Personalisation and recommender systems in digital libraries

Widespread use of the Internet has resulted in digital libraries that are increasingly used by diverse communities of users for diverse purposes and in which sharing and collaboration have become important social elements. As such libraries become commonplace, as their contents and services become more varied, and as their patrons become more experienced with computer technology, users will expect more sophisticated services from these libraries. A simple search function, normally an integral part of any digital library, increasingly leads to user frustration as user needs become more complex and as the volume of managed information increases. Proactive digital libraries, where the library evolves from being passive and untailored, are seen as offering great potential for addressing and overcoming these issues and include techniques such as personalisation and recommender systems. In this paper, following on from the DELOS/NSF Working Group on Personalisation and Recommender Systems for Digital Libraries, which met and reported during 2003, we present some background material on the scope of personalisation and recommender systems in digital libraries. We then outline the working group’s vision for the evolution of digital libraries and the role that personalisation and recommender systems will play, and we present a series of research challenges and specific recommendations and research priorities for the field

Internet and the flow of knowledge: Which ethical and political challenges will we face?

The term “knowledge” is used more and more frequently for the diagnosis of societal change (as in “knowledge society”). According to Bell (1973), since the 1970s we have been experiencing the ?rst phase of such a change towards a knowledge society, consisting of a rapid expansion of the academic system and a growth of investments in research and development in many countries. In this phase, as Castells (1996) points out, information technology has been rapidly changing the workplace as well as the composition of social organisations. In this first phase, the focus has been on scienti?c knowledge, its production and application in expert cultures. Since the Mid-1990s, however, this focus has been widening, such that one can speak of a second phase of the knowledge society (Drucker 1994a, 1994b; Stehr 1994; see also Knorr-Cetina 1998; Krohn 2001). Now it is no longer only scientific knowledge that is seen as driving the change, but also ordinary knowledge and practical knowledge, as know-how. The change is, as I would put it, autocatalytic, for typical of knowledge societies is “not the centrality of knowledge and information, but the application of such knowledge and information to knowledge generation and information processing/communication devices, in a cumulative feedback loop between innovation and the uses of innovation“ (Castells 1996: 32). Science has also been changing to be part of this loop, as shown in the rise of applied sciences and in the acknowledgement of uncertainty and ignorance issues (cf. Heidenreich 2002: 4 ff.; see also Hubig 2000 and Böschen & Schulz-Schaeffer 2003). The most significant change in this second phase however is the popularization of the Internet, that is seen as a key factor that governs societal change today. So what exactly is this “knowledge” that is driving present knowledge societies? Can we rely on the philosophical analysis of the term to get some insight here

Challenges Encountered in Creating Personalised Learning Activities to Suit Students Learning Preferences

This book chapter reviews some of the challenges encountered by educators in creating personalised e-learning activities to suit students learning preferences. Technology-enhanced learning (TEL) alternatively known as e-learning has not yet reached its full potential in higher education. There are still many potential uses as yet undiscovered and other discovered uses which are not yet realisable by many educators. TEL is still predominantly used for e-dissemination and e-administration. This chapter reviews the potential use of TEL to provide personalised learning activities to suit individual students learning preferences. In particular the challenges encountered by educators when trying to implement personalised learning activities based on individual students learning preferences

Advances to ASHRAE Standard 55 to encourage more effective building practice

ASHRAE Standard 55 has been evolving in recent years to encourage more sustainable building designs and operational practices. A series of changes address issues for which past design practice has been deficient or overly constrained. Some of the changes were enabled by findings from field studies of comfort and energy-efficiency, and others by new developments in the design- and building-management professions.  The changes have been influencing practice and spurring follow-on research.The Standard now addresses effects of elevated air movement, solar gain on the occupant, and draft at the ankles, each with several impacts on energy-efficient design and operation. It also addresses the most important source of discomfort in modern buildings, the large inter- and intra-personal variability in thermal comfort requirements, by classifying the occupants’ personal control and adaptive options in a form that can be used in building rating systems. In order to facilitate design, new computer tools extend the use of the standard toward direct use in designers’ workflow. The standard also includes provisions for monitoring and evaluating buildings in operation. This paper summarizes these developments and their underlying research, and attempts to look ahead

Rules and ontologies in support of real-time ubiquitous application

The focus of this paper is the practical evaluation of the challenges and capabilities of combination of ontologies and rules in the context of realtime ubiquitous application. The ec(h)o project designed a platform to create a museum experience that consists of a physical installation and an interactive virtual layer of three-dimensional soundscapes that are physically mapped to the museum displays. The retrieval mechanism is built on the user model and conceptual descriptions of sound objects and museum artifacts. The rule-based user model was specifically designed to work in environments where the rich semantic descriptions are available. The retrieval criteria are represented as inference rules that combine knowledge from psychoacoustics and cognitive domains with compositional aspects of interaction. Evaluation results both from the laboratory and museum deployment testing are presented together with the end user usability evaluations.We also summarize our findings in the lessons learned that provide a transferable generic knowledge for similar type of applications. The ec(h)o proved that ontologies and rules provide an excellent platform for building a highly-responsive context-aware interactive application