The Open UniversitySkip to content

Monitoring conceptual development with text mining technologies: CONSPECT

Wild, Fridolin; Haley, Debra and Buelow, Katja (2010). Monitoring conceptual development with text mining technologies: CONSPECT. In: eChallenges 2010, 27-29 Oct 2010, Warsaw, Poland.

Full text available as:
PDF (Version of Record) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (69kB)
Google Scholar: Look up in Google Scholar


This paper evaluates CONSPECT, a service that analyses states in a learner’s conceptual development. It combines two technologies – Latent Semantic Analysis to analyse text and Network Analysis (NA) to provide visualisations – into a technique called Meaningful Interaction Analysis (MIA). CONSPECT was designed to help both online learners and their tutors monitor their conceptual development. This paper reports on the validation experiments undertaken to determine how well LSA matches first year medical students in clustering concepts and in annotating text. The validation used several techniques, including card sorting and Likert scales. CONSPECT produces almost ‘peer’ quality results and what remains to be tested is whether it improves with more advanced learners. One of the experiments showed an average 0.7 correlation between humans and CONSPECT.

Item Type: Conference or Workshop Item
Copyright Holders: 2010 The Authors
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetLTfLL
Extra Information: eChallenges e-2010 Conference Proceedings
Paul Cunningham and Miriam Cunningham (Eds)
IIMC International Information Management Corporation, 2010
ISBN: 978-1-905824-20-5
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Research Group: Centre for Research in Computing (CRC)
Item ID: 25952
Depositing User: Debra Haley
Date Deposited: 14 Jan 2011 10:06
Last Modified: 08 Dec 2018 02:16
Share this page:

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU