26,589 research outputs found
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
Integrating Prosodic and Lexical Cues for Automatic Topic Segmentation
We present a probabilistic model that uses both prosodic and lexical cues for
the automatic segmentation of speech into topically coherent units. We propose
two methods for combining lexical and prosodic information using hidden Markov
models and decision trees. Lexical information is obtained from a speech
recognizer, and prosodic features are extracted automatically from speech
waveforms. We evaluate our approach on the Broadcast News corpus, using the
DARPA-TDT evaluation metrics. Results show that the prosodic model alone is
competitive with word-based segmentation methods. Furthermore, we achieve a
significant reduction in error by combining the prosodic and word-based
knowledge sources.Comment: 27 pages, 8 figure
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
Content analysis: What are they talking about?
Quantitative content analysis is increasingly used to surpass surface level analyses in Computer-Supported Collaborative Learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of CSCL conference proceedings revealed a general vagueness in definitions of units of analysis. In general, arguments for choosing a unit were lacking and decisions made while developing the content analysis procedures were not made explicit. In this article, it will be illustrated that the currently accepted practices concerning the ‘unit of meaning’ are not generally applicable to quantitative content analysis of electronic communication. Such analysis is affected by ‘unit boundary overlap’ and contextual constraints having to do with the technology used. The analysis of e-mail communication required a different unit of analysis and segmentation procedure. This procedure proved to be reliable, and the subsequent coding of these units for quantitative analysis yielded satisfactory reliabilities. These findings have implications and recommendations for current content analysis practice in CSCL research
Generating Abstractive Summaries from Meeting Transcripts
Summaries of meetings are very important as they convey the essential content
of discussions in a concise form. Generally, it is time consuming to read and
understand the whole documents. Therefore, summaries play an important role as
the readers are interested in only the important context of discussions. In
this work, we address the task of meeting document summarization. Automatic
summarization systems on meeting conversations developed so far have been
primarily extractive, resulting in unacceptable summaries that are hard to
read. The extracted utterances contain disfluencies that affect the quality of
the extractive summaries. To make summaries much more readable, we propose an
approach to generating abstractive summaries by fusing important content from
several utterances. We first separate meeting transcripts into various topic
segments, and then identify the important utterances in each segment using a
supervised learning approach. The important utterances are then combined
together to generate a one-sentence summary. In the text generation step, the
dependency parses of the utterances in each segment are combined together to
create a directed graph. The most informative and well-formed sub-graph
obtained by integer linear programming (ILP) is selected to generate a
one-sentence summary for each topic segment. The ILP formulation reduces
disfluencies by leveraging grammatical relations that are more prominent in
non-conversational style of text, and therefore generates summaries that is
comparable to human-written abstractive summaries. Experimental results show
that our method can generate more informative summaries than the baselines. In
addition, readability assessments by human judges as well as log-likelihood
estimates obtained from the dependency parser show that our generated summaries
are significantly readable and well-formed.Comment: 10 pages, Proceedings of the 2015 ACM Symposium on Document
Engineering, DocEng' 201
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