@conference { ISI:000373736100043,
	title = {Building rich user profile based on intentional perspective},
	booktitle = {INTERNATIONAL CONFERENCE ON ADVANCED WIRELESS INFORMATION AND COMMUNICATION TECHNOLOGIES (AWICT 2015)},
	series = {Procedia Computer Science},
	volume = {73},
	year = {2015},
	note = {International Conference on Advanced Wireless Information and Communication Technologies (AWICT), Natl Sch Engineers Sousse, TUNISIA, OCT 05-07, 2015},
	pages = {342-349},
	abstract = {Internet technologies evolution, from Web 1.0 to web 2.0 and web 3.0, has led us towards the definition of new requirements to be considered in the design and development of new application. It is important to note that depending solely on the request to satisfy user need is not effective. Indeed, the emergence of many researches related to the study of user behaviour has enhanced the retrieval information effectiveness. Typically, the context and the user profile are the main elements to characterize the user. Hence, we aim through this contribution to build a rich profile and to provide him suitable services. (C) 2015 The Authors. Published by Elsevier B.V.},
	issn = {1877-0509},
	doi = {10.1016/j.procs.2015.12.002},
	author = {Alaoui, Sara and El Idrissi, Younes El Bouzekri and Ajhoun, Rachida},
	editor = {Boubiche, DE and Hidoussi, F and Cruz, HT}
}
@conference { ISI:000378322500041,
	title = {Intentional approach to improve the discovery of Web services},
	booktitle = {INTERNATIONAL CONFERENCE ON COMPUTER VISION AND IMAGE ANALYSIS APPLICATIONS},
	year = {2015},
	note = {International Conference on Computer Vision and Image Analysis Applications (ICCVIA), Sousse, TUNISIA, JAN 18-20, 2015},
	publisher = {IEEE; IEEE Tunisia Sect},
	organization = {IEEE; IEEE Tunisia Sect},
	abstract = {The web service discovery is mechanism of locating a Web Service which description match with the costumer request. The performance of discovery depends on the satisfaction of user intent; however this satisfaction has two main limitations: (1) the huge quantity of information available through the Internet, and (2) mismatch between the low level, technical software-service descriptions, and high level expressions of user needs. To overcome this problem, we propose in this paper to enrich the service oriented architecture (SOA) by an intentional approach to reduce a distance between the user and the service.},
	isbn = {978-1-4799-7186-2},
	author = {Alaoui, Sara and El Idrissi, Younes El Bouzekri and Ajhoun, Rachida}
}
@conference { ISI:000366168000006,
	title = {A hashtags dictionary from crowdsourced definitions},
	booktitle = {2014 IEEE 30TH INTERNATIONAL CONFERENCE ON DATA ENGINEERING WORKSHOPS (ICDEW)},
	year = {2014},
	note = {IEEE 30th International Conference on Data Engineering (ICDE), Chicago, IL, MAR 31-APR 04, 2014},
	pages = {39-44},
	publisher = {IEEE; Microsoft; Qatar Comp Res Inst; HERE Nokia; Purdue Univ, Cyber Ctr; NW Univ, McCormick Sch Engn; Google},
	organization = {IEEE; Microsoft; Qatar Comp Res Inst; HERE Nokia; Purdue Univ, Cyber Ctr; NW Univ, McCormick Sch Engn; Google},
	abstract = {Hashtags are user-defined terms used on the Web to tag messages like microposts, as featured on Twitter. Because a hashtag is a textual word, its representation does not convey all the concepts it embodies. Several online dictionaries have been manually and collaboratively built to provide natural language definitions of hashtags. Unfortunately, these dictionaries in their rough form are inefficient for their inclusion in automatic text processing systems. As hashtags can be polysemic, dictionaries are also agnostic to collision of hashtags. This paper presents our approach for the automatic structuration of hashtags definitions into synonym rings. We present the output as a so-called folk-sionary, i.e. a single integrated dictionary built from everybody{\textquoteright}s definitions. For this purpose, we achieved a semantic-relatedness clustering to group definitions that share the same meaning.},
	isbn = {978-1-4799-3481-2},
	author = {Ghenname, Merieme and Subercaze, Julien and Gravier, Christophe and Laforest, Frederique and Abik, Mounia and Ajhoun, Rachida}
}
@conference { ISI:000351503500139,
	title = {Semantic-Based Framework for Innovation Management},
	booktitle = {PROCEEDINGS OF THE 15TH EUROPEAN CONFERENCE ON KNOWLEDGE MANAGEMENT (ECKM 2014), VOLS 1-3},
	series = {Proceedings of the European Conference on Knowledge Management},
	year = {2014},
	note = {15th European Conference on Knowledge Management (ECKM), Polytechn Inst Santarem, Santarem Sch Management \& Technol, Santarem, PORTUGAL, SEP 04-05, 2014},
	pages = {1173-1182},
	abstract = {In a turbulent and more competition- oriented environment, organizations need to develop their ability to adapt quickly. To be able to adapt, an organization must, of course, be innovative and attractive, and successful innovation should be carefully planned and efficiently managed. Even if some researchers treat the early stages of innovation as {\textquoteleft}{\textquoteleft}fuzzy{{\textquoteright}{\textquoteright}} because of their uncertainty, we suppose, as many others that a well structured processes, a clear representation and a good designed management framework are crucial for the ultimate success of any innovation. Understanding the process of innovation is to understand the factors that facilitate and inhibit the success of innovations. A best understanding of how these factors are related will lead to define a proper representation and an efficient management framework supporting the innovation full lifecycle. In addition, organizations have become more aware of external knowledge and technology to maintain their competitiveness in the global market and they feel a growing need to open up their innovation processes. Therefore, to achieve successful innovation in an open context, it is necessary to overcome the challenge of integrating distributed and heterogeneous knowledge management systems. The emerging and rapid development of semantic technologies brings new opportunities and provides a promising direction for such challenge. Semantic technologies focus on the formalization of knowledge to create schemes that allow knowledge to be effectively stored, modified, shared, exchanged and reasoned. In this paper, a semantically-powered framework for innovation management is presented. This framework includes a new Lifecycle Model supporting all activities of innovation with a special focus on its front end stages; a Semantic Representation of innovation, based on three factors we have identified as cornerstones of any successful innovation and that supports a set of automatic and intelligent services such as annotation, relationship retrieval and semantic search; used to power the Core Services of our framework that aim to promote innovation, notably within an open context.},
	isbn = {978-1-910309-35-3},
	issn = {2048-8963},
	author = {El Bassiti, Lamyaa and Ajhoun, Rachida},
	editor = {Vivas, C and Sequeira, P}
}
@conference { ISI:000350287800005,
	title = {ESB Based Communication In the Connectivist Learning Environment -CLE-},
	booktitle = {2013 3RD INTERNATIONAL SYMPOSIUM ISKO-MAGHREB},
	year = {2013},
	note = {ISKO-Maghreb 3rd International Symposium, Marrakech, MOROCCO, NOV 08-09, 2013},
	publisher = {ISKO},
	organization = {ISKO},
	abstract = {CLE {[}1] {\textquoteleft}{\textquoteleft}Connectivist Learning Environment{{\textquoteright}{\textquoteright}} is a clouded and ubiquitous learning environment conceived by our research team LeRMA {\textquoteleft}{\textquoteleft}Learning and Research in Mobile Age{{\textquoteright}{\textquoteright}}. This environment adopts the connectivism as a pedagogical approach and aims to construct knowledge through collaboration and communication between heterogeneous communities composed of humans and smart objects. The objective of our work is to provide for our ubiquitous environment CLE a service-based communication (where each actor in the environment is represented by a set of services). As an implementation, we opted to use an ESB {\textquoteleft}{\textquoteleft}Enterprise Service Bus{{\textquoteright}{\textquoteright}} in the SOA layer of CLE. This ESB includes the actors{\textquoteright} services, business services, SLA services for a better quality of service and the bus will be used for connectivity, routing, processing and conversion. Through this proposition, we ensure a better communication between nodes (humans, smart objects and controller unit) and an efficient knowledge construction.},
	isbn = {978-1-4799-3392-1},
	author = {Belahcen, Anas and Abik, Mounia and Ajhoun, Rachida}
}
@conference { ISI:000334934700030,
	title = {Knowledge Construction In the Connectivist Learning Environment -CLE-},
	booktitle = {2013 12TH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING (ITHET 2013)},
	series = {International Conference on Information Technology Based Higher Education and Training},
	year = {2013},
	note = {12th International Conference on Information Technology Based Higher Education and Training (ITHET), Antalya, TURKEY, OCT 10-12, 2013},
	abstract = {Technological advances have brought great changes in all areas, including education. The distance learning evolution (D-learning, E-learning and M-Learning) has prompted the adoption of the most interesting pedagogical approaches such as constructivism and social-constructivism. The adoption of these pedagogical trends improved the quality of learning by providing the personalization of learning and collaborative learning. Through this technological evolution and with the development of the Web 2.0, a new pedagogical approach called Connectivism has emerged {[}1]. It{\textquoteright}s a promising pedagogical approach that covers learning in heterogeneous communities (humans or not) and is based on the contribution of new technologies. However, Web 2.0 is not efficient to reach distributed knowledge in networks in a smart way and where the ability to learn becomes more and more important {[}2]. The objective of our works is to conceive and implement CLE {\textquoteleft}{\textquoteleft}Connectivist Learning Environment{{\textquoteright}{\textquoteright}} which is a clouded and ubiquitous learning environment. The intended purpose is to adopt connectivism as a pedagogical approach in order to construct knowledge through collaboration between heterogeneous communities composed of humans and intelligent objects.},
	isbn = {978-1-4799-0086-2},
	issn = {2380-1603},
	author = {Belahcen, Anas and Abik, Mounia and Ajhoun, Rachida}
}
@conference { ISI:000350287800004,
	title = {Personalized Recommendation Based Hashtags on E-learning Systems},
	booktitle = {2013 3RD INTERNATIONAL SYMPOSIUM ISKO-MAGHREB},
	year = {2013},
	note = {ISKO-Maghreb 3rd International Symposium, Marrakech, MOROCCO, NOV 08-09, 2013},
	publisher = {ISKO},
	organization = {ISKO},
	abstract = {The data generated by users on various social structures are growing exponentially over time. They become increasingly prodigious unmanageable and difficult to use. Therefore to easily find the content they produce among this mass of data, users label their own content using neologisms appointed hashtags. This practice attracts more and more the interest of researchers, because beyond the acquisition of knowledge, the Semantic Web approaches are also producing relevant information that may be used in practical situations. In this direction, we thought to exploit the activities of social Web users, mainly Hashtags. Hence, we focused on the identification of hashtags (as well as their different definitions) for personalized recommendation on e-learning systems. This paper aims at giving an insight on the pioneers{\textquoteright} works and the opportunities raised by mixing the Social and the Semantic Web for education on one hand. And give the general architecture of our proposition and results obtained on the other hand.},
	isbn = {978-1-4799-3392-1},
	author = {Ghenname, Merieme and Abik, Mounia and Ajhoun, Rachida and Subercaze, Julien and Gravier, Christophe and Laforest, Frederique}
}
@article {EJ97696120120101,
	title = {Impact of Technological Advancement on Pedagogy.},
	journal = {Turkish Online Journal of Distance Education},
	volume = {13},
	number = {1},
	year = {2012},
	pages = {224 - 237},
	abstract = {To improve the quality of learning, pedagogues have prescribed different pedagogical approaches (constructivist, cognitivist...). However, the effective implementation of the majority of these approaches has not been possible only after the advent of new forms of learning (E_learning, M-learning...). These forms are closely related to technological development. Later with the emergence of technology (pervasive computing, Artificial Intelligent...) a new form of learning is established. It is called Pervasive Learning "P-Learning". P-Learning is a social process that connects learners to communities of devices, people, and situations in a transparent and independent manner. This learning form goes far beyond the predictions suggested by pedagogue. Learning can then take part outside the learner via technology, which will be an extension of his brain by unloading the cognitive practices he performs. The aim of this paper is to answer the following questions: What alliance is there betwe},
	keywords = {Change Strategies, Computer assisted instruction, Constructivism (Learning), Distance Education, Educational Change, Educational Technology, Electronic Learning, Influence of Technology, Instructional Effectiveness, Performance Factors, Synchronous Communication, Teaching Methods, Technological Advancement, Technology Uses in Education, Virtual Classrooms},
	issn = {1302-6488},
	url = {http://search.ebscohost.com/login.aspx?direct=true\&db=eric\&AN=EJ976961\&site=ehost-live},
	author = {Abik, Mounia and Ajhoun, Rachida and Ensias, Lerma}
}
@conference { ISI:000245125200117,
	title = {The use of the annotations in a collaborative activity of reading an online hypermedia course document},
	booktitle = {2006 7TH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING, VOLS 1 AND 2},
	year = {2006},
	note = {7th International Conference on Information Technology Based Higher Education and Training, Sydney, AUSTRALIA, JUL 10-13, 2006},
	pages = {797-802},
	publisher = {hp; UNESCO; UTS, IICTG; UTS, IML; CeNTIE; IEEE},
	organization = {hp; UNESCO; UTS, IICTG; UTS, IML; CeNTIE; IEEE},
	abstract = {In this paper, we deal with collective distance learning and in particular for the use of communication tools in the context of a collaborative activity of {\textquoteleft}{\textquoteleft}reading and comprehension of an online hypermedia course document{{\textquoteright}{\textquoteright}}. general, to create a collaborative situation between learners and/or with the tutor, the majority of the existincy systems for e-learning use primarily the traditional communication tools (email, chat and/or discussion forums). These tools constitute an important means to exchange ideas between learners, to validate and enrich their training {[}1]. However, when the exchanges between learners are numerous, learners find difficulties to read all that was exchanged, to distinguish between the most important messages from those which are less, and to associate a message to the corresponding part of the course. To solve these problems and in order to encourage and stimulate the interactions, we think that the association of messages, transcribed by learners or tutor (comment, question, answer, etc), with the corresponding parts of the course, will facilitate their reading and will motivate the learners to use them as a mean of validation of the course concepts and of collaboration. We propose in this paper, a solution based on a collaborative Web annotation tool called SMARTNotes, allowing all learners as well as the tutor to be able to collaborate together for either a part or the globality of the course.},
	isbn = {978-1-4244-0405-6},
	author = {Bouzidi, Driss and Ajhoun, Rachida and Benkiran, Amine}
}
