際際滷shows by User: bwylin / http://www.slideshare.net/images/logo.gif 際際滷shows by User: bwylin / Fri, 14 Aug 2015 15:28:13 GMT 際際滷Share feed for 際際滷shows by User: bwylin Bridging the gap between closed and open items or how to make CALL more intelligent /slideshow/bridging-the-gap-between-closed-and-open-items-or-how-to-make-call-more-intelligent/51634448 2015-08-14-fleatvi-def-150814152814-lva1-app6892
Since its very beginning, CALL has often been identified with closed exercises such as multiple choice, fill-in-the-blank or drag-and-drop, allowing for one perfectly predictable and automatically gradable answer. Beatty (2003:11) still argues that many programs being produced today feature little more than visually stimulating variations on the same gap-filling exercises used 40 years ago. Meanwhile, the rise of CMC, serious gaming or social media has radically altered the type of communicative activities and tasks digital learning environments can offer. In most cases, we are dealing now with completely open activities allowing for unpredictable and spontaneous production. However important may be the recent possibilities offered by computer augmented interaction with real world environments or by communication in immersive virtual worlds, one cannot deny that item-based exercise and test platforms allowing amongst others for focus-on-form activities havent lost anything of their relevance. One of the main actual challenges is to make these item-based language learning environments more effective and attractive. This explains why there is for instance a growing interest in adaptivity in order to adjust one or more characteristics of the environment in function of the learners needs and preferences and/or the context. Another challenging approach is to examine to what extent we can further diversify the types of exercises we offer. This presentation offers first of all a consistent typology of all possible exercise types based on such parameters as the degrees of freedom of input, the number of correct answers or the type of correction offered. We then focus on three exercise types we designed, implemented and evaluated in order to move beyond the closed exercises. We first present select text as an example of a half-closed exercise type characterized by a limited degree of freedom of input and a limited number of correct answers but where possible answers are not given in beforehand. Next, we deal with half-open exercises such as translate or reformulate allowing for many answers, but that can still be automatically graded. We examine to what extent the analysis of learner output using NLP-approaches makes it possible to go beyond (more limited) approximate string matching techniques. We finally tackle the supported open exercise type which combines complete freedom of input with half-automated correction.]]>
Since its very beginning, CALL has often been identified with closed exercises such as multiple choice, fill-in-the-blank or drag-and-drop, allowing for one perfectly predictable and automatically gradable answer. Beatty (2003:11) still argues that many programs being produced today feature little more than visually stimulating variations on the same gap-filling exercises used 40 years ago. Meanwhile, the rise of CMC, serious gaming or social media has radically altered the type of communicative activities and tasks digital learning environments can offer. In most cases, we are dealing now with completely open activities allowing for unpredictable and spontaneous production. However important may be the recent possibilities offered by computer augmented interaction with real world environments or by communication in immersive virtual worlds, one cannot deny that item-based exercise and test platforms allowing amongst others for focus-on-form activities havent lost anything of their relevance. One of the main actual challenges is to make these item-based language learning environments more effective and attractive. This explains why there is for instance a growing interest in adaptivity in order to adjust one or more characteristics of the environment in function of the learners needs and preferences and/or the context. Another challenging approach is to examine to what extent we can further diversify the types of exercises we offer. This presentation offers first of all a consistent typology of all possible exercise types based on such parameters as the degrees of freedom of input, the number of correct answers or the type of correction offered. We then focus on three exercise types we designed, implemented and evaluated in order to move beyond the closed exercises. We first present select text as an example of a half-closed exercise type characterized by a limited degree of freedom of input and a limited number of correct answers but where possible answers are not given in beforehand. Next, we deal with half-open exercises such as translate or reformulate allowing for many answers, but that can still be automatically graded. We examine to what extent the analysis of learner output using NLP-approaches makes it possible to go beyond (more limited) approximate string matching techniques. We finally tackle the supported open exercise type which combines complete freedom of input with half-automated correction.]]> Fri, 14 Aug 2015 15:28:13 GMT /slideshow/bridging-the-gap-between-closed-and-open-items-or-how-to-make-call-more-intelligent/51634448 bwylin@slideshare.net(bwylin) Bridging the gap between closed and open items or how to make CALL more intelligent bwylin Since its very beginning, CALL has often been identified with closed exercises such as multiple choice, fill-in-the-blank or drag-and-drop, allowing for one perfectly predictable and automatically gradable answer. Beatty (2003:11) still argues that many programs being produced today feature little more than visually stimulating variations on the same gap-filling exercises used 40 years ago. Meanwhile, the rise of CMC, serious gaming or social media has radically altered the type of communicative activities and tasks digital learning environments can offer. In most cases, we are dealing now with completely open activities allowing for unpredictable and spontaneous production. However important may be the recent possibilities offered by computer augmented interaction with real world environments or by communication in immersive virtual worlds, one cannot deny that item-based exercise and test platforms allowing amongst others for focus-on-form activities havent lost anything of their relevance. One of the main actual challenges is to make these item-based language learning environments more effective and attractive. This explains why there is for instance a growing interest in adaptivity in order to adjust one or more characteristics of the environment in function of the learners needs and preferences and/or the context. Another challenging approach is to examine to what extent we can further diversify the types of exercises we offer. This presentation offers first of all a consistent typology of all possible exercise types based on such parameters as the degrees of freedom of input, the number of correct answers or the type of correction offered. We then focus on three exercise types we designed, implemented and evaluated in order to move beyond the closed exercises. We first present select text as an example of a half-closed exercise type characterized by a limited degree of freedom of input and a limited number of correct answers but where possible answers are not given in beforehand. Next, we deal with half-open exercises such as translate or reformulate allowing for many answers, but that can still be automatically graded. We examine to what extent the analysis of learner output using NLP-approaches makes it possible to go beyond (more limited) approximate string matching techniques. We finally tackle the supported open exercise type which combines complete freedom of input with half-automated correction. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2015-08-14-fleatvi-def-150814152814-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Since its very beginning, CALL has often been identified with closed exercises such as multiple choice, fill-in-the-blank or drag-and-drop, allowing for one perfectly predictable and automatically gradable answer. Beatty (2003:11) still argues that many programs being produced today feature little more than visually stimulating variations on the same gap-filling exercises used 40 years ago. Meanwhile, the rise of CMC, serious gaming or social media has radically altered the type of communicative activities and tasks digital learning environments can offer. In most cases, we are dealing now with completely open activities allowing for unpredictable and spontaneous production. However important may be the recent possibilities offered by computer augmented interaction with real world environments or by communication in immersive virtual worlds, one cannot deny that item-based exercise and test platforms allowing amongst others for focus-on-form activities havent lost anything of their relevance. One of the main actual challenges is to make these item-based language learning environments more effective and attractive. This explains why there is for instance a growing interest in adaptivity in order to adjust one or more characteristics of the environment in function of the learners needs and preferences and/or the context. Another challenging approach is to examine to what extent we can further diversify the types of exercises we offer. This presentation offers first of all a consistent typology of all possible exercise types based on such parameters as the degrees of freedom of input, the number of correct answers or the type of correction offered. We then focus on three exercise types we designed, implemented and evaluated in order to move beyond the closed exercises. We first present select text as an example of a half-closed exercise type characterized by a limited degree of freedom of input and a limited number of correct answers but where possible answers are not given in beforehand. Next, we deal with half-open exercises such as translate or reformulate allowing for many answers, but that can still be automatically graded. We examine to what extent the analysis of learner output using NLP-approaches makes it possible to go beyond (more limited) approximate string matching techniques. We finally tackle the supported open exercise type which combines complete freedom of input with half-automated correction.
Bridging the gap between closed and open items or how to make CALL more intelligent from bwylin
]]> 210 6 https://cdn.slidesharecdn.com/ss_thumbnails/2015-08-14-fleatvi-def-150814152814-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Open channeled E-Learning /slideshow/open-channeled-elearning/240855 open-channeled-elearning-1201254342558843-4
IPON Utrecht January 2008 Presentation about state-of-the-art e-learning tools by Bert Wylin, Indie Education, Belgium]]>
IPON Utrecht January 2008 Presentation about state-of-the-art e-learning tools by Bert Wylin, Indie Education, Belgium]]> Fri, 25 Jan 2008 01:45:43 GMT /slideshow/open-channeled-elearning/240855 bwylin@slideshare.net(bwylin) Open channeled E-Learning bwylin IPON Utrecht January 2008 Presentation about state-of-the-art e-learning tools by Bert Wylin, Indie Education, Belgium <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/open-channeled-elearning-1201254342558843-4-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> IPON Utrecht January 2008 Presentation about state-of-the-art e-learning tools by Bert Wylin, Indie Education, Belgium
Open channeled E-Learning from bwylin
]]> 208 2 https://cdn.slidesharecdn.com/ss_thumbnails/open-channeled-elearning-1201254342558843-4-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Bert Wylin 2008 01 23 Open channeled E-Learning /slideshow/bert-wylin-2008-01-23-open-channeled-elearning/240847 bert-wylin-2008-01-23-open-channeled-elearning-1201254100787617-4
IPON Utrecht presentation about state-of-the-art e-learning tools]]>
IPON Utrecht presentation about state-of-the-art e-learning tools]]> Fri, 25 Jan 2008 01:41:41 GMT /slideshow/bert-wylin-2008-01-23-open-channeled-elearning/240847 bwylin@slideshare.net(bwylin) Bert Wylin 2008 01 23 Open channeled E-Learning bwylin IPON Utrecht presentation about state-of-the-art e-learning tools <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bert-wylin-2008-01-23-open-channeled-elearning-1201254100787617-4-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> IPON Utrecht presentation about state-of-the-art e-learning tools
Bert Wylin 2008 01 23 Open channeled E-Learning from bwylin
]]> 221 2 https://cdn.slidesharecdn.com/ss_thumbnails/bert-wylin-2008-01-23-open-channeled-elearning-1201254100787617-4-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://public.slidesharecdn.com/v2/images/profile-picture.png https://cdn.slidesharecdn.com/ss_thumbnails/2015-08-14-fleatvi-def-150814152814-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/bridging-the-gap-between-closed-and-open-items-or-how-to-make-call-more-intelligent/51634448 Bridging the gap betwe... https://cdn.slidesharecdn.com/ss_thumbnails/open-channeled-elearning-1201254342558843-4-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/open-channeled-elearning/240855 Open channeled E-Learning https://cdn.slidesharecdn.com/ss_thumbnails/bert-wylin-2008-01-23-open-channeled-elearning-1201254100787617-4-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/bert-wylin-2008-01-23-open-channeled-elearning/240847 Bert Wylin 2008 01 23 ...