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2011 | Buch

Introduction to Teaching and Learning in Information Retrieval Kapitel lesen Erstes Kapitel lesen

Teaching and Learning in Information Retrieval

herausgegeben von: Efthimis Efthimiadis, Juan M. Fernández-Luna, Juan F. Huete, Andrew MacFarlane

Verlag: Springer Berlin Heidelberg

Buchreihe : The Information Retrieval Series

Enthalten in: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik" , Springer Professional "Wirtschaft"

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Über dieses Buch

Information Retrieval has become a very active research field in the 21st century. Many from academia and industry present their innovations in the field in a wide variety of conferences and journals. Companies transfer this new knowledge directly to the general public via services such as web search engines in order to improve their information seeking experience.

In parallel, teaching IR is turning into an important aspect of IR generally, not only because it is necessary to impart effective search techniques to make the most of the IR tools available, but also because we must provide a good foundation for those students who will become the driving force of future IR technologies.

There are very few resources for teaching and learning in IR, the major problem which this book is designed to solve. The objective is to provide ideas and practical experience of teaching and learning IR, for those whose job requires them to teach in one form or another, and where delivering IR courses is a major part of their working lives.

In this context of providing a higher profile for teaching and learning as applied to IR, the co-editor of this book, Efthimis Efthimiathis, had maintained a leading role in teaching and learning within the domain of IR for a number of years. This book represents a posthumous example of his efforts in the area, as he passed away in April 2011. This book, his book, is dedicated to his memory.

Inhaltsverzeichnis

Frontmatter
Chapter 1. Introduction to Teaching and Learning in Information Retrieval
Abstract
This chapter provides an overall objective and outlines the motivation for the book. A taxonomy of teaching and learning is briefly described, and the use of this taxonomy for the purposes of the book is briefly outlined. Using the taxonomy the book structure is described, giving a structured overview of the chapters and providing targeted information on specific aspects for the reader.
Efthimis N. Efthimiadis, Juan M. Fernández-Luna, Juan F. Huete, Andrew MacFarlane
Chapter 2. Fostering Student Engagement in an Online IR Course
Abstract
In an online information retrieval course taught from a library science perspective, a number of methods were used to increase student engagement. Successful tactics include frequent email communication in a natural tone, personalized feedback, an organized, modular presentation of the material, latitude for student choice in assignments, and use of multimedia. The engagement potential of the discussion boards was not used as successfully. The discussions of engagement tactics are reinforced by references to the appropriate literature and feedback from class surveys. The chapter includes lessons learned and plans for future work.
Suzanne Bell
Chapter 3. Teaching IR: Curricular Considerations
Abstract
Information retrieval (IR) is nowadays accepted as an important topic in various disciplines. Information science, computer science, information systems, and library science are obvious candidates. But also in disciplines such as marketing, bioinformatics, or linguistics, IR topics are considered important and should be covered by respective curricula. For those who are teaching IR topics, this brings up serious questions: Which topics should be addressed in an IR course? Can one course serve the different target groups? What would be an appropriate set of IR courses to satisfy all potentially interested parties?
In this chapter, we try to provide a landscape giving hints with respect to the topics relevant for the different target groups. In fact, a single IR course will hardly satisfy the needs of all target groups. A coordinated set of smaller IR courses where each group can select an appropriate subset might be a solution. Another important aspect is practical exercises. An IR course has to integrate such exercises, and a huge variety of available tools and frameworks are useful in this respect. This chapter will exemplarily consider some of these tools and discuss their use in IR courses.
Daniel Blank, Norbert Fuhr, Andreas Henrich, Thomas Mandl, Thomas Rölleke, Hinrich Schütze, Benno Stein
Chapter 4. Pedagogical Enhancements for Information Retrieval Courses
Abstract
Information retrieval graduate courses have been offered in the Department of Computer Science at Virginia Tech since 1973. Since the early 1990s, the Information Storage and Retrieval course has been improved through a variety of pedagogical enhancements, many of which are reported in this chapter. The teaching and learning philosophy is based on team- and project-based learning, concept mapping, use of open source software, and more recently, use of virtual platforms, such as Second Life. In this chapter, we report on these approaches and the tools employed. Also, we describe three course offerings as case studies, which made use of the aforementioned methods. We hope that our experiences may be of interest to others involved in IR education.
Edward Fox, Uma Murthy, Seungwon Yang, Ricardo da S. Torres, Javier Velasco-Martin, Gary Marchionini
Chapter 5. Pedagogical Design and Evaluation of Interactive Information Retrieval Learning Environment
Abstract
In this chapter, the pedagogical design and evaluation of interactive information retrieval learning environment is presented. The course consisted of lectures, Web exercises, and tutored search exercises. The pedagogical design of the learning environment was based on the ideas from anchored instruction and intentional scaffolding. Anchoring related the search exercises to a simulated work-task situation. Scaffolding, i.e., various ways of supporting learners in proceeding with their task was provided by an instructional tool, the Query Performance Analyzer, or by a teacher. The effect of the learning environment on the students’ learning experiences, performance, and learning outcomes was evaluated. The evaluation and student feedback was based on seven different datasets. The data collection with qualitative and quantitative analysis methods is described in the chapter.
Kai Halttunen
Chapter 6. Shifting Contexts: Relating the User, Search and System in Teaching IR
Abstract
“Shifting contexts” explores the teaching and learning benefits in delivering a curriculum on the analysis of the retrieval system in the context of the user perspective of search. Three user contexts are identified to motivate student learning in relating IR practise and principles to the tasks of search, build or the design of a search and retrieval system and its interface. The complementary perspectives enable insight into our interactions with IR systems in characterising search, as well as search providing a context in which to explain the technology and the design of IR systems. The goal is to provide an education in the practise of IR and in the principles that underpin the discipline.
Frances Johnson
Chapter 7. A Technical Approach to Information Retrieval Pedagogy
Abstract
Like in other subjects belonging to the Computing Science curricula, learning in Information Retrievalmust be significant. In order to understand the main concepts and procedures of this discipline, students and inexperienced researchers must acquire some practical skills which often are demonstrated by means of the transformation of a specification into a software product. In order to reach those aims, this chapter presents a technical approach to Information Retrieval teachingthat focuses on the links between theoretical concepts and programming code. It also presents IR-Components, a frameworkthat could facilitate this purpose.
Rafael López-García, Fidel Cacheda
Chapter 8. Using Multiple Choice Questions to Assist Learning for Information Retrieval
Abstract
A key issue in teaching and learning in information retrieval – particularly for library and information science students – is the gap in prior knowledge compared with the need for mathematics to conduct and evaluate searches. In this chapter, we examine the use of online Multiple Choice Questions (MCQs) to support these types of students, and narrow this gap between experience and knowledge. We provide some background in terms of related work and the use of MCQs for assessment. The key areas of search which can be supported by this form of assessment are defined, and a proposed strategy for designing question sets in order to support learning is provided. The key contribution of this chapter is the strategy for designing MCQs by taking educational theory and marrying it with key concepts in learning for search.
Andrew MacFarlane
Chapter 9. Information Retrieval Systems Evaluation: Learning and Teaching Process
Abstract
The two major disciplines that have addressed the teaching of Information Retrieval (IR) since its origins are Computer Science (CS) and Library and Information Science (LIS), both with a different teaching orientation: CS students focus on a technical approach to IR while LIS students focus on the search task as intermediaries and experts in information units. However, knowledge of the principal technical terms would be desirable for LIS students and a better understanding of user needs and how users perform a search process would be desirable for CS students. In this paper we describe how the addition of new learning tools: the WebCT forum, a wiki, and concept maps, have dramatically changed the outcomes for students with a very limited background in mathematics and CS in classes on IR systems evaluation that are taught from a technical perspective. We discuss the difficulties teachers encounter in trying to transmit technical knowledge to such students, and how the addition of these tools helps to overcome these difficulties.
Juan-Antonio Martínez-Comeche, Fidel Cacheda
Chapter 10. Teaching Web Information Retrieval to Computer Science Students: Concrete Approach and Its Analysis
Abstract
In this paper I report about my experience in teaching Web Information Retrieval (IR) at graduate level. I have been teaching a Web IR course for two Master’s degrees in Computer Science and Information Technology at Udine University for the last 5 years. I present the topics I am currently teaching in my course, briefly describing the syllabus, discussing the available textbooks and reading material, and term projects for students. I provide some evidence, gathered by means of a questionnaire, about students’ satisfaction with the course.
I also discuss in detail a crucial choice that every lecturer of Web IR has to make, namely whether (1) to teach the classical pre-Web IR issues first and present the Web-specific issues later, or (2) to teach directly the Web IR discipline per se. The first approach has the advantages of building on prerequisite knowledge, of presenting the historical development of the discipline, and probably appears more natural to most lecturers, who have followed the historical development of the field. Conversely, the second approach has the advantage of concentrating on a more modern view of the field, and probably leads to a higher motivation in the students, since the more appealing Web issues are dealt with at the beginning of the course. By discussing textbook support, analyzing related disciplines, and reporting on students’ and lecturers’ feedback, I provide some evidence that the first approach seems preferable.
Stefano Mizzaro
Chapter 11. Is a Relevant Piece of Information a Valid One? Teaching Critical Evaluation of Online Information
Abstract
In this chapter we first point out the importance for any user to keep in mind the level of validity of a piece of information; specifically in the context of the Web in which the information is heterogeneous in terms of the editorial process used. We detail the criteria coming from users’ behavior and those that should be taught in order to provide users with an opportunity to become information literate. We suggest a taxonomy of criteria and concepts that can be taught. We present three different ways for a trainer to make trainees learn about information validity: first making students aware of the validity issue, then using a criteria grid and finally teaching based on practice. We finish the chapter with assessments and feedback on these practices.
Josiane Mothe, Gilles Sahut
Chapter 12. Training Students to Evaluate Search Engines
Abstract
In this chapter, two exercises that were part of an information retrieval course are described. Both exercises were set up to assess the qualities of a search engine and to consider how the engine could be improved. Students were engaged in problem-based learning. The exercises were run for several years and found to be successful both in engaging students in the course, but also in establishing links with organisations interested in evaluation of search.
Mark Sanderson, Amy Warner
Chapter 13. Teaching Information Retrieval Through Problem-Based Learning
Abstract
This chapter provides a perspective on a problem-based learning (PBL) approach to teaching information retrieval (IR) theory, techniques, and practice at under- and postgraduate levels. The educational philosophy of PBL is outlined, and its pertinence to addressing the challenges of teaching IR in terms of both the diverse nature of the subject and also of the students is discussed. It is argued that teaching IR as a solution to a problem (access to information) and as a problem (how can we organize information in IR systems so it can be accessed) provides an engaging and challenging way to teach it to a range of students. It also draws connections between IR theory and techniques and relates IR to other disciplines through showing how similar problems are faced in other subjects. Some specific examples of teaching exercises based on PBL are provided with a discussion and reflection on their effectiveness. Finally assessment and feedback from students are discussed.
Clare Thornley
Chapter 14. Educational Resource Development for Information Retrieval in a Digital Libraries Context
Abstract
The DL curriculum project group has been developing educational modules and gaining experience throughout this process. Since there is a significant overlap between IR and DL topics, a list of IR educational resources can be developed by focusing on the IR-related modules in the DL curriculum framework. Team-based module development was effective in creating multiple high-quality modules with support from the instructors and the project team. By the end of 2009, a total of 11 IR-core modules were developed and posted on the project Web site, as well as made available in Wikiversity.org for distribution and refinement by the interested members of the community. It is our vision that they will be continuously upgraded and used, ensuring that they are satisfying the needs of the IR education community.
Seungwon Yang, Sanghee Oh, Barbara M. Wildemuth, Jeffrey P. Pomerantz, Edward Fox
Backmatter
Metadaten
Titel
Teaching and Learning in Information Retrieval
herausgegeben von
Efthimis Efthimiadis
Juan M. Fernández-Luna
Juan F. Huete
Andrew MacFarlane
Copyright-Jahr
2011
Verlag
Springer Berlin Heidelberg
Electronic ISBN
978-3-642-22511-6
Print ISBN
978-3-642-22510-9
DOI
https://doi.org/10.1007/978-3-642-22511-6

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