Access and comprehension - Teachers use of simplified language materials

This paper examines the current use of simplified language materials (SLMs) by primary and secondary teachers across England. Drawing on a survey of 33 schools the paper examines the degree to which teachers and support teachers currently use simplified language materials and the reasons they give for their usage. It discusses both the contradictions and similarities between teachers' perceptions of the value of SLMs and the existing research base. It focuses on current national guidance, the role of SLMs for people with learning difficulties and research that encourages the use of complex materials and bilingual support, contrasting this with teachers perception that SLMs increase both access and comprehension. The paper suggests that we should not expect teachers to abandon SLMs but should find ways to use this skill base to enhance the education of all

Repositioning of special schools within a specialist, personalised educational marketplace - the need for a representative principle

This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the terms and ideas of inclusion with the rise of two other constructs, the 'specialist school' and 'personalisation'. It identifies the need for a precisely defined representative principle to theorise the type of school which inclusion aims to achieve, which cannot be subsumed by segregated providers. It suggests that this principle should not focus on the individual, but draw upon a liberal/democratic view of social justice, underlining inclusive education's role in removing social barriers that prevent equity, access and participation for all

Facilitating argumentative knowledge construction with computer-supported collaboration scripts

Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure), which is hypothesized to impede individual knowledge acquisition. Computer-supported scripts have been found to support learners during online discussions. Such scripts can support specific discourse activities, such as the construction of single arguments, by supporting learners in explicitly warranting their claims or in constructing specific argumentation sequences, e.g., argument–counterargument sequences, during online discussions. Participation in argumentative discourse is seen to promote both knowledge on argumentation and domain-specific knowledge. However, there have been few empirical investigations regarding the extent to which computer-supported collaboration scripts can foster the formal quality of argumentation and thereby facilitate the individual acquisition of knowledge. One hundred and twenty (120) students of Educational Science participated in the study with a 2×2-factorial design (with vs. without script for the construction of single arguments and with vs. without script for the construction of argumentation sequences) and were randomly divided into groups of three. Results indicated that the collaboration scripts could improve the formal quality of single arguments and the formal quality of argumentation sequences in online discussions. Scripts also facilitated the acquisition of knowledge on argumentation, without affecting the acquisition of domainspecific knowledge

A simple start - A potential use of simplified english materials in the inclusive classroom

This paper examines issues surrounding simplified English materials (SEMs) and their usage. It considers their value in light of widespread support for authentic materials, the communicative approach and bilingual support and learning, contrasting this with the call for language simplification for children with Down syndrome. It sets these conflicting messages against a discussion of differentiated materials and current classroom practices. Drawing on these two different strands it suggests that SEMs could serve a very effective strategic role with all pupils as the starting point of lessons

Coping with Poorly Understood Domains: the Example of Internet Trust

The notion of trust, as required for secure operations over the Internet, is important for ascertaining the source of received messages. How can we measure the degree of trust in authenticating the source? Knowledge in the domain is not established, so knowledge engineering becomes knowledge generation rather than mere acquisition. Special techniques are required, and special features of KBS software become more important than in conventional domains. This paper generalizes from experience with Internet trust to discuss some techniques and software features that are important for poorly understood domains

Simplifying knowledge creation and access for end-users on the SW

In this position paper, we argue that improved mechanisms for knowledge acquisition and access on the semantic web (SW) will be necessary before it will be adopted widely by end-users. In particular, we propose an investigation surrounding improved languages for knowledge exchange, better UI mechanisms for interaction, and potential help from user modeling to enable accurate, efficient, SW knowledge modeling for everyone

Learning Parse and Translation Decisions From Examples With Rich Context

We present a knowledge and context-based system for parsing and translating natural language and evaluate it on sentences from the Wall Street Journal. Applying machine learning techniques, the system uses parse action examples acquired under supervision to generate a deterministic shift-reduce parser in the form of a decision structure. It relies heavily on context, as encoded in features which describe the morphological, syntactic, semantic and other aspects of a given parse state.Comment: 8 pages, LaTeX, 3 postscript figures, uses aclap.st

Supporting active database learning and training through interactive multimedia

The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches

Inference in particle tracking experiments by passing messages between images

Methods to extract information from the tracking of mobile objects/particles have broad interest in biological and physical sciences. Techniques based on simple criteria of proximity in time-consecutive snapshots are useful to identify the trajectories of the particles. However, they become problematic as the motility and/or the density of the particles increases due to uncertainties on the trajectories that particles followed during the images' acquisition time. Here, we report an efficient method for learning parameters of the dynamics of the particles from their positions in time-consecutive images. Our algorithm belongs to the class of message-passing algorithms, known in computer science, information theory and statistical physics as Belief Propagation (BP). The algorithm is distributed, thus allowing parallel implementation suitable for computations on multiple machines without significant inter-machine overhead. We test our method on the model example of particle tracking in turbulent flows, which is particularly challenging due to the strong transport that those flows produce. Our numerical experiments show that the BP algorithm compares in quality with exact Markov Chain Monte-Carlo algorithms, yet BP is far superior in speed. We also suggest and analyze a random-distance model that provides theoretical justification for BP accuracy. Methods developed here systematically formulate the problem of particle tracking and provide fast and reliable tools for its extensive range of applications.Comment: 18 pages, 9 figure

Automatic extraction of paraphrastic phrases from medium size corpora

This paper presents a versatile system intended to acquire paraphrastic phrases from a representative corpus. In order to decrease the time spent on the elaboration of resources for NLP system (for example Information Extraction, IE hereafter), we suggest to use a machine learning system that helps defining new templates and associated resources. This knowledge is automatically derived from the text collection, in interaction with a large semantic network