663 research outputs found

    A model for information retrieval driven by conceptual spaces

    Get PDF
    A retrieval model describes the transformation of a query into a set of documents. The question is: what drives this transformation? For semantic information retrieval type of models this transformation is driven by the content and structure of the semantic models. In this case, Knowledge Organization Systems (KOSs) are the semantic models that encode the meaning employed for monolingual and cross-language retrieval. The focus of this research is the relationship between these meanings’ representations and their role and potential in augmenting existing retrieval models effectiveness. The proposed approach is unique in explicitly interpreting a semantic reference as a pointer to a concept in the semantic model that activates all its linked neighboring concepts. It is in fact the formalization of the information retrieval model and the integration of knowledge resources from the Linguistic Linked Open Data cloud that is distinctive from other approaches. The preprocessing of the semantic model using Formal Concept Analysis enables the extraction of conceptual spaces (formal contexts)that are based on sub-graphs from the original structure of the semantic model. The types of conceptual spaces built in this case are limited by the KOSs structural relations relevant to retrieval: exact match, broader, narrower, and related. They capture the definitional and relational aspects of the concepts in the semantic model. Also, each formal context is assigned an operational role in the flow of processes of the retrieval system enabling a clear path towards the implementations of monolingual and cross-lingual systems. By following this model’s theoretical description in constructing a retrieval system, evaluation results have shown statistically significant results in both monolingual and bilingual settings when no methods for query expansion were used. The test suite was run on the Cross-Language Evaluation Forum Domain Specific 2004-2006 collection with additional extensions to match the specifics of this model

    The Global Text Project: Spanish Translation Phase

    Get PDF
    The Global Text Project (GTP) was initiated in 2006 to provide free, high-quality, open-content textbooks to university students in developing economies. In 2011, the GTP refocused on marketing and distribution of its own and other open content textbooks, and in 2013 involved students and other volunteers in translating textbooks into Spanish. Translation and content localization is an ongoing issue in the Global delivery of information. The case follows a graduate student project leader managing a complex Spanish translation effort. The case encourages readers to reflect upon how the process of translation could be improved. Finally, it poses questions about how the translated textbooks could be promoted for use by professors in Spanish-speaking countries, particularly those in Latin America. The issues in this case relate to volunteerism, information systems and technologies, project management, translation methodologies, and textbook adoption. Readers are encouraged to consider if machine translation, computer-aided translation, or the application of computer game elements in distributed translation might increase productivity and provide high quality translated content

    Are We There Yet?: The Development of a Corpus Annotated for Social Acts in Multilingual Online Discourse

    Get PDF
    We present the AAWD and AACD corpora, a collection of discussions drawn from Wikipedia talk pages and small group IRC discussions in English, Russian and Mandarin. Our datasets are annotated with labels capturing two kinds of social acts: alignment moves and authority claims. We describe these social acts, describe our annotation process, highlight challenges we encountered and strategies we employed during annotation, and present some analyses of resulting data set which illustrate the utility of our corpus and identify interactions among social acts and between participant status and social acts and in online discourse

    Participatory Listmaking: Encyclopedic Lists, Evaluative Lists, Playlists

    Get PDF
    Lists tend to be treated in media studies as “pre-text”, “con-text”, or “para-text”, but rarely in a focused and tailored manner as “text”. One reason for this, I suggest, is rooted in the list form’s ambiguous constitution as both the multiple individuated items in the list as well as the singular ground onto which they are drawn together, accounting for a paradoxical quality that confers upon the list form both its heady participatory capacities and more limiting “granular” semiotic capacities. Defining a list most generally as “a category, communicated”, this dissertation identifies and explores three such kinds of lists and their sites of listmaking, analyzing each through the co-ordinates of participation, selection, order, and rhetoric. Encyclopedic lists exhibit a style of listmaking whose roots I trace to the great 18th century encyclopedic projects, emphasize a mode of amateur contribution aimed at completing the list in an expanding and proliferate world, and exhibit a paradoxical rhetoric of totalization and fragmentation that, I argue, resolves through an ethic of “completism.” Evaluative lists such as Top 10 or Best-of lists exhibit a style of listmaking I trace to the history of women’s and lifestyle periodicals, and exhibit a rhetorical stance that combines the fragmentation inherent in masses of individual “subjective” experiences with the more authoritative aims of the genres to act as “arbiters of taste”, resolving in an ethic of “tacit commensuration.” Playlists across various music scheduling, personal compilation, and digital contexts exhibit a mode of listmaking focused on the artistic criteria of the playlist-maker, where the form is pulled rhetorically towards its pretentions of reflecting an artistic work in its own right and reflecting a fan-perspective that emphasizes the received identities and social existences of its items, prompting an ethic of “contingency” in an attempt to secure a fleeting authorial coherence. I conclude that we turn to participatory lists when we are committed to exploiting the participatory capacities inherent in encyclopedic completion, evaluative commensuration, and aesthetic contingency, but in an addendum to the theory of “participatory cultures” (Jenkins 2009), we may also recognize the limitations inherent in texts that describe the world by the accretion of “facts”, that never quite sustain a singular argumentative arc, and that paint pictures using the coarse brushes of others’ commercial-aesthetic works

    Open Pedagogy Approaches: Faculty, Library, and Student Collaborations

    Get PDF
    Open Pedagogy Approaches: Faculty, Library, and Student Collaborations is a collection of case studies from higher education institutions across the United States. An open educational resource (OER) in its own right, it offers a diverse compilation of OER and open pedagogy projects grounded in faculty, library, and student collaborations. Open Pedagogy Approaches provides ideas, practical tips, and inspiration for educators willing to explore the power of open, whether that involves a small innovation or a large-scale initiative. Particularly during this pandemic, as libraries struggle against publisher limitations to offer traditional print texts in e-format, libraries are a natural partner in the creation and facilitation of open educational resources and practices. “Going open” offers innovative alternatives that can equitably shift the culture of student access and empowerment in learning. List of chapters: Editor\u27s Preface / Alexis Clifton Foreword / Robin DeRosa Introduction / Kimberly Davies Hoffman, Robert Berkman, Deborah Rossen-Knill, Kristen Totleben, Eileen Daly-Boas, Alexis Clifton, Moriana Garcia, Lev Earle, and Joe Easterly Evolving into the Open: A Framework for Collaborative Design of Renewable Assignments / Stacy Katz and Jennifer Van Allen Informed Open Pedagogy and Information Literacy Instruction in Student-Authored Open Projects / Cynthia Mari Orozco Approaching Open Pedagogy in Community and Collaboration / Caroline Sinkinson and Amanda McAndrew Open Pedagogy Big and Small: Comparing Open Pedagogy Efforts in Large and Small Higher Education Settings / Shanna Hollich and Jacob Moore Adapting Open Educational Course Materials in Undergraduate General Psychology: A Faculty-Librarian-Student Partnership / Dennis E. Schell, Dorinne E. Banks, and Neringa Liutkaite Reading British Modernist Texts: A Case in Open Pedagogy / Mantra Roy, Joe Easterly, and Bette London Humanities in the Open: The Challenges of Creating an Open Literature Anthology / Christian Beck, Lily J. Dubach, Sarah A. Norris, and John Venecek A 2-for-1 Deal: Earn Your AA While Learning About Information Literacy Using OER / Mary Lee Cunill, Sheri Brown, and Tia Esposito Mathematics Courses and the Ohio Open Ed Collaborative: Collaborative Course Content Building for Statewide Use / Daniel Dotson, Anna Davis, Amanda L. Folk, Shanna Jaggars, Marcos D. Rivera, and Kaity Prieto Library Support for Scaffolding OER-enabled Pedagogy in a General Education Science Course / Lindsey Gumb and Heather Miceli Sharing the End of the World: Students’ Perceptions of Their Self-Efficacy in the Creation of Open Access Digital Learning Objects / Sarah Hutton, Lisa Di Valentino, and Paul Musgrave Teaching Wikipedia: A Model for Critical Engagement with Open Information / Amanda Koziura, Jennifer M. Starkey, and Einav Rabinovitch-Fox “And Still We Rise”: Open Pedagogy and Black History at a Rural Comprehensive State College / Joshua F. Beatty, Timothy C. Hartnett, Debra Kimok, and John McMahon Building a Collection of Openly Licensed Student-Developed Videos / Ashley Shea Whose History?: Expanding Place-Based Initiatives Through Open Collaboration / Sean D. Visintainer, Stephanie Anckle, and Kristen Weischedel Scholarly Bridges: SciComm Skill-Building with Student-Created Open Educational Resources / Carrie Baldwin-SoRelle and Jennifer M. Swann Harnessing the Power of Student-Created Content: Faculty and Librarians Collaborating in the Open Educational Environment / Bryan James McGeary, Ashwini Ganeshan, and Christopher S. Guder Open Pedagogical Practices to Train Undergraduates in the Research Process: A Case Study in Course Design and Co-Teaching Strategies / Stephanie N. Lewis, Anne M. Brown, and Amanda B. MacDonald Open Pedagogical Design for Graduate Student Internships, A New Collaborative Model / Laurie N. Taylor and Brian Keith Adventures in a Connectivist MOOC on Open Learning / Susan J. Erickson Invitation to Innovation: Transforming the Argument-Based Research Paper to Multimodal Project / Denise G. Malloy and Sarah Siddiqui “What If We Were To Go?”: Undergraduates Simulate the Building of an NGO From Theory To Practice / Kimberly Davies Hoffman, Rose-Marie Chierici, and Amanda Spencehttps://knightscholar.geneseo.edu/geneseo-authors/1010/thumbnail.jp

    Survey of Gaelic Corpus Technology

    Get PDF
    No abstract available

    Evaluating Information Retrieval and Access Tasks

    Get PDF
    This open access book summarizes the first two decades of the NII Testbeds and Community for Information access Research (NTCIR). NTCIR is a series of evaluation forums run by a global team of researchers and hosted by the National Institute of Informatics (NII), Japan. The book is unique in that it discusses not just what was done at NTCIR, but also how it was done and the impact it has achieved. For example, in some chapters the reader sees the early seeds of what eventually grew to be the search engines that provide access to content on the World Wide Web, today’s smartphones that can tailor what they show to the needs of their owners, and the smart speakers that enrich our lives at home and on the move. We also get glimpses into how new search engines can be built for mathematical formulae, or for the digital record of a lived human life. Key to the success of the NTCIR endeavor was early recognition that information access research is an empirical discipline and that evaluation therefore lay at the core of the enterprise. Evaluation is thus at the heart of each chapter in this book. They show, for example, how the recognition that some documents are more important than others has shaped thinking about evaluation design. The thirty-three contributors to this volume speak for the many hundreds of researchers from dozens of countries around the world who together shaped NTCIR as organizers and participants. This book is suitable for researchers, practitioners, and students—anyone who wants to learn about past and present evaluation efforts in information retrieval, information access, and natural language processing, as well as those who want to participate in an evaluation task or even to design and organize one

    Thriving and Surviving in a Multimedia World

    Get PDF
    The Unreachables -- Playing catch-up -- Small-town multimedia -- Tips and tricks -- Ethics of blogging -- New curricula -- Sports journalism -- Broadcast journalism -- Website comments -- Future tech is here -- Citizen journalism -- Freelance -- Oops! -- Twitter in the courtroom -- The mp3 sound of music -- Hyperlocal strategy -- Teen magazines online -- Editor\u27s note -- Staff bio
    • 

    corecore