Nazemi, Kawa; Burkhardt, Dirk; Stab, Christian; Breyer, Matthias; Wichert, Reiner; Fellner, Dieter W.
In: Wichert, Reiner; Eberhardt, Birgid (Ed.): Ambient Assisted Living: 4. AAL-Kongress 2011, Berlin, Germany, January 25–26, 2011, Chapter 6, pp. 75–90, Springer, Berlin, Heidelberg, Germany, 2011, ISBN: 978-3-642-18167-2.
Using modern interaction methods and devices enables a more natural and intuitive interaction. Currently, only mobile phones and game consoles which are supporting such gesture-based interactions have good payment-rates. This comes along, that such devices will be bought not only by the traditional technical experienced consumers. The interaction with such devices becomes so easy, that also older people playing or working with them. Especially older people have more handicaps, so for them it is difficult to read small text, like they are used as description to buttons on remote controls for televisions. They also become fast overstrained, so that bigger technical systems are no help for them. If it is possible to interact with gestures, all these problems can be avoided. But to allow an intuitive and easy gesture interaction, gestures have to be supported, which are easy to understand. Because of that fact, in this paper we tried to identify intuitive gestures for common interaction scenarios on computer-based systems for uses in ambient assisted environment. In this evaluation, the users should commit their opinion of intuitive gestures for different presented scenarios/tasks. Basing on these results, intuitively useable systems can be developed, so that users are able to communicate with technical systems on more intuitive level using accelerometer-based devices.
Nazemi, Kawa; Burkhardt, Dirk; Breyer, Matthias; Stab, Christian; Fellner, Dieter W.
In: Auer, Michael; Schreurs, Jeanne (Ed.): Proceedings of Interactive Computer Aided Learning (ICL 2010), pp. 163–173, International Association of Online Engineering (IAOE) Kassel University Press, Kassel, Germany, 2010, ISBN: 978-3-89958-541-4.
Semantic-Web and ontology-based information processing systems are established technologies and techniques, in more than only research areas and institutions. Different worldwide projects and enterprise companies identified already the added value of semantic technologies and work on different sub-topics for gathering and conveying knowledge. As the process of gathering and structuring semantic information plays a key role in the most developed applications, the process of transferring and adopting knowledge to and by humans is neglected, although the complex structure of knowledge-design opens many research-questions. The following paper describes a new approach for visualizing semantic information as a composition of different adaptable ontology-visualization techniques. We start with a categorized description of existing ontology visualization techniques and show potential gaps. After that the new approach will be described and its added value to existing systems. A case study within the greatest German program for semantic information processing will show the usage of the system in real scenarios.
Nazemi, Kawa; Breyer, Matthias; Burkhardt, Dirk; Fellner, Dieter W.
In: International Journal of Advanced Corporate Learning (iJAC), 3 (4), pp. 26–34, 2010, ISSN: 1867-5565.
Semantic-Web technologies and ontology-based information processing systems are established techniques, in more than only research areas and institutions. Different worldwide projects and enterprise companies identified already the added value of semantic technologies, so they work on different sub-topics for gathering and conveying knowledge. As the process of gathering and structuring semantic information plays a key role in the most developed applications, the process of transferring and adopting knowledge to and by humans is neglected, although the complex structure of knowledge-design opens many research-questions. The customization of the presentation itself and the interaction techniques with these presentation artifacts is a key question for gainful and effective work with semantic information. The following paper describes a new approach for visualizing semantic information as a composition of different adaptable ontology-visualization techniques. We start with a categorized description of existing ontology visualization techniques and show potential gaps.
Nazemi, Kawa; Breyer, Matthias; Stab, Christian; Burkhardt, Dirk; Fellner, Dieter W.
In: Proceedings of the International Conference on Education and New Learning Technologies (EDULEARN 2010), pp. 6476–6484, IATED, Barcelona, Spain, 2010, ISSN: 2340-1117.
The recent technological developments in the area of social-networks and user generated content have already changed the learning behaviour of any learners. The exploration of knowledge through the world-wide-web using different content-provider, e.g. Wikipedia or IEEE Xplore plays a key role for researcher, students or knowledge workers. The usage of users’ knowledge or user generated content is a self-evident process within the working or learning workflow. Different approaches try to face the mass of information given in the WWW to support a more effective learning process, whereas semantic-technologies are a promising approach for organizing the knowledge. The formal knowledge descriptions like Ontologies used by Semantic Technologies only provide approaches to describe knowledge within a given and predefined knowledge-domain. The graphical representation of these domains provides another opportunity to explore the pre-engineered domain, whereas the learner with his individual learning aptitudes, learning behaviour and interests is not involved in the process of knowledge representation.
The following paper describes the conceptual design of an Intelligent Exploration System (IES) that offers a user-adapted graphical environment of user generated web-based knowledge repositories, to support and optimize the explorative learning on web. The paper starts with a related work study followed by the comparative study of existing content-providing systems based on user generated content. The conceptual part of the paper will show how existing recommendation systems and interaction-analysis algorithms could be used to optimize both the content and the visual appearance of explorative knowledge visualizations. This part further shows actual results of graphical knowledge representations. The paper will be concluded with a case study of a knowledge worker in a research institution using the Intelligent Exploration System for his research work.
Burkhardt, Dirk; Stab, Christian; Nazemi, Kawa; Breyer, Matthias; Fellner, Dieter W.
In: Proceedings of the International Conference on Education and New Learning Technologies (EDULEARN 2010), pp. 6427-6437, IATED, Barcelona, Spain, 2010, ISSN: 2340-1117.
Graphical knowledge representations open promising perspectives to support the explorative learning on web. 2D-visualization are recently evaluated as gainful knowledge exploration systems, whereas 3D-visualization systems did not find their way into web-based explorative learning.
3D-visualizations or “Knowledge Worlds” comprise a high degree of authenticity, because the used metaphors are known by the users from the real world. But different challenges like the usage of 3D-Knowledge World without losing the learning context and the focused learning goals are rarely investigated and considered. New technologies provide the opportunity to introduce 3D-visualizations and environments on web to support a web-based explorative learning. Therefore it is necessary to investigate the prospects of 3D-visualization for transferring and adopting knowledge on web.
The following paper describes different approaches to use 3D-visualization and Knowledge Worlds for conveying knowledge on web-based systems using web-based contents. First of all a short summary of existing approaches will be given, which try to convey knowledge by using 3D-metaphors. A survey of developed 3D-visualizations for knowledge exploration within semantically annotated content will show new ways and opportunities to explore and convey knowledge. Whereas only pure graphic-based systems will be described, which are developed in the context of a German research project. In contrast to 3D-visualization the so called 3D-Knowledge Worlds will be presented and described with their potential for constructivist and exploratory learning approaches. The paper will conclude with a summary of existing techniques in contrast to the developed ones to show the community the potential of the state-of-the-art systems in a kind of survey.
Stab, Christian; Breyer, Matthias; Nazemi, Kawa; Burkhardt, Dirk; Hofmann, Cristian Erik; Fellner, Dieter W.
In: Herrington, J.; Montgomerie, C. (Ed.): Proceedings of ED-MEDIA 2010 - World Conference on Educational Multimedia, Hypermedia & Telecommunications, pp. 911–919, Association for the Advancement of Computing in Education (AACE), Waynesville, NC, 2010, ISBN: 1-880094-81-9.
Ontologies have become an established data model for conceptualizing knowledge entities and describing semantic relationships between them. They are used to model the concepts of specific domains and are widespread in the areas of the semantic web, digital libraries and multimedia database management. To gain the most possible benefit from this data model, it is important to offer adequate visualizations, so that users can easily acquire the knowledge. Most ontology visualization techniques are based on hierarchical or graph-based visualization metaphors. This may result in information-loss, visual clutter, cognitive overload or context-loss. In this paper we describe a new approach of ontology visualization technique called SemaSun that is based on the sunburst visualization metaphor. We improved this metaphor, which is naturally designed for displaying hierarchical data, to the tasks of displaying multiple inheritance and semantic relations. This approach also offers incremental ontology exploring to reduce the cognitive load without losing the informational context.
Hofmann, Cristian Erik; Burkhardt, Dirk; Breyer, Matthias; Nazemi, Kawa; Stab, Christian; Fellner, Dieter W.
In: Herrington, J.; Montgomerie, C. (Ed.): Proceedings of ED-MEDIA 2010 - World Conference on Educational Multimedia, Hypermedia & Telecommunications, pp. 1224–1233, Association for the Advancement of Computing in Education (AACE), Waynesville, NC, 2010, ISBN: 978-1-880094-81-5 .
Annotation techniques for multimedia contents have found their way into multiple areas of daily use as well as professional fields. A large number of research projects can be assigned to different specific subareas of digital annotation. Nevertheless, the annotation process, bringing out multiple workflows depending on different application scenarios, has not sufficiently been taken into consideration. A consideration of respective processes and workflows requires detailed knowledge about practices of digital multimedia annotation. In order to establish fundamental groundwork towards workflow-related research, this paper presents a comprehensive process model of multimedia annotation which results from a conducted empirical study. Furthermore, we provide a survey of the tasks that have to be accomplished by users and computing devices, tools and algorithms that are used to handle specific tasks, and types of data that are transferred between workflow steps. These aspects are assigned to the identified sub-processes of the model.
Burkhardt, Dirk; Hofmann, Cristian Erik; Nazemi, Kawa; Stab, Christian; Breyer, Matthias; Fellner, Dieter W.
In: Herrington, J.; Montgomerie, C. (Ed.): Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications, pp. 860–869, Association for the Advancement of Computing in Education (AACE), Waynesville, NC, 2010, ISBN: 978-1-880094-81-5.
Ontologies are used to represent knowledge and their semantic information from different topics, to allow users a better way to explore knowledge and find information faster, because of the data-structuring. To achieve a well filled knowledgebase, editors have to be used, to enter new and to edit existing information. But most of the existing ontology-editors are designed for experienced ontology-experts. Experts from other topic fields e.g. physicians are often novices in the area of ontology-creating, they need adequate tools, which hide the complexity of ontology-structures. In the area of e-learning experts are also teachers as well. In this paper we will present a method, how the needs of domain-experts can be regarded and so an editor can designed, which allows an editing and adding of information by users without having experiences of creating ontologies. With such an editor domain-experts are able to commit their expert-knowledge into the ontology.
Burkhardt, Dirk; Nazemi, Kawa; Bhatti, Nadeem; Hornung, Christoph
In: Stephanidis, Constantine (Ed.): Universal Access in Human-Computer Interaction. Addressing Diversity, pp. 3–12, Springer Berlin Heidelberg, Berlin, Heidelberg, 2009, ISBN: 978-3-642-02707-9.
Alternative interaction devices become more important in the communication between users and computers. Parallel graphical User Interfaces underlay a continuous development and research. But today does no adequate connection exist between these both aspects. So if a developer wants to provide an alternative access over more intuitive interaction devices, he has to implement this interaction-possibility on his own by regarding the users perception. A better way to avoid this time-consuming development-process is presented in this paper. This method can easy implement by a developer and users get the possibility to interact on intuitive way.
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