International Journal of Continuing Engineering Education and Life-Long Learning http://www.inderscience.com/browse/index.php?journalID=6&year=2011&vol=21&issue=4 Inderscience Publishers Ltd en-uk International Journal of Continuing Engineering Education and Life-Long Learning 1560-4624 1741-5055 © 2011 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijceell_scoverijceell.jpg http://www.inderscience.com/browse/index.php?journalID=6&year=2011&vol=21&issue=4 http://www.inderscience.com/link.php?id=42788 To more accurately assess the logical structure of Japanese essays, we have devised a technique that uses end-of-sentence modality and demonstrative pronouns referencing earlier paragraphs as indicators of structure in addition to the conjunctive expressions that have hitherto often been used. This technique will yield better results because conjunctive expressions are intentionally avoided in Japanese. We applied this method to the editorial and commentary (Yoroku) columns of the Mainichi Daily newspaper and used it to represent the structure and development of the arguments made by these articles in the form of constellation diagrams, which are used in the field of statistics. We found that the method that does not rely on conjunctive expressions is useful, and the graphical representations are helpful for comprehending the overall flow of the discussion and ascertaining temporal changes in the logical structure of a written essay. Ascertaining and graphically representing the logical structure of Japanese essays
Tsunenori Ishioka
International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 276 - 288
To more accurately assess the logical structure of Japanese essays, we have devised a technique that uses end-of-sentence modality and demonstrative pronouns referencing earlier paragraphs as indicators of structure in addition to the conjunctive expressions that have hitherto often been used. This technique will yield better results because conjunctive expressions are intentionally avoided in Japanese. We applied this method to the editorial and commentary (Yoroku) columns of the Mainichi Daily newspaper and used it to represent the structure and development of the arguments made by these articles in the form of constellation diagrams, which are used in the field of statistics. We found that the method that does not rely on conjunctive expressions is useful, and the graphical representations are helpful for comprehending the overall flow of the discussion and ascertaining temporal changes in the logical structure of a written essay.

]]> 10.1504/IJCEELL.2011.042788 International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 276 - 288 Tsunenori Ishioka The National Centre for University Entrance Examinations, 2-19-23 Komaba, Meguro-ku, Tokyo 153-8501, Japan logical structures Japanese language Japan written essays automated scoring systems essay scoring systems graphical representations constellation diagrams information compilation modality natural language processing end-of-sentence demonstrative pronouns paragraphs grammar conjunctive expressions structural indicators newspapers editorials journalist commentaries Yoroku Mainichi Daily News argument structures statistics discussions temporal changes visualisation continuing education life-long learning automatic free-text evaluation. 2011-10-04T23:20:50-05:00 21 4 276 288 2011-10-04T23:20:50-05:00 http://www.inderscience.com/link.php?id=42789 Free-text answers assessment has been a field of interest during the last 50 years. Several free-text answers assessment tools underpinned by different techniques have been developed. In most cases, the complexity of the underpinned techniques has caused those tools to be designed and developed as stand-alone tools. The rationales behind using computers to assist learning assessment are mainly to save time and cost, as well as to reduce staff workload. However, utilising free-text answers assessment tools separately form the learning environment may increase the staff workload and increase the complexity of the assessment process. Therefore, free-text answers scorers have to have a flexible design to be integrated within the context of the e-assessment system architectures taking advantages of software-as-a-service architecture. Moreover, flexible and interoperable e-assessment architecture has to be utilised in order to facilitate this integration. This paper discusses the importance of flexible and interoperable e-assessment. Moreover, it proposes a service-oriented flexible and interoperable architecture for futuristic e-assessment systems. Nevertheless, it shows how such architecture can foster the e-assessment process in general and the free-text answers assessment in particular. Service-oriented flexible and interoperable assessment: towards a standardised e-assessment system
Mohammad AL-Smadi, Christian Guetl
International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 289 - 307
Free-text answers assessment has been a field of interest during the last 50 years. Several free-text answers assessment tools underpinned by different techniques have been developed. In most cases, the complexity of the underpinned techniques has caused those tools to be designed and developed as stand-alone tools. The rationales behind using computers to assist learning assessment are mainly to save time and cost, as well as to reduce staff workload. However, utilising free-text answers assessment tools separately form the learning environment may increase the staff workload and increase the complexity of the assessment process. Therefore, free-text answers scorers have to have a flexible design to be integrated within the context of the e-assessment system architectures taking advantages of software-as-a-service architecture. Moreover, flexible and interoperable e-assessment architecture has to be utilised in order to facilitate this integration. This paper discusses the importance of flexible and interoperable e-assessment. Moreover, it proposes a service-oriented flexible and interoperable architecture for futuristic e-assessment systems. Nevertheless, it shows how such architecture can foster the e-assessment process in general and the free-text answers assessment in particular.

]]> 10.1504/IJCEELL.2011.042789 International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 289 - 307 Mohammad AL-Smadi Christian Guetl Graz University of Technology, Infeldgasse 16c, 8010 – Graz, Austria. ' Graz University of Technology, Infeldgasse 16c, 8010 – Graz, Austria; Curtin Business School, Curtin University of Technology, GPO Box U1987, Perth, WA 6845, Australia e-assessment electronic assessment free-text answers middleware learning tools interoperability SOA software engineering service-oriented architecture SaaS software as a service flexible assessment interoperable assessment standardised systems stand-alone tools computers learning assessments time saving cost saving staff workloads workload reduction learning environments complexity answer scorers flexible design interoperable architecture standards visualisation continuing education life-long learning automatic free-text evaluation. 2011-10-04T23:20:50-05:00 21 4 289 307 2011-10-04T23:20:50-05:00 http://www.inderscience.com/link.php?id=42790 The paper is devoted to the concept map-based intelligent assessment system that promotes students' knowledge self-assessment and supports teachers in improvement of study courses through systematic assessment and analysis of students' knowledge on the basis of concept maps. During the last five years, both the system's functionality and knowledge assessment approach were improved persistently, and at the moment, certain level of maturity is reached in both directions. The paper focuses on general principles of functioning of the last prototype, tasks provided, teachers' and students' support, scoring and adaptation mechanisms. At the end of the paper, retrospection of the system's evolution and evaluation results is provided. The concept map-based assessment system: functional capabilities, evolution, and experimental results
Alla Anohina-Naumeca, Janis Grundspenkis, Maija Strautmane
International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 308 - 327
The paper is devoted to the concept map-based intelligent assessment system that promotes students' knowledge self-assessment and supports teachers in improvement of study courses through systematic assessment and analysis of students' knowledge on the basis of concept maps. During the last five years, both the system's functionality and knowledge assessment approach were improved persistently, and at the moment, certain level of maturity is reached in both directions. The paper focuses on general principles of functioning of the last prototype, tasks provided, teachers' and students' support, scoring and adaptation mechanisms. At the end of the paper, retrospection of the system's evolution and evaluation results is provided.

]]> 10.1504/IJCEELL.2011.042790 International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 308 - 327 Alla Anohina-Naumeca Janis Grundspenkis Maija Strautmane Department of Systems Theory and Design, Riga Technical University, 1 Kalku Street, Riga, LV-1658, Latvia. ' Department of Systems Theory and Design, Riga Technical University, 1 Kalku Street, Riga, LV-1658, Latvia. ' Department of Systems Theory and Design, Riga Technical University, 1 Kalku Street, Riga, LV-1658, Latvia concept maps computer-based assessment intelligent knowledge assessment systems functional capabilities system evolution experimental results student knowledge self-assessment teachers educational support systematic assessment knowledge analysis student support scoring mechanisms adaptation mechanisms evaluation results visualisation continuing education life-long learning automatic free-text evaluation. 2011-10-04T23:20:50-05:00 21 4 308 327 2011-10-04T23:20:50-05:00 http://www.inderscience.com/link.php?id=42791 The problem of the multiplicity of word meanings has preoccupied so many researches from the linguistics, psychology or computational linguistic. In this paper, we revised how LSA represents the polysemous words and we explain some bias related with the meaning generation and revised some constraint-satisfaction models which introduce into the equation some dynamic mechanisms. The idea of these models is to take the amalgamated word vector from LSA and embed it into its discourse and semantic context, and by means of a dynamic mechanism, the appropriate features of it is are selected. To illustrate our arguments, we present some networks, providing evidence that polysemous words have separated representations for each sense only in presence of the linguistic context that involved it. We also present an example of how these mechanisms also contribute to support the visual heuristic searches in the visual information retrieval interfaces (VIRIs). The representation of polysemy through vectors: some building blocks for constructing models and applications with LSA
Guillermo Jorge-Botana, Jose A. Leon, Ricardo Olmos, Inmaculada Escudero
International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 328 - 342
The problem of the multiplicity of word meanings has preoccupied so many researches from the linguistics, psychology or computational linguistic. In this paper, we revised how LSA represents the polysemous words and we explain some bias related with the meaning generation and revised some constraint-satisfaction models which introduce into the equation some dynamic mechanisms. The idea of these models is to take the amalgamated word vector from LSA and embed it into its discourse and semantic context, and by means of a dynamic mechanism, the appropriate features of it is are selected. To illustrate our arguments, we present some networks, providing evidence that polysemous words have separated representations for each sense only in presence of the linguistic context that involved it. We also present an example of how these mechanisms also contribute to support the visual heuristic searches in the visual information retrieval interfaces (VIRIs).

]]> 10.1504/IJCEELL.2011.042791 International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 328 - 342 Guillermo Jorge-Botana Jose A. Leon Ricardo Olmos Inmaculada Escudero Departamento de Psicologia Basica, Facultad de Psicologia, Universidad Autonoma de Madrid, Campus de Cantoblanco, 28049 – Madrid, Spain. ' Departamento de Psicologia Basica, Facultad de Psicologia, Universidad Autonoma de Madrid, Campus de Cantoblanco, 28049 – Madrid, Spain. ' Departamento de Psicologia Basica, Facultad de Psicologia, Universidad Autonoma de Madrid, Campus de Cantoblanco, 28049 – Madrid, Spain. ' Departamento de Psicologia Evolutiva y de la Educacion, Facultad de Psicologia, UNED, C/ Juan del Rosal, 10, 28040 – Madrid, Spain latent semantic analysis LSA polysemy lexical representation linguistic contexts lexical semantics computational linguistics predication discourse comprehension psycholinguistics ambiguity semantic networks visual information retrieval interfaces VIRIs word meanings polysemous words constraint-satisfaction models dynamic mechanisms amalgamated vectors word vectors visual searches heuristic searches word sense visualisation continuing education life-long learning automatic free-text evaluation. 2011-10-04T23:20:50-05:00 21 4 328 342 2011-10-04T23:20:50-05:00 http://www.inderscience.com/link.php?id=42792 Hypertext documents are pieces or nodes of information connected to each other through hyperlinks, which is the basis for more complex learning technologies as e-learning platforms or electronic encyclopaedias. Because of its extensive use, there is a need for procedures and techniques that help authors to enhance the comprehensibility of hypertext. This paper presents a number of cognitive models that explain how learners navigate and comprehends hypertext documents. The CoLiDeS and CoLiDeS+ models describe how people navigate when they try to find specific information, while the hypertext comprehension model addresses knowledge acquisition when their goal is to comprehend hypertext contents. Some problems predicted by these models that affect the comprehensibility of hypertexts are discussed. In addition, a number of procedures are described that uses latent semantic analysis (LSA) free-text tools in order to assess and improve their usability and comprehensibility. Using latent semantic analysis to enhance the comprehensibility of hypertext systems
R. Ignacio Madrid, Jose J. Canas
International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 343 - 354
Hypertext documents are pieces or nodes of information connected to each other through hyperlinks, which is the basis for more complex learning technologies as e-learning platforms or electronic encyclopaedias. Because of its extensive use, there is a need for procedures and techniques that help authors to enhance the comprehensibility of hypertext. This paper presents a number of cognitive models that explain how learners navigate and comprehends hypertext documents. The CoLiDeS and CoLiDeS+ models describe how people navigate when they try to find specific information, while the hypertext comprehension model addresses knowledge acquisition when their goal is to comprehend hypertext contents. Some problems predicted by these models that affect the comprehensibility of hypertexts are discussed. In addition, a number of procedures are described that uses latent semantic analysis (LSA) free-text tools in order to assess and improve their usability and comprehensibility.

]]> 10.1504/IJCEELL.2011.042792 International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 343 - 354 R. Ignacio Madrid Jose J. Canas Cognitive Ergonomics Group, Department of Experimental Psychology, University of Granada, Campus de Cartuja S/N, 18071 Granada, Spain. ' Cognitive Ergonomics Group, Department of Experimental Psychology, University of Granada, Campus de Cartuja S/N, 18071 Granada, Spain hypertext comprehensibility cognitive modelling web navigation free-text assessment latent semantic analysis LSA web usability internet world wide web hypertext systems hypertext documents information nodes hyperlinks complex technologies learning technologies e-learning platforms electronic learning online learning electronic encyclopaedias knowledge acquisition CoLiDeS comprehension-based models linked models deliberated searches visualisation continuing education life-long learning automatic free-text evaluation. 2011-10-04T23:20:50-05:00 21 4 343 354 2011-10-04T23:20:50-05:00 http://www.inderscience.com/link.php?id=42793 Contextualised, meaning-based interaction in the foreign language is widely recognised as crucial for second language acquisition. Correspondingly, current exercises in foreign language teaching generally require students to manipulate both form and meaning. For intelligent language tutoring systems to support such activities, they thus must be able to evaluate the appropriateness of the meaning of a learner response for a given exercise. We discuss such a content-assessment approach, focusing on reading comprehension exercises. We pursue the idea that a range of simultaneously available representations at different levels of complexity and linguistic abstraction provide a good empirical basis for content assessment. We show how an annotation-based NLP architecture implementing this idea can be realised and that it successfully performs on a corpus of authentic learner answers to reading comprehension questions. To support comparison and sustainable development on content assessment, we also define a general exchange format for such exercise data. Integrating parallel analysis modules to evaluate the meaning of answers to reading comprehension questions
Detmar Meurers, Ramon Ziai, Niels Ott, Stacey M. Bailey
International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 355 - 369
Contextualised, meaning-based interaction in the foreign language is widely recognised as crucial for second language acquisition. Correspondingly, current exercises in foreign language teaching generally require students to manipulate both form and meaning. For intelligent language tutoring systems to support such activities, they thus must be able to evaluate the appropriateness of the meaning of a learner response for a given exercise. We discuss such a content-assessment approach, focusing on reading comprehension exercises. We pursue the idea that a range of simultaneously available representations at different levels of complexity and linguistic abstraction provide a good empirical basis for content assessment. We show how an annotation-based NLP architecture implementing this idea can be realised and that it successfully performs on a corpus of authentic learner answers to reading comprehension questions. To support comparison and sustainable development on content assessment, we also define a general exchange format for such exercise data.

]]> 10.1504/IJCEELL.2011.042793 International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, No. 4 (2011) pp. 355 - 369 Detmar Meurers Ramon Ziai Niels Ott Stacey M. Bailey Seminar fur Sprachwissenschaft, Universitat Tubingen, Wilhelmstrasse 19, 72072 Tubingen, Germany. ' Sonderforschungsbereich 833, Universitat Tubingen, Nauklerstrasse 35, 72072 Tubingen, Germany. ' Sonderforschungsbereich 833, Universitat Tubingen, Nauklerstrasse 35, 72072 Tubingen, Germany. ' The MITRE Corporation, 7515 Colshire Dr., McLean, VA 22102, USA content assessment shallow semantic analysis textual entailment meaning comparisons ICALL intelligent CALL computer-assisted language learning intelligent tutoring systems reading comprehension parallel analysis modules comprehension questions contextualised interactions meaning-based interactions foreign languages second languages language acquisition language teaching language form language meaning learner responses complexity linguistic abstraction natural language processing annotation-based architecture NLP architecture learner answers exchange formats exercise data visualisation continuing education life-long learning automatic free-text evaluation. 2011-10-04T23:20:50-05:00 21 4 355 369 2011-10-04T23:20:50-05:00