標(biāo)題: Titlebook: Analyzing Discourse and Text Complexity for Learning and Collaborating; A Cognitive Approach Mihai Dasc?lu Book 2014 Springer International [打印本頁(yè)] 作者: Destruct 時(shí)間: 2025-3-21 18:36
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書(shū)目名稱Analyzing Discourse and Text Complexity for Learning and Collaborating讀者反饋學(xué)科排名
作者: Mortal 時(shí)間: 2025-3-21 23:29 作者: inflate 時(shí)間: 2025-3-22 00:56
Collaborative Learning view of learning within Computer Supported Collaborative Learning (CSCL): Bakhtin’s . (Bakhtin 1981) that defines the CSCL paradigms, . and . (SNA) as the main Learning Analytics (LA) tool for modeling interaction between conversation participants.作者: 幼兒 時(shí)間: 2025-3-22 04:41
Computational Discourse Analysischapter is focused on presenting automatic discourse analysis models and natural language processing techniques that ground a computational and quantifiable perspective of cohesion and coherence and that greatly impact the underlying functionalities of our developed systems (. and .).作者: insincerity 時(shí)間: 2025-3-22 09:37 作者: Loathe 時(shí)間: 2025-3-22 13:10 作者: Melanoma 時(shí)間: 2025-3-22 21:01 作者: neutrophils 時(shí)間: 2025-3-22 21:24
, (2) - Individual Assessment through Reading Strategies and Textual Complexityutational Approaches) and . (McNamara et al. 2007a; Graesser et al. 2005) (see 2.3 Reading Strategies), as it provides teachers and learners information on their reading/writing activities: initial textual complexity assessment, assignment of texts to learners, capture of metacognitions reflected in作者: cathartic 時(shí)間: 2025-3-23 03:47 作者: 晚間 時(shí)間: 2025-3-23 06:58
Conclusionsproach that addresses both general texts and conversations and the emphasis on providing effective support for tutors and students in their learning and CSCL activities, are just the highlighting points of our research.作者: abduction 時(shí)間: 2025-3-23 11:42
Book 2014approach 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, extensibi作者: 一起 時(shí)間: 2025-3-23 14:38
1860-949X stimation 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, extensibi978-3-319-35323-4978-3-319-03419-5Series ISSN 1860-949X Series E-ISSN 1860-9503 作者: 充滿人 時(shí)間: 2025-3-23 18:59
Analyzing Discourse and Text Complexity for Learning and CollaboratingA Cognitive Approach作者: 爭(zhēng)議的蘋(píng)果 時(shí)間: 2025-3-24 00:18
Book 2014essment .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 bo作者: Bridle 時(shí)間: 2025-3-24 04:13
1860-949X uces a model that provides automated feedback to both learne.With 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 .c作者: Amorous 時(shí)間: 2025-3-24 07:11
Individuelle Reaktionen auf Unterschiedeation to Figure 1 from the Overview of Theoretical Aspects, textual complexity is regarded from a computational perspective, highlighting multiple approaches. Later on, self-explanations, seen as specific learner productions, are used to support the learning process by making it more efficient and more focused on comprehension (McNamara 2004).作者: Fluctuate 時(shí)間: 2025-3-24 14:05 作者: 松緊帶 時(shí)間: 2025-3-24 18:33
Individuelle Reaktionen auf Unterschiedeon on their reading/writing activities: initial textual complexity assessment, assignment of texts to learners, capture of metacognitions reflected in one’s textual verbalizations, and reading strategies assessment (a detailed comparison is presented at the end of this chapter).作者: PLE 時(shí)間: 2025-3-24 20:56
Kulturelle Demut und der helfende Berufted here for focusing solely on ., as it introduced the integrated cohesion-based analysis addressing both individual and collaborative learning, incorporating and refining nevertheless more functionalities than the other systems.作者: Foolproof 時(shí)間: 2025-3-25 00:37
Individual Learningation to Figure 1 from the Overview of Theoretical Aspects, textual complexity is regarded from a computational perspective, highlighting multiple approaches. Later on, self-explanations, seen as specific learner productions, are used to support the learning process by making it more efficient and more focused on comprehension (McNamara 2004).作者: incredulity 時(shí)間: 2025-3-25 03:55 作者: 神圣將軍 時(shí)間: 2025-3-25 10:47 作者: ATP861 時(shí)間: 2025-3-25 12:41
Discussionsted here for focusing solely on ., as it introduced the integrated cohesion-based analysis addressing both individual and collaborative learning, incorporating and refining nevertheless more functionalities than the other systems.作者: avenge 時(shí)間: 2025-3-25 19:06
Introduction,has to assess on a daily basis. Reading materials have to be scaled or tailored to suit pupils’ actual level, and reading strategies have to be analyzed for inferring learners’ level of text processing and understanding.作者: 熱情贊揚(yáng) 時(shí)間: 2025-3-25 20:04 作者: PALSY 時(shí)間: 2025-3-26 00:20
Mihai Dasc?luPresents an integrated approach for assessing textual complexity, learning strategies as well as learners collaborative contributions.Introduces a model that provides automated feedback to both learne作者: 羽飾 時(shí)間: 2025-3-26 07:30 作者: 旁觀者 時(shí)間: 2025-3-26 11:36 作者: 單純 時(shí)間: 2025-3-26 12:42
Individuelle Reaktionen auf Unterschiedeual complexity, also grounding a computational view to be discussed later (see 4.1 Measures of Cohesion and Local Coherence). Afterwards, in tight relation to Figure 1 from the Overview of Theoretical Aspects, textual complexity is regarded from a computational perspective, highlighting multiple app作者: 苦笑 時(shí)間: 2025-3-26 18:53 作者: 人類學(xué)家 時(shí)間: 2025-3-26 23:49 作者: 白楊 時(shí)間: 2025-3-27 02:09
Kulturelle Demut und der helfende Berufing several analysis factors, starting with the simplest, such as the dimension of utterances, and ending with pragmatics issues such as speech acts (Austin 1962; Searle 1969; Trausan-Matu et al. 2004) and even social aspects of interaction between conversation participants (see 3.2 Social Network A作者: 仲裁者 時(shí)間: 2025-3-27 07:29 作者: 有效 時(shí)間: 2025-3-27 11:36
https://doi.org/10.1007/978-3-031-42599-8ses a wider spread of activities and can be used within more complex educational scenarios (see 10.3 Educational Implications). Nevertheless, . and . have provided valuable insight and some features were reused, of course with the necessary improvements.作者: Sigmoidoscopy 時(shí)間: 2025-3-27 14:09
Individuelle Reaktionen auf Unterschiedeutational Approaches) and . (McNamara et al. 2007a; Graesser et al. 2005) (see 2.3 Reading Strategies), as it provides teachers and learners information on their reading/writing activities: initial textual complexity assessment, assignment of texts to learners, capture of metacognitions reflected in作者: Aphorism 時(shí)間: 2025-3-27 17:58 作者: FORGO 時(shí)間: 2025-3-27 23:42
Wir und Sie: Die Konstruktion von Kategorienproach that addresses both general texts and conversations and the emphasis on providing effective support for tutors and students in their learning and CSCL activities, are just the highlighting points of our research.作者: 美色花錢 時(shí)間: 2025-3-28 05:29
Analyzing Discourse and Text Complexity for Learning and Collaborating978-3-319-03419-5Series ISSN 1860-949X Series E-ISSN 1860-9503 作者: 注入 時(shí)間: 2025-3-28 07:00
Vielfalt im rechtlichen Kontext view of learning within Computer Supported Collaborative Learning (CSCL): Bakhtin’s . (Bakhtin 1981) that defines the CSCL paradigms, . and . (SNA) as the main Learning Analytics (LA) tool for modeling interaction between conversation participants.作者: 種子 時(shí)間: 2025-3-28 14:08
Kulturelle Demut und der helfende Berufchapter is focused on presenting automatic discourse analysis models and natural language processing techniques that ground a computational and quantifiable perspective of cohesion and coherence and that greatly impact the underlying functionalities of our developed systems (. and .).作者: 樂(lè)意 時(shí)間: 2025-3-28 16:08
Kulturelle Demut und der helfende Berufing several analysis factors, starting with the simplest, such as the dimension of utterances, and ending with pragmatics issues such as speech acts (Austin 1962; Searle 1969; Trausan-Matu et al. 2004) and even social aspects of interaction between conversation participants (see 3.2 Social Network Analysis).作者: Torrid 時(shí)間: 2025-3-28 21:05 作者: diskitis 時(shí)間: 2025-3-28 23:33
Wir und Sie: Die Konstruktion von Kategorienproach that addresses both general texts and conversations and the emphasis on providing effective support for tutors and students in their learning and CSCL activities, are just the highlighting points of our research.作者: Ligneous 時(shí)間: 2025-3-29 05:21
https://doi.org/10.1007/978-3-319-03419-5Automatic Assessment of Teacher and Tutor Support; Bakhtin’s Dialogism and Polyphony; Chats in Social 作者: stressors 時(shí)間: 2025-3-29 10:28
978-3-319-35323-4Springer International Publishing Switzerland 2014作者: 切割 時(shí)間: 2025-3-29 12:10 作者: Astigmatism 時(shí)間: 2025-3-29 15:44 作者: Spongy-Bone 時(shí)間: 2025-3-29 22:00
Collaborative Learning view of learning within Computer Supported Collaborative Learning (CSCL): Bakhtin’s . (Bakhtin 1981) that defines the CSCL paradigms, . and . (SNA) as the main Learning Analytics (LA) tool for modeling interaction between conversation participants.作者: Texture 時(shí)間: 2025-3-30 01:00
