By Mihai Dascălu
With the arrival and lengthening acclaim for laptop Supported Collaborative studying (CSCL) and e-learning applied sciences, the necessity of automatic evaluate andof teacher/tutor support for the 2 tightly intertwined actions of comprehension of examining fabrics and of collaboration between friends has grown considerably. during this context, a polyphonic version of discourse derived from Bakhtin’s paintings as a paradigm is used for examining either common texts and CSCL conversations in a different framework serious about varied aspects of textual cohesion.
As specificity of our research, the individual learning standpoint is concentrated at the identity of examining ideas and on offering a multi-dimensional textual complexity version, while the collaborative learning measurement is based at the overview of contributors’ involvement, in addition to on collaboration assessment.
Our method in accordance with complex usual Language Processing concepts presents a qualitative estimation of the educational procedure and complements figuring out as a “mediator of studying” through delivering computerized suggestions to either rookies and lecturers or tutors. the most merits are its flexibility, extensibility and however specificity for masking a number of levels, ranging from studying lecture room fabrics, to discussing on particular subject matters in a collaborative demeanour and completing the suggestions loop through verbalizing metacognitive thoughts.
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Additional info for Analyzing Discourse and Text Complexity for Learning and Collaborating: A Cognitive Approach Based on Natural Language Processing
3 for a detailed comparison between Coh-Metrix, respectively Dmesure, and our developed system – ReaderBench). As an overview of all previously presented systems, most of them rely on surface factors that are not representative in terms of underlying cognitive processes for creating the situation model required for comprehension. Therefore, except for Pearson’s Reading Maturity Metric and Coh-Metrix, there is a low emphasis on semantic factors; moreover, solely Latent Semantic Analysis is used to model a text’s cohesion, without taking into consideration other semantic similarity measures.
Metacognitive Reading Strategies Can Improve Self-Regulation. Journal of College Reading and Learning 40(2), 45–63 (2010) National Governors Association Center for Best Practices CoCSSO, Common Core State Standards. C. : Measures of text difficulty: Testing their predictive value for grade levels and student performance. : iSTART: A Web-based Reading Strategy Intervention that Improves Students’ Science Comprehension. , Isaías, P. ) Int. Conf. Cognition and Exploratory Learning in Digital Age (CELDA 2004), p.
Moreover, self-regulation can be enhanced through the use of metacognitive reading strategies (Nash-Ditzel 2010). Four types of reading strategies are mainly used by expert readers (McNamara 2004). Paraphrasing allows the reader to express what he/she understood from the explicit content of the text and can be considered the first and essential step in the process of coherence building. Text-based inferences, for example causal and bridging strategies, build explicit relationships between two or more pieces of information in texts.
Analyzing Discourse and Text Complexity for Learning and Collaborating: A Cognitive Approach Based on Natural Language Processing by Mihai Dascălu