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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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