Object Programming in a Rule-Based Language with Strategies

Colloque avec actes et comité de lecture. internationale.International audienceThis paper presents a programming framework that combines the concepts of objects, rules and strategies, built as an extension of the rule-based language with strategies ELAN. This extension is implemented in a reflective way in ELAN itself and relies on the same formal semantics,namely the rewriting calculus

Do You See What I See? Using ELAN for Self-Analysis and Reflection

This commentary discusses the application of video annotation software (ELAN) in the Auslan–English interpreter-training program at Macquarie University, Sydney, Australia. It gives an overview of the program’s context and highlights experienced-based learning as one of the key pedagogical approaches being used to foster student self-analysis and reflection. In order for students to analyze their own interpreting performances, they must first be recorded, so the article touches on the rationale and some techniques for the video capture that provides the data for subsequent ELAN analysis. Examples of activities based on the use of ELAN software are then discussed

A scientific methodology for researching CALL interaction data: Multimodal LEarning and TEaching Corpora

International audienceThis chapter gives an overview of one possible staged methodology for structuring LCI data by presenting a new scientific object, LEarning and TEaching Corpora (LETEC). Firstly, the chapter clarifies the notion of corpora, used in so many different ways in language studies, and underlines how corpora differ from raw language data. Secondly, using examples taken from actual online learning situations, the chapter illustrates the methodology that is used to collect, transform and organize data from online learning situations in order to make them sharable through open-access repositories. The ethics and rights for releasing a corpus as OpenData are discussed. Thirdly, the authors suggest how the transcription of interactions may become more systematic, and what benefits may be expected from analysis tools, before opening the CALL research perspective applied to LCI towards its applications to teacher-training in Computer-Mediated Communication (CMC), and the common interests the CALL field shares with researchers in the field of Corpus Linguistics working on CMC

A semiotic perspective on webconferencing-supported language teaching.

International audienceIn webconferencing-supported teaching, the webcam mediates and organizes the pedagogical interaction. Previous research has provided a mixed picture of the use of the webcam: while it is seen as a useful medium to contribute to the personalization of the interlocutors’ relationship, help regulate interaction and facilitate learner comprehension and involvement, the limited access to visual cues provided by the webcam is felt as useless or even disruptive. This study examines the meaning-making potential of the webcam in pedagogical interactions from a semiotic perspective by exploring how trainee teachers use the affordances of the webcam to produce non-verbal cues that may be useful for mutual comprehension. The research context is a telecollaborative project where trainee teachers of French as a foreign language met for online sessions in French with undergraduate Business students at an Irish university. Using multimodal transcriptions of the interaction data from these sessions, screen shot data, and students’ post-course interviews, it was found, firstly, that whilst a head and shoulders framing shot was favoured by the trainee teachers, there does not appear to be an optimal framing choice for desktop videoconferencing among the three framing types identified. Secondly, there was a loss between the number of gestures performed by the trainee teachers and those that were visible for the students. Thirdly, when trainee teachers were able to coordinate the audio and kinesic modalities, communicative gestures that were framed, and held long enough to be perceived by the learners, were more likely to be valuable for mutual comprehension. The study highlights the need for trainee teachers to develop critical semiotic awareness to gain a better perception of the image they project of themselves in order to actualise the potential of the webcam and add more relief to their online teacher presence

Invariant-driven specifications in Maude

AbstractThis work presents a general mechanism for executing specifications that comply with given invariants, which may be expressed in different formalisms and logics. We exploit Maude’s reflective capabilities and its properties as a general semantic framework to provide a generic strategy that allows us to execute Maude specifications taking into account user-defined invariants. The strategy is parameterized by the invariants and by the logic in which such invariants are expressed. We experiment with different logics, providing examples for propositional logic, (finite future time) linear temporal logic and metric temporal logic

Implementation of a structured training program for retrospective video analysis of Parkinson's disease

INTRODUCTION: Retrospective video analysis (RVA) has been a popular method of analysis in many research fields, evidenced by autism behavioral research, child play behavior, and caregiver-resident interactions (Baranek, 1999; Gilchrist et al., 2018; Gilmore-Bykovskyi, 2015). Given the widespread use of RVA, the number of studies using it to augment their study designs provide sparse details about the training methods for this level of analysis, making it difficult to maintain a standard level of rigor across different institutions (Haidet, Tate, Divirgilio-Thomas, Kolanowski, & Happ, 2009). METHODS: A structured training program was developed for naïve coders (n=5). The structured training program was composed of five stages with careful introduction of behaviors and regular checkpoints. Statistical Analysis: The output generated by the naïve trainees was analyzed with paired t-tests, Fisher’s Exact Test, ANOVA, percent agreement, and Cohen’s kappa. RESULTS: No difference was found between the different trainees, demonstrating the trainees were trained to a similar level of expertise. The overall recognition of behaviors increased by 2.1% from the first to last training video analysis. Discrete behaviors had a higher level of agreement. CONCLUSIONS: The structured training program demonstrated a small increase in the recognition of behaviors, with a higher recognition in the derived MDS-UPDRS behaviors

Conducting neuropsychological tests with a humanoid robot: design and evaluation

International audience— Socially assistive robot with interactive behavioral capability have been improving quality of life for a wide range of users by taking care of elderlies, training individuals with cognitive disabilities or physical rehabilitation, etc. While the interactive behavioral policies of most systems are scripted, we discuss here key features of a new methodology that enables professional caregivers to teach a socially assistive robot (SAR) how to perform the assistive tasks while giving proper instructions, demonstrations and feedbacks. We describe here how socio-communicative gesture controllers – which actually control the speech, the facial displays and hand gestures of our iCub robot – are driven by multimodal events captured on a professional human demonstrator performing a neuropsychological interview. Furthermore, we propose an original online evaluation method for rating the multimodal interactive behaviors of the SAR and show how such a method can help designers to identify the faulty events

Basic completion strategies as another application of the Maude strategy language

The two levels of data and actions on those data provided by the separation between equations and rules in rewriting logic are completed by a third level of strategies to control the application of those actions. This level is implemented on top of Maude as a strategy language, which has been successfully used in a wide range of applications. First we summarize the Maude strategy language design and review some of its applications; then, we describe a new case study, namely the description of completion procedures as transition rules + control, as proposed by Lescanne.Comment: In Proceedings WRS 2011, arXiv:1204.531

Benthic microbial communities of coastal terrestrial and ice shelf Antarctic meltwater ponds.

The numerous perennial meltwater ponds distributed throughout Antarctica represent diverse and productive ecosystems central to the ecological functioning of the surrounding ultra oligotrophic environment. The dominant taxa in the pond benthic communities have been well described however, little is known regarding their regional dispersal and local drivers to community structure. The benthic microbial communities of 12 meltwater ponds in the McMurdo Sound of Antarctica were investigated to examine variation between pond microbial communities and their biogeography. Geochemically comparable but geomorphologically distinct ponds were selected from Bratina Island (ice shelf) and Miers Valley (terrestrial) (<40 km between study sites), and community structure within ponds was compared using DNA fingerprinting and pyrosequencing of 16S rRNA gene amplicons. More than 85% of total sequence reads were shared between pooled benthic communities at different locations (OTU0.05), which in combination with favorable prevailing winds suggests aeolian regional distribution. Consistent with previous findings Proteobacteria and Bacteroidetes were the dominant phyla representing over 50% of total sequences; however, a large number of other phyla (21) were also detected in this ecosystem. Although dominant Bacteria were ubiquitous between ponds, site and local selection resulted in heterogeneous community structures and with more than 45% of diversity being pond specific. Potassium was identified as the most significant contributing factor to the cosmopolitan community structure and aluminum to the location unique community based on a BEST analysis (Spearman's correlation coefficient of 0.632 and 0.806, respectively). These results indicate that the microbial communities in meltwater ponds are easily dispersed regionally and that the local geochemical environment drives the ponds community structure