SELF Platform—A Teacher-Centric Collaborative Authoring System

December 15, 2009

I am glad to share that an article on SELF Platform has been published in the Journal of Applied Collaborative Systems.

Meena Kharatmal & Nagarjuna G. (2009).  SELF Platform—A Teacher-Centric  Collaborative  Authoring System. Journal of Applied Collaborative Systems, 1(2), pp. 67-82.

The full article can be downloaded from the journals website or from the publications page of my blog.

Advertisements

SELF-Platform—A Teacher-Centric Collaborative Authoring System

May 25, 2009

HBCSE – Gnowledge Lab has developed the SELF Platform as part of the European Commission funded SELF Project # 034595 (2006-2008). A paper on SELF Platform as a teacher centric collaborative authoring system has been published at the NCOSS conference organized by CDAC, Kharghar, Navi Mumbai, May 2009.

The SELF Platform caters to a teacher to create learning materials.

The full paper is available from the publications page of my blog.


what is so different about GNOWSYS

April 7, 2009

Gnowsys can be used to represent structural knowledge, process modelling, as far as scientific knowledge is concerned. But then there also exists several other modelling tools such as—OBO-edit, Protege, OPM, KEGG, Virtual Cel, Cell Designer, Reactome, GO, etc. which can as well represent knowledge. So then, an obvious query that comes to my mind is  what is so different about Gnowsys? Isn’t it just an addition to the existing modelling tools. Nagarjuna explained that the differences are in the form mentioned below:

One of them is the architecture of Gnowsys itself being different with the other tools. As per the gnowsys architecture, everything that goes in is a node for e.g. concept, concept type, instance, relation, relation type, attributes, attribute type, are all stored as nodes, but in the form of networked nodes. A node cannot have meaning on its own. Its meaning is established only by its neighborhood. For instance, X is related to Y, and it can have many such simple relations.  This is in accordance, with the theory that knowledge exists in a network. If we want to understand what is force, then its understanding can be acquired depending on what relations does the concept force shares with other concepts like, mass, inertia, acceleration, etc.

Gnowsys can create versions even if there is a single (simple) change to a node. This change can be in the form of either adding a node, editing a node, adding a relation, editing a relation, deleting a relation. From this list even if there is change in just one kind, then also it can create versions and record the history. This kind of change is accordance with the degrees of conceptual change that Paul Thagard explains in his book Conceptual Revolutions. According to Thagard,  conceptual change can occure when there is addition of concepts, addition of relations. With this model of versioning, gnowsys can record the changes that ocurs in people’s conceptual framework, thus enabling to trace the conceptual changes.

Another difference is that gnowsys does not store knowledge in any kind of file system. It is on the web, in another way to put it, gnowsys does not ask in which file format should it save the knowledge created. But at the same time, it can possibly exchange to various formats that of OWL.

The other difference is that gnowsys can store multiple ontologies. Using just one application of Gnowsys, it would be possible to store structural knowledge, process, metabolic pathways, etc. It will be interesting to see the multiple ontologies by importing a few of the existing ontologies (can be cell division, gene ontology, metabolic pathways, environment ontology,  etc.)  from the public domain and from several different places and allow these ontologies to store in gnowsys.

It would be useful to know, if there are other differences.

This excerpt is based on discussion over tea.


depmap on activity—who got the food

February 2, 2009

i was mapping the topic who got the food from chapter 4- looking at
animals from the small science curriculum for class III. and this is
the route that i followed to map.

depmap on food eating habits

depmap on food eating habits

an interesting depmap to build a thread as :
inorder to understand the concept of animals, one need to first
observe some animals, their food eating habits. the latter can be
understood in the context of an activity. once these activities are
performed one can categorize and classify which animals eat what kind
of food and then may be understand the concept of a dog, cat, and then progressively the concept of an animal.

Small Science Curriculum is an activity based curriculum developed by
HBCSE. It focusses on teaching science through activities.


“what the learner already knows” & depmap

January 16, 2009

I have been reading Ausubel’s classroom assimilation theory (1978) from time to time as his theory has form the basis of the prevailing science education research especially in the area of concept maps.

Ausubel’s principle, “what the learner already knows” means that students come to the classroom with a prior understanding of science through their everyday experience, commom sense knowledge, etc. He further goes ahead and suggests that we as science educators need to ascertain this fact first and “teach the learner accordingly”.

Now that we are creating a network of pre-requisite concepts or a dependency network for a teaching sequence, we are claiming that there are certain concepts which the learner should understand first and then progressively learn the further depending concepts.

I am just trying to make connections with the depmap work and Ausubel’s principle.

People are welcome to create dependency network (depmap) atwww.gnowledge.org.

One can view some featured maps. A few sample of depmaps from physics, chemistry and biology are featured for providing a glimpse of the depmaps.


FKFT pre-conference SELF workshop, Barcelona Spain

July 14, 2008

The SELF consortium has organized a one day SELF workshop as part of the FKFT pre-conference. We are at the Universitat de Oberta Catalunya. The participants are getting hands-on sessions on creating, organizing, editing courses using the SELF Platform and Gnowledge Portal.


pathway modelling of glycolysis in gnowsys

July 2, 2008

As final year project of B.Tech in Bioinformatics, Pradnya, Lakshmi, Thara students from D. Y . Patil  Institute of Biotechnology and Bioinformatics, Navi Mumbai, worked on a project on representing pathway modelling of glycolysis in gnowsys. The project involved to create dictionaries, store into gnowsys and then represent using graphviz. The project report can be viewed from the trac site.

The glycolysis pathway is represented using the transformations that each molecule undergoes. For e.g. the glucose 6 phosphate gets transformed into fructose 6 phosphate as a result of phosphorylation. Such processes in glycolysis have been mapped to represent the pathway.