| 1. |
- Kucher, Kostiantyn, et al.
(författare)
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Visual Analysis of Online Social Media to Open Up the Investigation of Stance Phenomena
- 2016
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Ingår i: Information Visualization. - : Sage Publications. - 1473-8716 .- 1473-8724. ; 15:2, s. 93-116
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Tidskriftsartikel (refereegranskat)abstract
- Online social media are a perfect text source for stance analysis. Stance in human communication is concerned with speaker attitudes, beliefs, feelings and opinions. Expressions of stance are associated with the speakers' view of what they are talking about and what is up for discussion and negotiation in the intersubjective exchange. Taking stance is thus crucial for the social construction of meaning. Increased knowledge of stance can be useful for many application fields such as business intelligence, security analytics, or social media monitoring. In order to process large amounts of text data for stance analyses, linguists need interactive tools to explore the textual sources as well as the processed data based on computational linguistics techniques. Both original texts and derived data are important for refining the analyses iteratively. In this work, we present a visual analytics tool for online social media text data that can be used to open up the investigation of stance phenomena. Our approach complements traditional linguistic analysis techniques and is based on the analysis of utterances associated with two stance categories: sentiment and certainty. Our contributions include (1) the description of a novel web-based solution for analyzing the use and patterns of stance meanings and expressions in human communication over time; and (2) specialized techniques used for visualizing analysis provenance and corpus overview/navigation. We demonstrate our approach by means of text media on a highly controversial scandal with regard to expressions of anger and provide an expert review from linguists who have been using our tool.
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| 2. |
- Mattisson, Jane, et al.
(författare)
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A new twist on an old tool : joint learning with an innovative cognitive writing tool
- 2010
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Ingår i: Journal of College Teaching and Learning. - 1544-0389. ; 7:8, s. 45-53
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Tidskriftsartikel (refereegranskat)abstract
- Our paper introduces a new initiative on a common computer program used as a cognitive tool that facilitates learning with as opposed to learning through technology. The tool, which comprises a modification of a so-called boilerplate, is part of a joint learning system (Kim and Reeves, 2007) in which the tool, learner and activity are equal participators in the learning process. Our focus is on teachers with limited technical expertise. The boilerplate is used as a learning tool specifically aimed at supporting graduate and post-graduate essay writing classes. Teachers have limited time to learn new computer programs and may avoid these because of limited technology skills and inexperience in this area. The cognitive tool assists students with structuring, formatting and grammar. In our presentation, we clarify the special features of the tool, and reflect on the philosophy behind it as well as on its potential for teachers in higher education.
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| 3. |
- Mattisson, Jane, 1953-, et al.
(författare)
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A new twist on an old tool : joint learning with an innovative cognitive writing tool
- 2010
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Ingår i: Journal of College Teaching and Learning. - 1544-0389. ; 7:8, s. 45-53
-
Tidskriftsartikel (refereegranskat)abstract
- Our paper introduces a new initiative on a common computer program used as a cognitive tool that facilitates learning with as opposed to learning through technology. The tool, which comprises a modification of a so-called boilerplate, is part of a joint learning system (Kim and Reeves, 2007) in which the tool, learner and activity are equal participators in the learning process. Our focus is on teachers with limited technical expertise. The boilerplate is used as a learning tool specifically aimed at supporting graduate and post-graduate essay writing classes. Teachers have limited time to learn new computer programs and may avoid these because of limited technology skills and inexperience in this area. The cognitive tool assists students with structuring, formatting and grammar. In our presentation, we clarify the special features of the tool, and reflect on the philosophy behind it as well as on its potential for teachers in higher education.
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| 4. |
- Mattisson, Jane, 1953-, et al.
(författare)
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A new twist on an old tool : joint learning with an innovative cognitive writing tool
- 2010
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Ingår i: The European College Teaching and Learning (ETLC) Conference Proceedings. ; , s. 107-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Our paper introduces a new initiative on a common computer program used as a cognitive tool which facilitates learning with as opposed to learning through technology. The tool, which comprises a modification of a so-called boilerplate, is part of a joint learning system (Kim and Reeves, 2007) in which the tool, learner and activity are equal participators in the learning process. Our focus is on teachers with limited technical expertise. The boilerplate is used as a learning tool specifically aimed at supporting graduate and post-graduate essay writing classes. Teachers have limited time to learn new computer programs and may avoid these because of limited technology skills and inexperience in this area. The cognitive tool assists students with structuring, formatting and grammar. In our presentation, we clarify the special features of the tool, and reflect on the philosophy behind it as well as on its potential for teachers in higher education.
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| 5. |
- Mattisson, Jane, 1953-, et al.
(författare)
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Boilerplate Project 2011-2012
- 2012
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Ingår i: Högskolepedagogisk debatt. - 2000-9216. ; :1, s. 43-46
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Mattisson, Jane, et al.
(författare)
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Boilerplate Project 2011-2012
- 2012
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Ingår i: Högskolepedagogisk debatt. - : Kristianstad University Press. - 2000-9216. ; :1, s. 43-46
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Mattisson, Jane, 1953-, et al.
(författare)
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Learning through technology : a report on the implementation of a "new" e-learning tool
- 2010
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :23, s. 146-157
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses an on-going pilot project for improving essay writing at Kristianstad University, Sweden. It presents a so-called boilerplate which has been designed for Master’s-level English students. This e-learning tool is used as a cognitive tool that facilitates learning with as opposed to learning through technology. The boilerplate is part of a joint learning system (Kim & Reeves, 2007) in which there are three equal participants in the learning process: the tool, learner, and activity.As technology is increasingly implemented in education, there is a need to understand pedagogical processes that not only take into consideration the student, but how the technology is used by the student. Our paper discusses the e-learning tool created at Kristianstad University, and looks at the first, preliminary results of its use in connection with pedagogical issues, usability, and interaction.
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| 8. |
- Mattisson, Jane, et al.
(författare)
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Learning through technology : a report on the implementation of a "new" e-learning tool
- 2010
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Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864. ; :23, s. 146-157
-
Tidskriftsartikel (refereegranskat)abstract
- This article discusses an on-going pilot project for improving essay writing at Kristianstad University, Sweden. It presents a so-called boilerplate which has been designed for Master’s-level English students. This e-learning tool is used as a cognitive tool that facilitates learning with as opposed to learning through technology. The boilerplate is part of a joint learning system (Kim & Reeves, 2007) in which there are three equal participants in the learning process: the tool, learner, and activity. As technology is increasingly implemented in education, there is a need to understand pedagogical processes that not only take into consideration the student, but how the technology is used by the student. Our paper discusses the e-learning tool created at Kristianstad University, and looks at the first, preliminary results of its use in connection with pedagogical issues, usability, and interaction.
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| 9. |
- Mattisson, Jane, 1953-, et al.
(författare)
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The boilerplate : an easy-to-use writing aid
- 2012
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Ingår i: Skrivhandboken. - Kristianstad : Kristianstad University Press. - 9789197942249 ; , s. 35-51
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Mattisson, Jane, 1953-, et al.
(författare)
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The boilerplate : a new look at a familiar device: writing in English for "digital natives" and "digital immigrants"
- 2012
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Ingår i: Högskolepedagogisk debatt. - 2000-9216. ; :1, s. 31-41
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Writing is one of the key means of demonstrating one’s knowledge in academe. Increasingly, students and teachers are required to present their research findings in English. The strict conventions pertaining to academic English are not always readily identifiable, neither are they easy to master for English-as-a-Second-Language users. As a template containing guidelines, suggestions, and solutions, the boilerplate (a term used in the publishing industry to denote a template with static elements) acts as an aid to students and teachers writing papers, reports, essays and theses in English. Unlike the system already available in Microsoft Word,1 the boilerplate is tailored to suit specific subjects and types of document. It can be updated on a regular basis, is user-friendly and inexpensive to produce. The present article discusses the potential of the boilerplate for so-called "digital natives" and "digital immigrants". We consider how it enables students to master threshold concepts in academic writing, thereby laying the ground for life-long learning. In the second half of the article, selected features of the boilerplate are discussed in relation to their potential to solve problems for students writing in English and save precious correction time for teachers and tutors. We also consider user-friendliness and how digital immigrants and digital natives work with computer programs.
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| 11. |
- Mattisson, Jane, et al.
(författare)
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The boilerplate : a new look at a familiar device: writing in English for "digital natives" and "digital immigrants"
- 2012
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Ingår i: Högskolepedagogisk debatt. - : Kristianstad University Press. - 2000-9216. ; :1, s. 31-41
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Writing is one of the key means of demonstrating one’s knowledge in academe. Increasingly, students and teachers are required to present their research findings in English. The strict conventions pertaining to academic English are not always readily identifiable, neither are they easy to master for English-as-a-Second-Language users. As a template containing guidelines, suggestions, and solutions, the boilerplate (a term used in the publishing industry to denote a template with static elements) acts as an aid to students and teachers writing papers, reports, essays and theses in English. Unlike the system already available in Microsoft Word,1 the boilerplate is tailored to suit specific subjects and types of document. It can be updated on a regular basis, is user-friendly and inexpensive to produce. The present article discusses the potential of the boilerplate for so-called "digital natives" and "digital immigrants". We consider how it enables students to master threshold concepts in academic writing, thereby laying the ground for life-long learning. In the second half of the article, selected features of the boilerplate are discussed in relation to their potential to solve problems for students writing in English and save precious correction time for teachers and tutors. We also consider user-friendliness and how digital immigrants and digital natives work with computer programs.
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| 12. |
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| 13. |
- Schamp-Bjerede, Teri, 1966-
(författare)
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Communication : writing and technology
- 2012
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Ingår i: Skrivhandboken. - Kristianstad : Kristianstad University Press. - 9789197942249 ; , s. 25-34
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 14. |
- Schamp-Bjerede, Teri
(författare)
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Communication : writing and technology
- 2012
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Ingår i: Skrivhandboken. - Kristianstad : Kristianstad University Press. ; , s. 25-34
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 15. |
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| 16. |
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| 17. |
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| 18. |
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| 19. |
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| 20. |
- Schamp-Bjerede, Teri
(författare)
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The labelization and identity of Lisbeth Salander
- 2012
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Ingår i: Forum for World Literature Studies. - : Shanghai Normal University. - 1949-8519 .- 2154-6711. ; 4:2, s. 307-315
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Tidskriftsartikel (refereegranskat)
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| 21. |
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| 22. |
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| 23. |
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| 24. |
- Schamp-Bjerede, Teri, 1966-
(författare)
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What Clippy and Tux can teach us : incorporating affective aspects into pedagogy
- 2012
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Ingår i: Högskolepedagogisk debatt. - 2000-9216. ; :1, s. 47-56
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Human-Computer Interaction (HCI) is an umbrella domain for many areas of study. This paper will look at those topics of HCI known as affective aspects. Affective aspects investigate emotional responses that the user communicates, both verbally and physically, when working with a computer including before and after the work is done. This paper examines the question of improving pedagogy and curriculum, if teachers are more aware of some HCI affective aspects. Clarified and discussed are three areas of affective aspects known as affordances, constraints, and anthropomorp- hisms. Posited is the need to aim for positive emotions as a learning task goal, as well as increasing positive backwash when working with computers and computer pro- grams, as opposed to any engagement resulting in negative ones. Another aspect con- sidered is how and why a user will give underlying human properties to objects, in this case the technology used. Finally, a reflection is given on how consideration of affective aspects can help teachers imbue technological pedagogy when creating a curriculum for a more positive student experience.
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| 25. |
- Schamp-Bjerede, Teri
(författare)
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What Clippy and Tux can teach us : incorporating affective aspects into pedagogy
- 2012
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Ingår i: Högskolepedagogisk debatt. - : Kristianstad University Press. - 2000-9216. ; :1, s. 47-56
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Human-Computer Interaction (HCI) is an umbrella domain for many areas of study. This paper will look at those topics of HCI known as affective aspects. Affective aspects investigate emotional responses that the user communicates, both verbally and physically, when working with a computer including before and after the work is done. This paper examines the question of improving pedagogy and curriculum, if teachers are more aware of some HCI affective aspects. Clarified and discussed are three areas of affective aspects known as affordances, constraints, and anthropomorp- hisms. Posited is the need to aim for positive emotions as a learning task goal, as well as increasing positive backwash when working with computers and computer pro- grams, as opposed to any engagement resulting in negative ones. Another aspect con- sidered is how and why a user will give underlying human properties to objects, in this case the technology used. Finally, a reflection is given on how consideration of affective aspects can help teachers imbue technological pedagogy when creating a curriculum for a more positive student experience.
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| 26. |
- Skeppstedt, Maria, 1977-, et al.
(författare)
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Detecting speculations, contrasts and conditionals in consumer reviews
- 2015
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Ingår i: 6th Workshop on Computational Approaches to Subjectivity, Sentiment & Social Media Analysis, WASSA 2015 : Workshop proceedings. - : Association for Computational Linguistics. - 9781941643327 ; , s. 162-168
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Konferensbidrag (refereegranskat)abstract
- A support vector classifier was compared to a lexicon-based approach for the task of detecting the stance categories speculation, contrast and conditional in English consumer reviews. Around 3,000 training instances were required to achieve a stable performance of an F-score of 90 for speculation. This outperformed the lexicon-based approach, for which an Fscore of just above 80 was achieved. The machine learning results for the other two categories showed a lower average (an approximate F-score of 60 for contrast and 70 for conditional), as well as a larger variance, and were only slightly better than lexicon matching. Therefore, while machine learning was successful for detecting speculation, a well-curated lexicon might be a more suitable approach for detecting contrast and conditional.
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