Browsing by Author "Rosé, C."

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    Impact of group norms in eliciting response in a goal driven virtual community
    (UHAMKA PRESS uhamkapress@yahoo.co.id, 2013) Jain, S.; Sinha, T.; Shah, A.; Sharma, C.; Rosé, C.
    With the proliferation of social media into our daily lives, online communities have become an important platform for collaborative learning and education. To connect users with varying knowledge levels and increase the net learning throughput, these communities often follow a question-answer based approach. Understanding what drives attention to help-seeking questions can reduce the amount of questions that go unnoticed or remain unanswered by the community. In this paper we discuss an important feature that affects the activity of the community, namely the community norms. We present a machine learning based trigger-driven feedback model that functions by (i) differentiating between help-seeking questions and follow-up posts - i.e. posts that are part of an ongoing discussion, and (ii) a dynamic intervention scheme to help improve question formulation. Our findings show that adhering to the community norms significantly increases the chance of eliciting a response.
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    Predicting student learning from conversational cues
    (Springer Verlag service@springer.de, 2014) Adamson, D.; Bharadwaj, A.; Singh, A.; Ashe, C.; Yaron, D.; Rosé, C.
    In the work here presented, we apply textual and sequential methods to assess the outcomes of an unconstrained multiparty dialogue. In the context of chat transcripts from a collaborative learning scenario, we demonstrate that while low-level textual features can indeed predict student success, models derived from sequential discourse act labels are also predictive, both on their own and as a supplement to textual feature sets. Further, we find that evidence from the initial stages of a collaborative activity is just as effective as using the whole. © 2014 Springer International Publishing Switzerland.
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    Supporting collaboration in wikipedia between language communities
    (Association for Computing Machinery, Inc acmhelp@acm.org, 2012) Kulkarni, R.G.; Trivedi, G.; Suresh, T.; Wen, M.; Zheng, Z.; Rosé, C.
    This paper describes an application of machine translation technology for supporting collaboration in Wikipedia. Wikipedia hosts separate language Wikipedias for hundreds of different languages. While some content is specific to these different versions of Wikipedia, some topics have pages within multiple different Wikipedias. Similarly, while some users participate only in one Wikipedia, we find users who play a bridging role between these sub- communities and participate in the process of maintaining similar pages in different Wikipedias. Since these are not the majority of users, a support tool that allows stretching the effort of these specialized users further by indicating where their effort is needed could be a tremendous benefit to the community. An evaluation of the proposed approach demonstrates promise that such a tool could substantially reduce the effort involved in playing this bridging role on Wikipedia. © 2012 ACM.
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    The beginning of a beautiful friendship? Intelligent tutoring systems and MOOCs
    (Springer Verlag service@springer.de, 2015) Aleven, V.; Sewall, J.; Popescu, O.; Xhakaj, F.; Chand, D.; Baker, R.; Wang, Y.; Siemens, G.; Rosé, C.; Gašević, D.
    A key challenge in ITS research and development is to support tutoring at scale, for example by embedding tutors in MOOCs. An obstacle to at-scale deployment is that ITS architectures tend to be complex, not easily deployed in browsers without significant server-side processing, and not easily embedded in a learning management system (LMS). We present a case study in which a widely used ITS authoring tool suite, CTAT/TutorShop, was modified so that tutors can be embedded in MOOCs. Specifically, the inner loop (the example-tracing tutor engine) was moved to the client by reimplementing it in JavaScript, and the tutors were made compatible with the LTI e-learning standard. The feasibility of this general approach to ITS/MOOC integration was demonstrated with simple tutors in an edX MOOC “Data Analytics and Learning.†© Springer International Publishing Switzerland 2015.