Crowdsourcing Question-Answer Meaning Representations

We introduce Question-Answer Meaning Representations (QAMRs), which represent the predicate-argument structure of a sentence as a set of question-answer pairs. We also develop a crowdsourcing scheme to show that QAMRs can be labeled with very little training, and gather a dataset with over 5,000 sentences and 100,000 questions. A detailed qualitative analysis demonstrates that the crowd-generated question-answer pairs cover the vast majority of predicate-argument relationships in existing datasets (including PropBank, NomBank, QA-SRL, and AMR) along with many previously under-resourced ones, including implicit arguments and relations. The QAMR data and annotation code is made publicly available to enable future work on how best to model these complex phenomena.Comment: 8 pages, 6 figures, 2 table

Involving External Stakeholders in Project Courses

Problem: The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner to make the project relevant and help students acquire professional skills. In addition, an increasing push towards education that is aligned with industry and incorporates industrial partners can be observed. However, the involvement of external stakeholders in teaching moments can create friction and could, in the worst case, lead to frustration of all involved parties. Contribution: We developed a model that allows analysing the involvement of external stakeholders in university courses both in a retrospective fashion, to gain insights from past course instances, and in a constructive fashion, to plan the involvement of external stakeholders. Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysis of stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate the collaboration). The guideline provides questions that the teachers should answer for each of these activities. In the constructive use, the model allows teachers to define an action plan based on an analysis of potential stakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identify issues that appeared during the project and their underlying causes. Drawing from ideas of the reflective practitioner, the model contains an emphasis on reflection and interpretation of the observations made by the teacher and other groups involved in the courses. Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible to reveal hitherto implicit risks and assumptions and to gain a better insight into the interaction...Comment: Abstract shortened since arxiv.org limits length of abstracts. See paper/pdf for full abstract. Paper is forthcoming, accepted August 2017. Arxiv version 2 corrects misspelled author nam

Neogeography: The Challenge of Channelling Large and Ill-Behaved Data Streams

Neogeography is the combination of user generated data and experiences with mapping technologies. In this article we present a research project to extract valuable structured information with a geographic component from unstructured user generated text in wikis, forums, or SMSes. The extracted information should be integrated together to form a collective knowledge about certain domain. This structured information can be used further to help users from the same domain who want to get information using simple question answering system. The project intends to help workers communities in developing countries to share their knowledge, providing a simple and cheap way to contribute and get benefit using the available communication technology