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Investigating the use of background knowledge for assessing the relevance of statements to an ontology in ontology evolution
No full textand other research outputs Investigating the use of background knowledge for as-sessing the relevance of statements to an ontology in ontology evolution Conference Item How to cite: Zablith, Fouad; d’Aquin, Mathieu; Sabou, Marta and Motta, Enrico (2009). Investigating the use o
How digital visualizations shape strategy work on the frontlines
Full text linkThe scholarship on Open Strategy and the role of visualization in strategy work are maturing streams of research. Open Strategy scholarship has so far primarily focused on how employees can contribute ideas to strategy making. Also, the lion's share of strategy visualization research has been on the role of visuals in strategy development by top management. Therefore, focusing on the role that specific visualization features play, especially within strategy realization work by frontline employees, can contribute to the nexus of both streams of research. We attempt to do so by drawing on a qualitative interpretive case study of how a university faculty employed digital visualizations to implement a significant organizational turnaround strategy. The focus of the faculty was on strategically transforming the undergraduate curriculum to reverse quality drift and enrollment decline, while gaining international accreditation. The study findings highlight how digital visualizations' features (i.e., incorporating non-narrative elements, network depiction, and adaptive interface functionalities) influenced the realization phases of strategy understanding and strategy enactment. In particular, the study shows that the understanding of strategy appeared to be enhanced by three affordances, namely, affectivity, relationality, and interactivity of the visualization tools and their associated features. Our study further shows that frontline employees' work on strategy enactment was shaped simultaneously via both legibility affordances (aiding the enactment of strategy consistent with the original intent) and enunciability affordances (enabling the enactment of strategy beyond the original intent). We contribute to the literature by showing how digital visualizing features work together as a bundle of affordances reciprocally reinforcing each other and influencing the strategy realization work of frontline employees, thereby enhancing the understanding of strategy and aiding in its enactment. © 2020 The Author
Constructing social media links to formal learning: A knowledge Graph Approach
Full text linkWhile education increasingly relies on social media technologies to provide richer learning experiences, the rigid and course-centric design of curricula still imposes a challenge for students to construct meaningful connections between social media and formal learning. Building on the knowledge graphs’ potential to establish semantic links among data entities, this paper investigates to what extent knowledge graph-based tools help students with integrating and accessing transdisciplinary social media content in formal courses, and contribute to constructivism in online learning environments? This study proposes a framework that includes a set of tools built on a novel knowledge graph designed to help educators in exposing detailed coverage of their formal courses through explicit concepts, which can serve as building blocks for students to integrate and access transdisciplinary social media content in formal learning settings. The framework is piloted in a business school where 180 students used these tools in an information systems (IS) course. The preliminary results indicate the majority (around 68%) of materials shared and accessed by students through this framework was connected to other disciplines beyond IS, reflecting the possible creation and exploration of transdisciplinary links between social media content and formal courses. Thirty-three students were interviewed to evaluate their opinion on the tools with respect to social constructivism in online learning environments. The interviews provide initial insights on the tools’ potential to promote constructivism by supporting collaborative, learner-centered, high-quality, authentic, facilitated, and interactive learning principles. The study helps students and educators better integrate and access emerging social media content in formal courses. © 2022, Association for Educational Communications and Technology
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Dynamic ontology evolution
Full text linkOntologies form the core of Semantic Web systems, and as such, they need to evolve to meet the changing needs of the system and its users. Most of current ontology evolution systems require user input during their processes. We propose Evolva, an ontology evolution framework, aiming to substantially reduce or even eliminate user input through exploiting various background knowledge sources. In this paper we present our ontology evolution approach, as well as our preliminary outcomes and future directions
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Harvesting online ontologies for ontology evolution
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An emergent mechanism of inclusive e-Government design: The interplay of user design input and provider response
Full text linkOpen e-Government scholarship is meant to address the twin dimensions of openness: greater transparent access to data and more inclusive participation in design. Extant research, however, rarely addresses the inclusive design of e-Government, which is the focus of our research. We focus on broad desire for inclusive e-Government design by analyzing data from three countries - United Kingdom, Lebanon, and Qatar - involving (a) a qualitative survey of users seeking their input on e-Government design improvements and (b) interviews with service providers to elicit their views on inclusive e-Government design. Our findings highlight that inclusion may begin with seeking design input only; however, once the process is triggered, it can lead to what we call a landscape of inclusive e-Government design. More importantly, our paper contributes to the literature by elaborating the granular underpinnings of this landscape encompassing an emergent mechanism of inclusive e-Government design that consists of the following three components: (i) the enabling social inclusion affordances; (ii) the supporting processes; and (iii) the enabling organizational capabilities. © 2022 - IOS Press. All rights reserved
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Reconciling Instructors' and Students' Course Overlap Perspectives via Linked Data Visualization
Full text linkResearch on the use of modeling and mapping tools in curriculum management is thriving, often focusing on the perspectives of the faculty alone. However, scholarly works that also incorporate the students' curriculum concerns are rare. A recurring theme in students' curriculum concerns is the perceived overlap among courses, usually expressed at the level of common concepts across courses. This common 'concept' emphasis imposes a challenge for modelers, who often focus on the course-level comparisons because they usually lack tools with subcourse (concept)-level granularity. This article investigates how to model and represent curriculum information to help in reconciling the gap between instructors' and students' views of cross-course overlap. The proposed approach involves the design and development of a digital environment to model a curriculum via linked data through an ontology representing concept-level granularity, offer instructors aid in populating course content, and facilitate the visualization and manipulation of data. The visualization tools are designed to offer functions for perceived common concept overlap identification and rectification. This digital environment was deployed and evaluated in the context of a curriculum review process, in which 25 course instructors employed the visualization tools to address a perceived course overlap problem. The preliminary results demonstrate, first, the usefulness of the approach in reconciling the views of instructors and students regarding perceived course overlap. Second, the results highlight that the approach contributes to transforming course overlap from a fuzzy notion to a more concrete and actionable construct defined as either repetition or reinforcement. © 2008-2011 IEEE
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