Decision Support Systems Process Tracing Using Hypermedia

Two main alternative approaches to analyzing decision processes--implicit input/output inference models and explicit tracing of observable decision process manifestations-are reviewed with emphasis on explicit tracing methods. An emerging technology, hypermedia, is then examined as to how it may facilitate the process tracing method of decision making analysis. Examples are presented of mappings between hypermedia computer/user interface functions (such as mouse movements and mouse clicks) and underlying decision process functions. Issues of data quality, breadth of application, and implementation cost are discussed. Hypermedia process tracing is compared with other process tracing methods, including monitoring of eye movements, verbal protocols, and non hypermedia computerized logging. Advantages and disadvantages of the hypermedia approach are identified. Further directions for the application of hypermedia process tracing include areas related to information retrieval, use of models, study of user interfaces, and the potential for using the techniques to identify and compare cognitive processes of decision makers

The guiding process in discovery hypertext learning environments for the Internet

Hypertext is the dominant method to navigate the Internet, providing user freedom and control over navigational behaviour. There has been an increase in converting existing educational material into Internet web pages but weaknesses have been identified in current WWW learning systems. There is a lack of conceptual support for learning from hypertext, navigational disorientation and cognitive overload. This implies the need for an established pedagogical approach to developing the web as a teaching and learning medium. Guided Discovery Learning is proposed as an educational pedagogy suitable for supporting WWW learning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction, than a non-adaptive hypertext environment. A second hypothesis is that combining concept maps with this specific educational paradigm will provide cognitive support. The third hypothesis is that student learning styles will not influence learning outcome or user satisfaction. Thus, providing evidence that the guided discovery learning paradigm can be used for many types of learning styles. This was investigated by the building of a guided discovery system and a framework devised for assessing teaching styles. The system provided varying discovery steps, guided advice, individualistic system instruction and navigational control. An 84 subject experiment compared a Guided discovery condition, a Map-only condition and an Unguided condition. Subjects were subdivided according to learning styles, with measures for learning outcome and user satisfaction. The results indicate that providing guidance will result in a significant increase in level of learning. Guided discovery condition subjects, regardless of learning styles, experienced levels of satisfaction comparable to those in the other conditions. The concept mapping tool did not appear to affect learning outcome or user satisfaction. The conclusion was that using a particular approach to guidance would result in a more supportive environment for learning. This research contributes to the need for a better understanding of the pedagogic design that should be incorporated into WWW learning environments, with a recommendation for a guided discovery approach to alleviate major hypertext and WWW issues for distance learning

Multimedia Information Retrieval

With recent advances in screen and mass storage technology, together with the on-going advances in computer power, many users of personal computers and low end workstations are now regularly manipulating non-textual information. This information may be in the form of drawings, graphs, animations, sound, or video (for example). With the increased usage of these media on computer systems there has not, however, been much work in the provision of access methods to non-textual computer based information. An increasingly common method for accessing large document bases of textual information is free text retrieval. In such systems users typically enter natural language queries. These are then matched against the textual documents in the system. It is often possible for the user to re-formulate a query by providing relevance feedback, this usually takes the form of the user informing the system that certain documents are indeed relevant to the current search. This information, together with the original query, is then used by the retrieval engine to provide an improved list of matched documents. Although free text retrieval provides reasonably effective access to large document bases it does not provide easy access to non-textual information. Various query based access methods to nontextual document bases are presented, but these are all restricted to specific domains and cannot be used in mixed media systems. Hypermedia, on the other hand, is an access method for document bases which is based on the user browsing through the document base rather than issuing queries. A set of interconnected paths are constructed through the base which the user may follow. Although providing poorer access to large document bases the browsing approach does provide very natural access to non-textual information. The recent explosion in hypermedia systems and discussion has been partly due to the requirement for access to mixed media document bases. Some work is reported which presents an integration of free text retrieval based queries with hypermedia. This provides a solution to the scaling problem of browsing based systems, these systems provide access to textual nodes by query or by browsing. Non-textual nodes are, however, still only accessible by browsing - either from the starting point of the document base or from a textual document which matched the query. A model of retrieval for non-textual documents is developed, this model is based on document's context within the hypermedia document base, as opposed to the document's content. If a non-textual document is connected to several textual documents, by paths in the hypermedia, then it is likely that the non-textual document will match the query whenever a high enough proportion of the textual documents match. This model of retrieval uses clustering techniques to calculate a descriptor for non-textual nodes so that they may be retrieved directly in response to a query. To establish that this model of retrieval for non-textual documents is worthwhile an experiment was run which used the text only CACM collection. Each record within the collection was initially treated as if it were non-textual and had a cluster based description calculated based on citations, this cluster based descriptor was then compared with the actual descriptor (calculated from the record's content) to establish how accurate the cluster descriptor was. As a base case the experiment was repeated using randomly created links, as opposed to citations. The results showed that for citation based links the cluster based descriptions had a mean correlating of 0.230 with the content based description (on a range from 0 to 1, where 1 represents a perfect match) and performed approximately six times better than when random links were used (mean random correlation was 0.037). This shows that citation based cluster descriptions of documents are significantly closer to the actual descriptions than random based links, and although the correlation is quite low, the cluster approach provides a useful technique for describing documents. The model of retrieval presented for non-textual documents relies upon a hypermedia structure existing in the document base, since the model cannot work if the documents are not linked together. A user interface to a document base which gives access to a retrieval engine and to hypermedia links can be based around three main categories: browsing only access, use the retrieval engine to support link creation; query only access, use links to provide access to non-text; query and browsing access Although the last user interface may initially appear most suitable for a document base which can support queries and browsing it is also potentially the most complex interface, and may require a more complex model of retrieval for users to successfully search the document base. A set of user tests were carried out to establish user behaviour and to consider interface issues concerning easy access to documents which are held on such document bases. These tests showed that, overall, no access method was clearly better or poorer than any other method. (Abstract shortened by ProQuest.)

Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

A workbench to support development and maintenance of world-wide web

The World-Wide Web is one of the most dominant features of the Internet. In its short life it has become an important part of information technology, having a role to play in all sectors. Unfortunately, it has many problems too. Due to its fast evolution, World-Wide Web document development is undisciplined and has resulted in the appearance of much poor quality work. This is also widely due to the inexperience of authors, the lack of conventions, standards or guidelines and useful tools for development and maintenance of Web documents. One solution to the major problems of poor quality of World-Wide Web documents is the improved maintenance of such documents. Maintenance is an important area that, similar to software engineering, receives little attention compared with development. In order to address the problems of World-Wide Web document maintenance, research into the area was carried out through a literature survey and case studies of the organisations that manage World-Wide Web sites. The results of this research led to producing a workbench which provides support to both developers and maintainers of Web documents. This workbench consists of methods, guidelines and tools for World-Wide Web development and maintenance

Technologies to enhance self-directed learning from hypertext

With the growing popularity of the World Wide Web, materials presented to learners in the form of hypertext have become a major instructional resource. Despite the potential of hypertext to facilitate access to learning materials, self-directed learning from hypertext is often associated with many concerns. Self-directed learners, due to their different viewpoints, may follow different navigation paths, and thus they will have different interactions with knowledge. Therefore, learners can end up being disoriented or cognitively-overloaded due to the potential gap between what they need and what actually exists on the Web. In addition, while a lot of research has gone into supporting the task of finding web resources, less attention has been paid to the task of supporting the interpretation of Web pages. The inability to interpret the content of pages leads learners to interrupt their current browsing activities to seek help from other human resources or explanatory learning materials. Such activity can weaken learner engagement and lower their motivation to learn. This thesis aims to promote self-directed learning from hypertext resources by proposing solutions to the above problems. It first presents Knowledge Puzzle, a tool that proposes a constructivist approach to learn from the Web. Its main contribution to Web-based learning is that self-directed learners will be able to adapt the path of instruction and the structure of hypertext to their way of thinking, regardless of how the Web content is delivered. This can effectively reduce the gap between what they need and what exists on the Web. SWLinker is another system proposed in this thesis with the aim of supporting the interpretation of Web pages using ontology based semantic annotation. It is an extension to the Internet Explorer Web browser that automatically creates a semantic layer of explanatory information and instructional guidance over Web pages. It also aims to break the conventional view of Web browsing as an individual activity by leveraging the notion of ontology-based collaborative browsing. Both of the tools presented in this thesis were evaluated by students within the context of particular learning tasks. The results show that they effectively fulfilled the intended goals by facilitating learning from hypertext without introducing high overheads in terms of usability or browsing efforts

Just-in-time hypermedia

Many analytical applications, especially legacy systems, create documents and display screens in response to user queries dynamically or in real time . These documents and displays do not exist in advance, and thus hypermedia must be generated \u27just in time -automatically and dynamically. This dissertation details the idea of \u27just-in-time hypermedia and discusses challenges encountered in this research area. A fully detailed literature review about the research issues and related research work is given. A framework for the \u27just-in-time hypermedia compares virtual documents with static documents, as well as dynamic with static hypermedia functionality. Conceptual \u27just-in-time hypermedia architecture is proposed in terms of requirements and logical components. The \u27just-in-time hypermedia engine is described in terms of architecture, functional components, information flow, and implementation details. Then test results are described and evaluated. Lastly, contributions, limitations, and future work are discussed

OntoBrowse: A World of Knowledge

This paper describes the creation and function of OntoBrowse, a domain-independent ontology browser system that was developed to provide generic access to any triplestore ontology without the need to create a bespoke interface. It features support for accessing multiple triplestores in one query session, bookmarks, Rendezvous sharing of bookmarks, multiple tabs, multiple windows, namespace caching and automatic generation of RDQL queries. OntoBrowse automatically loads images when referenced by URI and has a fully customisable user interface. In addition, the CIA World Factbook was asserted into a triplestore in order to gain a conceptual understanding of knowledge systems and for use as a controllable testing ground for the ontology browser