Personalization via collaboration in web retrieval systems: a context based approach

World Wide Web is a source of information, and searches on the Web can be analyzed to detect patterns in Web users' search behaviors and information needs to effectively handle the users' subsequent needs. The rationale is that the information need of a user at a particular time point occurs in a particular context, and queries are derived from that need. In this paper, we discuss an extension of our personalization approach that was originally developed for a traditional bibliographic retrieval system but has been adapted and extended with a collaborative model for the Web retrieval environment. We start with a brief introduction of our personalization approach in a traditional information retrieval system. Then, based on the differences in the nature of documents, users and search tasks between traditional and Web retrieval environments, we describe our extensions of integrating collaboration in personalization in the Web retrieval environment. The architecture for the extension integrates machine learning techniques for the purpose of better modeling users' search tasks. Finally, a user-oriented evaluation of Web-based adaptive retrieval systems is presented as an important aspect of the overall strategy for personalization

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Latent Relational Metric Learning via Memory-based Attention for Collaborative Ranking

This paper proposes a new neural architecture for collaborative ranking with implicit feedback. Our model, LRML (\textit{Latent Relational Metric Learning}) is a novel metric learning approach for recommendation. More specifically, instead of simple push-pull mechanisms between user and item pairs, we propose to learn latent relations that describe each user item interaction. This helps to alleviate the potential geometric inflexibility of existing metric learing approaches. This enables not only better performance but also a greater extent of modeling capability, allowing our model to scale to a larger number of interactions. In order to do so, we employ a augmented memory module and learn to attend over these memory blocks to construct latent relations. The memory-based attention module is controlled by the user-item interaction, making the learned relation vector specific to each user-item pair. Hence, this can be interpreted as learning an exclusive and optimal relational translation for each user-item interaction. The proposed architecture demonstrates the state-of-the-art performance across multiple recommendation benchmarks. LRML outperforms other metric learning models by $6\%-7.5\%$ in terms of Hits@10 and nDCG@10 on large datasets such as Netflix and MovieLens20M. Moreover, qualitative studies also demonstrate evidence that our proposed model is able to infer and encode explicit sentiment, temporal and attribute information despite being only trained on implicit feedback. As such, this ascertains the ability of LRML to uncover hidden relational structure within implicit datasets.Comment: WWW 201

Towards engineering ontologies for cognitive profiling of agents on the semantic web

Research shows that most agent-based collaborations suffer from lack of flexibility. This is due to the fact that most agent-based applications assume pre-defined knowledge of agents’ capabilities and/or neglect basic cognitive and interactional requirements in multi-agent collaboration. The highlight of this paper is that it brings cognitive models (inspired from cognitive sciences and HCI) proposing architectural and knowledge-based requirements for agents to structure ontological models for cognitive profiling in order to increase cognitive awareness between themselves, which in turn promotes flexibility, reusability and predictability of agent behavior; thus contributing towards minimizing cognitive overload incurred on humans. The semantic web is used as an action mediating space, where shared knowledge base in the form of ontological models provides affordances for improving cognitive awareness