Adaptive Support
for Educational Question Answering
17th September 2013
EC-TEL 2013 DC
Ivan Srba
Supervisor: Mária Bieliko...
2
• How can Internet users satisfy their information needs?
– Web search engines (e.g. Google, Bing)
– Community-based kno...
3
• How can Internet users satisfy their information needs?
– Web search engines (e.g. Google, Bing)
– Community-based kno...
4
1. Question creation
2. Question routing
3. Question answering
4. Question search
Question Answering Process in a Nutshe...
5
Knowledge sharing Collaborative learning
Different Perspectives on CQA
Knowledge Management
Knowledge Embedded in
Commun...
6
• Analyses of more than
70 research studies
– Adaptive approaches
which concern with open
problems in CQA
– Categorizati...
7
• Question answering in intra-organizational context
– Educational, business or research organizations
– We focus on edu...
8
• Q1: Identification of Specific Organizational Conditions
– Organizational and educational environment is different in
...
9
Organizational Question Routing
• Q2: Proposal of Organizational Question Routing Methods
– Existing question routing me...
10
• Q3: Designing Organizational CQA Systems
– Educational environment requires additional learning support
• Dashboards ...
11
• Q1: Identification of Specific Organizational Conditions
– Study on influence of students’ personal characteristics o...
12
Adaptive Learning Framework (ALEF)
13
Popular Collaborative Platform (PopCorm)
14
• Q1: Identification of Specific Organizational Conditions
– Study on influence of students’ personal characteristics o...
15
• Q2: Proposal of Organizational Question Routing Methods
– User expertise
• Competition-based expertise network: pairw...
16
• The first preliminary phase
– State of the art
– Initial identification of organizational specifics
• The current sec...
17
• Case study of employing CQA in educational environment
– Valuable input for further research
• Proposal of the new ap...
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Adaptive Support for Educational Question Answering @ EC-TEL 2013 DC

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Doctoral Consortium at European Conference on Technology Enhanced Learning (EC-TEL 2013 DC), September 17, 2013, Paphos (Cyprus)

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Adaptive Support for Educational Question Answering @ EC-TEL 2013 DC

  1. 1. Adaptive Support for Educational Question Answering 17th September 2013 EC-TEL 2013 DC Ivan Srba Supervisor: Mária Bieliková Faculty of Informatics and Information Technologies Slovak University of Technology in Bratislava
  2. 2. 2 • How can Internet users satisfy their information needs? – Web search engines (e.g. Google, Bing) – Community-based knowledge sharing applications (e.g. forums, social networking sites, community question answering) Community Question Answering (CQA)
  3. 3. 3 • How can Internet users satisfy their information needs? – Web search engines (e.g. Google, Bing) – Community-based knowledge sharing applications (e.g. forums, social networking sites, community question answering) • Community Question Answering (CQA) is a web service where people can: – seek information by asking a question and – share knowledge by providing answer on the particular question Community Question Answering (CQA)
  4. 4. 4 1. Question creation 2. Question routing 3. Question answering 4. Question search Question Answering Process in a Nutshell
  5. 5. 5 Knowledge sharing Collaborative learning Different Perspectives on CQA Knowledge Management Knowledge Embedded in Communities Communities of Practice Online Communities of Practice Technology-Enhanced Learning Computer-Supported Collaborative Learning Peer Learning
  6. 6. 6 • Analyses of more than 70 research studies – Adaptive approaches which concern with open problems in CQA – Categorization of approaches State of the Art: CQA Approaches CQA Approaches Domain Entities Analysis Question Routing Question Search Question Answering Question Creation Question and User Clasification Question Retrieval User Expertise Estimation Topic Hierarchy Maintenance Automatic Topic Assignment Answer Ranking Answer Summarization Voting Calibration User Activity Estimation Content Quality Estimation Asker Satisfaction Estimation Bridging the Gap between Web Search and CQA User Motivation Estimation
  7. 7. 7 • Question answering in intra-organizational context – Educational, business or research organizations – We focus on educational organizations (universities) • Question routing – Recommendation of the most appropriate answerers Research Scope of the Dissertation Project CQA Approaches Domain Entities Analysis Question Routing Question Search Question Answering Question Creation User Expertise Estimation User Activity Estimation User Motivation Estimation
  8. 8. 8 • Q1: Identification of Specific Organizational Conditions – Organizational and educational environment is different in comparison with standard CQA • The number of users is significantly lower, overloading users • The great amount of accessible information about users • The presence of a supervisor • Students’ knowledge changes significantly in time • Shift of partial responsibility for learning from a teacher to students themselves What are the specific conditions in intra-organizational educational environments and how these specifics influence collaboration during question answering process? Organizational Question Answering
  9. 9. 9 Organizational Question Routing • Q2: Proposal of Organizational Question Routing Methods – Existing question routing methods focus primarily on knowledge sharing perspective • Achieve the best answer in the shortest possible time • Involve mainly the experts in providing answers – In organizational context, collaborative learning perspective is important as well as knowledge sharing perspective • Achieve the best answer as the result of learning process • Harness a potential of the whole community How can we propose new approaches for question routing to match the specifics of intra-organizational educational environments?
  10. 10. 10 • Q3: Designing Organizational CQA Systems – Educational environment requires additional learning support • Dashboards with visualizations of students’ profiles • Multimedia integration into questions and answers (e.g. UML diagrams) Which additional/modified functionalities should be provided by intra- organizational educational CQA system? Organizational CQA System
  11. 11. 11 • Q1: Identification of Specific Organizational Conditions – Study on influence of students’ personal characteristics on collaborative learning • Dataset obtained during a long-term experiment (12 weeks) • 129 students, 254 dynamic groups, 3,763 collaborative activities • Students solved short-term questions prepared by a teacher • Two connected learning systems ALEF and PopCorm – Implications for CQA: • Better students can become a driver in collaboration mediated by students themselves • Students are able to argument and reach consensus • … Preliminary Results
  12. 12. 12 Adaptive Learning Framework (ALEF)
  13. 13. 13 Popular Collaborative Platform (PopCorm)
  14. 14. 14 • Q1: Identification of Specific Organizational Conditions – Study on influence of students’ personal characteristics on collaborative learning • Dataset obtained during a long-term experiment (12 weeks) • 129 students, 254 dynamic groups, 3,763 collaborative activities • Students solved short-term questions prepared by a teacher • Two connected learning systems ALEF and PopCorm – Implications for CQA: • Better students can become a driver in collaboration mediated by students themselves • Students are able to argument and reach consensus • … Preliminary Results
  15. 15. 15 • Q2: Proposal of Organizational Question Routing Methods – User expertise • Competition-based expertise network: pairwise comparison of users • An answerer who provided the best answer has higher expertise in comparison with all other non-best answerers – User activity • Overall users’ activity, availability and authority • Implications from the study on influence of users’ characteristics – User motivation • Knowledge bartering: considering the symmetry in knowledge each student provides and receives Preliminary Results
  16. 16. 16 • The first preliminary phase – State of the art – Initial identification of organizational specifics • The current second phase – Designing and implementation of educational CQA system – Long-term experiment with limited number of students – Verification of specifics (Q1) and enhanced CQA system (Q2) • The next third phase – Proposal of the new method to question routing – Synthetic tests followed by long-term experiment (Q3) – Conclude results and derive implications Research Methodology
  17. 17. 17 • Case study of employing CQA in educational environment – Valuable input for further research • Proposal of the new approach to question routing – Considers the organizational specifics – Evaluation in long-term experiments at our faculty • Open problems – What is the ideal status in educational question answering? • Fast answers, symmetry in activities, … – Which specifics should be considered by the proposed method? • Organizational and educational specifics – How should they influence question routing? • User expertise, activity and motivation Contributions and Conclusion
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