomada de decisões do projeto Debian. A dissertação explora as limitações do atual modelo de propriedade intelectual e como este vem se tornando uma poderosa ferramenta para o aprisionamento do conhecimento dentro de instituições privadas. Por fim, é apresentado, de que forma esse novo modelo de produção colaborativa ultrapassa o desenvolvimento de softwares e passa a influenciar outras áreas do conhecimento, abandonando a idéia de propriedade intelectual e aproximandose do conceito de patrimônio intelectual