206587707
A Design for Generating Personalised Feedback in Knowledge Construction
As the learning paradigm shifts to a more personalised learning process, users need dynamic feedback from their knowledge path. Learning Management Systems (LMS) offer customised feedback dependent on questions and the answers given. However these LMSs are not designed to generate personalised feedback for an individual learner, tutor and instructional designer. This paper presents an approach for generating constructive feedback for all stakeholders during a personalised learning process. 
 
The dynamic personalised feedback model generates feedback based on the learning objectives for the Learning Object. Feedback can be generated at Learning Object level and the Information Object level for both the individual learner and the group. The group feedback is meant for the tutors and instructional designer to improve the learning process.
6044165
Articulation of information requirements for personalised knowledge construction
The quality of information provision influences considerably knowledge construction driven by individual users’ needs. In the design of information systems for e-learning, personal information requirements should be incorporated to determine a selection of suitable learning content, instructive sequencing for learning content, and effective presentation of learning content. This is considered as an important part of instructional design for a personalised information package. The current research reveals that there is a lack of means by which individual users’ information requirements can be effectively incorporated to support personal knowledge construction. This paper presents a method which enables an articulation of users’ requirements based on the rooted learning theories and requirements engineering paradigms. The user’s information requirements can be systematically encapsulated in a user profile (i.e. user requirements space), and further transformed onto instructional design specifications (i.e. information space). These two spaces allow the discovering of information requirements patterns for self-maintaining and self-adapting personalisation that enhance experience in the knowledge construction process.
44943196
Design for a Learner-Oriented Tracking
Learning Management Systems (LMS) in e-learning have functionality for monitoring learning activities. The statistics generated from learning performances can be processed for tutors and a group of learners to improve their quality of teaching and learning. However the current LMS are not designed to facilitate personalised learning support for an individual learner, e.g. adaptive delivery, constructive feedback on assessment and real-time learning activities monitoring. This paper presents a learner-oriented tracking approach for one-to-one support. Technical components of this approach can be embedded in the LMS to effectively facilitate learning experience of the individual learner and quality of learning content design. A learner-oriented tracking model relies on the information from a Learner’s Profile and educational requirements. This determines initially suitable learning content (learning objects) and delivery methods and also provides monitoring information about learners’ experiences.
36070686
Modelling dynamic behaviour of business organisations - extension of DEMO from a semiotic perspective
An organisation is by virtue an information system, in which information is used for communication and coordination of activities. This information system is built upon the organisational infrastructure and is supposed to support the business processes. To study the organisational behaviour in the form of business processes, one needs an effective modelling method to capture dynamics of business processes. In this paper we introduce the DEMO methodology for organisational modelling. An extension of the methodology has been made by incorporating a semiotic method. DEMO is a cross-disciplinary theory for describing and explaining the action of organisations. It contains several model types, each expressed in a specific diagram. They collectively provide the necessary knowledge for information systems development and business process redesign. The process model of DEMO has been discussed in detail in this paper. A need for a facility in DEMO has been identified to formulize rules and conditions for optional and conditional actions. Towards this end, a semiotic method, namely NAM has been chosen as a complement to DEMO for this purpose. After producing process model in terms of DEMO, we use NAM to capture norms (e.g. rules, regulations and conditions). The norms determine the conditions and constrains in controlling optional and conditional actions. They govern the behaviour of actors (agents), normally to decide when certain actions are performed. Norms define clearly the roles, functions, responsibilities and authorities of the actors. The extended DEMO has been applied to a real-life problem for demonstration purposes.
6235535
Articulation of Learners Requirements for Personalised Instructional Design in e-Learning Services
As e-Learning environments evolve, learners have become increasingly demanding on personalised learning which allows them to build their own knowledge pathway. This significant change in learning requirements imposes a new learning paradigm which ensures one-to-one learning with flexible mode of content configuration, and adaptive delivery and assessment. Although in the past years, Learning Management Systems (LMS) providers have upgraded system functionality to support instructional design for e-learning package, incorporating individual learners’ personal learning requirements in content design still remains challenging. To involve learners in the content design requires identification of their personal learning requirements. This paper presents a method for articulating individual learners’ learning requirements (e.g., learning styles, and prior knowledge), and representing them in a set of computable parameters in Learner’s Profile. These parameters will then be mapped onto instructional design strategies which determine a selection of suitable learning content and sequencing of content with adequate instruction in a learning package.
62228274
Norm-Based Agency for Designing Collaborative Information Systems
Information systems are organizations in which signs are created, processed and consumed. In order to fulfil the organizational goals and objec- tives, its members must understand their responsibilities and authorities, and must act co-operatively. The key to this organization and co-ordination lies in norms, which define responsibilities and authorities for each human agent, and estab- lish regularities of behaviour. In the context of co-operative work, where 'intelli- gent' software agents are involved, to understand the norms of behaviour of various human agents becomes critical. Software agents can perform some tasks autonomously on the user's behalf. Such delegation involves a set of complicated philosophical and legal issues. After discussion on delineation of various bound- aries of responsibility and authorities, this paper addresses norms and normative behaviour of human agents within an organization. It discusses the taxonomies of norms and a method of norm specification, with examples. Finally it presents an approach of norm-based agency for designing collaborative information systems and a case study of an insurance claim for illustration.
45564911
The bondage and connectivity of a graph
Let G =(V,E) be a simple graph. A subset S of V is a dominating set of G if for any vertex v ∈ V - S, there exists some vertex u ∈ S such that uv ∈ E(G). The domination number, denoted by γ(G), is the cardinality of a minimum dominating set of G. The bondage number, denoted by b(G), is the cardinality of a smallest set of edges whose removal from G results in a graph with domination number greater than γ(G). Dunbar et al. (Bondage, insensitivity and reinforcement, in: T.W. Haynes, S.T. Hedetniemi, P.J. Slater (Eds.), Domination in Graphs--Advanced Topics, Marcel Dekker, New York, 1998, pp. 471-489) conjectured that if G has vertex connectivity k(G) ≥ 1, then b(G) ≤ Δ(G) + k(G) - 1. In this paper, we provide a counterexample to this conjecture.
34683247
Two classes of perfect graphs
Abstract We present two classes of perfect graphs. The first class is defined through a construction used by Gallai in his investigation of comparability graphs; the second class contains those Berge graphs defined through a forbidden graph on five vertices.
34040250
Connected domination critical graphs
Abstract A dominating set in a graph G is a connected dominating set of G if it induces a connected subgraph of G . The minimum number of vertices in a connected dominating set of G is called the connected domination number of G , and is denoted by γ c ( G ). The purpose of this paper is to initiate an investigation of those graphs which are critical in the following sense: for each υ, μ ϵ V (G) with υ not adjacent to u , γ c ( G + υ u ) c ( G ). Thus, G is k -γ c -critical if γ c ( G ) = k and for each edge e ∉ E ( G ), γ c ( G + e ) k . First we discuss whether some particular classes of graphs are γ c -critical. Then 2-γ c -critical graphs are characterized. Finally, the properties of the 3-γ c -critical graphs are studied.
1151930
A result on Vizing's conjecture
Let γ(G) denote the domination number of a simple graph G and let G?H denote the Cartesian product of two simple graphs G and H. In this paper we prove that if γ(G)=3, then γ(G?H)?γ(G)γ(H).
36018188
A note on graphs with largest total k-domination number