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In this paper the authors briefly outline editing functions which use methods from computational linguistics and take the structures of natural languages into consideration. Such functions could reduce errors and better support writers in realizing their communicative goals. However, linguistic methods have limits, and there are various aspects software developers have to take into account to avoid creating a solution looking for a problem: Language-aware functions could be powerful tools for writers, but writers must not be forced to adapt to their tools.
Language-aware text editing
(2008)
While software developers have various power tools at their disposal that make the writing of computer programs more efficient, authors of texts do not have the support of such power tools. Text processors still operate on the level of characters and strings rather than on the level of word forms and grammatical constructions. This forces authors to constantly switch between low-level, character oriented, editing operations and high-level, conceptual, verbalisation processes. We suggest the development of language-aware text editing tools that simplify certain frequent, yet complex editing operations by defining them on the level of linguistic units. Pluralizing an entire noun phrase plus the verb forms governed by it would be an ambitious example, swapping the elements of a conjunctive construction a more modest one. We describe a pilot implementation for German where these operations are seamlessly integrated with the standard functions of an existing open-source editor. The operations can be invoked on demand and do not intrude on the authoring process. Changes can be performed locally or globally, thus simplifying the writing process considerably, and making the resulting texts more consistent.
This article presents an approach that supports the creation of personal learning environments (PLE) suitable for self-regulated learning (SRL). PLEs became very popular in recent years offering more personal freedom to learners than traditional learning environments. However, creating and configuring PLEs demand specific meta-skills that not all learners have. This situation leads to the challenge how learners can be supported to create PLEs that are useful to achieve their intended learning outcomes. The theory of SRL describes learners as self-regulated if they are capable of taking over control of the own learning process. Grounding on that theory, a model has been elaborated that offers guidance for the creation of PLEs containing tools for cognitive and meta-cognitive learning activities. The implementation of this approach has been done in the context of the ROLE infrastructure. A quantitative and qualitative evaluation with teachers describes advantages and ideas for improvement.
In the last years a common notion of a Problem-Solving Method (PSM) emerged from different knowledge engineering frameworks. As a generic description of the dynamic behaviour of knowledge based systems PSMs are favored subjects of reuse. Up to now, most investigations on the reuse of PSMs focus on static features and methods as objects of reuse. By this, they ignore a lot of information of how the PSM was developed that is, in principle, entailed in the different parts of a conceptual model of a PSM.
In this paper the information of the different parts of PSMs is reconsidered from a reuse process point of view. A framework for generalized problem-solving methods is presented that describes the structure of a category of methods based on family resemblances. These generalized methods can be used to structure libraries of PSMs and - in the process of reuse - as a means to derive an incarnation, i.e. a member of its family of PSMs.
For illustrating the ideas, the approach is applied to the task rsp. problem type of parametric design.
A library of software components should be essentially more than just a juxtaposition of its items. For problem-solving methods the notion of a family is suggested as means to cluster the items and to provide partially a structure of the library. This paper especially investigates how the similar control flows of the members of such a family can be described in one framework.
Large classes at universities(> 1600 students) create their own challenges for teaching and learning. Audience feedback is lacking and fine tuning of lectures, courses and exam preparation to address individual needs is very difficult to achieve. At RWTH Aachen University, a course concept and a knowledge map learning tool aimed to support individual students to prepare for exams in information science through theme-based exercises were developed and evaluated. The tool was grounded in the notion of self-regul ated learning with the goal of enabling students to learn
independently.