Using Language Technologies to Diagnose Learner´s Conceptual Development

A. Berlanga; M. Kalz; S. Stoyanov; P. Van Rosmalen; A. Smithies; I Braidman

Using Language Technologies to Diagnose Learner´s Conceptual Development

A. Berlanga, M. Kalz, S. Stoyanov, P. Van Rosmalen, A. Smithies, I Braidman

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Formative feedback can provide information about how learners develop their competences in a knowledge domain. This information can determine learners’ progress and is essential in suggesting remedial actions which overcome gaps in knowledge. Finding this information, however, is a time consuming task. This paper elaborates the theoretical background of conceptual development, and argues that it can be (semi) automatically diagnosed using Language Technologies. It also presents, as future work, a description of a pilot that will be conducted to explore how existing tools that automatically generate concept maps, can be used to diagnose learner’s conceptual development.

Original language	English
Title of host publication	Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies
Publisher	IEEE
Pages	669-673
Number of pages	5
Publication status	Published - 2009
Event	IEEE International Conference on Advanced Learning Technologies - Riga, Latvia Duration: 14 Jul 2009 → 18 Jul 2009

Conference

Conference	IEEE International Conference on Advanced Learning Technologies
City	Riga, Latvia
Period	14/07/09 → 18/07/09

Cite this

@inproceedings{ae624606cbc84180bf44f10c4e319143,

title = "Using Language Technologies to Diagnose Learner´s Conceptual Development",

abstract = "Formative feedback can provide information about how learners develop their competences in a knowledge domain. This information can determine learners{\textquoteright} progress and is essential in suggesting remedial actions which overcome gaps in knowledge. Finding this information, however, is a time consuming task. This paper elaborates the theoretical background of conceptual development, and argues that it can be (semi) automatically diagnosed using Language Technologies. It also presents, as future work, a description of a pilot that will be conducted to explore how existing tools that automatically generate concept maps, can be used to diagnose learner{\textquoteright}s conceptual development.",

author = "A. Berlanga and M. Kalz and S. Stoyanov and {Van Rosmalen}, P. and A. Smithies and I Braidman",

year = "2009",

language = "English",

pages = "669--673",

booktitle = "Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies",

publisher = "IEEE",

address = "United States",

note = "IEEE International Conference on Advanced Learning Technologies ; Conference date: 14-07-2009 Through 18-07-2009",

}

TY - GEN

T1 - Using Language Technologies to Diagnose Learner´s Conceptual Development

AU - Berlanga, A.

AU - Kalz, M.

AU - Stoyanov, S.

AU - Van Rosmalen, P.

AU - Smithies, A.

AU - Braidman, I

PY - 2009

Y1 - 2009

N2 - Formative feedback can provide information about how learners develop their competences in a knowledge domain. This information can determine learners’ progress and is essential in suggesting remedial actions which overcome gaps in knowledge. Finding this information, however, is a time consuming task. This paper elaborates the theoretical background of conceptual development, and argues that it can be (semi) automatically diagnosed using Language Technologies. It also presents, as future work, a description of a pilot that will be conducted to explore how existing tools that automatically generate concept maps, can be used to diagnose learner’s conceptual development.

AB - Formative feedback can provide information about how learners develop their competences in a knowledge domain. This information can determine learners’ progress and is essential in suggesting remedial actions which overcome gaps in knowledge. Finding this information, however, is a time consuming task. This paper elaborates the theoretical background of conceptual development, and argues that it can be (semi) automatically diagnosed using Language Technologies. It also presents, as future work, a description of a pilot that will be conducted to explore how existing tools that automatically generate concept maps, can be used to diagnose learner’s conceptual development.

M3 - Conference contribution

SP - 669

EP - 673

BT - Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies

PB - IEEE

T2 - IEEE International Conference on Advanced Learning Technologies

Y2 - 14 July 2009 through 18 July 2009

ER -

Using Language Technologies to Diagnose Learner´s Conceptual Development

Abstract

Conference

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