III Congreso Intl. Aprendizaje, Innovación y Competitividad

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La tercera edición de CINAIC se celebrará del 14 al 16 de Octubre de 2015 en Madrid. La organización del congreso corre a cargo de la Universidad Politécnica de Madrid, la Universidad de Zaragoza, la Universidad de las Palmas de Gran Canaria, la Universidad de Alicante, el CDTI (Ministerio de Economía y Competitividad), la Dirección General de Universidades (Ministerio de Educación, Cultura y Deporte) y los grupos de investigación GIDTIC (Universidad de Zaragoza) y GRIAL (Universidad de Salamanca).

El plazo para presentar trabajos, en cualquiera de sus áreas temáticas, finalizará el 2 de Mayo de 2015.

Como en ediciones anteriores, CINAIC 2015 promueve el intercambio de conocimiento entre los asistentes a través de las distintas actividades de socialización y dinamización.

Así mismo, CINAIC 2015 trabaja para que el máximo número de trabajos aceptados sean publicados en revistas científicas indexadas en los principales índices de referencia (JCR, Scopus y otras). Puede consultar el listado de revistas científicas ya confirmadas (se irá ampliando). En la edición anterior el 21% de los trabajos aceptados fueron publicados en revistas científicas. Así mismo, todos los trabajos aceptados serán publicados tanto en las actas del congreso (con ISBN) y en el Repositorio de Buenas Prácticas de Innovación Educativa (financiado por el Ministerio de Educación, Cultura y Deporte).

Correo electrónico: congresocinaic@gmail.com

Life before and after Facebook @guardian

 

Children are reluctant to admit it, but after a bad day at school it might be a relief to have a place where the online world cannot reach you. The problem is whether the home can any longer offer that peace and quiet. It is as if the walls are no longer solid but permeable. Somehow the outside world now penetrates inside the average family home because of this continual contact with peers and others.

Read the whole story.

A taxonomy of learner searches in DDL

 

Learners’ search patterns during corpus-based focus-on-form activities: A study on hands-on concordancing

Authors: Pérez-Paredes, Pascual; Sánchez-Tornel, María; Calero, Jose M. Alcaraz
Source: International Journal of Corpus Linguistics, Volume 17, Number 4, 2012, pp. 482-515(34)
Publisher: John Benjamins Publishing Company

Abstract:
Our research explores the search behaviour of EFL learners (n=24) by tracking their interaction with corpus-based materials during focus-on-form activities (Observe, Search the corpus, Rewriting). One set of learners made no use of web services other than the BNC during the central Search the corpus activity while the other set resorted to other web services and/or consultation guidelines. The performance of the second group was higher, the learners’ formulation of corpus queries on the BNC was unsophisticated and the students tended to use the BNC search interface to a great extent in the same way as they used Google or similar services. Our findings suggest that careful consideration should be given to the cognitive aspects concerning the initiation of corpus searches, the role of computer search interfaces, as well as the implementation of corpus-based language learning. Our study offers a taxonomy of learner searches that may be of interest in future research.

Text Mining and Applications (TEMA’15)

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Text Mining and Applications (TEMA’15) Track of EPIA’15

TeMA 2015 will be held at the 17th Portuguese Conference on Artificial Intelligence (EPIA 2015) taking place at the University of Coimbra, Portugal, from 8th to 11th September 2015. This track is organized under the auspices of the Portuguese Association for Artificial Intelligence (APPIA).

EPIA 2015 URL: http://epia2015.dei.uc.pt

This announcement contains:

[1] Track Description; [2] Topics of Interest; [3] Special Interests; [4] Important Dates; [5] Paper Submission and Formatting Instructions; [6] Track Fees; [7] Organizing Committee; [8] Program Committee and [9] Contacts.

[1] Track Description

Human languages are complex by nature and efforts in pure symbolic approaches alone have been unable to provide fully satisfying results. Text Mining and Machine Learning techniques applied to texts (raw or annotated) brought up new insights and completely shifted the approaches to Human Language Technologies. Both approaches, symbolic and statistically based, when duly integrated, have shown capabilities to bridge the gap between language theories and effective use of languages, and can enable important applications in real-world heterogeneous environment such as the Web.

The most natural form of written information is raw, unstructured text. The huge amount of this kind of textual information circulating in the Internet nowadays (in an increasing number of different languages) leads us to use and investigate systems, algorithms and models for mining texts. As a consequence, Text Mining is an active research area that is continuously broadening worldwide and fostering reinforced interest in languages other than the most common ones such as English, French, German and now Chinese. This 6th Biannual Track of Text Mining and Applications will provide, as in previous editions of the TeMA Tracks within the EPIA Conferences, a venue for researchers to present and share their work in intelligent computational technologies applied to written human languages. TeMA 2015 is a forum for researchers working in Human Language Technologies i.e. Natural Language Processing (NLP), Computational Linguistics (CL), Natural Language Engineering (NLE), Text Mining (TM) and related areas.

Authors are invited to submit their papers on any of the issues identified in section [2].

[2] Topics of Interest

Topics include but are not limited to:

Text Mining:

– Language Models

– Multi-word Units

– Lexical Knowledge Acquisition

– Word and Multi-word Sense Disambiguation

– Acquisition and Usage of Language Resources

– Lexical Cohesion

– Sentiment Analysis

– Word and Multi-word Translation Extraction

– Textual Entailment

– Text Clustering and Classification

– Algorithms and Data Structures for Text Mining

– Multi-Faceted Text Analysis: Opinions, Time, Space

– Evaluation of all the previous

Applications:

– Social Network Analysis

– Machine Translation

– Automatic Summarization

– Information Extraction / Intelligent Information Retrieval

– Multilingual access to multilingual Information

– E-training, E-learning and Question-Answering Systems

– Web Mining

[3] Special Interests

The evolution of the Web has drastically changed the focus of Text Mining as most of the texts are small in size. While, in the past, the focus was on dealing with very large corpora of long texts, the new reality is huge collections of tweets or posts on social media that contain very few words in a clear multilingual environment. This is usually referred to the Big Data (here Big Textual Data). As a consequence, new trends have recently been appearing in Text Mining, for example, keyword extraction, named-entity recognition, novelty detection, event identification.

Moreover, the growing interest and quality of Wikipedia has allowed to include knowledge on a large scale in Text Mining applications. As such, a lot of research have been focusing on the correct use of knowledge bases, for example, entity information retrieval, word sense disambiguation, ephemeral clustering.

[4] Important Dates

March 9, 2015: Paper submission deadline

April 27, 2015: Notification of paper acceptance

June 1, 2015: Deadline for camera-ready versions

September 8-11, 2015: Conference dates

[5] Paper Submission and Formatting Instructions

Submissions must be original and not published elsewhere. Papers should not exceed twelve (12) pages in length and must adhere to the formatting instructions of the conference. Each submission will be peer reviewed by at least three members of the Program Committee. The reviewing process is double blind, so authors should remove names and affiliations from the submitted papers, and must take reasonable care to assure anonymity during the review process. References to own work may be included in the paper, as long as referred to in the third person. Acceptance will be based on the paper’s significance, technical quality, clarity, relevance and originality. Accepted papers must be presented at the conference by one of the authors and at least one author of each accepted paper must register for the conference.

All accepted papers will be published by Springer in a volume of Lecture Notes in Artificial Intelligence (LNAI).

Full-length papers cannot exceed twelve (12) pages. All papers should be prepared according to the formatting instructions of Springer LNAI series (http://www.springer.de/comp/lncs/authors.html/) and must be submitted in PDF (Adobe’s Portable Document Format) through EPIA 2015 Conference Management.

[6] Track Fees:

Track participants must register at the main EPIA 2015 conference. No extra fee shall be paid for attending this track.

[7] Organizing Committee:

Joaquim F. Ferreira da Silva. Universidade Nova de Lisboa, Portugal.

Vitor R. Rocio. Universidade Aberta, Portugal.

Gaël Dias. University of Caen Basse-Normandie, France.

José G. Pereira Lopes. Universidade Nova de Lisboa, Portugal.

Hugo Gonçalo Oliveira, Universidade de Comimbra, Portugal

[8] Program Committee:

Adam Jatowt (Universit of Kioto, Japan)
Adeline Nazarenko (University of Paris 13, France)
Aline Villavicencio (Universidade Federal do Rio Grande do Sul, Brazil)
Antoine Doucet (University of Caen, France)
António Branco (Universidade de Lisboa, Portugal)
Béatrice Daille (University of Nantes, France)
Belinda Maia (Universidade do Porto, Portugal)
Brigitte Grau (LIMSI, France)
Bruno Cremilleux (University of Caen, France)
Christel Vrain (Université d’Orléans, France)
Eric de La Clergerie (INRIA, France)
Gabriel Pereira Lopes (Universidade Nova de Lisboa, Portugal)
Gaël Dias (University of Caen Basse-Normandie)
Gregory Grefenstette (CEA, France)
Hugo Oliveira (Universidade de Coimbra)
Irene Rodrigues. Universidade de Évora, Portugal)
Isabelle Tellier (University of Orléans, France)
Joaquim Ferreira da Silva (Universidade Nova de Lisboa)
João Balsa (Universidade de Lisboa, Portugal)
João Magalhães (Universidade Nova de Lisboa)
Katerzyna Wegrzyn-Wolska (ESIGETEL, France)
Lucinda Carvalho ((Universidade Aberta, Portugal)
Manuel Vilares Ferro (University of Vigo, Spain)
Marc Spaniol (University of Caen Basse-Normandie)
Marcelo Finger (Universidade de São Paulo, Brazil)
Maria das Graças Volpe Nunes (Universidade de São Paulo, Brazil)
Mark Lee (University of Birmingham, United Kingdom)
Mohand Boughanem (University of Toulouse III, France)
Nuno Mamede (Universidade Técnica de Lisboa, Portugal)
Nuno Marques (Universidade Nova de Lisboa, Portugal)
Pablo Gamallo (Faculdade de Filologia, Santiago de Compustela, Spain)
Paulo Quaresma (Universidade de Évora, Portugal)
Pavel Brazdil (University of Porto, Portugal)
Pierre Zweigenbaum (CNRS-LIMSI, France)
Pushpak Bhattacharyya (Indian Intitute of Technology Bombay, India)
Spela Vintar (University of Ljubljana, Slovenia)
Tomaz Erjavec (Jozef Stefan Institute, Slovenia)
Vitor Jorge Rocio (Universidade Aberta, Portugal)

Writing tools for researchers

This is a selection of resources for those wishing to improve their scientific and academic writing in English. It showcases some online resources including courses, academic word lists, online data bases, concordancers, corpora as well as some diy tools.

Online courses

British Council Writing for a purpose

Face to face & online courses

VI Escribir ciencia en inglés / Writing science in English (Universidad de Murcia)

Word lists

AWL and definitions. Academic Word List Coxhead (2000). Around  570 headwords

AWL 10 sublists and sublist families

Exploring contexts of AWL (dictionary-based)  and academic areas  (needs a code)

Test your vocabulary range using Lex Tutor

The Manchester Phrase Bank

Exploring collocations

Oxford online collocations dictionary

Collocation forbetterenglish (Sketch Engine SKELL): examples, word sketches and similar words

Word neighbors (different corpora available)

String net (explore patterns)

Collocaid: collocation errors and editor

Using Google N-GRAM to discover word combinations (intake of *)

Online corpora

Academic words in American English (Mark Davies COCA)

CRA (Corpus of Research Articles) Great to test your hypothesis (perform an analysis?)

MICUSP

MICASE

British Academic Written English Corpus (BAWE) Sketch engine gateway

BAWE corpus (Coventry site)

ScienQuest

CQPweb portal

Deconstructing discourse

Clean your text 

Generate word lists (Input url)

Ngram Analyzer

Ngram Extractor

Web as a corpus (n-gram browser)

Online text comparator

Google books Ngram Viewer Use it to test phraseological uses  All the options here

Online DBs

Exploration tools:

Ngramfinder

Babla (just for fun)

Netspeak

Video talks

Webcorp (The web is your corpus)

Springer exemplar

Taporware tools (Alberta)

Concordancers

Antconc (Win, MacOS, lINUX)

Textstat (Windows & MacOS)

Do-it-yourself tools & Advanced users

Just-text

Beautifulsoup parser (Python)

Avoid deduplication: Onion

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Using COCA (Corpus of Contemporary American English)

For more information on research group and interests, visit our website: Languages for specific purposes, language corpora, and English linguistics applied to knowledge engineering.

ERASMUS+ K2: ¿quién puede participar?

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¿Quién puede participar?

Podrá ser organización participante cualquier organización pública o privada establecida en un país del programa o en cualquier país asociado del mundo.

Por ejemplo, la organización puede ser:
-Una institución de educación superior;
-Un centro escolar, un instituto o un centro educativo (de cualquier nivel, desde preescolar a secundaria alta74, incluidas la educación profesional y la educación de adultos);
-Una organización, asociación u ONG sin ánimo de lucro;
-Una empresa pública o privada, pequeña, mediana o grande (incluidas las empresas sociales);
-Un organismo público local, regional o nacional;
-Un interlocutor social u otro representante de la vida laboral, incluidos las cámaras de comercio y de industria, las asociaciones artesanales o profesionales y los sindicatos;
-Un instituto de investigación;
-Una fundación;
-Un centro de formación entre empresas;
-Una empresa que ofrezca formación en colaboración;
-Una organización cultural, una biblioteca, un museo;
-Un organismo de asesoramiento académico, orientación profesional o servicios informativos;
-Un organismo que valide conocimientos, aptitudes y competencias adquiridos mediante aprendizaje no formal o informal;
-Una ONG juvenil europea;
-Un grupo de jóvenes activos en el ámbito de la juventud, pero no necesariamente en el contexto de una organización juvenil (es decir, un grupo informal de jóvenes75).

Las instituciones de educación superior (HEI) establecidas en un país del programa deben ser titulares de una Carta Erasmus de Educación Superior (ECHE) válida. No se pretende que las HEI de los países asociados estén en posesión de una ECHE, pero sí que se adhieran a los principios de esta.

Puede presentar la solicitud cualquier organización o grupo participante establecido en un país del programa. Esta organización presentará la solicitud en nombre de todas las organizaciones participantes implicadas en el proyecto.

Una Asociación estratégica es una entidad transnacional en la que participan como mínimo tres organizaciones de tres países del programa diferentes. No hay un número máximo de socios. No obstante, el presupuesto para los costes de gestión tiene un límite (equivalente a 10 socios). Todas las organizaciones participantes han de estar identificadas al presentar la solicitud de subvención.

No obstante, en los siguientes tipos de proyectos pueden participar dos organizaciones de un mínimo de dos países del programa:

-Las Asociaciones estratégicas en el ámbito de la educación escolar en las que solo participan centros escolares. En estas asociaciones participan exclusivamente centros escolares de los países del programa;

-Las Asociaciones estratégicas entre autoridades escolares locales o regionales del ámbito de la educación escolar. Por cada país que intervenga en el proyecto, la asociación ha de incluir como mínimo:
-Una autoridad escolar local o regional
-Un centro escolar y
-Una organización local activa en el ámbito de la educación, la formación y la juventud o en el mercado de trabajo.
-Las Asociaciones estratégicas en el ámbito de la juventud en las que solo participen organizaciones juveniles o grupos de jóvenes activos en el trabajo en el ámbito de la juventud.