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Visualizations of document connectivity based on existing, author-created links provide an important component in facilitating orientation and navigation in the large WWW information space. However, for users it is typically documents’ content relationships which are of most interest, rather than link based relationships, and such semantic relationships are only partially reflected by link structure. Documents with similar content can be found throughout the WWW information space. Though it is likely that a user would find documents dealing with similar topics close together within a site, it is also likely that other documents dealing with similar topics are at other sites, and those related documents may be buried deep within the link structure of a site. Systems which provide facilities for organizing and viewing document organizations based on semantic content are less common than systems which focus on visualizing document link structure. Mukherjea, Foley, and Hudson [Mukherjea et al., 1995] describe a system which operates on the semantic content of WWW documents to form visually displayed hierarchies. In this system users can specify attributes which affect the organization of documents derived by the system and reconfigure the display to suit their needs. VR-VIBE [Benford et al., 1995] is a system which fixes WWW documents at locations in three-dimensional space by allowing users to interactively position keywords on a pyramid. Document locations are determined by calculating the distance for each document from keywords’ locations on the pyramid. In this way users create visually distinct clusters of documents for further inspection. LyberWorld’s Relevance Sphere [Hemmje et al., 1994] also uses this general approach for forming three-dimensional document cluster displays. Gershon et al. [Gershon et al., 1995] describe a system which allows users to view an organization of documents visited as a hierarchy of links and also to construct a separate hierarchy based on their own needs. Additionally, the system creates a co-occurrence map of terms in documents visited to help users identify word patterns useful in a more fine-grained search. This paper describes an application of the Document Explorer system to the visualization of WWW content structure. The system bases the visualization, browsing, and query formulation mechanisms on the semantic content of documents. These mechanisms complement text and link based search by supplying a visual search environment using semantic associations among WWW documents. The system operates on sets of WWW documents to construct a visually displayed network of documents based on content similarity. The user can view and interact with the visual representations to traverse this derived document space. The relationships among individual keywords in the documents are also represented visually to support query formulation by direct manipulation of content words from the document set. A suite of tools is provided which focuses on navigation and orientation in the visual representations of document set and term collection. 2. Visualizing WWW Semantic Content Information visualization shares with scientific visualization the goal of providing understanding and insight using visual representations, yet is often faced with challenges not encountered in scientific visualization. For scientific visualization the visual representation is derived from a physical phenomenon, hence, there typically exists a natural visual representation based on spatial, temporal, or other properties of the phenomenon. Semantic relationships have no physical component which might naturally supply a basis for visualization [Gershon, 1994]. Rather, the elements to be visualized typically have only semantic properties with no inherently spatial analog from which to create a visual representation. The spatial ordering for semantic relations must be created as part of the information visualization process. From this perspective, visualization of semantic information spaces must provide: 1) spatialization of the abstract data, which may entail both data organization and derivation of a visual spatial representation of the data, 2) presentation of the spatial representation in a display space for user interaction and viewing, such as Euclidean two- or three-dimensional space, and 3) techniques and tools for user interaction with the visual representation. The Document Explorer provides mechanisms for each of these three components of information visualization to display a semantic space of WWW documents and keywords. WWW document relationships and keyword relationships are organized as associative networks based on content similarity among documents and frequency of co-occurrence of keywords. The networks are presented in three-dimensional display space with network nodes positioned using a layout algorithm based on a mechanical spring metaphor. A variety of interaction and display tools are used to supply orientation cues and navigation mechanisms to assist users in browsing the document and keyword networks, as well as in the formulation of queries by direct manipulation of system objects.
2.1 Extracting and Organizing WWW Semantic Content The system’s principal visualizations are network displays based on documents’ keyword lists. The lists can be provided by automatic content extraction tools, such as Harvest [Bowman et al., 1994], or derived from documents retrieved by the system. Keyword lists for each document are used to determine the associations among documents and among terms using co-occurrence metrics to derive similarity measures among documents and among keywords. Both visualizations of document space and term space for WWW document sets are available to the user. The content based network of WWW documents is shown below in Figure 1 as the main window of the screen display. In this view documents are labeled by their content. Alternatively, the display can present the HTML title. Below are overview diagrams showing the location of the detailed view in the main window within the complete network. To the left and right of the overview is a series of visual bookmarks set while browsing which can be used to return to a previous viewpoint. The leftmost shows a view of the complete network. Other navigation and orientation tools are also available, such as anchors and signposts, which the user can leave and revisit at points traversed in the network. Change of viewpoint using navigation aids is always done by zooming to new viewpoints to maintain fluid motion and attenuate disorientation. In the upper right of the screen is a natural language query which has been transformed to a user-manipulable query graph. The query can be used to supply an entry point in the document network or be used for conventional weighted vector search to provide a list of documents from which to initiate browsing. Figure 1: Document Explorer screen. The content based document network is shown in the main window with overview diagrams below it. Windows to the left and right of the overview show visual bookmarks the user has set. At the upper right is the user’s natural language query and its visual representation. The representations underlying the system’s network displays are minimum cost networks derived from measures of term and document associations. The network of documents is based on interdocument similarity,
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Proceedings of WebNet 96— WebNet
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FULL PAPERS BRIAN BEVIRT Designing
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THIERRY LEVOIR & REMI BASTIDE SADS:
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MASAYASU AOTANI Distance education
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IAIN LANGDON Education for Changing
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PANELS M J MCALISTER, P COMER & MIS
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Designing Hypertext Navigation Tool
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Organize the Contents of Your Site
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multiple hierarchy charts have to b
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Developing Structured WWW-Sites wit
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Links refer to Templates. From the
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typing tool, which on the one hand
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and implement commercial Web-sites.
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constraints. It is important to rem
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A three-rowed "desktop" was used as
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All assignments were tracked, and s
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Figure 5: Student Information Toolb
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positive values to the course: 1. F
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2. Problem Areas We have identified
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in our system is quite large, and p
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map information for display into th
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- whether these new applications co
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4.3. The Production Phase The produ
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Requests 2500000 2000000 1500000 10
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information systems. Since late 199
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QuestWriter, which will be availabl
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Figure 1: Typical Study Approaches
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Figure 2: Feedback Loop for Questio
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educational Web page design. We hav
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Identifying and Meeting Needs of In
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Two new forms-driven templates, one
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What We Learned About Coaching Web
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Introduction The WWW as a Primary S
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Processing the Order Once users hav
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documentation, report a problem to
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VRML and the Web: A Basis for Multi
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Plate 2: Three users represented by
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Figure 2: Interfae components to ex
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Avatar Distribution Figure 3: Avata
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Introduction Tracking WWW Users: Ex
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etween subsequent requests, and an
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server not to cache that object. Ho
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[Benford et al. 1996] Benford, S.D.
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Published on the Web from the WebNe
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current state of knowledge represen
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Figure 1: Textook and Glossary wind
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Part of this work is supported by a
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Database 2. Review of Related Work
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Display Password Screen Check User
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Recently, Java has changed the way
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To meet our requirements, we have o
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Using the WebSM the creation of a q
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store its result in a variable, usi
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Table of Contents Executive Summary
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Chapter One: The Web Marketplace Gr
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4) Advertising Subsidy growing dram
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effectiveness of the ad with any on
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3) Server Performance The Web commu
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Chapter Three: Andromedia’s Aria
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3) Distributed Design Although Obje
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Aria.monitor is comprehensive with
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The Aria.recorder is also capable o
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is being used to create real-time r
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The Reporter user interface provide
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Aria.reporter takes advantage of th
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Introduction Automating Hypermedia
Page 133 and 134: Figure 3: 2: Add Course Graphic Cre
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Page 137 and 138: Methodological Issues in Studying a
Page 139 and 140: 4. Complexity of User Interaction:
Page 141 and 142: automatically, in a reliable and pe
Page 143 and 144: web users (i.e., scrolling list of
Page 145 and 146: the NSF EXPRES project. In [Galeghe
Page 147 and 148: Astronomy and Space Science Relevan
Page 149 and 150: surface of Pluto - assembled throug
Page 151 and 152: The Web as Process Tool and Product
Page 153 and 154: collaboratively produced report abo
Page 155 and 156: In the AIT course, key satisfaction
Page 157 and 158: Explorations: the Cornell Theory Ce
Page 159 and 160: version of Netscape 2.0 (Netscape w
Page 161 and 162: from video tape) and compromised on
Page 163 and 164: Designing a Course on the WEB : the
Page 165 and 166: charge of a training institute, we
Page 167 and 168: Another way of supporting "point to
Page 169 and 170: References [Derycke and D’Halluin
Page 171 and 172: like SGMLS or SP [Clark 95]. The WW
Page 173 and 174: MRTSpace is based on MRT, a Minimal
Page 175 and 176: 2.3 Geometric and visual ‘continu
Page 177 and 178: IP Multicast messages do not work o
Page 179 and 180: came into common use. A number of e
Page 181 and 182: probably to human culture as a whol
Page 183: 3D Visualization of WWW Semantic Co
Page 187 and 188: mantic space comes from exploring r
Page 189 and 190: Introduction Interactive Justice Th
Page 191 and 192: presented by both public prosecutor
Page 193 and 194: A different communication mode allo
Page 195 and 196: Convergence to the Information High
Page 197 and 198: over 9 million at the beginning of
Page 199 and 200: unreliable electronic components co
Page 201 and 202: in an integrated model which has th
Page 203 and 204: Crane, D. (1972). Invisible College
Page 205 and 206: discourse does not mean that it is
Page 207 and 208: Figure 2 Communities within the lay
Page 209 and 210: The major services classified are:-
Page 211 and 212: Spears, R. and Lea, M. (1994). Pana
Page 213 and 214: presents relevant items to the user
Page 215 and 216: ProFusion's main process creates mu
Page 217 and 218: Managing Interdisciplinary Project
Page 219 and 220: influencing the study. To ensure th
Page 221 and 222: ANALYSIS The introduction of new co
Page 223 and 224: to be combined; this integration ac
Page 225 and 226: On receiving the information that a
Page 227 and 228: 4.1.4 SPS-SCS delivery system This
Page 229 and 230: Aster Servers - How to make Aster m
Page 231 and 232: Another approach we have tested as
Page 233 and 234: information available on the web. W
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Project Based Learning - Global Vil
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http://www.ncsa.uiuc.edu/SDG/Softwa
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Web. It is tailored to the needs of
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Views of the Solar System - http://
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Gatherers and Brokers. The Gatherer
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(Uniform Resource Locators) are pre
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References Figure 6: Document Displ
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The RealAudio (http://www.realaudio
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For educators, this combination of
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The practical components of this pr
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typologize communication and media
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egistration pattern (in the reverse
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the Internet, in terms of informati
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Fig. 10: 3-dimensional pattern matr
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structure of the courses adheres to
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applications manage chat sessions,
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6. Evaluation Figure 4: Example
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Introduction Windows to the Univers
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Figure 1: The main navigation panel
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Our Planet Interior & Surface Atmos
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I. Introduction What is a browser?
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(1) [Baggett, Ehrenfeucht, & Guzdia
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Node display. In addition to enforc
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On-demand Multi-lingual Font Servic
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One of the advantages by using Java
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The directory can be an alias defin
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Real Audiences—Worldwide: A Case
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outstandingly successful authors re
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usually jumps over the keyboard --
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Introduction Web Conceptual Space R
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conceptual knowledge processing, kn
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and the 'Top' view for all applicat
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An Information Broker for Adaptive
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the worst case, we can make a rough
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These simple parameters significant
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[Weider 96] Weider, C. , Fullton, J
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experiments, listen to sound, run l
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The administration and management s
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Educational packages: the current i
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Embedded Interactive Concept Maps i
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eading and understanding informal c
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Every Smart Ideas document has a de
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and used an index into the HTML doc
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Introduction Building Internet-Base
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comments from others or newly assig
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Figure 3: Author profile Conclusion
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The major features are: Figure 1 Me
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Figure 3 FrameMaker requirements do
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5 Conclusions This article has pres
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On-the-Fly Web Pages Minus the HTML
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Scannell, Ted (1996). Steve Jobs In
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originator. Thus, the collaborative
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preferences, circumstances and task
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development concerns the previously
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Abstract: Aspects of Large World Wi
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Structuring data The unstructured a
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say on a LAN with a hypermedia serv
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Halasz, 1988 Halasz, F. (1988). Ref
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One of the CNES' goals is to make s
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Archived Files Start Time 1 End Tim
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HELP-EXCHANGE: An Arbitrated System
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Since the Help-Exchange system is e
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system avoids spamming since the qu
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From a Set of Technical Documents t
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“The machine that would perform t
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In the case of the link with commen
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[Glushko 89] Glushko, R. (1989). De
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• SWOOP [Hunter et al. 95] provid
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also planned for implementing this
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storage structures already establis
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Every S-collection (instance) has a
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do not map S-collections onto a glo
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The operator JOIN is applied to a c
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Internet India Suzanne McMahon Univ
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published in Bombay, includes shopp
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INDIA-E@INDNET.BGSU.EDU Economic Fo
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Instructional Materials The first c
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Reminder Robot For the Q&A section
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[Wusage 1994] Cold Spring Harbor La
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succeed, is also social in origin,
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Other ships may also appear on the
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An Intelligent Tutoring System on t
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Figure 1. Viewer Control Mechanism
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input and clickable map as the ways
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Designing Digital Libraries for Pos
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Layer HOSS allows an open set of st
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contradictory to produce a well-def
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[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
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did nothing but slow down processin
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Bundling has been studied extensive
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The software industry relies on dif
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that is not accepted by society exi
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[Richardson & Radner 1996] Richards
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European Economic Area agreement. S
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Figure 2: Components of the learnin
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5. Concluding Remarks Figure 4: The
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A Distance Education How-To Manual:
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usually required. This can take pla
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piece, or of the whole piece. A CD
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Indexes, Keys: these tables define
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following, we discuss basic types o
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long: in the music database, the co
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The MARBLE 1 Project: A Collaborati
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available, as described above, help
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Feedback and Analysis Fig 2: Extrac
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Open Net and the Australian On-Line
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speeds, download times, changing br
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our audience, fall into one of the
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server change. When we had our own
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Structuring and classification of d
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would not have the rights to change
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5 Current Electronic Publications W
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WebGrid: Knowledge Elicitation and
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annotation form shown in Figure 2 t
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Figure 4 WebGrid form for rating el
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Figure 7 Main status screen of WebG
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As a final element, the realtor has
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WebGrid provides many additional fa
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Media, Multimedia and Meaningful La
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One question which arises in a disc
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about the medium. In studies in whi
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Schwerin advocates mediation as “
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The wider implications of this perc
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Internet, that quality may be seen
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The most frequently discussed probl
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3.2 Developer viewpoint A MicroWeb
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We anticipate that the complete Mic
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Database for employment information
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Figure 1 System Structure Figure 2
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Figure 5(b) Results of Searching
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ClassNet is a CGI-Script running un
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Current Uses Dr. Doug Yarger at Iow
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Introduction Modelling Alter Egos i
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Let us further suppose that the cyb
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• NEC to indicate that the action
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for example impossible to define an
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[vdRiet 95] R.P. van de Riet, A. Ju
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or "anchors." The anchors are stori
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Figure 1: Excerpt from SMART WWWeb
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there is less dissolved oxygen in t
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CS20 will provide students with new
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EPIC : Building a Structured Learni
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expects. The EPIC exercises are emb
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interactive courses around Scotland
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This paper begins by briefly survey
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must supply such information, the s
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Building the collection The lowest
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size is bounded by the size of a st
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the choice should be. It may be tha
Page 535 and 536:
Introduction Supporting Provision a
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A visual resource base comprises a
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• Web browser: It performs the se
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POSTER / DEMONSTRATION
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integration of presentations create
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Science Technology Entry Program: I
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ID Comm: Building a Virtual Communi
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Preservice Teacher Education and th
Page 551 and 552:
Un Meurtre a Cinet (Un homicidio en
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The Human Brain: A Frames-based Ima
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Collaborative Learning/Teaching on
Page 557 and 558:
SHORT PAPERS
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system look for email from the mail
Page 561 and 562:
Converting a Large Introductory Cou
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Bringing Instructional Design Princ
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Watermarking for the HyperWave Hype
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Impact of the Introduction of Web-B
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Owen, J.M. (1993). Program Evaluati
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(d) Low cost to students (e) Easier
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Introduction Robots And The Web: An
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Figure 2. BargainBot Search Results
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Conclusions and Future Work Figure
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Introduction Active Messaging in Ja
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Acknowledgments The authors would l
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The effective development of web-ba
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telecollaboration. This work aims t
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Introduction Internet for Teachers:
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Creating Educational Webmasters: Cy
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Acknowledgments I would like to tha
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The College of Human Ecology, which
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The screen dumps below show a large
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can also open and close levels of t
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Venice and Vienna, iconographic col
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Introduction: Cyberschool - Singapo
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1. Overview US Information Superhig
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Collaborative Design: A Cognitive A
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A Web Based Decision Support System
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addition to participating in teache
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communication between students, bet
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• Exploring Libraries introduces
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Design for Web-Based Learning Phili
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The effin factor concerns the appea
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Introduction The Web is not a Distr
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WEB-EDD: Electronic Document Delive
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Walker, G. L. & Thoma, G. R. (1995)
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3. Evaluation of Link Annotation fo
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Based on the needs addressed above,
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The Presentational use of the inter
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named-thing2(thing-type (parameters
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Integrating the use of the Web into
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linking within the web page is also
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Providing Medical Education Resourc
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logons by PPP/home access, Informat
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indeed create considerable turbulen
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Introduction Homeland: An Integrate
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[Frega and Volpentesta 94] Frega N.
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Summary: Our culture often thinks o
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Implementing Engineering Education
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Reorganised by the Web: Bringing th
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content providers--collaborative te
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Table 1: Sample items from the BEM
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Health Care Information on the Web:
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Abstract Shame and War Revisited Ad
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left to do? Style sheets don't let
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In this case, the Los Alamos Nation
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Differing Cultures: Bringing Minds
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Web of Thought: Ways to Make the Wo
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On Teaching and Collaborative Devel
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I.- History Distance Education on D
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But there is much more to this pict
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in Treemaps. In contrast, the Docuv
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Figure 2: Webview The Webview is us
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Figure 3: Intradocument View showin
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Using a WWW Server to Access and Ma
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W3Client Figure 1 : The Co-Learn WW
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Avoiding Vendor Lock-in: An Open Ap
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Web Courses for Northern B.C.: Virt
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Harvesting the Internet: Creating a
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School Participation in the Co-Deve
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a basic framework for adopting tech
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COMMUNITY WEB PROJECTS TO SUPPORT H
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Overview: Automatically Generated W
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Introduction Computer Aided Informa
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[Bloomfield 1994] Bloomfield, H. (1
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A Generic Learning Platform: From t
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etween Moscow and Western Europe, S
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Creating A Presence On The World Wi
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References [Hill 1993] Hill, Terry
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many of the students likewise had f
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DeRose, Steven and Durand, David, M
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{1} http://www.gfz-potsdam.de/drz/g
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significantly different. Analysis f
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3. The Web Based Solution Most CBT
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A Virtual Campus on the World Wide
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A unified NBCC-wide (and hopefully
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Start Your Search Engines! Authenti
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Observations on Web-Based Course De
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espond to at least four other discu
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examples of the many good discussio
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instructor intervention (to prevent
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Using the World Wide Web To Creativ
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In summary, the goals of the PTK ar
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like SGMLS or SP [Clark 95]. The WW
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All relevant information and links
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Introducation A Virtual Classroom i
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Introduction Put Your Experience on
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Domeshek, E.A. & Kolodner, J.L. 199
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• provide IP address • provide
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Incorporating World Wide Web techno
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1 Introduction Non-Invasive Improve
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The first author acknowledges CNPq
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order to make the students feel tha
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World Band: K-12 Music Education on
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PITS (Populated Information Terrain
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The big central landmark VRML Some
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SEEWeb - An Internet Solution Steve
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Archive.edu: A Storehouse of Classr
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[O’Haver 1995] O’Haver, M. (199
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Module Three The third module explo
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The development of a new journal ne
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Implementation The tool is a Web-ba
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Providing Real Time Instruction on
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first was a single free text field
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the project as contributors of stud
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knowledge-acquisition have to be ac
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instead of contributing a lengthy r
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1. Introduction WWW3D: A 3D Multi-U
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6. Summary In this paper we have de
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collaborative programs. At the same
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and continued challenges of the pas
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In order to cater for the this latt
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Some lectures have pre-lecture assi
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Some Issues. T. of Japanese Society
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MENTOR: Internet Search Advisor and
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acquisition to be followed.- Repres
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Web in order to supplement the main
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When installed at the user end, stu
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These and other lessons learned hav
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some other details about the enviro
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Interactive Teaching Material for t
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The applet is organised around two
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esult, the new search queries not o
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Introduction Distant Education Mate
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Information. The Internet resources
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1 Introduction The Virtual Universi
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on-line, an audio and/or video conn
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Finally, if you are preparing lesso
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The user accessing the database (at
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Figure 2: The HTML page of Esther,
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PANEL
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TUTORIALS
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Table of Contents 1 INTRODUCTION 1
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specifications like the Initial Gra
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Low end digital cameras do not at a
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To display images correctly the gam
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• PCD: Photo Compact Disc. Kodak.
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3.1 Database Types There are differ
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There are a lot of (hierarchical) k
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the user. The drawback of dynamic c
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types. These are used to restrict t
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-18-
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If you would like to modify the app
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4.4 Database versus Information Ret
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HARVEST [29,30] is a more complicat
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• Access speed: 10% with 9,6 Kbit
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17. Proceedings of the 3rd Internat
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50. Poynton CA. Frequently Asked Qu
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