基于角色和CSCL的多Agent协作过程研究

网络环境下多Agent协作问题是当前MAS研究的主要方向。在一种新型的智能CSCL模型RICL的基础上,研究CSCL系统中基于角色的多Agent协作问题,给出基于角色的群体交互和协同规则,从而为协作问题求解提供一个新的模式。     

多Agent社会的结构模型

MAS是一种社会群体智能活动,应该从社会角度研究MAS。而结构描述是MAS设计的基础,提出了一个基于角色和角色关系概念的多Agent社会结构的抽象模型,并用多Agent社会中角色之间存在的从最大相吸到最大相克的广义相关性,分析了常见的几种角色关系。而不同功能的角色和不同类型的角色关系形成不同的结构形态,它们都只是多Agent社会结构抽象模型的例化。     

基于角色和CSCL的智能网络协作模型

为深入研究智能Agent在开放动态的网络环境中的应用，把角色机制应用到网络学习环境中，提出了一种新型的基于CSCL的智能网络协作模型，给出了智能Agent的结构表示及功能，并从多角色的角度给出了模型中Agent的分类。最后以共同学习活动为例，对Agent之间基于角色的协作过程进行了形式化描述。     

WARBAC:改进的角色访问控制管理模型

通过对目前比较典型的几种基于角色的访问控制模型进行简要分析比较,明确SARBAC/SARBAC-HH模型在角色层次管理方面具有更为突出的优势,但模型中角色、权限分配管理存在问题,针对这些问题,提出提出一种以SARBAC/SARBAC-HH模型的框架结构为主体的改进模型——WARBAC模型,该模型利用ARBAC02模型中的组织结构的思想对角色、权限分配管理策略进行了重新定义和设计,分析表明WARBAC模型既具有角色层次管理的简单性,又实现了较为复杂的合理的角色、权限分配管理。     

角色约束模型及其在软件模式实现中的应用

在已有的角色约束描述方法的基础上,对角色约束进行了分类,提出了一个结构化的角色约束模型SRCM及形式化方法,分析了模型中角色约束间的关联,并介绍了角色约束在建模中的应用实例。使用该结构化的角色约束模型不仅可以更完整地描述角色约束,而且可以使角色约束的描述更加清晰,有助于设计者实现角色的分配及组合,有利于角色模型的实现。     

多智能体的角色与结构设计分析

角色是面向Agent软件开发方法研究中的一个重要抽象概念。文中认为角色是连接多Agent系统(MAS)微观模型与宏观模型的桥梁,角色与Agent之间的动态性有利于刻画多Agent系统的结构和行为模型。RoboCup是多Agent系统研究的一个很好的平台。建立一支成功的机器人足球队需要很多领域的知识,合理的模型结构和Agent之间的协调与协作是RoboCup比赛中赢球的关键所在。协调与协作是多Agent系统研究的重要课题。     

多智能体的角色与结构设计分析

角色是面向Agent软件开发方法研究中的一个重要抽象概念。文中认为角色是连接多Agent系统（MAS）微观模型与宏观模型的桥梁，角色与Agent之间的动态性有利于刻画多Agent系统的结构和行为模型。RoboCup是多Agent系统研究的一个很好的平台。建立一支成功的机器人足球队需要很多领域的知识，合理的模型结构和Agent之间的协调与协作是RoboCup比赛中赢球的关键所在。协调与协作是多Agent系统研究的重要课题。     

基于组织的访问控制模型

基于角色的访问控制（RBAC）模型在为用户分配角色和为角色分配权限方面效率不高,在权限分配方面缺少上下文限制。文章针对该缺陷提出基于组织的访问控制模型,在RBAC的基础上,通过扩展组织作为实体,降低多级组织中用户角色分配的复杂性。引入客体和行为的抽象概念,基于组织定义模型中的其他实体和关系提高角色权限分配效率,实现权限的上下文约束。     

基于角色的Agent-CGF研究

基于Agent的CGF已经成为军事仿真领域重要的研究方向，具有完全对等关系的分布式MAS系统在Agent-CGF的任务分配行为中并不完全适用。该文在简单说明了角色的概念后，提出了一种基于角色的ACGF任务分配模型，在这个模型中，任务并不直接分配给仿真实体，而是首先分配给角色，然后在具体的仿真过程中将角色与实体动态绑定。结合海军舰艇仿真方面的应用，文章最后提出了一个符合HLA接口规范的ACGF角色结构模型。基于该模型的ACGF实体在决策过程中要考虑到自身的战术角色，并据此做出相应的战术动作。     

数据备份系统中基于角色访问控制模型的研究

基于角色访问控制(RBAC)是一种方便、安全、高效的访问控制机制。文中分析了RBAC的基本思想和模型，然后介绍了用户角色分配和角色许可分配的基本方法，最后提出了在数据备份系统中运用RBAC实现用户权限管理的应用模型。并实现了标准建模语言UML的交互图描述RBAC的授权流程，从而使系统开发人员能深刻理解RBAC模型和建立基于角色的系统。     

Roles,design, and the nature of CSCL

In this article, I argue that roles are a key construct for CSCL that demonstrate the interdisciplinary strengths of CSCL as a field. CSCL is a problem-driven field with a history of incorporating different paradigms, and has the advantage of using a design stance to understand phenomena like collaboration and learning that are difficult to study. Roles are understood differently by different disciplines, but the concept of roles serves as a boundary object between the different disciplines within CSCL and highlights potential areas for research.     

Contemporary intellectual structure of CSCL research (2006–2013): a co-citation network analysis with an education focus

This present study endeavors to discover the scholarly communication structure in the CSCL knowledge domain. To explore the intellectual structure of contemporary literature of CSCL research from 2006 to 2013, over a thousand research papers indexed in the leading journal publications and conference proceedings were retrieved from WOS. Accordingly, this paper adopted a series of methods to analyze these research articles from macro to micro level, including document co-citation analysis (DCA), exploratory factor analysis (EFA), and social network analysis (SNA). As a result, a total of 7,552 and 2,180 co-citation ties were obtained from 403 to 66 source papers, respectively. In addition, six intellectual subfields within the CSCL literature were extracted, namely: (1) representation, discourse & pattern, (2) factors influencing CSCL, (3) intervention and comparison, (4) critical reasoning, (5) process of social construction, and (6) design and modeling of CSCL. Central documents and publications within contemporary CSCL research were identified and presented in the undirected co-citation networks from both macro and micro perspectives. Furthermore, the dissemination of underlying subfields and pivotal documents serving as a boundary-spanning role were discussed. This is the very first attempt to integrate the bibliographical method, statistical analysis, and visualization techniques in relation to contemporary CSCL research. Further discussion and research directions for future CSCL study are provided.     

CLPL: Providing software infrastructure for the systematic and effective construction of complex collaborative learning systems

Over the last decade, e-Learning and in particular Computer-Supported Collaborative Learning (CSCL) needs have been evolving accordingly with more and more demanding pedagogical and technological requirements. As a result, high customization and flexibility are a must in this context, meaning that collaborative learning practices need to be continuously adapted, adjusted, and personalized to each specific target learning group. These very demanding needs of the CSCL domain represent a great challenge for the research community on software development to satisfy.This contribution presents and evaluates a previous research effort in the form of a generic software infrastructure called Collaborative Learning Purpose Library (CLPL) with the aim of meeting the current and demanding needs found in the CSCL domain. To this end, we experiment with the CLPL in order to offer an advanced reuse-based service-oriented software engineering methodology for developing CSCL applications in an effective and timely fashion. A validation process is provided by reporting on the use of the CLPL platform as the primary resource for the Master's thesis courses at the Open University of Catalonia when developing complex software applications in the CSCL domain.The ultimate aim of the whole research is to yield effective CSCL software systems capable of supporting and enhancing the current on-line collaborative learning practices.     

Approaching institutional contexts: systemic versus dialogic research in CSCL

The research literature in CSCL has rarely addressed the question of how institutional contexts contribute to constituting the meanings and functions of CSCL applications. The argument that we develop here concerns how the institutional context impacts the use of CSCL applications and how this impact should be conceptualized. In order to structure to our argument, we introduce a distinction between systemic and dialogic approaches to CSCL research. We develop our argument by working through a selection of relevant studies belonging to the two perspectives, and conclude that not enough attention has been given to the emergent characteristics of activities where CSCL tools have been introduced. This is particularly the case in studies belonging to a systemic approach. Our basic argument is that a dialogic stance can provide important insights into how institutional practices shape the meanings and functions of CSCL tools. A dialogic perspective provides opportunities for making sense of learning and knowledge construction at different levels of activity, while at the same time retaining sensitivity to the mutually constitutive relationship between levels.     

DESPRO: A method based on roles to provide collaboration analysis support adapted to the participants in CSCL situations

Collaboration analysis methods should be adapted to the needs of their users to be more effective. This paper presents DESPRO, a method that guides learning designers and teachers through the steps needed to provide support adapted to the participants in CSCL situations, based on a semi-automatic process of role detection. DESPRO is supported by a structured characterization of participatory roles defined by means of social network analysis metrics, and on a framework that guides the definition of the roles to be identified and supported. This paper describes the method and its application in a case study to identify and provide support to the roles played by the teacher and the students in a university course. The case study shows how the method defines a flexible approach to meet the desired goal of providing support adapted to the needs of different users (i.e., roles) in CSCL settings.