Darren Pearce

Applied morphological processing of English

We describe two newly developed computational tools for morphological processing: a program for analysis of English inflectional morphology, and a morphological generator, automatically derived from the analyser. The tools are fast, being based on finite-state techniques, have wide coverage, incorporating data from various corpora and machine readable dictionaries, and are robust, in that they are able to deal effectively with unknown words. The tools are freely available. We evaluate the accuracy and speed of both tools and discuss a number of practical applications in which they have been put to use.

Robust, applied morphological generation

In practical natural language generation systems it is often advantageous to have a separate component that deals purely with morphological processing. We present such a component: a fast and robust morphological generator for English based on finite-state techniques that generates a word form given a specification of the lemma, part-of-speech, and the type of inflection required. We describe how this morphological generator is used in a prototype system for automatic simplification of English newspaper text, and discuss practical morphological and orthographic issues we have encountered in generation of unrestricted text within this application.

Using Mobile Technology to Create Flexible Learning Contexts

This paper discusses the importance of learning context with a particular focus upon the educational application of mobile technologies. We suggest that one way to understand a learning context is to perceive it as a Learner Centric Ecology of Resources. These resources can be deployed variously but with a concern to promote and support different kinds of mediations, including those of the teacher and learner. Our approach is informed by sociocultural theory and is used to construct a framework for the evaluation of learning experiences that encompass various combinations of technologies, people, spaces and knowledge. The usefulness of the framework is tested through two case studies that evaluate a range of learning contexts in which mobile technologies are used to support learning. We identify the benefits and challenges that arise when introducing technology across multiple locations. An analytical technique mapped from the Ecology of Resources framework is presented and used to identify the ways in which different technologies can require learners to adopt particular roles and means of communication. We illustrate how we involve participants in the analysis of their context and highlight the extent to which apparently similar contexts vary in ways that are significant for learners. The use of the Ecology of Resources framework to evaluate a range of learning contexts has demonstrated that technology can be used to provide continuity across locations: the appropriate contextualization of activities across school and home contexts, for example. It has also provided evidence to support the use of technology to identify ways in which resources can be adapted to meet the needs of a learner.

I'm keeping those there, are you? The role of a new user interface paradigm - Separate Control of Shared Space (SCOSS) - in the collaborative decision-making process

We take a socio-cultural approach to comparing how dual control of a new user interface paradigm - Separate Control of Shared Space (SCOSS) - and dual control of a single user interface can work to mediate the collaborative decision-making process between pairs of children carrying out a multiple categorisation word task on a shared computer. Qualitative analysis focuses on how the interface properties of SCOSS can encourage each child to participate in the task and to represent their own opinions as part of the process of reaching final joint agreement. We conclude by suggesting additional features to improve the content of collaborative conversations and by proposing other contexts that may benefit from this interface.