Edward A. Fox
Department of Computer Science
Virginia Tech, Blacksburg VA 24061-0106
Improvements in storage technology and computer networks have made possible the creation of collections of articles, books, multimedia documents, and other results of an emerging electronic publishing industry. Advances in information access theory, techniques, and systems allow these collections to become easily accessible for searching, browsing, reading, research, and re-use - transforming them into value-added digital libraries.
Building upon various research projects at Virginia Tech, and using resources of the Computing Center and the Department of Computer Science, Project Envision was funded for 1991-95 by the National Science Foundation, and aided by ACM. This project, to build a User-Centered Database from the Computer Science Literature, has supported CS5604 by providing access to readings, hypertext collections, algorithms, images, and specialized software. Another project, Interactive Learning with a Digital Library in Computer Science, has NSF support for 1993-97 and continues these efforts. Project results will be made available for class demonstrations, laboratory exercises, homeworks, and independent research.
In the 1960's, Fred S. Keller, J. Gilmour Sherman, and others developed a synthesis of educational methods and practices that has often been called the Keller Plan or the Personalized System of Instruction (PSI) [3][2]. Key aspects of this teaching method include [1]:
Research studies have shown PSI to have a number of advantages over conventional educational methods, and few serious disadvantages. Students, especially those who would normally perform at the lower or middle levels, learn significantly more, as measured by final examinations and by tests of long-term retention (given years later). They like the classes and tutoring, and develop good habits that carry over to other courses and learning activities. Disadvantages are mostly concerning extra effort being required by the instructor, a higher drop rate in some courses (especially by students who cannot break their habits of procrastination), and extra space requirements.
To adapt PSI to CS5604, several changes or additions seemed appropriate. First, given the scarcity of GTA support, it is necessary for the instructor to play the role of proctor and tutor too, during office hours and during specially scheduled appointments. Second, given space limitations and the current lab situation for Computer Science, it is necessary to hold lab sessions only on occasion during class time; usually students must work in the lab at other times. Third, given the availability of computing resources, it seemed sensible to use electronic forms and electronic mail as much as possible, to encourage additional communication with the instructor and to avoid needless use of paper. Finally, due to space limitations, it was decided that regular class periods would be used for motivational lectures, which has the added benefit that the suggested schedule of unit completion would be strongly supported by those short presentations.
The course format for CS5604 is thus an adaption of PSI, making use of digital library support, and adjusting for the situation at Virginia Tech in Fall 1994. The main elements of this Digital Library Personalized System of Instruction (DLPSI) are given below. Students should read these explanations carefully, and ask about any questions that come to mind. Remember that improved reading comprehension is a key objective of this course, but that the instructor is happy to provide tutoring assistance to all students as needed.
For the course as a whole, the overall timetable is given in the syllabus. For each unit, a handout will be provided, on or before the first date listed for that unit in the syllabus. Please read this over right away. During the dates listed, any special lectures, discussions, demonstrations, lab exercises, field trips, etc. that relate to that unit will take place. Students are invited and encouraged to attend, especially if they fulfill all of the prerequisites listed.
Note that the instructor is involved in a great deal of professional service activities, and constantly tries to bring back new knowledge that relates to this and other classes. As a consequence, he will miss a number of class sessions due to travel. Some of the field trips and guest lecture activities will take place at those times. Other special lectures will take place when visitors interested in departmental research work come and give seminars.
If nothing is scheduled, students are encouraged to come to class to pick up any new materials provided. Also, they can read or do exercises, and ask questions of their colleagues or the instructor. As in many graduate classes, some students have little background in the field, while others are involved in research projects and have a great deal of specialized knowledge. When students with diverse backgrounds work together, all benefit - those who tutor others often learn more than those who are asking for help.
Working in the laboratory is another alternative to attending class, of particular value when nothing is scheduled, and when there are demonstrations or exercises involving computers. Part of the DLPSI experience is to use computers and software to obtain some insight into how digital libraries of the future might operate. Be sure to share your comments, preferably in writing, with the instructor, so we can improve things for others.
Remember that the core of the course is the readings, so concentrate on them until you thoroughly understand each unit. Other activities should supplement these, make the course more enjoyable, and provide other educational and experiential benefits. You are free to work a bit ahead or to in other reasonable ways adjust your work schedule to harmonize with demands from other courses or special circumstances, but please, please, DO NOT PROCRASTINATE!
We hope that DLPSI works for you, and helps you learn even more effectively in the future!
As already mentioned, there will be a good deal of reading in this course. You must take it seriously, and follow the instructions for each unit about the readings. You should read to comprehend, and to learn where to find answers to questions, and where to refer when designing or critiquing information retrieval systems. In addition, you are encouraged to write:
Most of the writing you have been asked to do before has the goal of communicating and informing. It is usually prose, focused on allowing the reader to quickly and easily understand your message. It often follows careful and critical thinking, analysis, problem solving and determining how the subject matter fits in with most readers' systems of knowledge and beliefs. Typically, such writing is done in the approved way for the discipline, e.g., as one might read in a technical journal, magazine, or report. Thus, careful attention is given to organization, grammar and spelling. There are typically several revisions, where sentences, ideas, and thinking are clarified as a result of being reworked, sometimes with the advice of others who have made comments on earlier drafts.
During this course you will occasionally write to communicate. In particular, you will provide a carefully written report at the end of classes about your term project.
If you do that in a group, you may want to divide up responsibilities:
In revising works, stress clarity and content. Make sure you say what needs to be said in a way that will interest and inform the reader. Be sure:
When you proofread:
For the rest of the course writing, you can be less formal, more focused on speed, getting your ideas down quickly, discovering as you write (much as one might think aloud), creative, and personally integrating knowledge. You will turn in what would normally be considered a draft, done by you as an individual. When there is time you should correct obvious errors in spelling or grammar. However, your focus should be on recording your thoughts, much like when you take notes, rather than on preparing a polished work.
This type of writing works well for lab notebooks, for brainstorming sessions, for timed writing activities, for suggestions or annotations, and for answers to questions.