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BEA 2012 : The 7th Workshop on the Innovative Use of NLP for Building Educational Applications


When Jun 7, 2012 - Jun 7, 2012
Where Montreal, Quebec, Canada
Submission Deadline Apr 4, 2012
Notification Due Apr 23, 2012
Final Version Due May 4, 2012
Categories    NLP

Call For Papers


The 7th Workshop on the Innovative Use of NLP for Building
Educational Applications

(co-located with NAACL-HLT 2012)

Montreal, Quebec, Canada; June 07, 2012

Submission Deadline: March 26, 2012

Workshop description
Research in NLP applications for education continues to progress using
innovative NLP techniques - statistical, rule-based, or most commonly,
a combination of the two. As a community we are continuing to improve
existing capabilities and to identify and generate innovative ways to
use NLP in applications for writing, reading, speaking, critical
thinking, curriculum development, and assessment. Steady growth in the
development of NLP-based applications for education has prompted an
increased number of workshops, typically focusing on one specific

In this workshop, we solicit papers from all subfields: automated
scoring, intelligent tutoring, learner cognition, use of corpora,
grammatical error detection, and tools for teachers and test
developers. Since the first workshop in 1997, "Innovative Use of NLP
in Building Educational Applications" has continued to bring together
all NLP subfields to foster interaction and collaboration among
researchers in both academic institutions and industry. The workshop
offers a venue for researchers to present and discuss their work in
these areas. Each year, we see steady growth in workshop submissions
and attendance, and the research has become more innovative and
advanced. In 2012, we expect that the workshop (consistent with
previous workshops at ACL 1997, NAACL/HLT 2003, ACL 2005, ACL 2008,
NAACL/HLT 2009, NAACL/HLT 2010, and ACL 2011), will continue to expose
the NLP research community to technologies that identify novel
opportunities for the use of NLP techniques and tools in e ducational
applications. At ACL 2011, the workshop introduced a poster session
that was lively and well-attended. We plan to continue to have poster
sessions as a regular feature.

The practical need for language-analysis capabilities has been driven
by increased requirements for state and national assessments, and a
growing population of foreign and second language learners. There are
currently a number of commercial systems that handle automated scoring
of free-text and speech in the context of assessment as well as
systems that address linguistic complexity in text - commonly referred
to as readability measures. More recently, the need for applications
for language analysis is emphasized by a new influence in the
educational landscape in the United States, specifically, the Common
Core State Standards initiative: ( that
is coordinated by the National Governors Association Center for Best
Practices and the Council of Chief State School Officers. The
initiative has now been adopted by 46 states for use in Kindergarten
through 12th grade (K-12) classr ooms. This initiative is likely to
have a strong influence on teaching standards in K-12 education. The
Common Core standards describe what K-12 students should be learning
with regard to Reading, Writing, Speaking, Listening, Language, and
Media and Technology. In addition, the Common Core recently released a
Publishers Criteria document that describes the array of linguistic
elements that learners need to grasp as they progress to the higher
( The
Common Core thereby introduces language analysis scenarios that have
clear alignments with NLP research and applications.

The workshop will solicit both full papers and short papers for either
oral or poster presentation. This year, the Helping Our Own (HOO-2)
Shared Task on grammatical error detection will be co-located with the
BEA7 workshop.

Given the broad scope of the workshop, we organize the workshop around
three central themes in the educational infrastructure:

1. Development of curriculum and assessment (e.g., applications that
help teachers develop reading materials)
2. Delivery of curriculum and assessments (e.g., applications where
the student receives instruction and interacts with the system);
3. Deporting of assessment outcomes (e.g., automated scoring of free

Topics will include, but will not be limited to, the following:

* Automated scoring/evaluation for oral and written student responses
- Content analysis for scoring/assessment
- Grammatical error detection and correction
- Discourse and stylistic analysis
- Plagiarism detection
- Machine translation for assessment, instruction and curriculum
- Detection of non-literal language (e.g., metaphor)
- Sentiment analysis

* Intelligent Tutoring (IT) that incorporates state-of-the-art 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
- 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

* Issues concerning the evaluation of NLP-based educational tools

* Descriptions of implemented systems

* Descriptions and proposals for shared tasks

HOO-2012 Shared task
We are pleased to announce that the second edition of the "Helping Our
Own" Shared Task on grammatical error detection will be co-located
with BEA7 this year. The Shared Task will be organized independently
from the BEA7. System description papers submitted and accepted to the
HOO Shared Task will be presented as posters at the BEA Poster
Session. In addition, the HOO organizers will summarize the results of
the Shared Task in an oral presentation during the BEA. For more
information on the task, as well as important dates and submission
information, please go to:

Submission information
We will be using the NAACL-HLT 2012 Submission Guidelines for the
BEA-7 Workshop this year. Authors are invited to submit a full paper
of up to 8 pages in electronic, PDF format (with up to 2 additional
pages for references). We also invite short papers of up to 4 pages
(including 2 additional pages for references). 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"
in the START submission process.

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 2012 NAACL-HLT style sheet for composing your paper:

Important dates
Submission Deadline: March 26
Notification of Acceptance: April 23
Camera-ready papers Due: May 04
Workshop: June 07, 2012

Program committee
Andrea Abel, EURAC, Italy
Delphine Bernhard, Université de Strasbourg, France
Jared Bernstein, Pearson, USA
Chris Brockett, Microsoft Research, USA
Martin Chodorow, Hunter College, CUNY, USA
Mark Core, USC Institute for Creative Technologies, USA
Daniel Dahlmeier, National University of Singapore, Singapore
Markus Dickinson, Indiana University, USA
Robert Dale, Macquarie University, Australia
Bill Dolan, Microsoft Research, USA
Maxine Eskenazi, Carnegie Mellon University, USA
Keelan Evanini, Educational Testing Service, USA
Jennifer Foster, Dublin City University, Ireland
Annette Frank, University of Heidelberg, Germany
Michael Gamon, Microsoft, USA
Caroline Gasperin, TouchType, Brazil
Kallirroi Georgila, USC Institute for Creative Technologies, USA
Iryna Gurevych, University of Darmstadt, Germany
Na-Rae Han, University of Pittsburgh, USA
Trude Heift, Simon Frasier University, Canada
Derrick Higgins, Educational Testing Service, USA
Heng Ji, Queens College, USA
Pamela Jordan, University of Pittsburgh, USA
Ola Knutsson, KTH Nada, Sweden
John Lee, City University of Hong Kong, China
Xiaofei Lu, Penn State University, USA
Roger Levy, University of California San Diego, USA
Diane Litman, University of Pittsburgh, USA
Annie Louis, University of Pennsylvania, USA
Nitin Madnani, Educational Testing Service, USA
Montse Maritxalar, University of the Basque Country, Spain
Aurélien Max, LIMSI-CNRS, France
Detmar Meurers, University of Tübingen, Germany
Lisa Michaud, Merrimack College, USA
Rada Mihalcea, University of North Texas, USA
Michael Mohler, University of North Texas, USA
Jack Mostow, Carnegie Mellon University, USA
Smaranda Muresan, Rutgers University, USA
Ani Nenkova, University of Pennsylvania, USA
Rodney Nielsen, University of Colorado, USA
Hwee Tou Ng, National University of Singapore, USA
Patti Price, PPRICE Speech and Language Technology, USA
Andrew Rosenberg, Queens College, CUNY, USA
Mihai Rotaru, TextKernel, the Netherlands
Dan Roth, University of Illinois Urbana-Champagne, USA
Alla Rozovskaya, University of Illinois Urbana-Champagne, USA
Mathias Schulze, University of Waterloo, Canada
Stephanie Seneff, Massachusetts Institute of Technology, USA
Izhak Shafran, Oregon Health& Science University, USA
Serge Sharoff, University of Leeds, UK
Svetlana Stenchikova, Open University, UK
Helmer Strik, Radboud University Nijmegen, the Netherlands
Nai-Lung Tsao, National Central University, Taiwan
Monica Ward, Dublin City University, Ireland
David Wible, National Central University, Taiwan
Peter Wood, University of Saskatchewan in Saskatoon, Canada
Klaus Zechner, Educational Testing Service, USA

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