Developing Ontologies for Adaptive Collaboration in a Dynamic Environment| Chapter 15 | Current Topics on Mathematics and Computer Science Vol. 4

 While developing new knowledge-based systems, it is usual to construct or model new knowledge-based systems. Current approaches to knowledge modelling tend to focus on the subsystem, with domain knowledge being highly dependent on the job at hand. However, task-independent knowledge bases (or "ontologies") have recently been emphasised in a number of approaches for large-scale integration. This article examines three techniques to ontology creation and uses one of them to develop an ontology for adaptive collaboration in a dynamic knowledge-sharing environment. Ontologies are mutually agreed-upon representations of a discourse domain and their backbones.

Author (S) Details

Dr. Adepeju A. Adigun
Department of Information and Communication Technology, College of Science, Engineering and Technology, Osun State University, Osogbo, Nigeria.

Michael O. Kolawole
Department of Electrical and Electronics Engineering School of Engineering and Engineering Technology Federal University of Technology, Akure, Nigeria.

View Book :- https://stm.bookpi.org/CTMCS-V4/article/view/2290

Collaborative and Reflective Practices through Project Approach in Early Years Setting | Chapter 10 | Modern Perspectives in Language, Literature and Education Vol. 3

 In today's technologically dependent society, collaborative and reflective practices play an important role in improving teaching and learning. The purpose of this study is to present and discuss an exploratory study on early childhood educational practices using the Project Approach (PA), in order to illustrate collaborative work between academics and practitioners as well as reflective practices. The researcher, two preschool teachers, and six children participated in the study, which used an Action Research design. Observations, interviews, and reflective journals were used to collect data. According to the phases of an action research, four objectives were established: I monitor existing teaching and learning practices; ii) train teachers to be critical reflectors; iii) simulate project work with children at the fieldwork; and iv) critically reflect collaborative practice in PA. The researcher and the teachers' collaboration and reflection practices altered the teacher-centered strategy to a more child-centered approach as additional opportunities for adult-child interactions were provided, according to the findings. Teachers become more sensitive to the requirements of the students. It may be concluded that by providing instructors with the appropriate methods and tools during their training, teaching practices can be changed to improve learning.

Author (s) Details

Masayu Dzainudin
Universiti Pendidikan Sultan Idris, Malaysia.

Hamidah Yamat
Universiti Kebangsaan Malaysia, Malaysia.

Faridah Yunus
Universiti Kebangsaan Malaysia, Malaysia.

View Book :- https://stm.bookpi.org/MPLLE-V3/article/view/936