排序方式： 共有17条查询结果，搜索用时 15 毫秒
1.
Searching online information resources using mobile devices is affected by small screens which can display only a fraction
of ranked search results. In this paper we investigate whether the search effort can be reduced by means of a simple user
feedback: for a screenful of search results the user is encouraged to indicate a single most relevant document. In our approach
we exploit the fact that, for small display sizes and limited user actions, we can construct a user decision tree representing
all possible outcomes of the user interaction with the system. Examining the trees we can compute an upper limit on relevance
feedback performance. In this study we consider three standard feedback algorithms: Rocchio, Robertson/Sparck-Jones (RSJ)
and a Bayesian algorithm. We evaluate them in conjunction with two strategies for presenting search results: a document ranking
that attempts to maximize information gain from the user’s choices and the top-D ranked documents. Experimental results indicate
that for RSJ feedback which involves an explicit feature selection policy, the greedy top-D display is more appropriate. For
the other two algorithms, the exploratory display that maximizes information gain produces better results. We conducted a
user study to compare the performance of the relevance feedback methods with real users and compare the results with the findings
from the tree analysis. This comparison between the simulations and real user behaviour indicates that the Bayesian algorithm,
coupled with the sampled display, is the most effective.
Extended version of “Evaluating Relevance Feedback Algorithms for Searching on Small Displays, ” Vishwa Vinay, Ingemar J.
Cox, Natasa Milic-Frayling, Ken Wood published in the proceedings of ECIR 2005, David E. Losada, Juan M. Fernández-Luna (Eds.),
Springer 2005, ISBN 3-540-25295-9 相似文献
2.
3.
4.
Stenlund Jörgen Ingemar Schönborn Konrad Janek Tibell Lena Anna Elisabet 《Journal of Science Education and Technology》2021,30(1):125-138
Journal of Science Education and Technology - Central to evolution is the concept of a common ancestry from which all life has emerged over immense time scales, but learning and teaching temporal... 相似文献
5.
Ingemar Emanuelsson 《Scandinavian Journal of Educational Research》2013,57(3-4):459-474
The articles in this section cover special education, and education and professional expertise, which each represent one special research field within education, but cover research during the last few decades from only one of the Nordic countries. The special‐education article reviews research in Sweden, and from three periods, 1956‐1969, 1970‐1979, and 1980 and later. In selecting the studies referred to the author chose to concentrate on educational aspects within the research domain, rather than differentiated from more handicap‐research‐dominated studies. The author argues that the review cannot, therefore, be seen as a complete, rather it should be understood as a summary of some evident trends of during the periods covered. The extensive presentation ends with remarks on some of the most important theoretical and normative perspectives and aspects. The second article examines, from an educational viewpoint, the acquisition of professional expertise and it outlines emerging approaches to such research, particularly in Finland. The first part of the article briefly reviews how expertise has been conceptualized in recent research. The next section deals with the role of higher education in developing expertise from the constructivist perspective in research on learning, and the article that lines current challenges and alternatives for further educational research. 相似文献
6.
Professor Charles Wedemeyer has appropriately been called the father of American distance education; he could also be termed an uncle of the British Open University, having acted as a consultant before the University opened to students. As William Lighty Professor of Education at the University of Wisconsin at Madison he broke the ground for much subsequent research in the field of distance education. His most familiar published work is his book Learning at the Back Door (University of Wisconsin Press, 1981). His long and distinguished career has included the Presidency of the International Council for Distance Education (ICDE), and the award of an Honorary Doctorate from the Open University in 1975. He has attended many ICDE World conferences over the years, and in Oslo in the summer of 1988 gave a viewpoint on distance education for the future. Professor Wedemeyer has indicated that perhaps this paper will be the last he writes in this area; “This does not indicate a lack of interest... but at 77 years... I find it difficult to keep up with the volume of reading alone that must be maintained if I want to write among the best in our burgeoning field’. 相似文献
7.
ABSTRACT This paper focuses on the construction and implementation of written individual plans for teaching students in special education. Experiences from a number of countries are given, and from these experiences two premises for planning teaching are deduced: one regarding the link between diagnosis and instruction and one regarding teacher planning. The premises are discussed in some detail and consequences for individual planning in special education are formulated. 相似文献
8.
Consistent with previous research, the findings indicate that acquired level of youth education, including tertiary education, functions as a socioeconomic stratifier through its effects on occupational status and earnings at the age of 30, 35, 43 and 52. The direct effect of youth education on occupational status is found to decrease from age 30 to 52, whereas the effect of adult education on occupational status augments from age 35 to 52. Adult education appears to mediate and reinforce the effects of youth education on occupational status. The inclusion of adult education does not necessarily alter the predictability of earnings. The probability of acquiring adult education is significantly greater the higher the initial level of youth education. 相似文献
9.
10.
Ingemar Emanuelsson 《欧洲特需教育杂志》2013,28(2):133-142
The four studies on support teacher roles from the UK, The Netherlands, Spain and Australia, in this issue of the journal, are considered via a comparative analysis. Two perspectives, namely categorical and relational, are applied to identify the main continuities and discontinuities related to basic understandings of special need support in inclusive education development. Within-country differences were found more decisive for support teacher roles than those between countries. Conditions for support teacher roles being reactive or proactive are discussed with reference to mandates; status of power and priorities; and time allocated for coordinating tasks. ‘Scapegoat’ roles for support teachers are also considered. Fostering the concept of inclusive education requires a commitment to whole-school reform. This is also seen as a prerequisite for support coordinators' roles to develop in a more proactive way. 相似文献