000 03396nam a22005295i 4500
001 978-3-319-03419-5
003 DE-He213
005 20200421112234.0
007 cr nn 008mamaa
008 131125s2014 gw | s |||| 0|eng d
020 _a9783319034195
_9978-3-319-03419-5
024 7 _a10.1007/978-3-319-03419-5
_2doi
050 4 _aQ342
072 7 _aUYQ
_2bicssc
072 7 _aCOM004000
_2bisacsh
082 0 4 _a006.3
_223
100 1 _aDascălu, Mihai.
_eauthor.
245 1 0 _aAnalyzing Discourse and Text Complexity for Learning and Collaborating
_h[electronic resource] :
_bA Cognitive Approach Based on Natural Language Processing /
_cby Mihai Dascălu.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _aXIV, 279 p. 75 illus., 4 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aStudies in Computational Intelligence,
_x1860-949X ;
_v534
505 0 _aIndividual Learning -- Collaborative Learning -- Overview of Empirical Studies -- Dialogism.
520 _aWith the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tightly intertwined activities of comprehension of reading materials and of collaboration among peers has grown significantly. In this context, a polyphonic model of discourse derived from Bakhtin's work as a paradigm is used for analyzing both general texts and CSCL conversations in a unique framework focused on different facets of textual cohesion. As specificity of our analysis, the individual learning perspective is focused on the identification of reading strategies and on providing a multi-dimensional textual complexity model, whereas the collaborative learning dimension is centered on the evaluation of participants' involvement, as well as on collaboration assessment. Our approach based on advanced Natural Language Processing techniques provides a qualitative estimation of the learning process and enhances understanding as a "mediator of learning" by providing automated feedback to both learners and teachers or tutors. The main benefits are its flexibility, extensibility and nevertheless specificity for covering multiple stages, starting from reading classroom materials, to discussing on specific topics in a collaborative manner, and finishing the feedback loop by verbalizing metacognitive thoughts.
650 0 _aEngineering.
650 0 _aLanguage and languages
_xPhilosophy.
650 0 _aComputational linguistics.
650 0 _aComputational intelligence.
650 0 _aComplexity, Computational.
650 1 4 _aEngineering.
650 2 4 _aComputational Intelligence.
650 2 4 _aLanguage Translation and Linguistics.
650 2 4 _aLearning & Instruction.
650 2 4 _aComplexity.
650 2 4 _aPhilosophy of Language.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319034188
830 0 _aStudies in Computational Intelligence,
_x1860-949X ;
_v534
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-03419-5
912 _aZDB-2-ENG
942 _cEBK
999 _c58179
_d58179