Web Content (web + content)

Distribution by Scientific Domains

Selected Abstracts

Web Discovery and Filtering Based on Textual Relevance Feedback Learning

Wai Lam
We develop a new approach for Web information discovery and filtering. Our system, called WID, allows the user to specify long-term information needs by means of various topic profile specifications. An entire example page or an index page can be accepted as input for the discovery. It makes use of a simulated annealing algorithm to automatically explore new Web pages. Simulated annealing algorithms possess some favorable properties to fulfill the discovery objectives. Information retrieval techniques are adopted to evaluate the content-based relevance of each page being explored. The hyperlink information, in addition to the textual context, is considered in the relevance score evaluation of a Web page. WID allows users to provide three forms of the relevance feedback model, namely, the positive page feedback, the negative page feedback, and the positive keyword feedback. The system is domain independent and does not rely on any prior knowledge or information about the Web content. Extensive experiments have been conducted to demonstrate the effectiveness of the discovery performance achieved by WID. [source]

Com 2.0: A path towards web communicating applications

Paul Labrogere
Providing key architecture and components that allow users to produce their own communicating Web applications as easily as producing Web content for digital assets today would open new perspectives for communication actors and would increase potential connections by an order of magnitude. The end of the walled garden model in the telecommunication world leads to an ecosystem where the user interoperates more directly with the communication service providers to define services based, for example, on presence, address book, or instant messaging. Com 2.0 is to the communication world what Web 2.0 has been to the Web: a second perceived generation of communication services. Com 2.0 uses the Web as a platform for communication and thus enables a true convergence of communication, information, and entertainment in a way that turns the user into a communication service provider. 2008 Alcatel-Lucent. [source]

Hardware architecture for a visualization classroom: VizClass

Tara C. Hutchinson
Abstract Interactive learning, critical thinking, creative problem-solving, and problem-based learning are all critical elements for enhancing engineering education. Visualization can provide the much needed computer-assisted design and analysis environment to foster problem-based learning, while virtual reality (VR) can provide the environment for hands-on manipulation, stimulating interactive learning in the engineering classroom. To provide such a space, at the University of California, Irvine a new interactive, spatially balanced learning environment, termed VizClass, has been developed. VizClass incorporates a specially designed lecture room and laboratory integrating both 2- and 3-dimensional spatial learning by coupling a series of interactive projection display boards (touch sensitive whiteboards) and a semi-immersive 3D wall display. Control of devices integrated with VizClass is supported via a centrally located, easy to activate, touch-sensitive display. Digital material, including slides, web content, video clips, sound files, numerical simulations, or animations may be loaded and presented by instructors using either 2D or 3D modalities. This environment has already been integrated into both undergraduate and graduate level courses, providing a balanced spatial learning environment for students. This article describes the unique hardware architecture developed to support this new environment and presents the first course activities conducted within the space. 2004 Wiley Periodicals, Inc. Comput Appl Eng Educ 12: 232,241, 2004; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20024 [source]

Departmental websites and female student recruitment

Kristin Hanks
Female recruitment and retention in technology related fields is still low, despite numerous attempts to reverse this trend. As a recruitment device, a school's webpage may be the only visual representation a student will see before deciding whether or not to apply. Thus, understanding the possible implications of this medium is important within the larger conversation on gender equity and opportunities. This research addresses several questions: At first glance, do websites give gender cues, whether intentional or not? Is there a relationship between certain web content and the number of women recruited into technology related schools and departments? Do applied fields (Informatics, Information Science, Instructional Technology, Information Systems) differ in their online recruitment practices from more traditional Computer Science and Engineering departments? It is important to note that this research is not an attempt to find the best web practices to recruit female students or an attempt to punish or blame specific institutions regarding their recruitment practices. [source]

Web portal design guidelines as identified by children through the processes of design and evaluation

Andrew Large
The Web is an important source of information for school projects, but young users do not always find it easy to locate relevant material. A critical factor in success is the portal through which they search or browse web content. Traditionally web portals have been designed by adults with young users in mind, but there is very little evidence that the latter make use of them. In this paper design guidelines are elaborated for such portals that are based upon focus group and operational evaluations by elementary school students of two prototype web portals designed by two intergenerational teams, each comprising elementary school students and adult designers. The evaluations offer strong support for involving children throughout the design process for portals that both in presentation and functionality reflect the cognitive and affective needs of young users rather than adults. [source]