Search procedures revisited

Search Procedures reflects on a series of studies carried out over a four year period in the late 1970s. It was published at an interesting time for Information Retrieval. Written before Information Retrieval became synonymous with online information seeking it focuses on Information Retrieval within Public Libraries, then the major location for everyday information seeking. While many of his contemporaries focused on information seeking in academic or special library settings, Peter chose instead to focus a setting that was visited by a more diverse set of people with a broader range of information needs

Social influence, negotiation and cognition

To understand how personal agreements can be generated within complexly differentiated social systems, we develop an agent-based computational model of negotiation in which social influence plays a key role in the attainment of social and cognitive integration. The model reflects a view of social influence that is predicated on the interactions among such factors as the agents' cognition, their abilities to initiate and maintain social behaviour, as well as the structural patterns of social relations in which influence unfolds. Findings from a set of computer simulations of the model show that the degree to which agents are influenced depends on the network of relations in which they are located, on the order in which interactions occur, and on the type of information that these interactions convey. We also find that a fundamental role in explaining influence is played by how inclined the agents are to be concilatory with each other, how accurate their beliefs are, and how self-confident they are in dealing with their social interactions. Moreover, the model provides insights into the trade-offs typically involved in the exercise of social influence

Intrusiveness, Trust and Argumentation: Using Automated Negotiation to Inhibit the Transmission of Disruptive Information

The question of how to promote the growth and diffusion of information has been extensively addressed by a wide research community. A common assumption underpinning most studies is that the information to be transmitted is useful and of high quality. In this paper, we endorse a complementary perspective. We investigate how the growth and diffusion of high quality information can be managed and maximized by preventing, dampening and minimizing the diffusion of low quality, unwanted information. To this end, we focus on the conflict between pervasive computing environments and the joint activities undertaken in parallel local social contexts. When technologies for distributed activities (e.g. mobile technology) develop, both artifacts and services that enable people to participate in non-local contexts are likely to intrude on local situations. As a mechanism for minimizing the intrusion of the technology, we develop a computational model of argumentation-based negotiation among autonomous agents. A key component in the model is played by trust: what arguments are used and how they are evaluated depend on how trustworthy the agents judge one another. To gain an insight into the implications of the model, we conduct a number of virtual experiments. Results enable us to explore how intrusiveness is affected by trust, the negotiation network and the agents' abilities of conducting argumentation

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

Toward a relational concept of uncertainty: about knowing too little, knowing too differently, and accepting not to know

Uncertainty of late has become an increasingly important and controversial topic in water resource management, and natural resources management in general. Diverse managing goals, changing environmental conditions, conflicting interests, and lack of predictability are some of the characteristics that decision makers have to face. This has resulted in the application and development of strategies such as adaptive management, which proposes flexibility and capability to adapt to unknown conditions as a way of dealing with uncertainties. However, this shift in ideas about managing has not always been accompanied by a general shift in the way uncertainties are understood and handled. To improve this situation, we believe it is necessary to recontextualize uncertainty in a broader way¿relative to its role, meaning, and relationship with participants in decision making¿because it is from this understanding that problems and solutions emerge. Under this view, solutions do not exclusively consist of eliminating or reducing uncertainty, but of reframing the problems as such so that they convey a different meaning. To this end, we propose a relational approach to uncertainty analysis. Here, we elaborate on this new conceptualization of uncertainty, and indicate some implications of this view for strategies for dealing with uncertainty in water management. We present an example as an illustration of these concepts. Key words: adaptive management; ambiguity; frames; framing; knowledge relationship; multiple knowledge frames; natural resource management; negotiation; participation; social learning; uncertainty; water managemen

Quality Control in Online Courses: Using a Social Constructivist Framework

There has recently been increased interest in the quality of online courses. Faculty from the School of Education at Marquette University suggest using social constructivist theories in the design and development of online courses and in the training and pedagogy of online instructors to ensure quality in online courses. Quality can be designed into online courses by focusing on complex tasks, using multiple perspectives, establishing a learning community, encouraging the social negotiation of meaning and providing assistance for learners at various levels. While good design can go a long way to ensure quality in online courses, the quality of the instructor is equally critical. Training instructors to establish a supportive climate, provide constructive feedback, and ask critical and probing questions leads to high quality online instruction