Teaching and learning in information retrieval

A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts, and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods, delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design. The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also provides a guide for educators on approaches that can be applied to improving the student learning experiences

Apply Small Teaching Tactics in an Introductory Programming Course: Impact on Learning Performance

Small teaching approaches are well-structured, incremental teaching improvement techniques supported by research in cognitive science, memory, and learning. I systematically implement a series of small teaching activities in an introductory programming course to tackle the teaching and learning challenges faced by instructors and students. The small teaching activities are designed to promote effective learning strategies such as knowledge retrieval, spacing-out practice, and interleaving learning. I examine the impact of such approaches on students’ performance through comparative analyses. The test results indicate that small teaching approaches are effective in improving students’ lower- and higher-level thinking skills and help boost students’ long-term knowledge retention. Because the small teaching approaches are flexible and easy to implement, instructors teaching technical information systems topics can quickly integrate at least some small teaching activities into their classes

An investigation into teaching description and retrieval for constructed languages : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University

The research presented in this thesis focuses on an investigation on teaching concepts for constructed languages, and the development of a teaching tool, called VISL, for teaching a specific constructed language. Constructed languages have been developed for integration with computer systems to overcome ambiguities and complexities existing in natural language in information description and retrieval. Understanding and using properly these languages is one of the keys for successful use of these computer systems Unfortunately, current teaching approaches are not suitable for users to learn features of those languages easily. There are different types of constructed languages. Each has specific features adapted for specific uses but they have in common explicitly constructed grammar. In addition, a constructed language commonly embeds a powerful query engine that makes it easy for computer systems to search for correct information from descriptions following the conditions of the queries. This suggests new teaching principles that should be easily adaptable to teach any specific structured language's structures and its specific query engine. In this research, teaching concepts were developed that offer a multi-modal approach to teach constructed languages and their specific query engines. These concepts are developed based on the efficiencies of language structure diagrams over the cumbersome and non-transparent nature of textual explanations, and advantages of active learning strategies in enhancing language understanding. These teaching concepts then were applied successfully for a constructed language, FSCL, as an example The research also explains howr the concepts developed can be adapted for other constructed languages. Based on the developed concepts, a Computer Aided Language Learning (CALL) application called VISL is built to teach FSCL. The application is integrated as an extension module in PAC, the computer system using FSCL for description and retrieval of information in qualitative analysis. In this application, users will learn FSCL through an interconnection of four modes: FSCL structures through the first two modes and its specific query engine through the sccond two modes After going through four modes, users will have developed full understanding for the language. This will help users to construct a consistent vocabulary database, produce descriptive sentences conducive to retrieval, and create appropriate query sentences for obtaining relevant search results

An inquiry-based learning approach to teaching information retrieval

The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal

Content-based indexing of low resolution documents

In any multimedia presentation, the trend for attendees taking pictures of slides that interest them during the presentation using capturing devices is gaining popularity. To enhance the image usefulness, the images captured could be linked to image or video database. The database can be used for the purpose of file archiving, teaching and learning, research and knowledge management, which concern image search. However, the above-mentioned devices include cameras or mobiles phones have low resolution resulted from poor lighting and noise. Content-Based Image Retrieval (CBIR) is considered among the most interesting and promising fields as far as image search is concerned. Image search is related with finding images that are similar for the known query image found in a given image database. This thesis concerns with the methods used for the purpose of identifying documents that are captured using image capturing devices. In addition, the thesis also concerns with a technique that can be used to retrieve images from an indexed image database. Both concerns above apply digital image processing technique. To build an indexed structure for fast and high quality content-based retrieval of an image, some existing representative signatures and the key indexes used have been revised. The retrieval performance is very much relying on how the indexing is done. The retrieval approaches that are currently in existence including making use of shape, colour and texture features. Putting into consideration these features relative to individual databases, the majority of retrievals approaches have poor results on low resolution documents, consuming a lot of time and in the some cases, for the given query image, irrelevant images are obtained. The proposed identification and indexing method in the thesis uses a Visual Signature (VS). VS consists of the captures slides textual layout’s graphical information, shape’s moment and spatial distribution of colour. This approach, which is signature-based are considered for fast and efficient matching to fulfil the needs of real-time applications. The approach also has the capability to overcome the problem low resolution document such as noisy image, the environment’s varying lighting conditions and complex backgrounds. We present hierarchy indexing techniques, whose foundation are tree and clustering. K-means clustering are used for visual features like colour since their spatial distribution give a good image’s global information. Tree indexing for extracted layout and shape features are structured hierarchically and Euclidean distance is used to get similarity image for CBIR. The assessment of the proposed indexing scheme is conducted based on recall and precision, a standard CBIR retrieval performance evaluation. We develop CBIR system and conduct various retrieval experiments with the fundamental aim of comparing the accuracy during image retrieval. A new algorithm that can be used with integrated visual signatures, especially in late fusion query was introduced. The algorithm has the capability of reducing any shortcoming associated with normalisation in initial fusion technique. Slides from conferences, lectures and meetings presentation are used for comparing the proposed technique’s performances with that of the existing approaches with the help of real data. This finding of the thesis presents exciting possibilities as the CBIR systems is able to produce high quality result even for a query, which uses low resolution documents. In the future, the utilization of multimodal signatures, relevance feedback and artificial intelligence technique are recommended to be used in CBIR system to further enhance the performance

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

Students with learning disabilities are characterized by highly individualized dysfunction of the central nervous system. Current research has suggested that the learning difficulties experienced may be attributable to processing difficulties in working memory, attention, information retrieval, and phonological processing. In educational environments, students with learning disabilities often struggle to meet the demands of the general curriculum and require support or intervention to reveal their potential. Because the demands of learning an unfamiliar language can expose weaknesses and heighten anxiety, individuals with learning disabilities have often avoided or been discouraged from foreign language study. However, research conducted on the use of multi-sensory approaches has indicated that such instruction can help students with learning disabilities to succeed in learning Spanish. A discussion of the relationship between neurological research and multi-sensory teaching provides implications for persons with learning disabilities experiencing meaningful inclusion in Spanish courses. Application of research and associated theory to practice is expressed in the form of examples of general accommodations, existing resources, and learning strategies which provide a framework for students with LD to have positive experiences in Spanish

Developing information architecture through records management classification techniques

Purpose – This work aims to draw attention to information retrieval philosophies and techniques allied to the records management profession, advocating a wider professional consideration of a functional approach to information management, in this instance in the development of information architecture. Design/methodology/approach – The paper draws from a hypothesis originally presented by the author that advocated a viewpoint whereby the application of records management techniques, traditionally applied to develop business classification schemes, was offered as an additional solution to organising information resources and services (within a university intranet), where earlier approaches, notably subject- and administrative-based arrangements, were found to be lacking. The hypothesis was tested via work-based action learning and is presented here as an extended case study. The paper also draws on evidence submitted to the Joint Information Systems Committee in support of the Abertay University's application for consideration for the JISC award for innovation in records and information management. Findings – The original hypothesis has been tested in the workplace. Information retrieval techniques, allied to records management (functional classification), were the main influence in the development of pre- and post-coordinate information retrieval systems to support a wider information architecture, where the subject approach was found to be lacking. Their use within the workplace has since been extended. Originality/value – The paper advocates that the development of information retrieval as a discipline should include a wider consideration of functional classification, as this alternative to the subject approach is largely ignored in mainstream IR works

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computer‐aided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation