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  • 1.
    Kurti, Arianit
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Spikol, Daniel
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Martin, Svensson
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Pettersson, Oskar
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Exploring How Pervasive Technologies Can Support Situated Learning2007In: Proceedings of “Pervasive Learning 2007”, An International Workshop on Pervasive Learning, in conjunction with Pervasive 2007, May 13th, 2007, Toronto, Canada, Centre for Mobile Computing, Massey University, New Zealand , 2007, p. 19-26Conference paper (Refereed)
  • 2.
    Pettersson, Oskar
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Svensson, Martin
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Gil de la Iglesia, Didac
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Andersson, Jesper
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    On the Role of Software Process Modeling in Software Ecosystem Design2010In: Proceedings of the Fourth European Conference on Software Architecture: Companion Volume, New York, NY, USA: ACM Press, 2010, p. 103-110Conference paper (Refereed)
    Abstract [en]

    Software Ecosystems (SECOs) have in recent years emerged as a promising approach for improved inter and intra organizational reuse and for reusability involving end-users in the software development process. Understanding the software's role in a larger perspective and how it interconnects with stakeholders is key for progress in those directions. However, for SECOs, several theoretical and methodological gaps remain to be charted. This paper identifies one such gap, the need for precise process modeling. It elaborates on experiences gained from the analysis of a SECO for mobile learning and brings up several aspects and insights for this particular domain. The main contributions are an initial reference model for the mobile learning domain and an outline for an analysis method for domain specific SECOs.

  • 3.
    Spikol, Daniel
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Media Technology.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Media Technology.
    Svensson, Martin
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Media Technology.
    Petersson, Oskar
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Media Technology.
    Mobile Collaboration Tools and Systems to Support Ubiquitous Learning2008In: Fourth Annual Conference on Collaboration Technologies, 2008, p. 104-109Conference paper (Refereed)
    Abstract [en]

    Current developments in mobile, wireless and positioning technologies combined with contextual computing are contributing to the advance of new mobile applications and services. Educational environments are being subject to these changes providing an opportunity for curriculum development that can use these socially based mobile devices for supporting different aspects of learning and teaching. But these new technologies raise crucial questions about what features and capabilities collaborative mobile tools and systems should provide to support different learning activities. In this paper we present our current work related to the development of a system that use web and mobile technologies to support collaborative and ubiquitous learning. We also illustrate three specific collaborative learning scenarios supported by our tools. The results of our activities provide us with valuable insights that can help us to identify future challenges related to the design and implementation of this kind of collaborative systems.

  • 4.
    Svensson, Martin
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Contextual Metadata in Practice2009In: The First International Conference on Advances in Multimedia, 2009, p. 12-17Conference paper (Refereed)
    Abstract [en]

    This article aims to survey the scene of contextual metadata annotation of digital content. This is performed through a literature review of current research, looking closer at formal context models, contextual metadata gathering and contextual metadata formalisation respectively. The findings of these efforts indicate that the reviewed context models have three elements of context in common. However, these formal models are inconsistent with the contextual metadata gathered in approaches described in the reviewed literature, in which location metadata are the most common. Furthermore, contextual metadata gathered in these initiatives end up in a variety of data structures. One reason for the dominance of location metadata might be the clear understanding of their ontological dimension. Therefore, the author introduces the notion of ontological dimensions in the area of contextual metadata. The proposed notion of conceiving contextual metadata as a set of ontological dimensions makes it possible to divide the endeavour of formalising elements of context into manageable information chunks. Through identifying and reaching a consensus of the constituent parts of these dimensions, it is the belief of the author that we are well on our way towards improved interoperability, metadata interpretability and digital content reusability facilitated by contextual metadata.

  • 5.
    Svensson, Martin
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Promoting Semantic Interoperability of Contextual Metadata for Learner Generated Digital Content2010Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    Technological advancements in computing have led to a reality where computational devices are more mobile, connected and context aware than ever before. Several of these devices are primarily designed for or support the creation of digital content via built-in or attachable sensors, e.g. mobile phones. The portability and connectivity of mobile devices make them suitable tools to support learning experiences; their features can be used to generate digital content and metadata related to the particular learning situation. These types of objects, referred to as Emerging Learning Objects (ELOs), introduce challenges in terms of metadata enrichment as their metadata should reflect aspects related to the particular learning situation in which they were created to be properly indexed. A claim made in this thesis is that semantic interoperability of ELO metadata is an integral concern that needs to be explored in order to benefit from these metadata outside custom tailored applications and systems. Therefore, the main research question explored in this thesis focuses on the ability to enrich ELOs with semantically interoperable contextual metadata.

    This thesis is comprised of a collection of five peer-reviewed articles that describe interrelated stages of research in pursuit of an answer to the main research question. The overall research process consisted of three main stages: a literature review; the development a system artefact; and the exploration of the technological solution (Linked Data) applied in the system artefact. An instantiation of the Unified Process guided the development of the system artefact.

    The outcomes of these activities provide insights on how to perceive the relationship between context and contextual metadata, as well as properties related to a particular technological solution, namely data distribution, flexibility and expressivity. In order to decouple the findings from a particular instance of technology, a generalization effort in the analysis identified two generic factors that affect the semantic interoperability of metadata: the level of ontological consensus and the level of metadata expressivity. The main conclusion of this thesis is that until the constituent parts of context are agreed upon, metadata expressivity is an important feature for promoting semantic interoperability of ELO contextual metadata.Technological advancements in computing have led to a reality where computational devices are more mobile, connected and context aware than ever before. Several of these devices are primarily designed for or support the creation of digital content via built-in or attachable sensors, e.g. mobile phones. The portability and connectivity of mobile devices make them suitable tools to support learning experiences; their features can be used to generate digital content and metadata related to the particular learning situation. These types of objects, referred to as Emerging Learning Objects (ELOs), introduce challenges in terms of metadata enrichment as their metadata should reflect aspects related to the particular learning situation in which they were created to be properly indexed. A claim made in this thesis is that semantic interoperability of ELO metadata is an integral concern that needs to be explored in order to benefit from these metadata outside custom tailored applications and systems. Therefore, the main research question explored in this thesis focuses on the ability to enrich ELOs with semantically interoperable contextual metadata. This thesis is comprised of a collection of five peer-reviewed articles that describe interrelated stages of research in pursuit of an answer to the main research question. The overall research process consisted of three main stages: a literature review; the development a system artefact; and the exploration of the technological solution (Linked Data) applied in the system artefact. An instantiation of the Unified Process guided the development of the system artefact.The outcomes of these activities provide insights on how to perceive the relationship between context and contextual metadata, as well as properties related to a particular technological solution, namely data distribution, flexibility and expressivity. In order to decouple the findings from a particular instance of technology, a generalization effort in the analysis identified two generic factors that affect the semantic interoperability of metadata: the level of ontological consensus and the level of metadata expressivity. The main conclusion of this thesis is that until the constituent parts of context are agreed upon, metadata expressivity is an important feature for promoting semantic interoperability of ELO contextual metadata.

  • 6.
    Svensson, Martin
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Kurti, Arianit
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Using contextual metadata for enhanced reusability of mobile media objects2009In: Sharing Experiences with Social Mobile Media: Proceedings of the International Workshop in conjunction with MobileHCI 2009, 2009, p. 72-79Conference paper (Refereed)
    Abstract [en]

    Mobile phones are becoming “sensor packed devices”. With this the possibilities for acquiring context has widened. As a result of this, new computing paradigms are emerging. Moreover, mobile phones enable anyone in their possession to be a potential creator of mobile media objects. All this is having impact in the way human activities are performed and has changed the “social mobile media” landscape. The emerging mobile media objects are usually created in an unanticipated way. The challenge in these settings is the interoperability and reusability of these emerging mobile media objects. Since there is no formal control over the creation of these mobile media objects, we consider that use of contextual metadata will be beneficial for addressing the issue of reusability. Inspired from our dimensional model of context we introduce a conceptual scheme for enhancing the reusability of mobile media objects. This scheme is based upon open standards technologies such as XML, XMLSchema, RDF and RDF Schema. To illustrate the usefulness of depicting emerging mobile media objects with contextual metadata, we introduce an experimental scenario in the learning domain.

  • 7.
    Svensson, Martin
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Kurti, Arianit
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    A Linked Data Approach for Enriching Emerging Learning Objects with Contextual Metadata2009In: Future Learning Landscapes: Towards the Convergence of Pervasive and Contextual computing, Global Social Media and Semantic Web in Technology Enhanced Learning, 2009Conference paper (Refereed)
    Abstract [en]

    The latest evolution of mobile technologies has increased the possibility for users to generate digital content at any location and time. In this paper, we present our thoughts related to the ability to enhance digital content that emerges when mobile devices are used to support different learning activities. We believe that these emerging learning objects should be enriched with contextual characteristics in a machine interoperable and interpretable manner in order to preserve the meaning, or semantics, of those features. There a number of approaches to tackle this problem but we have chosen to focus on Linked Data as it seems to be a promising solution for enriching these kinds of emerging learning objects with contextual metadata.

  • 8.
    Svensson, Martin
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Kurti, Arianit
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Enhancing Emerging Learning Objects with Contextual Metadata Using the Linked Data Approach2010In: 2010 6th IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE), IEEE Press, 2010, p. 50-56Conference paper (Refereed)
    Abstract [en]

    The latest developments in mobile technologies have increased the possibility for users to generate digital content at any location and time. In this paper we present our current research efforts related to the ability to enhance digital content that emerge when mobile devices are used to support different learning activities. We believe that these emerging learning objects should be enriched with contextual characteristics in a machine interoperable and interpretable manner in order to preserve the meaning, or semantics, of those features.  There are a number of approaches to address this problem but in the present article we focus on exploring the potential added value of using Linked Data to depict emerging learning objects with contextual metadata. Our preliminary findings indicate that Linked Data offers a flexible approach for supporting important aspects of digital content related to data linkage, data merge and semantic interoperability. The latest developments in mobile technologies have increased the possibility for users to generate digital content at any location and time. In this paper we present our current research efforts related to the ability to enhance digital content that emerge when mobile devices are used to support different learning activities. We believe that these emerging learning objects should be enriched with contextual characteristics in a machine interoperable and interpretable manner in order to preserve the meaning, or semantics, of those features.  There are a number of approaches to address this problem but in the present article we focus on exploring the potential added value of using Linked Data to depict emerging learning objects with contextual metadata. Our preliminary findings indicate that Linked Data offers a flexible approach for supporting important aspects of digital content related to data linkage, data merge and semantic interoperability.

  • 9.
    Svensson, Martin
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Oskar, Pettersson
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Martin, Maczkowski
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Exploring interaction supported by recent technology in ubiquitous learning environments2007In: Proceedings of SIDeR 2007, March 8-9, 2007, Ronneby, Sweden., Southeast Sweden Universities, Kalmar, Sweden , 2007, p. 93-96Conference paper (Refereed)
  • 10.
    Svensson, Martin
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Pettersson, Oskar
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Making Use of User-Generated Content and Contextual Metadata Collected during Ubiquitous Learning Activities2008In: Eighth IEEE International Conference on Advanced Learning Technologies, IEEE Press, 2008, p. 606-610Conference paper (Refereed)
    Abstract [en]

    During the last years significant research efforts have been conducted looking at how to standardize digital educational content. Due to better connectivity and computational power of mobile devices, new opportunities have emerged for collecting user-generated data based on the context and the environment where the content has been generated. While metadata standards for learning objects such as IEEE LOM make it possible to annotate digital content with pre-defined metadata tags, the ability to store custom user-generated or contextual metadata is not yet fully supported. The need for developing a flexible solution to deal with these problems motivated the design of our activity controller system (ACS), a rapid prototyping system and a task manager, which interprets, reacts to and stores contextual metadata and content extracted during learning activities. This paper presents how ACS facilitates coordination and reusability of user generated data, which we believe is as a valuable feature compared with existing standards and initiatives.

  • 11.
    Svensson, Martin
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Pettersson, Oskar
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Persson, Magnus E.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Pinetree: A Learning Content Repository Based on Semantic Web Technologies2009In: Ninth IEEE International Conference on Advanced Learning Technologies, IEEE Press, 2009, p. 522-526Conference paper (Refereed)
    Abstract [en]

    During the last few years, mobile devices such as cellular phones and PDAs have become sophisticated tools for creating digital content. Moreover, their built-in or attachable sensor capabilities make it possible to derive metadata that denote the context of the user. The challenge of annotating digital content with contextual metadata is a central part of our current research efforts and the main rationale for the development of Pinetree. Pinetree is a learning content repository based on Semantic Web technologies. The aim of the article is to explore the utility of using RDF (Resource Description Framework) as a data model in a learning content repository. We describe the different components of Pinetree and illustrate its use in a specific learning scenario. Our initial results indicate that a learning content repository based on RDF can be a flexible solution for digital content storage in terms of metadata expressivity, interoperability and data distribution.

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