Hawaii International Conference on System Sciences

The detection of deception is a promising but challenging task. A systematic discussion of automated Linguistics Based Cues (LBC) to deception has rarely been touched before. The experiment studied the effectiveness of automated LBC in the context of text-based asynchronous computer mediated communication (TA-CMC). Twentyseven cues either extracted from the prior research or created for this study were clustered into nine linguistics constructs: quantity, diversity, complexity, specificity, expressivity, informality, affect, uncertainty, and nonimmediacy. A test of the selected LBC in a simulated TA-CMC experiment showed that: (1) a systematic analysis of linguistic information could be useful in the detection of deception; (2) some existing LBC were effective as expected, while some others turned out in the opposite direction to the prediction of the prior research; and (3) some newly discovered linguistic constructs and their component LBC were helpful in differentiating deception from truth.

http://www.iula.upf.edu/materials/050603vazquez.pdf

Automating Linguistics-Based Cues for detecting deception in text-based asynchronous computer-mediated communication

The letter and/or sound combinations that make up a human language are limited by the human's ability to pronounce tnese sounds° Therefore, the standard library search, which as a rule looks for all possible combinations of letters to find a word, is wasteful. Certain letters simply cannot be followed by certain other letters and a search for them is senseless. Following this same line of reasoning, letters very frequently occur in the combinations that are germane to the particular language. The growing amount of alphanumeric information presently being stored on magnetic tape presents increasingly difficult problems in both the number of tape reels used and the time necessary to search this mass of information in order to extract pertinent literature. At the present time most of this literature on tape utilizes the standard IBM 6-bit code to express alphanumeric symbols. ~t is entirely feasible to record standard English literature on tape -be it professional abstracts or novels -using only approximately two-thirds of the binary bits utilized to represent the same piece of written material in the conventional code. This can be accomplished by setting up, in a 9-bit code, the 400-odd letter combinations occurring most frequently. A 9-bit representation allows the programmer to set up as many as 512 symbols, thus leaving sufficient leeway to assign symbols to the most frequentlyused words, mathematical symbols, professional expressions, that are expected to be encountered in the literature to be recorded. In addition, these relatively short 9-bit symbols can be assigned to all key words that it may be necessary to look for later, thereby accelerating any future library search.

Information storage and retrieval

Overview. Document and Query Forms. Query Structures. The Matching Process. Text Analysis. User Profiles and Their Use. Multiple Reference Point Systems. Retrieval Effectiveness Measures. Effectiveness Improvement Techniques. Alternative Retrieval Techniques. Output Presentation. Document Access. The Ectosystem and Policy Issues. Appendices. Glossary. Index.

Information Storage and Retrieval

One critical issue arising in the educational use of collaborative learning concerns the teacher's difficulty in evaluating the contribution and participation of each student in group-work. This article aims to illustrate and discuss a methodology that enables evaluation of the collaborative learning process based on co-writing in a wiki environment. After considering the effectiveness of co-writing as a strategy of collaborative learning, the article will highlight issues regarding methods for evaluating each student's contribution to the collaborative process and to the group's overall action. A solution will be proposed to address the problem. It is based upon the elaboration of information traced automatically by wiki, employing survey grids and formulae developed ad hoc to calculate participation and contribution indexes. These tools will be illustrated together with their application in two university courses. Results demonstrate the added value given by the proposed approach to the evaluation process of co-writing. However, these findings also highlight critical issues and some possible remedies for the lack of specific wiki functions to automatically extract information required for quantitative analysis of the actions taken by members of the learning group.

Using a Wiki to Evaluate Individual Contribution to a Collaborative Learning Project

Ontology is a crucial component in knowledge management and organizational learning. Despite the widespread ontology-related research and applications, developing domain ontologies remains a challenging issue. Ontology development for underdeveloped domains, which have no structural resources in existence, becomes even more difficult and time-consuming. In this paper, we propose a rapid ontology development (ROD) methodology that can be used to build ontology for underdeveloped domains. It consists of four processes: domain analysis, document and language processing, statistical analysis and extraction, and collaborative mapping. On the one hand, ROD intends to make the development process more efficient so that domain concepts and relations can be automatically discovered from large-scale semi-structured and/or unstructured textual resources. On the other hand, it requires domain experts' involvement as is heeded with the assistance of a customizable collaborative system. The approach has been assessed using community development domain. In addition to the expected results, we have also made some hew observations from the experiment. We believe that ROD can also be applied to established domains.

/pdf/rod-toward-rapid-ontology-development-for-underdeveloped-7ppzc9yuoh.pdf

ROD - toward rapid ontology development for underdeveloped domains

Addresses the need for automated facilitation to buttress facilitation efforts in managing behavior in a virtual environment. It is within this environment that we need to concentrate our efforts, as the nature of virtual work brings added challenges to successful facilitation. We propose the concept of embedded facilitation, in which we implant intelligent agent-based behavioral indicators into group support systems (GSSs) to serve as the "eyes and ears" of the facilitator, and where, based on these indicators, either automated repeatable processes are launched or thinkLets are suggested to the facilitator from which to select and launch processes. We suggest that embedded facilitation would reduce the need for the facilitator to fully understand intervention techniques. It is our contention that, in embedding facilitation, the use of GSSs could be made scalable and dramatically alter the way in which virtual teams interact.

/pdf/embedding-facilitation-in-group-support-systems-to-manage-414dmkgdih.pdf

Embedding facilitation in group support systems to manage distributed group behavior

This paper summarizes three field experiments involving distributed collaborative writing in traditional educational settings creating a hybrid form of distributed education. One finding shows that specialized collaborative tools allowed for parallel work, group awareness, and coordination, providing substantial advantages over traditional word processors in distributed collaborative writing. However, it was also found that advanced collaborative writing tools alone did not provide optimal results in distributed collaborative writing groups; such groups also needed high levels of process structure, which can be delivered through carefully constructed scripts. Moreover, it was found that introducing face-to-face meetings in distributed collaborative writing work did not necessarily provide advantages over work that was performed in all-distributed settings. Given these findings, this paper concludes by discussing the contributions, implications, limitations, and future research possibilities for hybrid distributed education are discussed.

Creating hybrid distributed learning environments by implementing distributed collaborative writing in traditional educational settings

The Internet has made the transfer of knowledge of successful community development programs and processes possible by allowing practitioners to connect through computer-mediated-communications such as Web pages, email, chat rooms and groupware. However, because community development needs are specific to each community, it becomes difficult to design programs to solve the problem, despite the availability of funds, which is one of the problems of enduring poverty and distress. We propose that one of the ways to alleviate the burden of knowledge transfer among practitioners is to build a large repository of community development practices and practitioner knowledge using video or automated slide shows and an intelligent agent question/answering system to simulate a conversation between a practitioner seeking information and a practitioner sharing information. Such a system could provide the information seeking practitioner with the perception of dealing with one or more knowledgeable experts without having to actually interact, expediting the transfer of knowledge when the practitioner actually needs it.

Advanced question and answering systems for community development

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ROD - toward rapid ontology development for underdeveloped domains

Embedding facilitation in group support systems to manage distributed group behavior

Creating hybrid distributed learning environments by implementing distributed collaborative writing in traditional educational settings

Advanced question and answering systems for community development