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521.
Collaborative information retrieval involves retrieval settings in which a group of users collaborates to satisfy the same underlying need. One core issue of collaborative IR models involves either supporting collaboration with adapted tools or developing IR models for a multiple-user context and providing a ranked list of documents adapted for each collaborator. In this paper, we introduce the first document-ranking model supporting collaboration between two users characterized by roles relying on different domain expertise levels. Specifically, we propose a two-step ranking model: we first compute a document-relevance score, taking into consideration domain expertise-based roles. We introduce specificity and novelty factors into language-model smoothing, and then we assign, via an Expectation–Maximization algorithm, documents to the best-suited collaborator. Our experiments employ a simulation-based framework of collaborative information retrieval and show the significant effectiveness of our model at different search levels. 相似文献
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Simon Warren 《教育政策杂志》2017,32(2):127-140
What happens when neoliberalism as a structural and structuring force is taken up within institutions of higher education, and works upon academics in higher education individually? Employing a critical authoethnographic approach, this paper explores the way technologies of research performance management, specifically, work to produce academics (and academic managers) as particular kinds of neoliberal subject. The struggle to make oneself visible is seen to occur under the gaze of academic normativity – the norms of academic practice that include both locally negotiated practices and the performative demands of auditing and metrics that characterise the neoliberal university. The paper indicates how the dual process of being worked upon and working upon ourselves can produce personally harmful effects. The result is a process of systemic violence. This paper invites higher education workers and policy-makers to think higher education otherwise and to reconsider our personal and collective complicity in the processes shaping higher education. 相似文献
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Lynda Dunlop Lucy Atkinson Denise Mc Keown Maria Turkenburg-van Diepen 《British Educational Research Journal》2021,47(6):1540-1559
A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions, because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation—protest—in the context of communities affected by fracking and associated anti-fracking protest, and discuss the implications of these representations for education. Drawing on focus groups with 121 young people (aged 15–19) in five schools and colleges near sites which have experienced anti-fracking protest in England and Northern Ireland, we find young people well-informed about avenues for formal and non-formal political participation against a background of disillusionment with formal political processes and varying levels of support for protest. We find representations of protest as disruptive, divisive, extreme, less desirable than other forms of participation and ineffective in bringing about change but effective in awareness-raising. These representations are challenging, not least because the way protest is interpreted is critical to the way people think and act in the world. These representations of environmental protest must be challenged through formal education in order to safeguard the UN Convention on the Rights of the Child and ensure that the spirit of Article 11 of the UK Human Rights Act is protected. 相似文献
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Danielle Armour Elizabeth Warren Jodie Miller 《Asia-Pacific Journal of Teacher Education》2016,44(5):421-435
Indigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence of a large longitudinal research project (Representations Oral Language and Engagement in Mathematics) with respect to the role of ITAs in supporting Indigenous students’ to learn mathematics. Data are collected from the perspectives of ITAs, teachers and school principals. In particular, the research proposes that including ITAs in high stakes professional learning, not only changes their confidence and contribution in the classrooms but also allows them and their students to begin to “walk” between the two knowledge worlds, Indigenous knowledge and Western knowledge. 相似文献
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Generalising the pattern rule for visual growth patterns: Actions that support 8 year olds’ thinking 总被引:1,自引:0,他引:1
A common approach used for introducing algebra to young adolescents is an exploration of visual growth patterns and expressing
these patterns as functions and algebraic expressions. Past research has indicated that many adolescents experience difficulties
with this approach. This paper explores teaching actions and thinking that begins to bridge many of these difficulties at
an early age. A teaching experiment was conducted with two classes of students with an average age of eight years and six
months. From the results it appears that young students are capable not only of thinking about the relationship between two
data sets, but also of expressing this relationship in a very abstract form. 相似文献
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