With the aim of storing learner corpora as well as information about the Basque language students who wrote the texts, two different but complementary databases were created: ERREUS and IRAKAZI. Linguistic and technical information (error description, error category, tools for detection/correction...) will be stored in ERREUS, while IRAKAZI will be filled in with psycholinguistic information (e...

In this paper we aim to describe the process by which our personalised web-based collaborative teaching/learning methodology (CECIP – Collaboration – Evaluation – Critical thinking – Individual assessment – learner Profile) evolved originating from Vygotsky’s theory and based on the (C) collaborative construction of student’s knowledge, (E) developing evaluation and assessment skills, (C) devel...

This new initiative across the School of Pharmacy and Life Sciences at Robert Gordon University focuses around students from the Overseas Pharmacist’s Assessment Programme (OSPAP) and 3rd year Nutrition and Dietetics students working in an interprofessional setting to manage the care of individuals with Phenylketonuria (PKU). A problem based learning approach was employed which involved small g...

In this paper, we discuss how error annotation for learner corpora should be done by explaining the state of the art of error tagging schemes in learner corpus research. Several learner corpora, including the NICT JLE (Japanese Learner English) Corpus that we have compiled are annotated with error tagsets designed by categorizing “likely” errors implied from the existing canonical grammar rules...

This paper focuses on the collaborative learning of mathematics in which learners effectively acquire knowledge of common exercises through discussion with other learners. During collaborative learning, learners sometimes cannot solve exercises successfully, because they cannot derive answers by themselves or they hesitate to propose answers through discussion. To cope with such situations, thi...

Analysis of student-tutor coaching dialogs suggest that good human tutors attend to and attempt to influence the motivational state of learners. Moreover, they are sensitive to the social face of the learner, and seek to mitigate the potential face threat of their comments. This paper describes a dialog generator for pedagogical agents that takes motivation and face threat factors into account....