Sue Fortesque (Sciences)

30/07/11 13:33

School of Cognitive and Computing Sciences
University of Sussex

HCT: Human Centred Technology GrouThe group is concerned with social and cognitive aspects of design, implementation and use of technology. Its main research objectives are:

  • to develop frameworks for understanding how people interact with and communicate through technology;
  • to apply this understanding to develop and support innovation.
The research group works in areas that overlap with human-computer interaction, computer supported colloborative work, intelligent tutoring and intelligent learning systems and cognitive support systems.
The work of this group recently gained strong additional impetus through the 1995 ESRC Cognitive Engineering programme. Mike Scaife and Yvonne Rogers research on explaining external cognition for designing and engineering interactivity in educational and training systems is supported by a Cognitive Engineering award. The research is concerned with developing a theory of interactivity to inform the design of innovative multimedia software. Another Cognitive Engineering project is supporting Lydia Plowman's investigation, in collaboration with the Open University, of comprehension of interactive multimedia. Benedict du Boulay and Mike Sharples are building on their work since 1992 on the MR Tutor, a training environment for radiologists. They are now collaborating with De Montfort University and the Institute of Neurology, London, to carry out workplace studies of radiologists in a third Cognitive Engineering project.

Mike Sharples is investigating how socio-cognitive accounts of writing can inform the design of new writing environemnts. Mike Sharples also has funding from the DTI/EPSRC Initiative on Computer Supported Collaborative Work to develop CORECT, a collaborative requirements capture system. The partners on this project are Racal, Edinburgh University and Intelligent Applications. Yvonne Rogers and Mike Scaife are a partner of a EU Training & Mobility research network, which is concerned with developing cooperative technologies for complex work settings (COTCOS). Yvonne Rogers also collaborates with Apple Research Labs (USA) on designing future technologies, especially in the multimedia and publishing Industries.
Sharon Wood is working on the relationship between the informational need of planning agents and the guidance of slective perception, by attempting to identify principles guiding a general mechanism of attention. Steve Easterbrook is working on case studies of collaborative requirements engineering techniques, on a two-year secondment to the NASA Software Independent Verification & Validation Facility; after returning to Sussex he will interact with NASA staff on quantitative analyses of the imact of new techniques on reliability, safety, and softare re-usability.
Current and recent research students are working in similar fields to the above. Sadhana Puntambekar has designed and evaluated a domain-independent system to train secondary school pupils in the skill of learning from texts. She is now an RF working at Georgia Institute of Technology. Teresa del Soldato has looked at ways of adjusting the teaching style of an intelligent tutor according to a model of learner motivation and linking this to domain-focussed criteria. She is now researching at the Institute of Educational Technology, Open University. Maria Virvou has designed an active help system for Unix file system manipulations based on Michalski and Collins' Human Plausible Reasoning applied to assumptions about user-goals. She is now a lecturer in Athens. Roger Noble has investigated the role that program examples play in the learning of Prolog programming. Haider Ramadhan has developed and tested a discovery environment for elementary programming concepts that combines both free exploration as well as guided tutoring. He is now a lecturer in Qaboos Univeristy, Oman.
Rosemary Luckin is investigating the application of Vygotsky's zone of proximal development to ITS design and Jorge Ramirez-Uresti is examining the role of learning partners in intelligent learning environments. Alan Morris is developing a multimedia system that can assist the work of designers and material specifiers working in the building materials supply and construction industries. Sara Parsowith is developing a collaborative authoring tool for using on the Web. Zara al-Rawahi is developing a Web-based teaching environment for clinical medicine, based on multiple intelligences theory and a cognitive apprenticeship approach to learning.
Rafael Perez y Perez is applying a cognitive model of creativity and writing to the design of a story generation program. John Platts is investigating the cognitive processes of short story writers, to inform the design of story generation software. Ian Cullimore is investigating the design of informal interfaces, through a series of software tools. Sue Fortescue is investigating the organisational, social, and technical reasons for success and failure in large-scale software projects. Robert Ellis is developing an exemplar-based recognition and recall system using an interpretation process.


 
 

Mike Sharples
Senior Lecturer in Artificial Intelligence

School of Cognitive and Computing Sciences
University of Sussex
Falmer
Brighton
BN1 9QN
UK

PhD Students
Ian Cullimore, Informal Interfaces. Sue Fortescue, Critical Success Factors in the Development of Large Software Systems. Rafael Perez y Perez, A Computer Model of Creativity in Writing. Robert Ellis, An Exemplar-Based Recognition and Recall System Using an Interpretation Process. Zahra Al-Rawahi, Application of Gardner's Theory of Multiple Intelligences to the Design of Interactive Learning Software for Medicine.
Rosemary Luckin, The Application of Vygotsky's Zone of Proximal Development to the Design of Computer-Based Tutoring.
And also...
I race a Laser dinghy (badly), ski (better) and from time to time I try to scrape together a COGS volleyball team. That apart, my time is taken with partner (busy), two children (growing), cat (incontinent), rabbit (cosseted), garden (overgrown), house (precarious), three computers (wayward), and a piano (discordant).
Mike Sharples, mike@cogs.susx.ac.uk



Le multimédia en classe d'anglais -
langue étrangère à l'Université de Médecine et Pharmacie de Craiova - Roumanie


 
Readings, Week 5
TESL 330/4 & APLI 653B/4
Using Computers in Language Learning
 
 

 
 


auteurs de l'article: professeur docteur: Ion Georgescu Doyen de la Faculté de Médecine de l'UMF de Craiova Adresse: UNIVERSITE DE MEDECINE ET DE FARMACIE CRAIOVA strada Petru Rares nr.4, Craiova, 1100, Dolj, ROMANIA
Résumé : La bonne utilisation des Nouvelles Technologies de l' Information et de la Communication (NTIC) est une de nos préocupations très nouvelles, importante et qui exige un grand effort. Avec l'information "au bout du doigt" (GATES, 1995:19) il y a la tentation de dire Oui ! à tout, mais qu'est ce qu'on en fait? Nous sommes partis de l'idée que l'ordinateur est premièrement une source d' information avec un contenu spécifique: il peut éditer des textes, il peut corriger des erreurs, il peut nous aider à explorer et trouver des idées nouvelles, il peut être le meilleur ami du professeur et des étudiants dans la classe de langue, dans notre cas: l'anglais, langue étrangere et l'anglais langue de spécialité. Notre tache comme professeur, a été, depuis l'introduction de l'ordinateur dans la classe de langue, tout à fait differente; entre nous et les étudiants de l'UMF, une nouvelle relation s'est installé. Nous avons utilisé, pour les étudiants de tous les niveaux des CD-ROM-s avec des cours d'anglais. Pour la I-ère année débutants nous utilisons l'ordinateur pour apprendre et corriger la prononciation, pour l'écoute et pour resoudre des exercices, donc pour l'évaluation. Le travail avec l'ordinateur est beaucoup plus attrayant par la liberté offerte, par l'absence du stress engendré par l'ancien relation professeur - étudiant, enfin par la présence des moyens multimédia. Pour la II-ème année, niveau moyen et avancé, nous avons proposé une activité quasi-indépendante de recherche sur l'Internet des pages médicales. Les étudiants ont fait des projets en group sur des thèmes suggérées par le professeur; projets avec lesquels on a organisé une minibibliothèque. Nous avons essayé dans notre démarche de diriger leurs recherches pour éviter la navigation passive et nous pouvons dire maintenant qu'en utilisant ces moyens moderns de transmission et d'aquisition du savoir, nos étudiants et nous les professeurs, nous avons tous gagné un plus de motivation pour travailler ensemble dans notre classe d'anglais. (…)
Parmi les manières possibles pour développer la lecture, nous avons rencontrer à Jones and Fortesque, (1987:31), les suivantes: " incidental reading " - lire pour un but réel. " reading comprehension " (programmes pour le développement du vocabulaire et de la grammaire par des questions et des réponses) " text manipulation " (identification, jumbling, storyboard) (…) BIBLIOGRAPHIE 1. Alava,S,1996, S'autoformer à l'école: influence des nouvelles technologies sur les pratiques d'autoformation documentaires, dans Pratiques d'autoformation et d'aide à l'autoformation, USTL, Les cahiers d'étude du CUEP 2. Jones, Cristopher and Fortesque, Sue,1987,Using Computers in Language Classroom, Longman 3. Ng.,Evelyn and Olivier, William, 1987, Call: An Investigation on Some Design and Implementation Issues in System (vol.15, no.1, p1-17) 4. Phinney, Marianne,1996, Exploring the Virtual World Computers in the Second Language Writing Classeroom in " The Power of Call " Athelstan Pub.,USA 5. Wyatt, David,1989, Computers and Reading Skills,in Teaching Languages with Computers - The State of Art, (ed. M.Pennington) Athelstan Pub.,USA
 
 

Spring Quarter


Topic 5
*Healey, Deborah and Norman Johnson. 1997. A Place to Start in Selecting Software. CAELL Journal. Vol. 8. No.1. Also online: http://ucs.orst.edu/~healeyd/cj_software_selection.html
Jones, Christopher and Sue Fortescue. 1987. Chapter 14, Summing Up: the place of the computer. In Using Computers in the Language Classroom. Longman, London and New York.
*Lewis, Pam. 1997. Using Productivity Software for Beginning language Learning, Part II: Spreadsheets, Databases, & Mail Merge. In Learning and Leading With Technology, Vol. 25, No. 1.
*Lewis, Pam. 1997. Using Productivity Software for Beginning language Learning, Part I: The Word Processor. In Learning and Leading With Technology, Vol. 24, No. 8.
Otto, Sue K. and James P. Pusack. 1993. An Introduction to Foreign Language Multimedia: The Ten Most Frequently Asked Questions. In Visions and Reality in Foreign Language Teaching: Where We Are, Where We Are Going. Ed. William N. Hatfield, National Textbook Company. pp. 57-61
Robinette, Michelle. 1996. Top 10 Uses for ClarisWorks in the One-Computer Classroom. In Learning and Leading With Technology, Vol. 24, No. 2.

 


Readings, Week 5
TESL 330/4 & APLI 653B/4
Using Computers in Language Learning

crest

Readings:

On the current topic:

  1. **Healey, Deborah, The Stimulus Role in Something to do on Tuesday (Houston: Athelstan, 1995), pp 75-80.
  2. **Jones, Christopher & Sue Fortesque, Authoring: the teacher as materials writer in Using Computers in the Language Classroom (London: Longman, 1987), pp 41-47
  3. **Healey, Deborah. Conversation with the Computer, from Something to do on Tuesday (Houston: Athelstan, 1995). Pp 99-102.




Readings, Session 1
GSE 555
Computer Assisted Language Learning

Bishops

Readings:

  • On this week's topics:
    1. **Healey, Deborah, The Stimulus Role in Something to do on Tuesday (Houston: Athelstan, 1995), pp 75-80.
    2. **Healey, Deborah. Conversation with the Computer, from Something to do on Tuesday (Houston: Athelstan, 1995). Pp 99-102. Please note that my copy of this book is on reserve at the Library, along with a number of other books, such as Virtual Connections. Ask for the books by course, or under my name.
    3. **Jones, Christopher & Sue Fortesque, Authoring: the teacher as materials writer in Using Computers in the Language Classroom (London: Longman, 1987), pp 41-47
    4. **Jones, Christopher. It's Not So Much The Program, More What You Do With It: The Importance of Methodology in CALL in System (14)2, 1986 pp. 171-178.
    5. ** Categorizing Software: Except from: Wyatt, David, Applying Pedagogical Principles to CALL in Modern Media in Foreign Language Instruction. edited by Flint Smith (Illinois: National Textbook Company, 1987) pp 87-93
    6. Dudley, Albert. Communicative CALL: Student Interaction Using Non-EFL Software, in CAELL Journal (6)3, 1995. Pp. 26-33.





MA Applied Linguistics and ELT
ENM91 English and New Technologies

crest2


This course will examine the practice of computer assisted language learning (CALL) within its historical setting and provide an overview of the different existing forms of CALL. It will also give you an opportunity to critically analyse the issues arising from the use of CALL and enable you to investigate testing and evaluation strategies using CALL technology.

Course Description

 
 
Select Bibliography
Barker, J. and Tucker, R. 1990. The Interactive Learning Evolution. Kogan Page
Hardisty, D. and S. Windeatt. 1988. CALL. Oxford: OUP.
Jones, C. and Fortesque, S. 1981. Using Computers in the Language Classroom.
Scanlon, E. and O'Shea, T. 1991. Educational Computing.
Scott, M. and T. Johns. 1993 . MicroConcord. Oxford: OUP.
Sinclair, J. 1991 Corpus, Concordance, Collocation. Oxford: OUP.


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