EmotiBlog: a finer-grained and more precise learning of subjectivity expression models

The exponential growth of the subjective information in the framework of the Web 2.0 has led to the need to create Natural Language Processing tools able to analyse and process such data for multiple practical applications. They require training on specifically annotated corpora, whose level of detail must be fine enough to capture the phenomena involved. This paper presents EmotiBlog – a fine-grained annotation scheme for subjectivity. We show the manner in which it is built and demonstrate the benefits it brings to the systems using it for training, through the experiments we carried out on opinion mining and emotion detection. We employ corpora of different textual genres –a set of annotated reported speech extracted from news articles, the set of news titles annotated with polarity and emotion from the SemEval 2007 (Task 14) and ISEAR, a corpus of real-life self-expressed emotion. We also show how the model built from the EmotiBlog annotations can be enhanced with external resources. The results demonstrate that EmotiBlog, through its structure and annotation paradigm, offers high quality training data for systems dealing both with opinion mining, as well as emotion detection.

Constellations and the unsupervised learning of graphs

In this paper, we propose a novel method for the unsupervised clustering of graphs in the context of the constellation approach to object recognition. Such method is an EM central clustering algorithm which builds prototypical graphs on the basis of fast matching with graph transformations. Our experiments, both with random graphs and in realistic situations (visual localization), show that our prototypes improve the set median graphs and also the prototypes derived from our previous incremental method. We also discuss how the method scales with a growing number of images.

Some reflections on the impact of globalization in the teaching and learning of English in socalled “expanding circle” countries

This article deals with the ongoing debate on the complex role of English as an International Language, be it understood as a homogeneous entity (one language with an international role [EIL]) or a heterogeneous one (different varieties (WE or ELF) grouped under one label, «English») as well as on the implications of this «globalising» status for its teaching in non-native settings. Given the complexity of this phenomenon, whose study is still in its infancy, we attempt neither to provide definitive answers nor adopt a prescriptive attitude, but simply contribute to the discussion and clarification of this, to some extent, emergent, controversial situation.

Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved.

A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: “know-what” (concept), where facts and descriptions of (natural or social) phenomena are pursued; “know-how” (procedure), where methods and procedures for their application are described; and “know-why” (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student’s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a “know-why” approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a “know-how”, “know-what” or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering.

Design of online practical lessons in colorimetry

Applied colorimetry is an important module in the program of the elective subject "Colour Science: industrial applications”. This course is taught in the Optics and Optometry Degree and it has been used as a testing for the application of new teaching and assessment techniques consistent with the new European Higher Education Area. In particular, the main objective was to reduce the attendance to lessons and encourage the individual and collective work of students. The reason for this approach is based on the idea that students are able to work at their own learning pace. Within this dynamic work, we propose online lab practice based on Excel templates that our research group has developed ad-hoc for different aspects of colorimetry, such as conversion to different colour spaces, calculation of perceptual descriptors (hue, saturation, lightness), calculation of colour differences, colour matching dyes, etc. The practice presented in this paper is focused on the learning of colour differences. The session is based on a specific Excel template to compute the colour differences and to plot different graphs with these colour differences defined at different colour spaces: CIE ΔE, CIE ΔE94 and the CIELAB colour space. This template is implemented on a website what works by addressing the student work at a proper and organized way. The aim was to unify all the student work from a website, therefore the student is able to learn in an autonomous and sequential way and in his own pace. To achieve this purpose, all the tools, links and documents are collected for each different proposed activity to achieve guided specific objectives. In the context of educational innovation, this type of website is normally called WebQuest. The design of a WebQuest is established according to the criteria of usability and simplicity. There are great advantages of using WebQuests versus the toolbox “Campus Virtual” available in the University of Alicante. The Campus Virtual is an unfriendly environment for this specific purpose as the activities are organized in different sectors depending on whether the activity is a discussion, an activity, a self-assessment or the download of materials. With this separation, it is more difficult that the student follows an organized sequence. However, our WebQuest provides a more intuitive graphical environment, and besides, all the tasks and resources needed to complete them are grouped and organized according to a linear sequence. In this way, the student guided learning is optimized. Furthermore, with this simplification, the student focuses on learning and not to waste resources. Finally, this tool has a wide set of potential applications: online courses of colorimetry applied for postgraduate students, Open Course Ware, etc.

Construction of Structures I in Moodle: a new teaching methodology in the Degree of Building Engineer

The subject of Construction of Structures I studies, from a constructive point of view and taking into account current legislation, reinforced concrete structures used in buildings, through the acquisition of knowledge and construction criteria required in the profession of a Technical Architect. The contents acquired in this course are essential for further professional development of technicians and are closely related to many of the subjects taught in the same or other courses of the Degree in Technical Architecture at the University of Alicante. The aim of this paper is to present, analyze and discuss the development of a new methodology proposed in the mentioned subject, as it supposed an important change in the traditional way of teaching Construction and Structures I. In order to incorporate new teaching tools in 2013-2014, the course has been implemented by using a Moodle software tool to promote blended learning with online exercises. Our Moodle community allows collaborative work within an open-source platform where teachers and students share a new and personalized learning environment. Students are easily used to the interface and the platform, value the constant connection with teachers or other fellows and completely agree with the possibility of making questions or share documents 24 hours a day. The proposed methodology consists of lectures and practical classes. In the lectures, the basics of each topic are discussed; class attendance, daily study and conducting scheduled exercises are indispensable. Practical classes allow to consolidate the knowledge gained in theory classes by solving professional exercises and actual construction problems related to structures, that shall be compulsorily delivered online. So, after the correction of the teacher and the subsequent feedback of students, practical exercises ensure lifelong learning of the student, who can download any kind of material at any time (constructive details, practical exercises and even corrected exams). Regarding the general evaluation system, goals achievement is assessed on an ongoing basis (65% of the final mark) along the course through written and graphic evidences in person and online, as well as a individual development of a workbook. In all cases, the acquisition of skills, the ability to synthesize, the capacity of logical and critical thinking are assessed. The other 35 % of the mark is evaluated by a complementary graphic exam. Participation in the computing platform is essential and the student is required to do and present, at least 90% of the practices proposed. Those who do not comply with the practices in each specific date could not be assessed continuously and may only choose the final exam. In conclusion, the subject of Construction of Structures I is essential in the development of the regulated profession of Technical Architect as they are considered, among other professional profiles, as specialists in construction of building structures. The use of a new communication platform and online teaching allows the acquisition of knowledge and constructive approaches in a continuous way, with a more direct and personal monitoring by the teacher that has been highly appreciated by almost 100% of the students. Ultimately, it is important to say that the use of Moodle in this subject is a very interesting tool, which was really well welcome by students in one of the densest and important subjects of the Degree of Technical Architecture.

Effects of Dialogic Reading in the Improvement of Reading Comprehension in Students of Primary Education

Reading is an essential factor for success at school that requires certain skills and strategies of great complexity rarely taught in schools. Verbalization of comprehension strategies can be considered an effective measure in learning to read. The purpose of this study was to analyze the effect of a program of teaching reading strategies implemented through interactive dialogic reading groups in the learning of reading comprehension. A quasi-experimental comparison with pretest and posttest design between groups was used. A sample of 355 participants aged between 8 and 9 years aged was used. The results weigh the potential value of the program and support the development of teaching models that integrate dialogic reading practices as they facilitate learning of reading comprehension.