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  • 1.
    Ebner, Hannes
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Manouselis, Nikos
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Palavitsinis, Nikos
    Kastrantas, Kostas
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Learning Object Annotation for Agricultural Learning Repositories2009In: ICALT: 2009 IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, New York, USA: IEEE , 2009, 438-442 p.Conference paper (Refereed)
    Abstract [en]

    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.

  • 2.
    Ebner, Hannes
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231). School of Computer Science and Communication (CSC), Centres, KTH, School of Architecture and the Built Environment (ABE), Centres, Centre for Sustainable Communications, CESC.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    A Mashup-friendly Resource and Metadata Management Framework2008In: Mash-Up Personal Learning Environments (MUPPLE'08): Workshop in Conjunction with the 3rd European Conference on Technology-Enhanced Learning (ECTEL'08): Times of Convergence / [ed] Wild, Kalz, Palmér, 2008, 48-56 p.Conference paper (Refereed)
    Abstract [en]

    Mashups and mashed up Personal Learning Environments require easy to use frameworks to support the ease of creation of effective services.

    The focus of this paper1 lies on establishing a generic and mashup-friendly resource and metadata management. The assumption is that if we can find an appropriate level of generic functionality, the development of targeted tools (e.g. e-portfolios, PLEs, etc) will become a matter of user interface design and specialization. We hope that such a framework does not result in a single implementation but rather a wide variety of interoperable systems that leverage plenty of functionality. In this paper we look at already existing standards and initiatives and show why they are not sufficiently generic. We propose a framework and take recent developments into consideration. We also show an implementation and introduce a tangible use case.

     

  • 3.
    Ebner, Hannes
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    An information model for managing resources and their metadata2014In: Semantic Web, ISSN 1570-0844, E-ISSN 2210-4968, Vol. 5, no 3, 237-255 p.Article in journal (Refereed)
    Abstract [en]

    Today information is managed within increasingly complicated Web applications which often rely on similar information models. Finding a reusable and sufficiently generic information model for managing resources and their metadata would greatly simplify development of Web applications. This article presents such an information model, namely the Resource and Metadata Management Model (ReM3). The information model builds upon Web architecture and standards, more specifically the Linked Data principles when managing resources together with their metadata. It allows to express relations between metadata and to keep track of provenance and access control. In addition to this information model, the architecture of the reference implementation is described along with a Web application that builds upon it. To show the taken approach in practice, several real-world examples are presented as showcases. The information model and its reference implementation have been evaluated from several perspectives, such as the suitability for resource annotation, a preliminary scalability analysis and the adoption in a number of projects. This evaluation in various complementary dimensions shows that ReM3 has been successfully applied in practice and can be considered a serious alternative when developing Web applications where resources are managed along with their metadata.

  • 4.
    Ebner, Hannes
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    LDCache - A cache for linked data-driven web applications2014In: CEUR Workshop Proceedings, 2014, 67-73 p.Conference paper (Refereed)
    Abstract [en]

    Modern Web applications that make use of external data sources, be it Linked Data (LD) or not, usually run into the same problems; if a data source performs badly or is offline, the user experience is affected negatively. In some cases this may result in long response times, whereas in more extreme cases the application becomes unusable. This paper presents LDCache [4], a caching service that ensures that Linked Data-driven Web applications remain functional with good user experience regardless of the status of the external data sources they eventually integrate. First, some requirements are defined that typically occur when data from disparate sources are integrated. Then the features of the implemented solution are summarized together with documentation on how the service can be taken advantage of. This is followed by a description of the architecture. The authors conclude with a road map for future development and a short summary of the work carried out.

  • 5.
    Ebner, Hannes
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Collaborative Construction of Artifacts2007Conference paper (Refereed)
    Abstract [en]

    This paper describes an approach for collaborative construction of artifacts, such as e.g. graphical maps and annotatable text documents, without requiring write-access to a common single file. Our approach is applicable to any kind of artifacts that can be divided into separate contributions, where each one is authored and stored independently, and, on request, merged into the artifact. The goal is to move collaboration issues from the files where artifacts are expressed, to an information directory. This information directory manages information around artifacts and keeps track of existing contributions to artifacts. Our prototype of such an information directory, named Collaborilla, is designed to be a flexible service, which can be updated by anyone in a wiki-style manner. With this approach, viewing a collaboratively constructed artifact gives each viewer the control of including or excluding various contributions. Moreover, each viewer can easily choose to participate and provide a new contribution to the artifact without the other authors being aware of this. If information about this new contribution is published in the Collaborilla directory, the contribution will also be seen by others.

  • 6.
    Enoksson, Fredrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    An RDF Modification Protocol, based on the needs of editing tools2009In: Metadata and Semantics, Post-proceedings of the 2nd International Conference on Metadata and Semantics Research, MTSR 2007, Corfu Island in Greece, 1-2 October 2007. Springer 2009, Springer, 2009, 191-199 p.Conference paper (Refereed)
    Abstract [en]

    The use of RDF on the web is increasing, unfortunately the amount of editing tools suitable for end users without knowledge of technicalities of the language are not so common. We believe that a vital ingredient for the editing tools to flourish is a working remote modification protocol. This will allow editing tools to be developed separately from triple-stores and make them more flexible and reusable. Several initiatives for remote modification exist already but have not gained wide-spread adoption. In this paper we will show that most of them fall short when it comes to edit arbitrary RDF constructs, especially in combination with typical requirements of editing tools. We will first list these requirements, then propose a solution that fulfills them and finally outline an implementation. With this implementation we will also demonstrate how Annotation Profiles, a configuration mechanism for RDF metadata editors, has the additional feature of making modification requests very precise.

  • 7. Manouselis, Nikos
    et al.
    Kastrantas, Kostas
    Abian, Alberto
    Sanchez, Salvador
    Ebner, Hannes
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Architectural Design of a Federation of Agricultural Learning Repositories2008Conference paper (Refereed)
  • 8. Manouselis, Nikos
    et al.
    Kastrantas, Kostas
    Sanchez-Alonso, Salvador
    Caceres, Jesus
    Ebner, Hannes
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Architecture of the Organic.Edunet Web Portal2009In: International Journal of Web Portals, ISSN 1938-0194, Vol. 1, no 1, 71-91 p.Article in journal (Refereed)
    Abstract [en]

    The use of Semantic Web technologies in educational Web portals has been reported to facilitate users 'search, access, and retrieval of learning resources. To achieve this, a number of different architectural components and services need to be harmonically combined and implemented. This article presents how this issue is dealt with in the context of a large-scale case study. More specifically, it describes the architecture behind the Organic. Edunet Web portal that aims to provide access to a federation of repositories with learning resources on agricultural topics. The various components of the architecture are presented and the supporting technologies are explained. In addition, the article focuses on how Semantic Web technologies are being adopted, specialized, and put in practice in order to facilitate ontology-aided sharing and reusing of learning resources.

  • 9. Manouselis, Nikos
    et al.
    Soto, Jesus
    Ebner, Hannes
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    A Semantic Infrastructure to Support a Federation of Agricultural Learning Repositories2008In: Proceedings - The 8th IEEE International Conference on Advanced Learning Technologies, ICALT 2008 / [ed] Diaz, P; Ignacio, A; Mora, E, 2008, 117-119 p.Conference paper (Refereed)
    Abstract [en]

    This paper discusses how Semantic Web technologies are being adopted, specialized, and put in practice in order to set up a technical infrastructure that will facilitate sharing and reusing of learning resources. The case study is a federation of learning repositories with learning resources on agricultural topics, which is being developed in the context of the Organic.Edunet European initiative.

  • 10.
    Naeve, Ambjörn
    et al.
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA. KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    Nilsson, Mikael
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA. KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA. KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    Paulsson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA. KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    Contributions to a public e-learning platform: infrastructure, architecture, frameworks, tools2005In: International Journal of Learning Technology, ISSN 1477-8386, E-ISSN 1741-8119, Vol. 1, no 3, 352-381 p.Article in journal (Refereed)
    Abstract [en]

    Life long, flexible, collaborative, and personalised learning are words that are being increasingly used, whenever education is discussed and designed. They express new and important demands on learning architectures, both with regard to pedagogy, organisation and technology. Traditional learning architectures are based on teacher-centric and curriculum-oriented "knowledge-push". In this paper, we present an infrastructure, an architecture and a number of frameworks and tools that support learner-centric and interest-oriented "knowledge-pull". We see them as a contribution to a Public e-Learning Platform, which can achieve true interoperability based on open source and open international ICT standards.

  • 11.
    Naeve, Ambjörn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Nilsson, Mikael
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Paulsson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Quick, Kevin
    Knowledge Media Institute at the Open University, UK.
    Scott, Peter
    Knowledge Media Institute at the Open University, UK.
    CoCoFlash: Conzilla, Confolio, and FlashMeeting Integration for Enhanced Professonal Learning2006In: Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006, 2006, 1186-1187 p.Conference paper (Refereed)
    Abstract [en]

    This paper describes the integration of the Conzilla concept browser and the Confolio portfolio management system with the FlashMeeting videoconferencing tool. The result of this integration is expected to produce a combined tool, CoCoFlash, which can support a powerful e-learning model.

  • 12.
    Nilsson, Mikael
    et al.
    KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    Brase, Jan
    Information System Institute, University of Hannover, Germany.
    The LOM RDF Binding: principles and Implementation2003In: Proceedings of the Third Annual ARIADNE conference, Leuven Belgium, 2003, 2003Conference paper (Refereed)
    Abstract [en]

    This paper will discuss some of the advantages andcomplexities in using the Resource Description Framework, RDF, toexpress learning object metadata following the IEEE LOM standard. Wewill describe some details of the current draft for a complete RDF bindingfor LOM and discuss some of the constructs used in that binding.We will then present a so-called SHAME Query Model of this bindingthat can be used to specify and visualize application profileconstraints when using this binding. A metadata editor for RDF-basedLOM metadata, which was built with the help of this Query model, willbe briefly introduced.

  • 13. Olmedilla, D.
    et al.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA. KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    Interoperability for Peer-to-Peer networks: Opening P2P to the rest of the World2005Conference paper (Refereed)
    Abstract [en]

    Due to the information growth, distributed environments are offered as a feasible and scalable solution where Peer-to-Peer networks have become more relevant. They bring many advantages as high flexibility for peers to join or leave the network dynamically, scalability, autonomy and high resilience against peer failures. However, the use of proprietary interfaces within the network and the requirement that peers must implement them to join makes P2P networks unable to interact with other systems and environments, isolating the network as a whole. In this paper, we report on a solution based on a proxy-based architecture and semantic mappings in order to allow the sharing of content between peers within a P2P network with content from other systems outside the network.

  • 14.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design, MID.
    Learning Applications based on Semantic Web Technologies2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The interplay between learning and technology is a growing field that is often referred to as Technology Enhanced Learning (TEL). Within this context, learning applications are software components that are useful for learning purposes, such as textbook replacements, information gathering tools, communication and collaboration tools, knowledge modeling tools, rich lab environments that allows experiments etc. When developing learning applications, the choice of technology depends on many factors. For instance, who and how many the intended end-users are, if there are requirements to support in-application collaboration, platform restrictions, the expertise of the developers, requirements to inter-operate with other systems or applications etc.

    This thesis provides guidance on a how to develop learning applications based on Semantic Web technology. The focus on Semantic Web technology is due to its basic design that allows expression of knowledge at the web scale. It also allows keeping track of who said what, providing subjective expressions in parallel with more authoritative knowledge sources. The intended readers of this thesis include practitioners such as software architects and developers as well as researchers in TEL and other related fields.

    The empirical part of the this thesis is the experience from the design and development of two learning applications and two supporting frameworks. The first learning application is the web application Confolio/EntryScape which allows users to collect files and online material into personal and shared portfolios. The second learning application is the desktop application Conzilla, which provides a way to create and navigate a landscape of interconnected concepts. Based upon the experience of design and development as well as on more theoretical considerations outlined in this thesis, three major obstacles have been identified:

    The first obstacle is: lack of non-expert and user friendly solutions for presenting and editing Semantic Web data that is not hard-coded to use a specific vocabulary. The thesis presents five categories of tools that support editing and presentation of RDF. The thesis also discusses a concrete software solution together with a list of the most important features that have crystallized during six major iterations of development.

    The second obstacle is: lack of solutions that can handle both private and collaborative management of resources together with related Semantic Web data. The thesis presents five requirements for a reusable read/write RDF framework and a concrete software solution that fulfills these requirements. A list of features that have appeared during four major iterations of development is also presented.

    The third obstacle is: lack of recommendations for how to build learning applications based on Semantic Web technology. The thesis presents seven recommendations in terms of architectures, technologies, frameworks, and type of application to focus on.

    In addition, as part of the preparatory work to overcome the three obstacles, the thesis also presents a categorization of applications and a derivation of the relations between standards, technologies and application types.

  • 15.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    The SCAM framework: Helping semantic web applications to store and access metadata2004In: SEMANTIC WEB: RESEARCH AND APPLICATIONS / [ed] Bussler, C; Davies, J; Fensel, D; Studer, R, BERLIN: SPRINGER , 2004, Vol. 3053, 167-181 p.Conference paper (Refereed)
    Abstract [en]

    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.

  • 16.
    Palmér, Matthias
    et al.
    KTH, School of Computer Science and Communication (CSC).
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Nilsson, Mikael
    KTH, School of Computer Science and Communication (CSC).
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Annotation profiles: Configuring forms to edit RDF2007In: DCMI '07 Proceedings of the 2007 international conference on Dublin Core and Metadata Applications: application profiles: theory and practice, 2007, 10-21 p.Conference paper (Refereed)
    Abstract [en]

    Most of today's generic annotation tools for semantic web metadata (RDF) are designed forexperts. People with no or little knowledge about RDF are therefore forced to use simplified andoften domain-specific tools that work with fixed sets of metadata elements. This paper introducesthe Annotation Profile Model as a configuration mechanism from which annotation tools can beautomatically generated. The intention is to encourage metadata- or domain experts to defineannotation profiles according to metadata vocabularies. This will allow end-users oradministrators to select appropriate annotation profiles for the task at hand, and then an editorwill be provided by the underlying system. This paper discusses the design of the AnnotationProfile Model, which consists of a data-capturing part (the Graph Pattern Model) and apresentation part (the Form Template model). An implementation that can generate both web-based and standalone editors is also introduced.

  • 17.
    Palmér, Matthias
    et al.
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Conzilla - A conceptual interface to the semantic web2005In: CONCEPTUAL STRUCTURES: COMMON SEMANTICS FOR SHARING KNOWLEDGE, PROCEEDINGS / [ed] Dau, F; Mugnier, ML; Stumme, G, 2005, Vol. 3596, 136-151 p.Conference paper (Refereed)
    Abstract [en]

    This paper describes our approach to managing the complexity of semantic web-based information by creating conceptual information landscapes (context-maps) and connecting them into a structure called a knowledge patch. The aim is to support the creation of overview and clarity by providing mechanisms for presenting and hiding information in flexible ways. Moreover, we present our concept browser Conzilla as a knowledge management tool for navigating and editing knowledge patches, and we show how it provides a way to link the human-semantic and the machine-semantic perspectives.

  • 18.
    Palmér, Matthias
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Sire, S.
    Bogdanov, E.
    Gillet, D.
    Wild, F.
    Mapping web personal learning environments2009In: Mashup Personal Learning Environments: Proceedings of the Second International Workshop on Mashup Personal Learning Environments (MUPPLE09), Nice, France, September 29, 2009., 2009, 31-46 p.Conference paper (Refereed)
    Abstract [en]

    A recent trend in web development is to build platforms which are carefully designed to host a plurality of software components (sometimes called widgets or plugins) which can be organized or combined (mashed-up) at user's convenience to create personalized environments. The same holds true for the web development of educational applications. The degree of personalization can depend on the role of users such as in traditional virtual learning environment, where the components are chosen by a teacher in the context of a course. Or, it can be more opened as in a so-called personalized learning environment (PLE). It now exists a wide array of available web platforms exhibiting different functionalities but all built on the same concept of aggregating components together to support different tasks and scenarios. There is now an overlap between the development of PLE and the more generic developments in web 2.0 applications such as social network sites. This article shows that 6 more or less independent dimensions allow to map the functionalities of these platforms: The screen dimensionmaps the visual integration, the data dimension mapsthe portability of data, the temporal dimension mapsthe coupling between participants, the social dimension maps thegrouping of users, the activity dimension mapsthe structuring of end users' interactions with the environment, and the runtime dimensionmaps the flexibility in accessing the system from different end points. Finally these dimensions are used to compare 6 familiar Web platforms which could potentially be used in the construction of a PLE.

  • 19. Sire, S.
    et al.
    Bogdanov, E.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Gillet, D.
    Towards collaborative portable web spaces2009In: Mashup Personal Learning Environments: Proceedings of the Second International Workshop on Mashup Personal Learning Environments (MUPPLE09), Nice, France, September 29, 2009, 2009, 59-71 p.Conference paper (Refereed)
    Abstract [en]

    As two recent trends in Web development, Widgets and mashups, are converging, we claim that there is a growing need to define a Widget Space configuration language to allow building flexible personal learning environments that could be independent of a runtime environment. We describe four scenarios that could emerge from the integrationof the do-it-yourself dimension of a Web portal or Web mashup and the social dimension of the Web. We also describe an extension to an existing configuration languagethat would support it and some propositions for an architecture and an implementation inline with recent developments and announcements such as the Google Wave Federation protocol.

1 - 19 of 19
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