PLE widgets using natural language processing
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Introductory slides to the JTEL summer school workshop on using natural language processing techniques in widgets in support of learning.
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PLE widgets using natural language processing
- 1. Language Technologies for Lifelong Learning JTEL Summer School, Ohrid, FYR, 2010 Traian Rebedea, Fridolin Wild, Bernhard Hoisl
- 4. Learning and written language (‘ Building Collaborative Knowledge‘, Stahl, 2006)
- 5. Learning Services & PLE Monitor progress against learning objects , outcomes , traces of others for creative sense making of the past and in support of future planning 1 Building and sustaining learning environments of people, artefacts, and tools involved in activities supporting construction of information and knowledge 2 Effective and efficient arranging of time , space , and resources to foster activities of constructing information and knowledge 3
- 7. PLE Architecture Users involve in use-cases . Each case deploys widgets in support of the given task. Widgets use infrastructure services & data (from within the PLE container or from the Web 2.0). A directory serves the management and deployment of the portfolio. Interoperability standards secure the flexible recombination of widgets, services, and data.
- 8. PLE runtime container directory service DPpedia WP 6 fossa RSS transf CONSPECT http://augur.wu.ac.at/elgg
- 10. Feedback
- 11. Recommendations from Social Network
- 12. Now it’s your time! PenSum Conspect PolyCAFe PenSum PolyCAFe PolyCAFe thread1 PenSum PenSum
- 14. NLP Services
Hinweis der Redaktion
- I’ll briefly now touch upon how we tackled the recommendations we received from you in the past. One thing you expressed was scepticism about how the prototypes will have a positive impact on T&L. We, therefore, arranged the programme of this review in a way to demonstrate this potential , and through our validation plan and efforts to show encouraging evidence from end-users. This will be discussed in the service demos. A word of caution: It’s important that one cannot put all services on the same comparative level. We developed a divers set of tools that share two common objectives – CLICK BUT: they are like forks and knives, made for different settings, and to help tackle different educational challenges. Some support learners other tutors. I believe that when you get introduced to our tools you will realise that this diversity is a strength because it allows for a number of useful combinations and applications.