Retrieving opinions from discussion forums

Understanding the landscape of opinions on a given topic or issue is important for policy makers, sociologists, and intelligence analysts. The first step in this process is to retrieve relevant opinions. Discussion forums are potentially a good source of this information, but comes with a unique set of retrieval challenges. In this short paper, we test a range of existing techniques for forum retrieval and develop new retrieval models to differentiate between opinionated and factual forum posts. We are able to demonstrate some significant performance improvements over the baseline retrieval models, demonstrating that this as a promising avenue for further study. Copyright is held by the owner/author(s).EI

From Personal Memories to Sharable Memories

The exchange of personal experiences is a way of supporting decision making and interpersonal communication. In this article, we discuss how augmented personal memories could be exploited in order to support such a sharing. We start with a brief summary of a system implementing an augmented memory for a single user. Then, we exploit results from interviews to define an example scenario involving sharable memories. This scenario serves as background for a discussion of various questions related to sharing memories and potential approaches to their solution. We especially focus on the selection of relevant experiences and sharing partners, sharing methods, and the configuration of those sharing methods by means of reflection

The influence of the e-tutor on the development of collaborative critical thinking in a students' e-forum: association levels with Cramer’s V

Most courses via Internet use the electronic forum, which allows for cognitive dialogue, namely through critical thinking. The tutor’s support to collaboration, reflection and learning can explore the characteristics of e-forums and contribute to a more positive academic experience. This study aims to identify which of the tutor’s tasks are more influential on higher levels of collaborative critical thinking, with a content analysis of 5200 messages in several on-line Master’s and Post-graduation courses forum. 11 indicators of the tutor’s intervention and four indicators of collaborative critical thing were adopted. Then, a Cramer’s V post-test was used to assess the effect of the tutor’s posts on the highest levels of collaborative critical thinking. The tutor’s tasks which relate more to the students’ highest levels of critical thing were: 1) asking open questions to the students, 2) establishing associations among the students’ messages and 3) modelling the debate. The study provided useful information on the ways of triggering the dialogue and taking it to higher cognitive levels

TRANSFORMING GOVERNMENT AGENCIES’ APPROACH TO EPARTICIPATION THROUGH EFFICIENT EXPLOITATION OF SOCIAL MEDIA

Government agencies are making considerable investments for exploiting the capabilities offered by ICT, and especially the Internet, to increase citizens’ engagement in their decision and policy making processes. However, this first generation of e-participation has been characterised by limited usage of the ‘official’ e-consultation spaces of government agencies by the citizens. The emergence of Web 2.0 social media offers big opportunities for overcoming this problem, and proceeding to a second generation of broader, deeper and more advanced e-participation. This paper presents a methodology for the efficient exploitation of Web 2.0 social media by government agencies in order to broaden and enhance e-participation. It is based on a central platform which enables posting content and deploying micro web applications (‘Policy Gadgets’-Padgets) to multiple popular Web 2.0 social media, and also collecting users’ interactions with them (e.g. views, comments, ratings) in an efficient manner using their application programming interfaces (API). These interactions’ data undergo various levels of processing, such as calculation of useful analytics, opinion mining and simulation modelling, in order to provide effective support to public decision and policy makers. The proposed methodology allows government agencies to adopt advanced and highly effective ‘hybrid’ e-participation approaches

Participatory Transformations

Learning, in its many forms, from the classroom to independent study, is being transformed by new practices emerging around Internet use. Conversation, participation and community have become watchwords for the processes of learning promised by the Internet and accomplished via technologies such as bulletin boards, wikis, blogs, social software and repositories, devices such as laptops, cell phones and digital cameras, and infrastructures of internet connection, telephone, wireless and broadband. This chapter discusses the impact of emergent, participatory trends on education. In learning and teaching participatory trends harbinge a radical transformation in who learns from whom, where, under what circumstances, and for what and whose purpose. They bring changes in where we find information, who we learn from, how learning progresses, and how we contribute to our learning and the learning of others. These trends indicate a transformation to "ubiquitous learning" ??? a continuous anytime, anywhere, anyone contribution and retrieval of learning materials and advice on and through the Internet and its technologies, niches and social spaces.not peer reviewe

POLICY PROCESSES SUPPORT THROUGH INTEROPERABILITY WITH SOCIAL MEDIA

Governments of many countries attempt to increase public participation by exploiting the capabilities and high penetration of the Internet. In this direction they make considerable investments for constructing and operating e-participation websites; however, the use of them has been in general limited and below expectations. For this reason governments, in order to widen e-participation, should investigate the exploitation of the numerous users-driven Web 2.0 social media as well, which seem to be quite successful in attracting huge numbers of users. This paper describes a methodology for the exploitation of the Web 2.0 social media by government organizations in the processes of public policies formulation, through a central platform-toolset providing interoperability with many different social media, and enabling posting and retrieving content from them in a systematic centrally managed and machinesupported automated manner (through their application programming interfaces (APIs)). The proposed methodology includes the use of ‘Policy Gadgets’ (Padgets), which are defined as micro web applications presenting policy messages in various popular Web 2.0 social media (e.g. social networks, blogs, forums, news sites, etc) and collecting users’ interactions with them (e.g. views, comments, ratings, votes, etc.). Interaction data can be used as input in policy simulation models estimating the impact of various policy options. Encouraging have been the conclusions from the analysis of the APIs of 10 highly popular social media, which provide extensive capabilities for publishing content on them (e.g. data, images, video, links, etc.) and also for retrieving relevant user activity and content (e.g. views, comments, ratings, votes, etc.), though their continuous evolution might pose significant difficulties and challenges

Blended learning for project management

Students studying at postgraduate level should engage in learning on higher cognitive levels such as evaluation and creation. The notion of effective learning at this level is characterised by the student’s ability to use acquired knowledge and principles to solve complex problems. Learning theories advocate maximising student engagement with the learning resources in order to facilitate such effective learning. This can be achieved by addressing the following factors in curriculum design: accessibility, variety, formative assessment and the development of learning communities. This paper presents work done on a postgraduate level Project Management course to maximise the factors mentioned above, for example, with the introduction of automatically marked quizzes and the re-structuring of the course content. The content and delivery of the course was changed from weekly lectures and tutorial sessions (old system) to a web-based blended learning system (new system). Evaluation of the old and new systems was undertaken using questionnaires. The student evaluation suggests that the new system led to more effective learning. It is suggested that effective learning can be facilitated by a blended learning system