6,396 research outputs found
VISAR: A Human-AI Argumentative Writing Assistant with Visual Programming and Rapid Draft Prototyping
In argumentative writing, writers must brainstorm hierarchical writing goals,
ensure the persuasiveness of their arguments, and revise and organize their
plans through drafting. Recent advances in large language models (LLMs) have
made interactive text generation through a chat interface (e.g., ChatGPT)
possible. However, this approach often neglects implicit writing context and
user intent, lacks support for user control and autonomy, and provides limited
assistance for sensemaking and revising writing plans. To address these
challenges, we introduce VISAR, an AI-enabled writing assistant system designed
to help writers brainstorm and revise hierarchical goals within their writing
context, organize argument structures through synchronized text editing and
visual programming, and enhance persuasiveness with argumentation spark
recommendations. VISAR allows users to explore, experiment with, and validate
their writing plans using automatic draft prototyping. A controlled lab study
confirmed the usability and effectiveness of VISAR in facilitating the
argumentative writing planning process.Comment: 30 pages, published in UIST'2
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education
The need to enhance argument skills through education has become increasingly evident during the last 20 years. This need has resulted in an ongoing discussion that focuses on students' and teachers' argumentation, and its support. However, apart from the extended competence-based discourse, no clear and homogeneous definition exists for argumentative competence and its constituent skills. To respond to this deficiency, we conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, we constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework's application is the emergence of three levels of argumentative competence, namely, metacognitive, metastrategic, and epistemological competence. We consider this result the beginning of further research on the psycho-pedagogical nature of argument skills and their manifestation as competent performance
Semantic discovery and reuse of business process patterns
Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse
South American Expert Roundtable : increasing adaptive governance capacity for coping with unintended side effects of digital transformation
This paper presents the main messages of a South American expert roundtable (ERT) on the unintended side effects (unseens) of digital transformation. The input of the ERT comprised 39 propositions from 20 experts representing 11 different perspectives. The two-day ERT discussed the main drivers and challenges as well as vulnerabilities or unseens and provided suggestions for: (i) the mechanisms underlying major unseens; (ii) understanding possible ways in which rebound effects of digital transformation may become the subject of overarching research in three main categories of impact: development factors, society, and individuals; and (iii) a set of potential action domains for transdisciplinary follow-up processes, including a case study in Brazil. A content analysis of the propositions and related mechanisms provided insights in the genesis of unseens by identifying 15 interrelated causal mechanisms related to critical issues/concerns. Additionally, a cluster analysis (CLA) was applied to structure the challenges and critical developments in South America. The discussion elaborated the genesis, dynamics, and impacts of (groups of) unseens such as the digital divide (that affects most countries that are not included in the development of digital business, management, production, etc. tools) or the challenge of restructuring small- and medium-sized enterprises (whose service is digitally substituted by digital devices). We identify specific issues and effects (for most South American countries) such as lack of governmental structure, challenging geographical structures (e.g., inclusion in high-performance transmission power), or the digital readiness of (wide parts) of society. One scientific contribution of the paper is related to the presented methodology that provides insights into the phenomena, the causal chains underlying “wanted/positive” and “unwanted/negative” effects, and the processes and mechanisms of societal changes caused by digitalization
COalitions in COOperation Networks (COCOON):Social Network Analysis and Game Theory to Enhance Cooperation Networks
Sie, R. L. L. (2012). COalitions in COOperation Networks (COCOON): Social Network Analysis and Game Theory to Enhance Cooperation Networks (Unpublished doctoral dissertation). September, 28, 2012, Open Universiteit in the Netherlands (CELSTEC), Heerlen, The Netherlands.IdSpace, SIK
The economization of education and the implications of the quasi-commodification of knowledge on higher education for sustainable development
This paper analyses an ongoing economization trend in the sphere of higher education (HE) and
discusses its implications on higher education for sustainable development (HESD). The sources of this
trend are connected with neoliberalism understood as a political project that seeks to extend
competitive market forces, consolidate a market-friendly constitution, and promote individual
freedom. In global HE neoliberalism, decision-makers, be it educational, scientific, or other, are
pressured to assess how their activities impact financially on the individual, organizational, and
institutional levels and/or the imperatives of an internationally competitive economy. The paper
provides a contemporary analysis of the rise of neoliberalism in HE, understood as the specific trend
of an academic capitalist knowledge/learning regime explained by Jessop's six analytic distinct and
potentially overlapping stages of economization. This analysis is based on a review of European policies
from 2006 until 2017 and explains characteristics of current economization strategies. Their core
principles relating to higher education are about improving economic performance based on
knowledge and innovation. Smart growth is defined politically as the main purpose of HE and
positioning students as future workers, with the right higher skills, as the means. The relevance of
students' skills higher education institutions (HEI) are urged to develop highly depend on business
demands. European policies are driven by a comprehensive entrepreneurial agenda restructuring the
organizational mechanisms in HE. Accountability towards the labour market and skills performance of
students set this agenda. Funding strategies rest on strong industry ties and diversification of revenue
streams depend on HEI capability to establish tech-driven knowledge alliances between research,
education and business. These new intermediary and powerful alliances drive economization
strategies, influence curriculum development and decide on relevant higher level skills. Respective
learning practices are oriented strongly towards developing entrepreneurial and digital skills based on
personalized learning environments. Currently HESD adapts towards a neoliberal education agenda
rather than preventing further shifts from a capitalist towards a competitive financialized economy. A
profound critique would have to question the dominant economization trends in higher education i.e.
the very purpose of education and the current raison d'etre of HEI. The core of the critique might build
on new institutionalized learning environments allowing deep, social learning and, hence, the potential
of HEI to act as social catalysts empowering collective and disruptive agency.Series: SRE - Discussion Paper
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Computational Argumentation Approaches to Improve Sensemaking and Evidence-based Reasoning in Online Deliberation Systems
Deliberation is the process through which communities identify potential solutions for a problem and select the solution that most effectively meets their diverse requirements through dialogic communication. Online deliberation is implemented nowadays with means of social media and online discussion platforms; however, these media present significant challenges and issues that can be traced to inadequate support for Sensemaking processes and poor endorsement of the quality characteristics of deliberation.
This thesis investigates integrating computational argumentation methods in online deliberation platforms as an effective way to improve participants' perception of the quality of the deliberation process, their way of making sense of the overall process and producing healthier social dynamics.
For that, two computational artefacts are proposed: (i) a Synoptical summariser of long discussions and (ii) a Scientific Argument Recommender System (SciArgRecSys).
The two artefacts are designed and developed with state-of-the-art methods (with the use of Large Language Models - LLMs) and evaluated intrinsically and extrinsically when deployed in a real live platform (BCause).
Through extensive evaluation, the positive effect of both artefacts is illustrated in human Sensemaking and essential quality characteristics of deliberation such as reciprocal Engagement, Mutual Understanding, and Social dynamics. In addition, it has been demonstrated that these interventions effectively reduce polarisation, the formation of sub-communities while significantly enhancing the quality of the discussion by making it more coherent and diverse
Shaping socio-critical thinking of junior students using problem-based learning and inquiry strategy
This research examined a pattern of integration between problem-based learning (PBL) strategy with inquiry in shaping the critical thinking framework and psychosocial of youth-level students. This study used a qualitative descriptive approach with a literature study method. The data sources were derived from documentation, books, and various related articles. Its analytical techniques used deductions, induction, interpretation, and comparison and analysis of multilayered texts. The results of this research showed that the PBL and inquiry strategies had substantial collation and synergy in the process of forming a framework of critical thinking and psychosocial of youth-level students. It was based on the process of implementing both strategies that emphasized the search for solutions to the problems encountered by conducting investigations, hypotheses, testing, data mining supported by teamwork, collaboration, communication, discussion, and coordination. Thus, the use of the PBL strategy and inquiry integratively is highly recommended in the learning process
Examining the Impact of Student-Generated Screencasts on Middle School Science Students’ Interactive Modeling Behaviors, Inquiry Learning, and Conceptual Development
Student activities involving screencast production can serve as scaffolds to enhance inquiry behavior, heighten explanation development, and encourage the connection of conceptual ideas developed by eighth grade science students engaged in interactive computer modeling. Screencast recordings enabled students to simultaneously combine their narrative explanations with a visual record of their computer modeling activity. Students (n=210) generated numerous screencasts and written explanations during an online exploration regarding global climate change. The quasi-experimental design used in this study prompted student groups in four classrooms to screencast their final explanations concerning their modeling activity, while groups in the four control classrooms used a text entry tool to provide their explanations. Results indicated that student groups constructing screencast explanations spent 72% more time with the model (t=7.13, p<.001, d=2.23) and spoke an average of 131 words compared to the 44 written by control classroom groups (t=3.15, p=.002, d=0.99). Screencast groups were 42% more likely to describe their inquiry behavior activity when prompted by two design components developed to measure on-task behavior (t=2.89, p=.003, d=0.90). Knowledge integration was also heightened as 24% of the screencast groups provided scientifically normative ideas to support their explanations compared to less than 5% of the text entry groups
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