Interactive Example-based Finding of Text Items

We consider the problem of identifying within a given document all text items which follow a certain pattern to be specified by a user. In particular, we focus on scenarios in which the task is to be completed very quickly and the user is not able to specify the exact pattern of interest. The key use case corresponds to the interactive exploration of documents in search of snippets that do not fit Boolean, word-based search expressions. We propose an interactive framework in which the user provides examples of the items he is interested in, the system identifies items similar to those provided by the user and progressively refines the similarity criterion by submitting selected queries to the user, in an active learning fashion. The fact that the search is to be executed very quickly places severe requirements on the algorithms that can be used by the system, both for identifying the items and for constructing the queries. We propose and assess experimentally in detail a number of different design options for the components of the learning machinery. The results demonstrate the ability of our approach to achieve effectiveness close to state-of-the-art approaches based on regular expressions, while requiring an execution time which is orders of magnitude shorter

Recommendation, collaboration and social search

This chapter considers the social component of interactive information retrieval: what is the role of other people in searching and browsing? For simplicity we begin by considering situations without computers. After all, you can interactively retrieve information without a computer; you just have to interact with someone or something else. Such an analysis can then help us think about the new forms of collaborative interactions that extend our conceptions of information search, made possible by the growth of networked ubiquitous computing technology. Information searching and browsing have often been conceptualized as a solitary activity, however they always have a social component. We may talk about 'the' searcher or 'the' user of a database or information resource. Our focus may be on individual uses and our research may look at individual users. Our experiments may be designed to observe the behaviors of individual subjects. Our models and theories derived from our empirical analyses may focus substantially or exclusively on an individual's evolving goals, thoughts, beliefs, emotions and actions. Nevertheless there are always social aspects of information seeking and use present, both implicitly and explicitly. We start by summarizing some of the history of information access with an emphasis on social and collaborative interactions. Then we look at the nature of recommendations, social search and interfaces to support collaboration between information seekers. Following this we consider how the design of interactive information systems is influenced by their social elements

ATP and Presentation Service for Mizar Formalizations

This paper describes the Automated Reasoning for Mizar (MizAR) service, which integrates several automated reasoning, artificial intelligence, and presentation tools with Mizar and its authoring environment. The service provides ATP assistance to Mizar authors in finding and explaining proofs, and offers generation of Mizar problems as challenges to ATP systems. The service is based on a sound translation from the Mizar language to that of first-order ATP systems, and relies on the recent progress in application of ATP systems in large theories containing tens of thousands of available facts. We present the main features of MizAR services, followed by an account of initial experiments in finding proofs with the ATP assistance. Our initial experience indicates that the tool offers substantial help in exploring the Mizar library and in preparing new Mizar articles

Using the Internet to improve university education

Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications

Thesaurus-assisted search term selection and query expansion: a review of user-centred studies

This paper provides a review of the literature related to the application of domain-specific thesauri in the search and retrieval process. Focusing on studies which adopt a user-centred approach, the review presents a survey of the methodologies and results from empirical studies undertaken on the use of thesauri as sources of term selection for query formulation and expansion during the search process. It summaries the ways in which domain-specific thesauri from different disciplines have been used by various types of users and how these tools aid users in the selection of search terms. The review consists of two main sections covering, firstly studies on thesaurus-aided search term selection and secondly those dealing with query expansion using thesauri. Both sections are illustrated with case studies that have adopted a user-centred approach

A study on the effect of a web-based teaching module and gender on accounting students’ ethical judgements

Accounting educators face the increasingly important task of teaching ethics. Yet, there is little empirical evidence on the effectiveness of different ethics instructional methods on accounting students’ ethical judgements. This study examines whether the ethical decision making of accounting students differs (1) between those instructed through a web-based teaching module and those adopting a more traditional textbook-focused approach, and (2) between gender. A total of 156 students from a second-year financial accounting course participated in the study, with 90 students utilising the web-based module which was designed based on Rest’s (1979) model on ethics development. The other 66 students were instructed through a more traditional teaching approach based on regular class discussions using the ethical problems presented in the textbook. Subsequently, when presented with a whistle-blowing situation, the results of the study suggest that the attitudes and judgements of students instructed through the web-based module were more ethical than those utilising the traditional textbook module. Further, gender was found to impact ethical judgements but only among students who were exposed to the web-based module. The implications of the findings on accounting ethics education are discussed