Production%20to%20Portal:%20Revamping%20the%20Information%20Delivery%20Channel

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Production to PortalRevamping the Information
Delivery Channel

• Marjorie M.K. Hlava
• President
• Access Innovations, Inc.
• mhlava_at_accessinn.com

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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
• Whats under the hood?

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Learning styles

• Visual
• Auditory
• Kinesthetic Tactile

• Adapted from Colin Rose(1987). Accelerated
  Learning

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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?

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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?

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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?

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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?

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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?

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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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When you.. Visual Auditory Kinesthetic Tactile
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?
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?
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?
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?
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?
Adapted from Colin Rose(1987). Accelerated
Learning
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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/
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Learning Styles

• http//www.learning-styles-online.com/inventory/
• Lets try the test

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Another way to look at Learners

• Active and Reflective
• Visual and Verbal
• Sensing and Intuitive
• Sequential and Global

LEARNING STYLES AND STRATEGIES Richard M.
FelderHoechst Celanese Professor of Chemical
EngineeringNorth Carolina State
UniversityBarbara A. SolomanCoordinator of
Advising, First Year CollegeNorth Carolina State
University
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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.

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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

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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.

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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,

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Multiple intelligences

• Visual-Spatial
• Bodily-kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Linguistic
• Logical Mathematical

Howard Gardner of Harvard
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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Which one are you?
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Designing for everyone

• Structure of the Corpus
• User Context and Search Task
• User-Interface Design
• Mobile Search

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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

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User Context and Search Task

• What about unique interfaces for different tasks?
• Culture effects
• Embedded search
• Search history

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User-Interface Design

• Combine search and browse
• Providing confidence in search
• Help build the query
• Predicting the users queries

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Mobile Search

• Small screen design
• Offline queries
• Location search
• Person, things search
• Conceptual search

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A Case Study MediaSleuth Portal
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Our Mission

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

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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

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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)

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NICEM Record

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

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NICEM Thesaurus

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

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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

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What Is Media Sleuth?

• The e-commerce platform of NICEM
• 96,000 items from 156 P/Ds
• Easy ordering online
• Virtual Cart
• Bonus Bucks

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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
Establish rules for term use Suggest indexing
terms
Search thesaurus Validate term entry Block
invalid terms Record candidates
Thesaurus tool
Indexing tool
Validate terms Add terms and rules Change terms
and rules Delete terms and rules
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XIS provides NICEM flexible fields

• Branching data

Title
Distributor A
video filmstrip
video audio
Distributor B
video laser disc software
Distributor C
Windows Mac

• Unlimited text length

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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
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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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Thesaurus Term Record view
Taxonomy view
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Thesaurus Master connects to DBMS
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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...

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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

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Machine Aided Indexer (M.A.I.) met NICEMs 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 editors 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.
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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

• 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

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Other things to do with production

• Automatic application?
• Spider setting internally
• External web crawls use all aliases
• Web harvesting of popular sites

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Best Practices forEnterprise Taxonomy Management

• Consistent application across entire site
• Synonyms are used interchangeably
• User doesnt 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
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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

• 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)
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What we covered

• Learning styles
• Multiple intelligences
• Designing for everyone
• Recent Best Practice findings
• A case study Production to Portal

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Slides are NOT in the proceedings

• For a copy give me your business card or email me
  at
• mhlava_at_accessinn.com

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