DSpace Collection:http://hdl.handle.net/10722/436952024-03-28T21:45:29Z2024-03-28T21:45:29ZEssayCritic: A Computer-Supported English Essay Critiquing System using Latent Semantic AnalysisMorch, Ahttp://hdl.handle.net/10722/482412021-04-29T08:20:48Z2007-01-01T00:00:00ZTitle: EssayCritic: A Computer-Supported English Essay Critiquing System using Latent Semantic Analysis
Authors: Morch, A
Description: The talk presents the EssayCritic system and discusses two recent applications (English composition teaching at HKBU and at Norwegian high school). The EssayCritic makes use of Latent Semantic Analysis (LSA) to compute feedback on student essays. LSA is both a theory of text comprehension and a mathematical technique for comparing two segments of text, one input by students and the other collected and stored by domain experts (e.g. teachers). We describe the components of the system and explain the workings of LSA. Then we present findings from the Norway study (recently completed). The studies differ in that the HK trials were organized with one student per computer, whereas in Norway the students were grouped in pairs, reflecting local teaching styles. Preliminary findings reveal distinct modes of writing (writing, feedback, reflection, revision) for both settings and patterns of working in pairs in the other. Based on the findings we develop a conceptual framework for collaborative essay writing that integrates concepts from design theory (e.g. reflection-in-action) and communication theory (e.g. inter-subjectivity, common ground). Our goals are to understand and characterize collaborative essay writing as a design activity and to provide computational support for it.; Anders Mørch is an associate professor at InterMedia, University of Oslo, Norway, and an associate member at the Center for E-Transformation Research, Hong Kong Baptist University, Hong Kong. He received a PhD in Informatics from the University of Oslo. His interests are: information and communication technology in education and workplace learning, human-computer interaction, and participatory design. He is a member of the editorial board on Research and Practice in Technology-Enhanced Learning (RPTEL journal). He is a senior researcher in the European Knowledge Practices Laboratory (KP-Lab) project, and he teaches courses and seminars in human-computer interaction (HCI), computer-supported cooperative work (CSCW), and computer supported collaborative learning (CSCL). His homepage is here:
http://www.intermedia.uio.no/people/home/andersm/2007-01-01T00:00:00ZDeveloping Frameworks To Encourage Learners In Higher Education To Think More Critically When Using Digital Video ArchivesBurden, Khttp://hdl.handle.net/10722/482402021-04-29T08:20:48Z2007-01-01T00:00:00ZTitle: Developing Frameworks To Encourage Learners In Higher Education To Think More Critically When Using Digital Video Archives
Authors: Burden, K
Description: Higher education institutions worldwide face a series of challenges related to the diversity and needs of the student body. Learners are increasingly expecting a wider repertoire of teaching styles and approaches from their lecturers and indicate their desire to process and present work in ways other than the traditional text based assessments. The development of digital video in recent years, along with the various tools and mechanisms which enable it to be shared and distributed easily (e.g. YouTube) promise to realize some of the aspirations learners in higher education express about alternative pedagogies and assessment opportunities.
However the literature in this field suggests the use of video (as with television before it) is a largely passive medium when it is employed as an instructional device. This seminar will explore the development of a project within the higher education sector in the UK which has been commissioned by the Joint Information Services Committee (JISC) to design exemplar materials which stimulate and engage users in the use of digital video archives. This specific project investigates the use of a news film video archive (NewsfilmOnline: http://newsfilm.bufvc.ac.uk/) which is due to be launched to the community in spring 2008.
The seminar will consider how the team at the University of Hull have conceptualized the use of digital video archives in higher education and will share the initial feedback from practitioners about a framework they have developed to engage learners in more analytical thinking when video is employed. Examples of clips and teaching strategies will be used to illustrate the presentation along with a few practical examples to engage participants and to share conversations and experiences around this theme.
Although the project that forms the basis of this seminar is drawn from a higher education context the authors are confident that many of the principles (and indeed the framework) are equally applicable in the compulsory sectors of education.
For further details about this project see: http://hullnewsfilm.wikispaces.com/; Kevin Burden: is director of Cascade, a multimedia evaluation and development centre based in the University of Hull. He has worked on several national and international projects relating to the development of teaching and learning resources using digitally rich media. These include, New Directions in Digital Media (a project pioneering the use of DVD in classrooms, sponsored by Nesta) The Good Guide to Interactive Whiteboards (Nesta sponsored award) , The Evaluation of the Becta Digital Assets Project, 2002-2004 and the BBC LearnXpress project which promoted the use of BBC clips library in schools across the sub-region. More recently he has focused on projects in the higher education sector of the UK and is currently working on a project to develop exemplar materials for the use of digital video archives (see http://hullnewsfilm.wikispaces.com/)
Kevin teaches on a number of undergraduate and postgraduate modules which develop the pedagogic use of new technologies to support learning. He supports a wide range of staff across campus in the use digital media and digital video in particular. Examples include the use of video in science teaching, business school and English literature.
Kevin has presented on this theme at a number of national and international venues including Hong Kong University, the University of Technology, Sydney, JISC annual conference and Becta Research conference.2007-01-01T00:00:00ZPedagogy and ICT in an Information Society: Perspectives from International Comparative StudiesPlomp, Thttp://hdl.handle.net/10722/482392021-04-29T08:20:48Z2007-01-01T00:00:00ZTitle: Pedagogy and ICT in an Information Society: Perspectives from International Comparative Studies
Authors: Plomp, T
Description: Rapid social changes brought about by technological advances and globalization have made impacts on the goals and processes of education both in terms of national/regional policies and classroom practices in many countries around the world. The roles and impacts of ICT use in the classroom have taken on different dimensions in the context of these global changes since the 1990s. The IEA (International Association for the Evaluation of Educational Achievement, which is holding its 48th General Assembly in Hong Kong from October 8-11) has launched since 1997 a series of several modular comparative studies under the title SITES (Second International Technology in Education Study). So far, three modules have been conducted in more than 20 systems around the world to investigate: (1) the status of ICT use in schools around the world (SITES M1) through a survey of schools, (2) how the integration of learning technologies into the teaching and learning processes have enabled deep content, sophisticated pedagogy and impressive student outcomes and the contextual factors for their sustainability and transferability through in-depth case studies (SITES M2), and (3) pedagogical practices and the use of ICT by science and mathematics teachers and the contextual factors at school and system levels that may influence them through a survey of schools and teachers (SITES 2006). The speakers for this seminar are researchers who have played important leadership roles in the three SITES studies.
Professor Plomp will start this seminar by reflecting on and discussing this topic from the curriculum perspective (how the notion of "good education" differs in an information society from that in an industrial society), change perspective (how introducing ICT to enhance education can be looked at as a process of change) and international perspective (how findings from the IEA (International Association for the Evaluation of Educational Achievement) SITES (Second International Technology in Education Study) Modules 1 & 2 studies inform us about what changes may take place when schools and teachers try to renew teaching and learning through the use of ICT).
Dr. Hans Pelgrum has been leading the school survey component of SITES2006 study. He will focus his presentation on tentative outcomes and potential implications from the study in relation to school conditions for pedagogy and ICT.
Professor Nancy Law will present tentative findings on the general pedagogical practices of teachers and how these relate to their use of ICT in classrooms. She will also present preliminary findings from analysis that explores the relationship between teachers’ personal characteristics and school contextual factors on their pedagogical use of ICT.; Prof. Tjeerd Plomp (1938) is emeritus professor of education of the University of Twente in Enschede, the Netherlands, where he served as Dean of the Faculty of Educational Science and Technology from 1982 till 1985 and as chair of the Department of Curriculum (from 1990 till 1998). He was chair of IEA, the International Association for the Evaluation of Educational Achievement, from 1989 - 1999. In the IEA he served as chair for the 'Computers in Education' study (Comped), the Third International Mathematics and Science Study (TIMSS) and the IEA Second International Technology in Education Study (SITES). At present he is study director of the IEA SITES2006 study, a survey of schools and (math and science) teachers on pedagogical approaches and the use of ICT in it (with data collection in 2006). His research interests are educational design and design research, international comparative research, and information technology in the curriculum and teacher education.2007-01-01T00:00:00ZICT and changes of higher educationLindstrom, Bhttp://hdl.handle.net/10722/440952021-04-29T08:20:48Z2001-01-01T00:00:00ZTitle: ICT and changes of higher education
Authors: Lindstrom, B
Description: Dr. Lindstrom will discuss some general trends in the change of higher education - with regard to missions, structure, organization, content and teaching/learning - that are effected by the development of information and communications technologies (ICT). First, Dr. Lindstrom will examine some of general patterns of change of higher education during the last decade, globalisation, massification, and virtualization. He will also discuss the demands put on higher education from these changes, on accessability, adaptability, quality and cost-effectiveness. Secondly, Dr. Lindstrom will look at patterns of change in society as a whole related to ICT-infrastructure, functionality of ICT-tools and services, commercialization of ICT, mass-media and ICT, and ICT-use in working life. Dr. Lindstrom will maintain that these changes are crucial of the changes that are taking place in higher education. He will illustrate how these changes might be conceptualized in terms of flexible learning, especially in the context of net-based education or e-learning. Contemporary work at University of Goteborg in Sweden and Twente University in the Netherlands will be elaborated as an empirical examples by Dr. Lindstrom.; (Email: Berner.Lindstrom@ped.gu.se)
Dr. Lindstrom is currently professor of education at Goteborg University and adjunct professor of information science at Bergen University, Norway.He has been appointed as research manager at Center for IT and Education at Karlstad University and acting professor in Communication Studies atLinkoping University. Dr. Lindstrom has served as an expert to the National Board of Higher Education, the National Board of Education, the National Agency for Consumer Affairs and the Swedish Ministry of Education. He currently serves as a board member for the Swedish Agency of Distance Education, Swedish University Network and Saab Training Science Council, as well as member of the advisory board for the Committee on Renewal of Higher Education. He is acting as vice chairman for International Consortium for Courseware Engineering, national correspondent for European Association for Research on Learning and Instruction (EARLI). Dr. Lindstrom has been responsible for a large number of research projects, has a number of national and international publications and been visiting scholar at School of Education, Stanford University and Learning Research and Developmental Center (LRDC) in Pittsburgh. At Goteborg University he has been advisor to the vice-chancellor on matters of information technology since 1996.
Dr. Lindstrom's research is in the field of learning and instruction, with a focus on learning with media and modern information technologies,learning from pictures, learning styles and strategies. He is also working in the fields of distance education and open/flexible learning.
For more information about this presentation, please contact Dr. Craig Blurton (tel: 2857-8528; e-mail: craigb@hkucc.hku.hk).2001-01-01T00:00:00Z