Abstract. In this paper we investigate the use of Latent Semantic Analysis (LSA), Critiquing Systems, and Knowledge Building to support computerbased teaching of English composition. We have built and tested an English Composition Critiquing System that make use of LSA to analyze student essays and compute feedback by comparing their essays with teacher's model essays. LSA values are input to a critiquing component to provide a user interface for the students. A software agent can also use the critic feedback to coordinate a collaborative knowledge building session with multiple users (students and teachers). Shared feedback provides seed questions that can trigger discussion and extended reflection about the next phase of writing. We present the first version of a prototype we have built, and report the results from an informal experiment. We end the paper by describing our plans for future work.
The significant development of artificial neural network architectures has facilitated the increasing adoption of automated music composition models over the past few years. However, most existing systems feature algorithmic generative structures based on hard code and predefined rules, generally excluding interactive or improvised behaviors. We propose a motion based music system, MoMusic, as a AI real time music generation system. MoMusic features a partially randomized harmonic sequencing model based on a probabilistic analysis of tonal chord progressions, mathematically abstracted through musical set theory. This model is presented against a dual dimension grid that produces resulting sounds through a posture recognition mechanism. A camera captures the users' fingers' movement and trajectories, creating coherent, partially improvised harmonic progressions. MoMusic integrates several timbrical registers, from traditional classical instruments such as the piano to a new ''human voice instrument'' created using a voice conversion technique. Our research demonstrates MoMusic's interactiveness, ability to inspire musicians, and ability to generate coherent musical material with various timbrical registers. MoMusic's capabilities could be easily expanded to incorporate different forms of posture controlled timbrical transformation, rhythmic transformation, dynamic transformation, or even digital sound processing techniques.
This chapter describes the use of a Web-based essay critiquing system and its integration into in a series of composition workshops for a group of secondary school students in Hong Kong. It begins with a review and application of the hybrid learning approach, followed by a description of latent semantic analysis, a methodology for corpus preparation. Then, the distribution computing architecture for essay critiquing system is described. It explicates the way in which the system is integrated with a writing pedagogy implemented in the workshop and the feasibility evaluation result is derived. The positive result confirms the benefits of hybrid learning.
University students in Macao are required to attend computer literacy courses to develop their basic skill levels and knowledge as part of their mastery foundations. To be effective, such courses, which are very staff intensive and require access to expensive equipment and software, demand high levels of individual teaching. Still, teachers frequently complain about the weak IT skills of many courses. This on-going research proposes an enhanced model for designing and delivering computer literacy courses based on peer-tutoring to improve student outcomes. It is expected to ensure that the curriculum content, learning styles and assessment procedures are properly aligned and fully understood by both instructors and students to achieve high quality results. In Macao, most students hold a Confucian Heritage Cultural (CHC) background and, thus, it is expected/ we anticipate that the present study will provide new insights into the relation between CHC and peer-tutoring.
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