Using Language Technologies to Diagnose Learner´s Conceptual Development

Adriana Berlanga; Marco Kalz; Slavi Stoyanov; Peter Van Rosmalen; Alisdair Smithies; Isobel Braidman

Using Language Technologies to Diagnose Learner´s Conceptual Development

Adriana Berlanga, Marco Kalz, Slavi Stoyanov, Peter Van Rosmalen, Alisdair Smithies, Isobel Braidman

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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
Journal	Default journal
Publication status	Published - 3 Feb 2009

Keywords

LTfLL
conceptual development
language technologies

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BerlangaetalICALT2009-FinalAccepted author manuscript, 166 KBLicence: CC BY-SA

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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.",

keywords = "LTfLL, conceptual development, language technologies",

author = "Adriana Berlanga and Marco Kalz and Slavi Stoyanov and {Van Rosmalen}, Peter and Alisdair Smithies and Isobel Braidman",

note = "DS_Description: Berlanga, A. J., Kalz, M., Stoyanov, S., Van Rosmalen, P., Smithies, A., & Braidman, I. (2009). Using Language Technologies to Diagnose Learner{\textquoteright}s Conceptual Development. In I. Aedo., N. Chen, Kinshuk, D. Sampson & L. Zaitseva (Eds.), Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT2009) (pp. 669-673). July, 14-18, 2009, Riga, Latvia: IEEE.",

year = "2009",

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day = "3",

language = "English",

journal = "Default journal",

publisher = "CEUR",

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TY - JOUR

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

AU - Berlanga, Adriana

AU - Kalz, Marco

AU - Stoyanov, Slavi

AU - Van Rosmalen, Peter

AU - Smithies, Alisdair

AU - Braidman, Isobel

N1 - DS_Description: Berlanga, A. J., Kalz, M., Stoyanov, S., Van Rosmalen, P., Smithies, A., & Braidman, I. (2009). Using Language Technologies to Diagnose Learner’s Conceptual Development. In I. Aedo., N. Chen, Kinshuk, D. Sampson & L. Zaitseva (Eds.), Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT2009) (pp. 669-673). July, 14-18, 2009, Riga, Latvia: IEEE.

PY - 2009/2/3

Y1 - 2009/2/3

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.

KW - LTfLL

KW - conceptual development

KW - language technologies

M3 - Article

JO - Default journal

JF - Default journal

ER -

Using Language Technologies to Diagnose Learner´s Conceptual Development

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Keywords

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