This presentation introduces a study investigating the effectiveness of a webinar tool (Elluminate) on online learning environment from student-trainers’ perspective.
This presentation introduces a study investigating the effectiveness of a webinar tool (Elluminate) on online learning environment from student-trainers’ perspective.
A Comparative Study of Recent Ontology Visualization Tools with a Case of Dia...IJORCS
Ontology is a conceptualization of a domain into machine readable format. Ontologies are becoming increasingly popular modelling schemas for knowledge management services and applications. Focus on developing tools to graphically visualise ontologies is rising to aid their assessment and analysis. Graph visualisation helps to browse and comprehend the structure of ontologies. A number of ontology visualizations exist that have been embedded in ontology management tools. The primary goal of this paper is to analyze recently implemented ontology visualization tools and their contributions in the enrichment of users’ cognitive support. This work also presents the preliminary results of an evaluation of three visualization tools to determine the suitability of each method for end user applications where ontologies are used as browsing aids with a case of Diabetes data
CREW (Collaborative Research Events on the Web) aims to improve access to research event content by capturing and publishing the scholarly communication that occurs at events like conferences and workshops. This is a Virtual Research Environment funded by JISC within the UK.
This slide show describes release 5 of the development. See site: http://www.crew-vre.net/
The EACEA invited the NIFLAR project to share experiences on ICT and Digital media for key competences at the International EDEN congress which was held in Valencia (9-12 June-2010)
CHI2014 Workshop - Leveraging Video Interaction Data and Content Analysis to ...Juho Kim
Video has emerged as a dominant medium for online
education, as witnessed by millions of students learning
from educational videos on Massive Open Online
Courses (MOOCs), Khan Academy, and YouTube. The
large-scale data collected from students’ interactions
with video provide a unique opportunity to analyze and
improve the video learning experience. We combine
click-level interaction data, such as pausing, resuming,
or navigating between points in the video, and video
content analysis, such as visual, text, and speech, to
analyze peaks in viewership and student activity. Such
analysis can reveal points of interest or confusion in the
video, and suggest production and editing
improvements. Furthermore, we envision novel video
interfaces and learning platforms that automatically
adapt to learners’ collective watching behaviors.
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Comparative Analysis of Existing and a Novel Approach to Topic Detection on C...kevig
Topic detection in dialogue datasets has become a significant challenge for unsupervised
and unlabeled data to develop a cohesive and engaging dialogue system. In this paper, we
proposed unsupervised and semi-supervised techniques for topic detection in the conversational dialogue dataset and compared them with existing topic detection techniques. The
paper proposes a novel approach for topic detection, which takes preprocessed data as an
input and performs similarity analysis with the TF-IDF scores bag of words technique
(BOW) to identify higher frequency words from dialogue utterances. It then refines the
higher frequency words by integrating the clustering and elbow methods and using the Parallel Latent Dirichlet Allocation (PLDA) model to detect the topics. The paper comprised a
comparative analysis of the proposed approach on the Switchboard, Personachat and MultiWOZ dataset. The experimental results show that the proposed topic detection approach
performs significantly better using a semi-supervised dialogue dataset. We also performed
topic quantification to check how accurate extracted topics are to compare with manually
annotated data. For example, extracted topics from Switchboard are 92.72%, Peronachat
87.31% and MultiWOZ 93.15% accurate with manually annotated data.
Comparative Analysis of Existing and a Novel Approach to Topic Detection on C...kevig
Topic detection in dialogue datasets has become a significant challenge for unsupervised
and unlabeled data to develop a cohesive and engaging dialogue system. In this paper, we
proposed unsupervised and semi-supervised techniques for topic detection in the conversational dialogue dataset and compared them with existing topic detection techniques. The
paper proposes a novel approach for topic detection, which takes preprocessed data as an
input and performs similarity analysis with the TF-IDF scores bag of words technique
(BOW) to identify higher frequency words from dialogue utterances. It then refines the
higher frequency words by integrating the clustering and elbow methods and using the Parallel Latent Dirichlet Allocation (PLDA) model to detect the topics. The paper comprised a
comparative analysis of the proposed approach on the Switchboard, Personachat and MultiWOZ dataset. The experimental results show that the proposed topic detection approach
performs significantly better using a semi-supervised dialogue dataset. We also performed
topic quantification to check how accurate extracted topics are to compare with manually
annotated data. For example, extracted topics from Switchboard are 92.72%, Peronachat
87.31% and MultiWOZ 93.15% accurate with manually annotated data.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Travail intellectuel, traces et réflexivitéYannick Prié
Présentation au Séminaire préparatoire ENMI - 30 juin / 2 juillet 2014 sur "La « vérité » du numérique. Recherche et enseignement supérieur du point de vue des digital studies"
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Ontology is a conceptualization of a domain into machine readable format. Ontologies are becoming increasingly popular modelling schemas for knowledge management services and applications. Focus on developing tools to graphically visualise ontologies is rising to aid their assessment and analysis. Graph visualisation helps to browse and comprehend the structure of ontologies. A number of ontology visualizations exist that have been embedded in ontology management tools. The primary goal of this paper is to analyze recently implemented ontology visualization tools and their contributions in the enrichment of users’ cognitive support. This work also presents the preliminary results of an evaluation of three visualization tools to determine the suitability of each method for end user applications where ontologies are used as browsing aids with a case of Diabetes data
CREW (Collaborative Research Events on the Web) aims to improve access to research event content by capturing and publishing the scholarly communication that occurs at events like conferences and workshops. This is a Virtual Research Environment funded by JISC within the UK.
This slide show describes release 5 of the development. See site: http://www.crew-vre.net/
The EACEA invited the NIFLAR project to share experiences on ICT and Digital media for key competences at the International EDEN congress which was held in Valencia (9-12 June-2010)
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Video has emerged as a dominant medium for online
education, as witnessed by millions of students learning
from educational videos on Massive Open Online
Courses (MOOCs), Khan Academy, and YouTube. The
large-scale data collected from students’ interactions
with video provide a unique opportunity to analyze and
improve the video learning experience. We combine
click-level interaction data, such as pausing, resuming,
or navigating between points in the video, and video
content analysis, such as visual, text, and speech, to
analyze peaks in viewership and student activity. Such
analysis can reveal points of interest or confusion in the
video, and suggest production and editing
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interfaces and learning platforms that automatically
adapt to learners’ collective watching behaviors.
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Comparative Analysis of Existing and a Novel Approach to Topic Detection on C...kevig
Topic detection in dialogue datasets has become a significant challenge for unsupervised
and unlabeled data to develop a cohesive and engaging dialogue system. In this paper, we
proposed unsupervised and semi-supervised techniques for topic detection in the conversational dialogue dataset and compared them with existing topic detection techniques. The
paper proposes a novel approach for topic detection, which takes preprocessed data as an
input and performs similarity analysis with the TF-IDF scores bag of words technique
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higher frequency words by integrating the clustering and elbow methods and using the Parallel Latent Dirichlet Allocation (PLDA) model to detect the topics. The paper comprised a
comparative analysis of the proposed approach on the Switchboard, Personachat and MultiWOZ dataset. The experimental results show that the proposed topic detection approach
performs significantly better using a semi-supervised dialogue dataset. We also performed
topic quantification to check how accurate extracted topics are to compare with manually
annotated data. For example, extracted topics from Switchboard are 92.72%, Peronachat
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Comparative Analysis of Existing and a Novel Approach to Topic Detection on C...kevig
Topic detection in dialogue datasets has become a significant challenge for unsupervised
and unlabeled data to develop a cohesive and engaging dialogue system. In this paper, we
proposed unsupervised and semi-supervised techniques for topic detection in the conversational dialogue dataset and compared them with existing topic detection techniques. The
paper proposes a novel approach for topic detection, which takes preprocessed data as an
input and performs similarity analysis with the TF-IDF scores bag of words technique
(BOW) to identify higher frequency words from dialogue utterances. It then refines the
higher frequency words by integrating the clustering and elbow methods and using the Parallel Latent Dirichlet Allocation (PLDA) model to detect the topics. The paper comprised a
comparative analysis of the proposed approach on the Switchboard, Personachat and MultiWOZ dataset. The experimental results show that the proposed topic detection approach
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topic quantification to check how accurate extracted topics are to compare with manually
annotated data. For example, extracted topics from Switchboard are 92.72%, Peronachat
87.31% and MultiWOZ 93.15% accurate with manually annotated data.
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In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring
1. Assessing the use of a Trace-Based Synchronous Tool for distantlanguage tutoring Mireille Bétrancourt (TECFA – Genève) Nicolas Guichon (ICAR – Lyon 2) Yannick Prié (LIRIS – Lyon 1) 9th International Conference on Computer Supported Collaborative Learning July 6, 2011, The University of Hong Kong, Hong Kong, China
2. Introduction Ongoingresearchmultidisciplinaryproject Development of a videoconferencingtoolspecificallydesigned for languageteaching. Aims of the presentation: (1) present the rationale and the design of a synchronous trace-based prototype tool (2) study the use of marker-based traces by languagetutors
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6. Theoretical rationale Visu and its context of use Methodology Results Discussion Trainees in Lyon prepare pedagogical sessions and administer them with Visu…
7. Theoretical rationale Visu and its context of use Methodology Results Discussion … to intermediate-level French students at UC Berkeley for 7 weeks.
8. Preparation Interaction (45 min session) Starts with greetings, technical and communicational adjustments and social chitchat. 3 to 5 teaching tasks on a given theme (e.g. The notion of identity) A few minutes at the end for a final review Retrospection Debriefing based on the trace of the activity Theoretical rationale Visu and its context of use Methodology Results Discussion Three phases
9. VISU tool for online tutoring Web-basedvideoconferencetool Session planning and management Online and offline trace-basedactivity monitoring Theoretical rationale Visu and its context of use Methodology Results Discussion Interaction room Retrospection room
10. Traces in Visu Theoretical rationale Visu and its context of use Methodology Results Discussion 1 2 3 Interaction traces recorded automatically during the interaction 1 t Marker-based traces set by the tutor during the interaction in the interaction room 2 Comment-based traces set by the tutor after the interaction in the retrospection room 3
11. Theoretical rationale Interaction room in Visu Methodology Results Discussion Communication zone Session management zone Time line and marker zone VIDEO
12. Theoretical rationale Retrospection room in Visu Methodology Results Discussion Videoof the session Time indications and markers Interaction traces (document push, chat message, instruction push, keyword push) VIDEO
13. Theoretical rationale Visu and its context of use Methodology Results Discussion A pilot study of marker-based traces investigate the quantitative and qualitative use of markers duringsynchronouslanguageteaching sessions and assess the utility of such a functionality for languagetutoring
14. Data analysis Quantitative analysis: number of markers and text chat messages over time and across the sample of the 8 tutors. Qualitative analysis: type of markers produced by 2 specifictutors + interviews data Theoretical rationale Visu and its context of use Methodology Results Discussion
15. Theoretical rationale Visu and its context of use Methodology Results Discussion Marker and chat use Chat Markers Large variation acrosstutors for markers and chat Use remains stable from session 2 to session 6 Differenciated use of chat and markers
16. Theoretical rationale Visu and its context of use Methodology Results Discussion Markers use Learner X ispleasedwithactivity. Learner 3 arrives late Pronunciation of "fromage" Learner 3can’tsee the image Individual usages Nelly: preparingwrap-up or retrospection Cindy: evaluatinglearnersbehavior + owntutor practice Emergence of operative langage L: tellemenT
17. Interviews Markers wereappreciated for taking notes withoutinterrupting the flow of the interaction Taking notes about the learner’s performance Keepingtrack of events for lateranalysis Theoretical rationale Visu and its context of use Methodology Results Discussion
18. Future research questions How does the retrospection room improvetrainees’ awareness? Doesit have an impact on theirtutoringskills (especiallyregarding feedback)? Design and implementation of Visu2 Theoretical rationale Visu and its context of use Methodology Results Discussion