Doctor of Philosophy (PhD), Wright State University, 2015, Computer Science and Engineering PhD

Web 2.0 (social media) provides a natural platform for dynamic emergence of citizen (as) sensor communities, where the citizens generate content for sharing information and engaging in discussions. Such a citizen sensor community (CSC) has stated or implied goals that are helpful in the work of formal organizations, such as an emergency management unit, for prioritizing their response needs. This research addresses questions related to design of a cooperative system of organizations and citizens in CSC. Prior research by social scientists in a limited offline and online environment has provided a foundation for research on cooperative behavior challenges, including 'articulation' and 'awareness', but Web 2.0 supported CSC offers new challenges as well as opportunities. A CSC presents information overload for the organizational actors, especially in finding reliable information providers (for awareness), and finding actionable information from the data generated by citizens (for articulation). Also, we note three data level challenges: ambiguity in interpreting unconstrained natural language text, sparsity of user behaviors, and diversity of user demographics. Interdisciplinary research involving social and computer sciences is essential to address these socio-technical issues. I present a novel web information-processing framework, called the Identify-Match- Engage (IME) framework. IME allows operationalizing computation in design problems of awareness and articulation of the cooperative system between citizens and organizations, by addressing data problems of group engagement modeling and intent mining. The IME framework includes: a.) Identification of cooperation-assistive intent (seeking-offering) from short, unstructured messages using a classification model with declarative, social and contrast pattern knowledge, b.) Facilitation of coordination modeling using bipartite matching of complementary intent (seeking-offering), and c.) Identification of user group (open full item for complete abstract)

Committee: Amit Sheth Ph.D. (Committee Chair); Guozhu Dong Ph.D. (Committee Member); Patrick Meier Ph.D. (Committee Member); Srinivasan Parthasarathy Ph.D. (Committee Member); Valerie Shalin Ph.D. (Committee Member); Krishnaprasad Thirunarayan Ph.D. (Committee Member) Subjects: Computer Science; Information Systems

PhD, University of Cincinnati, 2011, Education, Criminal Justice, and Human Services: Educational Studies

Educational paradigm shifts call for 21st century learners to possess the knowledge, skills, abilities, values, and experiences associated with multiple forms of literacy in a participatory learning culture. Contemporary educational systems are slow to adapt. Outside of school, people have to be self-motivated and have access to resources in order to gain media production experiences. Community-based media centers join arts and culture with technology and computing while addressing issues of social justice, access equity, and public policy. These agencies function as community technology centers and can be complex organizations, existing in many forms, each with unique characteristics as well as fundamental commonalities. The goal of this study was to learn if and how community technology centers foster learning in multiple forms of literacy. Three forms of literacy were identified: technological, media, and critical. To move beyond the phenomenological approach to understanding teaching and learning practices, the objective was to develop an evaluation protocol that would capture the rich ecological context of the organization with qualitative indicators of the unique aspects of each center, as well as objective, measurable factors aspects common to all. This study was conducted in two phases. Phase One was the creation of the protocol including indicators of multiple literacies, a site selection matrix, and a data collection guide. Phase Two was piloting of the evaluation protocol to develop a foundational case to be used for future comparisons. In Phase One, indicators of multiple literacy learning were devised relevant for 21st century learners. These indicators were aligned specifically with organizational, programmatic, and production activities within a community media arts center. The site selection instrument was developed as a means to pre-screen sites for the likelihood of multiple literacy learning experiences. The data collection guide was aligned with (open full item for complete abstract)

Committee: Lanthan Camblin PhD (Committee Chair); Catherine V. Maltbie EdD (Committee Member); Roger Collins PhD (Committee Member); Karen Davis PhD (Committee Member); Wayne Edward Hall PhD (Committee Member) Subjects: Educational Evaluation