Process Of Knowledge Construction Research Articles

Your body tells how you engage in collaboration: Machine‐detected body movements as indicators of engagement in collaborative math knowledge building

AbstractCollaborative learning, driven by knowledge co‐construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine‐detected body movements during the learning process relate to their verbal and nonverbal contributions to the co‐construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine‐detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.Practitioner notesWhat is already known about this topic Previous research emphasizes the importance of gestures as essential tools for constructing common ground and reflecting shared meaning‐making in learning and teaching contexts. The prior studies in multimodal learning analytics (MMLA) suggest that certain forms of body movements and postures can be differentiated based on the automatic detection of upper body joint locations. Empirical observations indicate that co‐thought gestures typically involve smaller hand or arms movement that are closer to the gesturer's body than co‐speech gestures used in interpersonal communication. What this paper adds This paper fills the research gap by examining the use of gestures in collaborative learning, offering insights into how individuals contribute verbally and nonverbally to collaborative knowledge construction. This paper introduces the concept of using machine‐detected body movements as a viable proxy for inferring learners' engagement in collaborative knowledge‐building activities. Leverages sensor technologies for automatic detection of body movements, the innovative approach in this work seeks to overcome the time‐intensive and laborious process of manually coding gestures. Implications for practice and/or policy By recognizing the potential significance of learners' body movements in indicating engagement levels with collaborative knowledge‐building activities, instructors can set up computer‐supported collaborative learning (CSCL) environments to enable capturing these movements. Given the crucial role of gestures in learning, teaching, and collaboration, educators can create more equitable formative assessment practices for linguistically diverse students by developing strategies that align with multimodal forms of knowledge expression. Research can expand beyond mathematics to explore the transferability of these findings to other subjects, helping educators create comprehensive pedagogical approaches that leverage multimodal interactions across disciplines.

The effect of augmented reality-based serious game on traditional pattern learning

ABSTRACT Traditional pattern teaching is an important part of the art curriculum, but the pattern are complex and difficult to learn. While schema theory focuses on the integration, understanding and construction process of knowledge, AR technology can provide a three-dimensional and dynamic display of patterns, which has been used in teaching in recent years.Therefore, this study uses schema theory to guide the design of AR serious games and conducts experiments in a university. We selected a total of 120 students for the experiment to test AR serious games and common serious games respectively.The results indicated that both common serious games and AR serious games guided by cognitive schema had good teaching effects, while AR serious games more significantly reduce the cognitive load of students. For comprehension questions, the teaching effect of AR serious games is more significant, but for literacy questions, the difference in learning effect between them is not significant. In addition, AR serious games are more helpful for long-term memory and for understanding of complex traditional art forms such as bone schema and cultural schema. These are inspirational for art education.

Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool

Collaborative knowledge construction has been used in higher education to support student groups' collaborative learning activities through students' exchange, negotiation, and reflection of perspectives through peer communications. To support this process, collaborative learning analytics tools have been designed to collect and analyze collaborative process and performance data with a goal to provide actionable feedback and improve learning quality. However, few tools have demonstrated the mechanism and details about how students develop their perspectives during the collaborative knowledge construction process in higher education. To fill this gap, this research proposed a tool named Collaborative Argument Map (CAM) that creatively visualized different types of perspectives students proposed from the individual, peer, and group levels. This tool was further implemented in a graduate-level course in online collaborative writing activities in China's higher education, with a goal to support students' knowledge construction with peers. The summative and process-oriented learning analytics approaches were conducted to reveal the effects of CAM on students' collaborative perceptions, processes, and final products. Results showed that most students made substantive use of the CAM tool and reported positive perceptions of the tool. Further examinations verified the tool's positive effects on improving the students' cognitive engagement levels and the quality of their final collaborative writing products. This research provided practical implications for future CLA tool design and instructional implications for using this type of tool in collaborative learning in higher education.

Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding.

Collaboration is an aspect of engagement that focuses on learning through group work and having discussions with other learners. Active learning approaches are a way to foster collaborative engagement because they provide more opportunities for interaction among learners. Process Oriented Guided Inquiry Learning (POGIL), a socially mediated active learning approach, uses verbalizing and discussing ideas with peers in small groups to reach a shared understanding. Due to the growing number of immigrants in the United States, the number of English Learners (ELs) in American classrooms has been increasing rapidly. ELs encounter challenges such as unfamiliarity with American science class norms and expectations, feelings of not being valued and socially accepted, and instructors' lower expectations of them. These challenges can impact this group of students' learning and achievements. Previous studies have discussed that learning chemistry can be more challenging for EL students due to the critical role of language in learning. We argue that ELs use discourse moves differently compared to non-ELs in a POGIL-based class in terms of engaging in conversations that can lead to a shared understanding at the group level through a joint knowledge construction process. Our findings indicated that, in our sample, ELs were less likely to engage in discursive moves than non-ELs. This difference may result in missed opportunities for a shared understanding and joint knowledge construction. In addition to differences between EL and non-EL students in our samples, we also found differences between EL students who attended K-12 schools in the United States compared to international EL students. Implications for future studies of these possibly distinct EL populations are considered.

The Ushnus in the astronomy of the Inca culture

AbstractInferences are made about the relationship that existed between the Ushnus, pyramid‐shaped, terraced structures used by the Incas in the most important ceremonies of the Tawantinsuyo, and Inka Astronomy. We draw attention to Ayni, Kawsaypacha, Duality, and Tinkuy principles, multidimensional codes of conduct and wisdom that are at the root of the Andean cosmovision and on their perception of the world and the Cosmos. These principles, examined as postulates, allow to elaborate axiomatic propositions to identify the Ushnus with ancient Astronomy practices. In a complementary statement, starting from a bi‐conditional proposition, we may infer through reciprocal corollaries that the Inka earliest roots to a holistic learning and educational ambient in the Tawantinsuyo was not elitist, instead it was based on a epistemological construct that differs from the corresponding Western educational ambients. An epistemological and cognitive approach allows to identify an ancient elaborate process of knowledge construction, based on the four fundamental principles, corresponding to different levels of assimilation and comprehension. As a complementary aspect, we identify some of the most preserved Ushnus of the Inka “Empire.” Then we complement this contribution with a broader interpretation for the Ushnus.

The effect of social media on open innovation mediated by knowledge construction process (the case of study: Employees of Mashhad airline agencies)

Marketing in tourism industry has been done in different eras based on the media available to managers of this industry. With the emergence of new media, the type of marketing activity has also changed. Employees’ skills are also important and the success of the individual or the organization depends on committed and expert human resources. Therefore, the present research aimed to explore the mediating role of knowledge construction process in the relationship between social media and open innovation of employees of Mashhad airline agencies. The research population consisted of all employees of airline agencies in Mashhad. The sample size was estimated using a convenience sampling method. The final size was estimated at 348. The data collection instrument was a standard questionnaire used to check the validity of the construct using confirmatory factor analysis. Cronbach’s alpha coefficient and composite reliability were used to measure reliability. The results substantiated the validity and reliability of the questionnaire. The data analysis was used through a structural equation modeling in Smart PLS. The results showed that the use of social media affected open innovation and knowledge construction. The use of knowledge construction is effective in open innovation. The knowledge construction process mediates the relationship between social media and open innovation.

Using Knowledge Construction Theory to Evaluate Learning Processes: A Randomized Controlled Trial on Showing Gradually Built-up Concept Maps Alongside a Scientific Text

Scientific texts convey new and complex information relevant not only to researchers but also to lay audiences. We present a randomized controlled trial that investigated whether showing a concept map, gradually building up as a user reads a scientific text, supports the cognitive processes of knowledge construction. The intervention group (n = 44) exhibited significantly more knowledge construction [t(89) = 1.94, p = .029, d = 0.41] than the control group (n = 47). The intervention supported basic knowledge construction, i.e., simple processing of information, but not medium and complex levels. This study makes two contributions: (1) showing interactive concept maps and building them up gradually alongside reading helps make scientific texts cognitively more accessible to a lay audience, e.g., to inform public debate, and (2) knowledge construction theory can be used as a theoretical foundation for measuring specific aspects of learning processes—complementing other metrics for comparative design examinations, e.g., usability, user experience, or performance-based measures.

Coffee farmers’ knowledge construction about climate change

Climate change plays a vital role in shaping the knowledge construction of farmers for managing their agricultural land. Therefore, this study aims to analyze the coffee farmers’ knowledge construction process regarding climate change. This research utilizes qualitative methods. This research approach uses the grounded theory, which can help researchers uncover the relationship between the coffee farmers’ knowledge construction and climate change. The data were collected through semi-structured interviews and analyzed using constant comparative methods. The transcription of the field notes was analyzed using NVivo version 12, a program for analyzing qualitative data. There were 33 informants in the study. This study found that the conditions and situations of wind speed and uncertain whether strongly influence the farmers’ construction of climate knowledge. Coffee farmers are looking for new ways to respond to climate change, such as increasing the intensity of the care they give to their coffee plants, gradually harvesting according to the ripeness of the coffee fruits, finding alternative ways to dry the coffee beans, and reducing the use of fertilizer. However, coffee farmers are also starting to adapt old knowledge from their parents to the latest perceived climate phenomena, so that they can look for alternative sources of livelihood outside their farms. This knowledge construction process serves as a form of adaptation by the coffee farmers to climate change, and reflects the dynamic between traditional knowledge and current experience. Understanding this knowledge construction helps coffee farmers to cope with climate change and to design appropriate policy strategies to support the sustainability of coffee farming in an era of climate change. Further research is needed at the regional level.

Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective

Generative Artificial Intelligence (AI) tools, such as ChatGPT, have received great attention from researchers, the media, and the public. They are gladly and frequently used for text production by many people. These tools have undeniable strengths but also weaknesses that must be addressed. In this squib we ask to what extent these tools can be employed by users for individual learning as well as for knowledge construction to spark a collective endeavor of developing new insights. We take a social, collective notion of knowledge as a basis and argue that users need to establish a dialog that goes beyond knowledge telling (simply writing what one knows) and stimulates knowledge transformation (converting knowledge into complex relational argumentation structures). Generative AI tools do not have any conceptual knowledge or conscious understanding, as they only use word transitions and rely on probabilities of word classes. We suggest, however, that argumentative dialogs among humans and AI tools can be achieved with appropriate prompts, where emergent processes of joint knowledge construction can take place. Based on this assumption, we inquire into the human and into the AI parts of communication and text production. For our line of argument, we borrow from research on individual and collaborative writing, group cognition, and the co-evolution of cognitive and social systems. We outline future CSCL research paths that might take the human-AI co-construction of knowledge into account in terms of terminology, theory, and methodology.

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

As the practice of using different languages to extend the process of knowledge construction, translanguaging is often performed in teachers’ corrective feedback in foreign language classrooms. The research aimed to analyze students’ perception of the implementation of translanguaging as a form of oral corrective feedback in an EFL-speaking context at a private university in Indonesia. This study used a mixed-methods sequential explanatory design through two phases of data collection: a questionnaire (N=60) and semi-structured interviews (N=8). The findings of this study indicate that students perceive translanguaging as a beneficial practice in implementing oral corrective feedback in the EFL-speaking classroom, such as increasing the chances for language acquisition, empowering students to take educational risks, creating a more welcoming and socially inclusive learning environment due to students’ diverse language proficiency, and increasing in-classroom participation and engagement. However, it is also perceived that translanguaging should not be used too excessively to avoid confusion amongst students with lower target language proficiency. It is recommended that teachers give students a fair chance to interact meaningfully with more than one language by including translanguaging oral feedback as a pedagogical strategy, to help students reach their academic goals, notice differences in language, and promote bilingualism and biliteracy. The students' positive opinions of translanguaging highlighted its potential as an effective pedagogical technique. It is also hoped that this research becomes a basis for establishing English language teaching policies that are appropriate to the multilingual pedagogical context in Indonesia.

The Interrelation of Art, Science, and Technology from a Cognitive Dimension: Art as a Way of Knowledge and the STEAM Methodology as the Answer

The interrelation between art and science can be understood as a dialogue that emerges from the process of knowledge construction, and consequently, it also defines the human being. The idea may be legitimated from a cognitive perspective. What if we consider this dialogue on the art/science split not as a model of knowing in itself, but as a constructed concept? Thinking as a construct, the advent of technology could have supposed an element to accentuate the divide in this dialogue, as an emerging techno-society may have deepened this separation. However, there is a need to explore the arts -and humanities- trying to find some answers to the challenges posed by the digital paradigm. For this reason, the inclusion of the letter “A” of Arts in the STEM dialogue, resulting in STEAM, is not accidental. From this approach, the entrance of the STEAM methodology into educational models is going to be addressed from the cognitive dimension of art, as a consequence of the conceptual, social, and cultural changes that give it meaning. For that purpose, the issue is addressed through the art cognitive dimension as the theoretical and conceptual foundation supporting it and that leads to the analysis of the named methodology and its contemporary necessity.

Investigation of Secondary School Students' Processes of Constructing Area and Volume Relations of Rectangular Prisms

The purpose of this study is to examine the knowledge construction processes of 5th grade students, who do not have any knowledge about the surface area and volume of the rectangular prism, within the framework of the observable epistemic actions of the RBC (Recognizing, Building-with, Constructing) abstraction model. This study was carried out according to the case study pattern, which is one of the qualitative research types. The study was carried out in the 2021-2022 academic year. For the research, six students were selected by the maximum diversity sampling method. Three homogeneous groups were formed and semi-structured interviews were conducted. An activity paper consisting of eight problems was used to obtain data. The obtained data were evaluated in the context of observable epistemic actions of RBC. Only a student with a low level of mathematics achievement couldn’t construct knowledge of the surface area of the prism. All students have found the number of unit cubes that can fit inside the rectangular prism. But three students with a high level of success were able to construct and use volume formulas. In the research, it has been seen that recognition and building-with actions are easier to perform than construction action. As the level of mathematics achievement decreased, the speed and success of abstraction decreased.

The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired

The process of knowledge construction can provide meaningful learning experiences for students. This is because students build new knowledge themselves by connecting one knowledge to another. The purpose of this qualitative research is to describe the process of new procedure’s construction using analogy. The subjects of the research consisted of three students of grade X high school (one student took the test individually, two students took the test in pair). Data analysis based on the APOS theory’s stage (Action, Process, Object, and Schema). At the action stage, both individual and paired students determine what is known and asked about the system of linear equations (SLE) in three variables problem based on analogy with the known things and asked about the SLE in two variables problem. They correctly determine the solution set of SLE in three variables. They also checked the correctness of the solution set of SLE in three variables correctly. At the process stage, they outline the steps of defining the solution set of SLE in three variables clearly. At the object stage, individual student cannot explain other methods of solving SLE in three variables, while paired students explain four other methods of solving SLE in three variables, that is the method of elimination, substitution, graphing, and matrix. At the schema stage, individual student cannot generalize some methods of solving SLE in three variables, whereas paired student generalize some methods of solving SLE in three variables. They also concluded the most effective method of solving SLE in three variables, that is the combined method. Individual student also explains that there is a SLE in three variables that has no solution, whereas paired students cannot explain it. They can construct new procedure well, despite errors in their process. In the process of new knowledge construction, the student's prior knowledge determines the quality of its construction process.

Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions

Dialogic teaching – in which teachers and students address controversial issues – has become increasingly common in school education to promote civic participation in deliberative democracy. This study addresses this question: when leading whole-class discussions on controversial issues, what discursive moves could teachers adopt to enact two-sided discussions that address conflicting perspectives? The present study analyzed data from an intervention study promoting dialogic teaching of controversial issues in the Morality and Law subject in fourth-grade (9- to 10-year-olds) elementary classrooms in China. We identified and analyzed episodes from transcripts of video-recorded classroom interactions in which the teachers employed a variety of discursive moves to encourage students to consider, negotiate, and debate opposing positions. Our analyses revealed that the teachers did not directly instruct students to consider opposing perspectives but guided their exchange of multiple perspectives. The teachers also partnered with students in the knowledge construction process by directly questioning, countering, or critiquing students’ arguments. Implications for encouraging teachers’ spontaneity and improvisation during dialogic teaching, as well as for using challenging, controversial topics to promote two-sided whole-class discussions, are addressed.

Beyond persuasive representations of facts: “figuring out” what sustainable value creation means in practice

PurposeAlthough accounting and reporting visualisations (i.e. graphs, maps and grids) are often used to veil organisations’ untransparent actions, these practices perform irrespectively of their ability to represent facts. In this research, the authors explore accounting and reporting visualisations beyond their persuasive and representational purpose.Design/methodology/approachBy building on previous research on the rhetoric of visualisations, the authors illustrate how the design of accounting visualisations within integrated reports engages managers in a recursive process of knowledge construction, interrogation, reflection and speculation on what sustainable value creation means. The authors articulate the theoretical framework by developing a longitudinal field study in International Fashion Company, a medium-sized company operating in the fashion industry.FindingsThis research shows that accounting and reporting visualisations do not only contribute to creating unclear and often contradicting representations of organisations’ sustainable performance but, at the same time, “open up” and support managers’ unfolding search for “sustainable value” by reducing its unknown meaning into known and understandable categories. The inconsistencies and imperfections that accounting and reporting visualisations leave constitute the conditions of possibility for the interrogation of the unknown to happen in practice, thus augmenting managers’ questioning, reflections and speculation on what sustainable value means.Originality/valueThis study shows that accounting and reporting visualisations can represent good practices (the authors are not saying a “solution”) through which managers can re-appreciate the complexities of measuring and defining something that is intrinsically unknown and unknowable, especially in contexts where best practices have not yet consolidated into a norm. Topics such as climate change and sustainable development are out there and cannot be ignored, cannot be reduced through persuasive accounts and, therefore, need to be embraced.

The Implementation of Constructivism Theory to Develop Religious Character on Students with Special Needs

This study aims to determine the application of humanist theory in the development of religious character in inclusive schools. The research method used is grounded theory design which aims to emphasize conceptual thinking and theory formation from the application of constructivism theory in developing religious character in inclusive schools. This is because; (1) the limitations of children with disabilities in developing their potential, (2) constructivism theory gives students freedom in constructing ideas related to religious character, and (3) the obstacles of children with disabilities in constructing ideas, ideas and knowledge. The results of the research on students' knowledge construction process in inclusive schools are very varied. Children with cognitive disabilities and autism have difficulty constructing knowledge, but it is more a process of repeated habituation. For children with disabilities, there is no problem in constructing knowledge but difficulty in implementing it in the form of behavior. Visually impaired children need other people as sensory aids and have no problems in behavioural practice, while speech and hearing impaired children have difficulty adjusting to normal learning patterns, because they cannot hear and speak and need teachers who can sign language. So cognitive and mental limitations hinder the process of constructing knowledge of religious character, for the implementation of character values is carried out by habituation of patterned behaviour by strengthening the process.

Pengembangan Modul Program Linear Berbasis Konstruktivisme untuk Siswa Prakerin

Mathematics modules should have self-instructional, self-contained, stand-alone, adaptive, and user-friendly characteristics and be able to describe students' knowledge construction processes in studying teaching materials through modules. This development research adopts the ADDIE theory. The resulting product is a constructivism-based mathematics module for internship students. The validation results of material and design experts stated that the resulting product was excellent. Data were also obtained from small and large group instrument questionnaires and the results of assignments and linear program formative tests. The results of the XI Marketing 1 class module assignment with 35 students for the KKM 70 mathematics subject are completeness of 74.3%; unfinished 25.9%. Formative test results for class XI Marketing 1 Linear Program with 35 KKM 70 students in the learning process using the module obtained an average value of 72.43; complete 77.1%; incomplete 22.9%. Formative test results for class XI Marketing 2 with a total of 35 students in the KKM 70 learning process using textbooks obtained an average score of 60 with 54.3% complete and 44.7% incomplete. Learning using the Constructivism-Based Linear Programming module is more effective and can form student independence.

Knowledge Construction on Traditional Massage Healer in Sipirok, Tapanuli Selatan District

This paper examines the health culture system of a community with a focus on the knowledge construction process in traditional medicinal practices called massage healers. The villagers still choose traditional practices as the main or alternative treatment in dealing with their illness with various explanations. This explanation is also related to the side effects of chemicals and the relatively high cost of modern medical treatment. The primary methods for collecting data for this study were qualitative, including participant observation, in-depth interviews with key informants, and four months of fieldwork. A holistic analysis is carried out on all field data to unravel the knowledge construction on the research subject. The findings of this study showed that the knowledge construction process within traditional massage healers persists throughout their clinical experience and is related to cosmology, and accumulates over time and from one patient to the next. The method of acquiring knowledge also varies; through stories from other people in the village or pharmacists, experiences in treating patients, dreams, and whispers from ancestors, villagers, relatives, and other healers. Experience and information from all sources of knowledge provide feedback on the enrichment of existing knowledge, techniques, and better healing strategies for patients.

The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child by Morgan G. Ames

Reviewed by: The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child by Morgan G. Ames Daniel Lövheim (bio) The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child By Morgan G. Ames. Cambridge, MA: MIT Press, 2019. Pp. 309. Global digitalization, connectivity, and the vision of "computers for all" are examples of how narratives of technology and education can be combined to invoke powerful and far-reaching promises of social change in contemporary society. In The Charisma Machine, Morgan G. Ames gives a fascinating case study of these visions. Launched in 2005 and developed at the MIT Media Lab, the One Laptop per Child (OLPC) project built on the idea of giving all children across the Global South a computer of their own. It was led by Professor Nicholas Negroponte, who during that year toured the world stage and promised that the laptop was to be cheap but at the same time cute, powerful, and robust. Furthermore, his message was that the project not only had the possibilities to connect poor and rural areas with the rest of the world or to stimulate young kids to become programmers. It also held the potential, Negroponte claimed, to end poverty, save the environment, and create peace. The Charisma Machine sets out to follow the OLPC project from the beginning to its deployment in South America, with a special focus on Paraguay, where the author spent seven months as an observer. Ames uses different sources and methods in her study, from speeches, public mailing lists, and discussion boards to ethnographic fieldwork and interviews. The first part of the book traces the intellectual roots of the OLPC back to the 1960s and another influential professor at MIT, Seymour Papert, who was among the first to express visions of one computer per child. Papert's own learning theory, called constructionism, built on the idea of children as active learners in knowledge construction processes. Another important part of the OLPC's background was the hacker culture ethos of MIT, which from its early years had hailed passionate and playful attitudes to computers and programming. Both Papert's learning theory and the hackers' ethos relied, the author claims, on particular social imaginaries of childhood and technology that were invested into the OLPC project—imaginaries of a creative, boyish, and rebellious persona that in many ways was able to teach itself and thus leapfrog traditional ways of learning. In her analysis of both the utopian promises of the laptop's potential and the way it was planned and designed through the ideas of social imaginaries of childhood, Ames uses the concept "charismatic technology"—a term inspired by both Max Weber and the science and technology studies field to describe how objects, not only humans, can be seen as charismatic and having an agency. The charisma, she explains, lies not in what kind of object it is but in the promises that it invokes. The author does a good job at contributing to [End Page 608] existing research on computer-driven (educational) utopianism but also at placing the story of OLPC within a longer tradition of charismatic objects. In a historical perspective that involves the last two hundred years, the laptop becomes yet another part of a tradition in which new technologies—railroads, radio, the internet—have been understood as groundbreaking and as creators of new paths to freedom and (male) individualism. In the remaining chapters of the book, the author presents how the OLPC—which never really became the global success that the developers had hoped—along with its charisma, was exported to Paraguay, where it met with administrators, teachers, children, and parents of a completely different context than the one in which it was designed and developed. Ames convincingly shows that the project encountered obstacles of both a technical and social nature that together painted a different picture than the enthusiastic visions of reduced poverty and playful learning. Breakage and software problems were one aspect, language barriers formed another, as did gendered and socioeconomic factors. The findings demonstrate that even if some children did try to use the laptops in the hacker-inspired way that Negroponte and his team...

Ontology Learning Applications of Knowledge Base Construction for Microelectronic Systems Information

Knowledge base construction (KBC) using AI has been one of the key goals of this highly popular technology since its emergence, as it helps to comprehend everything, including relations, around us. The construction of knowledge bases can summarize a piece of text in a machine-processable and understandable way. This can prove to be valuable and assistive to knowledge engineers. In this paper, we present the application of natural language processing in the construction of knowledge bases. We demonstrate how a trained bidirectional long short-term memory or bi-LSTM neural network model can be used to construct knowledge bases in accordance with the exact ISO26262 definitions as defined in the GENIAL! Basic Ontology. We provide the system with an electronic text document from the microelectronics domain and the system attempts to create a knowledge base from the available information in textual format. This information is then expressed in the form of graphs when queried by the user. This method of information retrieval presents the user with a much more technical and comprehensive understanding of an expert piece of text. This is achieved by applying the process of named entity recognition (NER) for knowledge extraction. This paper provides a result report of the current status of our knowledge construction process and knowledge base content, as well as describes our challenges and experiences.