AIEDU
2007
13 years 10 months ago
2007
This paper describes a reflection-based approach for open learner modeling (OLM). Tutoring dialogues are used by learners to explicitly reveal their own knowledge state to themselv...
AIEDU
2007
13 years 10 months ago
2007
Opening a model of the learner is a potentially complex operation. There are many aspects of the learner that can be modelled, and many of these aspects may need to be opened in di...
EDM
2010
13 years 10 months ago
2010
This poster will describe the Learner Interaction Monitoring System (LiMS), designed to capture data demonstrating learner online engagement with course materials. The poster prese...
UAI
2004
13 years 11 months ago
2004
Classical learning assumes the learner is given a labeled data sample, from which it learns a model. The field of Active Learning deals with the situation where the learner begins...
ISCAPDCS
2001
13 years 11 months ago
2001
- This work investigates bandwidth learning algorithms in a version of a distributed heterogeneous data dissemination system called the Agile Information Control Environment (AICE)...
NAACL
2007
13 years 11 months ago
2007
The work1 we present here is concerned with the acquisition of deep grammatical information for nouns in Spanish. The aim is to build a learner that can handle noise, but, more in...
LREC
2008
13 years 11 months ago
2008
This paper describes an ongoing project in which we are collecting a learner corpus of Arabic, developing a tagset for error annotation and performing Computer-aided Error Analysi...
IFIP3
2008
13 years 11 months ago
2008
Learners have different knowledge, interests and also goals in any educational process. If all the learners are provided the same content the process will probably not meet expecte...
LREC
2010
13 years 11 months ago
2010
This paper describes the Error-Annotated German Learner Corpus (EAGLE), a corpus of beginning learner German with grammatical error annotation. The corpus contains online workbook...
EDM
2010
13 years 11 months ago
2010
High potential variation in prior knowledge, metacognitive skills, and motivation within learner populations can prompt design strategies that combine explicit structuring and scaf...