International Journal of Knowledge and Learning http://www.inderscience.com/browse/index.php?journalID=42&year=2011&vol=7&issue=3/4 Inderscience Publishers Ltd en-uk International Journal of Knowledge and Learning 1741-1009 1741-1017 © 2011 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijkl_scoverijkl.jpg http://www.inderscience.com/browse/index.php?journalID=42&year=2011&vol=7&issue=3/4 http://www.inderscience.com/link.php?id=44535 Tags have been investigated for users' behaviour and for tags' semantics. However, yet lacking is an investigation of tag's usability from the design perspective, specifically for their coherence and stability as part of online community sites. While the unstructured approach to tagging is a contribution to tags' popularity, there is also in this to set a usability hurdle, i.e., in the context of exploratory search and web-based learning. Against this background, this article suggests an ontology of eight elements for guiding context-aware tagging, namely, SKeTCo. The eight elements represent a three-perspective view of core categories required for effective tagging. We illustrate the feasibility and usefulness of the suggested approach based on empirical investigation conducted with graduate and undergraduate students in two different institutions and discuss its usability against usability factors adopted from the literature. This work should prove specifically useful for Web 2.0 users and for designers involved in learning and in exploratory search. Tagging Web 2.0 content in context
Hadas Weinberger
International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 157 - 178
Tags have been investigated for users' behaviour and for tags' semantics. However, yet lacking is an investigation of tag's usability from the design perspective, specifically for their coherence and stability as part of online community sites. While the unstructured approach to tagging is a contribution to tags' popularity, there is also in this to set a usability hurdle, i.e., in the context of exploratory search and web-based learning. Against this background, this article suggests an ontology of eight elements for guiding context-aware tagging, namely, SKeTCo. The eight elements represent a three-perspective view of core categories required for effective tagging. We illustrate the feasibility and usefulness of the suggested approach based on empirical investigation conducted with graduate and undergraduate students in two different institutions and discuss its usability against usability factors adopted from the literature. This work should prove specifically useful for Web 2.0 users and for designers involved in learning and in exploratory search.

]]> 10.1504/IJKL.2011.044535 International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 157 - 178 Hadas Weinberger Instructional Systems Department, HIT Holon Institute of Technology, 52 Golomb St., P.O.B. 305 Holon 58102, Israel coherence design research exploratory search ontology stability tags usability Web 2.0 web-based learning context-aware systems online communities web based communities virtual communities tagging e-learning online learning electronic learning. 2011-12-31T23:20:50-05:00 7 3/4 157 178 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44538 In this paper, we consider R&D cooperation and direct foreign investment as a channel of international spillovers by an empirical literature on innovation and growth. First, spillovers are limited to the country where R&D is conducted; the growth rate in each country will be determined by the country's own R&D-efforts and by R&D cooperation ignored a long time in growth literature. Second, spillovers take place across borders, and growth rates will tend to converge across countries. Two potential channels for R&D spillovers are examined: localisation of FDI and R&D cooperation. In examining these issues, panel data for six Mediterranean countries will be used over the period 1970 to 2008. A cointegration panel data analysis for international R&D spillovers and R&D cooperation: case study for Mediterranean countries
Tarek Sadraoui
International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 179 - 196
In this paper, we consider R&D cooperation and direct foreign investment as a channel of international spillovers by an empirical literature on innovation and growth. First, spillovers are limited to the country where R&D is conducted; the growth rate in each country will be determined by the country's own R&D-efforts and by R&D cooperation ignored a long time in growth literature. Second, spillovers take place across borders, and growth rates will tend to converge across countries. Two potential channels for R&D spillovers are examined: localisation of FDI and R&D cooperation. In examining these issues, panel data for six Mediterranean countries will be used over the period 1970 to 2008.

]]> 10.1504/IJKL.2011.044538 International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 179 - 196 Tarek Sadraoui Unit of Dynamic Economic Research and Environment, University of Economics and Management, Route de l'Aéroport Km 4, Sfax, 3018, Tunisia; Higher Institute of Industrial Management of Sfax, B.P. 1164, 3018, Sfax, Tunisia panel cointegration international R&D spillovers FDI localisation total factor productivity TFP R&D cooperation research and development foreign direct investment. 2011-12-31T23:20:50-05:00 7 3/4 179 196 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44539 Traditionally representation of competencies has been very difficult using computer-based techniques. This paper introduces competencies, how they are represented, and the related concept of competency frameworks and the difficulties in using traditional ontology techniques to formalise them. A 'vaguely' formalised framework has been developed within the EU project TRACE and is presented. The framework can be used to represent different competencies and competency frameworks. Through a case study using an example from the IT sector, it is shown how these can be used by individuals and organisations to specify their individual competency needs. Furthermore, it is described how these representations are used for comparisons between different specifications applying ontologies and ontology toolsets. The end result is a comparison that is not binary, but tertiary, providing 'definite matches', possible/partial matches, and 'no matches' using a 'traffic light' analogy. Ontology supported competency system
Karsten Øster Lundqvist; Keith Baker; Shirley Williams
International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 197 - 219
Traditionally representation of competencies has been very difficult using computer-based techniques. This paper introduces competencies, how they are represented, and the related concept of competency frameworks and the difficulties in using traditional ontology techniques to formalise them. A 'vaguely' formalised framework has been developed within the EU project TRACE and is presented. The framework can be used to represent different competencies and competency frameworks. Through a case study using an example from the IT sector, it is shown how these can be used by individuals and organisations to specify their individual competency needs. Furthermore, it is described how these representations are used for comparisons between different specifications applying ontologies and ontology toolsets. The end result is a comparison that is not binary, but tertiary, providing 'definite matches', possible/partial matches, and 'no matches' using a 'traffic light' analogy.

]]> 10.1504/IJKL.2011.044539 International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 197 - 219 Karsten Øster Lundqvist; Keith Baker; Shirley Williams School of Systems Engineering, University of Reading, Whiteknights Campus, Reading, RG6 6AY, UK. ' School of Systems Engineering, University of Reading, Whiteknights Campus, Reading, RG6 6AY, UK. ' School of Systems Engineering, University of Reading, Whiteknights Campus, Reading, RG6 6AY, UK competencies competency frameworks ontology semi-automated comparison competency standards vague domain comparison computational representation implementation competency mappings competency relationships. 2011-12-31T23:20:50-05:00 7 3/4 197 219 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44542 Since web documents have different formats and contents; it is necessary for various documents to use standards to normalise their modelling in order to facilitate retrieval task. The model must take into consideration, both the syntactic structure, and the semantic content of the documents. Curriculum vitae (CV) is the document that summaries our education, skills, accomplishments, and experience. Job seekers submit their CV via the web. Therefore, in their recruitment process, companies are requiring systems for extraction and analysis of information from CVs: identifying specific patterns, which meet with certain profile. To extract the essential component of CVs and to relate them with user's requirements needs first, a study of their most significant elements and a better understanding of the CV feature. This work focuses on CVs' analysis. It introduces an approach for analysing and structuring CVs which are in French. To this end, we make an extension of General Architecture of Text Engineering (GATE). The extension affects essentially a formulation of logic rules for the generation of annotations used for CV handling. The goal is to normalise the CV content according to the structure adopted by Europass CV. This action is guided by the HR-XML standard. We experiment the proposed process and we showed that there is an improvement in the extraction phase. E-recruiting support system based on text mining methods
Wahiba Karra Ben Abdessalem; Soumaya Amdouni
International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 220 - 232
Since web documents have different formats and contents; it is necessary for various documents to use standards to normalise their modelling in order to facilitate retrieval task. The model must take into consideration, both the syntactic structure, and the semantic content of the documents. Curriculum vitae (CV) is the document that summaries our education, skills, accomplishments, and experience. Job seekers submit their CV via the web. Therefore, in their recruitment process, companies are requiring systems for extraction and analysis of information from CVs: identifying specific patterns, which meet with certain profile. To extract the essential component of CVs and to relate them with user's requirements needs first, a study of their most significant elements and a better understanding of the CV feature. This work focuses on CVs' analysis. It introduces an approach for analysing and structuring CVs which are in French. To this end, we make an extension of General Architecture of Text Engineering (GATE). The extension affects essentially a formulation of logic rules for the generation of annotations used for CV handling. The goal is to normalise the CV content according to the structure adopted by Europass CV. This action is guided by the HR-XML standard. We experiment the proposed process and we showed that there is an improvement in the extraction phase.

]]> 10.1504/IJKL.2011.044542 International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 220 - 232 Wahiba Karra Ben Abdessalem; Soumaya Amdouni High Institute of Management Tunisia, University of Tunis, 41, Rue de la Liberté, Cité Bouchoucha 2000 Le Bardo, Tunis, Tunisia. ' High Institute of Management Tunisia, University of Tunis, 41, Rue de la Liberté, Cité Bouchoucha 2000 Le Bardo, Tunis, Tunisia e-recruitment curriculum vitae CVs annotations extraction structuring HR-XML Europass CV text mining electronic recruitment online recruitment French. 2011-12-31T23:20:50-05:00 7 3/4 220 232 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44557 This paper proposes a framework to create successful human rights practices using the platform of a knowledge community. The challenges which face human rights promotion are both theoretical and practical and will require community collaboration if they are to succeed. Theoretically, for the framing of human rights to be relevant to Africa, it has to be situated in a combination of international conceptions of local and international knowledge. However, efforts to formulate international perceptions on democracy are complicated because of the apprehension that they are seen as trying to supersede existing traditions outlook and the lack of clarity about what exactly they mean in situ. Local knowledge provided by a community of practice provides an avenue in which effective human rights can operate. The conclusion drawn is that human rights organisations are more likely to succeed if they collaborate with the local community in co-constructing a shared human rights vision. Can a knowledge community situated in an African village create and advance human rights practices beyond love thy neighbour principle?
Mambo G. Mupepi; Jennifer Young Yim; Sylvia C. Mupepi; Kuda B. Mupepi
International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 233 - 252
This paper proposes a framework to create successful human rights practices using the platform of a knowledge community. The challenges which face human rights promotion are both theoretical and practical and will require community collaboration if they are to succeed. Theoretically, for the framing of human rights to be relevant to Africa, it has to be situated in a combination of international conceptions of local and international knowledge. However, efforts to formulate international perceptions on democracy are complicated because of the apprehension that they are seen as trying to supersede existing traditions outlook and the lack of clarity about what exactly they mean in situ. Local knowledge provided by a community of practice provides an avenue in which effective human rights can operate. The conclusion drawn is that human rights organisations are more likely to succeed if they collaborate with the local community in co-constructing a shared human rights vision.

]]> 10.1504/IJKL.2011.044557 International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 233 - 252 Mambo G. Mupepi; Jennifer Young Yim; Sylvia C. Mupepi; Kuda B. Mupepi Global Scholars Program, University of Michigan, 3145 North Quadrangle, 105 South State Street, Ann Arbor, 48109-1285, USA. ' Global Scholars Program, University of Michigan, 3145 North Quadrangle, 105 South State Street, Ann Arbor, 48109-1285, USA. ' Kirkhof College of Nursing, Grand Valley State University, Cook DeVos Center for Health Sciences, 301 Michigan Street NE, Grand Rapids, MI 49503-3314, USA. ' School of Public, Non-Profit and Health Administration, 2nd Floor DeVos Center Building, 401 West Fulton, Grand Rapids, 49504, USA communities of practice COP human rights entrepreneurs activists local knowledge knowledge communities vernacular Africa African villages democracy community collaboration. 2011-12-31T23:20:50-05:00 7 3/4 233 252 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44558 There is no doubt that e-learning systems have dramatically evolved over the last two decades, due to the large penetration of computers and internet access and the advances in both software and hardware systems. However, e-learning has not yet managed to address the full potential of the 'e' sense. The emergence of Web 2.0 that allows people not only to consume information and knowledge but to be active co-creators of knowledge has changed the way that learning is perceived and shifted the requirements for advanced E-learning 2.0 technologies and systems. The shift from the design of the learning content to how this content is co-created and shared paves the way for a new type of e-learning, referred to as technology-enabled social learning or E-learning 2.0. This paper reviews technology-enabled social learning aspects, features, existing practices and technologies and concludes by contemplating the challenges of such a Web 2.0 shift in e-learning. Technology-enabled social learning: a review
Hristijan Petreski; Sofia Tsekeridou; Eri Giannaka; Neeli Rashmi Prasad; Ramjee Prasad; Zheng-Hua Tan
International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 253 - 270
There is no doubt that e-learning systems have dramatically evolved over the last two decades, due to the large penetration of computers and internet access and the advances in both software and hardware systems. However, e-learning has not yet managed to address the full potential of the 'e' sense. The emergence of Web 2.0 that allows people not only to consume information and knowledge but to be active co-creators of knowledge has changed the way that learning is perceived and shifted the requirements for advanced E-learning 2.0 technologies and systems. The shift from the design of the learning content to how this content is co-created and shared paves the way for a new type of e-learning, referred to as technology-enabled social learning or E-learning 2.0. This paper reviews technology-enabled social learning aspects, features, existing practices and technologies and concludes by contemplating the challenges of such a Web 2.0 shift in e-learning.

]]> 10.1504/IJKL.2011.044558 International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 253 - 270 Hristijan Petreski; Sofia Tsekeridou; Eri Giannaka; Neeli Rashmi Prasad; Ramjee Prasad; Zheng-Hua Tan Athens Information Technology, 0.8 km Markopoulou Ave., GR-19002, Peania, Athens, Greece. ' Athens Information Technology, 0.8 km Markopoulou Ave., GR-19002, Peania, Athens, Greece. ' Athens Information Technology, 0.8 km Markopoulou Ave., GR-19002, Peania, Athens, Greece. ' Aalborg University, Fredrik Bajers Vej 7, 9220 Aalborg East, Denmark. ' Aalborg University, Fredrik Bajers Vej 7, 9220 Aalborg East, Denmark. ' Aalborg University, Fredrik Bajers Vej 7, 9220 Aalborg East, Denmark learning technologies social learning models e-learning systems e-learning tools e-learning platforms electronic learning online learning technology-enabled learning Web 2.0. 2011-12-31T23:20:50-05:00 7 3/4 253 270 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44562 Associative classification is a supervised classification method. Many experimental studies have shown that associative classification is a promising approach. However, the latter suffer from a major drawback: the huge number of the generated classification rules which takes efforts to select the best ones in order to construct the classifier. To overcome such drawback, we propose in this paper a new direct associative classification method called IGARC, an improvement of GARC approach that extracts directly generic associative classification rules from a training set in order to reduce the number of associative classification rules without jeopardising the classification accuracy. Moreover, we propose an algorithm called PN-GARC that deals with negative classification rules. Considering negated items in classification framework provides additional information describing the data and reduces the conflicts while classifying new objects. Nevertheless, there are a sheer number of rules when considering negated items. That is why, we will explore generic classification rules both negative and positive ones in order to study their behaviour and their usefulness on the studied datasets. A detailed description of IGARC method is presented, as well as the experimentation study on 12 benchmark datasets proving that it is highly competitive in terms of accuracy in comparison with popular classification approaches. Positive and negative generic classification rules-based classifier
Ines Bouzouita; Samir Elloumi
International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 271 - 293
Associative classification is a supervised classification method. Many experimental studies have shown that associative classification is a promising approach. However, the latter suffer from a major drawback: the huge number of the generated classification rules which takes efforts to select the best ones in order to construct the classifier. To overcome such drawback, we propose in this paper a new direct associative classification method called IGARC, an improvement of GARC approach that extracts directly generic associative classification rules from a training set in order to reduce the number of associative classification rules without jeopardising the classification accuracy. Moreover, we propose an algorithm called PN-GARC that deals with negative classification rules. Considering negated items in classification framework provides additional information describing the data and reduces the conflicts while classifying new objects. Nevertheless, there are a sheer number of rules when considering negated items. That is why, we will explore generic classification rules both negative and positive ones in order to study their behaviour and their usefulness on the studied datasets. A detailed description of IGARC method is presented, as well as the experimentation study on 12 benchmark datasets proving that it is highly competitive in terms of accuracy in comparison with popular classification approaches.

]]> 10.1504/IJKL.2011.044562 International Journal of Knowledge and Learning, Vol. 7, No. 3/4 (2011) pp. 271 - 293 Ines Bouzouita; Samir Elloumi Faculty of Sciences of Tunis, Computer Science Department, 1060 Tunis, Tunisia. ' Faculty of Sciences of Tunis, Computer Science Department, 1060 Tunis, Tunisia associative classification generic classification rules negative classification rules rules-based classifiers. 2011-12-31T23:20:50-05:00 7 3/4 271 293 2011-12-31T23:20:50-05:00