Analyzing collaborative learning processes automatically

In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners’ interactions is a time consuming and effortful process. Improving automated analyses of such highly valued processes of collaborative learning by adapting and applying recent text classification technologies would make it a less arduous task to obtain insights from corpus data. This endeavor also holds the potential for enabling substantially improved on-line instruction both by providing teachers and facilitators with reports about the groups they are moderating and by triggering context sensitive collaborative learning support on an as-needed basis. In this article, we report on an interdisciplinary research project, which has been investigating the effectiveness of applying text classification technology to a large CSCL corpus that has been analyzed by human coders using a theory-based multidimensional coding scheme. We report promising results and include an in-depth discussion of important issues such as reliability, validity, and efficiency that should be considered when deciding on the appropriateness of adopting a new technology such as TagHelper tools. One major technical contribution of this work is a demonstration that an important piece of the work towards making text classification technology effective for this purpose is designing and building linguistic pattern detectors, otherwise known as features, that can be extracted reliably from texts and that have high predictive power for the categories of discourse actions that the CSCL community is interested in

Dialogue as Data in Learning Analytics for Productive Educational Dialogue

This paper provides a novel, conceptually driven stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on- and offline sites of learning. In prior research, preliminary steps have been taken to detect occurrences of such dialogue using automated analysis techniques. Such advances have the potential to foster effective dialogue using learning analytic techniques that scaffold, give feedback on, and provide pedagogic contexts promoting such dialogue. However, the translation of much prior learning science research to online contexts is complex, requiring the operationalization of constructs theorized in different contexts (often face-to-face), and based on different datasets and structures (often spoken dialogue). In this paper, we explore what could constitute the effective analysis of productive online dialogues, arguing that it requires consideration of three key facets of the dialogue: features indicative of productive dialogue; the unit of segmentation; and the interplay of features and segmentation with the temporal underpinning of learning contexts. The paper thus foregrounds key considerations regarding the analysis of dialogue data in emerging learning analytics environments, both for learning-science and for computationally oriented researchers

Fast Rhetorical Structure Theory Discourse Parsing

In recent years, There has been a variety of research on discourse parsing, particularly RST discourse parsing. Most of the recent work on RST parsing has focused on implementing new types of features or learning algorithms in order to improve accuracy, with relatively little focus on efficiency, robustness, or practical use. Also, most implementations are not widely available. Here, we describe an RST segmentation and parsing system that adapts models and feature sets from various previous work, as described below. Its accuracy is near state-of-the-art, and it was developed to be fast, robust, and practical. For example, it can process short documents such as news articles or essays in less than a second

Dialogue Act Recognition via CRF-Attentive Structured Network

Dialogue Act Recognition (DAR) is a challenging problem in dialogue interpretation, which aims to attach semantic labels to utterances and characterize the speaker's intention. Currently, many existing approaches formulate the DAR problem ranging from multi-classification to structured prediction, which suffer from handcrafted feature extensions and attentive contextual structural dependencies. In this paper, we consider the problem of DAR from the viewpoint of extending richer Conditional Random Field (CRF) structural dependencies without abandoning end-to-end training. We incorporate hierarchical semantic inference with memory mechanism on the utterance modeling. We then extend structured attention network to the linear-chain conditional random field layer which takes into account both contextual utterances and corresponding dialogue acts. The extensive experiments on two major benchmark datasets Switchboard Dialogue Act (SWDA) and Meeting Recorder Dialogue Act (MRDA) datasets show that our method achieves better performance than other state-of-the-art solutions to the problem. It is a remarkable fact that our method is nearly close to the human annotator's performance on SWDA within 2% gap.Comment: 10 pages, 4figure