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Automated Analysis of Students’ Free-text Answers for Computer-Assisted Assessment
We present an approach to Computer-Assisted Assessment of free-text material based on symbolic analysis of student input. The theory that underlies this approach arises from previous work on DidaLect, a tutorial system for reading comprehension in French as a Second Language. The theory enables processing of a free-text segment for assessment to operate without precoded reference material. A study based on a small collection of student answers to several types of questions has justified our appr
Author(s): Hermet Matthieu,Szpakowicz Stan,Duquette Lise

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The use of NLP tools for Basque in a multiple user CALL environment and its feedback
In this article, we present a Computer Assisted Language Learning (CALL) environment for Basque. The environment has different aims: on the one hand, to offer the users (teachers, learners and computational linguists) different tools and language resources to clarify the linguistic doubts they might have about the language, and on the other hand, to store information about language learners, deviations and errors as the basis for further studies in CALL and Natural Language Processing (NLP). The
Author(s): Aldabe Itziar,Arrieta Bertol,Díaz de Ilarraza Ara

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ICT and adult literacy, numeracy and ESOL
This project set out to obtain a picture of present teaching practice in the use of ICT in adult literacy, numeracy and ESOL within formal provision.,Research report for NRDC
Author(s): Mellar Harvey,Kambouri Maria,Sanderson Mariana,Pav

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Effective Teaching and Learning: Using ICT
Findings and recommendations on effective teaching practice - with the aim of providing material for improving the quality of teaching and learning and for informing developments in initial teacher education and continuing development.,Research report for NRDC
Author(s): Mellar Harvey,Kambouri Maria,Logan Kit,Betts Sally

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Using Interaction Analysis to reveal Self-Regulated Learning in Virtual Communities
Aim of this paper is to analyse whether Interaction Analysis can help investigate the practice and development of Self-Regulated Learning (SRL) in Virtual Learning Communities (VLC). Interaction analysis is increasingly used to study learning dynamics within online activities. It proceeds by searching expressions that reveal the aspects under study in the written messages exchanged by the learners. To this end, we devised and classified a number of indicators suggesting the existence of self-re
Author(s): Dettori Giuliana,Persico Donatella

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Computer literacy and inquiry learning: when geeks learn less
A low level of computer literacy has often been hypothesized as constituting a disadvantage in knowledge acquisition. However, within the field of computer-supported inquiry learning systematic investigations of these purported relations have not been conducted. This classroom study investigates the role of computer literacy (procedural computer-related knowledge, self-confidence in using the computer, and familiarity with computers) as a learning prerequisite for knowledge acquisition, and anal
Author(s): Wecker Christof,Kohnle Carmen,Fischer Frank

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Learning Bridges: a role for mobile technologies in education
A project called MyArtSpace, funded by the UK Department for Culture Media and Sport, is today exploring how children can engage in similar enquiry-led learning supported by mobile technology and how this can link to school and home learning. Using MyArtSpace as an example, we discuss the possibilities for mobile technology to form bridges between formal and informal learning. We also offer guidelines, drawn from our experience with MyArtSpace, for designing such bridges.
Author(s): Vavoula Giasemi,Sharples Mike,Rudman Paul,Lonsdale

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Quelles machines pour enseigner la langue ?
This paper first presents a history of Computer-Assisted Learning (CAL), setting its origins in the 1920s with the invention of mechanical learning machines. The use of the computer then allowed the development of different types of language learning activities: comprehension tasks, simulations, etc. However, without the contribution of natural language processing (NLP), these activities are of limited use. We address the problem of the integration of NLP in CALL systems while summing up the cha
Author(s): Antoniadis Georges,Fairon Cédrick,Granger Sylvian

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Optimizing the role of language in Technology-Enhanced Learning
A two-day expert workshop on the role of language in Technology-Enhanced Learning was held at the University of Louvain (Louvain-la-Neuve, Belgium) on October 4th-5th 2007. The workshop’s title was: “Optimizing the role of language in Technology Enhanced Learning”. The primary objective of the IDILL workshop was to bring together academic experts and industrial companies who carry out cutting-edge research in the fields of Natural Language Processing, Applied corpus linguistics, and Computer
Author(s): Granger Sylviane

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Capitalisation d’une ressource en or : le dictionnaire
The goal of this paper is to explore extensions to electronic dictionaries. Adding certain functions could considerably extend the range of tasks for which they could provide support. Putting the needed information at the distance of a mouse click would allow for active reading. This would require tight coupling of the dictionary with a text editor: all the information in the dictionary should be accessible via a mouseclick. Dictionaries combined with a flashcard system and an exercise generator
Author(s): Zock Michael

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Blended Learning Technologies in Lifelong Education: Lessons Learned from a Case Study
The combination of the traditional form of education and e-learning activities (blended learning) constitutes an important possibility for the higher education, so that they reach the flexibility which is considered to be necessary for their adaptation to the trainees’ needs within the frame of socio-cognitive needs created by the information society. We present the principles of the application of blended lesson designs in graduate level and of its evaluation by the students. Based on our expe
Author(s): Liotsios Konstantinos,Demetriadis Stavros,Pomborts

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“Graphical” Jogthrough: expert based methodology for user interface evaluation, applied in the cas
“Walkthrough” and “Jogthrough” techniques are well known expert based methodologies for the evaluation of user interface design. In this paper we describe the use of “Graphical” Jogthrough method for evaluating the interface design of the Network Simulator, an educational simulation program that enables users to virtually build a computer network, install hardware and software components, make the necessary settings and test the functionality of the network. Graphical Jogthrough is a furth
Author(s): Demetriadis Stavros,Karoulis Athanasios,Pombortsis

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“Cultures in negotiation”: teachers’ acceptance/resistance attitudes considering the infusion of
A teachers’ training project, employing teacher-mentored in-school training approach, has been recently initiated in Greek secondary education for the introduction of Information and Communication Technology (ICT) into the classroom. Data resulting from this project indicate that although teachers express considerable interest in learning how to use technology they need consistent support and extensive training in order to consider themselves able for integrating it into their instructional pra
Author(s): Demetriadis Stavros,Barbas Antonios,Molohides Anas

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The use of a computerized brain atlas to support knowledge-based training in radiology
Trainers of radiologists face the particular challenges of teaching normal and abnormal appearance for a variety of imaging modalities, providing access to a large appropriately-indexed case library, and teaching a consistent approach to the reporting of cases. The computer has the potential to address these issues, to supplement conventional teaching of radiology by providing case-based tutoring and diagnostic support based on a large library of images of normal and abnormal anatomy, fully desc
Author(s): Garlatti Serge,Sharples Mike

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Un modèle informatique de scénario fondé sur des pratiques réelles d'enseignement et une théori
La conception de scénarios pour un EIAH nécessite la mise en oeuvre de théories didactiques, de pratiques réelles, de modèles et de théories informatiques afin de prendre en compte les contraintes didactiques nécessaire à la modélisation de scénarios d'apprentissage. La modélisation de scénario devient ainsi une problématique pluridisciplinaire. La contribution principale de cet article est de proposer un modèle informatique de scénarios prenant effectivement en compte des contrai
Author(s): Tetchueng Jean Louis,Garlatti Serge,Laubé Sylvain

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A Didactic-based Model of Scenarios for Designing an Adaptive and Context-Aware Learning System
Nowadays, technology-enhanced learning systems must have the ability to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. The main issue is to design a generic scenario which can deal with the broadest range of learning situations. From a generic scenario, the learning system will compute on the fly a particular scenario dedicated to the current learner and its learning situation. The ma
Author(s): Tetchueng Jean Louis,Garlatti Serge,Laubé Sylvain

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Towards a classification of Narrative Learning Environments
In this paper, we highlight why narrative can support learning, drawing from the literature. Then we describe what are NLEs, mentioning a few examples. We also discuss NLEs’ characterizing aspects - user role, technological means and educational approach - stressing their importance in determining the learning afforded by an environment. We conclude by pointing out what issues need to be tackled to advance the field.,Research report
Author(s): Dettori Giuliana

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Supporting information comparisons in example-based hypertext environments
Global comparisons of learning from hypertext and traditional text have yet failed to show major advantages concerning the effectiveness of hypertext learning. In the current paper it is proposed that an effective hypertext design needs to be based on thorough cognitive task analyses with regard to structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated by two experiments, in which we investigated two methods for supporting e
Author(s): Gerjets Peter,Scheiter Katharina,Schuh Julia

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Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding exa
In this paper, we provide evidence against the common idea that worked examples should be designed to convey problem categories and category-specific solution procedures. Instead we propose that instructional examples should be designed in a way that supports the understanding of relations between structural problem features and individual solution steps, i.e. relations that hold below the category level. We illustrate in the domain of probability word problems how category-avoiding instructiona
Author(s): Gerjets Peter,Scheiter Katharina,Catrambone Richar

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A Programming by Demonstration Authoring Tool for Model-Tracing Tutors
Model-tracing tutors have consistently been among the most effective class of intelligent learning environments. Across a number of empirical studies, these tutors have shown students can learn the tutored domain better or in a shorter amount of time than traditionally taught students (Anderson et al., 1990). Unfortunately, the creation of these tutors, particularly the production system component, is a time-intensive task, requiring knowledge that lies outside the tutored domain. This outside k
Author(s): Blessing Stephen B.

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