Reflective writing analytics for actionable feedback

© 2017 ACM. Reflective writing can provide a powerful way for students to integrate professional experience and academic learning. However, writing reflectively requires high quality actionable feedback, which is time-consuming to provide at scale. This paper reports progress on the design, implementation, and validation of a Reflective Writing Analytics platform to provide actionable feedback within a tertiary authentic assessment context. The contributions are: (1) a new conceptual framework for reflective writing; (2) a computational approach to modelling reflective writing, deriving analytics, and providing feedback; (3) the pedagogical and user experience rationale for platform design decisions; and (4) a pilot in a student learning context, with preliminary data on educator and student acceptance, and the extent to which we can evidence that the software provided actionable feedback for reflective writing

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

IEST: WASSA-2018 Implicit Emotions Shared Task

Past shared tasks on emotions use data with both overt expressions of emotions (I am so happy to see you!) as well as subtle expressions where the emotions have to be inferred, for instance from event descriptions. Further, most datasets do not focus on the cause or the stimulus of the emotion. Here, for the first time, we propose a shared task where systems have to predict the emotions in a large automatically labeled dataset of tweets without access to words denoting emotions. Based on this intention, we call this the Implicit Emotion Shared Task (IEST) because the systems have to infer the emotion mostly from the context. Every tweet has an occurrence of an explicit emotion word that is masked. The tweets are collected in a manner such that they are likely to include a description of the cause of the emotion - the stimulus. Altogether, 30 teams submitted results which range from macro F1 scores of 21 % to 71 %. The baseline (MaxEnt bag of words and bigrams) obtains an F1 score of 60 % which was available to the participants during the development phase. A study with human annotators suggests that automatic methods outperform human predictions, possibly by honing into subtle textual clues not used by humans. Corpora, resources, and results are available at the shared task website at http://implicitemotions.wassa2018.com.Comment: Accepted at Proceedings of the 9th Workshop on Computational Approaches to Subjectivity, Sentiment and Social Media Analysi

Teaching academic writing to Iraqi undergraduate students: An investigation into the effectiveness of a genre-process approach

A modified integrated process-genre approach (MIM) was implemented with EFL undergraduate students in Iraq. Some students subject to the MIM were better able to construct structurally complex and reasonably-grounded arguments and to employ a wider range of informal reasoning patterns group.Combining the merits of both the process and genre approaches has the potential to develop a more coherent model of writing by taking into account cognitive and social demands

Computational approaches to semantic change (Volume 6)

Semantic change — how the meanings of words change over time — has preoccupied scholars since well before modern linguistics emerged in the late 19th and early 20th century, ushering in a new methodological turn in the study of language change. Compared to changes in sound and grammar, semantic change is the least understood. Ever since, the study of semantic change has progressed steadily, accumulating a vast store of knowledge for over a century, encompassing many languages and language families. Historical linguists also early on realized the potential of computers as research tools, with papers at the very first international conferences in computational linguistics in the 1960s. Such computational studies still tended to be small-scale, method-oriented, and qualitative. However, recent years have witnessed a sea-change in this regard. Big-data empirical quantitative investigations are now coming to the forefront, enabled by enormous advances in storage capability and processing power. Diachronic corpora have grown beyond imagination, defying exploration by traditional manual qualitative methods, and language technology has become increasingly data-driven and semantics-oriented. These developments present a golden opportunity for the empirical study of semantic change over both long and short time spans

A system for recognizing human emotions based on speech analysis and facial feature extraction: applications to Human-Robot Interaction

With the advance in Artificial Intelligence, humanoid robots start to interact with ordinary people based on the growing understanding of psychological processes. Accumulating evidences in Human Robot Interaction (HRI) suggest that researches are focusing on making an emotional communication between human and robot for creating a social perception, cognition, desired interaction and sensation. Furthermore, robots need to receive human emotion and optimize their behavior to help and interact with a human being in various environments. The most natural way to recognize basic emotions is extracting sets of features from human speech, facial expression and body gesture. A system for recognition of emotions based on speech analysis and facial features extraction can have interesting applications in Human-Robot Interaction. Thus, the Human-Robot Interaction ontology explains how the knowledge of these fundamental sciences is applied in physics (sound analyses), mathematics (face detection and perception), philosophy theory (behavior) and robotic science context. In this project, we carry out a study to recognize basic emotions (sadness, surprise, happiness, anger, fear and disgust). Also, we propose a methodology and a software program for classification of emotions based on speech analysis and facial features extraction. The speech analysis phase attempted to investigate the appropriateness of using acoustic (pitch value, pitch peak, pitch range, intensity and formant), phonetic (speech rate) properties of emotive speech with the freeware program PRAAT, and consists of generating and analyzing a graph of speech signals. The proposed architecture investigated the appropriateness of analyzing emotive speech with the minimal use of signal processing algorithms. 30 participants to the experiment had to repeat five sentences in English (with durations typically between 0.40 s and 2.5 s) in order to extract data relative to pitch (value, range and peak) and rising-falling intonation. Pitch alignments (peak, value and range) have been evaluated and the results have been compared with intensity and speech rate. The facial feature extraction phase uses the mathematical formulation (B\ue9zier curves) and the geometric analysis of the facial image, based on measurements of a set of Action Units (AUs) for classifying the emotion. The proposed technique consists of three steps: (i) detecting the facial region within the image, (ii) extracting and classifying the facial features, (iii) recognizing the emotion. Then, the new data have been merged with reference data in order to recognize the basic emotion. Finally, we combined the two proposed algorithms (speech analysis and facial expression), in order to design a hybrid technique for emotion recognition. Such technique have been implemented in a software program, which can be employed in Human-Robot Interaction. The efficiency of the methodology was evaluated by experimental tests on 30 individuals (15 female and 15 male, 20 to 48 years old) form different ethnic groups, namely: (i) Ten adult European, (ii) Ten Asian (Middle East) adult and (iii) Ten adult American. Eventually, the proposed technique made possible to recognize the basic emotion in most of the cases