B305 Hlava

Production to Portal:Revamping the Information Delivery Channel : 

Production to Portal: Revamping the Information Delivery Channel Marjorie M.K. Hlava President Access Innovations, Inc. mhlava@accessinn.com

What we will cover: 

What we will cover Learning styles Multiple intelligences Designing for everyone Recent Best Practice findings A case study – Production to Portal The portal needs Production options Search options What’s under the hood?

Learning styles: 

Learning styles Visual Auditory Kinesthetic andamp; Tactile Adapted from Colin Rose(1987). Accelerated Learning

When you……… : 

When you……… Spell Do you try to see the word? Do you sound out the word or use a phonetic approach? Do you write the word down to find if it feels right? Talk Do you sparingly but dislike listening for too long? Do you favor words such as see, picture, and imagine? Do you enjoy listening but are impatient to talk? Do you use words such as hear, tune, and think? Do you gesture and use expressive movements? Do you use words such as feel, touch, and hold?

When you………: 

When you……… Concentrate Do you become distracted by untidiness or movement? Do you become distracted by sounds or noises? Do you become distracted by activity around you? Meet someone again Do you forget names but remember faces or remember where you met? Do you forget faces but remember names or remember what you talked about? Do you remember best what you did together?

When you………: 

When you……… Contact people on business Do you prefer direct, face-to-face, personal meetings? Do you prefer the telephone? Do you talk with them while walking or participating in an activity? Read Do you like descriptive scenes or pause to imagine the actions? Do you enjoy dialog and conversation or hear the characters talk? Do you prefer action stories or are not a keen reader?

When you………: 

When you……… Do something new at work Do you like to see demonstrations, diagrams, slides, or posters? Do you prefer verbal instructions or talking about it with someone else? Do you prefer to jump right in and try it?

When you………: 

When you……… Put something together Do you look at the directions and the picture? Do you ignore the directions and figure it out as you go along? Need help with a computer application Do you seek out pictures or diagrams? Do you call the help desk, ask a neighbor, or growl at the computer? Do you keep trying to do it or try it on another computer?

Learning styles: 

Learning styles                                            This chart helps you determine your learning style; read the word in the left column and then answer the questions in the successive three columns to see how you respond to each situation. Your answers may fall into all three columns, but one column will likely contain the most answers. The dominant column indicates your primary learning style.

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Adapted from Colin Rose(1987). Accelerated Learning

One set of learning styles: 

One set of learning styles Visual (spatial) You prefer using pictures, images, and spatial understanding. Aural (auditory-musical) You prefer using sound and music. Verbal (linguistic) You prefer using words, both in speech and writing. Physical (kinesthetic) You prefer using your body, hands and sense of touch. Logical (mathematical) You prefer using logic, reasoning and systems. Social (interpersonal) You prefer to learn in groups or with other people. Solitary (intrapersonal) You prefer to work alone and use self-study.

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Many people recognize that each person

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http://www.learning-styles-online.com/inventory/

Learning Styles: 

Learning Styles http://www.learning-styles-online.com/inventory/ Let’s try the test

Another way to look at Learners: 

Another way to look at Learners Active and Reflective Visual and Verbal Sensing and Intuitive Sequential and Global LEARNING STYLES AND STRATEGIES Richard M. Felder Hoechst Celanese Professor of Chemical Engineering North Carolina State University Barbara A. Soloman Coordinator of Advising, First Year College North Carolina State University

ACTIVE AND REFLECTIVE LEARNERS : 

ACTIVE AND REFLECTIVE LEARNERS Active Learners Like doing something active in learning Discussing, applying it , explaining it to others. 'Let's try it out and see how it works' Like group work Reflective learners prefer to think about it quietly first. 'Let's think it through first' is the reflective learner's response. prefer working alone. Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.

SENSING AND INTUITIVE LEARNERS : 

SENSING AND INTUITIVE LEARNERS Sensing learners like learning facts, like solving problems by well-established methods and dislike complications and surprises;. resent being tested on material that has not been explicitly covered in class. tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; Sensors tend to be practical and careful don't like courses that have no apparent connection to the real world; . Intuitive learners like innovation and dislike repetition are better at grasping new concepts are comfortable with abstractions and mathematical formulations. tend to work faster and to be more innovative than sensors don't like 'plug-and-chug' courses that involve a lot of memorization and routine calculations. prefer discovering possibilities and relationships

VISUAL AND VERBAL LEARNERS : 

VISUAL AND VERBAL LEARNERS Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally. In most classes very little visual information is presented: students mainly listen to lectures read material written on chalkboards read textbooks and handouts. Most people are visual learners, Good learners are capable of processing information presented either visually or verbally.

SEQUENTIAL AND GLOBAL LEARNERS: 

SEQUENTIAL AND GLOBAL LEARNERS Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Sequential learners tend to follow logical stepwise paths in finding solutions; while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly 'getting it.' global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. Many people conclude incorrectly that they are global, Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject,

Multiple intelligences: 

Multiple intelligences Visual-Spatial Bodily-kinesthetic Musical Interpersonal Intrapersonal Linguistic Logical –Mathematical Howard Gardner of Harvard

Multiple intelligences: 

Multiple intelligences Visual-Spatial think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Multiple intelligences: 

Multiple intelligences Bodily-kinesthetic use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Multiple intelligences: 

Multiple intelligences Interpersonal understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Multiple intelligences: 

Multiple intelligences Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Multiple intelligences: 

Multiple intelligences Intrapersonal understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Multiple intelligences: 

Multiple intelligences Linguistic using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Multiple intelligences: 

Multiple intelligences Logical –Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

Which one are you?: 

Which one are you?

Designing for everyone: 

Designing for everyone Structure of the Corpus User Context and Search Task User-Interface Design Mobile Search

Structure of the Corpus: 

Structure of the Corpus Specific domains Easier than the whole internet DLESE – Digital Library for Earth Science Education Domain specific taxonomy Specific branches Dynamic classifications

User Context and Search Task: 

User Context and Search Task What about unique interfaces for different tasks? Culture effects Embedded search Search history

User-Interface Design: 

User-Interface Design Combine search and browse Providing confidence in search Help build the query Predicting the users queries

Mobile Search: 

Mobile Search Small screen design Offline queries Location search Person, things search Conceptual search

A Case Study – MediaSleuth Portal: 

A Case Study – MediaSleuth Portal

Our Mission: 

Our Mission NICEM was established on, and remains committed to, the principle that instructional media offer tremendous potential for improving learning.

What Is NICEM? : 

What Is NICEM? National Information Center for Educational Media Established 1963 Searchable by title, date, age level, subject area, media type and over 130 languages 664,000 items

What Is NICEM?: 

What Is NICEM? 5,700+ producers of non-print media 16,000+ distributors of non-print media US MARC Cataloging Authority for non print media 460,000+ unit title records Output XML or MARC records Online TLC (MARC) Silver Platter (BRS Format, left tagged ASCII) NICEMnet.com (XML output)

NICEM Record: 

NICEM Record Main record fields Series record fields PD fields E-commerce fields Pick lists / authority fields 86 fields total

NICEM Thesaurus: 

NICEM Thesaurus 22 top terms supporting education curriculum 5708 main terms Standard Z39.19 term record set BT, NT Related terms Synonyms Notes

MediaSleuth Output: 

MediaSleuth Output Same DBMS. Additional fields for purchase info Price Item number etc Different interface Also take away fields No P/D information Different export

What Is Media Sleuth?: 

What Is Media Sleuth? The e-commerce platform of NICEM 96,000 items from 156 P/D’s Easy ordering online Virtual Cart Bonus Bucks

Integrated content management: 

Integrated content management Database management system Indexing terms to describe content System to apply indexing terms for targeted document retrieval Treat once for multiple outputs Ability to approach variable learning styles

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Integrated tools for content management Database system Thesaurus tool Indexing tool Validate terms Add terms and rules Change terms and rules Delete terms and rules Search thesaurus Validate term entry Block invalid terms Record candidates Establish rules for term use Suggest indexing terms

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XIS™ provides NICEM flexible fields Branching data Title Unlimited text length Distributor A video filmstrip Distributor B video audio Distributor C video laser disc software Windows Mac

DBMS wish list: 

DBMS wish list Easy data entry for editors Fully customized database Numerous data fields and room to grow Free text entry with unlimited field length Controlled vocabulary for selected fields Branching structures from multiple fields Systematic collection of candidate terms Platform independence Remote access for offsite editors XML tagging to convert to various output formats

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XML Intranet System™ for DBMS

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XML export file

NICEM needed a thesaurus tool: 

NICEM needed a thesaurus tool Restructure flat file into hierarchy Map from old terms to new Expand thesaurus coverage Easy to navigate hierarchy User friendly, easy to maintain Form associations and interconnections: RTs, Use/UFs, Scope Notes, etc. Comply with ANSI/NISO, ISO standards Integrate with DBMS

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Taxonomy view Thesaurus Term Record view

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Thesaurus Master connects to DBMS

NICEM needed an indexing tool: 

NICEM needed an indexing tool Basic requirement for an indexing tool: Suggest terms that are valid correctly formatted conceptually appropriate Avoid suggesting any terms that do not meet these criteria. and more...

and NICEM wanted... : 

and NICEM wanted... Faster, more consistent production Memory prompt for forgotten terms Facilitate training on thesaurus Index all relevant concepts Index concepts deeply, specifically Smarter indexing than simple term recognition or co-occurrence Integrate with DBMS

Machine Aided Indexer™ (M.A.I.) met NICEM’s needs: 

Machine Aided Indexer™ (M.A.I.) met NICEM’s needs How M.A.I. works: Scans selected fields Text words prompt rules Match rule conditions? Suggests the indexing term Tracks M.A.I. suggestions and editor’s choices Presents comparative statistics for review Enables rule changes for improved future performance

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M.A.I. connects to DBMS

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M.A.I. suggests thesaurus terms. Highlight terms and hit 'Select' to index.

M.A.I. gives editors choice: 

M.A.I. gives editors choice M.A.I. is an aide, an assistant for the editor, a memory prompt. M.A.I. suggests indexing terms based on the rules in its knowledge base. But the editor makes the decision, based on human understanding, analysis, and interpretation of the text. The editor then 'teaches' M.A.I. to recognize the set of clues in text that prompted use of an indexing term.

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Rules governing M.A.I.’s term suggestions can be simple or complex

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Editors can write rules that consider:: 

Editors can write rules that consider: style of text sentence length proximity of target words (four degrees) capitalization of target words or initial letters position of target word in sentence rejection of indexing term if a specific word is present idiomatic word usage flexible 'mix and match' combinations of target words in text to clarify meaning

Other things to do with production: 

Other things to do with production Automatic application? Spider setting internally External web crawls – use all aliases Web harvesting of popular sites

Best Practices forEnterprise Taxonomy Management: 

Best Practices for Enterprise Taxonomy Management Consistent application across entire site Synonyms are used interchangeably User doesn’t need to know the taxonomy Support many search styles (learning) Pop up view is helpful Site map for construction and browsing Allows hidden sections for internal use

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Sailing on to the portal

Taxonomy descriptors become subject metadata: 

Taxonomy descriptors become subject metadata Selected descriptors are XML-tagged and stored with document Descriptors available as webpage metadata Put in the HTML Header Metatags enable precise document retrieval Term equivalence enables query expansion in search (MAIQuery)

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The Portal View - MediaSleuth: 

The Portal View - MediaSleuth Use all learning styles for search Except auditory Traditional Search Taxonomy Rule Base

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NavTree View MAIQuery

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Select taxonomy category to see associated titles

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MAIQuery – use the rule base to expand your search query

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(No documents in Microorganisms category in 1,000 document sample)

What we covered: 

What we covered Learning styles Multiple intelligences Designing for everyone Recent Best Practice findings A case study – Production to Portal

Slides are NOT in the proceedings: 

Slides are NOT in the proceedings For a copy give me your business card or email me at: mhlava@accessinn.com

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NICEM www.nicem.com MediaSleuth www.mediasleuth.com Data Harmony www.dataharmony.com Access Innovations www.accessinn.com Thanks for your attention! Marjorie M.K. Hlava Call 505-998-0800 Email mhlava@nicem.com