The Flipped Classroom model for teaching Conditional Random Fields in an NLP course

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Standard

The Flipped Classroom model for teaching Conditional Random Fields in an NLP course. / Aguirrezabal Zabaleta, Manex.

Proceedings of the Fifth Workshop on Teaching NLP. ed. / David Jurgens; Varda Kolhatkar; Lucy Li. Association for Computational Linguistics, 2021. p. 80-86 13.

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Harvard

Aguirrezabal Zabaleta, M 2021, The Flipped Classroom model for teaching Conditional Random Fields in an NLP course. in D Jurgens, V Kolhatkar & L Li (eds), Proceedings of the Fifth Workshop on Teaching NLP., 13, Association for Computational Linguistics, pp. 80-86. https://doi.org/10.18653/v1/2021.teachingnlp-1.13

APA

Aguirrezabal Zabaleta, M. (2021). The Flipped Classroom model for teaching Conditional Random Fields in an NLP course. In D. Jurgens, V. Kolhatkar, & L. Li (Eds.), Proceedings of the Fifth Workshop on Teaching NLP (pp. 80-86). [13] Association for Computational Linguistics. https://doi.org/10.18653/v1/2021.teachingnlp-1.13

Vancouver

Aguirrezabal Zabaleta M. The Flipped Classroom model for teaching Conditional Random Fields in an NLP course. In Jurgens D, Kolhatkar V, Li L, editors, Proceedings of the Fifth Workshop on Teaching NLP. Association for Computational Linguistics. 2021. p. 80-86. 13 https://doi.org/10.18653/v1/2021.teachingnlp-1.13

Author

Aguirrezabal Zabaleta, Manex. / The Flipped Classroom model for teaching Conditional Random Fields in an NLP course. Proceedings of the Fifth Workshop on Teaching NLP. editor / David Jurgens ; Varda Kolhatkar ; Lucy Li. Association for Computational Linguistics, 2021. pp. 80-86

Bibtex

@inproceedings{9e25512238d44f619bff0cea7f011496,
title = "The Flipped Classroom model for teaching Conditional Random Fields in an NLP course",
abstract = "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{\textquoteright}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.",
author = "{Aguirrezabal Zabaleta}, Manex",
year = "2021",
month = jun,
doi = "10.18653/v1/2021.teachingnlp-1.13",
language = "English",
pages = "80--86",
editor = "David Jurgens and Kolhatkar, {Varda } and Lucy Li",
booktitle = "Proceedings of the Fifth Workshop on Teaching NLP",
publisher = "Association for Computational Linguistics",

}

RIS

TY - GEN

T1 - The Flipped Classroom model for teaching Conditional Random Fields in an NLP course

AU - Aguirrezabal Zabaleta, Manex

PY - 2021/6

Y1 - 2021/6

N2 - 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.

AB - 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.

UR - https://aclanthology.org/2021.teachingnlp-1

U2 - 10.18653/v1/2021.teachingnlp-1.13

DO - 10.18653/v1/2021.teachingnlp-1.13

M3 - Article in proceedings

SP - 80

EP - 86

BT - Proceedings of the Fifth Workshop on Teaching NLP

A2 - Jurgens, David

A2 - Kolhatkar, Varda

A2 - Li, Lucy

PB - Association for Computational Linguistics

ER -

ID: 269600483