Domain-specific queries and Web search personalization: some investigations

Major search engines deploy personalized Web results to enhance users' experience, by showing them data supposed to be relevant to their interests. Even if this process may bring benefits to users while browsing, it also raises concerns on the selection of the search results. In particular, users may be unknowingly trapped by search engines in protective information bubbles, called "filter bubbles", which can have the undesired effect of separating users from information that does not fit their preferences. This paper moves from early results on quantification of personalization over Google search query results. Inspired by previous works, we have carried out some experiments consisting of search queries performed by a battery of Google accounts with differently prepared profiles. Matching query results, we quantify the level of personalization, according to topics of the queries and the profile of the accounts. This work reports initial results and it is a first step a for more extensive investigation to measure Web search personalization.Comment: In Proceedings WWV 2015, arXiv:1508.0338

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

WISER: A Semantic Approach for Expert Finding in Academia based on Entity Linking

We present WISER, a new semantic search engine for expert finding in academia. Our system is unsupervised and it jointly combines classical language modeling techniques, based on text evidences, with the Wikipedia Knowledge Graph, via entity linking. WISER indexes each academic author through a novel profiling technique which models her expertise with a small, labeled and weighted graph drawn from Wikipedia. Nodes in this graph are the Wikipedia entities mentioned in the author's publications, whereas the weighted edges express the semantic relatedness among these entities computed via textual and graph-based relatedness functions. Every node is also labeled with a relevance score which models the pertinence of the corresponding entity to author's expertise, and is computed by means of a proper random-walk calculation over that graph; and with a latent vector representation which is learned via entity and other kinds of structural embeddings derived from Wikipedia. At query time, experts are retrieved by combining classic document-centric approaches, which exploit the occurrences of query terms in the author's documents, with a novel set of profile-centric scoring strategies, which compute the semantic relatedness between the author's expertise and the query topic via the above graph-based profiles. The effectiveness of our system is established over a large-scale experimental test on a standard dataset for this task. We show that WISER achieves better performance than all the other competitors, thus proving the effectiveness of modelling author's profile via our "semantic" graph of entities. Finally, we comment on the use of WISER for indexing and profiling the whole research community within the University of Pisa, and its application to technology transfer in our University

Tag-Aware Recommender Systems: A State-of-the-art Survey

In the past decade, Social Tagging Systems have attracted increasing attention from both physical and computer science communities. Besides the underlying structure and dynamics of tagging systems, many efforts have been addressed to unify tagging information to reveal user behaviors and preferences, extract the latent semantic relations among items, make recommendations, and so on. Specifically, this article summarizes recent progress about tag-aware recommender systems, emphasizing on the contributions from three mainstream perspectives and approaches: network-based methods, tensor-based methods, and the topic-based methods. Finally, we outline some other tag-related works and future challenges of tag-aware recommendation algorithms.Comment: 19 pages, 3 figure

We are the Change that we Seek: Information Interactions During a Change of Viewpoint

There has been considerable hype about filter bubbles and echo chambers influencing the views of information consumers. The fear is that these technologies are undermining democracy by swaying opinion and creating an uninformed, polarised populace. The literature in this space is mostly techno-centric, addressing the impact of technology. In contrast, our work is the first research in the information interaction field to examine changing viewpoints from a human-centric perspective. It provides a new understanding of view change and how we might support informed, autonomous view change behaviour. We interviewed 18 participants about a self-identified change of view, and the information touchpoints they engaged with along the way. In this paper we present the information types and sources that informed changes of viewpoint, and the ways in which our participants interacted with that information. We describe our findings in the context of the techno-centric literature and suggest principles for designing digital information environments that support user autonomy and reflection in viewpoint formation