BibSonomy publications for /user/yish/webMon Oct 17 15:53:02 CEST 2011Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps2011application design development games gamicication gbl learning mobile web What do Foursquare, Zynga, Nike+, and Groupon have in common? These and many other brands use gamification to deliver a sticky, viral, and engaging experience to their customers. This book provides the design strategy and tactics you need to integrate game mechanics into any kind of consumer-facing website or mobile app. Learn how to use core game concepts, design patterns, and meaningful code samples to create a fun and captivating social environment. Whether you're an executive, developer, producer, or product specialist, Gamification by Design will show you how game mechanics can help you build customer loyalty. Discover the motivational framework game designers use to segment and engage consumers Understand core game mechanics such as points, badges, levels, challenges, and leaderboards Engage your consumers with reward structures, positive reinforcement, and feedback loops Combine game mechanics with social interaction for activities such as collecting, gifting, heroism, and status Dive into case studies on Nike and Yahoo!, and analyze interactions at Google, Facebook, and Zynga Get the architecture and code to gamify a basic consumer site, and learn how to use mainstream gamification APIs from Badgeville "Turning applications into games is a huge trend. This book does a great job of identifying the core lasting principals you need to inspire your users to visit again and again." —Adam Loving Freelance Social Game Developer and founder of Twibes Twitter GroupsThu Apr 21 11:59:38 CEST 2011TorontoMuseums and the Web 2008: ProceedingsWhere Do We Go From Here? Continuing with Web 2.0 at the Brooklyn Museum2008design flickr learning museum twitter web web2.0 As discussed in the 2007 Museums and the Web paper and presentation, "Building an On-line ommunity at the Brooklyn Museum: A Timeline," (http://www.archimuse.com/mw2007/papers/caruth/caruth.html) in 2006, the Brooklyn Museum set out to further engage its existing on-line audiences and continue to build an interactive Web community. We described how we utilized offsite Web 2.0 sites and services to engage our younger audience demographic, to extend the physical visit, and to provide interactive tools for contemporary learning. We discussed how in spring 2007, after notable success with these projects, we made the decision to bring community back home, integrating sites such as Flickr and YouTube into the Museum's own Web site. Our 2008 paper picks up where we left off last year by detailing some of the projects, developments, and realizations we've made over the past year - including blogging, electronic comment books, a Facebook application, a YouTube-based video competition, and an experiment with Twitter - in our ongoing effort to link Web and gallery interaction, both physically and virtually. Read more: Where Do We Go From Here?: Continuing with Web 2.0 | conference.archimuse.com Fri Feb 04 12:13:37 CET 2011Proceedings of the Practical Application of Knowledge Discovery and Data Mining (PADD97)125--136Relevancy Ranking of Web Pages Using Shallow Parsing1997AI NLP agents haifa-edtech multiagent my myown parsing search web Mon Dec 13 16:43:45 CET 2010Journal of Computer Assisted LearningWhat if undergraduate students designed their own web learning environment? Exploring students' web 2.0 mentality through participatory design2010design learning lms participatory participatorydesign ple web web2.0 Abstract Following the increasing calls for a more skeptical analysis of web 2.0 and the empowerment of learners' voices in formulating upcoming technologies, this paper elaborates on the participatory design of a web learning environment. A total of 117 undergraduate students from two Greek Informatics Departments participated in 25 participatory design sessions, employing two needs' elicitation techniques, with the aim of envisioning a learning platform that meets their learning particularities and needs, incorporates and exploits their new technological habits, and can be harmoniously situated in their daily routine. Overall, 773 needs were elicited, proving that students had refined views about the elements that can render the next wave of e-learning applications successful. They convincingly demonstrated their web 2.0 mentality but sought for a smooth transition to the new environment, promoting an evolution rather than a revolution. The resulting set of needs demarcates a zone of expectancies where the enhancement of the learning content and the contextualization of knowledge remain top priorities with revamped opportunities, while networking, participation and collaboration complement and improve their characteristics. Our study is an example of exploiting participatory design for exposing students' thoughts and requirements from a critical design perspective.Mon Jan 25 13:49:49 CET 2010The International Journal of Press/Politics3328-335Social Media and Postelection Crisis in Kenya132008journalism ml4d participatory polonsky social ushahidi web web20 This article analyzes the role of the media during the two months of postelection crisis in 2008 in Kenya. We discuss how people exchanged information during and after the media ban and analyze online discussions and media coverage. Particular emphasis is given to the role of the social media, such as Web 2.0 communication tools and services, which enable citizens to interact or share content online. Our analysis shows that during the crisis, the social media functioned as an alternative medium for citizen communication or participatory journalism.This experience has important implications for the process of democratization in Kenya. Wed Dec 17 02:38:53 CET 2008Kierkegaard on the Internet: Anonymity vs. Commitment in the Present Age2004edid9 internet philosophy web Sun Nov 02 23:25:41 CET 2008EDUCAUSE Review6Web 2.0 Storytelling: Emergence of a New Genre43 2008genre narrative storytelling web web2.0 A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid—perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.Sat Sep 06 03:37:49 CEST 2008Journal of Computer Assisted Learning4305-315An enhanced Bayesian model to detect students' learning styles in Web-based courses242008AI artificial assesment bayesian eassessment elearning intelligence its learning modelling styles web wleformativeeassessment Abstract Students acquire and process information in different ways depending on their learning styles. To be effective, Web-based courses should guarantee that all the students learn despite their different learning styles. To achieve this goal, we have to detect how students learn: reflecting or acting; steadily or in fits and starts; intuitively or sensitively. In a previous work, we have presented an approach that uses Bayesian networks to detect a student's learning style in Web-based courses. In this work, we present an enhanced Bayesian model designed after the analysis of the results obtained when evaluating the approach in the context of an Artificial Intelligence course. We evaluated the precision of our Bayesian approach to infer students' learning styles from the observation of their actions with a Web-based education system during three semesters. We show how the results from one semester enabled us to adjust our initial model and helped teachers improve the content of the course for the following semester, enhancing in this way students' learning process. We obtained higher precision values when inferring the learning styles with the enhanced model.Wed Jul 09 01:18:49 CEST 2008Theorising the benefits of new technology for youth: Controversies of learning and development Theories of formal and informal learning in the world of web 2.0 2008Architecture4Participation architecture4participation formal informal learning patternlanguagenetwork theory web web2.0 wleformativeeassessment Sun Jan 20 00:01:59 CET 2008The Design of Sites: Patterns, Principles, and Processes for Crafting a Customer-centered Web Experience2003CERME-6-patterns WLEFormativeEAssessment design designpatterns interface principles web -- Improve your Web site step-by-step - and boost customer satisfaction and retention.-- Patterns for e-commerce, internationalization, site-branding, education, and more.-- Optimize home pages, layout, navigation, usability, and performance.Based upon extensive, ground-breaking research, The Design of Sites introduces a comprehensive, pattern-based approach to making web sites truly customer-centered. Using the 101 patterns presented here, Web and business professionals can learn from the industry's experience and best practices, and dramatically improve customer satisfaction and retention. The authors have chronicled visitors' behavior to find the patterns that emerge from experiences ranging from navigation to e-shopping, and to discover how individual site visits fit into users' larger goals of finding information and making purchasing decisions. Drawing on this research, The Design of Sites introduces proven principles, processes, and patterns for building customer-centered Web sites. Their patterns encompass virtually every key issue, including: creating powerful home pages; managing content; simplifying layouts and navigation; optimizing performance, and much more. For all Web designers, developers and decision-makers seeking to maximize the business value of their Web sites.Thu Nov 08 16:09:25 CET 2007Data & Knowledge Engineering3291--304A note on web intelligence, world knowledge and fuzzy logic502004LDSE artificial cognition discourse fuzzy human intelligence knowledge language logic modelling web world Existing search engines––with Google at the top––have many remarkable capabilities; but what is not among them is deduction capability––the capability to synthesize an answer to a query from bodies of information which reside in various parts of the knowledge base. In recent years, impressive progress has been made in enhancing performance of search engines through the use of methods based on bivalent logic and bivalent-logic-based probability theory. But can such methods be used to add nontrivial deduction capability to search engines, that is, to upgrade search engines to question-answering systems? A view which is articulated in this note is that the answer is ‘‘No.’’ The problem is rooted in the nature of world knowledge, the kind of knowledge that humans acquire through experience and education. It is widely recognized that world knowledge plays an essential role in assessment of relevance, summarization, search and deduction. But a basic issue which is not addressed is that much of world knowledge is perception-based, e.g., ‘‘it is hard to find parking in Paris,’’ ‘‘most professors are not rich,’’ and ‘‘it is unlikely to rain in midsummer in San Francisco.’’ The problem is that (a) perception-based information is intrinsically fuzzy; and (b) bivalent logic is intrinsically unsuited to deal with fuzziness and partial truth. To come to grips with fuzziness of world knowledge, new tools are needed. The principal new tool––a tool which is briefly described in this note––is Precisiated Natural Language (PNL). PNL is based on fuzzy logic and has the capability to deal with partiality of certainty, partiality of possibility and partiality of truth. These are the capabilities that are needed to be able to draw on world knowledge for assessment of relevance, and for summarization, search and deduction.Fri Sep 28 02:28:40 CEST 2007The Design of Sites: Patterns, Principles, and Processes for Crafting a Customer-centered Web Experience2002design designpatterns interaction patterns sites web Creating a Web site is easy. Creating a well-crafted Web site that provides a winning experience for your audience and that enhances your profitability is another matter. It takes research, skill, experience, and careful thought to build a site that maximizes retention and repeat visits. The authors of The Design of Sites have done much of the research for you. Based on extensive investigation and analysis of more than 100 of the highest-quality Web sites, this book distills the principles and best practices that make sites enjoyable to visit and a huge asset to the organizations they serve. This comprehensive resource features numerous design patterns that offer proven solutions to common Web design problems. These patterns are appropriate to a wide variety of site genres and address every aspect of Web site design, from navigation and content management to e-commerce and site performance. In addition to enhancing the usefulness and quality of your site, the patterns outlined in The Design of Sites will also shorten development cycles and reduce maintenance costs. Whether you are involved in building a site for business, government, education, or entertainment, The Design of Sites will help you focus on the needs and expectations of your customers and give you the tools you need to create a satisfying and effective Web site.Tue Mar 06 18:35:23 CET 2007Foundations and Trends® in Web Science1A Framework for Web Science12006Architecture4Participation framework fundations learning position review science sociology web web2.0 This text sets out a series of approaches to the analysis and synthesis of the World Wide Web, and other web-like information structures. A comprehensive set of research questions is outlined, together with a sub-disciplinary breakdown, emphasising the multi-faceted nature of the Web, and the multi-disciplinary nature of its study and development. These questions and approaches together set out an agenda for Web Science, the science of decentralised information systems. Web Science is required both as a way to understand the Web, and as a way to focus its development on key communicational and representational requirements. The text surveys central engineering issues, such as the development of the Semantic Web, Web services and P2P. Analytic approaches to discover the Web’s topology, or its graph-like structures, are examined. Finally, the Web as a technology is essentially socially embedded; therefore various issues and requirements for Web use and governance are also reviewed.Fri Dec 22 13:54:43 CET 2006Proceedings of the British Society for Research into Learning Mathematics27-12Talking About Mathematical Problems on the Web252005web learning nrich mathematics IJCEELL discourse NLE narrative This paper outlines an initial investigation into the nature of communication about a mathematical problem on the AskNRICH discussion board on the NRICH website (www.nrich.maths.org.uk). It involves elements of collaborative problem solving but also shows some conventions adopted from other settings including those associated with classroom talk and text messaging. The webboard offer young people the opportunity to engage in dialogue about mathematics without teacher intervention or instigation and the purpose of the analysis is to gain some ideas about the nature of that communication and its value.Sun Sep 10 12:38:09 CEST 2006International Semantic Web Conference262-276Ontology Design Patterns for Semantic Web Content.2005web ontology patterns semantic design Tue Jul 18 15:47:29 CEST 2006Computers in Education Journal, 2Just-in-Time Teaching (JiTT): Using the Web to Enhance Classroom Learning14in presselearning web learning teaching blended just-in-time Mon Jun 05 02:47:21 CEST 2006D-Lib Magazine1Folksonomies: Tidying up Tags?122006web social eni folksonomy mathgamespatterns ontology socialnetworks tags semantic network A folksonomy is a type of distributed classification system. It is usually created by a group of individuals, typically the resource users. Users add tags to online items, such as images, videos, bookmarks and text. These tags are then shared and sometimes refined. A general review of social bookmarking tools, one popular use area of folksonomies, was given in the April edition of D-Lib [1]. In the article the authors elaborate on the approach taken by social classification systems and the motivators behind tagging. They write, "...tags are just one kind of metadata and are not a replacement for formal classification systems such as Dublin Core, MODS, etc.... Rather, they are a supplemental means to organise information and order search results." In this article we look at what makes folksonomies work. We agree with the premise that tags are no replacement for formal systems, but we see this as being the core quality that makes folksonomy tagging so useful. We begin by looking at the issue of "sloppy tags", a problem to which critics of folksonomies are keen to allude, and ask if there are ways the folksonomy community could offset such problems and create systems that are conducive to searching, sorting and classifying. We then go on to question this "tidying up" approach and its underlying assumptions, highlighting issues surrounding removal of low-quality, redundant or nonsense metadata, and the potential risks of tidying too neatly and thereby losing the very openness that has made folksonomies so popular.