Proceedings of: Computer-Supported Peer Review in Education: Synergies with Intelligent Tutoring Systems (CSPRED 2010), Pittsburgh, Pennsylvania USA, June 14th, 2010.Peer review has been proposed as a complement to project-based learning in courses covering a wide and heterogeneous syllabus. By reviewing peers' projects, students can explore other subjects thoroughly apart from their own project topic. This objective relies however in a proper distribution of the works to review, which is a complex and time-consuming task. Beyond simple topic selection, students may report different types of works, which influence their peers' assessment; for example, works focused on a project development approach versus in-depth literature researches. Introducing detailed metadata is time-consuming (thus users are typically reluctant) and, even more important, prone to error. In this paper we explore the potential of text mining and natural language processing technologies for automatic classification of texts, in order to facilitate the adaptation and diversification of the works assigned to the students for review, in the context of a course on Artificial Intelligence.This work was partially funded by Best Practice Network ICOPER (Grant No. ECP-2007-EDU-417007), Learn3 project, “Plan Nacional de I+D+I” TIN2008-05163/TSI, and eMadrid network, S2009/TIC-1650, “Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid”.Publicad
