Interactive Knowledge Transfer Research Articles

Self-improved multi-view interactive knowledge transfer

Multi-view learning (MVL) is a promising data fusion technique based on the principles of consensus and complementarity. Despite significant advancements in this field, several challenges persist. First, scalability remains an issue, as many existing approaches are limited to two-view scenarios, making them difficult to extend to more complex multi-view settings. Second, implementing consensus principles in current techniques often requires adding extra terms to the model’s objective function or constraints, leading to increased complexity. Additionally, when applying complementarity principles, most studies focus on pairwise interactions between views, overlooking the benefits of deeper and broader multi-view interactions. To address these challenges, this paper proposes the multi-view interactive knowledge transfer (MVIKT) model, which enhances scalability by effectively managing interactions across multiple views, thereby overcoming the limitations of traditional two-view models. More importantly, MVIKT introduces a novel interactive knowledge transfer strategy that simplifies the application of the consensus principle by eliminating the need for additional terms. By treating margin distances as transferable knowledge and facilitating multiple rounds of interaction, MVIKT uncovers deeper complementary information, thereby improving the overall effectiveness of MVL. Theoretical analysis further supports the MVIKT model, demonstrating that transferring knowledge through margin distance is capable of lowering the upper bound of the generalization error. Extensive experiments across diverse datasets validate MVIKT’s superiority, showing statistically significant improvements over benchmark methods.

Topics, Delivery Modes, and Social-Epistemological Dimensions of Web-Based Information for Patients Undergoing Renal Transplant and Living Donors During the COVID-19 Pandemic: Content Analysis.

BackgroundThe COVID-19 pandemic has markedly affected renal transplant care. During this time of social distancing, limited in-person visits, and uncertainty, patients and donors are relying more than ever on telemedicine and web-based information. Several factors can influence patients’ understanding of web-based information, such as delivery modes (instruction, interaction, and assessment) and social-epistemological dimensions (choices in interactive knowledge building).ObjectiveThe aim of this study was to systemically evaluate the content, delivery modes, and social-epistemological dimensions of web-based information on COVID-19 and renal transplantation at time of the pandemic.MethodsMultiple keyword combinations were used to retrieve websites on COVID-19 and renal transplantation using the search engines Google.com and Google.nl. From 14 different websites, 30 webpages were examined to determine their organizational sources, topics, delivery modes, and social-epistemological dimensions.ResultsThe variety of topics and delivery modes was limited. A total of 13 different delivery modes were encountered, of which 8 (62%) were instructional and 5 (38%) were interactional; no assessment delivery modes were observed. No website offered all available delivery modes. The majority of delivery modes (8/13, 62%) focused on individual and passive learning, whereas group learning and active construction of knowledge were rarely encountered.ConclusionsBy taking interactive knowledge transfer into account, the educational quality of eHealth for transplant care could increase, especially in times of crisis when rapid knowledge transfer is needed.

The role and contribution of an intermediary organisation in the implementation of an interactive knowledge transfer model

Despite enthusiasm for the use of intermediation as a knowledge transfer strategy, there is little research documenting the conditions for its success. This article addresses the role of the intermediary in a collaborative research project. The focus is on how the intermediary facilitates the implementation of an interactive knowledge transfer model. Using a case study as part of a research strategy, we demonstrate that the success of a collaborative research project rests on the credibility and legitimacy of the intermediary, as well as its ability to encourage the involvement of all stakeholders. In fact, the collaborative leadership demonstrated by the intermediary helped to reconcile the various motivations of the project’s stakeholders as well as their views of the project’s usefulness.

Intelligent Learning Management by Means of Multi-sensory Feedback

Along with new manufacturing paradigms such as Industry 4.0, based on cyber-physical systems or ubiquitous manufacturing and the rapid development of underlying technologies, the importance of lifelong learning as an integrated part of the overall activities within manufacturing companies increases. Herewith, a holistic learning culture and modern learning environments are required. To allow the learner to independently acquire knowledge and skills in a learning factory an intelligent learning management system and extensive feedback information to the learner are needed. A central approach is to pursue the new interactive knowledge transfer through the multi-sensory approach combined with innovative feedback processes, enabling a learning process with all human senses.

Knowledge brokering with injured workers: Perspectives of Injured Worker Groups and Health Care Professionals

The aim of this study is to understand the barriers and facilitators in brokering knowledge brokering knowledge to help injured workers make informed decisions about recovery and to support their transitions to return to work (RTW). Perceptions of 63 Injured Worker Groups (IWGs) and 43 Health Care Professionals (HCPs) in facilitating and brokering knowledge were examined. Critical theory and participatory action research approaches informed the development of a multi-stakeholder research team and the study design to support an exploration into knowledge exchange and transfer. Data was analyzed using a critical occupational perspective to reveal the source of barriers and to identify the facilitators of the knowledge exchange and transfer process. Barriers in transferring knowledge included system barriers, a lack of information accessibility, and problems with variations in injured worker capacity and experience using information. IWG and HCP participants lacked expertise in knowledge transfer. Findings also revealed the interactive knowledge transfer processes that IWGs and HCPs use to help injured workers understand and use information. Change is required to improve knowledge exchange and transfer of information for and to persons with injuries and disabilities. Suggested changes include the development of a sustainable knowledge transfer community of practice, a best practice guide for knowledge brokers such as IWGs and HCPs, and a process for ongoing assessment and evaluation of injured worker information needs and preferences.

Explicit schematic information in knowledge representation and acquisition

Schematic descriptions of a domain knowledge, called an ontology ( van Heijst et al., 1996), are very useful in facilitating and formalizing the knowledge acquisition process in knowledge-based systems development. This paper introduces the use of explicit ontologies in the knowledge representation and acquisition in KEshell ( Wu, 1991), an expert-system-building shell. We have designed a `rule schema+rule body' representation, which represents schematic descriptions of a domain knowledge as an integral part of the domain knowledge in its rule schemata. The rule schemata are acquired and in turn used to guide the acquisition of actual domain knowledge in a structured interactive knowledge transfer program, Sikt, with which subject experts/professionals can interact directly to build executable knowledge bases without the aid of computer programmers. Also, the user of KEshell can start with Prolog rules and explicit rule schemata will be automatically generated from these rules.