Results 61 to 70 of about 3,208 (265)

Towards Learning Through Open-Domain Dialog

, 2022
The development of artificial agents able to learn through dialog without domain restrictions has the potential to allow machines to learn how to perform tasks in a similar manner to humans and change how we relate to them. However, research in this area is practically nonexistent.
Ribeiro, Eugénio, Ribeiro, Ricardo, de Matos, David Martins   +2 more
openaire   +2 more sources

How multilingual is scholarly communication? Mapping the global distribution of languages in publications and citations

Journal of the Association for Information Science and Technology, EarlyView.
Abstract Language is a major source of systemic inequities in science, particularly among scholars whose first language is not English. Studies have examined scientists' linguistic practices in specific contexts; few, however, have provided a global analysis of multilingualism in science. Using two major bibliometric databases (OpenAlex and Dimensions),
Carolina Pradier, Lucía Céspedes, Vincent Larivière   +2 more
wiley   +1 more source

Facilitating the Acquisition of Critical Writing Skills? An Exploration of Pedagogical Practices Within a Business School at a New University in the UK

Journal of Contemporary Issues in Education, 2020
This case study of writing practices at a Business School at a “new university” attempts to ascertain whether a constructivist and dialogic pedagogical approach is utilised in order to facilitate the acquisition of critical writing practices among ...
Martin Andrew Percy
doaj   +1 more source

Dialog-based Language Learning

, 2016
A long-term goal of machine learning research is to build an intelligent dialog agent. Most research in natural language understanding has focused on learning from fixed training sets of labeled data, with supervision either at the word level (tagging, parsing tasks) or sentence level (question answering, machine translation).
openaire   +2 more sources

A dancing bear, a colleague, or a sharpened toolbox? The cautious adoption of generative artificial intelligence technologies in digital humanities research

Journal of the Association for Information Science and Technology, EarlyView.
Abstract The emergence of generative artificial intelligence (GenAI) is reshaping the research landscape and carries significant implications for Digital Humanities (DH), a field long intertwined with computational methods and technologies. This study examines how DH scholars are adopting and critically evaluating GenAI in their research. Drawing on an
Rongqian Ma, Meredith Dedema, Andrew Cox
wiley   +1 more source

Developing a critical caste analysis within information science and technology: A research review: An annual review of information science and technology paper

Journal of the Association for Information Science and Technology, EarlyView.
Abstract Caste—an ascriptive social hierarchy in South Asia and its diaspora—is a globalized phenomenon. Recent caste‐based discrimination, particularly in technology companies and anti‐caste efforts to address it, has compelled academia, policy, and the technology industry to better understand contemporary mechanics of caste.
Nayana Kirasur, Britt Paris
wiley   +1 more source

The impact of learning assistant facilitation practices on student in-the-moment learning

International Journal of STEM Education
Background Learning assistants (LAs) in undergraduate STEM lectures facilitate discussions between students in small groups. In this research study, we investigate the impact of LA facilitation on student learning as it occurs during LA–student ...
Nicolette M. Maggiore, Kataleeya P. Powers, Krystal L. Lwanga, Ira Caspari-Gnann   +3 more
doaj   +1 more source

Maximizing the impact of dialogic peer feedback on student engagement: The role of regulation support

Educational Technology & Society
The absence of instructional support during peer feedback prevents students from engaging with peer feedback. This study adopted regulated dialogic feedback as the instructional foundation and investigated its impact on students’ engagement using an ...
Sheng-Shiang Tseng, Erkan Er
doaj   +1 more source

Evidence to support integrating feedback best practice for computer‐based assessment in pharmacology education

British Journal of Clinical Pharmacology, EarlyView.
Feedback is the most powerful driver of learning, but it can afford variable effects depending on the method used. The design of feedback for computer‐based assessment—now increasingly prevalent in higher education—remains relatively underexplored, particularly for pharmacology education.
Claire Y. Hepburn
wiley   +1 more source

L1 as a Tool for Dialogic Discourse in an ESL Classroom during Pre-Writing Stage

Recoletos Multidisciplinary Research Journal
This descriptive-qualitative study investigated L1 functions in the pre-writing stage in the L2 context. It explored how L1 in the pre-writing stage built dialogic engagement as a form of empowerment necessary to engage in L2 writing.
Juland Salayo, Al Ryanne Gatcho, Cecille Marie Titar-Improgo   +2 more
doaj   +1 more source