Thesis: Analyzing Text Complexity and Timeline Evolution

On next Monday, the 26th of September, I will be in the PhD Thesis defence committee of Lucia Larise Stavarache. She designed “BlogCrawl” on top of ReaderBench, which allows to automatically harvest forums and chats, to be in turn analyzed by ReaderBench in terms of knowledge building and participation. Below is an excerpt of her thesis.

The approach underneath this thesis explores and integrates advanced Computer Supported Collaborative Learning, Natural Language Processing techniques and Learning Communities research in a consolidated view of how knowledge emerges from supervised and alternative educational environments. Furthermore, extending the dimensional space of analysis through time, topics and sentiments, this thesis presents a multi-dimensional analysis on the evolution of learning communities. Going one step further, the findings resulted are then crossed analyzed from a tutor student relationship in order to fill the current gaps and converge to a collaborative educational approaches inspired by the work of Bakhtin (Bakhtin, 1981) Vykostki (Vygotsky, 1978), Scardamalia (Scardamalia, 2002) and Stahl (Stahl, Koschmann, & Suthers, 2006).
The committee is composed of Nic Nistor, Florin Radulescu, Stefan Trausan-Matu (supervisor), and myself.

Teacher’s Sensitivity towards pupils: a Mobile Eye Tracking Study

Just presented, yesterday the 14th of September, at EC-TEL conf. (in Lyon), a study aiming at investigating which cues teachers detect and process from their students during instruction. This information capturing process depends on teachers’ sensitivity, or awareness, to students’ needs, which has been recognized as crucial for classroom management.

We recorded the gaze behaviors of two pre-service teachers and two experienced teachers during a whole math lesson in primary classrooms. Thanks to a simple Learning Analytics interface, the data analysis reports, firstly, which were the most often tracked students, in relation with their classroom behavior and performance; secondly, which relationships exist between teachers’ attentional frequency distribution and lability, and the overall classroom climate they promote, measured by the Classroom Assessment Scoring System. Results show that participants’ gaze patterns are mainly related to their experience. Learning Analytics use cases are eventually presented, enabling researchers or teacher trainers to further explore the eye-tracking data.
The co-authors of this study are: Olivier Cosnefroy, LSE, Univ. Grenoble Alpes & Vanda Luengo, LIP6, UPMC, Paris.
The full paper is available here.