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Martin, J.R.

doi:10.1075/z.59

Cited by 1,409 publications

(266 citation statements)

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“…Three general exchange structure categories are considered: give-information, elicit-information and raise-anissue, which consist of different types of moves [38] and describe a generic discourse goal. More specifically, the goal of the actor who initiates the give-information exchange is to inform his/her partners about a certain situation with the aim to change the partners' mental states.…”

Section: A Cognitive Assessment Approach For Evaluating Collaboratiomentioning

confidence: 99%

Providing a Multi-fold Assessment Framework to Virtualized Collaborative Learning in Support for Engineering Education

Mora¹,

Caballé

Daradoumis³

2016

Int. J. Emerg. Technol. Learn.

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Abstract-In previous research we proposed a virtualization process of live collaborative sessions from Web discussion forums and chats with the aim to produce interactive and attractive online learning resources to be played by learners, thus having a positive effect in learner engagement. In order to enhance further learning engagement, in this paper we endow our virtualization process with a multifold assessment framework that provides effective awareness and constructive feedback to learners from the original collaborative interactions amongst group members. The research here presented focuses on e-assessment of collaborative and social learning and extends it with Learning Analytics and Social Network Analysis techniques that are able to analyze and represent cognitive and social interactions underlying live collaborative sessions. The interaction data extracted from collaborative knowledge and social networking is integrated into the virtualized collaborative learning to produce an efficient and personalized awareness and feedback system about the collaborative activity and the social behaviour of the original participants of live collaboration. This paper describes both the conceptual and methodological research to build our multi-fold e-assessment framework. The research is evaluated in real context of e-learning and validated by empirical data and interpretation.Index Terms-Collaborative learning, collaborative complex learning resources, cognitive and social e-assessment, networking interaction, social network analysis

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Section: A Cognitive Assessment Approach For Evaluating Collaboratiomentioning

confidence: 99%

Providing a Multi-fold Assessment Framework to Virtualized Collaborative Learning in Support for Engineering Education

Mora¹,

Caballé

Daradoumis³

2016

Int. J. Emerg. Technol. Learn.

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“…The genre-based approach to teaching writing to university students in general, and to second language students in particular, has received growing attention from different stakeholders in recent decades. Genre theory and pedagogy are usually attributed to three traditions (Hyon, 1996): The Sydney School (Martin, 1992), which is drawn on the Systemic Functional Linguistics (SFL; Halliday, 1987Halliday, , 1994; English for Specific Purposes (ESP; Swales, 1990); and the North American New Rhetoric (Freedman & Medway, 1994;Miller, 1984). Flowerdew (2002) postulated that these three theoretical traditions could represent two approaches to genre theory and pedagogy: a text-based approach and a situation-oriented approach.…”

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confidence: 99%

Role of assessment in second language writing research and pedagogy

Aryadoust

Riazi

2016

Educational Psychology

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“…The network representation formalism adopted in this research is called the system network (Martin 1992;Eggins 1994). Figure 2 shows the system network version of the lexical chain examples taken from Figure 1.…”

Section: Representing Knowledgementioning

confidence: 99%

Symbolic Knowledge Representation in Transcript Based Taxonomies

Windridge¹,

Sharp²,

Thompson³

2005

Proceedings of the Seventh International Conference on Enterprise Information Systems

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Abstract:This paper introduces a design for the taxonomical representation of participants' instantial meaningmaking, as the basis for providing a measure of ambiguity and contestation. We use hyponymy and meronymy as the basis for our taxonomies and adopt the System Network formalism as the basis for their representation. We achieve an integration of transcript and taxonomy using an XML based 'satellite' system of data storage. Content data forms a 'Root' document which can then 'mapped' to by an arbitrary number of 'Descriptor' documents. This system represents instantial meanings by mapping Descriptor document elements to elements in the Root. Part of this mapping also includes the sequence of Root elements, accommodating the diachronic representation of meaning-making. This diachronic representation provides the basis for measuring ambiguity and contestation.

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English Text

Cited by 1,409 publications

References 0 publications

Providing a Multi-fold Assessment Framework to Virtualized Collaborative Learning in Support for Engineering Education

Providing a Multi-fold Assessment Framework to Virtualized Collaborative Learning in Support for Engineering Education

Role of assessment in second language writing research and pedagogy

Symbolic Knowledge Representation in Transcript Based Taxonomies

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