Teaching and learning in information retrieval

A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts, and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods, delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design. The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also provides a guide for educators on approaches that can be applied to improving the student learning experiences

Combining Terrier with Apache Spark to Create Agile Experimental Information Retrieval Pipelines

Experimentation using IR systems has traditionally been a procedural and laborious process. Queries must be run on an index, with any parameters of the retrieval models suitably tuned. With the advent of learning-to-rank, such experimental processes (including the appropriate folding of queries to achieve cross-fold validation) have resulted in complicated experimental designs and hence scripting. At the same time, machine learning platforms such as Scikit Learn and Apache Spark have pioneered the notion of an experimental pipeline , which naturally allows a supervised classification experiment to be expressed a series of stages, which can be learned or transformed. In this demonstration, we detail Terrier-Spark, a recent adaptation to the Terrier Information Retrieval platform which permits it to be used within the experimental pipelines of Spark. We argue that this (1) provides an agile experimental platform for information retrieval, comparable to that enjoyed by other branches of data science; (2) aids research reproducibility in information retrieval by facilitating easily-distributable notebooks containing conducted experiments; and (3) facilitates the teaching of information retrieval experiments in educational environments

Pedagogy First, Technology Second: teaching & learning information literacy online

This paper explores the pedagogical and technical issues, challenges and outcomes of creating an online information literacy course. Currently under development, this course will be offered as a parallel study option to Advanced Information Retrieval Skills (AIRS:IFN001 ) for QUT postgraduate students, a compulsory face-to-face course for all QUT research students. The aim of this project is to optimise students’ access to AIRS:IFN001 and meet the University’s objectives regarding flexible delivery and online teaching. Still in its developmental stages, AIRS::Online extends beyond the current notion of static online information literacy tutorials by providing a facilitated, student focussed learning environment comprising content and learning experiences enhanced by appropriate multimedia technology and resources which engage students in planned facilitated and/or self-paced learning events. Course assessment is formative and summative, and is comprised of a research log and reflective journal to provide a means for reviewing the content and key process of advanced information searching and retrieval

BRAIN-BASED AND LEARNING THEORIES: APPLICATION OF THEORIES IN THE CLASSROOM

Memory and learning are inseparable concepts in education. Memory influences learning, at the same time, Learning influences memory. This shows how Memory and Learning are strongly linked. Memory is a well-organized Machine. Memory is composed of systematic and well-coordinated structures. This implies that teaching and learning process, to be successful, should take into consideration memory structures and how it functions. Simply, teaching and learning must also be systematic and well-organized to allow the memory to encode and retrieve information. The studies show that memory can affect encoding and retrieval capacity. Teaching and learning are meaningfully influenced and guided by brain-based and learning theories relevant to teaching and classroom practices. Learning theories have significantly impacted teaching strategies and they are relevant to learning in the classrooms. The learner’s ability changes over time as a result of both maturation and experience. One of the most important information processing capacities a child develops is the ability to organize information. This is, in turn, influenced by the child’s ability to categorize. As is the case with other information-processing capacities, this ability changes with both maturation and experience. The level and stages of students are different. Students’ levels and stages should be considered when preparing and delivering lessons in terms of content, strategies, and teaching materials. The discussion and recommendations focused on the important learning theories found to be influential in teaching and learning English language: (1) Memory Storage and Retrieval Strengths theory; (2) Social Development of Learning Theory; (3) Communicative Language Teaching Theory; (4) Game-Based Learning Theory; (5) Family Influence Theory; (6) Zeigarnik and Interleaving Effect Theory; (7) Perceptual Discrimination Theory; (8) Studying and Testing Theory; and (9) The Theory of disuse.  Article visualizations

Lucene4IR: Developing information retrieval evaluation resources using Lucene

The workshop and hackathon on developing Information Retrieval Evaluation Resources using Lucene (L4IR) was held on the 8th and 9th of September, 2016 at the University of Strathclyde in Glasgow, UK and funded by the ESF Elias Network. The event featured three main elements: (i) a series of keynote and invited talks on industry, teaching and evaluation; (ii) planning, coding and hacking where a number of groups created modules and infrastructure to use Lucene to undertake TREC based evaluations; and (iii) a number of breakout groups discussing challenges, opportunities and problems in bridging the divide between academia and industry, and how we can use Lucene for teaching and learning Information Retrieval (IR). The event was composed of a mix and blend of academics, experts and students wanting to learn, share and create evaluation resources for the community. The hacking was intense and the discussions lively creating the basis of many useful tools but also raising numerous issues. It was clear that by adopting and contributing to most widely used and supported Open Source IR toolkit, there were many benefits for academics, students, researchers, developers and practitioners - providing a basis for stronger evaluation practices, increased reproducibility, more efficient knowledge transfer, greater collaboration between academia and industry, and shared teaching and training resources

Globalization Of Knowledge Discovery And Information Retrieval In Teaching And Learning

Developments in communication and information technologies in the last decade have had a significant impact on instructional and learning activities. For many students and educators, the Internet became the significant medium for sharing instruction, learning and communication. Access to knowledge beyond boundaries and cultures has an impact on methods of teaching and learning, affecting professional education in corporations worldwide. The blending of science with commercial applications, new methods of conducting business, and access to published and preliminary research is not longer limited to leading educational institutions and the northern hemisphere. This paper discusses educational opportunities, reviewing the latest trends in information retrieval, along with new teaching methodologies related to availability and globalization of information. The good news is that the multicultural melding of various intelligences and the global linking of intelligent knowledge systems promises to lend a multicultural wisdom to the selection and provision of information. We hope that this may ultimately contribute to a lessening of the gap between educationally rich and poor nations. In this paper the “digital divide” is seen to be a less vexing problem for the future of globalized intelligent information systems. This system, called the “Global Brain,” ameliorates existing differences in national access to educational content repositories used for teaching and learning

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

Apply Small Teaching Tactics in an Introductory Programming Course: Impact on Learning Performance

Small teaching approaches are well-structured, incremental teaching improvement techniques supported by research in cognitive science, memory, and learning. I systematically implement a series of small teaching activities in an introductory programming course to tackle the teaching and learning challenges faced by instructors and students. The small teaching activities are designed to promote effective learning strategies such as knowledge retrieval, spacing-out practice, and interleaving learning. I examine the impact of such approaches on students’ performance through comparative analyses. The test results indicate that small teaching approaches are effective in improving students’ lower- and higher-level thinking skills and help boost students’ long-term knowledge retention. Because the small teaching approaches are flexible and easy to implement, instructors teaching technical information systems topics can quickly integrate at least some small teaching activities into their classes

Introduction to the special issue on teaching and learning in information retrieval

We present an overview of the special issue in this paper. The main objective is to provide information for lecturers on how to improve the student experience, using current knowledge in the field. To this end we present an overview of six papers covering areas as diverse as tools and methods used to support teaching and learning, pedagogical challenges in teaching mathematics for search, etc