From Prompts to Context: An Ontology-Driven Framework for Human-Generative AI Collaboration

Collaborations with Generative AI often begin with a short prompt and end with an opaque output, leaving implicit who was involved, what task was being pursued, which resources were used, and which constraints should have shaped the process. This limited contextual explicitness hinders trust, traceability, and accountability, particularly when Generative AI is embedded in information-intensive workflows such as search, querying, and profile management. This paper introduces From Prompts to Context, an ontology-driven framework for representing Human-Generative AI collaboration. Its core component, the Contextual Collaboration AI Ontology (CCAI), models key elements of collaboration - including tasks, agent roles, resources, and constraints - as a shared machine-interpretable vocabulary. By combining populated CCAI instances with SPARQL-based context retrieval in operational workflows, the framework turns otherwise ephemeral prompt-response interactions into structured and queryable collaboration traces linking prompts, outputs, and their surrounding context. The approach is illustrated through a case study involving a software development team building a competency-based education feature for viewing and updating learner competency profiles. The case study shows how the framework can support the representation and documentation of collaboration episodes across requirements analysis, design, implementation, and testing. Within this setting, the results indicate that explicit collaboration modelling helps make task context more explicit, improves the traceability of AI-generated contributions, and supports more transparent and accountable Human-Generative AI practices. We conclude by outlining design principles for future Human-Generative AI systems that emphasise not only output quality, but also the explicit representation of the collaborative context in which outputs are produced.

From Learning Resources to Competencies: LLM-Based Tagging with Evidence and Graph Constraints

Linking learning resources to a structured competency framework is key to enabling competency-based search and curriculum analytics in Learning Management Systems (LMS). However, manual tagging is labor-intensive, and fully automatic methods often lack transparency. In this paper, we present an end-to-end alignment pipeline that uses a large language model (LLM) as a constrained, evidence-producing tagger. LMS resources -both instructional content and assessments -are first segmented into meaningful pedagogical fragments. For each fragment, a small set of candidate competencies is retrieved from structured competency profiles enriched with graph-based context. The LLM then selects the most relevant competencies from this set and provides supporting evidence spans from the fragment text. These predictions are refined using the structure of the competency graph and aggregated at the resource level. We evaluate our approach on a dataset built from the Computer Science department's competency referential at the Université de Technologie de Compiègne (UTC), covering 22 competencies across multiple course materials. Our LLM+BM25+Graph (LBG) pipeline achieves strong results, with a micro-F1 of 0.57 and macro-F1 of 0.50 at the fragment level, 0.51 macro-F1 at the resource level, and an MRR of 0.82outperforming zero-shot and few-shot LLM variants, retrieval/similarity baselines, and supervised classifiers -while also producing more mechanically traceable evidence spans to support human auditing and educational analysis.

When Can We Trust Early Warnings? Leakage-Excluded Early Outcome Prediction from LMS Interaction Logs

Early-warning models built from Learning Management System (LMS) logs aim to predict end-of-course outcomes early enough to enable timely learner support. However, reported "early" performance is often inflated by temporal leakage. This occurs when the pipeline uses information that would not yet be available at the time of prediction. We formalize cutoff-based early outcome prediction under a temporal availability constraint and introduce LEAP (Leakage-Excluded Early-Availability Protocol), which enforces cutoff-first truncation prior to joins and aggregation and audits feature provenance to prevent post-cutoff evidence from entering the benchmark. We instantiate LEAP on the public Open University Learning Analytics Dataset (OULAD) as a multi-step protocol for leakage-controlled evaluation across weekly cutoffs. Using several standard learning methods, we evaluate performance using ROC-AUC, PR-AUC, Brier score, and F1@0.5. Results show improving performance as the observation window expands, with a marked gain around week~3; Random Forest performs best at the earliest cutoffs, while Gradient Boosting dominates thereafter. Leakage ablations further show that temporal violations, especially through assessment information, can inflate apparent "early" performance.