Helping Students Understand Courses through Written Syntheses: An LSA-Based Online Advisor
| Autor: | Sonia Mandin, Emmanuelle Villiot-Leclercq, Virginie Zampa, Philippe Dessus |
|---|---|
| Přispěvatelé: | Grenoble Ecole de Management, Laboratoire des Sciences de l'Éducation (Grenoble) (LSE), Université Pierre Mendès France - Grenoble 2 (UPMF), LInguistique et DIdactique des Langues Étrangères et Maternelles (LIDILEM), Université Stendhal - Grenoble 3, European Project: 212578,EC:FP7:ICT,FP7-ICT-2007-1,LTFLL(2008), EESC-GEM Grenoble Ecole de Management |
| Rok vydání: | 2010 |
| Předmět: |
Service (systems architecture)
PLE Computer science [SHS.EDU]Humanities and Social Sciences/Education Context (language use) Semantics computer.software_genre 050105 experimental psychology Task (project management) Reflexivity written synthesis ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Automated feedback Multimedia Latent semantic analysis 4. Education 05 social sciences 050301 education Personal learning environment Continuing professional development Latent Semantic Analysis [INFO.EIAH]Computer Science [cs]/Technology for Human Learning 0503 education computer |
| Zdroj: | ICALT |
| DOI: | 10.1109/icalt.2010.96 |
| Popis: | International audience; In a lifelong learning context, learners have to perform a lot of writing-based activities, like document analysis, that are seldom assessed by teachers or tutors because this assessment is time-consuming. We introduce a service, Pensum, integrated in a PLE that helps students to understand a course content through writing a synthesis, as well as teachers and tutors to manage this activity. Based on natural language processing techniques, Pensum proposes just-in-time and reflexive feedback on a complex writing task. |
| Databáze: | OpenAIRE |
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