SLIDE 1IS 202 – FALL 2003 Lecture 26: Final Review Prof. Ray Larson & Prof. Marc Davis UC Berkeley SIMS Tuesday and Thursday 10:30 am - 12:00 pm Fall SIMS 202: Information Organization and Retrieval

SLIDE 2IS 202 – FALL 2003 Lecture Overview Wishter Demo Final Review Phone Project Feedback Course Evaluations Midterms and Assignments

SLIDE 3IS 202 – FALL 2003 Announcements Wishter Demo

SLIDE 4IS 202 – FALL 2003 Final Exam Details Date: December 8 Time: 9:30-12:30 The exam is open-book, open note AND open computer There will be 9 questions on the exam You may use your own laptop, or one of the computers in the lab. The results will need to be printed It can be hand-written if you wish, if so be sure to bring: –Pens/Pencils –Calculator –(Paper will be provided on the exam itself, but you may want to bring scratch paper)

SLIDE 5IS 202 – FALL 2003 Final Exam Details The exam will be comprehensive, covering both the Organization and Retrieval parts of the course – the emphasis will be on the last half (Retrieval) (about 60/40 bias towards the last half) Questions will be worth a specific number of points and these will be stated on the exam itself Partial credit will be awarded for partial answers In your answers, please balance conciseness with illustration of all of the requested information –In other words, don't write a lot of things that aren't asked for, but try to address all of what is asked for

SLIDE 6IS 202 – FALL 2003 Study Guide To study for the exam: Be sure you understand the material that was covered in lectures and have read and absorbed the corresponding material in the readings Be sure you can do activities similar to what was done in the homework assignments We will have questions that require you to generalize from what you've learned and synthesize ideas –So be sure you have thought about the ideas covered in lecture, readings, and homework assignments

SLIDE 7IS 202 – FALL 2003 Example Questions These are available on the Class Web site Note that these examples are NOT the exact questions that will be on the exam but are similar to questions that have been used in the past There will be questions that ask you to do something with supplied data –For example, given some data, design an ER diagram describing the data elements and their relationships

SLIDE 8IS 202 – FALL 2003 Example Questions The example questions on the web site are organized (approximately) in the order that the topics were presented during the course: –Information –Classification/Category Design –Human Category structure –Multimedia –Metadata –Database Design –Documents and Statistics of Text –Lexical Relationships –Queries, Ranking, and the Vector Space Model –IR Systems and Implementation –Evaluation of IR Systems –The Search process and User Interfaces –Relevance Feedback –Web Site Design –The design process

SLIDE 9IS 202 – FALL 2003 Course Outline Organization –Overview –Categorization –Metadata and markup –Metadata for multimedia Phone Project –Controlled vocabularies, classification, thesauri –Information design Thesaurus design Database design Retrieval –The search process –Content analysis Tokenization, Zipf’s law, lexical associations –IR implementation –Term weighting and document ranking Vector space model –User interfaces Overviews, query specification, providing context

SLIDE 10IS 202 – FALL 2003 Review of Course Content We can draw on: –26 sets of Slides (including this one) –Handout papers –The Reader –Textbooks –Assignments –Discussion questions and issues

SLIDE 11IS 202 – FALL 2003 Your Questions What topics would you like more explanation for?

SLIDE 12IS 202 – FALL 2003 Phone Project Suggestions Technical Issues –Make sure the technology is tested and works –Make sure we are clear and consistent about the metadata interfaces (relations, attributes, enumeration, etc.) –Make sure we back up photo database to avoid deletions! –Flamenco not supporting grammars for facet combination was a big problem

SLIDE 13IS 202 – FALL 2003 Phone Project Suggestions Faceted Metadata Background –Individual metadata assignments and feedback at beginning of process –Need good clear reading on faceted classification at beginning of project –Readings on facets were not good enough—look at readings about facets online from information architecture –Start with task of annotating a photo as an exercise to get people to think about it –Concept and structure of faceted metadata was not adequately explained before students designed their first metadata classifications –More theory of classification and facets, less work on the phones. –Include looking at other faceted classifications like the Art and Architecture Thesaurus –More on comparison of faceted metadata to other metadata approaches (pros and cons) –“Warm up” exercises for faceted metadata classification –Need to talk not just about vocabulary of metadata, but its grammar as well

SLIDE 14IS 202 – FALL 2003 Phone Project Suggestions Group Issues –Make the groups smaller (say 4) to ease coordination –In the consolidation process have groups submit their metadata for their facet to all other groups for “peer review” –Didn’t like having groups broken up and reassigned –Work of various facet teams was very uneven in amount of effort required –Require groups to submit metadata grammars –In designing groups, account for SF/EBay issues—have groups be either all SF or EBay or 50/50 so they could alternate meeting locations –Need more feedback—especially on revised classifications from groups –In-class critique of each group’s metadata design

SLIDE 15IS 202 – FALL 2003 Phone Project Suggestions Timing Issues –Time for consolidation was too short –Explain the backend/frontend distinction earlier –Process of determining top level facets for consolidated metadata framework was too short [MD: we should use eD again next year] –Help students understand their motivation for doing the project and its phases –Integrate more class content in the project, especially Information Retrieval

SLIDE 16IS 202 – FALL 2003 Course Evaluations Please take these seriously We and your colleagues really benefit from these in many ways –Affect our promotion and tenure –Give us helpful feedback on what worked and what didn't to help us for next year and beyond –They in no way affect your grade

SLIDE 17IS 202 – FALL 2003 Study hard, and good luck! Thank you for all the great work!