title: Usability and open source software

authors: Nichols, David M.

abstract: Open source communities have successfully developed many pieces of software although most computer users only use proprietary applications. The usability of open source software is often regarded as one reason for this limited distribution. In this paper we review the existing evidence of the usability of open source software and discuss how the characteristics of open-source development influence usability. We describe how existing human-computer interaction techniques can be used to leverage distributed networked communities, of developers and users, to address issues of usability.

text: Usability and open source software Open source communities have successfully developed many pieces of software although most computer users only use proprietary applications. The usability of open source software is often regarded as one reason for this limited distribution. In this paper we review the existing evidence of the usability of open source software and discuss how the characteristics of open-source development influence usability. We describe how existing human-computer interaction techniques can be used to leverage distributed networked communities, of developers and users, to address issues of usability.

year: 2002-12-01

title: Classifier chains: A review and perspectives

authors: Read, Jesse

subjects: computer science

abstract: The family of methods collectively known as classifier chains has become a popular approach to multi-label learning problems. This approach involves chaining together off-the-shelf binary classifiers in a directed structure, such that individual label predictions become features for other classifiers. Such methods have proved flexible and effective and have obtained state-of-the-art empirical performance across many datasets and multi-label evaluation metrics. This performance led to further studies of the underlying mechanism and efficacy, and investigation into how it could be improved. In the recent decade, numerous studies have explored the theoretical underpinnings of classifier chains, and many improvements have been made to the training and inference procedures, such that this method remains among the best options for multi-label learning. Given this past and ongoing interest, which covers a broad range of applications and research themes, the goal of this work is to provide a review of classifier chains, a survey of the techniques and extensions provided in the literature, as well as perspectives for this approach in the domain of multi-label classification in the future. We conclude positively, with a number of recommendations for researchers and practitioners, as well as outlining key issues for future research.

text: Classifier chains: A review and perspectives The family of methods collectively known as classifier chains has become a popular approach to multi-label learning problems. This approach involves chaining together off-the-shelf binary classifiers in a directed structure, such that individual label predictions become features for other classifiers. Such methods have proved flexible and effective and have obtained state-of-the-art empirical performance across many datasets and multi-label evaluation metrics. This performance led to further studies of the underlying mechanism and efficacy, and investigation into how it could be improved. In the recent decade, numerous studies have explored the theoretical underpinnings of classifier chains, and many improvements have been made to the training and inference procedures, such that this method remains among the best options for multi-label learning. Given this past and ongoing interest, which covers a broad range of applications and research themes, the goal of this work is to provide a review of classifier chains, a survey of the techniques and extensions provided in the literature, as well as perspectives for this approach in the domain of multi-label classification in the future. We conclude positively, with a number of recommendations for researchers and practitioners, as well as outlining key issues for future research.

year: 2021

title: Student voice and agency for Indigenous Maori students in higher education transitions

authors: Amundsen, Diana Leigh

subjects: Social Sciences

abstract: This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

text: Student voice and agency for Indigenous Maori students in higher education transitions This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

year: 2019