New Methods, Current Trends and Software Infrastructure for NLP

The increasing use of `new methods' in NLP, which the NeMLaP conference series exemplifies, occurs in the context of a wider shift in the nature and concerns of the discipline. This paper begins with a short review of this context and significant trends in the field. The review motivates and leads to a set of requirements for support software of general utility for NLP research and development workers. A freely-available system designed to meet these requirements is described (called GATE - a General Architecture for Text Engineering). Information Extraction (IE), in the sense defined by the Message Understanding Conferences (ARPA \cite{Arp95}), is an NLP application in which many of the new methods have found a home (Hobbs \cite{Hob93}; Jacobs ed. \cite{Jac92}). An IE system based on GATE is also available for research purposes, and this is described. Lastly we review related work.Comment: 12 pages, LaTeX, uses nemlap.sty (included

Enhanced services for targeted information retrieval by event extraction and data mining

Where Information Retrieval (IR) and Text Categorization delivers a set of (ranked) documents according to a query, users of large document collections would rather like to receive answers. Question-answering from text has already been the goal of the Message Understanding Conferences. Since then, the task of text understanding has been reduced to several more tractable tasks, most prominently Named Entity Recognition (NER) and Relation Extraction. Now, pieces can be put together to form enhanced services added on an IR system. In this paper, we present a framework which combines standard IR with machine learning and (pre-)processing for NER in order to extract events from a large document collection. Some questions can already be answered by particular events. Other questions require an analysis of a set of events. Hence, the extracted events become input to another machine learning process which delivers the final output to the user's question. Our case study is the public collection of minutes of plenary sessions of the German parliament and of petitions to the German parliament. --

'Hope this helps': peer learning via CMC [poster presentation]

Computer-mediated communication (CMC) is increasingly used in distance education to provide opportunities for peer learning and support. CMC allows students to share understandings, discuss misunderstandings, and learn from each other. This peer learning can be more effective than interventions by the tutor, for a number of reasons. Students are willing to expose their difficulties to their peers, whereas they might feel uncomfortable doing so to their tutor. Fellow-students understand difficulties which a tutor, with a more advanced view of the topic, may not appreciate. CMC provides an invaluable opportunity for students to discover that other learners are having similar problems to their own. This paper reports on peer learning via CMC in an Open University course on Digital Communications. Members of staff moderated course-wide conferences whose main purpose was to allow students to help each other. The research reported here was based on a study of conference transcripts. The aim was to identify the ways in which peer learning took place, and the conditions which supported it

Piloting a new approach: Making use of technology to present a distance learning computer science course

Computer‐Mediated Communication (CMC) systems have been described and evaluated in a number of ways by different researchers in the field. This paper proposes that computer conferencing systems should be designed to encourage students to participate in three dimensions previously treated by separate researchers. These can be summarized as a knowledge dimension, a social dimension and a motivational dimension. This paper reports on how one particular conference, that of M205‐STILE, was constructed to take account of these dimensions and to facilitate students’ computer‐supported cooperative learning

Using asynchronous discussion tools in engineering education

This paper considers a number of uses of asynchronous discussion in engineering education, highlighting the benefits to learners and the issues which need to be considered. The main context is the use of computer conferencing by distance learners of technology at the UK Open University. The paper focuses on two courses where computer conferencing has been used in different ways: for optional peer support; and for assessed group activities. A number of questions about the use of asynchronous discussion are considered in the light of experience from these two contexts. The paper also indicates where more research is needed, considers how this research might be carried out, and discusses the difficulties involved

Mechanisms of common ground in case-based web discussions in teacher education

Previous studies suggest that before the participants in Web-based conferencing can reach deeper level interaction and learning, they have to gain an adequate level of common ground in terms of shared mutual understanding, knowledge, beliefs, assumptions, and pre-suppositions (Clark & Schaefer, 1989; Dillenbourg, 1999). In this paper, the main purpose is to explore how participants establish and maintain common ground in order to reach deeper level interaction in case-based Web-discussions. The subjects in this study consisted of 68 pre-service teachers and 7 mentors from three universities, who participated in the Web-based conferencing course for eight weeks. The written discussion data were analyzed by means of a combination of quantitative and qualitative methods. The results suggest that in order to establish common ground it is essential that the participants, especially as fellow students, not only show evidence of their understandings through written feedback, but also provide support to their peers in their replies. Presenting questions also signals the participant’s willingness to continue the discussion, which is essential for maintaining common ground

Investigating design features of a computer-mediated communication system

Computer-mediated communication (CMC) is increasingly used in higher education, but it is not without problems. The effectiveness of CMC depends on many factors, including the characteristics of CMC systems themselves. The research reported here therefore aimed to investigate how an educational CMC system might be improved, in order to support learning more effectively. The main context for the research was distance learning at the UK Open University (OU). A two-stage, mixed methods research approach was adopted. In the first stage, interviews and observations were carried out to explore the benefits and problems experienced by users. This revealed two major issues: information overload and lack of social presence. Information overload relates to users’ problems dealing with large numbers of messages. Social presence relates to the need for users to feel connected with each other. The second stage investigated system features aimed at addressing these issues, implemented in a prototype computer conferencing system. Features to address overload included branched message threading and user recommendations. Features to address social presence were ‘résumés’ and instant messaging. These features were evaluated using questionnaires, with several cohorts of students in an OU course. Students expressed approval of the features, although some features were not widely used. Students preferred branched threading to chronological threading because branching helped them to follow ‘conversations’. Students were uncomfortable recommending messages, feeling that the value of a message would vary between people. They were also uncomfortable using instant messaging to contact others whom they did not know. However, the awareness aspect of instant messaging provided a sense of solidarity. The research demonstrated that the problems of overload and lack of social presence are significant, and each has social aspects which must be addressed. Students’ relationships with each other affect whether and how they use the features of CMC systems. We can conclude that particular attention must be paid to the social aspects of online communication, both when designing educational CMC systems and when considering how they are used. To maximise the benefits for learning, students need to feel comfortable with each other online, and there are few short cuts to achieving this

The Online Student: Lurking, Chatting, Flaming and Joking

This paper looks at the use of online conference interaction as a part of a web-based distance-learning course. There has been much debate surrounding the potential of educational technology, particularly online conference interaction, to support teaching and learning yet little attention has been paid to student experiences and understandings of the online learning environment. Drawing on data from auto-ethnographic fieldwork the paper identifies 5 categories of participation in asynchronous online conferences: lurker participation, member participation, expert/experienced participation, flamer participation and joker participation. Through an exploration of these forms of participation the paper attempts to understand and illustrate the complexities and contradictions of situating conference interaction alongside the demands of study. The analysis highlights the role of online conferencing as a space for \'interaction work\' distinct and separated from existing repertoires of formal study. The paper concludes by suggesting that pedagogically successful use of conferences as part of distance learning needs to understand the challenges and demands of remediating existing practices of interaction and study.Distance Learning, Auto-Ethnography, Online Conferencing

Computer-mediated knowledge communication

New communication technologies enable an array of new working and learning scenarios in which knowledge is being communicated. This article deals with the question to what extent these technologies can impede or facilitate knowledge communication. First, the various computer-based communication technologies will be classified. Second, effects of the medium on knowledge communication will be discussed based on results of studies of the current special priority program "Net-based Knowledge Communication in Groups". Third and last, computer-based possibilities to facilitate computer-mediated knowledge communication will be reviewNeue Kommunikationstechnologien ermöglichen eine Reihe neuer Arbeits- und Lernszenarien in denen Wissen kommuniziert wird. Dieser Beitrag beschäftigt sich damit, inwiefern diese Technologien Wissenskommunikation einschränken oder fördern können. Dazu werden in einem ersten Schritt die verschiedenen computerbasierten Kommunikationstechnologien untergliedert. In einem zweiten Schritt werden Wirkungen des Mediums auf die Wissenskommunikation diskutiert. Dazu werden u. a. die Ergebnisse von Studien des aktuellen Forschungsschwerpunkts "Netzbasierte Wissenskommunikation in Gruppen" berichtet. In einem dritten und letzten Schritt werden computerbasierte Möglichkeiten zusammengefasst, computervermittelte Wissenskommunikation zu förd

Towards a Re-Definition of Government Interpreters' Agency Against a Backdrop of Sociopolitical and Cultural Evolution: A Case of Premier's Press Conferences in China

The sociopolitical and cultural evolution as a result of the Reform and Opening up in 1978, facilitated not least by the inexorable juggernaut of globalization and technological advancement, has revolutionized the way China engages domestically and interacts with the outside world. The need for more proactive diplomacy and open engagement witnessed the institutionalization of the interpreter-mediated premier's press conferences. Such a discursive event provides a vital platform for China to articulate its discourse and rebrand its image in tandem with the profound changes signaled by the Dengist reform. This chapter investigates critically how political press conference interpreting and interpreters' agency in China are impacted in relation to such dramatic transformations. It is revealed that, while interpreters are confronted with seemingly conflicting expectations, in actual practice they are often able to negotiate a way as highly competent interpreting professionals with the additional missions of advancing China's global engagement and safeguarding China's national interests