@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: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}
}
