Automatic summarising: factors and directions

This position paper suggests that progress with automatic summarising demands a better research methodology and a carefully focussed research strategy. In order to develop effective procedures it is necessary to identify and respond to the context factors, i.e. input, purpose, and output factors, that bear on summarising and its evaluation. The paper analyses and illustrates these factors and their implications for evaluation. It then argues that this analysis, together with the state of the art and the intrinsic difficulty of summarising, imply a nearer-term strategy concentrating on shallow, but not surface, text analysis and on indicative summarising. This is illustrated with current work, from which a potentially productive research programme can be developed

Web document summarisation: a task-oriented evaluation

We present a query-biased summarisation interface for Web searching. The summarisation system has been specifically developed to act as a component in existing Web search interfaces. The summaries allow the user to more effectively assess the content of Web pages. We also present an experimental investigation of this approach. Our experimental results shows the system appears to be more useful and effective in helping users gauge document relevance than the traditional ranked titles/abstracts approach

Working in partnership through early support: distance learning text: working with parents in partnership (book chapter)

This is a chapter from the distance learning text for the 'Working in Partnership through Early Support' accredited training programme. "Our intention in this chapter... is to provide a theory of helping, known as the Family Partnership Model. It is based upon the notion that the most effective relationship between parent and helper is a partnership, as first discussed by Mittler, Cunningham and others in the 1970s. It is an explicit and relatively simple framework intended as a guide for all people working with children and their families. Having described the theory, we will look briefly at its implications for service development, training and professional support, the use of the Early Support materials in promoting partnership and the evidence for working in this way." - pp. 2-

The pedagogical challenges to collaborative technologies

Collaborative technologies offer a range of new ways of supporting learning by enabling learners to share and exchange both ideas and their own digital products. This paper considers how best to exploit these opportunities from the perspective of learners' needs. New technologies invariably excite a creative explosion of new ideas for ways of doing teaching and learning, although the technologies themselves are rarely designed with teaching and learning in mind. To get the best from them for education we need to start with the requirements of education, in terms of both learners‘ and teachers‘ needs. The argument put forward in this paper is to use what we know about what it takes to learn, and build this into a pedagogical framework with which to challenge digital technologies to deliver a genuinely enhanced learning experience