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  • 1. Aroyo, L
    et al.
    Dicheva, D
    Brusilovsky, P
    Diaz, P
    Dimitrova, V
    Duval, E
    Greer, J
    Hirashima, T
    Hoppe, U
    Houben, G J
    Ikeda, M
    Kay, J
    Kinshuk,
    Melis, E
    Mitrovic, T
    Naeve, Ambjörn
    KTH, Superseded Departments, Numerical Analysis and Computer Science, NADA.
    Nykanen, O
    Paquette, G
    Retalis, S
    Sampson, D
    Sinitsa, K
    Soller, A
    Staab, S
    Vassileva, J
    Verdejo, F
    Wagner, G
    Workshop on applications of semantic web technologies for E-learning2004In: INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS / [ed] Lester, JC; Vicari, RM; Paraguacu, F, BERLIN: SPRINGER , 2004, Vol. 3220, p. 912-912Conference paper (Refereed)
  • 2.
    Aroyo, Lora
    et al.
    Technische Universiteit Eindhoven.
    Dolog, Peter
    University of Hannover.
    Houben, Geert-Jan
    Vrije Universiteit Brussel.
    Kravcik, Milos
    OTEC, Open University, The Netherlands.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Nilsson, Mikael
    KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    Wild, Fridolin
    Vienna University of Economics, and Business Administration.
    Interoperability in personalized adaptive learning2006In: Educational Technology & Society, ISSN 1436-4522, Vol. 9, no 2, p. 4-18Article in journal (Refereed)
    Abstract [en]

    Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the Semantic Web. This article deals with the issue of semantic interoperability of educational contents on the Web by considering the integration of learning standards, Semantic Web, and adaptive technologies to meet the requirements of learners. Discussion is made on the state of the art and the main challenges in this field, including metadata access and design issues relating to adaptive learning. Additionally, a way how to integrate several original approaches is proposed.

  • 3.
    Blomqvist, Ulf
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Handberg, Leif
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
    New Methods for focusing on Students’ Learning Process and Reflection in Higher Education2003In: Proceedings of the 28th IUT (Improving University Teaching) Conference, 2003Conference paper (Refereed)
    Abstract [en]

     

    Among many studies about students’ use of portfolios much focus is on assessment and the need to document learning processes in distance education, both from a teacher perspective. This paper focuses more on students’ attitudes towards learning and learning process, why  it is important, and it also introduces some methodology to support the students to bridge the responsibility gap that is experienced among new students at which students tend to neglect. Really shifting focus towards the learner, aside from proper methods and tools, is essential. We have implemented dialogue sheets as a method and tool for freshmen students, with the aim to create a positive atmosphere for peer learning where the focus is on the learning process. We encourage students to reflect upon why, what and how they learn to help them manage as life-long learners. The study has been performed at the Royal Institute of Technology (KTH) with the students at the Media technology program. The effect of the dialogue sheets is visible in students showing greater and better performance and participation in classes and in teamwork. Also an increased awareness and willingness to reflect is noted. The study made is important when understanding the fundamental mechanisms of the learner in relation to motivation and reflection. It can be useful when developing and implementing technological tools as support for reflection and learning process focus.

     

  • 4. Chatti, M. A.
    et al.
    Klamma, R.
    Jarke, M.
    Kamtsiou, V.
    Pappa, D.
    Kravcik, M.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Techology enhanced professional learning: Process, challenges and requirements2006In: WEBIST - Int. Conf. Web Inf. Syst. Technol., Proc., 2006, no EL/-, p. 268-274Conference paper (Refereed)
    Abstract [en]

    Since we cannot transfer knowledge from one person to another person, learning, also known as knowledge creation, is the social process of acquiring and applying knowledge. Our claim is that the oscillating process of knowledge acquisition and application for workplace learning can be best described by the SECI model introduced by Nonaka in 1994. In this paper, we analysis the learning process in terms of the SECI model, identify the challenges for technology enhanced professional learning and define the requirements for future applications such as personalized adaptive learning. We report the results of a roadmap survey done in the framework of PROLEARN to disclose the desired state of the art in technology enhanced professional learning in the year 2015 and show ways how to proceed on the way to the desired state.

  • 5.
    Chatti, Mohamed Amine
    et al.
    RWTH Aachen University,Informatik V.
    Klamma, Rolf
    RWTH Aachen University,Informatik V.
    Jarke, Matthias
    RWTH Aachen University,Informatik V.
    Kamtsiou, Vana
    National Center of Scientific Research "Demokritos", Athens.
    Pappa, Dimitra
    National Center of Scientific Research "Demokritos", Athens.
    Kravcik, Milos
    Fraunhofer-Institut für Angewandte Informationstechnik FIT, Sankt Augustin, Germany.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Technology Enhanced Professional Learning: Process, Challenges and Requirements2006In: WEBIST 2006, Proceedings of the Second International Conference on  Web Information Systems and Technologies: Society, e-Business and e-Government, INSTICC Press, 2006, p. 268-274Conference paper (Refereed)
    Abstract [en]

    Since we cannot transfer knowledge from one person to another person, learning, also known as knowledge creation, is the social process of acquiring and applying knowledge. Our claim is that the oscillating process of knowledge acquisition and application for workplace learning can be best described by the SECI model introduced by Nonaka in 1994. In this paper, we analysis the learning process in terms of the SECI model, identify the challenges for technology enhanced professional learning and define the requirements for future applications such as personalized adaptive learning. We report the results of a roadmap survey done in the framework of PROLEARN to disclose the desired state of the art in technology enhanced professional learning in the year 2015 and show ways how to proceed on the way to the desired state.

  • 6.
    Chatti, Mohamed Amine
    et al.
    RWTH Aachen University,Informatik V.
    Klamma, Rolf
    RWTH Aachen University,Informatik V.
    Jarke, Matthias
    RWTH Aachen University,Informatik V.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    The web 2.0 driven SECI model based learning process2007In: 7th IEEE International Conference on Advanced Learning Technologies, Proceedings / [ed] Spector, JM; Sampson, DG; Okamoto, T; Kinshuk, X; Cerri, SA; Ueno, M; Kashihara, A, Los Alamitos, CA, USA: IEEE Communications Society, 2007, p. 780-782Conference paper (Refereed)
    Abstract [en]

     Nonaka and his knowledge transformation model SECI revolutionized the thinking about organizations as social learning systems. He introduced technical concepts like hypertext into organizational theory. Now, after 15 years Web 2.0 concepts seem to be an ideal fit with Nonaka's SECI approach opening new doors for more personal, dynamic, and social learning on a global scale. In this paper, we present an extended view, of blended learning which includes the combination of formal and informal learning, knowledge management, and Web 2.0 concepts into one integrated solution, by discussing what we call the Web 2.0 driven SECI model based learning process.

  • 7.
    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, p. 438-442Conference 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.

  • 8.
    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.

  • 9.
    Enoksson, Fredrik
    et al.
    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.
    Hellström-Lindberg, Eva
    Karolinska Institutet, Sweden.
    Using a Hematology Curriculum in a Web Portfolio Environment2011In: Knowledge Management & E-Learning: An International Journal, ISSN 2073-7904, Vol. 3, no 1, p. 84-97Article in journal (Refereed)
    Abstract [en]

    In 2005 the European Hematology Association developed theEuropean Hematology Curriculum. This was distributed as a printed bookletand the intention was that junior hematologist could use it for personalcompetence development. In the EU-funded project H-net this Curriculum hasbeen adapted into the a web environment by using RDF and placed inside aweb portfolio system. How this is done is further described in this article.Furthermore, the possibilities of reusing the curriculum in ways that was notinitially intended is described, such as describing Learning Resources inside theweb-portfolio system with how they relate to different parts of the curriculum.That way a search for learning resources inside the portfolio by using thecurriculum is enabled. And, since the medical field of hematology is closelyrelated to other medical fields the design of the web-version of the curriculumwas done in a way that builds for possible combination with any othercurriculum in another medical field.

  • 10.
    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, p. 191-199Conference 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.

  • 11. Hestenes, D
    et al.
    Rockwood, A
    Naeve, Ambjörn
    Doran, C
    Lasenby, J
    Dorst, L
    Mann, S
    Geometric Algebra: New Foundations, New Insights2000Conference paper (Refereed)
    Abstract [en]

    Geometric algebra is a new fundamental language for the mathematics of computer graphics, modeling, and interactive techniques. It is especially useful for handling geometric problems, since it allows for intrinsic (coordinate-free) and dimensionally seamless descriptions of geometry. It has generated new insights and improved algorithms in a wide array of computer graphics applications: kinematics and dynamics, simplicial calculations (polygons, FEM), fluid flow, collision detection, hierarchical bounding spheres, boxes, quaternion splines on spheres, elastic deformations, curve and surface definition, vector fields, etc.

  • 12.
    Isaksson, Erik
    et al.
    Department for Library services, Language and ARC, KTH, School of Education and Communication in Engineering Science (ECE), Library, Publication Infrastructure. KTH, School of Computer Science and Communication (CSC).
    Naeve, Ambjörn
    KTH, School of Education and Communication in Engineering Science (ECE). KTH, School of Computer Science and Communication (CSC).
    Lefrere, Paul
    Performance Augmentation Through Ubiquitous and Adaptive Learning and Work Environments2016In: STATE-OF-THE-ART AND FUTURE DIRECTIONS OF SMART LEARNING, Springer, 2016, p. 315-319Conference paper (Refereed)
    Abstract [en]

    Recent and upcoming devices such as tablets and wearables in combination with technologies such as the Internet of Things are resulting in learning environments becoming of an increasingly ubiquitous nature. Learning environments are now more strongly embedded in real-world learning and work activities, causing the boundaries between virtual learning environments and their real-world contexts of use, and between learning and work activities themselves, to be increasingly blurred. A reconceptualization of learning environments as performance augmentation means that the function of enhancement or augmentation is made explicit. Theoretical, modeling, and implementation aspects of performance augmentation through ubiquitous and adaptive learning and work environments are explored.

  • 13.
    Isaksson, Erik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Naeve, Ambjörn
    KTH, School of Education and Communication in Engineering Science (ECE).
    Lefrere, Paul
    Wild, Fridolin
    Towards a Reference Architecture for Smart and Personal Learning Environments2017In: INNOVATIONS IN SMART LEARNING, Springer-Verlag New York, 2017, p. 79-88Conference paper (Refereed)
    Abstract [en]

    Personal learning environments (PLEs) evolved as a response to the limitations on self-regulated learning posed by institutional control of learning environments, such as Learning Management Systems. Smart learning environments (SLEs) have more recently come to refer to various technological enhancements of learning environments. However, there is a tension between 'personal' and 'smart', which this paper investigates through the experiences of the TELL ME project. The project focused on the learning of blue-collar workers in Europe's manufacturing sector. The resulting aim was to support the awareness of ` intentions' and ` realizations' and the reciprocities between these across five phases, collectively referred to as MEMO-E: mix, enquire, match, optimize, and experience. Perspectives of the project on the themes, interactions, and philosophy of SLEs and PLEs are explained, a framework for intentions and realizations is introduced, and the characteristics of an evolvable reference architecture for smart and personal learning environments are presented.

  • 14.
    Jonassen, David
    et al.
    University of Missouri, USA.
    Angehrn, AlbertCentre for Advanced Learning Technologies, CALT, INSEAD, France.Lytras, Miltiades DUniversity of Patras, Gerakas, Greece.Naeve, AmbjörnKTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Knowledge and Learning Technologies for National Educational Systems: New Horizons for open minds2007Collection (editor) (Refereed)
  • 15. Kamtsiou, V.
    et al.
    Koskinen, T.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Pappa, D.
    Stergioulas, L.
    A glimpse at the future of technology enhanced-professional learning: Trends, scenarios and visions2006In: CEUR Workshop Proc., 2006, p. 39-52Conference paper (Refereed)
    Abstract [en]

    The paper presents future visions of technology enhanced professional learning as expressed in a pan-European roadmapping activity. A new approach is introduced and employed to develop a roadmap for technology enhanced professional learning. Interesting findings from the first phase, which identified the future visions are presented and their analysis using conceptual mapping is proposed.

  • 16.
    Kamtsiou, Vana
    et al.
    National Center of Scientific Research "Demokritos", Athens.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Roadmapping: a methodology to improve the strategy for design of learning technologies2008In: 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS / [ed] Diaz, P; Ignacio, A; Mora, E, Los Alamitos, CA: IEEE Computer Society, 2008, p. 1065-1066Conference paper (Refereed)
    Abstract [en]

    This paper presents a new approach to developing a roadmap in the field of technology-enhanced professional learning. The methodology presented here was adopted by the PROLEARN Network of Excellence, which aimed to provide a "looking-forward" technology roadmap [1] for European professional learning (covering a span of the next 12 years) http://www.prolearn-project.org.

  • 17.
    Kamtsiou, Vana
    et al.
    National Center of Scientific Research "Demokritos", Athens.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Stergioulas, Lampros
    Brunel University, Kingston Lane, Uxbridge, Middlesex UB8 3PH, UK.
    Koskinen, Tapio
    Helsinki University of Technology, Finland.
    Roadmapping as a Knowledge Creation Process: The PROLEARN Roadmap2006In: Journal of Universal Knowledge Management, ISSN 1991-0959, Vol. 1, no 3, p. 163-173Article in journal (Refereed)
    Abstract [en]

    The paper presents a new approach to developing a roadmap for technology-enhanced professional training. The new methodology views roadmapping as a knowledge creation process and involves the key phases of foresight analysis (identification of prevalent visions) and gap analysis. A conceptual model of the roadmapping process as a knowledge creation exercise is introduced and discussed.

  • 18.
    Kamtsiou, Vana
    et al.
    National Center of Scientific Research "Demokritos", Athens.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Stergioulas, Lampros
    Brunel University, Kingston Lane, Uxbridge, Middlesex UB8 3PH, UK.
    Pappa, Dimitra
    National Center of Scientific Research "Demokritos", Athens.
    Future Visions of Technology-Enhanced Professional Learning2006In: Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006, IEEE Computer Society, 2006, p. 542-543Conference paper (Refereed)
    Abstract [en]

    The paper presents future visions of technology-enhanced professional learning as expressed in a pan-European roadmapping activity. The paper introduces a new approach to developing a roadmap for technology-enhanced professional learning. Interesting findings from the first phase, which identified the future visions are presented.

  • 19.
    Klamma, Rolf
    et al.
    RWTH Aachen University,Informatik V.
    Chatti, Mohamed Amine
    RWTH Aachen University,Informatik V.
    Duval, Erik
    Fiedler, Sebastian
    Hummel, Hans G. K.
    Hvannberg, Ebba Thora
    Kaibel, Andreas
    Kieslinger, Barbara
    Kravcik, Milos
    Law, Effie Lai-Chong
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Scott, Peter
    Specht, Marcus
    Tattersall, Colin
    Vuorikari, Riina
    Social Software for Professional Learning: Examples and Research Issues2006In: Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006, 2006, p. 912-915Conference paper (Refereed)
    Abstract [en]

    Social software is used widely in organizational knowledge management and professional learning. The PROLEARN network of excellence appreciates the trend of lowering the barriers between knowledge and learning management strategies for organizations and individuals. But, companies should not underestimate the needs for systematic support based on sound theories and technologies. We illustrate the requirements by examples and research issues for collaborative adaptive learning platforms for workplace learning in organizations

  • 20.
    Klamma, Rolf
    et al.
    RWTH Aachen University,Informatik V.
    Chatti, Mohamed Amine
    RWTH Aachen University,Informatik V.
    Duval, Erik
    Hummel, Hans
    Hvannberg, Ebba Thora
    Kravcik, Milos
    OTEC, Open University, The Netherlands.
    Law, Effie
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Scott, Peter
    Knowledge Media Institute at the Open University, UK.
    Social software for life-long learning2007In: Educational Technology & Society, ISSN 1436-4522, Vol. 10, no 3, p. 72-83Article in journal (Refereed)
    Abstract [en]

    Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0. This paper reviews current work in pan-European initiatives that impact upon life-long learning via views of professional learning, learner competence and social networking. It seeks to provide an overview of some of the critical research questions for the interdisciplinary field of social software research.

  • 21. Knudsen, C
    et al.
    Naeve, Ambjörn
    Presence Production in a Distributed Shared Virtual Environment for Exploring Mathematics2002In: KLUWER INTERNATIONAL SERIES IN ENGINEERING AND COMPUTER SCIENCE, Kluwer Academic Publishers, 2002, p. 149-159Chapter in book (Refereed)
    Abstract [en]

     It is well known that the current state of mathematics education is problematic in many countries. The Interactive Learning Environments group at CID (Centre for user-oriented IT Design) at the Royal Institute of Technology (KTH) has developed an avatar-based shared virtual environment called CyberMath, aimed at improving this situation by allowing interaction with mathematical content in new and exciting ways. CyberMath is suitable for exploring and teaching mathematics in situations where both the teacher and the students are co-present and physically separated. In this virtual reality environment the participants are represented by avatars. The space concept in virtual environments is different from that of any known physical space. Yet people seem to perceive, for example, chat rooms and bulletin board systems as places. Still, avatars have limited possibilities for non-verbal expressions, such as body language, which are important in order to improve the communication quality. To investigate the importance of human-to-human expression and eye-contact between actors in the CyberMath environment, a test lecture in mathematics was carried out between students at Uppsala University and a lecturer at the Royal Institute of Technology (KTH) in Stockholm. The Media Environment group at the KTH Learning Lab was responsible for the production of a sense of presence involving the lecturer and the students, using distance technology such as networked two-way television systems and interactive storytelling. Empirical material was collected from recordings of 5 video sources and through a questionnaire given to the participants in the test. The main goal of the study was to investigate whether students at a distance could adapt to a combination of different shared virtual environments. It was found that presence production mediated as two-way television is a good way to build trust and to enhance non-verbal communication between the actors. The students treated the avatars on the computer screen and the lecturer on the display in front of them as real persons. In the same way, they treated the virtual reality space and the space distributed through two-way television as real spaces.

  • 22. Knudsen, C
    et al.
    Naeve, Ambjörn
    Presence Production in a Distributed Shared Virtual Environment for Exploring Mathematics2001Conference paper (Refereed)
    Abstract [en]

     It is well known that the current state of mathematics education is problematic in many countries. The Interactive Learning Environments group at CID (Centre for user-oriented IT Design) at the Royal Institute of Technology (KTH) has developed an avatar-based shared virtual environment called CyberMath, aimed at improving this situation by allowing interaction with mathematical content in new and exciting ways. CyberMath is suitable for exploring and teaching mathematics in situations where both the teacher and the students are co-present and physically separated. In this virtual reality environment the participants are represented by avatars. The space concept in virtual environments is different from that of any known physical space. Yet people seem to perceive, for example, chat rooms and bulletin board systems as places. Still, avatars have limited possibilities for non-verbal expressions, such as body language, which are important in order to improve the communication quality. To investigate the importance of human-to-human expression and eye-contact between actors in the CyberMath environment, a test lecture in mathematics was carried out between students at Uppsala University and a lecturer at the Royal Institute of Technology (KTH) in Stockholm. The Media Environment group at the KTH Learning Lab was responsible for the production of a sense of presence involving the lecturer and the students, using distance technology such as networked two-way television systems and interactive storytelling. Empirical material was collected from recordings of 5 video sources and through a questionnaire given to the participants in the test. The main goal of the study was to investigate whether students at a distance could adapt to a combination of different shared virtual environments. It was found that presence production mediated as two-way television is a good way to build trust and to enhance non-verbal communication between the actors. The students treated the avatars on the computer screen and the lecturer on the display in front of them as real persons. In the same way, they treated the virtual reality space and the space distributed through two-way television as real spaces.

  • 23. Korfiatis, Nikolaos
    et al.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Evaluating Wiki Contributions Using Social Networks: A Case Study on Wikipedia2005In: / [ed] Sanchez-Alonso, S, New Jersey, USA: Rinton Press , 2005, p. 87-95Conference paper (Refereed)
    Abstract [en]

    In this paper we present an approach to the problem of evaluating contribution in shared access repositories such us wikis based on the activity of the contributors as denoted by social network measures. An approach to the concept of Wiki is given using models and techniques of Social Network Analysis targeting the patterns of social ties between contributing authorities. A case study in the English Language is provided as a proof of concept using the metrics of degree centrality and group degree centralization.

  • 24. Lindberg, Eva Hellstrom
    et al.
    Almeida, Antonio
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    de Wit, Thom Duyvene
    Strivens, Janet
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Toh, Cheng-Hock
    Survey of professional competence in hematology in Europe2014In: Haematologica, ISSN 0390-6078, E-ISSN 1592-8721, Vol. 99, no 3, p. 404-408Article in journal (Refereed)
  • 25.
    Lytras, Miltiades D.
    et al.
    University of Patras, Gerakas, Greece.
    Damiani, ErnestoUniversity of Milan.Carroll, John M.The Pennsylvania State University, USA.Tennyson, Robert D.University of Minnesota, USA.Avison, DavidESSEC Business school, France.Naeve, AmbjörnKTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).Dale, AdrianLefrere, PaulUniversity of Tampere, Finland.Tan, FelixAuckland University of Technology, New Zeeland.Sipior, JaniceSchool of Business, Villanova University, USA.Vossen, GottfriedUniversity of Muenster, Germany.
    Visioning and Engineering the Knowledge Society - A Web Science Perspective: Second World Summit on the Knowledge Society, WSKS 2009, Chania, Crete, Greece, September 2009. Proceedings2009Conference proceedings (editor) (Refereed)
    Abstract [en]

    This book, in conjunction with the volume CCIS 49, constitutes the refereed proceedings of the Second World Summit, WSKS 2009, held in Chania, Crete, Greece, in September 2008.

    The 62 revised full papers presented were carefully reviewed and selected from 256 submissions. The papers are deal with information technologies - knowledge management systems - e-business and business, organizational and inter-organizational information systems for the Knowledge Society, knowledge, learning, education, learning technologies and e-learning for the Knowledge Society, social and humanistic computing for the Knowledge Society – emerging technologies for the society and the humanity, culture and cultural heritage - technology for culture management - management of tourism and entertainment - tourism networks in the Knowledge Society, e-government and e-democracy in the Knowledge Society, innovation, sustainable development and strategic management for the Knowledge Society, service science, management, engineering, and technology, intellectual and human capital development in the Knowledge Society, advanced applications for environmental protection and green economy management, future prospects for the Knowledge Society: from foresight studies to projects and public policies, technologies and business models for the creative industries.

  • 26.
    Lytras, Miltiades D.
    et al.
    The American College of Greece, Greece.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Intelligent Learning Infrastructure for Knowledge Intensive Organizations – a Semantic Web Perspective2005Book (Other academic)
    Abstract [en]

    In the context of Knowledge Society, the convergence of knowledge and learning management is a critical milestone. Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective provides state-of–the art knowledge through a balanced theoretical and technological discussion. The semantic web perspective helps reader to understand the new era of intelligent learning infrastructures in knowledge intensive organizations. Knowledge management, learning management, e-collaboration, intelligent tutoring and learning systems, ontologies, semantic web technologies, corporate learning, integrative knowledge portals, distributed knowledge and learning repositories, peer-to-peer technologies are discussed in a holistic way providing a reference book for the research area.

  • 27.
    Lytras, Miltiades D.
    et al.
    The American College of Greece, Greece.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Open Source for Knowledge and Learning Management: Strategies beyond Tools2006Book (Refereed)
  • 28.
    Lytras, Miltiades D
    et al.
    University of Patras, Gerakas, Greece.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Semantic e-learning: synthesising fantasies2006In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 37, no 3, p. 479-491Article in journal (Refereed)
    Abstract [en]

    When the subject of scientific analysis is learning, the research needs to be anchored in various nonmonolithic pillars. Several disciplines require a common ground of convergence. An objective observer of the domain can easily conclude that semantic e-learning brings together the three different worlds of learners, pedagogues and technologists. In this short concluding paper of the special issue, we criticise the monolithic approaches to technology-enhanced learning. We argue that semantic e-learning presents a critical research challenge to move towards extended openness, meaning exploitation and unforeseen learning opportunities for the global community. The concluding remark is a call for a new learning generation primer. Synthesizing fantasies is in fact an invitation to semantically define our commitment to collaborate and to agree on the technology-enabled services that bring learning to the forefront. The promotion of the knowledge-and-learning-society requires an integration of the demand and supply side of knowledge and learning.

  • 29.
    Lytras, Miltiades D.
    et al.
    The American College of Greece, Greece.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Ubiquitous and Pervasive Knowledge and Learning Management: Semantics, Social Networking and New Media to Their Full Potential2007Book (Other academic)
    Abstract [en]

    The importance of semantics has been recognized in different areas of data and information management, including better access, exchange, interoperability, integration, and analysis of data. Semantics of data is about associating meaning to data, understanding what data represents, and improving the value of data. Ubiquitous and Pervasive Knowledge and Learning Management: Semantics, Social Networking and New Media to Their Full Potential presents an alternative view to ubiquitous and pervasive knowledge, architectural frameworks, and methodological issues, and introduces some of the major techniques and tools developed in the domain of ontology building, analysis, and semantic Web.Ubiquitous and Pervasive Knowledge and Learning Management: Semantics, Social Networking and New Media to Their Full Potential contributes to the revolutionary domain of semantic Web and information systems in the following aspects: vision, methodologies, tools, and applications.

  • 30.
    Lytras, Miltiades D.
    et al.
    Athens University of Economics and Business, Greece.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Pouloudi, Athanasia
    Athens University of Economics and Business, Greece.
    A knowledge management roadmap for e-learning: The Way Ahead2005In: International Journal of Distance Education Technologies, ISSN 1539-3100, E-ISSN 1539-3119, Vol. 3, no 2, p. 68-75Article in journal (Refereed)
    Abstract [en]

    The technological pace and the advent of the knowledge society will set in the next years the new context for e-learning evolution: The convergence of learning and daily life of citizens worldwide will be evident in new services and transparent technologies. Pervasive or ubiquitous learning will be a critical cornerstone and an ultimate achievement of the e-learning research community. Additionally, worldwide efforts will define the social responsibility character of e-learning. In this short visioning paper, we try to address two critical questions: How will knowledge management and relevant technologies affect e-learning in the forthcoming six years? and What are the critical research questions for the new period of e-learning evolution? Many of these aspects could initiate interesting PhD research.

  • 31.
    Lytras, Miltiades D.
    et al.
    Athens University of Economics and Business, Greece.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Pouloudi, Athanasia
    Athens University of Economics and Business, Greece.
    Knowledge Management as a Reference Theory for E-Learning: Conceptual and Technological Perspective2005In: International Journal of Distance Education Technologies, ISSN 1539-3100, E-ISSN 1539-3119, Vol. 3, no 2, p. 1-12Article in journal (Refereed)
    Abstract [en]

    E-learning as a scientific field is in an era of transition. In the last decade, several scientific fields worked as reference disciplines for the promotion of the value delivery that new technologies offered to learning. In this paper, we will emphasize the role of knowledge management as a reference theory for e-learning

  • 32.
    Lytras, Miltiades D.
    et al.
    Athens University of Economics and Business, Greece.
    Naeve, AmbjörnKTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.Pouloudi, AthanasiaAthens University of Economics and Business, Greece.
    Knowledge Management Technologies for E-Learning: Exploiting Knowledge Flows and Knowledge Networks for Learning2005Collection (editor) (Refereed)
  • 33.
    Lytras, Miltiades D.
    et al.
    University of Patras, Gerakas, Greece.
    Ordonez De Pablos, PatriciaDamiani, ErnestoUniversity of Milan.Avison, DavidESSEC Business school, France.Naeve, AmbjörnKTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).Horner, David G.
    Best Practices for the Knowledge Society. Knowledge, Learning, Development and Technology for All: Second World Summit on the Knowledge Society, WSKS 2009, Chania, Crete, Greece, September 2009. Proceedings2009Conference proceedings (editor) (Refereed)
    Abstract [en]

    This book, in conjunction with the volume LNAI 5736, constitutes the refereed proceedings of the Second World Summit, WSKS 2009, held in Chania, Crete, Greece, in September 2009.

    The 61 revised full papers presented were carefully reviewed and selected from 256 submissions. The papers deal with information technologies - knowledge management systems - e-business and business, organizational and inter-organizational information systems for the Knowledge Society, knowledge, learning, education, learning technologies and e-learning for the Knowledge Society, social and humanistic computing for the Knowledge Society – emerging technologies for the society and the humanity, culture and cultural heritage - technology for culture management - management of tourism and entertainment - tourism networks in the Knowledge Society, e-government and e-democracy in the Knowledge Society, innovation, sustainable development and strategic management for the Knowledge Society, service science, management, engineering, and technology, intellectual and human capital development in the Knowledge Society, advanced applications for environmental protection and green economy management, future prospects for the Knowledge Society: from foresight studies to projects and public policies, technologies and business models for the creative industries.

  • 34.
    Lytras, Miltiades D.
    et al.
    University of Patras, Gerakas, Greece.
    Rafaeli, SheizafUniversity of Haifa.Downes, StephenNational Research Council Canada.Naeve, AmbjörnKTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).Ordóñez de Pablos, PatriciaThe University of Oviedo.
    Learning and Interacting in the Web: Social networks and social software in the Web 2.02007Collection (editor) (Refereed)
    Abstract [en]

    Knowledge and learning are social phenomena as well as human-centric. In simple terms, the deployment of emerging technologies in knowledge and learning requires the multilevel support of individuals, teams, communities and networks. The evolution of technologies has made difficult the distinction between the various levels of reference. Put simply, people are not isolated from their micro- or macro-environment. However, technology-supported information highways have developed unforeseen opportunities for knowledge and learning flows between the peers in this network. This paper summarises the Guest Editorial of the Special Issue on Learning and Interacting in the Web: Social Networks and Social Software in the Web 2.0.

  • 35.
    Lytras, Miltiades D.
    et al.
    University of Patras, Greece.
    Russ, MeirUniversity of Wisconsin-Green Bay, USA.Maier, RonaldLeopold-Franzens-University of Innsbruck, Austria .Naeve, AmbjörnKTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Knowledge Management Strategies: A Handbook of Applied Technologies2008Collection (editor) (Other academic)
    Abstract [en]

    We recognize knowledge management as a socio-technical phenomenon where the basic social constructs such as person, team, and organization require support from information communication technology applications. In an era of business transition, the effective management of knowledge is proposed as a strategy that effectively utilizes organizational intangible assets. Knowledge Management Strategies: A Handbook of Applied Technologies provides practical guidelines for the implementation of knowledge management strategies through the discussion of specific technologies and taxonomies of knowledge management applications. A critical mass of some of the most sought-after research of our information technology and business world, this book proves an essential addition to every reference library collection.

  • 36. Lytras, Miltiadis D.
    et al.
    Ordonez de Pablos, Patricia
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Makropoulos, Constantin
    Kashyap, Vipul
    Knowledge Management within the Health, Pharmaceutical and Clinical Sectors: Towards patient-centric health care systems2009In: International Journal of Technology Management, ISSN 0267-5730, E-ISSN 1741-5276, Vol. 47, no 1-3, p. 1-4Article in journal (Refereed)
    Abstract [en]

    In this short editorial we summarise the rationale of the special issue and we provide the basic contribution.

  • 37. Manouselis, Nikos
    et al.
    Abian, Alberto
    Soto, 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).
    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, p. 117-119Conference 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.

  • 38. 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)
  • 39. 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, p. 71-91Article 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.

  • 40.
    Monceaux, Anne
    et al.
    EADS-Innovation Works, Toulouse, Frankrike.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Sicilia, Miguel Angel
    University of Alcalá de Henares, Barcelona.
    Garcia-Barriocanal, Elena
    University of Alcalá de Henares, Barcelona.
    Arroyo, Sinuhé
    University of Alcalá de Henares, Barcelona.
    Guss, Joanna
    EADS France-Innovation Works, Learning Systems.
    Targeting Learning Resources in Competency-based Organizations: A Semantic Web-based Approach2007In: Real-world Applications of Semantic Web Technology and Ontologies (Semantic Web and Beyond) / [ed] Jorge C S Cardoso, Martin Hepp, Miltiadis D Lytras, Springer-Verlag New York, 2007Chapter in book (Refereed)
  • 41. Naeve, Ambjörn
    Begreppsmodellering i UML2003Conference paper (Refereed)
  • 42.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Communicative modelling of cultural transmission and evolution by using abstract holographic cognition2013In: tripleC (cognition, communication, co-operation): Journal for a Global Sustainable Information Society / Unified Theory of Information Research Group, ISSN 1726-670X, E-ISSN 1726-670X, Vol. 11, no 1, p. 46-66Article in journal (Refereed)
    Abstract [en]

    This article presents communicative ways to model the transmission and evolution of the processes and artefacts of a culture as the result of ongoing interactions between its members - both at the tacit and the explicit level. The purpose is not to model the entire cultural process, but to provide semantically rich “conceptual placeholders” for modelling any cultural activity that is considered important enough within a certain context. The general purpose of communicative modelling is to create models that improve the quality of communication between people. In order to capture the subjective aspects of Gregory Bateson’s definition of information as “a difference that makes a difference,” the article introduces a Holographic Cognition Model that uses optical holography as an analogy for human cognition, with the object beam of holography corresponding to the first difference (the situation that the cognitive agent encounters), and the reference beam of holography corresponding to the subjective experiences and biases that the agent brings to the situation, and which makes the second difference (the interference/interpretation pattern) unique for each agent. By combining the HCM with a semantically rich and recursive form of process modelling, based on the SECI-theory of knowledge creation, we arrive at way to model the cultural transmission and evolution process that is consistent with the Unified Theory of Information (the Triple-C model) with its emphasis on intra-, inter- and supra-actions.

  • 43. Naeve, Ambjörn
    Geo-Metric-Affine-Projective Computing2001Conference paper (Refereed)
  • 44.
    Naeve, Ambjörn
    KTH, Superseded Departments, Numerical Analysis and Computer Science, NADA.
    Kunskapsmångfalden som Lärandearkitektur – ett matematiskt exempel2004Conference paper (Other academic)
  • 45.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Opportunistic (L)earning in the Mobile Knowledge Society2010In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 2, no 4, p. 29-46Article in journal (Refereed)
    Abstract [en]

    This paper discusses the concept of opportunistic collaboration within the emerging mobile knowledge society. The paper illustrates how opportunistic collaboration can be applied to the areas of learning and earning by demonstrating how to transform a traditional unemployment agency into an Opportunistic Collaboration Agency based on an entrepreneurial supply-support network structured in the form of a prosumer manifold. The OCA pattern provides ways to capture the dynamics of entrepreneurial work-relations in the emerging ’work-portfolio society’, increase the transparency of the entire value chain of economic activities, and create prosumer value loops that can support multi-dimensional bartering and increase the opportunities for marginalized groups of people to create value together. The paper ends by demonstrating how to use the OCA pattern to transform a traditional educational institution into an Opportunistic Learning Activity Broker that could help to bridge the gap between formal and informal learning.

  • 46. Naeve, Ambjörn
    Projective Geometric Computing2000Conference paper (Refereed)
    Abstract [en]

    This paper applies geometric algebra to the geometry of conics in the plane. Starting from the classical double algebra expression for a conic on 5 points P i E P2(R) in terms of a running variable, we show how to eliminate this variable (by the use of tensor products) and express the conic on 5 points without resorting to a running variable. Writing P= {P1, P2, P3, P4, P5} , and designating the conic by Q P , the homogeneous point equation of Q P can be expressed as Qp (X)=O , where

  • 47. Naeve, Ambjörn
    The Concept Browser - a New Form of Knowledge Management Tool2001Conference paper (Refereed)
    Abstract [en]

    This paper discusses conceptual organization and exploration in the context of a Knowledge Manifold.1 It introduces a new kind of knowledge management tool called a concept browser and discusses a set of design principles for such browsers. These principles include a strict separation of context and content , contextual descriptions in terms of a collection of semantically visual context maps, which can be navigated by moving through contextual neighborhoods , presentation of the  ontent components through context-dependent aspect-filters, and contextualization of content components that are themselves context maps.

  • 48. Naeve, Ambjörn
    The Garden of Knowledge - an interactive system for exploring mathematics2000Conference paper (Refereed)
  • 49.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    The human Semantic Web: Shifting from knowledge push to knowledge pull2006In: Semantic Web-Based Information Systems: State-of-the-Art Applications, IGI Global , 2006, p. 22-59Chapter in book (Other academic)
    Abstract [en]

    This chapter introduces the human Semantic Web (HSW) as a conceptual interface, providing human-understandable semantics in addition to the ordinary (machine) Semantic Web, which provides machine-processable semantics based on RDF. The HSW is structured in the form of a knowledge manifold and makes use of unified language modeling (based on the unified modeling language) combined with conceptual browsing to present its information to the user in a way that creates substantial benefits in terms of overview, clarity, and flexibility. The HSW browser Conzilla combines the semantics of RDF with the human-understandable semantics of UML in order to enable more powerful forms of human-computer interaction, such as querying the Semantic Web through Edutella and supporting the conceptin-context methodology. The Semantic Web is discussed in terms of three levels of semantic interoperability: isolation, coexistence, and collaboration. Collaboration, as the highest goal, can be achieved by conceptual calibration, which builds bridges between different ontologies in a bottom-up way, describing their similarities as well as their differences. An example is presented in Conzilla of conceptual calibration between systems for e-commerce. In the closing section, the Nonaka-Takeuchi theory of knowledge creation is discussed, and the HSW is described as a "space for interaction," where the SECI spiral of knowledge creation can be elevated to the global level. Three possible scenarios are presented: open research, enriching the economy by expanding the value ontology, and negotiating a sustainable future for all.

  • 50.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    The Human Semantic Web: Shifting from Knowledge Push to Knowledge Pull2005In: International Journal on Semantic Web and Information Systems, ISSN 1552-6283, E-ISSN 1552-6291, Vol. 1, no 3, p. 1-30Article in journal (Refereed)
    Abstract [en]

    This paper introduces the Human Semantic Web (HSW) as a conceptual interface, providing human-understandable semantics in addition to the ordinary (machine) Semantic Web, which provides machine-processable semantics based on RDF. The HSW is structured in the form of a Knowledge Manifold and makes use of Unified Language Modeling (based on the Unified Modeling Language) combined with conceptual browsing to present its information to the user in a way that creates substantial benefits in terms of overview, clarity, and flexibility. The HSW browser Conzilla combines the semantics of RDF with the human-understandable semantics of UML in order to enable more powerful forms of human-computer interaction, such as querying the Semantic Web through Edutella and supporting the concept-in-context methodology. The Semantic Web is discussed in terms of three levels of semantic interoperability: isolation, coexistence, and collaboration. Collaboration, as the highest goal, can be achieved by conceptual calibration, which builds bridges between different ontologies in a bottom-up way, describing their similarities as well as their differences. An example is presented in Conzilla of conceptual calibration between systems for e-commerce. In the closing section, the Nonaka-Takeuchi theory of knowledge creation is discussed, and the HSW is described as a “space for interaction,” where the SECI spiral of knowledge creation can be elevated to the global level. Three possible scenarios are presented: open research, enriching the economy by expanding the value ontology, and negotiating a sustainable future for all.

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