Methodologies for the Automatic Location of Academic and Educational Texts on the Internet

Traditionally online databases of web resources have been compiled by a human editor, or though the submissions of authors or interested parties. Considerable resources are needed to maintain a constant level of input and relevance in the face of increasing material quantity and quality, and much of what is in databases is of an ephemeral nature. These pressures dictate that many databases stagnate after an initial period of enthusiastic data entry. The solution to this problem would seem to be the automatic harvesting of resources, however, this process necessitates the automatic classification of resources as ‘appropriate’ to a given database, a problem only solved by complex text content analysis. This paper outlines the component methodologies necessary to construct such an automated harvesting system, including a number of novel approaches. In particular this paper looks at the specific problems of automatically identifying academic research work and Higher Education pedagogic materials. Where appropriate, experimental data is presented from searches in the field of Geography as well as the Earth and Environmental Sciences. In addition, appropriate software is reviewed where it exists, and future directions are outlined

Methodologies for the Automatic Location of Academic and Educational Texts on the Internet

Traditionally online databases of web resources have been compiled by a human editor, or though the submissions of authors or interested parties. Considerable resources are needed to maintain a constant level of input and relevance in the face of increasing material quantity and quality, and much of what is in databases is of an ephemeral nature. These pressures dictate that many databases stagnate after an initial period of enthusiastic data entry. The solution to this problem would seem to be the automatic harvesting of resources, however, this process necessitates the automatic classification of resources as ‘appropriate’ to a given database, a problem only solved by complex text content analysis. This paper outlines the component methodologies necessary to construct such an automated harvesting system, including a number of novel approaches. In particular this paper looks at the specific problems of automatically identifying academic research work and Higher Education pedagogic materials. Where appropriate, experimental data is presented from searches in the field of Geography as well as the Earth and Environmental Sciences. In addition, appropriate software is reviewed where it exists, and future directions are outlined

Semantic learning webs

By 2020, microprocessors will likely be as cheap and plentiful as scrap paper,scattered by the millions into the environment, allowing us to place intelligent systems everywhere. This will change everything around us, including the nature of commerce, the wealth of nations, and the way we communicate, work, play, and live. This will give us smart homes, cars, TVs , jewellery, and money. We will speak to our appliances, and they will speak back. Scientists also expect the Internet will wire up the entire planet and evolve into a membrane consisting of millions of computer networks, creating an “intelligent planet.” The Internet will eventually become a “Magic Mirror” that appears in fairy tales, able to speak with the wisdom of the human race. Michio Kaku, Visions: How Science Will Revolutionize the Twenty - First Century, 1998 If the semantic web needed a symbol, a good one to use would be a Navaho dream-catcher: a small web, lovingly hand-crafted, [easy] to look at, and rumored to catch dreams; but really more of a symbol than a reality. Pat Hayes, Catching the Dreams, 2002 Though it is almost impossible to envisage what the Web will be like by the end of the next decade, we can say with some certainty that it will have continued its seemingly unstoppable growth. Given the investment of time and money in the Semantic Web (Berners-Lee et al., 2001), we can also be sure that some form of semanticization will have taken place. This might be superficial - accomplished simply through the addition of loose forms of meta-data mark-up, or more principled – grounded in ontologies and formalised by means of emerging semantic web standards, such as RDF (Lassila and Swick, 1999) or OWL (Mc Guinness and van Harmelen, 2003). Whatever the case, the addition of semantic mark-up will make at least part of the Web more readily accessible to humans and their software agents and will facilitate agent interoperability. If current research is successful there will also be a plethora of e-learning platforms making use of a varied menu of reusable educational material or learning objects. For the learner, the semanticized Web will, in addition, offer rich seams of diverse learning resources over and above the course materials (or learning objects) specified by course designers. For instance, the annotation registries, which provide access to marked up resources, will enable more focussed, ontologically-guided (or semantic) search. This much is already in development. But we can go much further. Semantic technologies make it possible not only to reason about the Web as if it is one extended knowledge base but also to provide a range of additional educational semantic web services such as summarization, interpretation or sense-making, structure-visualization, and support for argumentation

An Ontology based Text-to-Picture Multimedia m-Learning System

Multimedia Text-to-Picture is the process of building mental representation from words associated with images. From the research aspect, multimedia instructional message items are illustrations of material using words and pictures that are designed to promote user realization. Illustrations can be presented in a static form such as images, symbols, icons, figures, tables, charts, and maps; or in a dynamic form such as animation, or video clips. Due to the intuitiveness and vividness of visual illustration, many text to picture systems have been proposed in the literature like, Word2Image, Chat with Illustrations, and many others as discussed in the literature review chapter of this thesis. However, we found that some common limitations exist in these systems, especially for the presented images. In fact, the retrieved materials are not fully suitable for educational purposes. Many of them are not context-based and didn’t take into consideration the need of learners (i.e., general purpose images). Manually finding the required pedagogic images to illustrate educational content for learners is inefficient and requires huge efforts, which is a very challenging task. In addition, the available learning systems that mine text based on keywords or sentences selection provide incomplete pedagogic illustrations. This is because words and their semantically related terms are not considered during the process of finding illustrations. In this dissertation, we propose new approaches based on the semantic conceptual graph and semantically distributed weights to mine optimal illustrations that match Arabic text in the children’s story domain. We combine these approaches with best keywords and sentences selection algorithms, in order to improve the retrieval of images matching the Arabic text. Our findings show significant improvements in modelling Arabic vocabulary with the most meaningful images and best coverage of the domain in discourse. We also develop a mobile Text-to-Picture System that has two novel features, which are (1) a conceptual graph visualization (CGV) and (2) a visual illustrative assessment. The CGV shows the relationship between terms associated with a picture. It enables the learners to discover the semantic links between Arabic terms and improve their understanding of Arabic vocabulary. The assessment component allows the instructor to automatically follow up the performance of learners. Our experiments demonstrate the efficiency of our multimedia text-to-picture system in enhancing the learners’ knowledge and boost their comprehension of Arabic vocabulary

Designing an interface for a digital movie browsing system in the film studies domain

This article explains our work in designing an interface for a digital movie browsing system in the specific application context of film studies. The development of MOVIEBROWSER2 follows some general design guidelines based on an earlier user study with film studies students at Dublin City University. These design guidelines have been used as an input to the MOVIEBROWSER2 system design. The rationale for the interface design decisions has been elaborated. An experiment has been carried out among film studies student, together with a one-semester trial deployment. The results show positive feedback and a better performance in the students’ essay outcome with higher perceived satisfaction level

Screen-based assessment

Inexorably and across several fronts, screen-based assessment is becoming a major part of the experience of university students, particularly but not exclusively in the sciences. This movement reflects the emphasis the Qualifications and Curriculum Authority (QCA) is giving to the development of screen-based assessment at secondary level, where the universal availability of an -assessment option in high stakes exams is an adopted goal.The drivers for this change are economic, pedagogic and opportunistic. Rapid technological progress is facilitating the wider availability of computer based tasks that reflect authentically the learning outcomes of science courses. There is growing experience in the design of such tasks, with increasing commercial involvement, particularly in the USA. An examination of theories of assessment demonstrates that there are sound pedagogic reasons to pursue these developments.The main focus of this review will be assessment for which a computer acts as a means of delivery, grading and feedback. I will outline the capabilities of contemporary systems, illustrate some good practice, and identify areas where the use of the technology is moving forward rapidly. There are exciting developments in the grading of free format responses, in diagram or text form, which are now emerging on a pilot basis. Of particular interest is the assessment of higher order cognitive and subject skills. Alsoimportant is the potential for item banks that can allow the sharing of the costs of authorship. Several of these issues are reviewed more fully in Conole and Warbuton.Finally, I will comment briefly on assessment that is facilitated by computers without the computer acting as a grading tool. At a mundane level, this might involve the electronic submission of traditional assignments. Of more interest are electronically mediated peer assessment, the generation of e-portfolios, the grading of screen based experimentation and the evaluation of the student’s performance in contributing to computer based group activities, e.g. Wikis, electronic conferences, etc

D5.3 Overview of Online Tutorials and Instruction Manuals

UIDB/03213/2020 UIDP/03213/2020The ELEXIS Curriculum is an integrated set of training materials which contextualizes ELEXIS tools and services inside a broader, systematic pedagogic narrative. This means that the goal of the ELEXIS Curriculum is not simply to inform users about the functionalities of particular tools and services developed within the project, but to show how such tools and services are a) embedded in both lexicographic theory and practice; and b) representative of and contributing to the development of digital skills among lexicographers. The scope and rationale of the curriculum are described in more detail in the Deliverable D5.2 Guidelines for Producing ELEXIS Tutorials and Instruction Manuals. The goal of this deliverable, as stated in the project DOW, is to provide “a clear, structured overview of tutorials and instruction manuals developed within the project.”publishersversionpublishe