http://webu2.upmf-grenoble.fr/sciedu/pdessus/ Philippe Dessus' RSS Feed - LSE Grenoble Philippe Dessus Sat, 28 Jul 2012 08:00:00 GMT SublimeText Sun, 23 Sep 2012 08:00:00 GMT http://webu2.upmf-grenoble.fr/sciedu/pdessus/#COP12 COP12 Dessus, P. (2012, 16 octobre). Quelques systèmes d'évaluation automatique d'activités cognitives d'élèves. Conférence à la journée des Conseillers d'orientation-Psychologues scolaires de l'académie de Grenoble. Grenoble. Sat, 28 Jul 2012 08:00:00 GMT http://webu2.upmf-grenoble.fr/sciedu/pdessus/#aimsa12 aimsa12 Lupan, D., Dascalu, M., Trausan-Matu, S., & Dessus, P. (2012, 12-15th September). Analyzing emotional states induced by news articles with Latent Semantic Analysis. Proc. 15th Int. Conf. on Artificial Intelligence: Methodology, Systems, Applications (AIMSA 2012). [Varna, Bulgaria]. We propose a novel automatic method for analyzing emotions induced by texts, more specifically a reader's most likely emotional state after reading a news article. From a more technical perspective, our system (Emo2, Emotions Monitor) combines a context independent approach (actual evaluation of the news employing specific natural language processing techniques and Latent Semantic Analysis) with the influences of user's present emotional state estimated through his/her specific feedback for building a more accurate image of a person's emotional state. Sat, 28 Jul 2012 08:00:00 GMT http://webu2.upmf-grenoble.fr/sciedu/pdessus/#icwl12 icwl12 Dascalu, M., Trausan-Matu, S., & Dessus, P. (2012, 2-4 September). Towards an integrated approach for evaluating textual complexity for learning purposes. Proc. 11th Int. Conf. on Web-based Learning (ICWL 2012). [Sinaia (Romania)]. Understanding a text in order to learn is subject to modeling and is partly dependent to the complexity of the read text. We transpose the evaluation process of textual complexity into measurable factors, identify linearly independent variables and combine multiple perspectives to obtain a holistic approach, addressing lexical, syntactic and semantic levels of textual analysis. Also, the proposed evaluation model combines statistical factors and traditional readability metrics with information theory, specific information retrieval techniques, probabilistic parsers, Latent Semantic Analysis and Support Vector Machines for best-matching all components of the analysis. Sat, 28 Jul 2012 08:00:00 GMT http://webu2.upmf-grenoble.fr/sciedu/pdessus/conf/earlisig2-12.pdf earlisig12 Dessus, P., Bianco, M., Nardy, A., Toffa, F., Dascalu, M., & Trausan-Matu, S. (2012, 28-31 August). Automated analysis of pupils' self-explanations of a narrative text. Meeting of the EARLI SIG 2 "Comprehension of Text and Graphics". Grenoble: Pierre-Mendès-France university. We present a method devised to automatically analyze pupils' verbalizations during reading and to reveal some of the strategies they use. An experiment with 44 primary school pupils (3rd and 5th grade) reading a narrative text and verbalizing what they understood at predefined breaks showed, firstly, that machine results are correlated with experts'; secondly, that the recall of recent sentences is not uniform across verbalizations and subject to a grade effect; thirdly, that there is a grade effect in the recall of distal causal sentences. Sat, 28 Jul 2012 08:00:00 GMT http://webu2.upmf-grenoble.fr/sciedu/pdessus/#rochi12-2 Rochi12-2 Oprescu, B., Dascalu, M., Trausan-Matu, S., Rebedea, T., Dessus, P., & Bianco, M. (2012, 6-7 septembre). Analiza automata a auto-explicatiilor. 9a Conferinta Nationala de Interactiune Om-Calculator (RoCHI 2012). Bucarest (Roumanie). Sat, 28 Jul 2012 08:00:00 GMT http://webu2.upmf-grenoble.fr/sciedu/pdessus/ ITS12 Trausan-Matu, S., Dascalu, M., & Dessus, P. (2012). Considering textual complexity and comprehension in Computer-Supported Collaborative Learning. In S. A. Cerri, & W. J. Clancey, G. Papadourakis, & K. Panourgia (Eds.), 11th Int. Conf. on Intelligent Tutoring Systems (ITS 2012) (pp. 352–357). Berlin: Springer, LNCS 7315. [Chania (Crete), 14-18 June]. Computer-Supported Collaborative Learning (CSCL) technologies play an increasing role simultaneously with the appearance of the Social Web. The polyphonic analysis method based on Bakhtin's dialogical model reflects the multi-voiced nature of a CSCL conversation and the related learning processes. We propose the extension of the model and the previous applications of the polyphonic method to both collaborative CSCL chats and individual metacognitive essays performed by the same learners. The model allows a tight correlation between collaboration and textual complexity, all integrated in an implemented system, which uses Natural Language Processing techniques. Sat, 28 Jul 2012 08:00:00 GMT http://www.inderscience.com/search/index.php?action=record&rec_id=40195&prevQuery=&ps=10&m=or IJCEELL11 Dessus, P., Lemaire, B., Loiseau, M., Mandin, S., Villiot-Leclercq, E., & Zampa, V. (2011). Automated free-text assessment: Some lessons learned. International Journal of Continuing Engineering Education and Life-Long Learning, 21(2/3), 140–154. Most e-learning systems engage successively students in reading, writing and assessment activities. In the third phase, the teacher gives feedback on student comprehension, which is often processed a long time after the others, letting the students alone with their difficulties. Thus, there is room to devise automated assessment systems on course comprehension, based on NLP techniques such as latent semantic analysis (LSA). The aim of this paper is to present some systems devised to complete this aim, which implement LSA to model learners' comprehension and/or to compare reading material (e.g., course text) with learners' summaries about it, select reading materials and predict student processes from their summaries. Sat, 28 Jul 2012 08:00:00 GMT http://webu2.upmf-grenoble.fr/sciedu/pdessus/#rochi12-1 Rochi12-1 Lupan, D., Dascalu, M., Trausan-Matu, S., Rebedea, T., & Dessus, P. (2012, 6-7 septembre). Analiza starilor emotionale induse de citirea unei stiri utilizand Analiza Semantica Latenta. 9a Conferinta Nationala de Interactiune Om-Calculator (RoCHI 2012). Bucarest (Roumanie). Sat, 28 Jul 2012 08:00:00 GMT http://www.cairn.info/resume.php?ID_ARTICLE=DIS_094_0473 DetS11 Dessus, P., Trausan-Matu, S., Wild, F., Dupré, D., Loiseau, M., Rebedea, T., & Zampa, V. (2011). Un environnement personnel d'apprentissage évaluant des distances épistémiques et dialogiques. Distances & Savoirs, 9(4), 473–492. Tout enseignement est à distance. De nouveaux environnements informatisés peuvent évaluer automatiquement diverses productions d'apprenants et leur procurer divers renseignements sur ces dernières. En révélant d'autres distances que physiques (épistémiques et sociales), et en s'agrégeant au sein de plates-formes sociales, ces environnements offrent de nouvelles perspectives dans l’enseignement à distance et en présence. Cet article présente trois widgets évaluant des aspects divers des processus d'apprentissage et délivrant leurs évaluations sous la forme de distances (distance sémantique, cognitive individuelle ou sociale). Ces trois widgets peuvent s'interconnecter pour former un environnement personnel d'apprentissage, environnement qui a fait l'objet d’une première étude exploratoire d’usage, avec des étudiants d’informatique. Sun, 29 May 2011 08:00:00 GMT http://webu2.upmf-grenoble.fr/sciedu/pdessus/talk/mupple11.pdf MUPPLE11 Dessus, P. (2011, 1st July). Loops, gaps and contradiction: Three core PLE functions that foster learning [Invited talk]. Milton Keynes: Knowledge Media Institute of the Open University (UK). This talk is about some core objects encountered in PLEs that can cause or even foster learning. Literature on PLEs often reports the features every PLE share. Sun, 17 Apr 2011 11:43:50 GMT http://dspace.ou.nl/handle/1820/3292 LTfLLD74 This deliverable describes the objectives, approach, planning and results of the third pilot round, in which both individual and threaded services underwent validation. The two goals of this round were to provide input to the LTfLL exploitation plan and roadmap (deliverable 2.5). Sun, 17 Apr 2011 11:43:09 GMT http://dspace.ou.nl/handle/1820/3293 LTfLLD25 This deliverable reports on a vision of the future for the LTLL tools and language technology for e-learning generally. The LTfLL tools and infrastructure are presented in terms of three layers (subsections), which are ultimately based on the final validation results.