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Artificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of Children with Neurodevelopmental Disorders—A Review
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1192 (2022)
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News Diversity and Recommendation Systems: Setting the Interdisciplinary Scene
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In: IFIP Advances in Information and Communication Technology ; 14th IFIP International Summer School on Privacy and Identity Management (Privacy and Identity) ; https://hal.inria.fr/hal-03378981 ; 14th IFIP International Summer School on Privacy and Identity Management (Privacy and Identity), Aug 2019, Windisch, Switzerland. pp.90-105, ⟨10.1007/978-3-030-42504-3_7⟩ (2019)
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"Just a few lines to let you know". Formulaic language and personalization strategies in Great War trench letters written by semi-literate Scottish soldiers ...
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Investigating the application of structured representations of unstructured content in personalisation tasks
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MC GOVERN, AONGHUS. - : Trinity College Dublin. School of Computer Science & Statistics. Discipline of Computer Science, 2019
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| 5 |
“Just a few lines to let you know”. Formulaic language and personalization strategies in Great War trench letters written by semi-literate Scottish soldiers
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In: Lingue e Linguaggi; Volume 31 (2019) - Special Issue; 111-143 (2019)
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Translating (im)personalisation in corporate discourse. A corpus-based analysis of Corporate Social Responsibility reports in English and Italian
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In: Lingue e Linguaggi; Volume 29 (2019) - Special Issue; 205-224 (2019)
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KS3/4 Wider Curriculum Choice - Personalisation or Social Control? A contemporary study of influences on Year 9 students’ decision-making in an English comprehensive school
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Abstract:
This research concerns tensions between ‘personalisation’, a neo-liberal concept adapted by New Labour to empower and motivate students and ‘performativity’, an aspect of governance whereby institutional effectiveness is monitored by statistical outcomes. Their ambiguous reconciliation in Personalised Learning (DfES 2004a) continues to develop in schools and colleges. A research focus on Key Stage 3/4 wider curriculum choice, one of five key but under-researched elements in this policy, provides the opportunity to explore this paradox. Involving an investigation into the recent experience of 14-15 year olds in an inner city English comprehensive school, the degree of equity afforded students in decision-making, based on teacher perceptions of students as achievers and underachievers may reveal conflicting values in the management of this process. Taking an ethnographic approach to case study development, triangulation of method and source is used to test internal validity. Analysis of interview data from a range of pastoral staff provides outline images of the institutional management of student choice. A comparative statistical analysis using data from anonymous student questionnaires provides an independent account of the effects of this interpretation on the student stakeholder role. From the questionnaire sample, qualitative data from twenty student interviews offers further insight into the processing of decisions. Relying on respondent validation procedures throughout, for ethical reasons the identification of student interviewees as ‘achievers’ or ‘underachievers’ is retrospective. Demonstrating how student access to the KS4 optional curriculum operates, the research reveals power differences firstly between the student cohort and ‘gate-keeping’ pastoral staff and secondly between individual students. While some evidence of social control through self-surveillance, implied through Foucauldian criticism of neo-liberal strategies (Rose and Miller 1992) may exist, the extreme social and economic deprivation of the area is used to justify this institutional interpretation of the stakeholder role through the moral imperative of social inclusion.
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Keyword:
Curriculum choice; equity; governance; KS3/4 wider curriculum choice; manipulation; marketisation; performativity; personalisation; personalised learning; social control; student voice
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URL: http://hdl.handle.net/2381/9397
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PMHR 2011 - The First Workshop on Personalised Multilingual Hypertext Retrieval
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INFORSID 2005 ; Modèle générique de profils pour la personnalisation de l'accès à l'information
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In: 23ième Congrès National Inforsid’05 ; https://hal.archives-ouvertes.fr/hal-01580556 ; 23ième Congrès National Inforsid’05, 2005, Grenoble, France. p. 269-284 (2005)
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SMIL and SVG in teaching
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In: http://www.ims.tuwien.ac.at/~hme/papers/ei2004-teaching.pdf (2004)
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Architecture de Recherche et de Recommandation d'Information à base de Profils Définitions, acquisitions, usages de profils
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In: INFORSID 2004 ; 22ième Congrès National Inforsid’04 ; https://hal.archives-ouvertes.fr/hal-01580564 ; 22ième Congrès National Inforsid’04, May 2004, Biarritz,, France. p. 143-159 ; http://inforsid.fr/ (2004)
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| 13 |
Access to Relevant and Personalized information: Approach based on profiles ; Accès à une information Pertinente et Personnalisée : Approche à base de profils
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In: Colloque des Doctorants Edit'2004 ; https://hal.archives-ouvertes.fr/hal-01582319 ; Colloque des Doctorants Edit'2004, Mar 2004, Toulouse, France (2004)
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| 14 |
Lexicalized Grammar Specialization for Restricted Applicative Languages
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In: Third International Conference on Language Resources and Evaluation - LREC'2002 - Workshop Customizing Knowledge in NLP Applications ; https://hal.inria.fr/inria-00099438 ; Third International Conference on Language Resources and Evaluation - LREC'2002 - Workshop Customizing Knowledge in NLP Applications, European Language Resources Association (ELRA), May 2002, Las Palmas de Gran Canaria, Spain, 6 p (2002)
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