scholarly journals Socio-technical configurations for productive talk

2021 ◽  
Author(s):  
Peter Reimann
Keyword(s):  
Productive Talk

scholarly journals Attention-based hierarchical recurrent neural networks for MOOC forum posts analysis

2020 ◽  
Author(s):  
Nicola Capuano ◽  
Santi Caballé ◽  
Jordi Conesa ◽  
Antonio Greco
Keyword(s):  
Neural Networks ◽  
Recurrent Neural Networks ◽  
Text Categorization ◽  
Online Courses ◽  
Recurrent Network ◽  
Subject Area ◽  
Conversational Agents ◽  
Collaborative Tools ◽  
Experimental Findings ◽  
Productive Talk

AbstractMassive open online courses (MOOCs) allow students and instructors to discuss through messages posted on a forum. However, the instructors should limit their interaction to the most critical tasks during MOOC delivery so, teacher-led scaffolding activities, such as forum-based support, can be very limited, even impossible in such environments. In addition, students who try to clarify the concepts through such collaborative tools could not receive useful answers, and the lack of interactivity may cause a permanent abandonment of the course. The purpose of this paper is to report the experimental findings obtained evaluating the performance of a text categorization tool capable of detecting the intent, the subject area, the domain topics, the sentiment polarity, and the level of confusion and urgency of a forum post, so that the result may be exploited by instructors to carefully plan their interventions. The proposed approach is based on the application of attention-based hierarchical recurrent neural networks, in which both a recurrent network for word encoding and an attention mechanism for word aggregation at sentence and document levels are used before classification. The integration of the developed classifier inside an existing tool for conversational agents, based on the academically productive talk framework, is also presented as well as the accuracy of the proposed method in the classification of forum posts.

Towards Academically Productive Talk Supported by Conversational Agents

2013 ◽  
pp. 459-476 ◽  
Author(s):  
Gregory Dyke ◽  
Iris Howley ◽  
David Adamson ◽  
Rohit Kumar ◽  
Carolyn Penstein Rosé
Keyword(s):  
Conversational Agents ◽  
Productive Talk

Towards Academically Productive Talk Supported by Conversational Agents

2012 ◽  
pp. 531-540 ◽  
Author(s):  
Gregory Dyke ◽  
David Adamson ◽  
Iris Howley ◽  
Carolyn Penstein Rosé
Keyword(s):  
Conversational Agents ◽  
Productive Talk

School-to-Home Transfer of Conflict Management Skills among School-Age Children

1993 ◽  
Vol 74 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Deborah B. Gentry ◽  
Wayne A. Benenson
Keyword(s):  
Conflict Management ◽  
Peer Mediation ◽  
School Age Children ◽  
Demographic Information ◽  
Management Skills ◽  
Management Information ◽  
Home Setting ◽  
School Based ◽  
Before And After ◽  
Productive Talk

This study determined the degree to and manner in which elementary students in a school-based peer-mediation program transferred conflict-management information and skills learned and practiced at school to the home setting for use in resolving sibling conflicts. Twenty-seven student “conflict managers” from grades four to six and at least one of their parents were interviewed before and after intervention. Data were collected on (1) demographic information; (2) perceptions of the frequency, intensity, and duration of sibling conflicts; (3) the necessity and kind of parent intervention; and (4) the level of positive conflict-management skills demonstrated by the children. Findings indicated that children perceived a significant decline in the frequency and intensity of conflicts with siblings. Parents perceived a similar decline in the frequency of such conflicts and in their need to intervene. Parents additionally perceived a significant improvement in their child's use of productive talk during conflicts.

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