Hierarchical growing cell structures: TreeGCS

We propose a hierarchical clustering algorithm (TreeGCS) based upon the Growing Cell Structure (GCS) neural network of Fritzke. Our algorithm refines and builds upon the GCS base, overcoming an inconsistency in the original GCS algorithm, where the network topology is susceptible to the ordering of the input vectors. Our algorithm is unsupervised, flexible, and dynamic and we have imposed no additional parameters on the underlying GCS algorithm. Our ultimate aim is a hierarchical clustering neural network that is both consistent and stable and identifies the innate hierarchical structure present in vector-based data. We demonstrate improved stability of the GCS foundation and evaluate our algorithm against the hierarchy generated by an ascendant hierarchical clustering dendogram. Our approach emulates the hierarchical clustering of the dendogram. It demonstrates the importance of the parameter settings for GCS and how they affect the stability of the clustering

"Scholarly Hypertext: Self-Represented Complexity"

Scholarly hypertexts involve argument and explicit selfquestioning, and can be distinguished from both informational and literary hypertexts. After making these distinctions the essay presents general principles about attention, some suggestions for self-representational multi-level structures that would enhance scholarly inquiry, and a wish list of software capabilities to support such structures. The essay concludes with a discussion of possible conflicts between scholarly inquiry and hypertext

Bibliometric cartography of information retrieval research by using co-word analysis

The aim of this study is to map the intellectual structure of the field of Information Retrieval (IR) during the period of 1987-1997. Co-word analysis was employed to reveal patterns and trends in the IR field by measuring the association strengths of terms representative of relevant publications or other texts produced in IR field. Data were collected from Science Citation Index (SCI) and Social Science Citation Index (SSCI) for the period of 1987-1997. In addition to the keywords added by the SCI and SSCI databases, other important keywords were extracted from titles and abstracts manually. These keywords were further standardized using vocabulary control tools. In order to trace the dynamic changes of the IR field, the whole 11-year period was further separated into two consecutive periods: 1987-1991 and 1992-1997. The results show that the IR field has some established research themes and it also changes rapidly to embrace new themes

What is the problem to which interactive multimedia is the solution?

This is something of an unusual paper. It serves as both the reason for and the result of a small number of leading academics in the field, coming together to focus on the question that serves as the title to this paper: What is the problem to which interactive multimedia is the solution? Each of the authors addresses this question from their own viewpoint, offering informed insights into the development, implementation and evaluation of multimedia. The result of their collective work was also the focus of a Western Australian Institute of Educational Research seminar, convened at Edith Cowan University on 18 October, 1994. The question posed is deliberately rhetorical - it is asked to allow those represented here to consider what they think are the significant issues in the fast-growing field of multimedia. More directly, the question is also asked here because nobody else has considered it worth asking: for many multimedia is done because it is technically possible, not because it offers anything that is of value or provides the solution to a particular problem. The question, then, is answered in various ways by each of the authors involved and each, in their own way, consider a range of fundamental issues concerning the nature, place and use of multimedia - both in education and in society generally. By way of an introduction, the following provides a unifying context for the various contributions made here

Adaptive hypermedia for education and training

Adaptive hypermedia (AH) is an alternative to the traditional, one-size-fits-all approach in the development of hypermedia systems. AH systems build a model of the goals, preferences, and knowledge of each individual user; this model is used throughout the interaction with the user to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998; Hothi, Hall, & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund, & Schwarz, 1998; Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005; Milosavljevic, 1997). A museum guide will adapt the presentation about every visited object to the user's individual path through the museum (Oberlander et al., 1998; Stock et al., 2007). Adaptive hypermedia belongs to the class of user-adaptive systems (Schneider-Hufschmidt, Kühme, & Malinowski, 1993). A distinctive feature of an adaptive system is an explicit user model that represents user knowledge, goals, and interests, as well as other features that enable the system to adapt to different users with their own specific set of goals. An adaptive system collects data for the user model from various sources that can include implicitly observing user interaction and explicitly requesting direct input from the user. The user model is applied to provide an adaptation effect, that is, tailor interaction to different users in the same context. In different kinds of adaptive systems, adaptation effects could vary greatly. In AH systems, it is limited to three major adaptation technologies: adaptive content selection, adaptive navigation support, and adaptive presentation. The first of these three technologies comes from the fields of adaptive information retrieval (IR) and intelligent tutoring systems (ITS). When the user searches for information, the system adaptively selects and prioritizes the most relevant items (Brajnik, Guida, & Tasso, 1987; Brusilovsky, 1992b)

Factors shaping the evolution of electronic documentation systems

The main goal is to prepare the space station technical and managerial structure for likely changes in the creation, capture, transfer, and utilization of knowledge. By anticipating advances, the design of Space Station Project (SSP) information systems can be tailored to facilitate a progression of increasingly sophisticated strategies as the space station evolves. Future generations of advanced information systems will use increases in power to deliver environmentally meaningful, contextually targeted, interconnected data (knowledge). The concept of a Knowledge Base Management System is emerging when the problem is focused on how information systems can perform such a conversion of raw data. Such a system would include traditional management functions for large space databases. Added artificial intelligence features might encompass co-existing knowledge representation schemes; effective control structures for deductive, plausible, and inductive reasoning; means for knowledge acquisition, refinement, and validation; explanation facilities; and dynamic human intervention. The major areas covered include: alternative knowledge representation approaches; advanced user interface capabilities; computer-supported cooperative work; the evolution of information system hardware; standardization, compatibility, and connectivity; and organizational impacts of information intensive environments

KnowledgePuzzle: a browsing tool to adapt the web navigation process to the learner's mental model

This article presents KnowledgePuzzle, a browsing tool for knowledge construction from the web. It aims to adapt the structure of web content to the learner’s information needs regardless of how the web content is originally delivered. Learners are provided with a meta-cognitive space (eg, a concept mapping tool) that enables them to plan navigation paths and visualize the semantic processing of knowledge in their minds. Once the learner’s viewpoint becomes visually represented, it will be transformed to a layer of informative hyperlinks and annotations over previously visited pages. The attached layer causes the web content to be explicitly structured to accommodate the learner’s interests by interlinking and annotating chunks of information that make up the learner’s knowledge. Finally, a hypertext version of the whole knowledge is generated to enable fast and easy reviewing. A discussion about the

Text mining with the WEBSOM

The emerging field of text mining applies methods from data mining and exploratory data analysis to analyzing text collections and to conveying information to the user in an intuitive manner. Visual, map-like displays provide a powerful and fast medium for portraying information about large collections of text. Relationships between text items and collections, such as similarity, clusters, gaps and outliers can be communicated naturally using spatial relationships, shading, and colors. In the WEBSOM method the self-organizing map (SOM) algorithm is used to automatically organize very large and high-dimensional collections of text documents onto two-dimensional map displays. The map forms a document landscape where similar documents appear close to each other at points of the regular map grid. The landscape can be labeled with automatically identified descriptive words that convey properties of each area and also act as landmarks during exploration. With the help of an HTML-based interactive tool the ordered landscape can be used in browsing the document collection and in performing searches on the map. An organized map offers an overview of an unknown document collection helping the user in familiarizing herself with the domain. Map displays that are already familiar can be used as visual frames of reference for conveying properties of unknown text items. Static, thematically arranged document landscapes provide meaningful backgrounds for dynamic visualizations of for example time-related properties of the data. Search results can be visualized in the context of related documents. Experiments on document collections of various sizes, text types, and languages show that the WEBSOM method is scalable and generally applicable. Preliminary results in a text retrieval experiment indicate that even when the additional value provided by the visualization is disregarded the document maps perform at least comparably with more conventional retrieval methods.reviewe