David Roberts

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David Roberts is an author.

Publications

Only those publications related to wikis are shown here.
Title Keyword(s) Published in Language DateThis property is a special property in this wiki. Abstract R C
Semantic tagging of and semantic enhancements to systematics papers: ZooKeys working examples Semantic tagging
Semantic enhancements
Systematics
Taxonomy
ZooKeys English June 2010 The concept of semantic tagging and its potential for semantic enhancements to taxonomic papers is outlined and illustrated by four exemplar papers published in the present issue of ZooKeys. The four papers were created in different ways: (i) written in Microsoft Word and submitted as non-tagged manuscript (doi: 10.3897/zookeys.50.504); (ii) generated from Scratchpads and submitted as XML-tagged manuscripts (doi: 10.3897/zookeys.50.505 and doi: 10.3897/zookeys.50.506); (iii) generated from an author’s database (doi: 10.3897/zookeys.50.485) and submitted as XML-tagged manuscript. XML tagging and semantic enhancements were implemented during the editorial process of ZooKeys using the Pensoft Mark Up Tool (PMT), specially designed for this purpose. The XML schema used was TaxPub, an extension to the Document Type Definitions (DTD) of the US National Library of Medicine Journal Archiving and Interchange Tag Suite (NLM). The following innovative methods of tagging, layout, publishing and disseminating the content were tested and implemented within the ZooKeys editorial workflow: (1) highly automated, fine-grained XML tagging based on TaxPub; (2) final XML output of the paper validated against the NLM DTD for archiving in PubMedCentral; (3) bibliographic metadata embedded in the PDF through XMP (Extensible Metadata Platform); (4) PDF uploaded after publication to the Biodiversity Heritage Library (BHL); (5) taxon treatments supplied through XML to Plazi; (6) semantically enhanced HTML version of the paper encompassing numerous internal and external links and linkouts, such as: (i) vizualisation of main tag elements within the text (e.g., taxon names, taxon treatments, localities, etc.); (ii) internal cross-linking between paper sections, citations, references, tables, and figures; (iii) mapping of localities listed in the whole paper or within separate taxon treatments; (v) taxon names autotagged, dynamically mapped and linked through the Pensoft Taxon Profile (PTP) to large international database services and indexers such as Global Biodiversity Information Facility (GBIF), National Center for Biotechnology Information (NCBI), Barcode of Life (BOLD), Encyclopedia of Life (EOL), ZooBank, Wikipedia, Wikispecies, Wikimedia, and others; (vi) GenBank accession numbers autotagged and linked to NCBI; (vii) external links of taxon names to references in PubMed, Google Scholar, Biodiversity Heritage Library and other sources. With the launching of the working example, ZooKeys becomes the first taxonomic journal to provide a complete XML-based editorial, publication and dissemination workflow implemented as a routine and cost-efficient practice. It is anticipated that XML-based workflow will also soon be implemented in botany through PhytoKeys, a forthcoming partner journal of ZooKeys. The semantic markup and enhancements are expected to greatly extend and accelerate the way taxonomic information is published, disseminated and used. 0 1
Social, usability and pedagogical factors influencing students' learning experiences with wikis and blogs Blog collaborative learning
Computer mediated communications
On-line communities
Personal journal
Virtual teams
Wiki
Pragmatics and Cognition English 2008 With a variety of technology-enabled tools and environments to choose from, it is increasingly difficult for educators to ascertain the factors that influence the quality of the students' learning experience and hence make appropriate choices for the use of technology. In this paper, we discuss the role of two technologies - wikis and blogs - in teaching and learning. We provide case studies of two courses at the Open Umiversity, UK and empirical evidence of students' experiences, perceptions, and expectations on these courses. We discuss the context of these courses and the usage of these technologies: The pedagogical underpinnings and the rationale for introducing these technologies; the intended learning outcomes from the usage of these tools; and the extent to which the activities based around these tools have enabled the intended learning and facilitated the learning process. We report on the social, usability, and pedagogical factors that have influenced the quality of students' learning experience. The research reported in this paper aims to provide guidance to course designers and educators for choosing tools, particularly wikis and blogs, for their contexts and for creating value and generating a positive student experience to engender student satisfaction and retention. 0 0
Using wikis to simulate distributed requirements development in a software engineering course Collaborative learning
Requirements engineering
Software engineering education
Virtual teams
Wiki
International Journal of Engineering Education English 2008 Software development activities are increasingly being conducted collaboratively across multiple time zones and multiple teams. This creates challenges in building shared values and trust, and in coping with asynchronous collaboration and communication. In response to these trends, tools such as wikis, blogs, web portals and groupware are being integrated in development processes to enhance the productivity and effectiveness of teams. To enable students to meet these challenges, there is a need to use technology in software engineering education to simulate authentic structures of work practices. Use of collaborative and discourse tools will provide students with the experiences of communicating and negotiating with diverse stakeholders with different views and backgrounds. It will also enable the development of transferable skills for working with community tools in the industry. As with most software design and development processes, Requirements Engineering (RE) is increasingly being conducted in distributed environments. Wikis are being used to provide a platform for asynchronous collaboration for participative requirements development. In a post-graduate RE part-time distance-learning course at the Open University in the UK, we have introduced wiki activities in the course to provide students with the opportunity to engage in small-group collaboration to emulate RE practice. In this paper, we discuss the nature of the RE process, the usage of wikis in RE practice, and the challenges of introducing collaborative-work and wikis on the RE course at the Open University and our solutions. We will draw on empirical evidence to discuss effectiveness of wiki in collaborative learning of the RE processes. 0 0