@conference {1984536, title = {Interactive Network Visualization of Educational Standards, Learning Resources and Learning Progressions}, booktitle = {Proceedings IV2023 - 27th International Conference on Information Visualisation}, year = {2023}, month = {2023}, abstract = {We present a novel, network- and browser-based visualization of the Next Generation Science Standards (NGSS). The NGSS are meant to guide (USA) K-12 science and engineering learning and are almost always presented using text and tables. Their connectivity, however, lends them well for network modeling and interactive network visualization.

}, keywords = {BIS, Design Program}, author = {Reitsma,Reindert and Hoglund,Brian and Achatz,Nikolas and Marks,Andrea} } @article {1974486, title = {NGSS Explorer (Curriculum Network Visualization)}, year = {2022}, month = {2022}, keywords = {BIS}, url = {https://www.teachengineering.org/ngss_explorer}, author = {Reitsma,Reindert and Hoglund,Brian and Achatz,Nikolas} } @book {1974496, title = {A Tale of Two Systems. A Review of the architecting and re-architecting of a long-lived website; (2nd edition)}, year = {2022}, month = {2022}, keywords = {BIS}, url = {https://open.oregonstate.education/taleoftwosystems/}, author = {Reitsma,Reindert and Krueger,Kevin} } @inbook {1974491, title = {Breadcrumbs}, year = {2021}, month = {2021}, address = {Nijmegen}, abstract = {Reflections on the work and contributions of Dr. Paul Hendriks, Professor of Knowledge Management at Radboud University, Nijmegen, The Netherlands.}, keywords = {BIS}, author = {Reitsma,Reindert} } @conference {1973141, title = {K-12 Engineering and the Next Generation Science Standards (NGSS): A Network Visualization and Analysis}, booktitle = {American Society for Engineering Education (ASEE)}, year = {2020}, month = {2020}, abstract = {We present an interactive network visualization of the Next Generation Science Standards (NGSS) and its coverage by collections of aligned curriculum. The visualization presents an alternative to the usual presentation of the NGSS as a set of linked tables. Users can view entire grade bands, search for or drill down to the level of individual NGSS standards or curricular items, or display groups of standards across grade bands. NGSS-aligned curriculum collections can be switched on and off to visually explore their NGSS coverage. Viewing the NGSS and associated curriculum this way facilitates navigating the NGSS and can help with assessment of alignments as lacking or anomalous. Modeling the NGSS as a network also allows for the computation of network metrics to provide insight into core characteristics of the network. It also provides for detecting anomalies and unexpected patterns.}, keywords = {BIS, Design Program}, url = {https://strategy.asee.org/k-12-engineering-and-the-next-generation-science-standards-a-network-visualization-and-analysis-resource-exchange}, author = {Reitsma,Reindert and Hoglund,Brian and Marks,Andrea and Chaker,Dua and Marks,Andrea} } @article {1973146, title = {The Future of Data: Too Much Visualization — Too Little Understanding?}, journal = {Dialectic}, volume = {2}, year = {2019}, month = {2019}, abstract = {Data is part of our lives. Information visualizations help us make sense of this data and possibly help us make changes because of it. In this paper, however, we estimate some of the consequences of what seems an ominous trend, namely the needless complication and beautification of such visualizations. We argue that with increased availability of data and ever more powerful and easy to use visualization software, it becomes easy to succumb to the temptation to impress rather than to communicate. And so we wonder: is a future filled with visualizations that are visually complex and stunning, yet fail to properly communicate the data emerging? To assess some of the consequences of this practice we selected five examples from published sources, developed far simpler (and less attractive) versions from the identical data, randomly exposed these visualizations to subjects and asked simple questions about the displayed data. We find that, on average, it takes subjects longer to comprehend the complex versions, that it takes subjects longer to extract information from these versions and that they make more and larger errors doing so. The experiment shows that subjects eventually do learn how to navigate the complex versions, but by then they have spent significantly more time and made serious interpretative errors.}, keywords = {BIS, Design Program}, url = {https://quod.lib.umich.edu/d/dialectic/14932326.0002.207?view=text;rgn=main}, author = {Reitsma,Reindert and Marks,Andrea} } @article {1970521, title = {BA302: Microsoft Dynamics NAV ERP Exercise/Walkthrough}, year = {2016}, month = {2016}, pages = {25}, abstract = {Whether you enter the workforce as a sales manager, financial accountant or office admin, chances are that you will be working with some type of Enterprise Resource Planning (ERP) system. The purpose of this exercise/walkthrough is to familiarize you with a typical business process as it is commonly executed with the help of one of the leading ERP systems in the market today {\textendash} Microsoft Dynamics NAV. This exercise will walk you through the six steps of a typical sales process: 1) Creating a customer order; 2) Backordering an out-of-stock item; 3) Receiving the backordered item; 4) Shipping the customer the ordered items and invoicing the customer; 5) Receiving payment from the customer; 6) Making a payment to the vendor from whom we backordered. As you make your way through this exercise, you should realize that in a real company this process would be executed by different people working in different departments. They all will interact with the ERP; i.e., they all retrieve information from the ERP and store new information in it, as the sales process progresses. In this exercise you take on the role of each of these people, giving you a sense of how the sales order is processed both by the company and by the ERP.}, keywords = {Accounting, BIS}, url = {http://hdl.handle.net/1957/59858}, author = {Curry,Michael and Marshall,Byron and Raja,V.T. and Reitsma,Reindert and Wydner,Kirk} } @article {1971891, title = {Map? or List?based Recommender Agents? Does the Map Metaphor Fulfill its Promise?}, journal = {Information Visualization}, volume = {16}, year = {2016}, month = {2016}, pages = {291-308}, abstract = {We present a spatialization of digital library content based on item similarity and an experiment which compares the performance of this spatialization relative to a simple list-based display. Items in the library are K-12 science and engineering learning resources. Spatialization and visualization are accomplished through 2D interactive Sammon mapping of pairwise item similarity scores based on the joint occurrence of word bigrams. The 65 science teachers participating in the experiment were asked to search the library for curricular items they would consider using in conducting one or more teaching assignments. Results indicate that whereas the spatializations adequately capture the salient features of the library{\textquoteright}s content and teachers actively use them, item retrieval rates, task-completion time and perceived utility do not significantly differ from the semantically poorer but easier to comprehend and navigate list-based representations. These results put into question the usefulness of the rapidly increasing supply of information spatializations.}, keywords = {BIS, Supply Chain}, url = {http://journals.sagepub.com/doi/abs/10.1177/1473871616669193}, author = {Reitsma,Reindert and Hsieh,Ping-Hung and Diekema,Anne and Robson,Robby and Zarsky,Malinda} } @conference {1973181, title = {Unraveling K-12 Standard Alignment; Report on a New Attempt}, booktitle = {Joint Conference on Digital Libraries}, year = {2016}, month = {2016}, abstract = {We present the results of an experiment which indicates that automated alignment of electronic learning objects to educational standards may be more feasible than previously implied. We highlight some important deficiencies in existing alignment systems and formulate suggestions for improved future ones. We consider how the changing substance of newer educational standards, a multi-faceted view of standard alignment, and a more nuanced view of the {\textquoteleft}alignment{\textquoteright} concept may bring the long-sought goal of automated standard alignment closer. We explore how lexical similarity of documents, a World+Method representation of semantics, and network-based analysis can yield promising results. We furthermore investigate the nature of false positives to better understand how validity of match is evaluated so as to better focus future alignment system development.}, keywords = {Accounting, BIS}, author = {Marshall,Byron and Reitsma,Reindert and Samson,Carleigh} } @conference {1971896, title = {Estimation and Visualization of Digital Library Content Similarities}, booktitle = {Intern. Conf. on Inf. Systems (ICIS) 2015}, year = {2015}, month = {2015}, abstract = {We report on a process for similarity estimation and two-dimensional mapping of lesson materials stored in a Web-based K12 Science, Technology, Engineering and Mathematics (STEM) digital library. The process starts with automated removal of all information which should not be included in the similarity estimations followed by automated indexing. Similarity estimation itself is conducted through a natural language processing algorithm which heavily relies on bigrams. The resulting similarities are then used to compute a Sammon-map; i.e., a projection in n dimensions, the item-to-item distances of which best reflect the input similarities. In this paper we concentrate on specification and validation of this process. The similarity results show almost 100\% precision-by-rank in the top three to five ranks. Sammon mapping in two dimensions corresponds well with the digital library{\textquoteleft}s table of content.}, keywords = {BIS, Supply Chain}, author = {Reitsma,Reindert and Hsieh,Ping-Hung and Robson,Robby} } @conference {1974501, title = {The Relevance of K-12 Engineering Curricula to NGSS: an Analysis of TeachEngineering-NGSS Alignments}, booktitle = {ASEE 2015 Annual Conference}, year = {2015}, month = {2015}, abstract = {The 2013 publication of the Next Generation Science Standards (NGSS) provided the first widely adopted set of science standards to include engineering design throughout all K-12 grades. In doing so, NGSS raised the relevance of the K-12 engineering education sector on a national scale. The TeachEngineering digital library, representative of the K-12 engineering education sector through its collaboration of 36, mostly NSF-funded, K-12 engineering education programs across the US, recently aligned its 1,300+ K-12 engineering lessons and hands-on activities to the NGSS. This paper provides analysis of both the alignment process and its results. As such, we offer insight into the correspondence between the NGSS and a broad, collection of K-12 engineering learning objects and hence, into the mutual relevance of K-12 engineering curriculum and the NGSS. We also provide some recommendations for future K-12 engineering curriculum development.}, keywords = {BIS}, author = {Reitsma,Reindert and Samson,Carleigh and Soltys,Mike and Sullivan,Jacquelyn} } @article {1982871, title = {Workshop: TeachEngineering Digital Library: Hundreds of Free, Searchable, NGSS-aligned Hands-on Engineering Lessons for K-12}, year = {2015}, month = {2015}, address = {Seattle, WA}, keywords = {BIS}, author = {Reitsma,Reindert and Zarske,Malinda and Yowell,Janet and Samson,Carleigh} } @article {1982876, title = {Business Process Management}, year = {2012}, month = {2012}, address = {Portland, OR}, keywords = {BIS}, author = {Reitsma,Reindert and Van Patten,Mark and Baker,Mark and Coogan,Chris} } @article {1973191, title = {Can Intermediary-based Science Standards Crosswalking Work? Some Evidence from Mining the Standard Alignment Tool (SAT)}, journal = {Journal of the Association for Information Science and Technology}, volume = {63}, year = {2012}, month = {2012}, pages = {1843-1858}, abstract = {We explore the feasibility of intermediary-based crosswalking and alignment of K-12 science education standards. With increasing availability of K-12 science, technology, engineering and mathematics (STEM) digital library content, alignment of that content with educational standards is a significant and continuous challenge. Whereas direct, one-to-one alignment of standards is preferable but currently unsustainable in its resource demands, less resource-intensive intermediary-based alignment offers an interesting alternative. But will it work? We present the results from an experiment in which the machine-based Standard Alignment Tool (SAT) {\textemdash}incorporated in the National Science Digital Library (NSDL){\textemdash} was used to collect over half a million direct alignments between standards from different standard-authoring bodies. These were then used to compute intermediary-based alignments derived from the well-known AAAS Project 2061 Benchmarks and NSES standards. Results show strong variation among authoring bodies in their success to crosswalk with best results for those who modeled their standards on the intermediaries. Results furthermore show a strong inverse relationship between recall and precision when both intermediates where involved in the crosswalking.}, keywords = {Accounting, BIS}, url = {http://people.oregonstate.edu/~marshaby/Papers/ReitsmaMarshallChart_StandardsCrosswalking_JASIST2012.pdf}, author = {Reitsma,Reindert and Marshall,Byron and Chart,Trevor} } @conference {1984701, title = {The TeachEngineering Digital Library: Improving Access to the P-12 Engineering Conversation}, booktitle = {Proceedings 2nd P-12 Engineering and Design Education Research Summit}, year = {2012}, month = {2012}, abstract = {The TeachEngineering digital library is a collection of searchable, standards-based, classroom-tested P-12 engineering curricula for use in science and math classrooms (Sullivan et al., 2005). Its inquiry-based lessons and hands-on activities use real-life engineering as a vehicle for the integration of science and math in P-12 classrooms. Mapped to educational content standards, the activities are age-appropriate, inexpensive to conduct, and relevant to students{\textquoteright} daily lives, helping science and math come alive. The collection is a powerful resource for those in P-12 or higher education, industry and professional communities wanting to improve STEM literacy, to engage young students in the joys and creativity of engineering and the design process, and to increase the number of students pursuing STEM careers.
This paper investigates TeachEngineering usage trends and curricular submission statistics. Specifically, we analyze the submission process for curriculum contributed from external authors, suggest practices for submitting new curriculum, and discuss possible support avenues for future submissions.}, keywords = {BIS}, author = {Reitsma,Reindert and Zarske,M. and Sullivan,J. and Klenk,P. and Forbes,M. and Carlson,D.} } @article {1974506, title = {Comparison of Human and Machine-based Educational Standard Assignment Networks}, journal = {International Journal on Digital Libraries}, volume = {11}, year = {2011}, month = {2011}, pages = {209-223}, abstract = {Increasing availability of digital libraries of K-12 curriculum resources, coupled with an increased emphasis on standard-based teaching necessitates assignment of the standards to the available curriculum. Since such assignment is a laborious and ongoing task, machine-based standard assignment tools have been under development for some time. Unfortunately, data on the performance of these machine-based classifiers are mostly lacking. In this paper we explore network modeling and layout to gain insight into the differences between human assignments and those by one of the better known machine-based classifiers. To build the standard assignment networks we define standards to be linked if they are jointly assigned to the same curricular item. Comparative analysis of the mapped networks shows that that unlike the machine-based assignment maps, the human-based maps elegantly reflect the rationales and principles of the assignment; i.e., clusters of standards separate along lines of lesson content and pedagogical principles. In addition, comparison of the maps clearly indicates that the machine classifier has trouble assigning so-called {\textquoteright}method{\textquoteright} standards.}, keywords = {BIS}, author = {Reitsma,Reindert and Diekema,Anne R} } @article {1970546, title = {Organizational Information Technology Norms and IT Quality}, journal = {Communications of the IIMA}, volume = {11}, year = {2011}, month = {2011}, abstract = {The effectiveness of IT governance initiatives in improving IT{\textquoteright}s contribution to organizational success has been demonstrated but the mechanisms by which improved outcomes are realized have largely remained unexplored. Although IT governance tools such as COBIT and ITIL specify procedures and policies for the management of IT resources, the experts who developed those tools also embedded a set of core principles or {\textquoteleft}norms{\textquoteright} in the underlying frameworks. This article explores these norms and their role in the realization of organizational IT quality. Through analysis of normative messages implicitly expressed in the documentation elements provided by COBIT, we extract two norms (commitment to improvement and a risk/control perspective) thought to indicate that an organization has adopted the spirit of IT governance. Next, we model the relationship between adoption of these norms and IT quality and evaluate the model with data from a survey of 86 individuals who use, manage, and/or deliver organizational IT services. Principal component analysis is used to validate the survey items. Results show statistically significant relationships between norm adoption, participation in norm-driven activities, and organizational IT quality.}, keywords = {Accounting, BIS}, url = {http://www.iima.org/index.php?option=com_phocadownload\&view=category\&id=60:2011-volume-11-issue-4\&Itemid=68}, author = {Marshall,Byron and Curry,Michael and Reitsma,Reindert} } @conference {1984586, title = {World vs. Method: Educational Standard Formulation Impacts Document Retrieval}, booktitle = {Proceedings of the Joint Conference on Digital Libraries (JCDL{\textquoteright}11),Ottawa, Canada.}, year = {2011}, month = {2011}, abstract = {Although initiatives are underway in the educational community to consolidate disparate collections of educational standards, little has been done to explore the impact of educational standard formulation on information retrieval. Recent research contrasts two categories of educational standards: {\textquoteleft}World{\textquoteright} (topical domain-related concepts) and {\textquoteleft}Method{\textquoteright} (investigative and epistemological principles). This paper explores the information retrieval implications of the World vs. Method distinction. We find that experts are more likely to agree about which educational resources align with a Method standard but that a typical automatic standard assignment tool is more likely to assign a World standard to an educational resource. Further, a text-based information retrieval system is more likely to be accurate in retrieving documents relevant to a World standard as compared to a Method standard. These findings have implications both for educational standard formulation (combining World and Method components in a standard may improve retrieval) and for digital library builders who want to help teachers identify useful, standards-aligned learning objects.}, keywords = {Accounting, BIS}, author = {Marshall,Byron and Reitsma,Reindert} } @conference {1984716, title = {Are French Fries and Grades Bad for You? Conflicting Evidence on how K-12 Teachers Search in a K-12 Engineering Digital Library}, booktitle = {Am. Soc. of Engr. Education (ASEE) Annual Conf. 2010}, year = {2010}, month = {2010}, address = {Louisville, KY}, abstract = {The TeachEngineering digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Since its release in 2005, it has demonstrated significant growth in users and in contributors; data on this growth is presented. The TeachEngineering team continues to research its search functions and user interface in order to ensure that it is meeting the needs of its intended users, K-12 teachers. Empirical evidence of an experimental study on the dimensions of alignment between digital K-12 lesson materials and education standards, however, contradicts that of the observed search behavior of patrons of TeachEngineering. Whereas the experiment convincingly shows that grade band information does not add to the teaching materials{\textquoteright} relevance for an educational standard, observed patrons{\textquoteright} searching patterns show ample evidence of grade band-based searches. In this paper we offer that although grade band-based searches should perhaps be avoided because they improperly bias search results, they are such a prominent feature in the actual use of the digital library that as designers we must support them while mitigating the risk of unfortunate search bias. As a possible solution we suggest supporting grade-based searches yet offering query expansion by widening the grade band. These results also imply that curriculum developers pay close attention to the assignment of grade bands to their lessons and activities.}, keywords = {BIS}, author = {Reitsma,Reindert and Klenk,P. and Zarske,M. and Sullivan,J.} } @article {1973196, title = {Aspects of {\textquoteright}Relevance{\textquoteright} in the Alignment of Curriculum with Educational Standards}, journal = {Information Processing \& Management}, volume = {46}, year = {2010}, month = {2010}, pages = {362-376}, abstract = {Retrieval of useful digitized learning objects is a key objective for educational digital libraries, but imprecise definitions of alignment hinder the development of effective retrieval mechanisms. With over 63,000 U.S. K-12 science and mathematics education standards and a rapid proliferation of Web-enabled curriculum, retrieving curriculum that aligns with the standards to which teachers must teach is increasingly important. Previous studies of such alignment use single-dimensional and binary measures of relevance. Perhaps as a consequence they suffer from low inter-rater reliability (IRR), with experts agreeing about alignments only some 20-40\% of the time. We present the results of an experiment in which the dependent variable {\textquoteleft}alignment{\textquoteright} is operationalized using the Saracevic model of relevance in which; i.e., alignment is defined and measured through {\textquoteleft}clues{\textquoteright} from the everyday practice of K-12 teaching. Results show higher inter-rater reliability on all clues with significantly higher IRR on several specific alignment dimensions. In addition, a (linear) model of {\textquoteleft}overall alignment{\textquoteright} is derived and estimated. Both the structure and explanatory power of the model differ significantly between searching vs. assessment. These results illustrate the usefulness of clue-based relevance measures for information retrieval and have important consequences for both the formulation of automated retrieval mechanisms and the construction of a gold standard set of standard-curriculum alignments.}, keywords = {Accounting, BIS}, url = {http://www.sciencedirect.com/science/article/B6VC8-4XF7Y02-1/2/3fd5e4257f3d904d5929eeff2185c678}, author = {Reitsma,Reindert and Marshall,Byron and Zarske,Malinda} } @conference {1984386, title = {Does Using CobiT Improve IT Solution Proposals?}, booktitle = {AAA Annual Meeting, IS Section}, year = {2010}, month = {2010}, abstract = {The CobiT (Control Objectives for Information and related Technology) framework is designed to help organizations implement IT governance practices by systematically shaping identifiable IT processes to better leverage IT expenditures. The control structure advocated in CobiT embodies governance notions including business alignment, a risk/control perspective, systematic measurement, accountability, and continuous improvement. Despite the rise of internal control regulation, not all organizations have implemented systematic IT controls and many, notably small, organizations may never do so. This study explores whether exposing decision makers to CobiT positively affects the IT solutions they generate. We present a framework (drawn primarily from the structure of CobiT) for identifying normatively better IT plans as measured by application of governance principles. We report on 115 IT solution proposals created by business students. The proposals developed using CobiT more frequently took a risk/control approach, addressed the need for continuous improvement, referred to general IT processes, identified the people who should implement a solution, and proposed more measures of success. Thus, exposing decision makers to a systematic IT governance framework promises to help them generate more comprehensive solutions to IT challenges.}, keywords = {Accounting, BIS}, author = {Marshall,Byron and Curry,Michael and Reitsma,Reindert} } @conference {1984706, title = {Educational Standard Assignment; Some recent findings working with NSDL tools CAT \& SAT}, booktitle = {National Science Digital Library (NSDL) 2010 Annual Meeting}, year = {2010}, month = {2010}, abstract = {The NSDL suite of tools offers the Content Assignment and Standard Alignment Tools (CAT \& SAT). We present two evaluations of these tools; one is a comparative analysis of human vs. CAT standard assignment. Another is the use of a 24M-row database of SAT-based standard alignments. The latter explores the feasibility of standard cross walking}, keywords = {BIS}, author = {Reitsma,Reindert and Diekema,A.} } @article {1982881, title = {IT curriculum and critical skills set for effective IT professionals: is there a gap?}, year = {2010}, month = {2010}, address = {Portland, OR}, keywords = {BIS}, author = {Reitsma,Reindert and Eom,Mike and Hootman,J} } @conference {1984381, title = {IT Governance Norms and IT Success}, booktitle = {2nd annual Pre-ICIS Workshop on Accounting Information Systems}, year = {2010}, month = {2010}, address = {December 2010, Saint Louis, MO, U.S.A.}, abstract = {The checklists included in well-known IT governance frameworks may be a good fit for
large organizations that face regulatory pressure and a need for large-scale coordination
but may be less appropriate for smaller organizations. Core IT governance principles
embedded in the structure of CobiT, ITIL, and ISO2000 can be expressed as a set of IT
governance norms including business alignment, a risk/control perspective, systematic
measurement, accountability, and continuous improvement. In this study, we model IT
effectiveness and willingness to comply with best practices as effects of adopting these
norms. We propose a set of survey items tailored to help assess the constructs in this
model then partially validate them using principal components analysis. Survey
responses (n=86) reveal a significant connection between evidence of norm adoption in
organizations and IT success. This norms-based paradigm may be useful in bringing
some of the benefits of IT governance to the smaller organizations that are thought to
drive economic growth and employment.}, keywords = {Accounting, BIS}, author = {Marshall,Byron and Curry,Michael and Reitsma,Reindert} } @conference {1984721, title = {Network Visualization of Human and Machine-based Educational Standard Assignment}, booktitle = {Information Visualization 2010 (IV-10)}, year = {2010}, month = {2010}, address = {London}, abstract = {Rapid growth in the availability of digital libraries of K-12 curriculum, coupled with an increased emphasis on standard-based teaching has led to the development of automated standard assignment tools. To assess the performance of one of those tools and to gain insight into the differences between how human catalogers and automated tools conduct these standard assignments, we explore the use of network modeling and visualization techniques for comparing and contrasting the two. The results show significant differences between the human-based and machine-based network maps. Unlike the machine-based maps, the human-based assignment maps elegantly reflect the rationales and principles of the assignments; i.e., clusters of standards separate along lines of content and pedagogical principles. In addition, humans seem significantly more apt at assigning so-called {\textquoteleft}methodological{\textquoteright} standards.}, keywords = {BIS}, author = {Reitsma,Reindert and Diekema,A.} } @inbook {1984711, title = {Web Services}, volume = {3}, year = {2010}, month = {2010}, pages = {578-592}, address = {Hoboken, NJ}, abstract = {Overview of Web services technology and its use.}, keywords = {BIS}, author = {Reitsma,Reindert} } @conference {1984591, title = {Dimensional Standard Alignment in K-12 Digital Libraries: Assessment of Self-found vs. Recommended Curriculum}, booktitle = {Proceedings of the Joint Conference on Digital Libraries (JCDL{\textquoteright}09), Austin, TX}, year = {2009}, month = {2009}, keywords = {Accounting, BIS}, url = {http://doi.acm.org/10.1145/1555400.1555403}, author = {Marshall,Byron and Reitsma,Reindert and Zarske,Malinda} } @article {1982891, title = {Navigating the TeachEngineering Resource}, year = {2009}, month = {2009}, address = {Boulder, CO}, keywords = {BIS}, author = {Reitsma,Reindert} } @article {1982886, title = {Regionalization of Information Space with Capacity-constrained Voronoi Diagrams}, year = {2009}, month = {2009}, address = {Zurich, CH}, keywords = {BIS}, author = {Reitsma,Reindert} } @article {1981331, title = {TeachEngineering: K-12 Teacher Use Study}, year = {2009}, month = {2009}, address = {Boulder, CO.}, keywords = {Accounting, BIS}, author = {Reitsma,Reindert and Marshall,Byron} } @article {1974511, title = {Information Space Partitioning Using Adaptive Voronoi Diagrams}, journal = {Information Visualization}, volume = {6}, year = {2007}, month = {2007}, pages = {123-138}, abstract = {In this paper we present and evaluate a Voronoi method for partitioning continuous information spaces. We define the formal characteristics of the problem and discuss several well-known partitioning methods and approaches. We submit that although they all partially solve the problem, they all have shortcomings. As an alternative, we offer an approach based on an adaptive version of the multiplicatively weighted Voronoi diagram. The diagram is {\textquoteleft}adaptive{\textquoteright} because it is computed backwards; i.e., the generators{\textquoteright} weights are treated as dependent rather than independent variables. We successfully test this adaptive solution using both ideal-typical (artificial) and empirical data. Since the resultant visualizations are meant to be used by human subjects, we then discuss the results of a usability experiment, positioning the adaptive solution against a commonly used rectangular solution and the classic nonweighted Voronoi solution. The results indicate that in terms of usability, both the rectangular and the adaptive Voronoi solution outperform the standard Voronoi solution. In addition, although subjects are better able to gage rectangular area relationships, only the adaptive Voronoi solution satisfies all geometric constraints of weight-proportional partitioning.}, keywords = {BIS}, author = {Reitsma,Reindert and Trubin,Stanislav} } @article {1982896, title = {Poster Session. Aligning Curriculum with Standards: TeachEngineering, SAT \& CAT}, year = {2007}, month = {2007}, address = {Washington, DC}, keywords = {BIS}, author = {Reitsma,Reindert and Cyr,Martha N. and Diekema,Anne} } @conference {1984596, title = {Semantics or Standards for Curriculum Search?}, booktitle = {Proceedings of the 7th ACM/IEEE Joint Conference on Digital Libraries, 181-182}, year = {2007}, month = {2007}, address = {New York, NY}, abstract = {Aligning digital library resources with national and state educational standards to help K-12 teachers search for relevant curriculum is an important issue in the digital library community. Aligning standards from different states promises to help teachers in one state find appropriate materials created and cataloged elsewhere. Although such alignments provide a powerful means for crosswalking standards and curriculum across states, alignment matrices are intrinsically sparse. Hence, we hypothesize that such sparseness may cause significant numbers of false negatives when used for searching curriculum. Our preliminary results confirm the false negative hypothesis, demonstrate the usefulness of term-based techniques in addressing the false negative problem, and explore ways to combine term occurrence data with standards correlations.}, keywords = {Accounting, BIS}, author = {Marshall,Byron and Reitsma,Reindert and Cyr,Martha N} } @article {1982901, title = {TeachEngineering Poster Session}, year = {2007}, month = {2007}, keywords = {BIS}, author = {Reitsma,Reindert and Vanlue,William and Lewis,Paul} } @article {1974516, title = {Weight-proportional Space Partitioning Using Adaptive Voronoi Diagrams}, journal = {Geoinformatica}, volume = {11}, year = {2007}, month = {2007}, pages = {383-405}, abstract = {Traditional application of Voronoi diagrams for space partitioning results in Voronoi regions, each with a specific area determined by the generators{\textquoteright} relative locations and weights. Particularly in the area of information space (re)construction, however, there is a need for inverse solutions; i.e., finding weights that result in regions with predefined area ratios. In this paper, we formulate an adaptive Voronoi solution and propose a raster-based optimization method for finding the associated weight set. The solution consists of a combination of simple, fixed-point iteration with an optional spatial resolution refinement along the regions{\textquoteright} boundaries using quadtree decomposition. We present the corresponding algorithm and its complexity analysis. The method is successfully tested on a series of ideal{\textquotedblright}typical cases and the interactions between the adaptive technique and boundary resolution refinement are explored and assessed.}, keywords = {BIS}, author = {Reitsma,Reindert and Trubin,S, and Mortensen,E.} } @article {1982906, title = {TeachEngineering Poster Session}, year = {2006}, month = {2006}, address = {Washington, DC}, keywords = {BIS}, author = {Reitsma,Reindert and Sullivan,J and Cyr,M N} } @article {1982911, title = {Poster Session. Just a cute kid with a great imagination?}, year = {2005}, month = {2005}, address = {Denver, CO}, keywords = {BIS}, author = {Reitsma,Reindert and Sullivan,J and Cyr,M N} } @article {1974521, title = {Spatialization of Web Sites Using a Weighted Frequency Model of Navigation Data}, journal = {Journal of the Association for Information Science and Technology}, volume = {55}, year = {2004}, month = {2004}, pages = {13-22}, abstract = {Reitsma, Thabane, and MacLeod are interested in the display of document sets as visualized geometric spaces. Such spaces can use metrics and dimensions determined arbitrarily prior to analysis of data, or they may use secondary data (logged website transaction counts, perhaps) with techniques like factor analysis or MDS to find a structure. Using high transaction volume between an origin and a destination as an indicator of a small distance and a low volume as an indicator of a large distance, a transaction log can provide input to MDS. One problem is the possible origination of multiple sessions from the same address where one can not determine if consecutive requests are part of the same transaction and thus frequencies may be invalid. They suggest the use of the probability that a count is a transaction as a weight rather the count alone, with this probability depending upon the time separation between an origin and a destination with less time indicating a higher probability. A transaction log for a website for undergraduate engineering learning was analyzed in this manner and weighted transaction counts were compared to the use of straight count inputs to MDS using the Euclidean metric and four dimensions. Weighted results were not significantly different.}, keywords = {BIS}, author = {Reitsma,Reindert and Thabane,L. and MacLeod,J.} } @article {1982916, title = {Teachengineering Resources for K-12}, year = {2004}, month = {2004}, keywords = {BIS}, author = {Reitsma,Reindert and Cyr,M. and Mooney,M. and Sullivan,J. and Ybarra,G.} } @article {1974526, title = {Exploiting Engineering as a Unique Distance Learning Tool 19, 379-388}, journal = {International Journal of Engineering Education}, volume = {19}, year = {2003}, month = {2003}, pages = {379-388}, keywords = {BIS}, author = {Carlson,L. and Reitsma,Reindert and Brandemuehl,M. and Hertzberg,J. and Sullivan,J. and Gabbard,S.} } @article {1974531, title = {Loglinear and Multidimensional Scaling Models of Digital Library Navigation}, journal = {International Journal of Human-Computer Studies}, volume = {57}, year = {2002}, month = {2002}, pages = {101-119}, keywords = {BIS}, author = {Buttenfield,B. and Reitsma,Reindert} } @article {1974536, title = {A Living Laboratory}, journal = {Proceedings of the IEEE}, volume = {88}, year = {2000}, month = {2000}, pages = {31-40}, keywords = {BIS}, author = {Lightner,M. and Carlson,D. and Sullivan,J. and Brandemuehl,M. and Reitsma,Reindert} } @article {1974541, title = {Accessibility of Computer-based Simulation Models in Inherently Conflict-Laden Negotiations}, journal = {Group Decision and Negotiation}, volume = {8}, year = {1999}, month = {1999}, pages = {511-533}, keywords = {BIS}, author = {Zigurs,I. and Reitsma,Reindert and Lewis,C. and Hubscher,R. and Hayes,C.} } @article {1974551, title = {Object-oriented Simulation and Evaluation of River Basin Operations. Journal of Geographic Information and Decision Analysis. 1, 1, pp. 10-24}, volume = {1}, year = {1997}, month = {1997}, pages = {1--24}, keywords = {BIS}, author = {Reitsma,Reindert and Carron,John C.} } @article {1974546, title = {Object-oriented Simulation and Evaluation of River Basin Operations}, journal = {Journal of Geographic Information and Decision Analysis}, volume = {1}, year = {1997}, month = {1997}, pages = {9-24}, keywords = {BIS}, author = {Reitsma,Reindert and Carron,J.} } @article {1974556, title = {Structure and Support of Water Resources Management and Decision Making}, journal = {Journal of Hydrology}, volume = {177}, year = {1996}, month = {1996}, pages = {253-268}, keywords = {BIS}, author = {Reitsma,Reindert} } @article {1974561, title = {Construction Kit for Visual Programming of River-Basin Models}, journal = {Journal of Computing in Civil Engineering}, volume = {8}, year = {1994}, month = {1994}, pages = {378-384}, keywords = {BIS}, author = {Reitsma,Reindert and Sautins,A. and Wehrend,S.} } @article {1974566, title = {WODAN: een Venster op Beleidsinformatie (WODAN: a Window on Decision-making Information)}, journal = {SWIM}, volume = {5}, year = {1990}, month = {1990}, pages = {15-24}, keywords = {BIS}, author = {Reitsma,Reindert and Hendriks,P.} } @article {1974571, title = {A Causal Typology of Migration: The Role of Commuting. Regional Studies}, journal = {Regional Studies}, volume = {22}, year = {1988}, month = {1988}, pages = {331-340}, keywords = {BIS}, author = {Reitsma,Reindert and Vergoossen,A.} } @article {1974576, title = {Artificiele Intelligentie in Geografisch Onderzoek: Cognitie, {\textquoteleft}Engineering{\textquoteright} en Geografische Modellen (Artificial Intelligence in Geographical Research: Cognition, {\textquoteleft}Engineering{\textquoteright} and Geographical Models)}, journal = {SWIM}, volume = {1}, year = {1986}, month = {1986}, pages = {4-7}, keywords = {BIS}, author = {Reitsma,Reindert} }