Relating Web pages to enable information-gathering tasks

We argue that relationships between Web pages are functions of the user's intent. We identify a class of Web tasks - information-gathering - that can be facilitated by a search engine that provides links to pages which are related to the page the user is currently viewing. We define three kinds of intentional relationships that correspond to whether the user is a) seeking sources of information, b) reading pages which provide information, or c) surfing through pages as part of an extended information-gathering process. We show that these three relationships can be productively mined using a combination of textual and link information and provide three scoring mechanisms that correspond to them: {\em SeekRel}, {\em FactRel} and {\em SurfRel}. These scoring mechanisms incorporate both textual and link information. We build a set of capacitated subnetworks - each corresponding to a particular keyword - that mirror the interconnection structure of the World Wide Web. The scores are computed by computing flows on these subnetworks. The capacities of the links are derived from the {\em hub} and {\em authority} values of the nodes they connect, following the work of Kleinberg (1998) on assigning authority to pages in hyperlinked environments. We evaluated our scoring mechanism by running experiments on four data sets taken from the Web. We present user evaluations of the relevance of the top results returned by our scoring mechanisms and compare those to the top results returned by Google's Similar Pages feature, and the {\em Companion} algorithm proposed by Dean and Henzinger (1999).Comment: In Proceedings of ACM Hypertext 200

Semantic web technology to support learning about the semantic web

This paper describes ASPL, an Advanced Semantic Platform for Learning, designed using the Magpie framework with an aim to support students learning about the Semantic Web research area. We describe the evolution of ASPL and illustrate how we used the results from a formal evaluation of the initial system to re-design the user functionalities. The second version of ASPL semantically interprets the results provided by a non-semantic web mining tool and uses them to support various forms of semantics-assisted exploration, based on pedagogical strategies such as performing later reasoning steps and problem space filtering

Creating and collaborating: students’ and tutors’ perceptions of an online group project

Although collaboration skills are highly valued by employers, convincing students that collaborative learning activities are worthwhile, and ensuring that the experience is both useful and enjoyable, are significant challenges for educators. This paper addresses these challenges by exploring students’ and tutors’ experiences of a group project where part-time distance learners collaborate online to create a website. Focus groups were conducted with students who had recently completed the project, and discussion forums were used to gather feedback from tutors who supported students and marked their group work. The research showed that students’ attitudes towards the group project on completion were generally favourable. Findings highlighted key aspects for successful online group projects and for motivating students to participate fully. These included: the design of authentic tasks, with skills development relevant to the workplace; careful attention to how the group work is assessed; and enabling students to develop websites they could be proud of. Frustrations for students were associated with the lack of engagement of fellow students and with limitations of the tool provided for building the website. Tutors found marking the work a time-consuming and complex process. Tutors were also unconvinced of the value and fairness of assessing students partly on a group, as opposed to an individual, basis

Website Design and Evaluation Workshop

Workbook on website design prepared for presentation at LIBRARIES IN THE DIGITAL AGE 2004: HUMAN INFORMATION BEHAVIOUR AND COMPETENCIES FOR DIGITAL LIBRARIES includes chapters on pre-planning, card sort technique, focus groups, usability, site architecture, accessibility, and assessmentunpublishednot peer reviewe

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres