The Experts below are selected from a list of 2556432 Experts worldwide ranked by ideXlab platform
Sören Auer - One of the best experts on this subject based on the ideXlab platform.
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Representing Semantified Biological Assays in the Open Research Knowledge Graph.
arXiv: Digital Libraries, 2020Co-Authors: Marco Anteghini, Jennifer D'souza, Vítor A. P. Martins Dos Santos, Sören AuerAbstract:In the biotechnology and biomedical domains, recent text mining efforts advocate for machine-interpretable, and preferably, semantified, documentation formats of laboratory processes. This includes wet-lab protocols, (in)organic materials synthesis reactions, genetic manipulations and procedures for faster computer-mediated analysis and predictions. Herein, we present our work on the representation of semantified bioassays in the Open Research Knowledge Graph (ORKG). In particular, we describe a semantification system work-in-progress to generate, automatically and quickly, the critical semantified bioassay data mass needed to foster a consistent user audience to adopt the ORKG for recording their bioassays and facilitate the organisation of Research, according to FAIR principles.
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TPDL - Requirements Analysis for an Open Research Knowledge Graph.
Digital Libraries for Open Knowledge, 2020Co-Authors: Arthur Brack, Markus Stocker, Sören Auer, Anett Hoppe, Ralph EwerthAbstract:Current science communication has a number of drawbacks and bottlenecks which have been subject of discussion lately: Among others, the rising number of published articles makes it nearly impossible to get a full overview of the state of the art in a certain field, or reproducibility is hampered by fixed-length, document-based publications which normally cannot cover all details of a Research work. Recently, several initiatives have proposed Knowledge graphs (KGs) for organising scientific information as a solution to many of the current issues. The focus of these proposals is, however, usually restricted to very specific use cases. In this paper, we aim to transcend this limited perspective by presenting a comprehensive analysis of requirements for an Open Research Knowledge Graph (ORKG) by (a) collecting daily core tasks of a scientist, (b) establishing their consequential requirements for a KG-based system, (c) identifying overlaps and specificities, and their coverage in current solutions. As a result, we map necessary and desirable requirements for successful KG-based science communication, derive implications and outline possible solutions.
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ICMS - Operational Research Literature as a Use Case for the Open Research Knowledge Graph
Lecture Notes in Computer Science, 2020Co-Authors: Mila Runnwerth, Markus Stocker, Sören AuerAbstract:The Open Research Knowledge Graph (ORKG) provides machine-actionable access to scholarly literature that habitually is written in prose. Following the FAIR principles, the ORKG makes traditional, human-coded Knowledge findable, accessible, interoperable, and reusable in a structured manner in accordance with the Linked Open Data paradigm. At the moment, in ORKG papers are described manually, but in the long run the semantic depth of the literature at scale needs automation. Operational Research is a suitable test case for this vision because the mathematical field and, hence, its publication habits are highly structured: A mundane problem is formulated as a mathematical model, solved or approximated numerically, and evaluated systematically. We study the existing literature with respect to the Assembly Line Balancing Problem and derive a semantic description in accordance with the ORKG. Eventually, selected papers are ingested to test the semantic description and refine it further.
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Requirements Analysis for an Open Research Knowledge Graph
arXiv: Digital Libraries, 2020Co-Authors: Arthur Brack, Markus Stocker, Sören Auer, Anett Hoppe, Ralph EwerthAbstract:Current science communication has a number of drawbacks and bottlenecks which have been subject of discussion lately: Among others, the rising number of published articles makes it nearly impossible to get an overview of the state of the art in a certain field, or reproducibility is hampered by fixed-length, document-based publications which normally cannot cover all details of a Research work. Recently, several initiatives have proposed Knowledge graphs (KGs) for organising scientific information as a solution to many of the current issues. The focus of these proposals is, however, usually restricted to very specific use cases. In this paper, we aim to transcend this limited perspective by presenting a comprehensive analysis of requirements for an Open Research Knowledge Graph (ORKG) by (a) collecting daily core tasks of a scientist, (b) establishing their consequential requirements for a KG-based system, (c) identifying overlaps and specificities, and their coverage in current solutions. As a result, we map necessary and desirable requirements for successful KG-based science communication, derive implications and outline possible solutions.
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open Research Knowledge graph next generation infrastructure for semantic scholarly Knowledge
International Conference on Knowledge Capture, 2019Co-Authors: Mohamad Yaser Jaradeh, Markus Stocker, Allard Oelen, Kheir Eddine Farfar, Manuel Prinz, Jennifer Dsouza, Gabor Kismihok, Sören AuerAbstract:Despite improved digital access to scholarly Knowledge in recent decades, scholarly communication remains exclusively document-based. In this form, scholarly Knowledge is hard to process automatically. We present the first steps towards a Knowledge graph based infrastructure that acquires scholarly Knowledge in machine actionable form thus enabling new possibilities for scholarly Knowledge curation, publication and processing. The primary contribution is to present, evaluate and discuss multi-modal scholarly Knowledge acquisition, combining crowdsourced and automated techniques. We present the results of the first user evaluation of the infrastructure with the participants of a recent international conference. Results suggest that users were intrigued by the novelty of the proposed infrastructure and by the possibilities for innovative scholarly Knowledge processing it could enable.
Mike Kagioglou - One of the best experts on this subject based on the ideXlab platform.
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Research Knowledge transfer into teaching in the built environment
Engineering Construction and Architectural Management, 2005Co-Authors: Sepani Senaratne, Mike Kagioglou, David Baldry, Ghassan Aouad, Dilanthi Amaratunga, Andy BowdenAbstract:Purpose – There is no automatic link between Research and teaching in higher education institutions. Hence, in order to achieve a productive relationship, these two activities need to be linked through effective mechanisms. The Research reported in this paper aims at identifying such strategies that are appropriate to a Research‐based department, in the built environment discipline.Design/methodology/approach – The paper identifies key issues related to this challenge through a literature review, and subsequently verifies those issues through an exploratory case study.Findings – The key finding from the study is that Research‐based departments are poor at transferring their Research Knowledge into teaching especially at undergraduate level. Even though there are informal strategies in existence, there is a strong need for formalising them. The paper utilises Knowledge transfer and learning literature to fully understand the process.Originality/value – Drawing from the findings, the study develops a framew...
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Transfer of Research Knowledge into teaching in the UK higher education institutions
2004Co-Authors: Sepani Senaratne, Rdg Amaratunga, Mike Kagioglou, David Baldry, Ghassan Aouad, A BowdenAbstract:The higher education system in the UK has significantly changed over the last decade due to a growing emphasis on student learning activities, quality assurance procedures and Research funding mechanisms. According to previous studies, there is no automatic link between Research and teaching. Thus, the link needs to be created to enhance staff productivity and student learning. This paper reports findings of the first phase of our Research study that aimed at developing guidelines on how to transfer Research Knowledge into teaching in higher education, in order to create such a productive relationship. The framework and guidelines that are presented in this paper were developed for the Built Environment sector through a literature survey and an exploratory study. The next phase of this Research will explore the implementation of this model across different disciplines through a series of case studies. The final outcome of the Research will be the development and validation of a more generic set of guidelines relating to the transfer of Research Knowledge into teaching.
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Research Knowledge into teaching in the UK Higher Education institutions
2004Co-Authors: Sepani Senaratne, Rdg Amaratunga, David Baldry, Ghassan Aouad, Mike KagioglouAbstract:The higher education system in the UK has significantly changed over the last decade due to a growing emphasis on student learning activities, quality assurance procedures and Research funding mechanisms. According to previous studies, there is no automatic link between Research and teaching. Thus, the link needs to be created to enhance staff productivity and student learning. This paper reports findings of the first phase of our Research study that aimed at developing guidelines on how to transfer Research Knowledge into teaching in higher education, in order to create such a productive relationship. The framework and guidelines that are presented in this paper were developed for the Built Environment sector through a literature survey and an exploratory study. The next phase of this Research will explore the implementation of this model across different disciplines through a series of case studies. The final outcome of the Research will be the development and validation of a more generic set of guidelines relating to the transfer of Research Knowledge into teaching.
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Transferring Research Knowledge into Teaching inThe Built Environment
2004Co-Authors: Sepani Senaratne, Mike Kagioglou, David Baldry, Dilanthi Amaratunga, Ghassan AouadAbstract:The link between Research and Teaching (R&T) has long been studied. Most Research concludes by saying that there is no explicit or automatic relationship between these two activities. Separate quality assurance mechanisms and imbalanced funding lead to a trade-off between scholarly Research and excellent teaching in higher education institutions. This problem could be addressed by exploring strategies to link Research and teaching, to the benefit of each other. As identified in previous Research this link is dependant on disciplines and few studies had attempted to explore the R&T link in the Built Environment (BE) discipline (for example, see Jenkins & Zetter, 2003). With diverse and multi-disciplinary subjects, the Built Environment is recognised as a fertile area to investigate this complex R&T relationship. The Research and Teaching link in this study is identified as a two-way process, for which the transfer of Research into teaching (RtoT) is recognised as more important for Research-based departments, where the emphasis is more on Research and less on teaching activities. In this context, this study introduces guidelines for Research-based departments in the BE on how to transfer Research Knowledge into teaching.
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ReKnowiT (Research Knowledge into Teaching)
2003Co-Authors: Rdg Amaratunga, Mike Kagioglou, David Baldry, Ghassan Aouad, A BowdenAbstract:The link between Research and Teaching (R&T) has long been studied. Most studies conclude to say that there is no explicit link or automatic relationship between these two activities (Hattie & Marsh, 1996). Separate quality assurance mechanisms and imbalanced funding mechanisms lead to the trade-off between scholarly Research and excellent teaching in higher education institutions. This problem could be addressed by exploring strategies to link Research and teaching, in order to benefit each other. This proposal aims to take current Research activities into this process further and, in particular, to test the implementation of the model developed as part of a previous project titled ReKnowiT-Phase I funded last year. School of Construction and Property Management (SCPM) will be selected for the model implementation. In attempting to replicate the findings and to extend the scope beyond the Built Environment, the proposed Research further aims tot conduct three additional case studies within three different schools from different faculties of the University of Salford, aimed at developing and validating a more generic set of principles relating to the transfer of Research Knowledge into teaching.
John Morton - One of the best experts on this subject based on the ideXlab platform.
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The innovation trajectory of sleeping sickness control in Uganda: Research Knowledge in its context (Discussion Paper 08)
2010Co-Authors: John MortonAbstract:This paper documents the way in which the "Stamp Out Sleeping Sickness" (SOS) Campaign in Uganda made use of Research Knowledge to have large-scale impact on the livelihoods and health of rural people in its target area. The SOS campaign mobilised private and public resources to control the deadly disease of human sleeping sickness, using mass treatment of cattle to destroy trypanosomes, the parasites that cause human sleeping sickness but also live in cattle, and insecticidal spraying of cattle to control the tsetse flies that are vectors of both human sleeping sickness and the related disease of trypanosomiasis in cattle. The Research Knowledge used to create the SOS campaign was communicated through a variety of formal and informal channels, within a web of institutional and personal connections between the main actors. This paper provides a detailed description of the SOS Campaign in order to consider the complex ways in which Research Knowledge can be put to policy use, and the complex factors that facilitate or encourage that process.
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The innovation trajectory of sleeping sickness control in Uganda: Research Knowledge in its context
2010Co-Authors: John MortonAbstract:This paper documents the way in which the “Stamp Out Sleeping Sickness” (SOS) Campaign in Uganda made use of Research Knowledge to have large-scale impact on the livelihoods and health of rural people in its target area. The SOS campaign mobilised private and public resources to control the deadly disease of human sleeping sickness, using mass treatment of cattle to destroy trypanosomes, the parasites that cause human sleeping sickness but also live in cattle, and insecticidal spraying of cattle to control the tsetse flies that are vectors of both human sleeping sickness and the related disease of trypanosomiasis in cattle. The Research Knowledge used to create the SOS campaign was communicated through a variety of formal and informal channels, within a web of institutional and personal connections between the main actors. This paper provides a detailed description of the SOS Campaign in order to consider the complex ways in which Research Knowledge can be put to policy use, and the complex factors that facilitate or encourage that process.
Sepani Senaratne - One of the best experts on this subject based on the ideXlab platform.
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Research Knowledge transfer into teaching in the built environment
Engineering Construction and Architectural Management, 2005Co-Authors: Sepani Senaratne, Mike Kagioglou, David Baldry, Ghassan Aouad, Dilanthi Amaratunga, Andy BowdenAbstract:Purpose – There is no automatic link between Research and teaching in higher education institutions. Hence, in order to achieve a productive relationship, these two activities need to be linked through effective mechanisms. The Research reported in this paper aims at identifying such strategies that are appropriate to a Research‐based department, in the built environment discipline.Design/methodology/approach – The paper identifies key issues related to this challenge through a literature review, and subsequently verifies those issues through an exploratory case study.Findings – The key finding from the study is that Research‐based departments are poor at transferring their Research Knowledge into teaching especially at undergraduate level. Even though there are informal strategies in existence, there is a strong need for formalising them. The paper utilises Knowledge transfer and learning literature to fully understand the process.Originality/value – Drawing from the findings, the study develops a framew...
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Research Knowledge into teaching in the UK Higher Education institutions
2004Co-Authors: Sepani Senaratne, Rdg Amaratunga, David Baldry, Ghassan Aouad, Mike KagioglouAbstract:The higher education system in the UK has significantly changed over the last decade due to a growing emphasis on student learning activities, quality assurance procedures and Research funding mechanisms. According to previous studies, there is no automatic link between Research and teaching. Thus, the link needs to be created to enhance staff productivity and student learning. This paper reports findings of the first phase of our Research study that aimed at developing guidelines on how to transfer Research Knowledge into teaching in higher education, in order to create such a productive relationship. The framework and guidelines that are presented in this paper were developed for the Built Environment sector through a literature survey and an exploratory study. The next phase of this Research will explore the implementation of this model across different disciplines through a series of case studies. The final outcome of the Research will be the development and validation of a more generic set of guidelines relating to the transfer of Research Knowledge into teaching.
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Transfer of Research Knowledge into teaching in the UK higher education institutions
2004Co-Authors: Sepani Senaratne, Rdg Amaratunga, Mike Kagioglou, David Baldry, Ghassan Aouad, A BowdenAbstract:The higher education system in the UK has significantly changed over the last decade due to a growing emphasis on student learning activities, quality assurance procedures and Research funding mechanisms. According to previous studies, there is no automatic link between Research and teaching. Thus, the link needs to be created to enhance staff productivity and student learning. This paper reports findings of the first phase of our Research study that aimed at developing guidelines on how to transfer Research Knowledge into teaching in higher education, in order to create such a productive relationship. The framework and guidelines that are presented in this paper were developed for the Built Environment sector through a literature survey and an exploratory study. The next phase of this Research will explore the implementation of this model across different disciplines through a series of case studies. The final outcome of the Research will be the development and validation of a more generic set of guidelines relating to the transfer of Research Knowledge into teaching.
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Transferring Research Knowledge into Teaching inThe Built Environment
2004Co-Authors: Sepani Senaratne, Mike Kagioglou, David Baldry, Dilanthi Amaratunga, Ghassan AouadAbstract:The link between Research and Teaching (R&T) has long been studied. Most Research concludes by saying that there is no explicit or automatic relationship between these two activities. Separate quality assurance mechanisms and imbalanced funding lead to a trade-off between scholarly Research and excellent teaching in higher education institutions. This problem could be addressed by exploring strategies to link Research and teaching, to the benefit of each other. As identified in previous Research this link is dependant on disciplines and few studies had attempted to explore the R&T link in the Built Environment (BE) discipline (for example, see Jenkins & Zetter, 2003). With diverse and multi-disciplinary subjects, the Built Environment is recognised as a fertile area to investigate this complex R&T relationship. The Research and Teaching link in this study is identified as a two-way process, for which the transfer of Research into teaching (RtoT) is recognised as more important for Research-based departments, where the emphasis is more on Research and less on teaching activities. In this context, this study introduces guidelines for Research-based departments in the BE on how to transfer Research Knowledge into teaching.
Ghassan Aouad - One of the best experts on this subject based on the ideXlab platform.
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Research Knowledge transfer into teaching in the built environment
Engineering Construction and Architectural Management, 2005Co-Authors: Sepani Senaratne, Mike Kagioglou, David Baldry, Ghassan Aouad, Dilanthi Amaratunga, Andy BowdenAbstract:Purpose – There is no automatic link between Research and teaching in higher education institutions. Hence, in order to achieve a productive relationship, these two activities need to be linked through effective mechanisms. The Research reported in this paper aims at identifying such strategies that are appropriate to a Research‐based department, in the built environment discipline.Design/methodology/approach – The paper identifies key issues related to this challenge through a literature review, and subsequently verifies those issues through an exploratory case study.Findings – The key finding from the study is that Research‐based departments are poor at transferring their Research Knowledge into teaching especially at undergraduate level. Even though there are informal strategies in existence, there is a strong need for formalising them. The paper utilises Knowledge transfer and learning literature to fully understand the process.Originality/value – Drawing from the findings, the study develops a framew...
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Transfer of Research Knowledge into teaching in the UK higher education institutions
2004Co-Authors: Sepani Senaratne, Rdg Amaratunga, Mike Kagioglou, David Baldry, Ghassan Aouad, A BowdenAbstract:The higher education system in the UK has significantly changed over the last decade due to a growing emphasis on student learning activities, quality assurance procedures and Research funding mechanisms. According to previous studies, there is no automatic link between Research and teaching. Thus, the link needs to be created to enhance staff productivity and student learning. This paper reports findings of the first phase of our Research study that aimed at developing guidelines on how to transfer Research Knowledge into teaching in higher education, in order to create such a productive relationship. The framework and guidelines that are presented in this paper were developed for the Built Environment sector through a literature survey and an exploratory study. The next phase of this Research will explore the implementation of this model across different disciplines through a series of case studies. The final outcome of the Research will be the development and validation of a more generic set of guidelines relating to the transfer of Research Knowledge into teaching.
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Research Knowledge into teaching in the UK Higher Education institutions
2004Co-Authors: Sepani Senaratne, Rdg Amaratunga, David Baldry, Ghassan Aouad, Mike KagioglouAbstract:The higher education system in the UK has significantly changed over the last decade due to a growing emphasis on student learning activities, quality assurance procedures and Research funding mechanisms. According to previous studies, there is no automatic link between Research and teaching. Thus, the link needs to be created to enhance staff productivity and student learning. This paper reports findings of the first phase of our Research study that aimed at developing guidelines on how to transfer Research Knowledge into teaching in higher education, in order to create such a productive relationship. The framework and guidelines that are presented in this paper were developed for the Built Environment sector through a literature survey and an exploratory study. The next phase of this Research will explore the implementation of this model across different disciplines through a series of case studies. The final outcome of the Research will be the development and validation of a more generic set of guidelines relating to the transfer of Research Knowledge into teaching.
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Transferring Research Knowledge into Teaching inThe Built Environment
2004Co-Authors: Sepani Senaratne, Mike Kagioglou, David Baldry, Dilanthi Amaratunga, Ghassan AouadAbstract:The link between Research and Teaching (R&T) has long been studied. Most Research concludes by saying that there is no explicit or automatic relationship between these two activities. Separate quality assurance mechanisms and imbalanced funding lead to a trade-off between scholarly Research and excellent teaching in higher education institutions. This problem could be addressed by exploring strategies to link Research and teaching, to the benefit of each other. As identified in previous Research this link is dependant on disciplines and few studies had attempted to explore the R&T link in the Built Environment (BE) discipline (for example, see Jenkins & Zetter, 2003). With diverse and multi-disciplinary subjects, the Built Environment is recognised as a fertile area to investigate this complex R&T relationship. The Research and Teaching link in this study is identified as a two-way process, for which the transfer of Research into teaching (RtoT) is recognised as more important for Research-based departments, where the emphasis is more on Research and less on teaching activities. In this context, this study introduces guidelines for Research-based departments in the BE on how to transfer Research Knowledge into teaching.
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ReKnowiT (Research Knowledge into Teaching)
2003Co-Authors: Rdg Amaratunga, Mike Kagioglou, David Baldry, Ghassan Aouad, A BowdenAbstract:The link between Research and Teaching (R&T) has long been studied. Most studies conclude to say that there is no explicit link or automatic relationship between these two activities (Hattie & Marsh, 1996). Separate quality assurance mechanisms and imbalanced funding mechanisms lead to the trade-off between scholarly Research and excellent teaching in higher education institutions. This problem could be addressed by exploring strategies to link Research and teaching, in order to benefit each other. This proposal aims to take current Research activities into this process further and, in particular, to test the implementation of the model developed as part of a previous project titled ReKnowiT-Phase I funded last year. School of Construction and Property Management (SCPM) will be selected for the model implementation. In attempting to replicate the findings and to extend the scope beyond the Built Environment, the proposed Research further aims tot conduct three additional case studies within three different schools from different faculties of the University of Salford, aimed at developing and validating a more generic set of principles relating to the transfer of Research Knowledge into teaching.
