·Yanyan Li,Ronghuai Huang,Topic-Centered Adaptive Curriculum for E-Learning, Lecture Notes in Computer Science

Abstract: This paper proposes an approach to dynamically compose an adaptive curriculum for e-learning based on a topic-centered resource space. By exploiting the semantic relationships that characterize learning objects (LOs) and learner profile, the approach dynamically selects, sequences, and links learning resources into a coherent,individualized curriculum to address learners’ focused learning needs. We developed an active learning system with semantic support for learners to access and navigate through learning resources in an efficient and personalized manner, while providing facilities for instructors to manipulate the structured learning resources via a convenient visual interface.

·Yanyan Li,Ronghuai Huang,Semantic-Based Thematic Search for Personalized E-Learning, Lecture Notes in Computer Science

Abstract:This paper describes one solution to the problem of how to collect, organize, and select Web learning resources into a coherent, focused organization for instruction to address learners’ immediate and focused learning needs. By exploiting the semantic relationships that characterize learning resources and learner profile, the proposed semantic-based thematic approach supports both semantic querying and conceptual navigation of learning resources pertaining to specific topics. A system has been developed and deployed within an academic setting, enabling learners to organize, search, and share the learning resources in a flexible and personalized manner.

Huang, R., Liu, H., & Zhu, L. (2005). A Research Toward Collaborative Knowledge Building Through Interaction Analysis. Open Education Resaerch, Vol.11, No.2, P31-37, 2005. (CSSCI). (PDF in Chinese)

Abstract: Computer-Supported Cooperative Learning studies the process of collaborative knowledge building and how to design tools to support this process. Share, argumentation, negotiation, creation, reflection, affective communication are the foundation for realizing collaborative knowledge building. Interaction analysis is the main method, by which the essence and the rules of collaborative knowledge building in CSCL can be grasped. The method of interaction analysis is mainly used in four different aspects: the change of group or individual knowledge structure, the forming of group members' relationship network, the interaction structure, the degree of collaborative knowledge building. Finally, the paper analyzed a case in which interaction analysis was applied to evaluate the degree of collaborative knowledge building.

Huang, R., & Zheng, L. (2005). The Structure of Tacit Knowledge on Personal Development. Open Education Resaerch, Vol.11, No.2, P26-30, 2005. (CSSCI). (PDF in Chinese)

Abstract: Why some people have excellent academic aptitude, but they are failed in career, while other people who are common in school are excellence in career. Apparently, one's success is related to many factors such as opportunity, intelligence, knowledge, personality, value point, value outlook, outlook on life etc., and then what factors are immediately related to one's success? Some researches have shown that IQ is one aspect of influencing people's success in work. Then how to give a comprehensive description of the factors that influencing personal development? This paper presents a viewpoint that tacit knowledge is a crucial approach to describe factors of personal development, and then proposes a framework of tacit knowledge concerning personal development by integrating Sternberg's theory of Successful Intelligence and Polanyi's theory of Tacit Knowledge.

Zheng, Y., Huang, R., Zhan, X., & Zhou, C. (2005). Dynamic Fuzzy Clustering Method Based on Genetic Algorithm. Journal of Beijing University of Posts and Telecommunication, Vol.28, No.1, P75-78, 2005. (PDF in Chinese)

Abstract: A dynamic fuzzy clustering method is presented based on the genetic algorithm. By calculating the fuzzy sim ilarity between samples the essential associations among samples are modeled factually. The fuzzy similarity between two samples is mapped in to their Euclidean distance, that is, the high dimen sional samles are mapped in to the two dim ensional plane. The mapping is optimized globally by the genetic algorithm , which adjusts the coordinates of each sample, and thus the Euclidean distance, to approximate to the fuzzy similarity between samples gradually. A key advan tage of the proposed method is that the clustering is independent of the space distribution of input samples, which improves the flexibility and visualization. This method possesses characteristics of faster convergence rate and more exact clustering result s than some typical clustering algorithms. Simu lated experiments show the feasibility and availab ility of the proposed method.

Zhao, G., Huang, R., & Lu, Z. (2005). Theory and Methodlogy of Knowledge Visualization. Open Education Resaerch, Vol.11, No.1, P23-27, 2005. (CSSCI). (PDF in Chinese)

Abstract: The paper analyzed the origin of KV (abbr. of Knowledge visualization) and difference between KV from data visualization and information visualization first. Then, It introduced Dual Coding Theory, which might be the theoretical basis of KV, and explored the essence of KV from the perspective of knowledge artifact. After that, talked over the relationship of KV, educational technology, knowledge engineering. Finally, a research framework of knowledge visualization and some available methods were introduced.

Jiang, X., Zheng, L., & Huang, R. (2005). The Research on Tacit knowledge and Its Category. Open Education Resaerch, Vol.11, No.1, P28-31, 2005. (CSSCI). (PDF in Chinese)

Abstract: This article began with different view on the concept and category of tacit knowledge of different scholar, then we classified tacit knowledge by the "Information-Knowledge-Intelligence" uniform theory of professor Zhong Yixin, that is tacit knowledge based on body, tacit knowledge based on , tacit knowledge based on individual's matacognition and tacit knowledge based on culture. This category method reflect our perspective of tacit knowledge of individual. We believe it will be one category of multitudinous categories of tacit knowledge of individual.

Huang, R., & Zheng, L. (2004). Tacit Knowledge and Its Related Research. Open Education Resaerch, Vol.10, No.6, P49-52, 2004. (CSSCI). (PDF in Chinese)

Abstract: This paper mainly explored different perspective on tacit knowledge concept and its related research in different fields such as philosophy, psychology, management science, pedagogy and computer science etc, then we analyzed the relationship of related research, meanwhile we proposed the main research orientation of tacit knowledge.