Collaborative Knowledge Modeling Research Articles

Bridging research-policy gaps: An integrated approach.

It is often difficult for policymakers to make informed decisions without evidence-based support, resulting in potentially ineffective policies. The purpose of this article is to advocate for collaboration and communication between researchers and policymakers to enhance evidence-based policymaking. The workshop hosted by the International Society of Environmental Epidemiology-Eastern Mediterranean Chapter further explores the challenges of connecting researchers and policymakers. The article highlights the gap between researchers and policymakers, attributed to different visions and objectives, time constraints, and communication issues. To strengthen the research-policy interface, strategies such as enhanced communication skills and early involvement of policymakers in research are suggested. The article proposes an integrated model combining the Collaborative Knowledge Model and the policy entrepreneurship mindset, emphasizing the co-creation of knowledge and evidence-based policy solutions. The use of this model can lead to the development of evidence-based policies that effectively address societal needs.

Accessing Archives: Teaching with Primary Sources in K–12 Classrooms

ABSTRACT With the widespread adoption of the Common Core State Standards, K–12 teachers are required to utilize primary sources as tools to promote inquiry-based learning. This article reports findings from an eighteen-month study that focused on understanding the forms of literacies and knowledge needed to effectively facilitate student learning using primary sources in K–12 school classrooms. The article uses ethnographic data drawn from elementary and junior high teachers to analyze the role of archival literacy in K–12 classrooms and proposes a collaborative knowledge model for primary source–based instruction that introduces the importance of employing professional teaching knowledge to effectively locate, evaluate, and use primary sources to teach.

When Bible and science interact: teachers’ pedagogic and value challenges in teaching religious minority students in higher education settings

ABSTRACTThe integration of highly religious minority students into institutions of higher education poses significant pedagogical and value challenges for students and teachers alike. We offer a framework for analyzing such challenges, distinguishing between practical concerns, identity issues and value conflicts. By contrasting a deficit perspective to ‘Diversity as resource’, we argue that the latter enables teachers to utilize a collaborative knowledge model in class, surmounting some of the value challenges involved. We present the case of ultra-orthodox students in Israel who have recently entered the gates of higher education for the first time in this society's history. We analyze the narratives of 30 lecturers who teach this population. Most of them adopt a deficit perspective and see their role as academic gatekeepers, minimally adjusting content and pedagogy. A smaller group fosters cross-cultural dialog via a ‘Diversity as resource’ perspective. These findings lead to recommendations for successfully teaching highly religious students.

Human-Machine Collaborative Knowledge Modeling in Railway Location Intelligent Environment

Human and computer need interchange knowledge when they tackle a common task collaboratively. But knowledge they use should represented in different forms, so they can work efficiently. Based on Ontology and (Object-Oriented) O-O technology, a knowledge modeling method for human-machine collaboration was proposed to build GIS-based Intelligent Environment for Railway Location (GIERL). Human-machine collaborative knowledge is comprised of Knowledge for Professional and for Computer, both of which are modeled as ontologies and connected to each other by Concept-Relation Dictionary. Knowledge for Computer are represented by O-O, rules of which described by hierarchical model and bi-formal model, and Problem Solving Knowledge as Control Knowledge of Inference Engine. The conceptual model of Knowledge for Professional are represented as simplified Semantic Web, and realized as knowledge forest with Meta-Knowledge by O-O and Microsoft Flow-Document technology when represents it. The proposed method has been successfully used to establish GIERL.

TH‐C‐500‐01: Collaborative Knowledge Modeling and Integration for Radiation Therapy Planning

Experience, knowledge, and guidelines about intensity modulated radiation therapy (IMRT) have been accumulated over the past decade, but they have largely not been formally extracted or modeled to support more efficient and optimal treatment planning. Therefore in routine clinic practice, IMRT/VMAT treatment planning for each individual case is still managed in a time‐consuming iterative process, where planner and physician attempt to create the clinically optimal plan. Each patient presents a unique set of anatomic constraints on how much the dose can be “sculpted” to spare normal tissue, which is quantitatively unknown to the planner. Balancing the competing goals; i.e. target coverage and organs at risk (OARs) sparing, is a trial‐and‐error process guided largely by the planner's and physician's personal experience, skill, and knowledge. Further, for any given dose distribution, likely clinical outcomes (e.g. tumor control rate and normal tissue toxicity) are not readily apparent to physicians. The limited knowledge available in this area (e.g. QUANTEC guidelines, population‐based data) is not integrated into treatment planning systems, and physicians are usually left to their intuition and experience. Thus, there is a strong need to explicitly organize, model and integrate the available knowledge from various sources into the planning process. In this session, we will present and discuss some of the early efforts in knowledge development, modeling, and application in treatment planning. These efforts are managed at different levels, from disease sites to institution. We will present clinical examples demonstrating how ready‐access and integration of such knowledge into the planning process will improve the efficiency of IMRT/VMAT planning and the overall quality of resulting plans. We will also discuss the potentials and challenges to collaboratively extract, represent, integrate, and apply these various sources of knowledge in the radiation therapy via proper infrastructure management. Finally, we would also discuss the potential of such knowledge integration and sharing in helping small, independent clinics where physicians and physicists often provide services for a broad spectrum of disease sites, and where peer review with in depth specialty knowledge input can be limited.Learning Objectives:1. Extracting and organizing knowledge at different levels, by different disease site, and in institutional and multi‐institutional settings2. Infrastructure for collaborative knowledge building, modeling and sharing3. Modeling and representation of knowledge for treatment planning, leading to cost and quality effective standardization of plan optimizationQ‐R Jackie Wu: Research grant from Varian Medical Systems and NIH; Ying Xiao: Research grants from NIH/ACR and Pennsylvania State Dept of Health; Charles Mayo: Research grant from Varian Medical Systems; Wilko Verbakel: The department of radiation oncology of VUmc has a research agreement with Varian Medical Systems. Verbakel and Dahele have received honorarium / travel expenses from Varian Medical Systems. Yaorong Ge: Research grant from NIH

Supporting Continuous Professional Learning in the Academic Staff through Expertise Sharing

Aquest article exposa un experiment a petita escala sobre una estratègia dissenyada per recolzar l’intercanvi d’experiències acadèmiques en una universitat d’educació a distància. Dos petits grups independents compostos per personal acadèmic (un grup amb quatre professors i un altre amb cinc dissenyadors de continguts educatius, tots dos amb empleats amb i sense experiència) es van oferir voluntaris per reunir-se periòdicament durant un període d’un any per elaborar un mapa de coneixements col·lectius que representés una part dels seus coneixements professionals. Aquesta eina i activitat de tutoria entre companys de treball va establir un context d’aprenentatge en el qual es va potenciar que els participants exterioritzessin i compartissin alguns coneixements tàcits desenvolupats per mitjà de la pràctica professional, a més de determinats coneixements organitzatius explícits encara que de vegades ambigus. Les dades analitzades fins al moment inclouen l’enregistrament de les entrevistes realitzades a cada participant abans i després de l’experiment, l’enregistrament de les conclusions al final de cada reunió i el mapa de coneixements elaborat per cada grup. Els resultats suggereixen que combinar les tutories de grup amb la modelització de coneixements col·laboratius és una estratègia prometedora per a promoure l’adquisició d’experiències professionals i per tant per a donar suport al desenvolupament professional del personal acadèmic a les universitats. Aquesta estratègia pot definir-se com una activitat d’aprenentatge intencional però no formal que s’adequa a les conceptualitzacions d’aprenentatge al lloc de treball alhora com a procés d’intercanvi de coneixements i procés de creació de coneixements.