Social Reader Perusall -- a Highly Effective Tool and Source of Formative Assessment Data

The contribution provides a detailed exploration of the online platform Perusall as an advanced social annotation technology in teaching and learning STEM disciplines. This exploration is based on the authors' insights and experiences from three years of implementing Perusall at P.J. \v{S}af\'arik University in Ko\v{s}ice, Slovakia. While the concept of social annotation technology and its educational applications are not novel, Perusall's advanced features, including AI and data science reports, enable its use in both synchronous and asynchronous blended and flipped learning environments. In this context, Perusall serves as a digital tool for collecting formative data, monitoring student progress, and identifying areas of difficulty. This assessment data can be effectively utilized in preparing and personalizing subsequent face-to-face group interactions, thereby enhancing and improving the learning experience. From a pedagogical viewpoint, Perusall's role was particularly significant during the Covid-19 pandemic, enabling effective, continuous, and engaging learning amidst social distancing and physical restrictions. Today, Perusall has become a key tool in blended learning, facilitating higher-order cognitive processes during the educational process and, with its multifaceted applications, serves as a modern catalyst in redefining educational experiences and outcomes.Comment: 8 pages, 4 Figures, conference DIDSCI2022 preprin

A face annotation framework with partial clustering and interactive labeling

Face annotation technology is important for a photo management system. In this paper, we propose a novel interactive face annotation framework combining unsupervised and interactive learning. There are two main contributions in our framework. In the unsupervised stage, a partial clustering algorithm is proposed to find the most evident clusters instead of grouping all instances into clusters, which leads to a good initial labeling for later user interaction. In the interactive stage, an efficient labeling procedure based on minimization of both global system uncertainty and estimated number of user operations is proposed to reduce user interaction as much as possible. Experimental results show that the proposed annotation framework can significantly reduce the face annotation workload and is superior to existing solutions in the literature. 1

Making the technology fit the pedagogy

In this paper we explore whether technology provides the teaching profession with a new form of pedagogy, often referred to as ‘e-learning’, or is merely an attempt to ‘reinvent the wheel’. Salmon’s e-tivities, Laurillard’s conversational framework and others have helped to further the case in favour of a new pedagogy. Distance learning particularly has been has able to derive considerable benefit from the opportunities involved. However, is ‘the Internet’ nothing more than an all-embracing metaphor for a multitude of traditional teaching locations, for example the classroom, campus and the lecture theatre? We find these ‘learning environments’ can exist wherever we want them, as virtual, mobile, personal or even real locations. Has the online world bridged the gap for distance teaching, drawing it closer to traditional forms of teaching, and therefore traditional pedagogy? Does it mean that there are more opportunities for HEIs to move into distance learning provision

Content enrichment through dynamic annotation

This paper describes a technique for interceding between users and the information that they browse. This facility, that we term 'dynamic annotation', affords a means of editing Web page content 'on-the-fly' between the source Web server and the requesting client. Thereby, we have a generic way of modifying the content displayed to local users by addition, removal or reorganising any information sourced from the World-Wide Web, whether this derives from local or remote pages. For some time, we have been exploring the scope for this device and we believe that it affords many potential worthwhile applications. Here, we describe two varieties of use. The first variety focuses on support for individual users in two contexts (second-language support and second language learning). The second variety of use focuses on support for groups of users. These differing applications have a common goal which is content enrichment of the materials placed before the user. Dynamic annotation provides a potent and flexible means to this end

Wide-coverage deep statistical parsing using automatic dependency structure annotation

A number of researchers (Lin 1995; Carroll, Briscoe, and Sanfilippo 1998; Carroll et al. 2002; Clark and Hockenmaier 2002; King et al. 2003; Preiss 2003; Kaplan et al. 2004;Miyao and Tsujii 2004) have convincingly argued for the use of dependency (rather than CFG-tree) representations for parser evaluation. Preiss (2003) and Kaplan et al. (2004) conducted a number of experiments comparing “deep” hand-crafted wide-coverage with “shallow” treebank- and machine-learning based parsers at the level of dependencies, using simple and automatic methods to convert tree output generated by the shallow parsers into dependencies. In this article, we revisit the experiments in Preiss (2003) and Kaplan et al. (2004), this time using the sophisticated automatic LFG f-structure annotation methodologies of Cahill et al. (2002b, 2004) and Burke (2006), with surprising results. We compare various PCFG and history-based parsers (based on Collins, 1999; Charniak, 2000; Bikel, 2002) to find a baseline parsing system that fits best into our automatic dependency structure annotation technique. This combined system of syntactic parser and dependency structure annotation is compared to two hand-crafted, deep constraint-based parsers (Carroll and Briscoe 2002; Riezler et al. 2002). We evaluate using dependency-based gold standards (DCU 105, PARC 700, CBS 500 and dependencies for WSJ Section 22) and use the Approximate Randomization Test (Noreen 1989) to test the statistical significance of the results. Our experiments show that machine-learning-based shallow grammars augmented with sophisticated automatic dependency annotation technology outperform hand-crafted, deep, widecoverage constraint grammars. Currently our best system achieves an f-score of 82.73% against the PARC 700 Dependency Bank (King et al. 2003), a statistically significant improvement of 2.18%over the most recent results of 80.55%for the hand-crafted LFG grammar and XLE parsing system of Riezler et al. (2002), and an f-score of 80.23% against the CBS 500 Dependency Bank (Carroll, Briscoe, and Sanfilippo 1998), a statistically significant 3.66% improvement over the 76.57% achieved by the hand-crafted RASP grammar and parsing system of Carroll and Briscoe (2002)

Image Structured Annotation Based on Deep Neural Network Natural Language Processing

The image structuring process was mainly divided into three stages: model training, model prediction, and report structuring. In the report structure stage, based on the feature annotation sequence, this paper associated the text sequence with the corresponding table structure and stored the text sequence in the corresponding database in the background. In dataset 1, the accuracy rate of removing visual information submodel was 30 %, and that of removing semantic information submodel was 50 %. The scheme proposed in this paper was to better perform automatic image annotation and meet the requirements of image annotation in the era of Big Data

Magpie: towards a semantic web browser

Web browsing involves two tasks: finding the right web page and then making sense of its content. So far, research has focused on supporting the task of finding web resources through ‘standard’ information retrieval mechanisms, or semantics-enhanced search. Much less attention has been paid to the second problem. In this paper we describe Magpie, a tool which supports the interpretation of web pages. Magpie offers complementary knowledge sources, which a reader can call upon to quickly gain access to any background knowledge relevant to a web resource. Magpie automatically associates an ontologybased semantic layer to web resources, allowing relevant services to be invoked within a standard web browser. Hence, Magpie may be seen as a step towards a semantic web browser. The functionality of Magpie is illustrated using examples of how it has been integrated with our lab’s web resources