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排序方式： 共有120条查询结果，搜索用时 15 毫秒
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The influential Text REtrieval Conference (TREC) retrieval conference has always relied upon specialist assessors or occasionally participating groups to create relevance judgements for the tracks that it runs. Recently however, crowdsourcing has been championed as a cheap, fast and effective alternative to traditional TREC-like assessments. In 2010, TREC tracks experimented with crowdsourcing for the very first time. In this paper, we report our successful experience in creating relevance assessments for the TREC Blog track 2010 top news stories task using crowdsourcing. In particular, we crowdsourced both real-time newsworthiness assessments for news stories as well as traditional relevance assessments for blog posts. We conclude that crowdsourcing not only appears to be a feasible, but also cheap and fast means to generate relevance assessments. Furthermore, we detail our experiences running the crowdsourced evaluation of the TREC Blog track, discuss the lessons learned, and provide best practices. 相似文献
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Doune Macdonald 《Quest (Human Kinetics)》2013,65(2):197-201
Crum's notion of idola as a conceptual fallacy is interesting, somewhat helpful, yet potentially limiting in a critique of research in PE if one is to accept a postmodern or poststructuralist position. In line with a poststructuralist position, a strength in Crum's application of idola is the recognition that research in PE is constituted by the researcher and their social world which, in turn, constitutes the researcher. Limitations to Crum's idola thesis arise when the notion is used to suggest that as a resull of the researcher's lack of conceptual clarity, the quest for knowledge or truth about PE pedagogy is undermined as this assumes that meanings can be unequivocal and precede a linear research process. In cantrast, this response argues that a priority in research should be to examine how, and under what conditions, panicular discourses come to shape PE practices in schools and universities. In a postmodern world, conceptual clarity should not he the goal but rather a coming lo understand how PE knowledge and practice is being constructed across sites and contexts. 相似文献
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Helen Mary Macdonald 《Teaching in Higher Education》2013,18(6):670-682
This article examines the potential and limitations of Megan Boler's ‘pedagogy of discomfort’ in a post-apartheid yet heavily racialised South Africa. Taking an ‘ethnographic sensibility’ to anthropological teaching, this paper sketches the social and historical context of discomfort produced by everyday classroom practices at a historically privileged university. This paper argues that new patterns of thought, if achieved at all in the course of learning through ‘discomfort’, are deeply embedded within uneasy social relationships. 相似文献
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