CyberMate &amp;#x223C; Artificial Intelligent business help desk assistant with instance messaging services

Weerawarna, Nethmini T.; Haththella, H.M.H.R.B.; Ambadeniya, A. R. G. K. B. R.; Chandrasiri, L. H. S. S.; Bandara, M. S. L.; Thelijjagoda, Samantha

doi:10.1109/iciinfs.2011.6038105

Cited by 3 publications

(2 citation statements)

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“…Although Georgia State's initiative and success is admirable and groundbreaking in U.S. higher education, businesses and hospitals have used artificial intelligence messaging services (chatbots) for at least fifteen years (Jenkins et al, 2007;Weerawarna, 2011), as foundational work in applied natural language processing and quantitative linguistics have now made it possible for computers to assess essays nearly as accurately as human beings and tutor students struggling in writing through a variety of educational activities and games (McNamara et al, 2014).…”

Section: Emerging Technologies As Nonroutinementioning

confidence: 99%

Breaking the English Routine: An Argument for Polylingual Discourse in U.S. Higher Education

Taylor

2021

JPHE

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Extant research has suggested United States (U.S.) higher education is more accessible and equitable toward Whites than toward English-language learners, international students, and students of color (Bernal, 2002; Lee & Rice, 2007; Lippi-Green, 2012; Yeh & Inose, 2003). In this argumentative essay, I insist these issues of access and equity are partially owed to the Anglocentric, highly routinized, and luddite nature of U.S. higher education communication, policy, and practice. Moreover, I forward the notion that predominantly English institutions (PEIs) should explore performing non-routine, highly technological work in order to value the linguistic capital (Yosso, 2005) brought to the institution by students with diverse language knowledge in order to truly serve students from minoritized language populations. Implications for linguistic equity and the practicality of polylingual institutional support is addressed.

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Section: Emerging Technologies As Nonroutinementioning

confidence: 99%

Breaking the English Routine: An Argument for Polylingual Discourse in U.S. Higher Education

Taylor

2021

JPHE

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“…Although Georgia State's initiative and success is admirable and groundbreaking in U.S. higher education, businesses and hospitals have used artificial intelligence messaging services (chatbots) for at least fifteen years (Jenkins et al, 2007;Weerawarna et al, 2011), as foundational work in applied natural language processing and quantitative linguistics have now made it possible for computers to assess essays nearly as accurately as human beings and tutor students struggling in writing through a variety of educational activities and games (McNamara, Graesser, McCarthy, & Cai, 2014).…”

Section: Emerging Technologies As Non-routinementioning

confidence: 99%

Breaking the English Routine: An Empirical Argument for Polylingual Discourse in U.S. Higher Education

Taylor¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Extant research has suggested United States (U.S.) higher education is more accessible and equitable toward Whites than toward English-language learners, international students, and students of color (Taylor, 2017(Taylor, , 2018a(Taylor, , 2018b. In this empirical essay, I argue these issues of access and equity is partially owed to the Anglocentric, highly routinized, and luddite nature of U.S. higher education communication, policy, and practice. Moreover, I forward the notion that predominantly-English institutions (PEIs) should explore performing non-routine, highlytechnological work in order to value the linguistic capital (Yosso, 2005) brought to the institution by students with diverse language knowledge in order to truly serve students from minoritized language populations.

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Estudo de viabilidade sobre o uso de Chatterbots em redes sociais para acessar ambientes de e-learning

Arantes

Freire

Simioni³

2013

Workshop De Informática Na Escola

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The use of social networks in conjunction with e-learning platforms has been explored in order to create more interesting and collaborative learning environments for students. This synergy has become a new trend in the deployment of Digital Information and Communication Technologies in education. However, the existing literature explores how learning environments can be enriched by social networks or social tools. In our work, we propose to adopt the oppositewe use social networks to access or explore an e-learning environment. In this article we present a feasibility assessment on the use of the WAS (Write and Solve) agent to access features of the TelEduc e-learning environment. To perform the evaluation we applied a questionnaire to TelEduc users. The results show that the integration between the agent and the e-learning environment is desired and considered useful by the respondents.Resumo. O uso conjunto de redes sociais e plataformas de e-learning tem sido explorado com o intuito de criar ambientes de aprendizagem mais interessantes e colaborativos para os alunos, constituindo uma nova tendência de uso das Tecnologias Digitais de Informação e Comunicação (TDIC) na educação. No entanto, os trabalhos encontrados na literatura partem de ambientes de aprendizagem que são enriquecidos pelas redes sociais ou por ferramentas sociais. Em nosso trabalho, propomos adotar o caminho inversoisto é, usar as redes sociais para acessar e/ou explorar um ambiente de elearning. Neste artigo apresentamos uma avaliação de viabilidade sobre o uso do agente WAS (Write and Solve) para acessar funcionalidades do ambiente de e-learning TelEduc. Para realizar a avaliação aplicamos um questionário aos usuários do TelEduc. Os resultados mostram que a integração entre o agente e o ambiente de e-learning é desejada e considerada útil pelos respondentes.

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CyberMate ∼ Artificial Intelligent business help desk assistant with instance messaging services

Cited by 3 publications

References 0 publications

Breaking the English Routine: An Argument for Polylingual Discourse in U.S. Higher Education

Breaking the English Routine: An Argument for Polylingual Discourse in U.S. Higher Education

Breaking the English Routine: An Empirical Argument for Polylingual Discourse in U.S. Higher Education

Estudo de viabilidade sobre o uso de Chatterbots em redes sociais para acessar ambientes de e-learning

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