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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 (KG) 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 and present a comprehensive analysis of requirements for an Open Research Knowledge Graph (ORKG) by (a) collecting and reviewing 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. [ABSTRACT FROM AUTHOR]

With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners' actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory study and the objective characteristics of the selected videos. We aim to understand the potential motives for why participants pause educational videos while watching such videos online. Our analyses revealed that perceived difficulties in comprehension and meaningful structural breakpoints in the videos were associated with increased pausing behavior. In contrast, pausing behavior was not associated with the videos' formal structural features highlighted in the video platform. Implications of these findings and the potentials of our methodological approach for theory and practice are discussed. • The study investigated viewers' motives to pause educational online videos. • Data from three different sources was triangulated. • Natural pausing behavior was associated with videos' content characteristics. • External structural cues were not associated with natural pausing behavior. [ABSTRACT FROM AUTHOR]

Finding a suitable open access journal to publish academic work is a complex task: Researchers have to navigate a constantly growing number of journals, institutional agreements with publishers, funders' conditions and the risk of predatory publishers. To help with these challenges, we introduce a web-based journal recommendation system called B!SON. A systematic requirements analysis was conducted in the form of a survey. The developed tool suggests open access journals based on title, abstract and references provided by the user. The recommendations are built on open data, publisher-independent and work across domains and languages. Transparency is provided by its open source nature, an open application programming interface (API) and by specifying which matches the shown recommendations are based on. The recommendation quality has been evaluated using two different evaluation techniques, including several new recommendation methods. We were able to improve the results from our previous paper with a pre-trained transformer model. The beta version of the tool received positive feedback from the community and in several test sessions. We developed a recommendation system for open access journals to help researchers find a suitable journal. The open tool has been extensively tested, and we found possible improvements for our current recommendation technique. Development by two German academic libraries ensures the longevity and sustainability of the system. [ABSTRACT FROM AUTHOR]

The automatic semantic structuring of scientific text allows for more efficient reading of research articles and is an important indexing step for academic search engines. Sequential sentence classification is an essential structuring task and targets the categorisation of sentences based on their content and context. However, the potential of transfer learning for sentence classification across different scientific domains and text types, such as full papers and abstracts, has not yet been explored in prior work. In this paper, we present a systematic analysis of transfer learning for scientific sequential sentence classification. For this purpose, we derive seven research questions and present several contributions to address them: (1) We suggest a novel uniform deep learning architecture and multi-task learning for cross-domain sequential sentence classification in scientific text. (2) We tailor two transfer learning methods to deal with the given task, namely sequential transfer learning and multi-task learning. (3) We compare the results of the two best models using qualitative examples in a case study. (4) We provide an approach for the semi-automatic identification of semantically related classes across annotation schemes and analyse the results for four annotation schemes. The clusters and underlying semantic vectors are validated using k-means clustering. (5) Our comprehensive experimental results indicate that when using the proposed multi-task learning architecture, models trained on datasets from different scientific domains benefit from one another. Our approach significantly outperforms state of the art on full paper datasets while being on par for datasets consisting of abstracts. [ABSTRACT FROM AUTHOR]

Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions. Practitioner notesWhat is already known about this topic Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.Assessment tools have been developed in different educational domains for teaching practice.Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.What does the paper add Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.Implications for practice and/or policy Learning analytics can enhance the eliciting of students' conceptions.Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions. [ABSTRACT FROM AUTHOR]

In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students' usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th graders in a web-based learning platform called I 3 Learn. The platform focuses on chemistry learning, and UDL principles guide its design. We collected the temporal usage patterns of UDL-guided elements of 384 learners in detailed log files. The collected data includes the time spent using video and/or text as a source of information, working on learning tasks with or without help and working on self-assessments. We used Exploratory Factor Analysis (EFA) to identify relevant factors in the observed usage behaviors. Based on the factor loadings, we extracted features for k-means clustering and named the resulting groups based on their usage patterns and learner characteristics. The EFA revealed four factors suggesting that learners remain consistent in selecting UDL-guided elements that require a decision (video or text, tasks with or without help). Based on these four factors, the cluster analysis identifies six different groups. We discuss these results as a starting point to provide individualized learning support through further artificial intelligence applications and inform educators about learner activity through a dashboard. • This exploratory study examines how learners use a web-based learning platform, explicitly focusing on their interactions with text, video, and tasks, both with and without help, and using self-assessments. • Exploratory Factor Analysis reveals that learners typically make an initial choice regarding their preferred learning resource type (such as text or video) and maintain this decision during a learning session. • K-means clustering is used to identify coherent groups in the users of the learning platform, revealing six distinct clusters; a unique differentiation in observed usage behavior and learner characteristics sets each apart. [ABSTRACT FROM AUTHOR]