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| − | {{Event
| + | This is an excellent post and may be one that ought to be foelowld up to see what are the resultsA companion e-mailed this link the other day and I am eagerly awaiting your next write-up. Keep on on the awesome work. |
| − | | Acronym = BEA 2008
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| − | | Title = ACL 2008 Workshop on Innovative Use of NLP for Building Educational Applications
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| − | | Type = Workshop
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| − | | Series =
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| − | | Field = Natural language processing
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| − | | Homepage = www.cs.rochester.edu/~tetreaul/acl-bea.html
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| − | | Start date = Jun 19, 2008
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| − | | End date = Jun 20, 2008
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| − | | City= Columbus
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| − | | State = OH
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| − | | Country = USA
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| − | | Abstract deadline =
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| − | | Submission deadline = Mar 14, 2008
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| − | | Notification = Apr 7, 2008
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| − | | Camera ready =
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| − | }}
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| − | | |
| − | <pre>
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| − | *******************************************************************************
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| − | | |
| − | FINAL CALL FOR PAPERS
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| − | ACL 2008 Workshop on
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| − | | |
| − | Innovative Use of NLP for Building Educational Applications
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| − | Columbus, Ohio; June 19/20, 2008
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| − | | |
| − | http://www.cs.rochester.edu/~tetreaul/acl-bea.html
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| − | | |
| − | Submission Deadline: March 14, 2008
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| − | | |
| − | *******************************************************************************
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| − | | |
| − | WORKSHOP DESCRIPTION
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| − | | |
| − | NLP-based applications have had a profound effect on education in the areas of
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| − | assessment and instruction. Early applications focused on writing for automated
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| − | essay scoring, short-answer response scoring in assessment and intelligent
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| − | tutoring, and grammatical error detection for proofreading. More recently, NLP
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| − | has been introduced into additional educational contexts, including automated
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| − | scoring of speech and text-based curriculum development for reading support. In
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| − | addition, the earlier applications for grammatical error detection have
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| − | greatly improved. Not only has the field improved existing capabilities, but as
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| − | a community we are generating innovative and creative ways to use NLP in
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| − | applications for multiple skill sets, including writing, reading, and speaking.
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| − | | |
| − | The need for, and the rapid development of, language-based capability
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| − | development in the United States and other Anglophone countries are driven by
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| − | increased requirements for state/national assessments and a growing population
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| − | of English language learners. In the past five years, steady growth in the area
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| − | of NLP-based applications for education has prompted an increased number of
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| − | workshops which typically focus on one specific aspect of NLP-based educational
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| − | applications. In this workshop, we solicit papers from all subfields.
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| − | | |
| − | We intend to bring all subfields together to foster continued interaction and
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| − | collaboration among researchers in both academic institutions and industry.
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| − | This workshop (consistent with previous workshops at ACL 1997, NAACL/HLT 2003,
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| − | and ACL 2005) will continue to expose the NLP research community to these
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| − | technologies with the hope that they continue to identify novel opportunities
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| − | for the use of NLP tools in educational applications.
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| − | | |
| − | | |
| − | TOPICS OF INTEREST
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| − | | |
| − | For this workshop, we invite submissions including, but not limited to:
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| − | | |
| − | 1) Automated Scoring/Evaluation for Text and Speech
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| − | * Automated processing of spoken and written lecture materials across
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| − | genres, e.g., - Content-based analysis - Grammatical error detection -
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| − | Response-based discourse analysis - Stylistic analysis
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| − | * Knowledge representation in learning systems
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| − | * Machine translation for assessment, instruction, and curriculum development
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| − | * Plagiarism detection tools
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| − |
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| − | 2) Intelligent Tutoring
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| − | * Intelligent tutoring systems that incorporate state-of-the-art NLP methods
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| − | to evaluate response content, using either text- or speech-based analyses
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| − | * Dialogue systems in education
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| − | * Hypothesis formation and testing in automated tutoring systems
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| − | * Multi-modal communication between human learners and machines
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| − | * Automatically generating tutorial responses
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| − |
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| − | 3) Learner Cognition
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| − | * Automated assessment of students' language and cognitive skill levels
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| − | * Automated systems that detect and adapt to learners' cognitive or
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| − | emotional states
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| − | * Automatic generation of test questions
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| − | * Tools for learners with special needs
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| − |
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| − | | |
| − | 4) Corpora and annotation standards for building NLP educational tools
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| − | | |
| − | 5) Use of Response Databases
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| − | * Data mining of student corpora for tool building
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| − | * Visualization of concepts in learning systems
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| − | | |
| − | 6) Classroom Tools
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| − | * NLP tools for second language learners
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| − | * Semantic-based access to instructional materials
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| − | * Tools for teachers and test developers (such as tools that automatically
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| − | identify text on a given topic, or adapt a text to the grade level of the
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| − | student, or assist in text-based curriculum development)
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| − | * E-learning tools for personalized course content
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| − | | |
| − | 7) Evaluation of NLP-based tools for education
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| − | | |
| − | 8) Descriptions of Working Systems
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| − | | |
| − | | |
| − | SUBMISSION INFORMATION
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| − | | |
| − | Authors are invited to submit a full paper of up to 8 pages in electronic, PDF
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| − | format (with up to 1 additional page for references). Previously published
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| − | papers cannot be accepted. The submissions will be reviewed by the program
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| − | committee. As reviewing will be blind, please ensure that papers are
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| − | anonymous. Self-references that reveal the author's identity,
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| − | e.g., "We previously showed (Smith, 1991) ...", should be avoided. Instead, | |
| − | use citations such as "Smith previously showed (Smith, 1991) ...".
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| − | | |
| − | Please use the ACL style sheet for composing your paper:
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| − | http://www.ling.ohio-state.edu/acl08/stylefiles.html
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| − | | |
| − | | |
| − | And the following submission page handled by the START conference
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| − | system:
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| − | https://www.softconf.com/acl08/ACL08-WS10/
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| − | | |
| − | | |
| − | IMPORTANT DATES
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| − | | |
| − | Submission deadline: March 14, 2008
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| − | Notification of acceptance: April 07, 2008
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| − | Final papers due: April 21, 2008
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| − | Workshop: either June 19 or 20, 2008
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| − | | |
| − | | |
| − | | |
| − | WORKSHOP CHAIRS
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| − | | |
| − | Joel Tetreault, ETS, USA (principal contact: JTetreault@ets.org)
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| − | Jill Burstein, ETS, USA
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| − | Rachele De Felice, Oxford University, UK
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| − | | |
| − | | |
| − | | |
| − | PROGRAM COMMITTEE
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| − | | |
| − | Martin Chodorow, Hunter College, CUNY, USA
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| − | Mark Core, ICT/USC, USA
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| − | Bill Dolan, Microsoft, USA
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| − | Jennifer Foster, Dublin City University, Ireland
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| − | Michael Gamon, Microsoft, USA
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| − | Na-Rae Han, Korea University, Korea
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| − | Derrick Higgins, ETS, USA
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| − | Emi Izumi, NICT, Japan
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| − | Ola Knutsson, KTH Nada, Sweden
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| − | Claudia Leacock, Butler Hill Group, USA
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| − | John Lee, MIT, USA
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| − | Kathy McCoy, University of Delaware, USA
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| − | Detmar Meurers, OSU, USA
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| − | Lisa Michaud, Wheaton College, USA
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| − | Mari Ostendorf, University of Washington, USA
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| − | Stephen Pulman, Oxford, UK
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| − | Mathias Schulze, University of Waterloo, Canada
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| − | Stephanie Seneff, MIT, USA
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| − | Richard Sproat, UIUC, USA
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| − | Jana Sukkarieh, ETS, USA
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| − | </pre>This CfP was obtained from [http://www.wikicfp.com/cfp/servlet/event.showcfp?eventid=2710&copyownerid=320 WikiCFP]
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