D7.3 Appendix C final EC
Contents
1. 4 Set up user roles 1 Install Elgg if needed 3 Link to an appropriate LSA space D7 3 Appendix C Transferability questionnaires Page 9 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc List the initial training topics for the tutors to prepare them for performing the initial set up of the system 1 Create or use an openlD account 2 Create course topic area Blog 3 Select and upload learning materials for your course unit 4 Generate reference model Training time 1 hour What documents will be provided at the end of 3 weeks the LTfLL project to assist with system set up 1 CONSPECT technical documentation 2 CONSPECT user manual tutors 3 User training videos Screencasts Selecting What language technology data sources have Time appropriate to be selected Depending on availability language 1 A corpus in the target language generated to of sources an LSA technology data sources Lexicons ontologies etc match the topics learners will be expected to cover space can take 3 hours to build Preparing local data List the steps required for preparing local gold Time 1 hour for gold standard or standard reference model data Include what reference model type of local data if any will be used as a gold standard reference model 1 Tutor uploads course material2. annual Time 3 hours Approx frequency Language technology resource General knowledge base Update strategy General knowledge base depends on course domains and chosen Time depends on the corpus size and its availability Approx frequency texts biennal Part 5 Ease of transfer of the service to other domains 6 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new domain Which steps listed in Question 5 must be repeated for the new domain Are there any additional steps required Existing LTfLL service being adapted to new domain steps from Question 5 to be repeated for the new domain 2 If the institution doesn t want to use a general corpus prepare upload a new corpus and assign the new domain to this corpus 2 Additional steps not listed in Question 5 if any D7 3 Appendix C Transferability questionnaires Page 22 of 35 1 Perform some tests on feedback validity 2 Part 6 Ease of transfer of the service to other languages 7 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new language Which steps listed in Question 5 must be repeated for the new language Are there any additional steps required Existing LTfLL service being adapted to new language steps from Question 5 to be repeated for the new language 1 S
3. Team WP 6 1 Part 1 Institutional policies and practices 1 While preparing for or during the pilot did you become aware of any policies or practices in the pilot institution s that may affect their acceptance willingness to implement of the service e g BlackBoard as corporate VLE Please name the pilot institution to which each of the mentioned policies practices refers Institution Policy or practice Institute of Policy or practice ls not using systems for course preparations Could the difficulty be overcome and if so how Some tutors could adopt the services in their work but we do not expect IPPBAS to impose this Timing please underline after end of project Sofia Policy or practice re i Using Moodle as the only learning platform o dski Could the difficulty be overcome and if so how advertising the FLSS as a good complementary system to Moodle Timing please underline after end of project 2 If you think about other institutions can you suggest any other policies or practices likely to affect the success of attempts to transfer the software to them Policy or practice Policy or practice 1 Each university which provide the online learning materials could adopt the additional semantic search facilities Could the difficulty be overcome and if so how Policy or practice 2 Could the difficulty be overcome and if so how Part 2 Relevance of th
4. before the sequence of steps is unknown gt similar to scripts Types of domain for which the service would be less suitable e Setting 1 See above several areas of geography medicine mathematics physics engineering etc e Setting 2 All domains for which it is difficult to have a large corpus of relevant text material e Reasons See above e Reasons Needed for LSA training D7 3 Appendix C Transferability questionnaires Page 14 of 35 Part 4 Effort involved in setting up the system In answering Question 5 think about an institution without previous experience of the LTfLL service What steps are needed to install and configure the system in a new environment Add additional rows to the table as required List each step briefly in a few words e g run installation script select lt language gt lexicon e g Bulgarian Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training and List the initial training topics for the technical Training time documentation support team to prepare them for setting up the system set up system 1 Install Elgg or another PLE VLE LMS that supports Wookie 2 Install WP5 1 services which require Apache Server Apache Tomcat Apache Axis2 PHP and Java 3 Train LSA with the texts provided by the tutors for each course or for each assignment 1 day at most for initial
5. configuration List the initial training topics for the tutors to prepare them for performing the initial set up of the system 1 Upload domain corpus for LSA learning for each course or each chat and forum assignment 2 Upload domain ontology for each course optional 3 Specify concepts used for each chat and forum assignment 4 Read the user manual and watch the screencast 5 Read the help section Training time 1 day at most for initial configuration What documents will be provided at the end of the LTfLL project to assist with system set up 1 PolyCAFe installation and user manuals 2 Pedagogical scenarios of use 3 Screencasts for each user group 4 Help integrated into the application Not applicable Selecting appropriate language technology data sources Lexicons ontologies etc What language technology data sources have to be selected 1 NLP pipe in the target language 2 Domain text corpus in the target language for each course or each assignment for LSA learning 3 Domain ontology optional Time Approximatively 1 day for each LSA learning depends what documents are available for the corpus what format D7 3 Appendix C Transferability questionnaires Page 15 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Preparing local data for gold standard or r
6. system Interactive video tutorial Stakeholder type Time Training topics Documentation for What documents will be provided 10 minutes On going update off the language technology resources How will the language technology resources lexicons ontologies local gold standard reference model data be kept up to date Language technology resource e Updated domain ontology and or lexicon can be imported in the system e Automated ontology enrichment will update the ontology and lexicon continuously Update strategy e Fully automated ontology enrichment e Fully automated integration of Time will be done automatically Approx frequency will be done automatically D7 3 Appendix C Transferability questionnaires Page 33 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc resources from social media Social media resources e Social monitoring tool existing on learner s computer monitors the learner s network and updates the semantic repository Other steps 1 Time 2 Time Part 5 Ease of transfer of the service to other domains 6 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new domain Which steps listed in Question 5 must be repeated for the new domain Are there any additional steps required Existing LTfLL ser
7. that may affect their acceptance willingness to implement of the service e g BlackBoard as corporate VLE Please name the pilot institution to which each of the mentioned policies practices refers Institution Policy or practice PUB NCIT _ Policy or practice PUB NCIT is using Moodle as a LMS Could the difficulty be overcome and if so how 1 Integrate the widgets into Moodle as well 2 Use other platform e g Elgg for running WP5 1 services Timing please underline after end of project UNIMAN Policy or practice UNIMAN is using BlackBoard as a LMS It is difficult to modify the settings configuration of the LMS due to administrative issues Could the difficulty be overcome and if so how 1 Integrate the widgets into Moodle as well 2 Use other platform e g Elgg for running WP5 1 services Timing please underline after end of project If you think about other institutions can you suggest any other policies or practices likely to affect the success of attempts to transfer the software to them Policy or practice Policy or practice 1 Privacy concerns about the use of chat conversation and discussion forums of the students by the services Could the difficulty be overcome and if so how Anonymizing do not show information about students to peers without their consent asking for students consent before using the services Policy or practice 2 Could the
8. Appendix C Transferability Questionnaires Table of Contents Transferability Questions for LTFLL Team WP 4 1 0 0 cccccccceeeeeeeceeeeeeceeeeeeeesenaaeeeeeeeeeesaaaaeeaaeeeeeees 2 Transferability Questions for LTFLL Team WP 4 2 0 0 cccccccceeeeeeeeeeceeeceeeeeeeetensaaaeseeeeeeessaaaeeaaeeeeeees 8 Transferability Questions for LTfLL Team WP 5 1 eee cceeeeeeeeeeeeeeneeeeeeeeeeeeeeeeeeeeaaaeeeeeeteeeeaeeaaees 13 Transferability Questions for LTfLL Team WP 5 2 cccccccceeeeeeeennceeeneeeeeeeeeeeeaaaaaeeeeeseeeseaaeaaaees 19 Transferability Questions for LTfLL Team WP 6 1 ccceeeceeeeee essences eeeeeeeeeeeteeenaaaeeeeeeteneeeaenaaees 24 Transferability Questions for LTFLL Team WP 6 2 cccccccceeeeeesnnceeeceeeeeeeeeeeseaaaaaeeeeseeeeeaaenaaaees 29 D7 3 Appendix C Transferability questionnaires Page 1 of 35 Transferability Questions for LTfLL Team WP 4 1 Part 1 Institutional policies and practices 1 While preparing for or during the pilot did you become aware of any policies or practices in the pilot institution s that may affect their acceptance willingness to implement of the service e g BlackBoard as corporate VLE Please name the pilot institution to which each of the mentioned policies practices refers Instituti Policy or practice on BIT Policy or practice MEDIA BITMEDIA is using different LMS e g SITOS bitmedia product Could the difficulty be overcome and if so
9. _ medicine oriented domains etc e setting 2 all domain in which no large general language corpus exists e reasons see above Part 4 Effort involved in setting up the system In answering Question 5 think about an institution without previous experience of the LTfLL service What steps are needed to install and configure the system in a new environment Add additional rows to the table as required List each step briefly in a few words e g run installation script select lt language gt lexicon e g Bulgarian Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training and List the initial training topics for the technical Training time 3 hours documentation support team to prepare them for setting up the system set up system 1 Install Elgg if needed 2 Install system and corpora 3 Compile the chosen course texts with LSA D7 3 Appendix C Transferability questionnaires Page 20 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc List the initial training topics for the tutors to prepare them for performing the initial set up of the system 1 Choose and upload new general language corpus not implemented yet 2 Choose the course texts to be studied criteria 3 Create or use an openlD account 4 Get acquainted with the an
10. ant barriers to transferring your service to new environments List no more than three barriers and describe whether how the barriers can be overcome either during or after the project Most significant barriers 1 Having a user base esp tutors that is accustomed to social media applications and willing to use external web sites for bookmarking storing learning content 2 Existence of domain ontologies although this is only a small barrier Can these barriers be overcome and how Timing During after project 1 Snowball effect If there are young people who use the after system and it s proving effective than it might be used by the rest too 2 There needs to be at least a small domain ontology which after can then be automatically enriched using the LTfLL enrichment process For many domains such domain ontologies exist Otherwise they can be can be bootstrapped using NLP techniques or tags D7 3 Appendix C Transferability questionnaires Page 35 of 35
11. barriers and describe whether how the barriers can be overcome either during or after the project Most significant barriers 1 the usage of a specific LMS 2 skill oriented settings 3 change of the domain and or language Can these barriers be overcome and how Timing During after project 1 advertising the FLSS as a useful complementary tool to the LMS during the project 2 adding more interactive materials self tests feedback after 3 relying on the existing developed NLP resources for various domains and languages after D7 3 Appendix C Transferability questionnaires Page 28 of 35 Transferability Questions for LTfLL Team WP 6 2 Part 1 Institutional policies and practices 1 While preparing for or during the pilot did you become aware of any policies or practices in the pilot institution s that may affect their acceptance willingness to implement of the service e g BlackBoard as corporate VLE Please name the pilot institution to which each of the mentioned policies practices refers InstitutionPolicy or practice Institution UPB Policy or practice NONE UPB uses Moodle which can accept wookie widgets Could the difficulty be overcome and if so how Timing please underline during Round 3 after end of project Institution UU Policy or practice NONE They use WebCT as learning management system Could the difficulty be overcome and if so how It is not probable that U
12. ce can be added as additional method for motivating Service in secondary and positioning the pupils for specific domains physics schools chemistry and history domains where the learners have different existing knowledge Pedagogic settings for which the service would be less suitable e Ifthe learner is not familiar with computer systems he is not e Setting 1 able to focus on the requested information in the questionnaire The Positioning Service the learner is stressed by using the computer is not useful for individuals with noneor e Using the computer environment is not the difficulty for these less experience in using pupils but they don t have enough existing knowledge to computers provide useful answers to the system e Setting 2 Using the Positioning Service in primary school environments Part 3 Relevance of the service in other domains 4 From your knowledge of the underlying pedagogic theory can you suggest types of domain for which the service would be more or less suitable Please give reasons Types of domain Reason s Types of domain for which the service would be suitable e The used language technologies are not limited to a specific e Setting 1 domain The Positioning Service is useful in domains where descriptive texts are used to answer D7 3 Appendix C Transferability questionnaires Page 3 of 35 questions e g physics chemistry E
13. difficulty be overcome and if so how Part 2 Relevance of the service in other pedagogic settings Pedagogic settings self directed learning directed learning social learning solo learning etc PBL essay writing discussion forums student projects work based learning revising for exams etc From your knowledge of the underlying pedagogic theory can you suggest pedagogic settings for which the service would be more or less suitable Please give reasons Pedagogic setting Reason s Pedagogic settings for which the service would be suitable D7 3 Appendix C Transferability questionnaires Page 13 of 35 e Setting 1 Use of PolyCAFe together with chat or forums for revising for exams e Setiting 2 Use of PolyCAFe together with chat or forums for finding collaborative solutions to problems that can be described without the importance of a sequence of steps PBL e Setting 3 Use of PolyCAFe together with chat or forums to further investigate a given topic of interest to the learner Self Regulated Learning e Reasons Students get feedback for their understanding of the topic under discussion and suggestions for improvement e Reasons Students get feedback for their understanding of the problem and of the elements proposed as a solution e Reasons Students can assess their understanding of the topic relative to their peers in the chat learn from their peers see whic
14. e Sesame2 e Tomcat axis2 e Webservices overview List the initial training topics for Training time the tutors to prepare them for performing the initial set up of the system e Ontologies e Social Media e Wikipedia One day What documents will be provided Not applicable at the end of the LTfLL project to assist with system set up e Installation manual e System requirements D7 3 Appendix C Transferability questionnaires Page 31 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Selecting What language technology data Time appropriate sources have to be selected language e One or more domain Some days technology data ontologies sources lexicon OMJ e One or more lexicons for use ac with the domain ontologies Preparing local List the steps required for Time data for gold preparing local gold standard or standard reference model data reference model Include what type of local data if any will be used as a gold standard reference model 1 2 Technical In this section summarise all the Time installation and major steps involved in technical configuration installation and configuration gt Hours e Install Apache Tomcat Axis2 2h e Install Sesame2 Virtuoso 1h e Import RDF datasets 5h e Importing a domain ontology and lexicon 1h e Setting up ELGG Wookie 2h e Adding w
15. e service in other pedagogic settings Pedagogic settings self directed learning directed learning social learning solo learning etc PBL essay writing discussion forums student projects work based learning revising for exams etc 3 From your knowledge of the underlying pedagogic theory can you suggest pedagogic settings for which the service would be more or less suitable Please give reasons Pedagogic setting Reason s Pedagogic settings for which the service would be suitable e self directed learning e Semantic search allows better located of e directed learning the necessary information D7 3 Appendix C Transferability questionnaires Page 24 of 35 e course creation e revising for exams e The links to an ontology and to other similar documents provide means for better understanding of the topics Pedagogic settings for which the service would be less suitable e social learning e essay writing e the ontology reflects the common sense expert knowledge in a certain domain e there is no support for grading essayes Part 3 Relevance of the service in other domains From your knowledge of the underlying pedagogic theory can you suggest types of domain for which the service would be more or less suitable Please give reasons Types of domain Reason s Types of domain for which the service would be suitable e knowledge oriented domains e each domain
16. eference model List the steps required for preparing local gold standard reference model data Include what type of local data if any will be used as a gold standard reference model 1 No gold standard is mandatory However previous chat or forum discussions of students can be used to tune the system more precisely for a given assignment Time N A Technical installation and configuration In this section summarise all the major steps involved in technical installation and configuration 1 Install Elgg or another PLE VLE LMS that supports Wookie configure Wookie plug in 2 Install Apache Server Apache Tomcat Apache Axis2 PHP and Java 3 Install WP5 1 services and widgets 4 Install R for LSA spaces 5 Train LSA with the texts provided by the tutors for each course or for each assignment Time 1 day at most for initial configuration Data entry teaching data users user groups learning resources etc In this section summarise the steps the tutor or teaching administrator would take to set up different types of teaching data before the system can be used 1 Create course data assign teachers tutors students to course 2 Create assignment data LSA space ontologies specify assignment topics 3 Upload documents for LSA learning 4 Create conversation groups optional 5 Upload conversations of students maybe specify topics for each student depending on
17. elect a new general knowledge corpus in the new given language 2 Compile this corpus with LSA These steps don t automatically fit with all languages Tests needed Additional steps not listed in Question 5 if any 1 Perform some tests on feedback validity Part 7 Most significant barriers to transferability uptake in new environments 8 In the view of the WP team and reflecting on your responses to the earlier questions what are the most significant barriers to transferring your service to new environments List no more than three barriers and describe whether how the barriers can be overcome either during or after the project Most significant barriers 1 Widget compatibility with the chosen platform Elgg iGoogle etc 2 Functioning of LSA or R LSA within the new environment operating system compatibility 3 Thescalability OS supported by the system also depends on which LSA we have no hand Can these barriers be overcome and how Timing During after project 1 Adapt Pre test the system with the most common e learning platforms 2 month 2 Adapt Pre test the system with the most common OSs 3 Parameter the system server supporting LSA 1 month 4 develop with portable multi platform languages and verify the compatibily with 1 month different browsers D7 3 Appendix C Transferability questionnaires Page 23 of 35 Transferability Questions for LTfLL
18. end of the Not applicable for users LTfLL project to help learners tutors etc use the system 1 Initial configuration guide 2 Screencast videos of the service 3 Lab manuals On going How will the language technology resources Time update off the lexicons ontologies local gold standard reference 4 day panei model data be kept up to date Approx frequency technology Language technology resource resources Annually Corpus texts Update strategy Update on demand Language technology resource Time 30 minutes 1day depending on corpora Periodically recalculate or when new graded sizesiparameters learner texts are available Approx frequency Monthly Part 5 Ease of transfer of the service to other domains 6 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new domain Which steps listed in Question 5 must be repeated for the new domain Are there any additional steps required Existing LTfLL service being adapted to new domain steps from Question 5 to be repeated for the new domain 1 Upload new domain corpus for LSA training 2 Prepare the questionnaire and provide at least 5 appropriate answers 3 Collect at least 10 sample answers from learners 4 Rate the sample answers by at least 2 tutors Additional steps not listed in Question 5 if any 1 Upload Learning material Part 6 Ease of transfer of the service to ot
19. erface 3 Guidelines on building new semantic spaces and training corpora for new courses domains Training time 0 5 days What documents will be provided at the end of the LTfLL project to assist with system set up 1 Positioning Service Installation Guide 2 Screencast videos to introduce to the service the administrators are able to test the functionality of the service 3 Initial Configuration Guide Not applicable D7 3 Appendix C Transferability questionnaires Page 4 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Selecting What language technology data sources have to Time appropriate be selected language 1 Generic corpora for each language eer eloay cals 2 Domain specific documents corpora sources p i p Lexicons 3 Learning material ontologies etc 4 Graded learner texts for defined questions topics Preparing local List the steps required for preparing local gold Time data for gold standard reference model data Include what type 2 days standard or of local data if any will be used as a gold reference model standard reference model 1 Upload the learning materials 2 Prepare the questionnaire and provide at least 5 appropriate answers 3 Collect at least 10 sample answers from learners 4 Rate the sample answers by at least 2 tutors Technical In this section
20. h peers are more knowledgeable Pedagogic settings for which the service would be less suitable e Setting 1 Use of PolyCAFe together with chat or forums in a setting that involves scripted collaboration e Setting 2 Use of PolyCAFe together with chat or forums in a setting that does not involve or require collaboration that is designed to be solved individually e Reasons The scripts are not accounted by PolyCAFe in the analysis e Reasons PolyCAFe is designed to be used in collaboration focused settings Part 3 Relevance of the service in other domains 4 From your knowledge of the underlying pedagogic theory can you suggest types of domain for which the service would be more or less suitable Please give reasons Types of domain Reason s Types of domain for which the service would be suitable e Setting 1 All domains where textual descriptions of a descriptive knowledge would be suited and sufficient little or no images formulas specific data that involves certain numbers and procedural knowledge are necessary several areas of computer science literature psychology education social and human sciences e Reasons Linguistic technologies NLP pipe LSA ontologies do not account for pictorial descriptions Moreover it is difficult to address procedural knowledge since the order of the steps for a procedure is crucial and difficult to be analysed automatically as stated
21. her languages 7 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new language Which steps listed in Question 5 must be repeated for the new language Are there any additional steps required D7 3 Appendix C Transferability questionnaires Page 6 of 35 Existing LTfLL service being adapted to new language steps from Question 5 to be repeated for the new language 1 Upload generic corpus 2 Follow steps in Part 5 Part 7 Most significant barriers to transferability uptake in new environments 8 In the view of the WP team and reflecting on your responses to the earlier questions what are the most significant barriers to transferring your service to new environments List no more than three barriers and describe whether how the barriers can be overcome either during or after the project Most significant barriers 1 Creating a useful questionnaire and collecting graded answers for the new domain 2 Implement the service in the existing learning systems Can these barriers be overcome and how Timing During after project 1 The tutors will get an introduction for establishing useful During the project questions tutors guide After the project 2 A technical description for the implementation is provided which has to be adapted by the administrator of the learning system D7 3 Appendix C Transferability questionnai
22. how Elgg can be used for running the WP 4 1 services Timing please underline during Round 3 WUW Policy or practice WUW is using OpenACS DotLRN Requires implementation as an OpenACS module Could the difficulty be overcome and if so how Yes build an OpenACS module that encapsulates the webservices or reference to external Elgg based or standalone webservice Timing please underline during Round 3 UTU Policy or practice UTU has been one of the main contributors to the service design and has developed the Language Technologies underlying the qualitative and quantitative analysis and the collection of relevant training texts i e corpus building Could the difficulty be overcome and if so how We have implemented the Language Technologies as Java routines We have designed a set of procedures for optimally building training data sets training initialising and verifying testing those Technologies Timing please underline during Round 3 2 If you think about other institutions can you suggest any other policies or practices likely to affect the success of attempts to transfer the software to them Policy or practice Policy or practice 1 The learners are not familiar with language technologies and regarding possibilities Therefore some of the learners do not trust the system immediately Could the difficulty be overcome and if so how To avoid this issue the learners have to be int
23. idgets to ELGG 1h Time 2 1 For each customer install the 10 minutes SNA monitoring system 2 2 Start the application that monitors the social network of the user automatically synchronize data with servers runs non stop on the learner s computer depending on the size of the social network of the learner this might take between 10 minutes and 5 10 hours Time D7 3 Appendix C Transferability questionnaires Page 32 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Data entry teaching data users user groups learning resources etc In this section summarise the steps the tutor or teaching administrator would take to set up different types of teaching data before the system can be used 1 Select a suitable domain ontology 2 Select collection s of course documents 3 Create accounts on social media 4 Add presentations connect to relevant people bookmarks quality documents Time 1 2 3 10 20 minutes 4 Daily 10 20 minutes continuous pedagogical activity Training users What training do tutors learners learning support staff etc need in order use the system Include the training topics Stakeholder type all Training topics Interactive video demo Time 10 minutes users at the end of the LTfLL project to help learners tutors etc use the
24. ine that an institution already has the LTfLL service installed and wishes to use the service for a new domain Which steps listed in Question 5 must be repeated for the new domain Are there any additional steps required Existing LTfLL service being adapted to new domain steps from Question 5 to be repeated for the new domain 1 Importing of ontologies lexicons and grammars 2 Importing of learning materials Additional steps not listed in Question 5 if any D7 3 Appendix C Transferability questionnaires Page 27 of 35 Part 6 Ease of transfer of the service to other languages 7 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new language Which steps listed in Question 5 must be repeated for the new language Are there any additional steps required Existing LTfLL service being adapted to new language steps from Question 5 to be repeated for the new language 1 Preparation of lexicons and grammars if they do not exist 2 Importing of learning materials Additional steps not listed in Question 5 if any 1 2 Part 7 Most significant barriers to transferability uptake in new environments 8 In the view of the WP team and reflecting on your responses to the earlier questions what are the most significant barriers to transferring your service to new environments List no more than three
25. ining topics for the tutors to prepare them for performing the initial set up of the system 1 Ontology 2 Structure of annotated data 3 Functionalities overview Training time One day What documents will be provided at the end of the LTfLL project to assist with system set up 1 Installation manual 2 Scenario of usage description Not applicable Selecting What language technology data sources have Time appropriate to be selected Some days language 1 Necessary ontologies K Stem elleeh dara 2 Lexicons mapped to the ontologies sources f pp 9 Lexicons ontologies 3 Annotation grammars etc Preparing local data List the steps required for preparing local gold Time for gold standard or standard reference model data Include what reference model type of local data if any will be used as a gold standard reference model The service does not require such resources Technical In this section summarise all the major steps Time installation and involved in technical installation and 2 hours configuration configuration 1 Installation of Tomcat Sesame 2 Installation of the service Time 2 hours 3 Importing Ontologies Lexicons and Time Grammars 3 hours 4 Installation of the user interface widgets Time 3 hours Data entry In this section summarise the steps the tutor or Time teaching data teaching administrator would take to set up users user groups different ty
26. ins where the primary discourse for assessment is text based no images no formulas no procedural knowledge literature psychology education social and human sciences e reasons LSA analyses words and relations in language to establish the closeness of concepts Types of domain for which the service would be less suitable e setting 1 Domains where knowledge is practical procedural E g engineering mechanics e setting 2 Domains where knowledge is subjective and locally contextualised where no corpus is available e reasons CONSPECT could identify that learners knew what terms meant e g from a glossary but would not be best placed to assess their knowledge of assembly execution of tasks Part 4 Effort involved in setting up the system In answering Question 5 think about an institution without previous experience of the LTfLL service What steps are needed to install and configure the system in a new environment Add additional rows to the table as required List each step briefly in a few words e g run installation script select lt language gt lexicon e g Bulgarian Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training and List the initial training topics for the technical Training time 4 hours documentation support team to prepare them for setting up the system set up system 2 Install system
27. kie based widgets by the VLE PLE LMS used by the University 3 The integration of the NLP pipe for new languages is time consuming and difficult Can these barriers be overcome and how Timing During after project 1 Test the system after configuring it for each new domain to see the results of the During LSA learning project 2 Develop Wookie plug ins for each VLE PLE LMS intended to be used After project 3 Because each component of the NLP pipe can have various input output coding After project schemes the integration cannot be standardised so there is no simple solution to this problem D7 3 Appendix C Transferability questionnaires Page 18 of 35 Transferability Questions for LTfLL Team WP 5 2 Part 1 Institutional policies and practices 1 2 While preparing for or during the pilot did you become aware of any policies or practices in the pilot institution s that may affect their acceptance willingness to implement of the service e g BlackBoard as corporate VLE Please name the pilot institution to which each of the mentioned policies practices refers Institution Policy or practice this platform CNED FORSE Policy or practice CNED is using a blackboard webCT platform see http www sciencedu org thus there are difficulties to integrate our service in Could the difficulty be overcome and if so how Possibility to externally manage experiments and validations e g
28. lfils the Search directed following characteristics learning social o student wants to understand a new domain learning student o there is some kind of supervision or direction from projects work a tutor based learning o the tutor doesnt offer full time tutoring and doesn t have time to recommend study materials Semantic o both tutor and learner use social platforms Search directed learning self e in SDL the service can be used to learn the most directed learning important concepts and relations within a domain on your problem based own learning essay e in DL the service can be used as an additional learning writing resource to identify how a concept is related to other concepts e in PBL the service can assist students while collaboratively solving problems by providing the expert view on a domain e For essay writing the service can be used to get oriented and to find important concepts and documents Pedagogic settings for which the service would be less suitable Social Search PBL Social and Semantic Search Revising for exams Problem based learning is not likely to be helped by the social component as it is not very likely for a peer to run into the same very specific problem that you run into Revising for exams the tools help you find new materials do not offer summaries or revision features Part 3 D7 3 Appendix C Transferability questionnaires Relevance of the service in other domai
29. notation system of Pensum Training time 3 hours What documents will be provided at the end of the LTfLL project to assist with system set up 4 Pensum operation manual 5 Pedagogical scenarios of use Not applicable Selecting appropriate language technology data sources Lexicons ontologies etc What language technology data sources have to be selected 1 General knowledge corpus in the target language Time Depends on its availability e g newspaper already made database Preparing local data List the steps required for preparing local gold Time WA for gold standard or standard reference model data Include what reference model type of local data if any will be used as a gold standard reference model 1 N A No gold standard approach Technical In this section summarise all the major steps Time installation and involved in technical installation and configuration configuration 1 The administrator just installs the elgg system with widgets and LSA except if the system is available on line for all institutions 2 Time 3 Time Data entry teaching data users user groups learning resources etc In this section summarise the steps the tutor or teaching administrator would take to set up different types of teaching data before the system can be used 8 Choose the course texts to be studied Organize them in domains 9 Check the
30. ns From your knowledge of the underlying pedagogic theory can you suggest types of domain for which the service would be more or less suitable Please give reasons Types of domain Reason s Types of domain for which the service would be suitable e learning The services can be used in any learning domain e g mathematics biology linguistics as long as there is a ontology covering the knowledge of that specific domain and the learner has a network in which resources on this domain are contained So any restrictions are not related to the service itself Page 30 of 35 Types of domain for which the service would be less suitable e reasons e setting 1 e setting 2 Part 4 Effort involved in setting up the system In answering Question 5 think about an institution without previous experience of the LTfLL service 5 What steps are needed to install and configure the system in a new environment Add additional rows to the table as required List each step briefly in a few words e g run installation script select lt language gt lexicon e g Bulgarian Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training and List the initial training topics for Training time documentation the technical support team to system set up prepare them for setting up the system some days e Virtuoso
31. pes of teaching data before the 1 one day learning resources system can be used 2 1 hour per day etc 1 Selection of appropriate ontologies lexicons Pepening on l i the volume of 2 Processing learning materials the data D7 3 Appendix C Transferability questionnaires Page 26 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training users What training do tutors learners learning support staff etc need in order use the system Include the training topics Stakeholder type All S Time 2 hours Training topics Ontology document annotation functionalities Stakeholder type Time Training topics Documentation for users What documents will be provided at the end of the LTfLL project to help learners tutors etc use the system 1 Demo video 2 Not applicable On going update off the language How will the language technology resources lexicons ontologies local gold technology standard reference model data be kept up to resources date o Language technology resource Ontologies Umere Paur lexicons and grammars Approx frequency Update strategy Updating on request from Once per month the users Language technology resource Time Update strategy Approx frequency Other steps 1 Time 2 Time Part 5 Ease of transfer of the service to other domains 6 Imag
32. plicable On going update off the language How will the language technology resources lexicons ontologies local gold General corpus texts Update strategy technology standard reference model data be kept up to resources date Time Language technology resource Domain ontology pa i Update strategy pprox reguency Replace old domain ontology with a better one Annually Language technology resource Time 1 2 days it depends Approx frequency Replace old corpus with new one Annually Language technology resource Time NLP pipe Days 1 week it Update strategy depends Difficult to update as the components are integrated into the core of the application Need a programmer s help Approx frequency Once every 2 3 years if a better technology is discovered Part 5 Ease of transfer of the service to other domains 6 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new domain Which steps listed in Question 5 must be repeated for the new domain Are there any additional steps required Existing LTfLL service being adapted to new domain steps from Question 5 to be repeated for the new domain 1 Upload new domain corpus for LSA training 2 Upload new domain ontology optional D7 3 Appendix C Transferability questionnaires Page 17 of 35 3 Upload previous chat or forum discussions of studen
33. r understanding e reasons students can work on a topic without being influenced by others Ideas are more structured than a mere reading Pedagogic settings for which the service would be less suitable D7 3 Appendix C Transferability questionnaires Page 19 of 35 e setting 1 Problem based learning Students work to solve a given problem in order to learn a domain e reasons PBL entails a very structured procedure steps toward solution in order to solve the problem This procedure is not taken into account in our service Part 3 Relevance of the service in other domains From your knowledge of the underlying pedagogic theory can you suggest types of domain for which the service would be more or less suitable Please give reasons Types of domain Reason s Types of domain for which the service would be suitable e setting 1 all domains with textual descriptions of a descriptive knowledge would suit no images no formulas no procedural knowledge literature psychology education social and human sciences e reasons LSA doesn t account for pictorial descriptions Moreover difficulties to address procedural knowledge since the order of the steps for a procedure is crucial and difficult to be analysed by LSA bag of words approach Types of domain for which the service would be less suitable e setting 1 see above cartography based geography some
34. ready has the LTfLL service installed and wishes to use the service for a new language Which steps listed in Question 5 must be repeated for the new language Are there any additional steps required Existing LTfLL service being adapted to new language steps from Question 5 to be repeated for the new language 1 Generate a new LSA space specific to the domain area in the new language Additional steps not listed in Question 5 if any Part 7 Most significant barriers to transferability uptake in new environments 8 In the view of the WP team and reflecting on your responses to the earlier questions what are the most significant barriers to transferring your service to new environments List no more than three barriers and describe whether how the barriers can be overcome either during or after the project Most significant barriers Ensuring CONSPECT can be packaged for simple deployment Providing suitable LSA spaces to underpin the service Can these barriers be overcome and how Timing During after Yes supporting application need to be provided to guide the processes outlined project above D7 3 Appendix C Transferability questionnaires Page 12 of 35 Transferability Questions for LTfLL Team WP 5 1 Part 1 Institutional policies and practices 1 2 While preparing for or during the pilot did you become aware of any policies or practices in the pilot institution s
35. requires knowledge supporting resources ontology lexicons Types of domain for which the service would be less suitable e Domains that are more skill oriented than knowledge oriented are not very suitable for the service e The service requires an ontology to support the semantic search and similarity measure between documents If the domain is not appropriate for such conceptualization then the service is not appropriate Part 4 Effort involved in setting up the system In answering Question 5 think about an institution without previous experience of the LTfLL service What steps are needed to install and configure the system in a new environment Add additional rows to the table as required List each step briefly in a few words e g run installation script select lt language gt lexicon e g Bulgarian Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training and List the initial training topics for the technical Training time documentation support team to prepare them for setting up the Two days system set up system 1 Sesame RDF repository installation 2 Tomcat installation 3 Service installation D7 3 Appendix C Transferability questionnaires Page 25 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc List the initial tra
36. res Page 7 of 35 Transferability Questions for LTfLL Team WP 4 2 Part 1 Institutional policies and practices 1 While preparing for or during the pilot did you become aware of any policies or practices in the pilot institution s that may affect their acceptance willingness to implement of the service e g BlackBoard as corporate VLE Please name the pilot institution to which each of the mentioned policies practices refers Institution Policy or practice UNIMAN Policy or practice UNIMAN is using the Blackboard platform this is a hosted service and there is no opportunity to integrate our service Could the difficulty be overcome and if so how Experiments and validations will be managed externally i e within Elgg Timing please underline during Round 2 2 If you think about other institutions can you suggest any other policies or practices likely to affect the success of attempts to transfer the software to them Policy or practice Policy or practice 1 Individual instances of the software required to address Data Protection requirements Could the difficulty be overcome and if so how Service instance management required Policy or practice 2 Could the difficulty be overcome and if so how Part 2 Relevance of the service in other pedagogic settings Pedagogic settings self directed learning directed learning social learning solo learning etc PBL e
37. roduced to the Positioning System and the underlying language technologies This additional effort has to be calculated for the use of the system in new environments Part 2 Relevance of the service in other pedagogic settings D7 3 Appendix C Transferability questionnaires Page 2 of 35 Pedagogic settings self directed learning directed learning social learning solo learning etc PBL essay writing discussion forums student projects work based learning revising for exams etc 3 From your knowledge of the underlying pedagogic theory can you suggest pedagogic settings for which the service would be more or less suitable Please give reasons Pedagogic setting Reason s Pedagogic settings for which the service would be suitable e The live feedback provided by the service provides phrases as e Setting1 results which are useful in combination with other LTfLL Using the Positioning services and internet search technologies Service in a self directed This feedback motivates the learners to find learning learning environment materials e Setting 2 e The optimization of the learning for their employees reduce Using the Positioning time and motivate the participants is very important for the Service in vocational companies education and training To provide a solution for this issue as a important request which the education companies have to solve e Setting 3 Using the Positioning e The servi
38. s example essays etc to a topic area 2 Tutor generates a reference model concept map Technical In this section summarise all the major steps Time installation and involved in technical installation and configuration configuration Time 1 hour Data entry teaching data users user groups learning resources etc In this section summarise the steps the tutor or teaching administrator would take to set up different types of teaching data before the system can be used 1 Creates OpenID 2 Sets up blog 3 Select suitable materials for a curriculum area Create topic space Add materials Make conceptogram Publish conceptogram to students NDA N B Assumes current version is used D7 3 Appendix C Transferability questionnaires Page 10 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training users What training do tutors learners learning support staff etc need in order use the system Include the training topics Stakeholder type Learners Training topics Accessing the service Creating and selecting suitable text materials adding them to the system processing them interpreting the outputs making comparisons Stakeholder type Teachers tutors Training topics Accessing the service Creating and selecting suitable text materials adding them to the system processing them interpreting the outpu
39. ssay writing discussion forums student projects work based learning revising for exams etc 3 From your knowledge of the underlying pedagogic theory can you suggest pedagogic settings for which the service would be more or less suitable Please give reasons Pedagogic setting Reason s Pedagogic settings for which the service would be suitable e Service initially developed for Problem e reasons students can use the service to Based Learning compare their written materials to materials representing a desired level of domain knowledge in any area for which the tool has e Any setting in which learners produce text been primed with an appropriate LSA space materials based on their knowledge of a given domain Pedagogic settings for which the service D7 3 Appendix C Transferability questionnaires Page 8 of 35 would be less suitable e Any setting in which learners work principally with non text based materials and where they are not required to write about their learning of such e reasons Text based learning materials are the input for the service Part 3 Relevance of the service in other domains From your knowledge of the underlying pedagogic theory can you suggest types of domain for which the service would be more or less suitable Please give reasons Types of domain Reason s Types of domain for which the service would be suitable e setting 1 Any doma
40. suitability of the domain with regard to LSA see question 4 part 3 10 Check the suitability of the annotation scheme 11 Assign students to the course domains they have to work Time 6 hours D7 3 Appendix C Transferability questionnaires Page 21 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training users What training do tutors learners learning support staff etc need in order use the system Include the training topics Stakeholder type Support staff Training topics LSA based file management Elgg configuration Stakeholder type Teachers tutors Training topics Elgg configuration Pensum functioning Annotation scheme Stakeholder type Learners Training topics Elgg configuration configure a line of widgets Pensum functioning Time 1 day Time 1 day Time 3 hours Documentation for users What documents will be provided at the end of the LTfLL project to help learners tutors etc use the system 1 Pensum operation manual 2 LTfLL Pedagogical activities Not applicable On going update off the language technology resources How will the language technology resources lexicons ontologies local gold standard reference model data be kept up to date Language technology resource Annotation scheme depends on teachers tutors practices Update strategy Annotation scheme
41. summarise all the major steps Time installation and involved in technical installation and configuration 2 days configuration 1 Install Elgg or another PLE VLE LMS that supports Wookie configure Wookie plug in 2 Install Apache Server PHP R Rapache and Java 3 Install WP4 1 services and widgets 4 Train semantic spaces for each domain Data entry In this section summarise the steps the tutor or Time teaching data teaching administrator would take to set up 7 1 hour users user different types of teaching data before the system 2 0 5 hours groups learning can be used 3 1 hour resources etc 4 Answer the questionnaire learner 2 Rate the answers by the tutor 3 Establish the next learning steps and explain the results learner and tutor Training users What training do tutors learners learning support staff etc need in order use the system Include the training topics Slane type Time System admi nietator 0 5 days Training topics Installation and configuration Stakeholder type Time Tutor 0 5 days Training topics Set up a new course and the questionnaire and using the system D7 3 Appendix C Transferability questionnaires Page 5 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Reference model data and semantic space training Update strategy Documentation What documents will be provided at the
42. the type of the assignment Time 1 2 hours 2 5 minutes 3 15 minutes max 4 1 hour max 4 2 3 minutes per conversation Training users What training do tutors learners learning support staff etc need in order use the system Include the training topics Time Stakeholder type Support staff 1 day Training topics Installation guidelines see above This training is not mandatory only the documentation can be used Stakeholder type Tutors teachers Time Training topics 1 day System walk through and explanations on how to use each widget and service plus how the system works This training is not mandatory only the documentation can be used D7 3 Appendix C Transferability questionnaires Page 16 of 35 Topic Step How long will this take e g a few person hours a week a month several weeks months etc Stakeholder type Tutors teachers Training topics System walk through and explanations on how to use each widget and service plus how the system works This training is not mandatory only the documentation can be used Time 4 hours Documentation for users What documents will be provided at the end of the LTfLL project to help learners tutors etc use the system 1 PolyCAFe installation and user manuals 2 Pedagogical scenarios of use 3 Screencasts for each user group 4 Help integrated into the application Not ap
43. trecht University as a whole is going to use our service However it may be feasible to use it in some courses to start with Timing please underline during Round 3 after end of project 2 If you think about other institutions can you suggest any other policies or practices likely to affect the success of attempts to transfer the software to them Policy or practice Policy or practice 1 allowing usage of social platforms for regular student usage This should be allowed and recommended by the institution and its mandatory for the social component Could the difficulty be overcome and if so how Yes by allowing the usage of social platforms by students Policy or practice 2 Could the difficulty be overcome and if so how Part 2 Relevance of the service in other pedagogic settings Pedagogic settings self directed learning directed learning social learning solo learning etc PBL essay writing discussion forums student projects work based learning revising for exams etc 3 From your knowledge of the underlying pedagogic theory can you suggest pedagogic settings for which the service would be more or less suitable Please give reasons D7 3 Appendix C Transferability questionnaires Page 29 of 35 Pedagogic setting Reason s Pedagogic settings for which the service would be suitable Social e this can be used in any environment that fu
44. ts making comparisons Time 3 hours Time 3 hours Documentation for users What documents will be provided at the end of the LTfLL project to help learners tutors etc use the system 1 CONSPECT user manual 2 On screen tooltip help 3 Training videos Screencasts 3 weeks On going update off the language technology resources How will the language technology resources lexicons ontologies local gold standard reference model data be kept up to date Language technology resource LSA spaces Update strategy At each course lifecycle unless domain is changing rapidly e g Time 3 hours Approx frequency As often as course computing lifecycle domain requires Part 5 Ease of transfer of the service to other domains 6 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new domain Which steps listed in Question 5 must be repeated for the new domain Are there any additional steps required Existing LTfLL service being adapted to new domain steps from Question 5 to be repeated for the new domain 1 Create a new instance of CONSPECT linked with an alternative LSA space 2 Additional steps not listed in Question 5 if any 1 2 D7 3 Appendix C Transferability questionnaires Page 11 of 35 Part 6 Ease of transfer of the service to other languages 7 Imagine that an institution al
45. ts can be used to tune the system more precisely for a given course assignment optional Additional steps not listed in Question 5 if any 1 Check availability and quality of feedback on a test conversation 2 Part 6 Ease of transfer of the service to other languages 7 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new language Which steps listed in Question 5 must be repeated for the new language Are there any additional steps required Existing LTfLL service being adapted to new language steps from Question 5 to be repeated for the new language 1 Upload the general corpus texts 2 For each domain repeat the steps described above in the new language Additional steps not listed in Question 5 if any 1 Configure NLP pipe components for the new language difficult programming and integration into the services are needed 2 Part 7 Most significant barriers to transferability uptake in new environments 8 In the view of the WP team and reflecting on your responses to the earlier questions what are the most significant barriers to transferring your service to new environments List no more than three barriers and describe whether how the barriers can be overcome either during or after the project Most significant barriers 1 Functioning of LSA for the new domain and language 2 Support of Woo
46. ven if there are no unique answers available the Positioning Service is able to provide useful feedback suitable e Setting 1 physics Types of domain for which the service would be less The Positioning Service is not useful for domains with unique answers e g mathematics e For these domains better positioning results can be achieved by other systems e g multiple choice testing Part 4 Effort involved in setting up the system In answering Question 5 think about an institution without previous experience of the LTfLL service 5 What steps are needed to install and configure the system in a new environment Add additional rows to the table as required List each step briefly in a few words e g run installation script select lt language gt lexicon e g Bulgarian Topic Step How long will this take e g a few person hours a week a month several weeks months etc Training and List the initial training topics for the technical Training time documentation support team to prepare them for setting up the system set up system 1 Install the background servers and software prerequisites for the language technologies 2 Install the WP 4 1 front end system 1 day List the initial training topics for the tutors to prepare them for performing the initial set up of the system 1 Introduce to language technologies 2 Explanation and training of the user int
47. vice being adapted to new domain steps from Question 5 to be repeated for the new domain 1 semantic search upload ontology and lexicon 2 social search none if there are tutors for the new domain that already use social media applications Else the data entry section should be repeated Additional steps not listed in Question 5 if any 1 none 2 none Part 6 Ease of transfer of the service to other languages 7 Imagine that an institution already has the LTfLL service installed and wishes to use the service for a new language Which steps listed in Question 5 must be repeated for the new language Are there any additional steps required Existing LTfLL service being adapted to new language steps from Question 5 to be repeated for the new language 1 the definitions and ontology can be easily transferred to other languages For the documents the concepts can be linked to tags in a given language 2 if the network of learners and their tutors use the social media applications with tags in their own language than there s no need for additional steps Additional steps not listed in Question 5 if any 1 D7 3 Appendix C Transferability questionnaires Page 34 of 35 Part 7 Most significant barriers to transferability uptake in new environments 8 In the view of the WP team and reflecting on your responses to the earlier questions what are the most signific
48. within Elgg Timing please underline during Round 3 after end of project Stendhal Policy or practice None University Could the difficulty be overcome and if so how N A Timing please underline during Round 3 after end of project If you think about other institutions can you suggest any other policies or practices likely to affect the success of attempts to transfer the software to them Policy or practice Policy or practice 1 Externalize the services e g running in augur servers Could the difficulty be overcome and if so how Policy or practice 2 Could the difficulty be overcome and if so how Part 2 Relevance of the service in other pedagogic settings Pedagogic settings self directed learning directed learning social learning solo learning etc PBL essay writing discussion forums student projects work based learning revising for exams etc From your knowledge of the underlying pedagogic theory can you suggest pedagogic settings for which the service would be more or less suitable Please give reasons Pedagogic setting Reason s Pedagogic settings for which the service would be suitable e Use of Pensum for revising exams e Use of Pensum for students to get ideas from source texts before a debate using chat on a given topic e reasons students can get a good overall view of the course texts and can also get feedback on thei
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