Hybrid human-AI driven open personalized education

Attaining those skills that match labor market demand is getting increasingly complicated as prerequisite knowledge, skills, and abilities are evolving dynamically through an uncontrollable and seemingly unpredictable process. Furthermore, people's interests in gaining knowledge pertaining to their personal life (e.g., hobbies and life-hacks) are also increasing dramatically in recent decades. In this situation, anticipating and addressing the learning needs are fundamental challenges to twenty-first century education. The need for such technologies has escalated due to the COVID-19 pandemic, where online education became a key player in all types of training programs. The burgeoning availability of data, not only on the demand side but also on the supply side (in the form of open/free educational resources) coupled with smart technologies, may provide a fertile ground for addressing this challenge. Therefore, this thesis aims to contribute to the literature about the utilization of (open and free-online) educational resources toward goal-driven personalized informal learning, by developing a novel Human-AI based system, called eDoer. In this thesis, we discuss all the new knowledge that was created in order to complete the system development, which includes 1) prototype development and qualitative user validation, 2) decomposing the preliminary requirements into meaningful components, 3) implementation and validation of each component, and 4) a final requirement analysis followed by combining the implemented components in order develop and validate the planned system (eDoer). All in all, our proposed system 1) derives the skill requirements for a wide range of occupations (as skills and jobs are typical goals in informal learning) through an analysis of online job vacancy announcements, 2) decomposes skills into learning topics, 3) collects a variety of open/free online educational resources that address those topics, 4) checks the quality of those resources and topic relevance using our developed intelligent prediction models, 5) helps learners to set their learning goals, 6) recommends personalized learning pathways and learning content based on individual learning goals, and 7) provides assessment services for learners to monitor their progress towards their desired learning objectives. Accordingly, we created a learning dashboard focusing on three Data Science related jobs and conducted an initial validation of eDoer through a randomized experiment. Controlling for the effects of prior knowledge as assessed by the pretest, the randomized experiment provided tentative support for the hypothesis that learners who engaged with personal eDoer recommendations attain higher scores on the posttest than those who did not. The hypothesis that learners who received personalized content in terms of format, length, level of detail, and content type, would achieve higher scores than those receiving non-personalized content was not supported as a statistically significant result

CHORUS Deliverable 2.2: Second report - identification of multi-disciplinary key issues for gap analysis toward EU multimedia search engines roadmap

After addressing the state-of-the-art during the first year of Chorus and establishing the existing landscape in multimedia search engines, we have identified and analyzed gaps within European research effort during our second year. In this period we focused on three directions, notably technological issues, user-centred issues and use-cases and socio- economic and legal aspects. These were assessed by two central studies: firstly, a concerted vision of functional breakdown of generic multimedia search engine, and secondly, a representative use-cases descriptions with the related discussion on requirement for technological challenges. Both studies have been carried out in cooperation and consultation with the community at large through EC concertation meetings (multimedia search engines cluster), several meetings with our Think-Tank, presentations in international conferences, and surveys addressed to EU projects coordinators as well as National initiatives coordinators. Based on the obtained feedback we identified two types of gaps, namely core technological gaps that involve research challenges, and “enablers”, which are not necessarily technical research challenges, but have impact on innovation progress. New socio-economic trends are presented as well as emerging legal challenges

A Usability Approach to Improving the User Experience in Web Directories

Submitted for the degree of Doctor of Philosophy, Queen Mary, University of Londo

A usability approach to improving the user experience in web directories

PhDWeb directories are hierarchically organised website collections that offer users subjectbased access to the Web. They played a significant part in navigating the Web in the past but their role has been weakened in recent years due to their cumbersome expanding collections. This thesis presents a unified framework combining the advantages of personalisation and redefined directory search for improving the usability of Web directories. The thesis begins with an examination of classification schemes that identifies the rigidity of hierarchical classifications and their suitability for Web directories in contrast to faceted classifications. This leads on to an Ontological Sketch Modelling (OSM) case study which identifies the misfits affecting user navigation in Web directories from known rigidity issues. The thesis continues with a review of personalisation techniques and a discussion of the user search model of Web directories following the suggested directions of improvement from the case study. A proposed user-centred framework to improve the usability of Web directories which consists of an individual content-based personalisation model and a redefined search model is then implemented as D-Persona and D-Search respectively. The remainder of the thesis is concerned with a usability test of D-Persona and D-Search aimed at discovering the efficiency, effectiveness and user satisfaction of the solution. This involves an experimental design, test results and discussions for the comparative user study. This thesis extracts a formal definition of the rigidity of hierarchies from their characteristics and justifies why hierarchies are still better suited than facets in organising Web directories. Second, it identifies misfits causing poor usability in Web directories based on the discovered rigidity of hierarchies. Third, it proposes a solution to tackle the misfits and improve the usability of Web directories which has been experimentally proved to be successful

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Applying Wikipedia to Interactive Information Retrieval

There are many opportunities to improve the interactivity of information retrieval systems beyond the ubiquitous search box. One idea is to use knowledge bases—e.g. controlled vocabularies, classification schemes, thesauri and ontologies—to organize, describe and navigate the information space. These resources are popular in libraries and specialist collections, but have proven too expensive and narrow to be applied to everyday webscale search. Wikipedia has the potential to bring structured knowledge into more widespread use. This online, collaboratively generated encyclopaedia is one of the largest and most consulted reference works in existence. It is broader, deeper and more agile than the knowledge bases put forward to assist retrieval in the past. Rendering this resource machine-readable is a challenging task that has captured the interest of many researchers. Many see it as a key step required to break the knowledge acquisition bottleneck that crippled previous efforts. This thesis claims that the roadblock can be sidestepped: Wikipedia can be applied effectively to open-domain information retrieval with minimal natural language processing or information extraction. The key is to focus on gathering and applying human-readable rather than machine-readable knowledge. To demonstrate this claim, the thesis tackles three separate problems: extracting knowledge from Wikipedia; connecting it to textual documents; and applying it to the retrieval process. First, we demonstrate that a large thesaurus-like structure can be obtained directly from Wikipedia, and that accurate measures of semantic relatedness can be efficiently mined from it. Second, we show that Wikipedia provides the necessary features and training data for existing data mining techniques to accurately detect and disambiguate topics when they are mentioned in plain text. Third, we provide two systems and user studies that demonstrate the utility of the Wikipedia-derived knowledge base for interactive information retrieval

Improved collaborative filtering using clustering and association rule mining on implicit data

The recommender systems are recently becoming more significant due to their ability in making decisions on appropriate choices. Collaborative Filtering (CF) is the most successful and most applied technique in the design of a recommender system where items to an active user will be recommended based on the past rating records from like-minded users. Unfortunately, CF may lead to poor recommendation when user ratings on items are very sparse (insufficient number of ratings) in comparison with the huge number of users and items in user-item matrix. In the case of a lack of user rating on items, implicit feedback is used to profile a user’s item preferences. Implicit feedback can indicate users’ preferences by providing more evidences and information through observations made on users’ behaviors. Data mining technique, which is the focus of this research, can predict a user’s future behavior without item evaluation and can too, analyze his preferences. In order to investigate the states of research in CF and implicit feedback, a systematic literature review has been conducted on the published studies related to topic areas in CF and implicit feedback. To investigate users’ activities that influence the recommender system developed based on the CF technique, a critical observation on the public recommendation datasets has been carried out. To overcome data sparsity problem, this research applies users’ implicit interaction records with items to efficiently process massive data by employing association rules mining (Apriori algorithm). It uses item repetition within a transaction as an input for association rules mining, in which can achieve high recommendation accuracy. To do this, a modified preprocessing has been employed to discover similar interest patterns among users. In addition, the clustering technique (Hierarchical clustering) has been used to reduce the size of data and dimensionality of the item space as the performance of association rules mining. Then, similarities between items based on their features have been computed to make recommendations. Experiments have been conducted and the results have been compared with basic CF and other extended version of CF techniques including K-Means Clustering, Hybrid Representation, and Probabilistic Learning by using public dataset, namely, Million Song dataset. The experimental results demonstrate that the proposed technique exhibits improvements of an average of 20% in terms of Precision, Recall and Fmeasure metrics when compared to the basic CF technique. Our technique achieves even better performance (an average of 15% improvement in terms of Precision and Recall metrics) when compared to the other extended version of CF techniques, even when the data is very sparse