With the advent and increasing popularity of Computer Supported
Collaborative Learning (CSCL) and e-learning technologies, the need
of "automatic assessment "and" "of" teacher/tutor support" for the
two tightly intertwined activities of "comprehension" of reading
materials and of "collaboration" among peers has grown
significantly. In this context, a polyphonic model of discourse
derived from Bakhtin s work as a paradigm is used for analyzing
both general texts and CSCL conversations in a unique framework
focused on different facets of textual cohesion.
As specificity of our analysis, the "individual learning"
perspective is focused on the identification of reading strategies
and on providing a multi-dimensional textual complexity model,
whereas the "collaborative learning" dimension is centered on the
evaluation of participants involvement, as well as on collaboration
assessment.
Our approach based on advanced Natural Language Processing
techniques provides a qualitative estimation of the learning
process and enhances understanding as a mediator of learning by
providing automated feedback to both learners and teachers or
tutors. The main benefits are its flexibility, extensibility and
nevertheless specificity for covering multiple stages, starting
from reading classroom materials, to discussing on specific topics
in a collaborative manner and finishing the feedback loop by
verbalizing metacognitive thoughts."
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