Third International Workshop on Gamification for Information Retrieval (GamifIR'16)

Stronger engagement and greater participation is often crucial to reach a goal or to solve an issue. Issues like the emerging employee engagement crisis, insufficient knowledge sharing, and chronic procrastination. In many cases we need and search for tools to beat procrastination or to change people’s habits. Gamification is the approach to learn from often fun, creative and engaging games. In principle, it is about understanding games and applying game design elements in a non-gaming environments. This offers possibilities for wide area improvements. For example more accurate work, better retention rates and more cost effective solutions by relating motivations for participating as more intrinsic than conventional methods. In the context of Information Retrieval (IR) it is not hard to imagine that many tasks could benefit from gamification techniques. Besides several manual annotation tasks of data sets for IR research, user participation is important in order to gather implicit or even explicit feedback to feed the algorithms. Gamification, however, comes with its own challenges and its adoption in IR is still in its infancy. Given the enormous response to the first and second GamifIR workshops that were both co-located with ECIR, and the broad range of topics discussed, we now organized the third workshop at SIGIR 2016 to address a range of emerging challenges and opportunities

Distributed enterprise search using software agents

In this paper we introduce a distributed information retrieval system using agent-based technology. In this multiagent system, each agent has its own specific task and can be used to handle a specific document repository. The system is designed to automatically comply with access restriction rules that are normally enforced in companies. It is used in the administration offices of the German capital city Berlin where it serves as a testbed for further research on aggregated search in an enterprise environment with roughly 50,000 employees

Evaluating First Year Agriculture Teachers’ Use of Reflection

Reflection is a useful tool which improves teaching approaches; however, many first-year teachers do not appear to reflect upon their instructional plans (McAlpine & Weston, 2000). Prior research has indicated preservice teachers are not utilizing the acquired reflective approaches learned throughout the teacher preparation program (Hatton & Smith, 1995; Kagan & Tippins, 1992; Reynolds, 1993). It is believed teachers fail to implement reflective practice in their professional practice because they have not acquired the pedagogical knowledge to effectively reflect (McAlpine & Weston, 2000). The primary purpose of this study was to determine if beginning agricultural education teachers employed a systematic approach of reflection, determine what components of the teacher preparation program aided in learning, how to reflect, and to examine first-year teachers’ gratification with the reflective approaches learned from Iowa State University agricultural education teacher preparation program. The study drew on the theoretical framework of John Dewey and Donald Schon in support of reflection throughout an educator’s professional teaching career. This qualitative study consisted of phone interviews with six first-year secondary teachers who graduated from the teacher preparation program. All first-year teachers employed a systematic reflection approach and preferred the following approaches to reflection: written reflection, verbal reflection, or through internal dialogue. First-year teachers indicated they learned how to reflect from student teaching, the tuning protocol process, and in core classes. However, they indicated preservice teachers need more exposure to reflection during their student teaching experience and throughout coursework

GamifIR 2016: SIGIR 2016 Workshop on Gamification for Information Retrieval

The third workshop on Gamification for Information Retrieval (GamifIR) took place on the 21th of July 2016 in conjunction with SIGIR 2016 in Pisa, Italy. It was the first GamifIR held in conjunction with the SIGIR, the first and second GamifIR workshops were both colocated with ECIR. The workshop program included one invited keynote presentation, seven paper presentations and a discussion session. The keynote presentation stated the necessity of proper theory for gamification design and resulting opportunities. The paper presentation covered studies on diverse areas and approaches for the application of gamification

CLEVER: Gamification and Enterprise Knowledge Learning

© Lennart Nacke, 2016. This is the author’s version of the work. It is posted here for your personal use. Not for redistribution. The definitive version was published in CHI PLAY Companion '16 Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts, https://doi.org/10.1145/2968120.2987745This paper describes the design and a preliminary implementation study of a gamified knowledge management system (KMS) that supports the learning component within knowledge management (KM). KM includes acquiring social capital through the process of acquisition, sharing, and dissemination of knowledge within a company. Employees often lack the motivation to share their implicit knowledge with one another and are reluctant to engage in a collaborative forum for such knowledge exchange. We developed a gamified learning component of an enterprise KMS to help foster this process of collaborative and participatory learning. More importantly, this game combines trivia and strategy elements as game elements to motivate the players for knowledge exchange. We report preliminary results from an exploratory study with nine participants which indicates that the above combination of game elements does contribute to participatory knowledge learning within an enterprise KMS.NSERC SSHRCPeer-reviewe

Adaptive Multiclient Network-on-Chip Memory Core : Hardware Architecture, Software Abstraction Layer, and Application Exploration

This paper presents the hardware architecture and the software abstraction layer of an adaptive multiclient Network-on-Chip (NoC) memory core. The memory core supports the flexibility of a heterogeneous FPGA-based runtime adaptive multiprocessor system called RAMPSoC. The processing elements, also called clients, can access the memory core via the Network-on-Chip (NoC). The memory core supports a dynamic mapping of an address space for the different clients as well as different data transfer modes, such as variable burst sizes. Therefore, two main limitations of FPGA-based multiprocessor systems, the restricted on-chip memory resources and that usually only one physical channel to an off-chip memory exists, are leveraged. Furthermore, a software abstraction layer is introduced, which hides the complexity of the memory core architecture and which provides an easy to use interface for the application programmer. Finally, the advantages of the novel memory core in terms of performance, flexibility, and user friendliness are shown using a real-world image processing application

Adaptive Multiclient Network-on-Chip Memory Core: Hardware Architecture, Software Abstraction Layer, and Application Exploration

This paper presents the hardware architecture and the software abstraction layer of an adaptive multiclient Network-on-Chip (NoC) memory core. The memory core supports the flexibility of a heterogeneous FPGA-based runtime adaptive multiprocessor system called RAMPSoC. The processing elements, also called clients, can access the memory core via the Network-on-Chip (NoC). The memory core supports a dynamic mapping of an address space for the different clients as well as different data transfer modes, such as variable burst sizes. Therefore, two main limitations of FPGA-based multiprocessor systems, the restricted on-chip memory resources and that usually only one physical channel to an off-chip memory exists, are leveraged. Furthermore, a software abstraction layer is introduced, which hides the complexity of the memory core architecture and which provides an easy to use interface for the application programmer. Finally, the advantages of the novel memory core in terms of performance, flexibility, and user friendliness are shown using a real-world image processing application

Evaluating First Year Agriculture Teachers’ Use of Reflection

Reflection is a useful tool which improves teaching approaches; however, many first-year teachers do not appear to reflect upon their instructional plans (McAlpine & Weston, 2000). Prior research has indicated preservice teachers are not utilizing the acquired reflective approaches learned throughout the teacher preparation program (Hatton & Smith, 1995; Kagan & Tippins, 1992; Reynolds, 1993). It is believed teachers fail to implement reflective practice in their professional practice because they have not acquired the pedagogical knowledge to effectively reflect (McAlpine & Weston, 2000). The primary purpose of this study was to determine if beginning agricultural education teachers employed a systematic approach of reflection, determine what components of the teacher preparation program aided in learning, how to reflect, and to examine first-year teachers’ gratification with the reflective approaches learned from Iowa State University agricultural education teacher preparation program. The study drew on the theoretical framework of John Dewey and Donald Schon in support of reflection throughout an educator’s professional teaching career. This qualitative study consisted of phone interviews with six first-year secondary teachers who graduated from the teacher preparation program. All first-year teachers employed a systematic reflection approach and preferred the following approaches to reflection: written reflection, verbal reflection, or through internal dialogue. First-year teachers indicated they learned how to reflect from student teaching, the tuning protocol process, and in core classes. However, they indicated preservice teachers need more exposure to reflection during their student teaching experience and throughout coursework.This article is published as Meder, A., Smalley, S., & Retallick, M. S. (2018). Evaluating first year agriculture teachers’ use of reflection. Journal of Agricultural Education, 59(2), 289-304. doi: 10.5032/jae.2018.02289. Posted with permission.</p

Third International Workshop on Gamification

Stronger engagement and greater participation is often crucial to reach a goal or to solve an issue. Issues like the emerging employee engagement crisis, insufficient knowledge sharing, and chronic procrastination. In many cases we need and search for tools to beat procrastination or to change people’s habits. Gamification is the approach to learn from often fun, creative and engaging games. In principle, it is about understanding games and applying game design elements in a non-gaming environments. This offers possibilities for wide area improvements. For example more accurate work, better retention rates and more cost effective solutions by relating motivations for participating as more intrinsic than conventional methods. In the context of Information Retrieval (IR) it is not hard to imagine that many tasks could benefit from gamification techniques. Besides several manual annotation tasks of data sets for IR research, user participation is important in order to gather implicit or even explicit feedback to feed the algorithms. Gamification, however, comes with its own challenges and its adoption in IR is still in its infancy. Given the enormous response to the first and second GamifIR workshops that were both co-located with ECIR, and the broad range of topics discussed, we now organized the third workshop at SIGIR 2016 to address a range of emerging challenges and opportunities

Epigenetic Regulation of Alternative mRNA Splicing in Dilated Cardiomyopathy

In recent years, the genetic architecture of dilated cardiomyopathy (DCM) has been more thoroughly elucidated. However, there is still insufficient knowledge on the modifiers and regulatory principles that lead to the failure of myocardial function. The current study investigates the association of epigenome-wide DNA methylation and alternative splicing, both of which are important regulatory principles in DCM. We analyzed screening and replication cohorts of cases and controls and identified distinct transcriptomic patterns in the myocardium that differ significantly, and we identified a strong association of intronic DNA methylation and flanking exons usage (p < 2 × 10−16). By combining differential exon usage (DEU) and differential methylation regions (DMR), we found a significant change of regulation in important sarcomeric and other DCM-associated pathways. Interestingly, inverse regulation of Titin antisense non-coding RNA transcript splicing and DNA methylation of a locus reciprocal to TTN substantiate these findings and indicate an additional role for non-protein-coding transcripts. In summary, this study highlights for the first time the close interrelationship between genetic imprinting by DNA methylation and the transport of this epigenetic information towards the dynamic mRNA splicing landscape. This expands our knowledge of the genome–environment interaction in DCM besides simple gene expression regulation