We present a set of assignments for a graduate-level NLP course. Assignments are designed to be interactive, easily gradable, and to give students hands-on experience with several key types of structure (sequences, tags, parse trees, and logical form
s), modern neural architectures (LSTMs and Transformers), inference algorithms (dynamic programs and approximate search) and training methods (full and weak supervision). We designed assignments to build incrementally both within each assignment and across assignments, with the goal of enabling students to undertake graduate-level research in NLP by the end of the course.
We seek to create agents that both act and communicate with other agents in pursuit of a goal. Towards this end, we extend LIGHT (Urbanek et al. 2019)---a large-scale crowd-sourced fantasy text-game---with a dataset of quests. These contain natural l
anguage motivations paired with in-game goals and human demonstrations; completing a quest might require dialogue or actions (or both). We introduce a reinforcement learning system that (1) incorporates large-scale language modeling-based and commonsense reasoning-based pre-training to imbue the agent with relevant priors; and (2) leverages a factorized action space of action commands and dialogue, balancing between the two. We conduct zero-shot evaluations using held-out human expert demonstrations, showing that our agents are able to act consistently and talk naturally with respect to their motivations.
In this article, we show and discuss our experience in applying the flipped classroom method for teaching Conditional Random Fields in a Natural Language Processing course. We present the activities that we developed together with their relationship
to a cognitive complexity model (Bloom's taxonomy). After this, we provide our own reflections and expectations of the model itself. Based on the evaluation got from students, it seems that students learn about the topic and also that the method is rewarding for some students. Additionally, we discuss some shortcomings and we propose possible solutions to them. We conclude the paper with some possible future work.
The ongoing COVID-19 pandemic has brought online education to the forefront of pedagogical discussions. To make this increased interest sustainable in a post-pandemic era, online courses must be built on strong pedagogical foundations. With a long hi
story of pedagogic research, there are many principles, frameworks, and models available to help teachers in doing so. These models cover different teaching perspectives, such as constructive alignment, feedback, and the learning environment. In this paper, we discuss how we designed and implemented our online Natural Language Processing (NLP) course following constructive alignment and adhering to the pedagogical principles of LTU. By examining our course and analyzing student evaluation forms, we show that we have met our goal and successfully delivered the course. Furthermore, we discuss the additional benefits resulting from the current mode of delivery, including the increased reusability of course content and increased potential for collaboration between universities. Lastly, we also discuss where we can and will further improve the current course design.
The study aimed at investigating linguistic performances of the teachers of Arabic
language and their relation to their attitudes towards teaching. The sample of the study
consisted of 40 Arabic teachers from the public schools in the Northeastern
Badia
Directorate of Education.
To achieve the purpose of study, analytical descriptive approach was used. The instruments
of the study were a note card, and a measure of trends towards the teaching. The results of
the study showed that the linguistic performances of Arabic teachers and their attitudes
toward teaching were medium which indicates a strong correlation between their linguistic
performances and their attitudes toward teaching.
The present research aimed to identify the extent of the practice of science teachers
for creative thinking skills in teaching students basic sixth grade in the city of Lattakia,
according to the variables: educational qualification. The applicatio
n note card prepared by
the researcher; to identify creative thinking skills included (30) items, and is divided into
four axes: fluency, flexibility, originality, and expansion. The research sample has been
selected randomly, and applied the note card on (30) teachers for the academic year 2016/
2017, and descriptive method was used.
The results showed that science teachers do not practice creative thinking skills while
teaching sixth grade students, and the degree of practice of creative thinking skills was
low. Also, the results indicated that there is no statistically significant difference between
the average grade of the practice of science teachers for creative thinking skills in the skills
of fluency, flexibility, originality, and expansion. And there was no statistically significant
difference between the average grade of the practice of science teachers for creative
thinking skills according to the variables educational qualification.
The research presented several proposals, the most important of which is the work on
the development of basic education curricula that are directly related to the skills of
creative thinking, as well as conducting studies on the importance of developing creative
thinking skills in scientific subjects.
Learning any language, including Arabic, depends on having the
well-known language skills.
To possess these skills, we need many helpful sciences including
phonetics. Phonetics is essential in teaching the lingual skill and
repairing any defect,
if exists, in teaching it.
This research have explained phonetics use in learning, teaching
oral and written skills and correcting some mistakes in our
curriculum.
The research aims to reveal the reality of using education techniques
in teaching mathematics from the teachers' point of view.
The research sample consisted of (67)mathematics teachers for the
basic education stage (second phase) in Homs city, cl
assified
according to their scientific qualifications into (28 associate degrees,
20 Bachelor degrees and19 Master degrees). They were selected
randomly from the research community.
To achieve the research's target, the researcher prepared a
questionnaire consisted of (63) articles divided into three directions,
whose creditability and steadiness have been confirmed.
This research provides a number of knowledgeable and
methodological solutions regarding the rhytorical text and
analyzing its content.
Furthermore, it leaves new doors wider open to understand texts
and to add new technical and scientific methods to help students
understand the pragmatic meaning.
تحليل أنماط التدريبات في مجال القراءة في كتب اللغة لانكليزية المدرسية للصف العاشر و المعايير المطلوبة من الطلاب إتقانها من خلالها..
