BEA 2015 - 10th Workshop on the Innovative Use of NLP for Building Educational Applications

Website http://www.cs.rochester.edu/~tetreaul/naacl-bea10.html | Edit Freely

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Deadline: March 08, 2015 | Date: June 04, 2015

Venue/Country: Denver, CO, U.S.A

Updated: 2014-11-21 23:36:18 (GMT+9)

Call For Papers - CFP

The consistent interest and growth of the workshop has clear ties to societal need and related advances in the technology, and the maturity of the NLP/education field. NLP capabilities now support an array of learning domains, including writing, speaking, reading, and mathematics. Within these domains, the community continues to develop and deploy innovative NLP approaches for use in educational settings. In the writing and speech domains, automated writing evaluation (AWE) and speech scoring applications, respectively, are commercially deployed in high-stakes assessment and instructional settings, including Massive Open Online Courses (MOOCs). We also see widely-used commercial applications for plagiarism detection and peer review. Major advances in speech technology, have made it possible to include speech in both assessment and Intelligent Tutoring Systems (ITS). There has been a renewed interest in spoken dialog and multi-modal systems for instruction and assessment. We are also seeing explosive growth of mobile applications for game-based applications for instruction and assessment. The current educational and assessment landscape, especially in the United States, continues to foster a strong interest and high demand that pushes the state-of-the-art in AWE capabilities to expand the analysis of written responses to writing genres other than those traditionally found in standardized assessments, especially writing tasks requiring use of sources and argumentative discourse.

The use of NLP in educational applications has gained visibility outside of the NLP community. First, the Hewlett Foundation reached out to public and private sectors and sponsored two competitions: one for automated essay scoring , and the other for scoring of short answer, fact-based response items . The motivation driving these competitions was to engage the larger scientific community in this enterprise. MOOCs are now beginning to incorporate AWE systems to manage the thousands of constructed-response assignments collected during a single MOOC course. LearningScale is a new venue for discussing NLP research in education. Another breakthrough for educational applications within the CL community is the presence of a number of shared-task competitions over the last three years. There have been three shared tasks on grammatical error correction with the most recent edition hosted at CoNLL 2014. In 2014 alone, there were four shared tasks for NLP and Education-related areas.

In 2015, we expect that the workshop (consistent with the nine previous workshops at ACL and NAACL/HLT), will continue to expose the NLP research community to technologies that identify novel opportunities for the use of NLP techniques and tools in educational applications. This BEA10 workshop will solicit both full papers and short papers for oral and poster presentations. We will solicit papers for educational applications that incorporate NLP methods, including, but not limited to: automated scoring of open-ended textual and spoken responses; game-based instruction and assessment; intelligent tutoring; peer review, grammatical error detection; learner cognition; spoken dialog; multi-modal applications; tools for teachers and test developers; and use of corpora. Research that incorporates NLP methods for use with mobile and game-based platforms, and academic ePortfolio systems or MOOCs continues to be of special interest. Finally, as this is the 10th anniversary, we invite papers which provide a retrospective view, reflecting on past and current trends in the field, and vision papers which illustrate research directions for growth in the field. Specific topics include:

Automated scoring/evaluation for written student responses

Content analysis for scoring/assessment

Analysis of the structure of argumentation

Grammatical error detection and correction

Discourse and stylistic analysis

Plagiarism detection

Machine translation for assessment, instruction and curriculum development

Detection of non-literal language (e.g., metaphor)

Sentiment analysis

Non-traditional genres (beyond essay scoring)

Intelligent Tutoring (IT) and Game-based assessment that incorporates NLP

Dialogue systems in education

Hypothesis formation and testing

Multi-modal communication between students and computers

Generation of tutorial responses

Knowledge representation in learning systems

Concept visualization in learning systems

Learner cognition

Assessment of learners' language and cognitive skill levels

Systems that detect and adapt to learners' cognitive or emotional states

Tools for learners with special needs

Use of corpora in educational tools

Data mining of learner and other corpora for tool building

Annotation standards and schemas / annotator agreement

Tools and applications for classroom teachers and/or test developers

NLP tools for second and foreign language learners

Semantic-based access to instructional materials to identify appropriate texts

Tools that automatically generate test questions

Processing of and access to lecture materials across topics and genres

Adaptation of instructional text to individual learners' grade levels

Tools for text-based curriculum development

E-learning tools for personalized course content

Language-based educational games

Descriptions and proposals for shared tasks

Retrospective or survey papers on a particular NLP/Edu topic or field

Vision papers about ideas discussing how the field should develop

Submission Information

We will be using the NAACL 2015 Submission Guidelines for the BEA10 Workshop this year. Authors are invited to submit a full paper of up to 9 pages of content with up to 2 additional pages for references. We also invite short papers of up to 5 pages of content, including 2 additional pages for references. Please note that unlike previous years, final, camera ready versions of accepted papers will not be given an additional page to address reviewer comments.

Papers which describe systems are also invited to give a demo of their system. If you would like to present a demo in addition to presenting the paper, please make sure to select either "full paper + demo" or "short paper + demo" under "Submission Category" in the START submission page.

Previously published papers cannot be accepted. The submissions will be reviewed by the program committee. As reviewing will be blind, please ensure that papers are anonymous. Self-references that reveal the author's identity, e.g., "We previously showed (Smith, 1991) ...", should be avoided. Instead, use citations such as "Smith previously showed (Smith, 1991) ...".

Please use the 2015 NAACL style sheets for composing your paper: http://naacl.org/naacl-pubs/ .

We will be using the START conference system to manage submissions (link forthcoming).

Important Dates

Submission Deadline: March 08 - 23:59 EST (New York City Time) [ Current EST ]

Notification of Acceptance: March 24

Camera-ready Papers Due: April 03

Workshop: June 04

Program Committee

Laura Allen, Arizona State University, USA

Timo Baumann, Universität Hamburg, Germany

Lee Becker, Hapara, USA

Beata Beigman Klebanov, Educational Testing Service, USA

Kay Berkling, Duale Hochschule Baden-Württemberg Karlsruhe, Germany

Delphine Bernhard, LiLPa, Université de Strasbourg, France

Suma Bhat, University of Illinois, USA

Kristy Boyer, North Carolina State University, USA

Ted Briscoe, University of Cambridge, UK

Chris Brockett, Microsoft Research, USA

Julian Brooke, University of Toronto, Canada

Aoife Cahill, Educational Testing Service, USA

Lei Chen, Educational Testing Service, USA

Min Chi, North Carolina State University, USA

Martin Chodorow, Educational Testing Service & CUNY, USA

Mark Core, University of Southern California, USA

Scott Crossley, Georgia State University, USA

Markus Dickinson, Indiana University, USA

Chris Dyer, Carnegie Mellon University, USA

Myroslava Dzikovska, University of Edinburgh, UK

Yo Ehara, Multilingual Translation Lab., National Institute of Information and Communications Technology, Japan

Keelan Evanini, Educational Testing Service, USA

Mariano Felice, University of Cambridge, UK

Oliver Ferschke, Carnegie Mellon University, USA

Michael Flor, Educational Testing Service, USA

Jennifer Foster, Dublin City University, Ireland

Horacio Franco, SRI International, USA

Thomas François, Université Catholique de Louvain, Belgium

Anette Frank, Heidelberg University, Germany

Michael Gamon, Microsoft Research, USA

Binyam Gebrekidan Gebre, Max Planck Institute for Psycholinguistics, Netherlands

Ed Gehringer, North Carolina State University, USA

Kallirroi Georgila, University of Southern California, USA

Dan Goldwasser, Purdue University, USA

Cyril Goutte, National Research Council, Canada

Iryna Gurevych, University of Darmstadt, Germany

Trude Heift, Simon Fraser University, Canada

Michael Heilman, Educational Testing Service, USA

Derrick Higgins, Civis Analytics, USA

Andrea Horbach, Saarland University, Germany

Chung-Chi Huang, National Institutes of Health, USA

Radu Ionescu, University of Bucharest, Romania

Ross Israel, Factual, USA

Richard Johansson, University of Gothenburg, Sweden

Levi King, Indiana University, USA

Ola Knutsson, Stockholm University, Sweden

Ekaterina Kochmar, University of Cambridge, UK

Mamoru Komachi, Tokyo Metropolitan University, Japan

Lun-Wei Ku, Academia Sinica, Taiwan

Kristopher Kyle, Georgia State University, USA

John Lee, City University of Hong Kong, Hong Kong

Samuel Leeman-Munk, North Carolina State University, USA

Chee Wee (Ben) Leong, Educational Testing Service, USA

James Lester, North Carolina State University, USA

Baoli Li, Henan University of Technology, China

Annie Louis, University of Edinburgh, UK

Anastassia Loukina, Educational Testing Service, USA

Xiaofei Lu, Penn State University, USA

Wencan Luo, University of Pittsburgh, USA

Nitin Madnani, Educational Testing Service, USA

Shervin Malmasi, Macquarie University, Australia

Montse Maritxalar, University of the Basque Country, Spain

Mourad Mars, Umm Al-Qura University, KSA

James Martin, University of Colorado Boulder, USA

Aurélien Max, LIMSI-CNRS \& Univ. Paris Sud, France

Julie Medero, Harvey Mudd College, US

Detmar Meurers, Universität Tübingen, Germany

Lisa Michaud, Merrimack College, USA

Rada Mihalcea, University of Michigan, USA

Michael Mohler, Language Computer Corporation, USA

Jack Mostow, Carnegie Mellon University, USA

Smaranda Muresan, Columbia University, USA

Ryo Nagata, Konan University, Japan

Ani Nenkova, University of Pennsylvania, USA

Hwee Tou Ng, National University of Singapore, Singapore

Rodney Nielsen, University of North Texas, USA

Alexis Palmer, Saarland University, Germany

Ted Pedersen, University of Minnesota, Duluth, USA

Ildiko Pilan, University of Gothenburg, Sweden

Heather Pon-Barry, Mount Holyoke College, USA

Patti Price, PPRICE Speech and Language Technology, USA

Stephen Pulman, Oxford University, UK

Martí Quixal Martinez, Eberhard Karls Universität Tübingen, Germany

Lakshmi Ramachandran, Pearson Knowledge Technologies, USA

Vikram Ramanarayanan, Educational Testing Service, USA

Arti Ramesh, University of Maryland, College Park, USA

Andrew Rosenberg, CUNY Queens College, USA

Mihai Rotaru, Textkernel, Netherlands

Alla Rozovskaya, Columbia University, USA

Anton Rytting, University of Maryland, USA

Keisuke Sakaguchi, Johns Hopkins University, USA

Elizabeth Salesky, MITLL, USA

Mathias Schulze, University of Waterloo, USA

Izhak Shafran, Oregon Health & Science University, USA

Serge Sharoff, University of Leeds, UK

Swapna Somasundaran, Educational Testing Service, USA

Richard Sproat, Google, USA

Carla Strapparava, FBK-Irst, Italy

Helmer Strik, Radboud University Nijmegen, Netherlands

David Suendermann-Oeft, Educational Testing Service, USA

Sowmya Vajjala, Universität Tübingen, Germany

Giulia Venturi, Institute of Computational Linguistics "Antonio Zampolli", Italy

Carl Vogel, Trinity College, Ireland

Elena Volodina, University of Gothenburg, Sweden

Xinhao Wang, Educational Testing Service, USA

Denise Whitelock, The Open University, UK

Magdalena Wolska, Eberhard Karls Universität Tübingen, Germany

Peter Wood, University of Saskatchewan, Canada

Wenting Xiong, IBM, USA

Huichao Xue, University of Pittsburgh, USA

Marcos Zampieri, Saarland University, Germany

Klaus Zechner, Educational Testing Service, USA

Torsten Zesch, University of Duisburg-Essen, Germany

Fan Zhang, University of Pittsburgh, USA

Xiaodan Zhu, National Research Council, Canada

Related Links

NAACL 2015

1st Workshop on Building Educational Applications Using NLP (2003)

2nd Workshop on Building Educational Applications Using NLP (2005)

3rd Workshop on Innovative Use of NLP for Building Educational Applications (2008)

4th Workshop on Innovative Use of NLP for Building Educational Applications (2009)

5th Workshop on Innovative Use of NLP for Building Educational Applications (2010)

6th Workshop on Innovative Use of NLP for Building Educational Applications (2011)

7th Workshop on Innovative Use of NLP for Building Educational Applications (2012)

8th Workshop on Innovative Use of NLP for Building Educational Applications (2013)

9th Workshop on Innovative Use of NLP for Building Educational Applications (2014)