Personalized learning paths based on Wikipedia article statistics

We propose a new semi-automated method for generating personalized learning paths from the Wikipediaonline encyclopedia by following inter-article hyperlink chains based on various rankings that are retrieved from the statistics of the articles. Alternative perspectives for learning topics are achieved when the next hyperlink to access is selected based on hierarchy of hyperlinks, repetition of hyperlink terms, article size, viewing rate, editing rate, or user-defined weighted mixture of them all. We have implemented the method in a prototype enabling the learner to build independently concept maps following her needs and consideration. A list of related concepts is shown in a desired type of ranking to label new nodes (titles of target articles for current hyperlinks) accompanied with parsed explanation phrases from the sentences surrounding each hyperlink to label directed arcs connecting nodes. In experiments the alternative ranking schemes well supported various learning needs suggesting new pedagogical networking practices.Peer reviewe

Educational tool based on topology and evolution of hyperlinks in the Wikipedia

We propose a new method to support educationalexploration in the hyperlink network of the Wikipedia onlineencyclopedia. The learner is provided with alternative parallelranking lists, each one promoting hyperlinks that represent adifferent pedagogical perspective to the desired learning topic.The learner can browse the conceptual relations between thelatest versions of articles or the conceptual relations belongingto consecutive temporal versions of an article, or a mixture ofboth approaches. Based on her needs and intuition, the learnerexplores hyperlink network and meanwhile the method buildsautomatically concept maps that reflect her conceptualizationprocess and can be used for varied educational purposes.Initial experiments with a prototype tool based on the methodindicate enhancement to ordinary learning results and suggestfurther research.Peer reviewe

Semantic Sort: A Supervised Approach to Personalized Semantic Relatedness

We propose and study a novel supervised approach to learning statistical semantic relatedness models from subjectively annotated training examples. The proposed semantic model consists of parameterized co-occurrence statistics associated with textual units of a large background knowledge corpus. We present an efficient algorithm for learning such semantic models from a training sample of relatedness preferences. Our method is corpus independent and can essentially rely on any sufficiently large (unstructured) collection of coherent texts. Moreover, the approach facilitates the fitting of semantic models for specific users or groups of users. We present the results of extensive range of experiments from small to large scale, indicating that the proposed method is effective and competitive with the state-of-the-art.Comment: 37 pages, 8 figures A short version of this paper was already published at ECML/PKDD 201

NOUS: Construction and Querying of Dynamic Knowledge Graphs

The ability to construct domain specific knowledge graphs (KG) and perform question-answering or hypothesis generation is a transformative capability. Despite their value, automated construction of knowledge graphs remains an expensive technical challenge that is beyond the reach for most enterprises and academic institutions. We propose an end-to-end framework for developing custom knowledge graph driven analytics for arbitrary application domains. The uniqueness of our system lies A) in its combination of curated KGs along with knowledge extracted from unstructured text, B) support for advanced trending and explanatory questions on a dynamic KG, and C) the ability to answer queries where the answer is embedded across multiple data sources.Comment: Codebase: https://github.com/streaming-graphs/NOU

A Framework for Personalized Content Recommendations to Support Informal Learning in Massively Diverse Information WIKIS

Personalization has proved to achieve better learning outcomes by adapting to specific learners’ needs, interests, and/or preferences. Traditionally, most personalized learning software systems focused on formal learning. However, learning personalization is not only desirable for formal learning, it is also required for informal learning, which is self-directed, does not follow a specified curriculum, and does not lead to formal qualifications. Wikis among other informal learning platforms are found to attract an increasing attention for informal learning, especially Wikipedia. The nature of wikis enables learners to freely navigate the learning environment and independently construct knowledge without being forced to follow a predefined learning path in accordance with the constructivist learning theory. Nevertheless, navigation on information wikis suffer from several limitations. To support informal learning on Wikipedia and similar environments, it is important to provide easy and fast access to relevant content. Recommendation systems (RSs) have long been used to effectively provide useful recommendations in different technology enhanced learning (TEL) contexts. However, the massive diversity of unstructured content as well as user base on such information oriented websites poses major challenges when designing recommendation models for similar environments. In addition to these challenges, evaluation of TEL recommender systems for informal learning is rather a challenging activity due to the inherent difficulty in measuring the impact of recommendations on informal learning with the absence of formal assessment and commonly used learning analytics. In this research, a personalized content recommendation framework (PCRF) for information wikis as well as an evaluation framework that can be used to evaluate the impact of personalized content recommendations on informal learning from wikis are proposed. The presented recommendation framework models learners’ interests by continuously extrapolating topical navigation graphs from learners’ free navigation and applying graph structural analysis algorithms to extract interesting topics for individual users. Then, it integrates learners’ interest models with fuzzy thesauri for personalized content recommendations. Our evaluation approach encompasses two main activities. First, the impact of personalized recommendations on informal learning is evaluated by assessing conceptual knowledge in users’ feedback. Second, web analytics data is analyzed to get an insight into users’ progress and focus throughout the test session. Our evaluation revealed that PCRF generates highly relevant recommendations that are adaptive to changes in user’s interest using the HARD model with rank-based mean average precision (MAP@k) scores ranging between 100% and 86.4%. In addition, evaluation of informal learning revealed that users who used Wikipedia with personalized support could achieve higher scores on conceptual knowledge assessment with average score of 14.9 compared to 10.0 for the students who used the encyclopedia without any recommendations. The analysis of web analytics data show that users who used Wikipedia with personalized recommendations visited larger number of relevant pages compared to the control group, 644 vs 226 respectively. In addition, they were also able to make use of a larger number of concepts and were able to make comparisons and state relations between concepts