Faceted browsing (also called faceted search or faceted navigation) is an exploratory search model where facets assist in the interactive navigation of search results. Facets are attributes that have been assigned to describe resources being explored; a faceted taxonomy is a collection of facets provided by the interface and is often organized as sets, hierarchies, or graphs. Faceted browsing has become ubiquitous with modern digital libraries and online search engines, yet the process is still difficult to abstractly model in a manner that supports the development of interoperable and reusable interfaces. We propose category theory as a theoretical foundation for faceted browsing and demonstrate how the interactive process can be mathematically abstracted in order to support the development of reusable and interoperable faceted systems. Existing efforts in facet modeling are based upon set theory, formal concept analysis, and light-weight ontologies, but in many regards they are implementations of faceted browsing rather than a specification of the basic, underlying structures and interactions. We will demonstrate that category theory allows us to specify faceted objects and study the relationships and interactions within a faceted browsing system. Resulting implementations can then be constructed through a category-theoretic lens using these models, allowing abstract comparison and communication that naturally support interoperability and reuse. In this context, reuse and interoperability are at two levels: between discrete systems and within a single system. Our model works at both levels by leveraging category theory as a common language for representation and computation. We will establish facets and faceted taxonomies as categories and will demonstrate how the computational elements of category theory, including products, merges, pushouts, and pullbacks, extend the usefulness of our model. More specifically, we demonstrate that categorical constructions such as the pullback and pushout operations can help organize and reorganize facets; these operations in particular can produce faceted views containing relationships not found in the original source taxonomy. We show how our category-theoretic model of facets relates to database schemas and discuss how this relationship assists in implementing the abstractions presented. We give examples of interactive interfaces from the biomedical domain to help illustrate how our abstractions relate to real-world requirements while enabling systematic reuse and interoperability. We introduce DELVE (Document ExpLoration and Visualization Engine), our framework for developing interactive visualizations as modular Web-applications in order to assist researchers with exploratory literature search. We show how facets relate to and control visualizations; we give three examples of text visualizations that either contain or interact with facets. We show how each of these visualizations can be represented with our model and demonstrate how our model directly informs implementation. With our general framework for communicating consistently about facets at a high level of abstraction, we enable the construction of interoperable interfaces and enable the intelligent reuse of both existing and future efforts.

As tecnologias de informação e comunicação possuem grande potencial para aplicação em ambientes educacionais. O uso destas tecnologias pode viabilizar a transformação de uma disciplina presencial numa disciplina à distância, ou simplesmente utilizá-las como apoio às aulas presenciais. Os objetos de aprendizagem são definidos como sendo qualquer entidade, digital ou não, que pode ser usada, reusada ou referenciada durante o ensino auxiliado por tecnologia. Os objetos de aprendizagem são, geralmente, animações e/ou simulações interativas que representam um determinado fenômeno, reação ou acontecimento de algo do mundo real. Módulos de uma disciplina, uma disciplina completa ou um curso, também podem ser considerados como sendo objetos de aprendizagem. O objetivo deste trabalho é desenvolver objetos de aprendizagem para disciplina específica de geoprocessamento utilizando as tecnologias de informação e comunicação, sob as recomendações de padronizações para objetos de aprendizagem e, posteriormente avaliar os resultados obtidos nesta disciplina. Para avaliar a proposta aqui abordada foi selecionada a disciplina Geoprocessamento, oferecida no Departamento de Engenharia de Transportes da Escola Politécnica da Universidade de São Paulo, que é ministrada no curso de Engenharia Civil. / The information and communication technologies hold expressive potential for educational environments. The usage of these technologies can make viable the transformation of a presence course to a distance course or simply utilizes these like support to presence courses. The learning objects are defined alike any entity, digital or not digital, that can be used, reused or referred during the technology enhanced teaching process. Generally, the learning objects are interactive animations or simulations that represent a determinate phenomenon, reaction or something that happens in the real world. Parts of discipline, a complete discipline or a course, can be considerated like learning objects too. The intent is to develop learning objects to the specific course of the geoprocessing using the information and communication technologies under the norms and guidelines for learning objects and afterwards, evaluate the results obtained on that course. To evaluate the project, has been selected the discipline PTR2555 - Geoprocessamento, offered at the Engineering Transportation Department of Escola Politécnica of Universidade de São Paulo. This discipline is given at the course Civil Engineering.

A UML é uma linguagem de modelagem largamente aceite entre profissionais da área de computação para a modelagem de sistemas simples e complexos. Tomando em consideração que os objetos de aprendizagem são entidades digitais, para o seu desenvolvimento, a utilização de metodologias torna-se um imperativo, se o objetivo for o de oferecer ao setor de educação ferramentas capazes de apoiar o processo de ensino aprendizagem. Os objetos de aprendizagem são ferramentas que podem contribuir para o aluno alcançar a aprendizagem significativa, se forem desenvolvidos dentro dos parâmetros considerados facilitadores da aprendizagem significativa. A presente pesquisa propõe uma metodologia alicerçada na aprendizagem significativa, denominada Metodologia de Modelagem de objetos de aprendizagem em UML (MOAUML) baseada em princípios de UML e de Design Instrucional, para a modelagem de objetos de aprendizagem, com vista a facilitar o desenvolvimento de objetos de aprendizagem que favoreçam a aprendizagem. Objetivando a validação da metodologia, equipes com diferentes perfis profissionais, modelaram 9 objetos de aprendizagem entre novos e legados. O resultado das modelagens mostrou que a utilização da MOAUML contribui para a facilidade na modelagem de objetos de aprendizagem, embora tenha sido mais fácil para equipes que já estavam familiarizadas com métodos de modelagem de software. / The UML is a widely accepted modelling language among computer specialists from simple to complex systems. In order to develop learning objects as digital entities, it is very important the utilization of any methodology aiming to deliver to the education sector capable tools for supporting the process of teaching learning. The learning objects are powerful tools that can contribute for student’s achievement of meaningful learning. This fact can be true only if the development procedures satisfied some characteristics considered facilitators of meaningful learning. This study proposes a methodology based on the meaningful learning, designated Modelling of Learning Objects Using UML (MOAUML) based on principles of UML and Instructional Design, for the modelling of learning objects targeting to facilitate the development of learning objects that promote meaningful learning. In order to validate the MOAUML, different teams with distinguish profiles, were modelled 9 learning objects among news and legacies. The results of that process disclosed that the use of MOAUML contributes to the ease of modelling learning objects, although it has been easier for teams that were already familiar with software modelling processes.

<p>This thesis presents the development of a prototype of the Baseline Oriented Modeling</p><p>(BOM) approach, called protoBOM.</p><p>BOM is a framework that semi-automatically generates Decision Support Systems in a</p><p>specific domain, based on Software Product Lines.</p><p>protoBOM semi-automatically generates applications as PRISMA architectural models by using Model-Driven Architecture and Software Product Line techniques. These models are automatically compiled and the object code (C#, in .NET) is generated obtaining an executable application.</p><p>In protoBOM, the user constructs Decision Support Systems in a simpler way by using the</p><p>ontologies of the diagnosis and the application domains by means of Domain Specific Languages. The interfaces will be closer to the problem domain, which will facilitate user interaction in a manner simple and intuitive.</p>

A frustrating aspect of the frequent changes to large VLSI CAD systems is that so little of the old available programs can be reused. It takes too much time and effort to find the reusable pieces and recast them for the new use. Our thesis is that such systems can be designed for reusability by designing the software as layers of problem oriented languages, which are implemented by suitably extending a "base" language. We illustrate this methodology with respect to VLSI CAD programs and a particular language layer: a language for handling networks. We present two different implementations. The first uses UNIX and Enhanced C. The second approach uses Common Lisp on a Lisp machine.

No description available.

Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010. / Committee Chair: Yannis Smaragdakis; Committee Member: Oege de Moor; Committee Member: Richard LeBlanc; Committee Member: Santosh Pande; Committee Member: Spencer Rugaber. Part of the SMARTech Electronic Thesis and Dissertation Collection.

This thesis presents the development of a prototype of the Baseline Oriented Modeling (BOM) approach, called protoBOM. BOM is a framework that semi-automatically generates Decision Support Systems in a specific domain, based on Software Product Lines. protoBOM semi-automatically generates applications as PRISMA architectural models by using Model-Driven Architecture and Software Product Line techniques. These models are automatically compiled and the object code (C#, in .NET) is generated obtaining an executable application. In protoBOM, the user constructs Decision Support Systems in a simpler way by using the ontologies of the diagnosis and the application domains by means of Domain Specific Languages. The interfaces will be closer to the problem domain, which will facilitate user interaction in a manner simple and intuitive.

A UML é uma linguagem de modelagem largamente aceite entre profissionais da área de computação para a modelagem de sistemas simples e complexos. Tomando em consideração que os objetos de aprendizagem são entidades digitais, para o seu desenvolvimento, a utilização de metodologias torna-se um imperativo, se o objetivo for o de oferecer ao setor de educação ferramentas capazes de apoiar o processo de ensino aprendizagem. Os objetos de aprendizagem são ferramentas que podem contribuir para o aluno alcançar a aprendizagem significativa, se forem desenvolvidos dentro dos parâmetros considerados facilitadores da aprendizagem significativa. A presente pesquisa propõe uma metodologia alicerçada na aprendizagem significativa, denominada Metodologia de Modelagem de objetos de aprendizagem em UML (MOAUML) baseada em princípios de UML e de Design Instrucional, para a modelagem de objetos de aprendizagem, com vista a facilitar o desenvolvimento de objetos de aprendizagem que favoreçam a aprendizagem. Objetivando a validação da metodologia, equipes com diferentes perfis profissionais, modelaram 9 objetos de aprendizagem entre novos e legados. O resultado das modelagens mostrou que a utilização da MOAUML contribui para a facilidade na modelagem de objetos de aprendizagem, embora tenha sido mais fácil para equipes que já estavam familiarizadas com métodos de modelagem de software. / The UML is a widely accepted modelling language among computer specialists from simple to complex systems. In order to develop learning objects as digital entities, it is very important the utilization of any methodology aiming to deliver to the education sector capable tools for supporting the process of teaching learning. The learning objects are powerful tools that can contribute for student’s achievement of meaningful learning. This fact can be true only if the development procedures satisfied some characteristics considered facilitators of meaningful learning. This study proposes a methodology based on the meaningful learning, designated Modelling of Learning Objects Using UML (MOAUML) based on principles of UML and Instructional Design, for the modelling of learning objects targeting to facilitate the development of learning objects that promote meaningful learning. In order to validate the MOAUML, different teams with distinguish profiles, were modelled 9 learning objects among news and legacies. The results of that process disclosed that the use of MOAUML contributes to the ease of modelling learning objects, although it has been easier for teams that were already familiar with software modelling processes.

A UML é uma linguagem de modelagem largamente aceite entre profissionais da área de computação para a modelagem de sistemas simples e complexos. Tomando em consideração que os objetos de aprendizagem são entidades digitais, para o seu desenvolvimento, a utilização de metodologias torna-se um imperativo, se o objetivo for o de oferecer ao setor de educação ferramentas capazes de apoiar o processo de ensino aprendizagem. Os objetos de aprendizagem são ferramentas que podem contribuir para o aluno alcançar a aprendizagem significativa, se forem desenvolvidos dentro dos parâmetros considerados facilitadores da aprendizagem significativa. A presente pesquisa propõe uma metodologia alicerçada na aprendizagem significativa, denominada Metodologia de Modelagem de objetos de aprendizagem em UML (MOAUML) baseada em princípios de UML e de Design Instrucional, para a modelagem de objetos de aprendizagem, com vista a facilitar o desenvolvimento de objetos de aprendizagem que favoreçam a aprendizagem. Objetivando a validação da metodologia, equipes com diferentes perfis profissionais, modelaram 9 objetos de aprendizagem entre novos e legados. O resultado das modelagens mostrou que a utilização da MOAUML contribui para a facilidade na modelagem de objetos de aprendizagem, embora tenha sido mais fácil para equipes que já estavam familiarizadas com métodos de modelagem de software. / The UML is a widely accepted modelling language among computer specialists from simple to complex systems. In order to develop learning objects as digital entities, it is very important the utilization of any methodology aiming to deliver to the education sector capable tools for supporting the process of teaching learning. The learning objects are powerful tools that can contribute for student’s achievement of meaningful learning. This fact can be true only if the development procedures satisfied some characteristics considered facilitators of meaningful learning. This study proposes a methodology based on the meaningful learning, designated Modelling of Learning Objects Using UML (MOAUML) based on principles of UML and Instructional Design, for the modelling of learning objects targeting to facilitate the development of learning objects that promote meaningful learning. In order to validate the MOAUML, different teams with distinguish profiles, were modelled 9 learning objects among news and legacies. The results of that process disclosed that the use of MOAUML contributes to the ease of modelling learning objects, although it has been easier for teams that were already familiar with software modelling processes.