Browsing by Author "Moore, John F."
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- Automatic Identification of Topic Tags from Texts Based on Expansion-Extraction ApproachYang, Seungwon (Virginia Tech, 2014-01-22)Identifying topics of a textual document is useful for many purposes. We can organize the documents by topics in digital libraries. Then, we could browse and search for the documents with specific topics. By examining the topics of a document, we can quickly understand what the document is about. To augment the traditional manual way of topic tagging tasks, which is labor-intensive, solutions using computers have been developed. This dissertation describes the design and development of a topic identification approach, in this case applied to disaster events. In a sense, this study represents the marriage of research analysis with an engineering effort in that it combines inspiration from Cognitive Informatics with a practical model from Information Retrieval. One of the design constraints, however, is that the Web was used as a universal knowledge source, which was essential in accessing the required information for inferring topics from texts. Retrieving specific information of interest from such a vast information source was achieved by querying a search engine's application programming interface. Specifically, the information gathered was processed mainly by incorporating the Vector Space Model from the Information Retrieval field. As a proof of concept, we subsequently developed and evaluated a prototype tool, Xpantrac, which is able to run in a batch mode to automatically process text documents. A user interface of Xpantrac also was constructed to support an interactive semi-automatic topic tagging application, which was subsequently assessed via a usability study. Throughout the design, development, and evaluation of these various study components, we detail how the hypotheses and research questions of this dissertation have been supported and answered. We also present that our overarching goal, which was the identification of topics in a human-comparable way without depending on a large training set or a corpus, has been achieved.
- A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course InterfaceTurner, Sherri Guilliams (Virginia Tech, 1998-10-30)A Case Study Using Scenario-based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface. The main purpose of this study was to augment the formative evaluation process of instructional design through the incorporation of scenario-based design tools and strategies that focus on interface design. The test population was students from undergraduate "human development" courses at Virginia Tech, approximately 250 students. One prototype of a course web interface was tested and revised based on data collected during the formative evaluation process. The scenario data provided rationale for redesign considerations.
- Effect of restructuring training and field-dependence-independenceRush, G. Michael (Virginia Tech, 1990)Herman Witkin's research in differentiation theory proposed a conceptual framework describing the cognitive style known as field-dependence-independence. The operational measures of this construct are restructuring skills and interpersonal competencies, and were originally conceived to be fixed in an individual. A recent reconceptualization, however, suggested that there may be some malleability in learning strategies that flow from cognitive style. Learners predisposed to field dependence might gain access to restructuring skills brought to problem-solving Situations by field independents. Thus this study undertook to examine the effects and practicability of restructuring training as a means of addressing individual learner differences. Community college students were identified on the field-dependence-independence continuum using the Hidden Figures Test. Students in the experimental group received training in use of restructuring strategies. All participants were given subsequent tasks requiring the employ of restructuring strategies. These posttest tasks included a visual disembedding task, a verbal disambiguating task, and a task of visual perspectivism. Training effect was observed in field dependents for all three test tasks.
- The effects of learning styles and instructional sequencing of program controlled and learner controlled interactive video programs on student achievement and task completion ratesWicklein, Robert C. (Virginia Tech, 1986)The purpose of this study was to determine if achievement test scores and task completion rates were affected by learning styles and instructional program sequencing, and to determine if there was an interaction of these two variables. The following research questions were addressed: 1. Is there a significant difference in achievement test scores between subjects using the program controlled interactive video program and subjects using the learner controlled interactive video program? 2. Is there a significant difference in achievement test scores between sensing type learners and intuitive type learners? 3. Is there a significant interaction of learning styles and interactive video programs on achievement test scores? 4. Is there a significant difference in task completion rates between subjects in the program controlled interactive video program and subjects in the learner controlled interactive video program? 5. Is there a significant difference in task completion rates between sensing type learners and intuitive type learners? 6. Is there a significant interaction of learning styles and interactive video programs on task completion rates? The treatment consisted of viewing a preassigned interactive video program, (program controlled-Program 1 or learner controlled-Program 2), followed by an achievement test (final examination) covering the material presented in the interactive programs. The subjects recorded the elapsed time for the interactive video programs (task completion rate). Two analyses of variance were used to test for significant differences in the means of the achievement test scores and task completion rates between the interactive video programs and the learning styles. (p<.10). Frequencies and percentages were computed to determine identifiable trends in the lesson unit selection sequence and the student learning paths through the lesson units. The results of the study indicated that in all but one measurement there were no significant differences between the dependent variables of this study (achievement test scores and task completion rates). There was a significant difference in task completion rates between the two interactive video programs. Based upon the overall purpose and nature of the instruction in this study, to whom the instruction was directed, and the results of the analysis of variance on achievement test scores and task completion rates, it is concluded that the program controlled interactive video program should be considered the more appropriate design strategy for this particular type of training.
- The effects of presentation mode and cognitive style on immediate recall of map informationReardon, Linda Brown (Virginia Polytechnic Institute and State University, 1987)This study investigated the use of varying formats for presenting complex visual information in the form of fictitious maps. There were three treatment formats, two which sequenced the map information by conceptual category (i.e., roads, geographic features, boundaries), and a third which used a normal intact map format. The two sequenced presentations differed in that the first was additive; that is, each visual in the sequence built upon the preceding one by adding a category of information until the complete map was displayed. The second simply displayed one conceptual category per visual. The cognitive style field dependence-independence was also examined as potentially related to map-learning ability based on the greater cognitive restructuring ability of the field independent orientation. lt was predicted that the achievement of field-dependent students would be higher with the sequenced map treatments, and the achievement of the field-independent students would be higher with the intact map treatment. The research questions were: 1. Does dividing map information into either an Additive sequence or a Part-by-Part sequence affect performance on a map-learning task? 2. Do students classified as held dependent, moderately field - independent, or held independent differ in their performance on a map-learning task? 3. Is there an interaction across visual design format with cognitive style? The sample for this study was composed of 92 four-year college students. Level of held dependence was measured by the GEFT. The analysis of the 3 X 3 research design was by a two-way analysis of variance with posttest scores (which measured immediate recall of map information) as the dependent variable. Map presentation format and cognitive style were independent variables. Results indicated there was no difference in achievement among the three map presentation formats, but that cognitive style was significantly related to posttest scores; that is, a higher level of held independence was associated with more effective map-learning performance.
- Samuel Wilson, Jr.: a contribution to the preservation of architecture in New Orleans and the Gulf SouthGorin, Abbye A. (Virginia Polytechnic Institute and State University, 1989)The uniqueness of Samuel Wilson, Jr.’s (born 1911) career is studied in terms of practicing architect, scholar, and civic leader. The author was motived by the void in architectural literature about the people who have saved our architectural heritage. The introduction explains the purpose of the dissertation to determine, analyse, and interpret Wilson’s contributions, beginning in 1934. The search began with oral histories taken from Wilson and some of his peers. Archival research was conducted in the Tulane University Library and The Historic New Orleans Collection. Chapter 1 gives biographical information on Wilson, and background on New Orleans and the Vieux Carré (French Quarter) in the 1920s when Wilson entered Tulane University (1927). Nathaniel Cortlandt Curtis [Sr.], Moise Goldstein, and Richard Koch, the trio of architects who influenced Wilson, are introduced. Chapter 2 is devoted to the experiences that moved Wilson in the direction of historic buildings, the Historic American Buildings Survey (1934) and a scholarship to Europe (1938). Chapter 3 presents Wilson’s mentor, Richard Koch, a pioneer in adaptive reuse and new design in an historic environment. Wilson carried his mentor’s concepts further and into the realm of scholarly pursuit. Along with publishing and teaching, Wilson was a driving force in the institutionalization of preservation in New Orleans. His election as founding president of Louisiana Landmarks Society (1950) is the beginning of his leadership role for the next twenty years. Chapter 4 deals with Wilson’s projects in the post World War II era of new construction in the Vieux Carré and central city, and how he guided change by the use of historicism. Chapter 5 discusses, through Wilson’s projects, the critical preservation issues of the 1950s and 1960s. It was an era of problem solving without precedent guidelines. Chapter 6 summarizes Wilson’s contributions from his field accomplishments and the creation of a new body of knowledge to his activities in national preservation policy. The appendixes form a catalog of Wilson’s work: historic projects; literary works; drawings; TV programs, audio and audio—visual recordings; honors and awards; translation of a specification for a colonial horse-and-wind mill; and four walking tours. There are 154 illustrations.
- Toward an adapted systems design model for instructional developmentBraswell, Ray (Virginia Polytechnic Institute and State University, 1987)This study was conducted primarily to discern ways of adapting traditional instructional design models to better guide educators whose most typical design problem is one of "repurposing" commercial materials to meet already established instructional needs. The problem of using existing materials to satisfy already established goals and objectives is considered in this study to be a uniquely different situation than was envisioned in those cases where designers use systems approaches to develop complete instructional packages. Yet, many educators will find this ideal version of design work difficult to satisfy and rarely have the opportunity (with appropriate resources) to design instruction "according to the book". This research, therefore, was undertaken to provide a practical example of design work, utilizing an interactive video design problem. The strategy adopted in this study consisted of the following: 1) The author produced an interactive video lesson which could exemplify the potential of repurposing and reveal the design problems encountered; 2) Each of the design "steps" or moves made by the author was preserved through an extensive set of designer notes as well as an audiotaped record of designer and participant comments. In this study, the author's think-aloud protocols were used as data along participant's comments; 3) These process data, the design notes and the audiotaped records were subjected to qualitative analyses borrowed and adapted from standard ethnographic research procedures; 4) Subsequent considerations for repurposing were abstracted from the qualitative analyses and presented as practical guidelines for designers working in an interactive environment. Of primary interest is the adapted systems design model developed for this study. This model illustrates five considerations for repurposing which deserve special attention: 1) repurposing actually beginning in the middle of the typical design sequence; 2) the matching process which exists between available materials and the existing goals and objectives which has to be satisfied; 3) the effective utilization of repurposed materials in instructional lessons; 4) the reconstruction of the repurposed materials into an acceptable instructional lesson; 5) the creation and incorporation of additional materials which are needed in the instructional unit. Visual illustrations showing the relationships between these considerations and the typical design scenario are presented in the study. The adapted model presented in this study provides for those instructional designers, who rarely have the time or expertise, a practical set of procedural considerations.