Determining curricular coverage of student contributions to an online discourse environment through the use of Latent Semantic Analysis and term clouds

Computer Supported Collaborative Learning Practices, CSCL 2009 Community Events Proceedings - 9th International Conference

Volumn 2, Issue , 2009, Pages 165-167

  Teplovs, Christopher ^a   Fujita, Nobuko ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

E-LEARNING; INFORMATION ANALYSIS; INFORMATION SYSTEMS; VISUALIZATION;

CURRICULUM GUIDELINES; INFORMATION VISUALIZATION; LATENT SEMANTIC ANALYSIS; NEW APPROACHES; SEMANTIC FIELDS;

SEMANTICS;

EID: 84858435016     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.3115/1599503.1599559     Document Type: Conference Paper

References (4)

1. Ontario Ministry of Education and Training. (1998). The Ontario Curriculum Grades 1-8: Science and Technology. Toronto, ON: Ministry of Education and Training.
2. Scardamalia, M. (2002). Collective cognitive for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
3. Teplovs, C. (2008). The Knowledge Space Visualizer: A tool for visualizing online discourse. In G. Kanselaar, V. Jonker, P. A. Kirschner & F. Prins (Eds.), Proceedings of the International Conference of the Learning Sciences 2008: Cre8 a learning world. Utrecht, NL: International Society of the Learning Sciences.
4. Tufte, E. (2000). Envisioning information. Cheshire, CT: Graphics Press.