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This chapter presents the adaptive group formation and/or peer help technique implemented by various systems so far, and particularly, by web-based adaptive educational hypermedia systems (AEHSs). At first, some concepts about group formation and peer help are described, and a general description of the MATHEMA is made. Subsequently, the overview of the adaptive group formation considers extensively how several systems have implemented this technique so far. A comparative study of the presented systems with the MATHEMA is performed and conclusions are drawn. The systems that implement the adaptive group formation and/or peer help technique are the (M)CSCL, AELS, and AEHSs. In presentation of the adaptive grouping algorithm of the MATHEMA, the following are described: (1) how the priority list is created; (2) how the learners are supported in selecting their most suitable partner; (3) how the negotiation protocol works; and (4) how the peer groups are automatically linked up for a collaboration agreement using a peer-to-peer communication tool.

Most of the methodologies for the solution of state-space models are based on the Kalman Filter algorithm (Kalman, 1960), developed for the solution of linear, dynamic state-space models. The most straightforward extension to nonlinear systems is the Extended Kalman Filter (EKF). The Limiting EKF (LimEKF) is a new algorithm that obviates the need to compute the Kalman gain matrix on-line, as it can be calculated off-line from pre-computed gain matrices. In this research, several different strategies for the construction of the gain matrices are presented: e.g. average of previously computed matrices per interval per demand level and average of previously computed matrices per interval independent of demand level. Two case studies are presented to investigate the performance of the LimEKF under the different assumptions. In the first case study, a detailed experimental design was developed and a large number of simulation runs was performed in a synthetic network. The results suggest that indeed the LimEKF algorithm is robust and - while not requiring the explicit computation of the Kalman gain matrix, and thus having vastly superior computational properties - its accuracy is close to that of the “exact” EKF. In the second case study, a smaller number of scenarios is evaluated using a real-world, large-scale network in Stockholm, Sweden, with similarly encouraging results. Taking the average of various pre-computed Kalman Gain matrices possibly reduces the noise that creeps into the computation of the individual Kalman gain matrices, and this may be one of the key reasons for the good performance of the LimEKF (i.e. increased robustness).

This paper presents the learner-controlled adaptive group formation technique offered by the web-based adaptive educational hypermedia system MATHEMA. More specifically, this paper describes why we take into consideration the group effectiveness, concerning the concrete-abstract dimension of learners' learning style, in forming learner groups and how the adaptive group formation algorithm generates a priority list of possible matching candidate collaborators for a certain student, taking into account the abstract or concrete dimension of his/her learning style and his/her possible candidate collaborators' learning style and knowledge level on the current learning goal as well. Moreover, the paper describes how the algorithm supports the learners in selecting the most suitable collaborator, and how it automatically links them up via a chat tool with the aim of negotiating a collaboration agreement. An evaluation of the adaptive group formation of our system indicated that it is usable and useful enough tool for collaborative learning. © 2014, IGI Global. All rights reserved.

Treatment and survival for patients with lung cancer vary between and within countries. We have undertaken a multifaceted study of a clinical dataset of 635 patients, to see if clinician treatment decisions were being made consistently and in accordance with the appropriate Scottish Intercollegiate Guidelines Network (SIGN) document. Subsequently, we created a dataset of 117 patients who should have undergone surgery according to the SIGN guideline. As analyses of this dataset did not provide clear distinctions between the main treatment groups, a clinician reviewed the case notes and dataset, checking for inconsistencies. The revised dataset was processed by a decision tree algorithm which suggests clinically plausible decisions. Further, statistical analyses compared the 54 patients offered surgery with the 52 who were not. These analyses suggest that there are significant differences: the most discriminating feature is significant co-morbidity ( p < 0.001). The article concludes with suggestions for how future guidelines might be enhanced.

This paper presents a six-year study of the use of computers in a Greek primary school, based on the premise that, in contrast to current technocentric views regarding the use of information technology in the Greek educational system, computers can be used as tools for self-enhancement. The aim of the school project was to infuse a child-centred pedagogy, through the learning of Logo programming, into the whole of the school's society, i.e. all children and all teachers. Within this context, we have identified and explored how children may learn programming through a process of forming ‘naive’ or locally applicable theorems concerning key programming ideas such as the use of primitives, structuring a problem by means of writing procedures, and constructing and working with generalised notional objects by means of defining procedures with variable inputs. We discuss the emerging interrelated educational and technological aspects concerning this kind of learning, and then set these against the challenge to exploit the developing technology further in order to design expressive media of increasing flexibility and power, and to focus on specific learning domains.

This paper describes the learning facilities and adaptation techniques offered by the Webbased adaptive educational hypermedia system called MATHEMA. The general aim of the MATHEMA is to support senior high school learners or novices of higher education, through an interactive and constructivist educational material, in learning Physics (electromagnetism) individually and/or collaboratively, and overcoming their possible misconceptions and learning difficulties. In general, the MATHEMA is a learning system that dynamically generates courses in electromagnetism according to learners' learning goal, knowledge level on each main concept, knowledge level on each learning goal, learning style, abstract or concrete dimension of learning style, Web experience, preference for visual and/or verbal feedback, and preference for the kind of navigation. The MATHEMA supports the following adaptive and intelligent techniques: curriculum sequencing, adaptive presentation, adaptive and meta-adaptive navigation support, interactive problem solving support, and adaptive group formation and peer help. An experimental study with senior high school learners indicated that they improve their knowledge levels when studying through the MATHEMA. © Common Ground, Alexandros Papadimitriou, Georgios Gyftodimos, Maria Grigoriadou.

This paper describes the interactive problem solving support offered by our adaptive educational hypermedia system called MATHEMA. The general goal of the MATHEMA is the support of senior high school students or the beginners of higher education, through an interactive and constructivist environment, in learning physics (electromagnetism) individually and/or collaboratively, and to overcome their possible misconceptions and learning difficulties. Initially, a review of related work about the implemented AEHS/ITS and the didactic design principles of the MATHEMA are presented. Through the interactive problem solving, the system supports the students in solving electromagnetism problems, individually and/or collaboratively, by following an activity that is based on the experimentation with simulations, explorations, guided discovery, and collaboration didactic approaches. An experimental study with senior high school students showed that they improve their performances when following this activity. A questionnaire that we gave to the students to express their opinion about our system helped us to improve the quality of the courses. © 2009 IEEE.

In this paper we describe the Web-based adaptive educational hypermedia system called MATHEMA. In general, the MATHEMA is a learning system that dynamically generates courses in electromagnetism according to students’ learning goal, knowledge level, performance, learning style, abstract or concrete dimension of learning style, preference for visual and/or verbal feedback, preference for the kind of navigation, and preference of using or not the navigation guidance. The MATHEMA supports the following adaptive and intelligent techniques: curriculum sequencing, adaptive presentation, adaptive navigation support, interactive problem solving support, and adaptive group formation and peer help. Also, the MATHEMA supports meta-adaptation in the navigation of learners.

This paper describes the didactic strategies and the educational material offered by the adaptive educational hypermedia system MATHEMA. The general aim of the MATHEMA is the support of senior high school students, through an interactive and constructivist environment, to learn physics (electromagnetism) individually and/or collaboratively, and to overcome their possible misconceptions and learning difficulties as well. A primary principle of individualized learning is that no single didactic strategy is the best for all students. As a consequence, students will be able to achieve learning goals more efficiently when pedagogical procedures are adapted to their individual differences. The learning style describes individual differences in learning. In order to support multiple didactic strategies taking into account the students' learning style, we chose Kolb's Experiential Learning Theory and we adopted the following didactic approaches in the MATHEMA: presentation of theory and examples, questions on video simulations, exercise solving, and problem solving by using experimentation through simulations, explorations, guided discovery, and collaboration in pairs. Didactic approaches and educational material are adapted by the MATHEMA to the students according to their learning style. An experimental study with senior high school students indicated that they improve their performances when studying through the MATHEMA. © Common Ground, Alexandros Papadimitriou, Maria Grigoriadou, Georgios Gyftodimos.

Knowledge management has received great and ongoing attention during the last decades. The amount of knowledge and the interest for knowledge exploitation has been the spark for numerous attempts and proposals concerning knowledge representation, storage, usage, querying, acquisition and deduction. Ontologies offer an intuitive and expressive tool for these objectives. In this paper we propose an integrative approach and we present a software tool architecture that supports dynamic knowledge representation and exploration in a simple yet expressive manner, offering advanced querying and navigation abilities supporting the goal of knowledge exploitation and development, without presupposing deep modeling experience.

Knowledge Management has received great and ongoing attention during the last decades. The amount of knowledge and the interest for knowledge exploitation has been the spark for numerous attempts and proposals concerning knowledge representation, storage, usage, querying, acquisition and deduction. Ontologies offer an intuitive and expressive tool for these objectives. In this paper we propose an integrative approach and we present a software tool architecture that supports dynamic knowledge representation and exploration in a simple yet expressive manner, offering advanced querying and navigation abilities supporting the goal of knowledge exploitation and development, without presupposing deep modeling experience.

Dysgerminoma is a rare, highly radiosensitive, malignant germ cell tumor occurring in young females. At Radiumhemmet, Stockholm, Sweden, from 1927 to 1984, 60 patients with histologically confirmed pure dysgerminoma were treated. Primary treatment was surgery followed by radiotherapy. Recurrences were irradiated. The mean age was 23.2 years. Sixty-seven percent were in International Federation of Gynecology and Obstetrics (FIGO) Stage I, 6% Stage II, 22% Stage III, 3% Stage IV, and 2% were not staged. The median follow-up time was 19 years (range, 1-53). Generally, women with Stage IA disease had unilateral oophorectomy and unilateral external irradiation. Fourteen have borne 22 children after treatment. Seventeen women in the series have died, 11 from dysgerminoma. Actuarial survival, only counting deaths from dysgerminoma, was 83% at 5 years. No patient has died of dysgerminoma since 1963 when radiotherapy with megavoltage x-rays was introduced. The authors consider external irradiation to be an effective treatment as a complement to surgery in dysgerminoma of the ovary.

This paper introduces Higher-Order Bayesian Networks, a probabilistic reasoning formalism which combines the efficient reasoning mechanisms of Bayesian Networks with the expressive power of higher-order logics. We discuss how the proposed graphical model is used in order to define a probability distribution semantics over particular families of higher-order terms. We give an example of the application of our method on the Mutagenesis domain, a popular dataset from the Inductive Logic Programming community, showing how we employ probabilistic inference and model learning for the construction of a probabilistic classifier based on Higher-Order Bayesian Networks.

Internet based teaching is well established under various contexts. WWW based virtual interactive books are used for this purpose. Using WWW browsers students can study such books locally or remotely. Enhanced by Java TM applets, such books provide an interactive as well as a traditional approach to learning. Examples and exercises implemented as applets cater for both observation and exploration. Such a book, addressing the topic of data structures, is being developed as a teaching aid for a first year Computer Science students. Theory is presented in a hyperlinked textual form thus realising cross references, while examples and exercises are visualised as interactive Java TM applets.

Distributed software systems need to evolve according to the ever-changing requirements on which they were built. Software systems' tailorability can be achieved in terms of component software. Atoms and molecules the basic constructs of the ATOMA framework are the building blocks for distributed tailorable component-based software systems. These constructs can be considered as independent agents, that communicate in terms of unanticipated, connections that are established at runtime, thus forming agent communities. System tailorability can take place at two levels. In high level tailorability whole parts of the functionality of a system, represented as agents, can be altered in order to provide new functionality. At a lower level, the tailorability of an agent itself that is the tailorability of its functionality, is achieved through a flexible service mapping implementation for rule-based method invocation.