Which mathematical technique is commonly used in Collaborative Filtering to reduce the dimensionality of the user-item interaction matrix and identify latent factors, often represented by the decomposition R ≈ U Σ V^T ?

Singular Value Decomposition (SVD)

In the evaluation of Recommender Systems, what does the term "Serendipity" refer to?

The degree to which the recommendations are both attractive and unexpected to the user.

The ability of the system to provide consistent recommendations over a short period of time.

The mathematical accuracy of the predicted rating compared to the actual rating.

The ratio of relevant items recommended to the total number of items recommended.

In a Collaborative Filtering system, what does the 'popularity bias' typically refer to?

The tendency of the system to recommend frequently rated items more often than niche items, even if the niche items are highly relevant.

The intentional promotion of sponsored content to the top of the user's recommendation feed.

The system's inability to recommend any items until a user has reached a certain threshold of popularity.

A mathematical error that occurs when the number of users exceeds the number of items in the database.

In the context of Neighborhood-based Collaborative Filtering, which similarity measure is often preferred over Euclidean distance because it accounts for the different rating scales used by different users by subtracting the user's average rating, as shown in the formula: sim(u, v) = \frac{\sum (r_{u,i} - \bar{r}_u)(r_{v,i} - \bar{r}_v)}{\sqrt{\sum (r_{u,i} - \bar{r}_u)^2} \sqrt{\sum (r_{v,i} - \bar{r}_v)^2}} ?

Pearson Correlation Coefficient

In the context of scaling Recommender Systems, what does the 'Sparsity' problem primarily refer to?

The condition where the number of known entries in the user-item interaction matrix is much smaller than the total number of possible entries, making similarity calculations difficult.

A situation where the metadata for items is missing or formatted incorrectly in the database.

The slow processing speed of the algorithm when the number of users grows exponentially.

The tendency of users to give only extreme ratings, such as 1 or 5, rather than a full range.

In the context of Recommender Systems, which problem specifically refers to the difficulty of providing accurate recommendations for new users or items that have no historical interaction data?

Exploitation-Exploration Trade-off

Which of the following describes the 'Content-Based Filtering' approach in Recommender Systems?

Recommending items similar to those a user liked in the past based on item features.

Randomly shuffling items to increase the diversity and serendipity of the catalog.

Predicting user preferences based on the behavior of a similar peer group.

Using matrix factorization to identify latent associations between users and items.

In the context of hybrid recommender systems, what does the "feature augmentation" approach involve?

Using the output of one recommendation technique as input features for another.

Increasing the number of items in the catalog to reduce matrix sparsity.

Switching between different recommendation algorithms based on a heuristic criterion.

Strictly averaging the scores of a collaborative and a content-based model.

Which of the following describes the difference between 'Explicit Feedback' and 'Implicit Feedback' in Recommender Systems?

Explicit Feedback is intentionally provided by the user, such as a star rating, while Implicit Feedback is derived from observed behavior, such as clicks or dwell time.

Explicit Feedback is generated by the algorithm's output, while Implicit Feedback is the raw data used for training.

Explicit Feedback is only used in content-based filtering, while Implicit Feedback is only used in collaborative filtering.

Explicit Feedback refers to items the user disliked, while Implicit Feedback refers to items the user purchased.

Recommender Systems

Recommender System Attacks

recommender system evaluation design

Recommender System evaluation design

recommended system

Recommended system design issue

Recommended system design issues

Can you make a multiple choice of test questions regarding this information given which is Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the numerous definitions indicate dynamism that connotes diverse interpretations of what curriculum is all about. The definitions are influenced by models of thought, pedagogies, political as well as cultural experiences. Let us study some of these definitions. 1. Traditional Points of View of Curriculum In early years of the 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepaid by the teachers for the student’s to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education. On the other, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language. The definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, language and many more. To Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines. Academic discipline became the view of what curriculum is after the cold war and the race to space. Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which comes from disciplines which is the sole source. Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues and academics. Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals. 2. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and a list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students”. Points of View on Curriculum Development From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. Let us look at the two models of curriculum development and concepts of Ralph Tyler and Hilda Taba. Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not? In summary, Tyler’s Model show that in curriculum development, the following considerations should be made: (1) Purpose of the school, (2) Educational experiences related to the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences. On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the grassroots approach. She presented seven major steps to her model where teachers could have a major input. These steps are as follows: 1. Diagnosis of learner’s needs and expectations of the larger society. 2. Formulation of learning objectives. 3. Selection of learning content. 4. Organization of learning content. 5. Selection of learning experiences. 6. Organization of learning activities. 7. Determination of what to evaluate and the means of doing it. Thus as you look into curriculum models, the three interacting processes in curriculum development are planning, implementing and evaluating. Types of Curriculum Operating in Schools From the various concepts given, Allan Glatthorn(2000) describes seven types of curriculum operating in the schools. These are (1) Recommended curriculum- proposed by scholars and professional organizations. (2) Written Curriculum- appears in school, district, division or country documents. (3) Taught Curriculum- what teacher’s implement or deliver in the classrooms and schools. (4) Supported Curriculum- resources-textbooks, computers, audio- visual materials which support and help in the implementation of the curriculum. (5) Assessed Curriculum- that which is tested and evaluated. (6) Learned Curriculum- which the students actually learn and what is measured and (7) Hidden Curriculum- the unintended curriculum. 1. Recommended Curriculum- Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education, Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education. 2. Written Curriculum- This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher. 3. Taught Curriculum- The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers. 4. Supported Curriculum- In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 5. Assessed Curriculum- This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 6. Learned Curriculum- This refers the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor. 7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned but may modify behavior or influenced learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors made up the hidden curriculum.

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