Modeling intelligent agents for web-based information gathering

The recent emergence of intelligent agent technology and advances in information gathering have been the important steps forward in efficiently managing and using the vast amount of information now available on the Web to make informed decisions. There are, however, still many problems that need to be overcome in the information gathering research arena to enable the delivery of relevant information required by end users. Good decisions cannot be made without sufficient, timely, and correct information. Traditionally it is said that knowledge is power, however, nowadays sufficient, timely, and correct information is power. So gathering relevant information to meet user information needs is the crucial step for making good decisions. The ideal goal of information gathering is to obtain only the information that users need (no more and no less). However, the volume of information available, diversity formats of information, uncertainties of information, and distributed locations of information (e.g. World Wide Web) hinder the process of gathering the right information to meet the user needs. Specifically, two fundamental issues in regard to efficiency of information gathering are mismatch and overload. The mismatch means some information that meets user needs has not been gathered (or missed out), whereas, the overload means some gathered information is not what users need. Traditional information retrieval has been developed well in the past twenty years. The introduction of the Web has changed people's perceptions of information retrieval. Usually, the task of information retrieval is considered to have the function of leading the user to those documents that are relevant to his/her information needs. The similar function in information retrieval is to filter out the irrelevant documents (or called information filtering). Research into traditional information retrieval has provided many retrieval models and techniques to represent documents and queries. Nowadays, information is becoming highly distributed, and increasingly difficult to gather. On the other hand, people have found a lot of uncertainties that are contained in the user information needs. These motivate the need for research in agent-based information gathering. Agent-based information systems arise at this moment. In these kinds of systems, intelligent agents will get commitments from their users and act on the users behalf to gather the required information. They can easily retrieve the relevant information from highly distributed uncertain environments because of their merits of intelligent, autonomy and distribution. The current research for agent-based information gathering systems is divided into single agent gathering systems, and multi-agent gathering systems. In both research areas, there are still open problems to be solved so that agent-based information gathering systems can retrieve the uncertain information more effectively from the highly distributed environments. The aim of this thesis is to research the theoretical framework for intelligent agents to gather information from the Web. This research integrates the areas of information retrieval and intelligent agents. The specific research areas in this thesis are the development of an information filtering model for single agent systems, and the development of a dynamic belief model for information fusion for multi-agent systems. The research results are also supported by the construction of real information gathering agents (e.g., Job Agent) for the Internet to help users to gather useful information stored in Web sites. In such a framework, information gathering agents have abilities to describe (or learn) the user information needs, and act like users to retrieve, filter, and/or fuse the information. A rough set based information filtering model is developed to address the problem of overload. The new approach allows users to describe their information needs on user concept spaces rather than on document spaces, and it views a user information need as a rough set over the document space. The rough set decision theory is used to classify new documents into three regions: positive region, boundary region, and negative region. Two experiments are presented to verify this model, and it shows that the rough set based model provides an efficient approach to the overload problem. In this research, a dynamic belief model for information fusion in multi-agent environments is also developed. This model has a polynomial time complexity, and it has been proven that the fusion results are belief (mass) functions. By using this model, a collection fusion algorithm for information gathering agents is presented. The difficult problem for this research is the case where collections may be used by more than one agent. This algorithm, however, uses the technique of cooperation between agents, and provides a solution for this difficult problem in distributed information retrieval systems. This thesis presents the solutions to the theoretical problems in agent-based information gathering systems, including information filtering models, agent belief modeling, and collection fusions. It also presents solutions to some of the technical problems in agent-based information systems, such as document classification, the architecture for agent-based information gathering systems, and the decision in multiple agent environments. Such kinds of information gathering agents will gather relevant information from highly distributed uncertain environments.

Lifelong learning, the knowledge economy and professional development

There is increasing rhetoric surrounding the concepts of lifelong learning and the knowledge economy (Peters, 2001); specifically e-learning and web-based learning environments. This paper seeks to explore the journeys of two professionals from two separate disciplines and work environments located in one higher-education institution where there is an increasing push to develop learning materials using online and other e-learning technologies.

With the steady shift from traditional learning, online learning is now playing an integral part of course delivery at the Australian regional university where the authors work. A contextual analysis of online learning within the broader views of the institution provides examples of discourses relating to online environments, knowledge management, and the professional development of the participants.

This discussion draws on the concepts of lifelong learning (Crowley, 2002; Serim & Murray, 2003) and embeds them within an online learning environment. Exploration of the multiple workplace environments within the institution under review demonstrates one way in which educators can embrace and position themselves as they negotiate changing educational discourses.

A problem-based learning project supported by the internet

This case study looks at how bank sites with interactive calculators can be used to enhance directed investigations of students in a Mathematics Studies course. In the course of these investigations, students access simulated contexts which enabled them to have a feel of how they would spend money in the real world. This case study reveals the confidence of students in carrying out searches and transferring data, learning about bank calculators and their role in real life, how hidden costs are incorporated into loans and being able to validate what is presented in these calculators with their own calculations. This case study also highlights the perceptions of the teacher regarding this strategy in teaching this topic and the areas that need improvement. This paper analyses what has happened in the teaching and learning process and endeavours to shed some light into how the Internet can be used to promote a quality mathematics education.

Diverse approaches : a study of Australian journalism educators' use of web-based curriculum modules for reporting cultural difference

The Reporting Diversity website provides four curriculum modules to assist journalism educators to teach students about the issues and practice of reporting on cultural difference. The researchers co-ordinated the second round of trials of these resources in 2009, which involved the participation of academics and students from five Australian universities. A further 30 academics were surveyed to gauge their level of awareness of the materials. This paper reports on the educators’ evaluation of the resources and reveals the innovative ways in which the modules are being used and adapted in different classroom settings. The researchers argue that sharing different teaching approaches to the materials through the Reporting Diversity website would assist other academics to adapt the resources for their own use.

Knowledge transfer in enterprise IT support provision using web-based self-service

This research identified critical success factors and a staged model of knowledge transfer in the provision of after-sales information technology support to enterprise customers when Web-based Self-service systems are used. The research highlights the need for a relational, stakeholder-oriented approach that considers stakeholder interactions, knowledge flows, needs and capabilities.

Simulation-based learning for control of complex conveyor networks

This research investigated the problem of path planning in complex conveyor networks. A reinforcement learning approach was applied to derive a control strategy for routing traffic. The derived strategy was verified in real world systems and was found to improve network performance by prioritising traffic flows and balancing network load.

Using web-based mathematical interactive exercises and exploratory investigations : the possibilities and pitfalls

This case study looks at how a teacher used interactive exercises and exploratory investigations to reinforce concepts that have been learnt in a Year 8 Mathematics class. It highlights the practical problems faced by the teacher in terms of technical issues such as slow download times and logging on problems as well as class management issues. The findings are discussed in the light of the teacher’s mediation with the affordances of the Internet.

Supporting knowledge transfer in web-based managed IT support

Purpose – The purpose of this paper is to highlight the importance and complexities of the knowledge transfer process in the provision of effective managed after-sales IT support, when the web is used for service delivery.

Design/methodology/approach – The paper features an interpretive case study of a multinational Managed Service Provider (MSP) and a focus group of representatives from five comparable MSPs.

Findings – The paper finds that MSPs that use web-based channels for the provision of after-sales IT support services need to address a range of important social and organisational issues in order to realise cost and efficiency-based benefits.

Research limitations/implications – The paper provides a four stage processual model of knowledge transfer in the provision of web-based managed after-sales IT support services. The barriers and enablers of knowledge transfer at each stage are identified. The paper adopts a MSP perspective and suggests that further research from the customer perspective is required.

Practical implications – The paper highlights some important social and organisational enablers and barriers, which will guide MSPs when providing managed after-sales IT support using webbased channels.

Originality/value – The paper provides the first staged model of inter-organisational knowledge transfer in a complex multi-organisational and multi-channel web-based context.

Preparing pre-service physical education teachers for uncertain future(s) : a scenario-based learning case study from Australia

Background: A key aim of a physical education teacher education (PETE) program is to promote wide and deep knowledge, enabling students to establish connections and understand contexts within and beyond education, physical education and their life worlds. Most often PETE programs equip students with content knowledge and pedagogical strategies that help them address current challenges, but less attention is directed to helping the students anticipate future challenges and engage with opportunities they may face as teachers.
Purpose: This paper presents a case study of scenario-based learning as it was implemented in a final year PETE program in an Australian university, as a means of preparing students for their future teaching careers.
Participants and setting: Twenty-five final year pre-service physical education teachers enrolled in the culminating unit of their physical education degree.
Data collection: Scenario-based learning was introduced to the students via class discussion and assigned tasks. Examples of student-written scenarios and reflection on the experience from the lecturer and student perspectives are analysed.
Findings: Although the cohort found the process of scenario-based learning daunting the post-unit questionnaires revealed that it was a valued and valuable means of exploring professional issues they will face in the future. Scenario-based learning was a powerful tool of learning as well as modelling a pedagogy students could use in the upper levels of secondary school.
Conclusion: This paper argues that scenario-based learning should be a key component of forward-looking PETE programs that encourage their graduates to solve problems about issues they may face as beginning teachers.

Blended learning in finance : comparing student perceptions of lectures, tutorials and online learning environments across different year levels

In modern pedagogy, a blended approach is used comprising both face-to-face and online learning. This study investigates how undergraduate students majoring in finance view the different learning environments, and evaluates the changes in perception over the three years of the degree after controlling for gender, age, international/domestic student and English as a first language. Using a purpose designed survey instrument, students across the three years of undergraduate study rated the importance of lectures, tutorials and web-based learning environments in a blended learning model. The results indicate that there is still a strong preference for face-to-face learning. Additionally, there were significant differences in attitudes and perception by year level.

An evaluation of a project-based learning initiative in engineering education

Project-based learning (PBL) is a well-known methodology for engineering design education due to a number of benefits it is claimed to offer. This paper presents the initial offering of a first-year engineering PBL unit at Griffith University in Australia. An evaluation of student perceptions of the unit revealed that students generally enjoyed the experience, with the oral presentation aspect receiving the lowest satisfaction rating. There was no significant difference in the ratings between any demographic grouping, suggesting that all students were able to participate in, and experience, the unit in essentially the same way. The best aspects of the unit and those aspects needing improvement were similar to the findings of other investigations documented in the literature. It is proposed that future offerings of the unit will reduce the number of design projects from three to two per semester and will attempt more sophisticated individualisation of marks for group work activities.

An assessment of game based learning

‬This thesis uses the principles arising from both the literature review and surveys and experiements to further the understanding of game design that supports quality learning. These principles have been used to build two exemplar platforms that on a number of criteria and measures, represent generic principles concerning game-based learning.

(Dis)ordering teacher education : from problem students to problem-based learning

This paper takes issue with the 'disabling' of students enrolled in teacher education courses, perpetrated by definitions of students' learning disorders and by the structures and pedagogies engaged by teacher educators. Focusing on one case, but with relevance for similarly affected systems, the paper begins by outlining the changed student entry credentials of Australian universities and their faculties of education. These are seen as induced by a shift from elite to mass provision of higher education and the particular effect on teacher education providers (especially those located in regional institutions) of the politics of government funding and the continuing demand for teachers by education systems. While these changed conditions are often used to argue an increased university population of students with learning disorders, the paper suggests that such arguments often have more to do with how student problems are defined by institutions and how these definitions serve to secure additional government funding. More pertinently, the paper argues that such definition tends to locate the problem in individual students, deferring considerations of teacher educators' pedagogy and the learning arrangements of their institutions. The paper concludes that the place to begin addressing these issues of difficulty would seem to be with a different conception of knowledge production.