Virginie Zampa

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In the first part of this article, we explore the background of computer-assisted learning from its beginnings in the early XIX th century and the first teaching machines, founded on theories of learning, at the start of the XX th century. With the arrival of the computer, it became possible to offer language learners different types of language activities(More)
—One of the main principles underlying the design of human–system interactions within ITSs or ILEs is that the closer the " artificial " principles are to those involved by human teachers, the more efficient the learning will be. However, the very notion of " human-likeliness " is neither very new nor very precise. We suggest here that these human-like(More)
—In a lifelong learning context, learners have to perform a lot of writing-based activities, like document analysis, that are seldom assessed by teachers or tutors because this assessment is time-consuming. We introduce a service, Pensum, integrated in a PLE that helps students to understand a course content through writing a synthesis, as well as teachers(More)
We describe the main tasks students usually complete when working in an e-learning platform, across five mean features that have to be taken into account in research efforts (writing-based activities, individual/collective level, knowledge/ pedagogy orientation, feedback, multiple stakeholders account). Ways to analyse and assist these tasks by(More)
En TAL et plus particulièrement en analyse sémantique, les informations sur la couleur peuvent être importantes pour traiter correctement des informations textuelles (sens des mots, désambiguïsation et indexation). Plus généralement, connaître la ou les couleurs habituellement associée(s) à un terme est une information cruciale. Dans cet article, nous(More)
(for dissemination) This deliverable gives a snapshot on the iteratively developing prototypes. It focuses on the integration of the showcases i.e. on turning the existing technology into web-based, service-oriented applications, and structuring their software architecture along the concept elaborated in the previous infrastructure deliverable D2.1. This(More)
(for dissemination) This report presents Version 1 of the support and feedback services (delivering recommendations based on interaction analysis and on students' textual production) that can be integrated within an e-learning environment. Further steps toward the implementation of Version 2 of these services and their future integration with all the LTfLL(More)