# data[].attributes.body
The Western Devaluation of Knowledge is an exploration of the causes and effects of Western cultural changes that have evolved during the past half millennium of industrialization to diminish the value of knowledge as process.

# data[].attributes.body
Shifting teacher's roles: "The guardian is dead, Long live the facilitator and the coach!"

# data[].attributes.body
Will teachers still be relevant?

# data[].attributes.attachment_link.readable_text
In this model, the student is empowered to design anything imaginable within a virtual lab. Beyond the either-or propositions in Godsey's article, traditional, networked and progressive instructional approaches are incorporated. In addition to facilitating learning, the student has an active role in constructing his or her own meaning through projects for connected local and global communities.

# data[].attributes.attachment_link.title
The relevance of teachers in 21st century classrooms

# data[].attributes.attachment_link.description
In this model, the student is empowered to design anything imaginable within a virtual lab. Beyond the either-or propositions in Godsey's article, traditional, networked and progressive instructional approaches are incorporated. In addition to facilitating learning, the student has an active role in constructing his or her own meaning through projects for connected local and global communities.

# data[].attributes.body
Moore's Law

# data[].attributes.body
ARTIFICIAL INTELLIGENCE APPLIED TO TEXTUAL CONTENT

# data[].attributes.attachment_link.title
AYLIEN | Text Analysis API | Natural Language Processing

# data[].attributes.attachment_link.description
Text Analysis API | Natural Language Processing

# data[].attributes.body
Artificial Intelligence Meets Content: What the Rise of the Content Robots Means for You

# data[].attributes.attachment_link.readable_text
There's a lot of talk in the media these days about artificial intelligence (AI). On the one hand, there's been a steady flow of stories about how AI is being used in incredible ways to tackle complex challenges and automate decision-making. From time to time, we even see shining examples of some of AI's more publicized achievements. Remember when IBM's Watson successfully defeated a couple of former champions on "Jeopardy!" back in 2011? What about AlphaGo's amazing performance in the GoGames earlier this year?

Despite the hype, not everyone thinks that AI is a good thing. Stephen Hawking, Elon Musk, Steve Wozniak, and Bill Gates are among the prominent voices warning about the potential dangers of AI. Despite their fears of a potential doomsday scenario, the reality is that AI is many decades away from becoming sophisticated enough to be a potential threat. That leaves plenty of time to put the safeguards in place to ensure that never happens. Suffice it to say that I wouldn't lose any sleep worrying about whether or not the machines will eventually rise up against us.

I bring this up not just because I find it all fascinating, but also because AI is becoming an increasingly important part of marketing and, more specifically, of content. A growing number of companies are using AI to do all sorts of things ranging from natural language generation to content analysis to the content optimization that our own product, Acrolinx, makes possible.

When it comes to deciding what, if anything, you and your company should be doing about AI and your content, you've really only got three choices:

1. The first is to bury your head in the sand and keep doing things the way you always have. That means having an army of writers and editors on staff who you train to write just the way you want them to so that they know your products and all of your style guidelines. The problem is that this is an expensive proposition and one that doesn't easily scale. If you suddenly find yourself needing to double your content output, you're going to be hard pressed to oblige for many months until you've hired and trained all of the right people. That hardly seems practical.

2. At the other end of the spectrum, we've got option two, which is to go all in on AI. Having realized that AI can automate content creation for you, you might decide to fire all of your writers and let the machines take over. It would be faster, scalable, and a whole lot cheaper. But hold on, there's a problem here too. The fact is that we're a long ways away from the point where these technologies can replace human writers in most capacities. If you were to rely on AI right now, you'd find that your content would no longer accurately reflect your brand, engage your audience, or do any of the other things it's supposed to do. It just wouldn't work. Maybe 25 years from now it will be a different story, but not today.

3. That leaves us with option three, which by now you've probably guessed is your best bet. It's embracing AI as a way to augment and enhance what you're doing, without ever removing the human element from the equation. The fact is that AI technologies can be incredibly effective at helping you create better content faster than you otherwise could. Content that's on-brand and on-target. But it needs to be used in collaboration with your content creators, gently nudging them with the appropriate guidance while they write and offering the governance necessary to ensure consistency. In other words, you can't simply rely on these technologies blindly. To reap their benefits, you have to embed them into your existing teams and workflows.

Creating great content is incredibly important. In case you missed it, here's our latest research that offers up some hard data that explains why. As we look ahead, those companies that create high-quality content that helps them connect with their customers will continue to have a real competitive advantage. In our view, the companies that can leverage AI to help them on that journey will be able to do so better, faster, and cheaper than everyone else. Talk about stacking the deck in your favor.

# data[].attributes.attachment_link.title
Artificial Intelligence Meets Content: What the Rise of the Content Robots Means for You | Acrolinx

# data[].attributes.attachment_link.description
Artificial intelligence (AI) is changing the world, including how we create content. But should you be embracing content robots or running for the hills? Find out what AI means for your organization's content and why it just might give you the competitive advantage you need.

# data[].attributes.body
Examples of Artificial Intelligence in Education

# data[].attributes.attachment_link.readable_text
See more articles like this one in the following categories

Though yet to become a standard in schools, artificial intelligence in education has been "a thing" since AI's uptick in the 1980s. In many ways, the two seem made for each other. We use education as a means to develop minds capable of expanding and leveraging the knowledge pool, while AI provides tools for developing a more accurate and detailed picture of how the human mind works.

AI's digital, dynamic nature also offers opportunities for student engagement that cannot be found in often out-dated textbooks or in the fixed environment of the typical four-walled classroom. In synergistic fashion, they each have the potential to propel the other forward and accelerate the discovery of new learning frontiers and the creation of innovative technologies.

We've provided examples of ways in which AI is being pioneered and applied in education. While the applications included are in use in some form today, one could argue that most are still in a relatively "primitive" stage in terms of envisioned long-term objectives. Out of those provided, intelligent tutoring systems (ITS) seem to have made the most progress over the last 20 years, as one of the original concepts for applications of AI in education. All have the potential to help shape a next generation of more personalized learning and responsive teaching.

Examples of Artificial Intelligence in Education

Smart Content

"Smart content" creation, from digitized guides of textbooks to customizable learning digital interfaces, are being introduced at all levels, from elementary to post-secondary to corporate environments.

Content Technologies, Inc., an artificial intelligence development company specializing in automation of business processes and intelligent instruction design, has created a suite of smart content services for secondary education and beyond. Cram101, for example, uses AI to help disseminate and breakdown textbook content into digestible "smart" study guide that includes chapter summaries, true-false and multiple choice practice tests, and flashcards. JustTheFacts101 has a similar, though more streamlined purpose - highlighting and creating text and chapter-specific summaries, which are then archived into a digital collection and made available on Amazon.

Other companies are creating smart digital content platforms, complete with content delivery, practice exercises, and real-time feedback and assessment. Netex Learning, for example, allows educators to design digital curriculum and content across devices, integrating rich media like video and audio, as well as self- or online-instructor assessment. Nextex also provides a personalized learning cloud platform designed for the modern workplace, in which employers can design customizable learning systems with apps; gamification and simulations; virtual courses; self assessments; video conferencing; and other tools. Learning platforms for the modern workplace are designed to allow employees to master additional skills and receive continuous and automated feedback, and when used strategically have the potential to help improve performance and increase production.

Intelligent Tutoring Systems

Mastery learning, a set of principles largely tied to the work of Educational Psychologist Benjamin Bloom in the 1970's, supports the effectiveness of individualized tutoring and instruction in the classroom. Curriculum organized around a student's progress, combined with timely targeted feedback, immediate opportunities for corrected practice, and enrichment activities, are fundamental mastery learning practices. Developing a one-on-one tutoring system that can provide these elements has been a coveted goal of AI researchers since the 1970's and 1980's.

Intelligent tutoring systems (ITS) have made much progress since their early counterparts. Though today's systems, as articulated by Chaudhri, et al., (2013), are not quite at the "two-sigma effect" (i.e. two grade levels) of human tutors, there's evidence to suggest that ITS systems perform as well, if not better, than individual human tutors for many students.

Carnegie Learning's "Mika" software, for example, uses cognitive science and AI technologies to provide personalized tutoring and real-time feedback for post-secondary education students, particularly incoming college freshman who would otherwise need remedial courses. Carnegie states the cost of such remedial learning as costing colleges $6.7 billion annually, with only a 33% success rate for math courses. ITS provides the potential for students to more conveniently access flexible and more personalized modes of learning on an ongoing basis.
Carnegie Learning's Mika platform
Pearson, in collaboration with University College London Knowledge Lab, notes that today's model-based adaptive systems are also increasingly transparent, allowing educators to understand how a system arrived at a next-step decision and rendering them more effective tools for classroom teaching. For example, the iTalk2Learn system16, a system engineered and tested by Carnegie Mellon University to assess its effects on young students learning fractions, applied a learner model that explicitly included information about an individual's mathematics knowledge, cognitive needs, emotional state, as well as feedback received and the students' responses in turn.

Virtual Facilitators and Learning Environments

While it seems obvious that no one in education is eager for virtual humans to come and replace educators, the idea of creating virtual human guides and facilitators for use in a variety of educational and therapeutic environments is a promising area of development. Though not yet a reality, the ultimate goal in this field is to create virtual human-like characters who can think, act, react, and interact in a natural way, responding to and using both verbal and nonverbal communication.

The University of Southern California (USC) Institute for Creative Technologies is a pioneer in creating smart virtual environments and applications that draw on AI, 3-D gaming, and computer animation to develop authentic virtual characters and realistic social interactions. USC researchers have a number of ongoing projects in the space that hint at applications to come over the next two decades.
USC Creative Technologies' SimCoach Prototype
Captivating Virtual Instruction for Training (CVIT), for example, is a distributed learning strategy that aims to integrate live classroom methods with best-fit virtual technologies-including virtual facilitators, augmented reality, intelligent tutor, and others-in remote learning and training programs. It's worth visiting USC's Creative Technologies prototype page and exploring the many other initiatives currently under development, from immersive training counseling for Army leaders to a personal assistant (PAL3) for life-long learning.

Paving New Learning Pathways in the Coming Decade

Education is a domain largely ruled by human-to-human interaction, and integration of AI has been slower to develop the necessary human-like attributes of responsiveness, adaptability, and understanding. Yet there are plenty of areas where AI's inherent strengths help fill high-need "gaps" in learning and teaching.

AI's ability to analyze large amounts of data in real-time (a student's performance in a particular skill across subjects over the course of a year, for example) and automatically provide new content or specified learning parameters, helps meet students' need for continual, targeted practice and feedback and also allows teachers to better understand student performance and orchestrate more effective personalized learning plans.

Woolf, et al., (2013) has proposed five key areas for ongoing researching in educating using AI:

1. Mentors for every learner

2. Learning 21st century skills

3. Interaction data for learning

4. Universal access to global classrooms

5. Life-long and life-wide learning

The above seems a useful framework for framing objectives and generating aligned ideas, as researchers and companies continue to move forward in developing AI applications in education.

Not to be overlooked is the apparent fear that human educators can or will be replaced by AI technologies in the coming decade. As AI advances in this domain, it seems there is more evidence to support the idea that both intelligent systems and humans are needed to manage different aspects of students' academic and social competencies. AI will likely not replace but will serve as an invaluable extension of the human expert, helping teachers to more effectively meet the diverse needs of many students simultaneously.
Image credit: Michael Morgenstern and The Economist

# data[].attributes.attachment_link.title
Examples of Artificial Intelligence in Education - Current Applications

# data[].attributes.attachment_link.description
See more articles like this one in the following categories Though yet to become a standard in schools, artificial intelligence in education has been "a thing" since AI's uptick in the 1980s. In many ways, the two seem made for each other.

# data[].attributes.body
Education must transform to make people ready for AI

# data[].attributes.attachment_link.readable_text
A recent study by Oxford university estimates that nearly half of all jobs in the US are at risk from automation and computers in the next 20 years. While advancing technologies have been endangering jobs since the start of the Industrial Revolution, this time it is not just manual posts: artificial intelligence - the so-called fourth industrial revolution - promises to change the shape of professional work as well.

For instance, lawtech is already proving adept at sorting and analysing legal documents far faster and more cheaply than junior lawyers can. Similarly, routine tasks in accounting are succumbing to AI at the expense of more junior staff.

This change is an opportunity to create new and better jobs. Paul Drechsler, who is president and chair of respectively the CBI employers' organisation and Teach First, which recruits high-achievers into teaching, is enthusiastic about the future: "The fourth industrial revolution is the best opportunity that this country has had for decades to leapfrog" in terms of productivity and competitiveness. But he cautions that "the change is happening must faster than the education system".

The next generation will need a new set of skills to survive, let alone thrive, in an AI world. Literacy, numeracy, science and languages are all important, but they share one thing in common: computers are going to be far better than humans at processing these forms of explicit knowledge.

The risk is that the education system will be churning out humans who are no more than second-rate computers, so if the focus of education continues to be on transferring explicit knowledge across the generations, we will be in trouble.

The AI challenge is not just about educating more AI and computer experts, although that is important. It is also about building skills that AI cannot emulate. These are essential human skills such as teamwork, leadership, listening, staying positive, dealing with people and managing crises and conflict.

These are all forms of tacit knowledge, not explicit knowledge. They are know-how skills, not know-what skills. Know-what is easy to transmit across the generations, and is easy to measure. Know-how skills are hard both to transmit and to measure.

Evaluation and league tables are a barrier to success - you get what you measure in education as much as you do in business

The employability skills gap is already large, and AI will only make it larger. A McKinsey survey found that 40 per cent of employers cited lack of skills to explain entry-level vacancies in their companies. Sixty per cent said that even graduates were not ready for the world of work.

The scale of the current response in the UK does not match the challenge. University technical colleges, the brainchild of former education secretary Lord Baker, explicitly address employability, with a focus on developing engineers, technicians and scientists of the future. In the last academic year, just 1,955 18-year olds graduated from these schools; compared to the 770,000 18-year olds in the UK, that is a drop in the ocean.

In a similar vein, "studio schools" started in 2010 with the intent of blending vocational and academic education with work experience. Of the 50 schools started, 16 have already announced plans to close. Both models are sufficiently different from traditional provision that they struggle to gain acceptance.

The required revolution is unlikely to come from creating schools outside the mainstream. It will have to come from within, supporting all pupils, not just those who want a technical career.

Enabling Enterprise, a charity backed by employers including bank UBS, consultants PwC and supermarket Waitrose, aims to embed employability skills into the curriculum from the earliest years. For instance, five-year olds can learn teamwork with simple routines based on sharing and taking turns. Although the charity says its results look promising, it has reached just 275 schools so far.

Evaluation and league tables are a barrier to success - you get what you measure in education as much as you do in business. The schools accountability framework keeps changing, but is always some variation on measuring how well schools transfer know-what skills, especially English and maths. The Progress 8 framework, which assesses student progress in eight subjects, has no direct measure of employability skills.

Tom Ravenscroft, chief executive of Enabling Enterprise, challenges this approach: "We are doubling down on the idea that if we get children to know things and regurgitate them in a certain way in an exam, then we are setting them up for success in life."

Success depends on equipping the next generation with human skills that even AI cannot emulate: creativity, innovation, resilience, dealing with conflict, ambiguity and uncertainty. We are not ready for this. We have not even started to get ready.
Jo Owen is a leadership author, speaker and social entrepreneur. He is a founder of eight charities, including Teach First

# data[].attributes.attachment_link.title
Education must transform to make people ready for AI

# data[].attributes.attachment_link.description
A recent study by Oxford university estimates that nearly half of all jobs in the US are at risk from automation and computers in the next 20 years. While advancing technologies have been endangering jobs since the start of the Industrial Revolution, this time it is not just manual posts: artificial intelligence - the so-called fourth industrial revolution - promises to change the shape of professional work as well.

# data[].attributes.body
Intelligence Unleashed

# data[].attributes.body
10 Roles For Artificial Intelligence In Education

# data[].attributes.attachment_link.readable_text
10 Roles For Artificial Intelligence In Education
Ed note: This post has been republished from a 2014 post
For decades, science fiction authors, futurists, and movie makers alike have been predicting the amazing (and sometimes catastrophic) changes that will arise with the advent of widespread artificial intelligence. So far, AI hasn't made any such crazy waves, and in many ways has quietly become ubiquitous in numerous aspects of our daily lives. From the intelligent sensors that help us take perfect pictures, to the automatic parking features in cars, to the sometimes frustrating personal assistants in smartphones, artificial intelligence of one kind of another is all around us, all the time.

While we've yet to create self-aware robots like those that pepper popular movies like 2001: A Space Odyssey and Star Wars, we have made smart and often significant use of AI technology in a wide range of applications that, while not as mind-blowing as androids, still change our day-to-day lives. One place where artificial intelligence is poised to make big changes (and in some cases already is) is in education.

While we may not see humanoid robots acting as teachers within the next decade, there are many projects already in the works that use computer intelligence to help students and teachers get more out of the educational experience. Here are just a few roles for artificial intelligence in education, and those that will follow them, will shape and define the educational experience of the future.

1. Artificial intelligence can automate basic activities in education, like grading.
In college, grading homework and tests for large lecture courses can be tedious work, even when TAs split it between them. Even in lower grades, teachers often find that grading takes up a significant amount of time, time that could be used to interact with students, prepare for class, or work on professional development.

While AI may not ever be able to truly replace human grading, it's getting pretty close. It's now possible for teachers to automate grading for nearly all kinds of multiple choice and fill-in-the-blank testing and automated grading of student writing may not be far behind. Today, essay-grading software is still in its infancy and not quite up to par, yet it can (and will) improve over the coming years, allowing teachers to focus more on in-class activities and student interaction than grading.
2. Educational software can be adapted to student needs.
From kindergarten to graduate school, one of the key ways artificial intelligence will impact education is through the application of greater levels of individualized learning. Some of this is already happening through growing numbers of adaptive learning programs, games, and software. These systems respond to the needs of the student, putting greater emphasis on certain topics, repeating things that students haven't mastered, and generally helping students to work at their own pace, whatever that may be.

This kind of custom-tailored education could be a machine-assisted solution to helping students at different levels work together in one classroom, with teachers facilitating the learning and offering help and support when needed. Adaptive learning has already had a huge impact on education across the nation (especially through programs like Khan Academy), and as AI advances in the coming decades, adaptive programs like these will likely only improve and expand.
3. It can point out places where courses need to improve.
Teachers may not always be aware of gaps in their lectures and educational materials that can leave students confused about certain concepts. Artificial intelligence offers a way to solve that problem. Coursera, a massive open online course provider, is already putting this into practice. When a large number of students are found to submit the wrong answer to a homework assignment, the system alerts the teacher and gives future students a customized message that offers hints to the correct answer.

This type of system helps to fill in the gaps in explanation that can occur in courses, and helps to ensure that all students are building the same conceptual foundation. Rather than waiting to hear back from the professor, students get immediate feedback that helps them to understand a concept and remember how to do it correctly the next time around.
4. Students could get additional support from AI tutors.
While there are obviously things that human tutors can offer that machines can't, at least not yet, the future could see more students being tutored by tutors that only exist in zeros and ones. Some tutoring programs based on artificial intelligence already exist and can help students through basic mathematics, writing, and other subjects.

These programs can teach students fundamentals, but so far aren't ideal for helping students learn high-order thinking and creativity, something that real-world teachers are still required to facilitate. Yet that shouldn't rule out the possibility of AI tutors being able to do these things in the future. With the rapid pace of technological advancement that has marked the past few decades, advanced tutoring systems may not be a pipe dream.
5. AI-driven programs can give students and educators helpful feedback.
AI can not only help teachers and students to craft courses that are customized to their needs, but it can also provide feedback to both about the success of the course as a whole. Some schools, especially those with online offerings, are using AI systems to monitor student progress and to alert professors when there might be an issue with student performance.

These kinds of AI systems allow students to get the support they need and for professors to find areas where they can improve instruction for students who may struggle with the subject matter. AI programs at these schools aren't just offering advice on individual courses, however. Some are working to develop systems that can help students to choose majors based on areas where they succeed and struggle. While students don't have to take the advice, it could mark a brave new world of college major selection for future students.
6. It is altering how we find and interact with information.
We rarely even notice the AI systems that affect the information we see and find on a daily basis. Google adapts results to users based on location, Amazon makes recommendations based on previous purchases, Siri adapts to your needs and commands, and nearly all web ads are geared toward your interests and shopping preferences.

These kinds of intelligent systems play a big role in how we interact with information in our personal and professional lives, and could just change how we find and use information in schools and academia as well. Over the past few decades, AI-based systems have already radically changed how we interact with information and with newer, more integrated technology, students in the future may have vastly different experiences doing research and looking up facts than the students of today.
7. It could change the role of teachers.
There will always be a role for teachers in education, but what that role is and what it entails may change due to new technology in the form of intelligent computing systems. As we've already discussed, AI can take over tasks like grading, can help students improve learning, and may even be a substitute for real-world tutoring. Yet AI could be adapted to many other aspects of teaching as well. AI systems could be programmed to provide expertise, serving as a place for students to ask questions and find information or could even potentially take the place of teachers for very basic course materials. In most cases, however, AI will shift the role of the teacher to that of facilitator.

Teachers will supplement AI lessons, assist students who are struggling, and provide human interaction and hands-on experiences for students. In many ways, technology is already driving some of these changes in the classroom, especially in schools that are online or embrace the flipped classroom model.
8. AI can make trial-and-error learning less intimidating.
Trial and error is a critical part of learning, but for many students, the idea of failing, or even not knowing the answer, is paralyzing. Some simply don't like being put on the spot in front of their peers or authority figures like a teacher. An intelligent computer system, designed to help students to learn, is a much less daunting way to deal with trial and error. Artificial intelligence could offer students a way to experiment and learn in a relatively judgment-free environment, especially when AI tutors can offer solutions for improvement. In fact, AI is the perfect format for supporting this kind of learning, as AI systems themselves often learn by a trial-and-error method.
9. Data powered by AI can change how schools find, teach, and support students.
Smart data gathering, powered by intelligent computer systems, is already making changes to how colleges interact with prospective and current students. From recruiting to helping students choose the best courses, intelligent computer systems are helping make every part of the college experience more closely tailored to student needs and goals.

Data mining systems are already playing an integral role in today's higher-ed landscape, but artificial intelligence could further alter higher education. Initiatives are already underway at some schools to offer students AI-guided training that can ease the transition between college and high school. Who knows but that the college selection process may end up a lot like Amazon or Netflix, with a system that recommends the best schools and programs for student interests.
10. AI may change where students learn, who teaches them, and how they acquire basic skills.
While major changes may still be a few decades in the future, the reality is that artificial intelligence has the potential to radically change just about everything we take for granted about education.

Using AI systems, software, and support, students can learn from anywhere in the world at any time, and with these kinds of programs taking the place of certain types of classroom instruction, AI may just replace teachers in some instances (for better or worse). Educational programs powered by AI are already helping students to learn basic skills, but as these programs grow and as developers learn more, they will likely offer students a much wider range of services.

The result? Education could look a whole lot different a few decades from now.

Roles for artificial intelligence

Roles for artificial intelligence

Roles for artificial intelligence

# data[].attributes.attachment_link.title
10 Roles For Artificial Intelligence In Education

# data[].attributes.attachment_link.description
From curriculum to assessment to personalization, here are 10 roles for artificial intelligence in education.

# data[].attributes.body
Artificial intelligence and content analysis

# data[].attributes.attachment_link.readable_text
Problems of and strategies for computer text analysis

Abstract

Content analysis is a very tedious method of data collection. This paper addresses once more the question of whether and how computers may be used to facilitate content analysis in the coding stage. To interpret natural language automatically a computer program must be able to unravel the syntactical structure of sentences ('parsing') and to trace their semantical meaning by dealing with textual context (= 'co-text'), prior knowledge (context outside the text) and semantic variability (different or ambiguous meanings of words and phrases). Several approaches to enable computer programs to perform these tasks are discussed, including approaches from the fields of cognitive psychology and artificial intelligence. The conclusion should be that it is still impossible to enable computer programs to perform all these tasks. But there are possibilities for using computer programs to support human coders both in the coding stage and the data-analysis stage of content analysis. As an example the program CETA to perform Computer-aided Evaluative Textual Analysis is discussed.

Keywords

Data Collection Artificial Intelligence Computer Program Cognitive Psychology Prior Knowledge

Paper presented at the XV Conference of the International Association for Mass Communication Research IAMCR in New Delhi, India, 25-30 August, 1986.

This is a preview of subscription content, log in to check access

# data[].attributes.attachment_link.title
Artificial intelligence and content analysis

# data[].attributes.attachment_link.description
Problems of and strategies for computer text analysis Content analysis is a very tedious method of data collection. This paper addresses once more the question of whether and how computers may be used to facilitate content analysis in the coding stage.

# data[].attributes.body
Content Analysis

# data[].attributes.attachment_link.readable_text
Un logiciel d'analyse de contenu et de Forage de texte très avancé avec des capacités d'analyse et de traitement inégalées,

WordStat est un logiciel d'analyse de texte flexible et facile à utiliser - que vous ayez besoin d'un outil de forage de textes pour l'extraction rapide de thèmes et de tendances ou obtenir une mesure précise et prudente avec une méthode d'analyse quantitative du contenu à la fine pointe. L'intégration parfaite de WordStat avec SimStat - notre outil d'analyse des données statistiques - et QDA Miner - notre logiciel d'analyse qualitative de données - vous donne une flexibilité sans précédent pour l'analyse de texte et établit un rapport entre son contenu et des informations structurées, incluant les données numériques et catégoriques.

Principaux usages

WordStat peut être utilisé par toute personne qui a besoin d'extraire rapidement et d'analyser de grandes quantités de documents. Notre logiciel d'analyse du contenu et de text mining est utilisé pour:

L'analyse du contenu des réponses ouvertes, d'interviews ou de transcriptions de groupes de discussion

Intelligence d'affaires et analyse de la concurrence des sites web

Extraction de l'information et des connaissances à partir des rapports d'incidents, des plaintes de clients, des messages

Analyse de la couverture de l'actualité ou d'ouvrages scientifiques

Marquage automatique et classification de documents

Détection de la fraude, attribution d'auteur, analyse de brevets

Développement et validation de taxonomie

Un clic suffit pour accéder aux fonctions de mots-clés-en-contexte (concordancier) et recherche de mots-clés pour faciliter l'identification et le codage des segments de texte pertinents, la validation des dictionnaires, la désambiguïsation des mots à plusieurs sens, ou le retour aux documents sources.

Importation facile à partir de bases de données, tableurs et documents (y compris les formats PDF et HTML) ainsi que l' exportation des documents et tableaux de données vers des formats communs dans l'industrie (Excel, SPSS, ASCII, HTML, XML, MS Word) et des graphiques (PNG, BMP et JPEG).

Module de cartographie GIS pour créer des points de données interactives, des cartes thématiques et des cartes de chaleur, ainsi qu'un service Web de géocodage pour transformer les noms des lieux, les codes postaux et les adresses IP en latitude et longitudes.

# data[].attributes.attachment_link.title
Logiciel d'analyse de contenu et d'exploration de texte

# data[].attributes.attachment_link.description
WordStat est un logiciel d'analyse de texte flexible et facile à utiliser - que vous ayez besoin d'un outil de forage de textes pour l'extraction rapide de thèmes et de tendances ou obtenir une mesure précise et prudente avec une méthode d'analyse quantitative du contenu à la fine pointe.

# data[].attributes.attachment_link.description
In Part 2 of this discussion, we offer some productive ways that student cellphones are currently being used in classrooms.

# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

# data[].attributes.headline
Teaching & Learning Management: Remind ME

# data[].attributes.subject
Teaching & Learning Management: Remind ME

# data[].attributes.attachment_link.description
Reach students and families where they are

# data[].attributes.body
Smartphones tools: Poll Everywhere

# data[].attributes.attachment_link.title
Host interactive online meetings | Poll Everywhere

# data[].attributes.attachment_link.title
SVT Partie 1 5e capsule n°1 classe inversée

# data[].attributes.attachment_link.description
Découvrez une mine de ressources audiovisuelles tirées des émissions et des contenus multimédias de TV5MONDE et des centaines de fiches pédagogiques.

# data[].attributes.attachment_link.title
Le français facile avec RFI : Apprendre le français avec l'actualité internationale

# data[].attributes.attachment_link.description
Des podcasts pour apprendre le français tout en suivant l'actualité internationale. Pratiquez le français grâce aux exercices pour tous les niveaux.

# data[].attributes.attachment_link.description
Le répertoire de liens de WebLettres : des milliers d'adresses web classées et décrites pour les professeurs de français et de langues anciennes

# data[].attributes.attachment_link.provider_name
éduscol | Ministère de l'Éducation nationale, de la Jeunesse et des Sports - Direction générale de l'enseignement scolaire

# data[].attributes.attachment_link.description
Actualités et accès à toutes les informations de la discipline.

# data[].attributes.attachment_link.readable_text
BDnF, la fabrique à BD

Élaborer un scénario, choisir des personnages et des décors, définir un format, jouer avec les bulles et la typographie, importer, détourner des images et puiser dans les milliers d'images disponibles sur Gallica : BDnF est un outil innovant, à la fois ludique et pédagogique, décliné en différents parcours selon les choix de l'utilisateur. Un guide de scénarisation embarqué dans l'application donne des clés pour élaborer ses créations et produire une œuvre originale.
Vers le site
La laïcité en questions

Inscrite dans la Constitution de notre République la laïcité est une valeur de civilisation, fruit d'un long combat pour accéder à un " vivre ensemble " harmonieux, dans le respect réciproque des convictions individuelles. Le site s'interroge sur la genèse de la laïcité, cet idéal de liberté et d'égalité au cœur de l'identité nationale, pour mieux en comprendre les enjeux aujourd'hui.
Vers le site
Passerelles

Destiné aux apprentis du bâtiment et des travaux publics, mais aussi à tous ceux qui s'intéressent à la construction et à l'architecture, Passerelle(s) est une histoire de la construction fédérant tous les métiers du bâtiment et des travaux publics, à travers une centaine de bâtiments phares, positionnés au centre d'une frise chronologique. Chaque bâtiment fait l'objet d'une visite complète, interactive et multimédia.
Vers le site
Fantasy, retour aux sources

Explorez Le Royaume d'Istyald et partez à la rencontre d'un monde merveilleux et de ses créatures étranges ! Découvrez la fantasy sous l'angle de l'actualité grâce à des formats courts et immersifs. Approfondissez vos connaissances du genre, depuis ses sources mythiques et historiques jusqu'à ses nombreuses déclinaisons actuelles. Harry Potter, Le Seigneur des anneaux, Game of Thrones, The Witcher, et bien d'autres œuvres de fantasy sont à découvrir sur le site !
Vers le site
Les Essentiels de la littérature

Adapté au public lycéen et étudiant, ce site permet de découvrir les auteurs et les œuvres littéraires dans leur contexte historique et de mettre en relation les textes avec les manuscrits, les illustrations et la critique. Un parcours illustré introduit l'œuvre tandis qu'albums et extraits invitent à découvrir le texte intégral dans une édition recommandée. Des approches thématiques tissent des liens entre les œuvres et des universitaires apportent un éclairage contemporain.
Vers le site

# data[].attributes.attachment_link.description
L'offre pédagogique en ligne représente plus de 70 000 pages de dossiers, 40 000 images commentées, des albums iconographiques thématiques, des documents à explorer de manière interactive, des audiovisuels, des pistes pédagogiques, des ateliers et des jeux, des chronologies, des bibliographies, des fiches pédagogiques téléchargeables, des recherches guidées dans Gallica....

# data[].attributes.body
Teaching " Books"

# data[].attributes.attachment_link.readable_text
Enseignement d'exploration Littérature et société en 2nde

Thème du programme "Des tablettes d'argile à l'écran numérique : l'aventure du livre et de l'écrit."

Durée : 10 séances d'1h 30 par semaine sur un trimestre

Lieux de travail : la classe, le CDI, la salle multimédia

Encadrement : Yoan Fontaine, professeur de Lettres Agnès Pallini, professeure d'Histoire-géographie Stéphanie Jousselin et Catherine Dugousset, professeures documentalistes

L'aventure du livre
Le livre peut-il transformer la société ? Son pouvoir subversif est-il toujours aussi fort lorsque l'évolution technique tend à le dématérialiser ? A-t-il un avenir en tant qu'objet ? A partir de ces questionnements initiaux, les élèves s'informent sur l'évolution du livre à travers l'histoire et sa place dans la société contemporaine. Ils mènent pour cela des recherches documentaires et rencontrent des professionnels dans le cadre de visites.

Enquête, écriture de fiction et reportage
Ces recherches prennent leur cohérence à travers deux projets qui doivent rendre compte de leur réflexion : l'écriture d'une nouvelle de science-fiction dans le cadre du concours des Utopiales de Nantes, et la réalisation d'un documentaire, avec un format laissé libre aux groupes de travail : diaporama enrichi, émission de webradio, reportage vidéo. La recherche d'information se transforme donc rapidement en un travail d'enquête, une aventure elle-même : il s'agira de prendre des photographies ou de filmer des lieux visités, enregistrer des interviews, prendre des notes, afin de nourrir le contenu et la mise en forme des reportages.

Une première initiation au fonctionnement des médias
Les élèves poursuivront et approfondiront ces connaissances en travaillant au deuxième trimestre sur le thème de la presse et des médias. Ils apprendront par exemple à décrypter un journal papier et télévisé et examiner avec plus d'acuité, du fait de cette première expérience, le circuit de l'information et la conception des reportages.
Connaissances culturelles

Connaître l'évolution du livre et de l'écrit pour comprendre les enjeux et les débats contemporains sur ces questions

Connaître les grandes références culturelles (littérature, cinéma) sur la question des liens entre les formes d'écriture et la société

Connaître le monde du livre et ses métiers aujourd'hui à travers des sorties et rencontres (médiathèque, librairie, archives) et la participation à des événements (Festival des Utopiales à Nantes, la 25ème heure du livre au Mans).

Percevoir la variété des études littéraires et ses champs professionnels

Compétences transversales

Savoir rechercher, analyser et synthétiser des informations

Etre capable de travailler en groupe, de planifier un projet, de rédiger un scénario et ainsi développer autonomie et investissement

Savoir argumenter et convaincre

Savoir utiliser des outils numériques audio ou vidéo pour réaliser un reportage

Être capable de présenter sa production et la mettre en valeur en la diffusant

Étape 1 : Présentation du parcours et des projets (1 séance)
Le parcours et les projets sont présentés aux élèves à travers un extrait d'article qui va permettre de problématiser le travail : "Le livre : son passé, son avenir" ( Entretien avec Roger Chartier) Quelle a été la place de l'écriture dans nos sociétés ? Le livre peut-il transformer la société ? Est-il amené à disparaître ou a-t-il un avenir ? Différents formats de documentaires sont analysés à travers de courts exemples : reportage documentaire vidéo, émission de radio, diaporama enrichi. Parmi ceux-ci, les élèves, par groupes, choisiront leur mode de restitution. Ils se créent un dossier qui servira à centraliser les informations récoltées, les textes écrits, les fichiers créés.

Étape 2 : Sur les traces du passé (1 séance)
Les élèves se lancent donc sur les traces des supports écrits et des techniques d'écriture dans différentes civilisations à travers une recherche documentaire, en visitant notamment l'exposition virtuelle sur le site de la BNF. Ils sont amenés à répondre à des questions sur les thèmes suivants : tablettes d'argiles en Mésopotamie - papyrus en Egypte - pierre dans l'Antiquité grecque et romaine - manuscrit enluminé au Moyen Age - pergamen au Moyen Age - Le livre imprimé au XVIe siècle - Le développement des livres et de l'imprimerie du XVIIe au XXe - (les journaux) - les tablettes tactiles, liseuses, livre numérique au XXIe siècle. Le questionnaire servira de support documentaire pour nourrir l'écriture des projets.

Étape 3 : Se projeter dans l'avenir (3 séances)
Un travail d'écriture de nouvelles, dans le cadre du concours de nouvelles de science-fiction "Les Utopiales" à Nantes, permet de se projeter dans le futur.

Présentation du festival à partir du site Internet
Les élèves s'informent tout d'abord sur le festival à partir de son site internet, afin de connaître ce type d'événement. Ils doivent percevoir comment les créations artistiques, littérature et cinéma en l'occurrence, sont mises en valeur et la façon dont les questions de société sont interrogées par le genre de la science-fiction.

Présentation du concours de nouvelle et du sujet
Le sujet du concours est ensuite proposé aux élèves, avec une contrainte supplémentaire afin de lier le sujet avec le thème au programme et le mode de travail par groupe : "Vous vivez dans une société qui oblige les individus à être heureux. Vous êtes à la tête d'un groupe de rebelles et vous organisez une assemblée : écrivez votre discours. Dans votre nouvelle, vous devrez réserver une place à la question du livre qui devra jouer un rôle dans l'intrigue. Votre histoire sera composée en trois parties."

La démarche d'écriture et de réécriture
Les élèves forment donc des groupes de 3. Ils doivent d'abord écrire un synopsis puis le développer en scénario : l'histoire est structurée trois parties, chacune étant prise en charge par un élève pour la phase de rédaction. Un pad sur l'espace de la classe de l'ENT permet d'écrire l'ensemble de façon collaborative. Chaque élève peut ainsi porter un regard sur ce que les autres élèves du groupe écrivent, intervenir et avoir ainsi une vision d'ensemble de la nouvelle qui s'écrit. Les professeurs annotent les textes directement sur le pad, indiquant les éléments à reprendre, approfondir, préciser. La réécriture peut ainsi évoluer en temps réel.

L'éclairage des œuvres
Un étayage est proposé à partir d'un corpus de documents sur le livre comme objet de subversion et d'éveil des consciences. A la suite de son analyse, une liste de livres, documentaires, films, œuvres artistiques disponibles au CDI sur ce thème est présentée aux élèves ( Le Nom de la Rose, Balzac et la petite tailleuse chinoise, Fahrenheit 451 ...). Les élèves choisissent alors un document à lire ou visionner en autonomie et dont ils devront faire mention dans leur reportage.

Publication de la nouvelle
La nouvelle est publiée et diffusée sur le blog de la classe. Ce travail d'anticipation sera réutilisé par les groupe dans le reportage qui constitue le deuxième projet, afin d'évoquer un avenir possible pour le livre.

Étape 4 : Au cœur du présent (3 séances)
Enquête et reportage
Les élèves vont ensuite enquêter sur la situation du livre aujourd'hui. Différents partenaires culturels sont sollicités et des visites/rencontres sont organisées : librairies, archives, médiathèque. Les élèves préparent les sorties en réfléchissant à des questionnaires. Les techniques d'interview et de prise de notes sont travaillées. Ils interrogent ainsi leurs interlocuteurs sur la place du livre et des documents multimédias dans l'édition, une médiathèque ou les archives. Ils prennent des notes et en fonction du projet, ils enregistrent, photographient ou filment certaines visites ou interventions. Les téléphones portables sont mis à contribution comme outils d'enregistrement sonore, vidéo ou photo. Ces sorties permettent de percevoir concrètement l'intérêt, l'utilité sociale et la diversité des débouchés d'une formation humaniste à travers un programme structuré autour des Lettres et de l'histoire-géographie.
Le reportage vidéo

Étape 5 : réalisation du documentaire - une production multimédia sur le thème de l'aventure du livre, de sa place aujourd'hui et demain. (3 séances)
Scénarisation du reportage
Qu'ils choisissent de réaliser une émission de webradio, un documentaire vidéo, ou un diaporama enrichi, les groupes doivent passer par une étape de scénarisation de leur reportage en intégrant leurs recherches (passé, présent, futur), et les documents accumulés (photographies, séquences vidéo, interviews...) Le documentaire se fera la synthèse des apprentissages menés au cours des séances précédentes.

Réalisation des productions numériques : enregistrements, montages
Des outils numériques sont mis à disposition en salle multimédia : logiciels de montage (Movie Maker, Wondershare Vidéo Editor), de retouche d'images (PhotoFiltre), de présentation (Powerpoint, Presentation d'OpenOffice, Prezi), etc. Pour résoudre les problèmes techniques rencontrés, les professeurs interviennent mais favorisent l'entraide qui se met rapidement en place et révèle toutes ses vertus pédagogiques aussi bien pour ceux qui apprennent que pour ceux qui expliquent.

Étape 6 : présentation des projets et diffusion sur l'ENT
Une fois les productions finalisées, chaque groupe vient présenter son projet, explique la démarche suivie et explicite les intentions qui sous-tendent sa réalisation.
Le diaporama enrichi
L'espace classe de l'Environnement Numérique de Travail, e-lyco, est utilisé pour la diffusion des travaux.
Les journées portes-ouvertes du lycée sont l'occasion de les valoriser.

extrait reportage vidéo

Les élèves se mettent en scène pour présenter un journal/documentaire présentant différents reportages. Dans l'exemple, on suit le journaliste qui va visiter des lieux culturels, interviewer un écrivain de science-fiction (joué par un camarade), mais aussi des passants ou des lycéens pour avoir leur point de vue. Un débat est organisé pour clore l'enquête. La mise en scène est pensée en lien avec le propos puisque les lieux de tournage alternent entre le vieux Mans (pour le passé) et la ville moderne (incarnant le présent et l'avenir).
Les élèves travaillent des compétences d'écriture pour rédiger le scénario et certains dialogues, des compétences d'oral pour mener les interviews, se mettre en scène, prendre la parole et expliquer ou défendre des points de vue.

Un débat est organisé : un élève joue le rôle du journaliste / animateur, et les deux autres incarnent des spécialistes ou chroniqueurs qui ne partagent pas le même point de vue sur la question posée. Les élèves scénarisent leur émission, incluent dans leurs répliques les éléments de leurs recherches et s'enregistrent ensuite à débattre. Plusieurs prises ont lieu pour améliorer la fluidité et la clarté des propos, le rythme des prises de parole et de l'émission en général. Certains groupes choisissent d'insérer des publicités (sur les livres papiers ou les tablettes...) avec argumentaires et slogans.

Il s'agit d'utiliser un logiciel de présentation (Présentation d'OpenOffice ou Libre Office ou Powerpoint) ou un site (Prezi...) et de réaliser une présentation en chapitre de l'émission, mais dynamique car chaque diapositive intègre des fichiers audios, des images ou des vidéos mettant en scène des débats, des visites ou des textes produits.

Chaque projet de groupe est évalué par une échelle descriptive construite avec les élèves.

respect des consignes

précision des informations

approfondissement de la réflexion

cohérence de la forme par rapport au fond

qualité de l'expression écrite / orale

investissement et autonomie dans la conduite du projet

Cette évaluation de groupe est complétée par évaluation individuelle : une fiche est demandée à chaque élève, sur le principe de la fiche de synthèse des TPE en 1ère. Elle les conduit à adopter une démarche réflexive et critique sur le travail mené. Ils doivent en effet expliquer la façon dont ils ont participé au projet et au travail de groupe, préciser les méthodes et démarches mises en place, indiquer ce qu'ils ont appris en termes de connaissances, de méthodes et de savoir être.

La démarche en elle-même favorise la différenciation. Le libre choix du support de restitution permet aux élèves de s'engager plus ou moins sur l'aspect technique, l'émission de webradio étant plus simple à réaliser que le reportage vidéo par exemple. A l'intérieur même des groupes, certains élèves approfondissent davantage, en prenant une part plus importante au travail de scénarisation pour certains, ou d'oral pour d'autres. Enfin, l'entraide à l'intérieur des groupes et entre les groupes conduit certains élèves à approfndir la maîtrise de leurs compétence en expliquant aux autres certaines procédures.

La séquence a très bien fonctionné. Les élèves ont investi les propositions de travail et développé des compétences d'écriture, d'expression orale, d'usage des outils numériques, d'autonomie et d'investissement.
Les difficultés tiennent davantage au temps consacré aux productions, qui a pu sembler trop court pour certains groupes qui ont dû prolonger les séances chez eux pour finaliser leur travail.
Les rencontres ont été stimulantes. Les élèves les ont appréciées, car elles les mettaient directement au contact de la société, donnant du sens aux objets d'étude travaillés en classe.

L'idée de reportage à faire créer aux élèves, dans le cadre de l'éducation aux médias, est réalisable dans le cadre du cours de français, en définissant une thématique et une problématique adéquates, en lien avec les objets d'étude du programme : par exemple, l'écrivain engagé et la société, la poésie aujourd'hui, le théâtre comme spectacle vivant dans le monde contemporain, regards sur le roman aujourd'hui dans une bibliothèque ou une librairie...

auteur(s) :

haut de page

# data[].attributes.attachment_link.description
Un projet de l'enseignement d'exploration ,Littérature et société, confie aux élèves la réalisation d'un projet sur la place du livre dans la société contemporaine, à l'heure du développement du numérique et des supports dématérialisés. Pour cela, ils doivent s'informer sur l'évolution des formes d'écriture dans l'histoire, enquêter sur ses métamorphoses actuelles, et anticiper sur ce qu'elles seront dans l'avenir.