1) Then click on the image to catch a glimpse of what I’m doing.
2) Also watch this 1 min. award winning demo video ,which I think will bring you back to the page to learn more about my work 🙂
If you are still there keep reading to learn about my exciting work 🙂
I’m currently (I can’t believe I’m saying this but yes) “final” year PhD student in Discourse-Centric Learning Analytics at the Knowledge Media Institute (KMi), Open University (OU) UK, supervised by Prof. Denise Whitelock (my ex-main supervisor Prof. Simon Buckingham Shum), Dr. Rebecca Ferguson and Dr. Anna De Liddo.
My main supervisor, Simon left UK July,2014 and moved to the other side of the world, Sydney, Australia to set up a new centre (Yes, I’m officially abandoned). Therefore Prof. Denise Whitelock has taken over his role and became my main supervisor after July, 2014!
In short, in this PhD I aim to investigate whether computational techniques can automatically identify attributes of good academic writing in undergraduate student writing, and how best to feed back the results of such analysis to support marking process of educators. This is in collaboration with Agnes Sandor, linguist from Parsing and Semantics group at Xerox Research Centre Europe, whose rhetorical parsing technology I am using, in the context of developing analytics for educators. My work builds on Xerox Incremental Parser (XIP) whose rhetorical analysis is capable of identifying the ‘rhetorical moves’ in a text that are typical of academic writing in many fields (e.g. contrasting two ideas or findings; identifying missing knowledge; summarising results).
Just in case you’re interested to see what analytics I’m actually talking about, here’s a quick demo movie and an article describing the Rhetorical Parser I am testing, to see if it can identify the features of good academic writing which students often struggle with.
Research Questions (RQ): –Questions that have changed tens of time!
RQ1: To what extent an automated rhetorical parser can be used to identify indicators of good academic writing in undergraduate student essays, as judged by the essay grade?
RQ2: How accurate and reliable is the automated rhetorical parser is for identifying the presence of attributes of good academic writing within student writing, as judged by the tutors?
RQ3: In what ways should output of an automated rhetorical analysis of student essays be delivered to tutors?
RQ4: To what extent do tutors value the visual analytics results of an individual student or cohort’s work when the primary focus is on assessment?