DOCSLIB.ORG

Automatic Instant Messaging Dialogue Using Statistical Models and Dialogue Acts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Automatic Instant Messaging Dialogue Using Statistical Models and Dialogue Acts Automatic Instant Messaging Dialogue using Statistical Models and Dialogue Acts A thesis presented by Edward Ivanovic to The Department of Computer Science and Software Engineering in total fulfillment of the requirements for the degree of Master of Computer Science and Software Engineering by Research University of Melbourne Melbourne, Australia July 2008 c 2008 - Edward Ivanovic All rights reserved. Thesis advisors Author Steven Bird and Timothy Baldwin Edward Ivanovic Automatic Instant Messaging Dialogue using Statistical Models and Dialogue Acts Abstract Instant messaging dialogue is used for communication by hundreds of millions of people worldwide, but has received relatively little attention in computational linguis- tics. We describe methods aimed at providing a shallow interpretation of messages sent via instant messaging. This is done by assigning labels known as dialogue acts to utterances within messages. Since messages may contain more than one utter- ance, we explore automatic message segmentation using combinations of parse trees and various statistical models to achieve high accuracy for both classification and segmentation tasks. Finally, we gauge the immediate usefulness of dialogue acts in conversation man- agement by presenting a dialogue simulation program that uses dialogue acts to pre- dict utterances during a conversation. The predictions are evaluated via qualitative means where we obtain very encouraging results. Declaration This is to certify that: 1. the thesis comprises only my original work towards the Masters except where indicated in the Preface, 2. due acknowledgement has been made in the text to all other material used, 3. the thesis is approximately 30,000 words in length, exclusive of tables, maps, bibliographies and appendices. Signed, Edward Ivanovic Contents TitlePage.................................... i Abstract..................................... iii TableofContents................................ v ListofFigures.................................. viii ListofTables .................................. ix Citations to Previously Published Work . xi Acknowledgments................................ xii 1 Introduction 1 1.1 Background ................................ 3 1.2 Motivation................................. 4 1.3 Goals.................................... 5 1.4 MethodologicalOutline.......................... 6 1.5 Thesisoverview .............................. 8 2 Instant Messaging 10 2.1 Historical Development of Instant Messaging . ..... 10 2.2 InstantMessagingClients . 12 2.2.1 AOL’sInstantMessenger. 12 2.2.2 MSNMessenger.......................... 14 2.3 Commercial aspects of free Instant Messaging . .... 16 2.3.1 Forecasted Trends in Instant Messaging Usage . .. 18 2.4 Linguistic Features of Instant Messaging . .... 21 2.5 Conclusion................................. 27 3 Human-Computer Dialogue 29 3.1 Dialogue Management Techniques . 29 3.2 Additional research areas for realistic dialogue . ........ 34 3.3 Differences between Dialogue and Monologue . ... 36 3.3.1 ConversationalImplicature. 36 3.3.2 Grounding............................. 38 3.3.3 Turns, Messages, and Utterances . 43 v vi Contents 3.4 DialogueActs............................... 47 3.5 DialogueActAnnotationSchemes. 49 3.5.1 Dialogue Act Markup in Several Layers . 49 3.5.2 Modifications and Extensions of DAMSL . 55 3.6 Prior Work on Dialogue Act Classification . .. 55 3.6.1 Selected Statistical Learning Methods . .. 56 3.6.2 Selected Symbolic Learning Methods . 58 3.7 Summary ................................. 60 4 Construction of an IM dialogue corpus 63 4.1 DialogueActTagSet........................... 64 4.2 DataCollection .............................. 67 4.3 DataAnnotation ............................. 69 4.4 DataPreparation ............................. 69 4.4.1 MessageSynchronisation . 69 4.4.2 UtteranceSegmentation . 72 4.4.3 Lemmatisation .......................... 78 4.4.4 PoSTaggingandChunking . 80 4.5 Conclusion................................. 83 5 Utterance Segmentation and Dialogue Act Classification 84 5.1 HMMUtteranceSegmentationMethod . 85 5.2 DialogueActClassification. 87 5.2.1 NaiveBayesModel ........................ 89 5.2.2 VectorSpaceModel. .. .. 90 5.2.3 SupportVectorMachineModel . 92 5.2.4 MaximumEntropyModel . 93 5.3 Segmentation and Classification using Parse Trees . ...... 95 5.4 Conclusion................................. 98 6 Evaluation 100 6.1 DialogueActClassification. 101 6.1.1 NaiveBayesModel . .. .. 102 6.1.2 Error Analysis of Classification Task . 106 6.2 UtteranceSegmentation . 112 6.2.1 Evaluating Utterance Segmentation . 112 6.2.2 Experimental Results and Discussion . 115 6.3 An Application: Assisted Customer Support . ... 120 6.3.1 UsingtheSimulationProgram. 122 6.3.2 Evaluating the Customer Support Assistant . 124 6.3.3 The Entropy of Utterances within Dialogue Acts . 128 6.4 Conclusion................................. 130 Contents vii 7 Conclusions and Future Work 133 7.1 Conclusions ................................ 133 7.2 FutureWork................................ 135 A Dialogue Macrogame Theory 148 B Computer-assisted conversation logs 153 C Dialogue Act Bigram transition probabilities 174 D Utterance Classifications with Dialogue Acts 177 E Online Chat Support Services 180 E.1 OnlineChatSupport . .. .. 180 E.2 Online Chat Support Software and Services . 180 F Penn Treebank Part of Speech tag set 182 List of Figures 2.1 AOL Instant Messenger (AIM) screen shot. .. 13 2.2 MSNMessengerscreenshot. 15 3.1 Finite-stateautomaton . .. .. 30 3.2 Tree diagram of instant messaging constituents . ...... 44 3.3 Decision tree for Agreement aspect in DAMSL . .. 50 4.1 Example lemmatised sentence. 79 4.2 Sample PoS-tagged and chunked data from corpus . ... 82 5.1 Sample training data used for HMM segmentation . ... 86 5.2 Feature representation mapped from corpus data . .... 88 5.3 RASP parse tree of a message showing utterances separated into sub- trees..................................... 95 5.4 Properanalysesofaparsetree. 96 6.1 Learning curve of naive Bayes models . 106 6.2 Relation between word entropy and dialogue act frequencies ..... 111 6.3 Reference and three hypothesised segmentations for different algorithms.113 6.4 Frequency distribution of utterance and message lengthsinwords. 114 6.5 WindowDiff results of various models used . 116 6.6 ErroneousparsetreeproducedbyRASP . 119 6.7 ParsetreeproducedbyRASP . 120 6.8 Screen shot of the dialogue simulation program . .... 121 viii List of Tables 1.1 An example of the beginning of a dialogue in our corpus. ..... 2 2.1 NetworkingTimeline ........................... 19 2.2 Sample of a many-to-one relationship between requests and a response. 20 2.3 Distinctions between Written and Spoken Language . ..... 23 2.4 Computer Mediated Communication Spectrum . .. 24 2.5 Common abbreviations and emoticons used in instant messaging . 26 3.1 Examples of different types of dialogue systems . .... 31 3.2 Different techniques for dialogue given task complexity ........ 32 3.3 Groundingactsfordiscourseunits. .. 41 3.4 Example of unsynchronised messages in instant messaging ...... 46 3.5 Forward- and backward-looking functions in DAMSL . .... 54 3.6 A selection of studies presented in Stolcke et al. (2000) showing the number of dialogue act tokens, dialogue act tag set size, tag set used, andaccuracy. ............................... 57 4.1 The 12 dialogue act labels with a description and examplesofeach. 65 4.2 Example of the beginning of a dialogue in our corpus . .... 68 4.3 Characteristics of the MSN-Shopping corpus. ..... 68 4.4 Example of unsynchronised messages . 70 4.5 Method of scoring pairwise inter-annotator agreement . ........ 76 4.6 Annotatorsegmentationagreement . 78 5.1 Hypothesised segmentations from sub-tree node combinations .... 97 6.1 Results for all classification algorithms . ..... 102 6.2 Mean n-gram accuracy of labelling utterances with dialogue acts . 103 6.3 Example of a dialogue with utterance boundaries . .... 104 6.4 Relative misclassification error rates . ..... 107 6.5 Perplexity values for dialogue act transitions using bigrams . 108 6.6 Errors showing the impact of dialogue act adjacency pairs ...... 109 ix x List of Tables 6.7 Example from the dialogue simulation program . ... 125 6.8 Dialogue act rankings within the set of predictions by running the shopping evaluation program. n is the n-best rankings of correct sug- gestions. Percentages are cumulative. 127 6.9 Manually clustered utterances to calculate entropy . ........ 129 6.10 Number of utterance clusters with entropy values . ...... 130 C.1 Bigram dialogue act transition probabilities. ....... 176 Citations to Previously Published Work Portions of this thesis have appeared in the following papers: Edward Ivanovic. 2005 Dialogue act tagging for instant messaging chat sessions. In Proceedings of the ACL Student Research Workshop, pages 79–84, Ann Arbor, Michigan, June. Association for Computational Lin- guistics. Edward Ivanovic. 2005 Automatic Utterance Segmentation in Instant Messaging Dialogue. In Proceedings of the Australasian Language Tech- nology Workshop, pages 241–249, Sydney, Australia, December. Aus- tralasian Language Technology Association. Acknowledgments I have benefited greatly from the support and help of many people during my time spent researching and writing this thesis. In particular, I would like to express my gratitude to Steven Bird, my first supervisor, who gave me the opportunity to study computational linguistics and provided inspiration and encouragement
Load more

Recommended publications
  • Shall I Be Your Chat Companion?” Towards an Online Human-Computer Conversation System
    “Shall I Be Your Chat Companion?” Towards an Online Human-Computer Conversation System Rui Yan1;3 Yiping Song2 1Institute of Computer Science 2Department of Computer and Technology (ICST) Science and Technology Peking University Peking University Beijing 100871, China Beijing 100871, China [email protected] [email protected] Xiangyang Zhou3 Hua Wu3 3Baidu Inc. 3Baidu Inc. No. 10 Xibeiwang East Road, No. 10 Xibeiwang East Road, Beijing 100193, China Beijing 100193, China [email protected] [email protected] ABSTRACT 1. INTRODUCTION To establish an automatic conversation system between human and To create a virtual assistant and/or chat companion system with computer is regarded as one of the most hardcore problems in com- adequate artificial intelligence has always been a long cherished puter science. It requires interdisciplinary techniques in informa- goal for researchers and practitioners. It is believed to be chal- tion retrieval, natural language processing, and data management, lenging for computers to maintain a relevant, meaningful and con- etc. The challenges lie in how to respond like a human, and to tinuous conversation with humans. How to respond like a human maintain a relevant, meaningful, and continuous conversation. The generally involves interdisciplinary techniques such as information arrival of big data era reveals the feasibility to create such a system retrieval, natural language processing, as well as big data manage- empowered by data-driven approaches. We can now organize the ment. A significant amount of efforts have been devoted to the conversational data as a chat companion. In this paper, we intro- research for decades, and promising achievements have been grad- duce a chat companion system, which is a practical conversation ually achieved so that we can expect real applications in real life, system between human and computer as a real application.
    [Show full text]
  • Pre-Recorded Video Lectures Vs. Live ZOOM Lectures for Education in the Business Management Field
    sustainability Article A Comparison of Two Forms of Instruction: Pre-Recorded Video Lectures vs. Live ZOOM Lectures for Education in the Business Management Field Maidul Islam 1,*, Dan-A. Kim 2 and Minjoo Kwon 2 1 Department of E-Trade, Keimyung University, Dalseo-gu, Daegu 42601, Korea 2 East Asia International College, Yonsei University, Wonju, Gangwon-do 26493, Korea; [email protected] (D.-A.K.); [email protected] (M.K.) * Correspondence: [email protected]; Tel.: +82-53-580-5967 Received: 17 July 2020; Accepted: 23 September 2020; Published: 2 October 2020 Abstract: This paper employs a comparison between two forms of online instruction to investigate which form is more preferred, as well as the advantages and the disadvantages for both forms of online education. The data for the research were collected via an online questionnaire that was purposely created for the research. A sample of 26 undergraduate students of Yonsei University, South Korea, were employed for this study. Pre-tests and post-tests were performed to compare between pre-recorded video lectures and live ZOOM lectures. The results show that students prefer pre-recorded video lectures to live ZOOM lectures; 53.8% chose pre-recorded video lectures, 7.7% chose live ZOOM lectures, and 30.8% chose both pre-recorded and ZOOM lectures when they were asked to select their preferred method of learning. Furthermore, we asked several questions, and the mean values were compared. The results of this research showed that pre-recorded video lectures are preferred to live ZOOM lectures due to their flexibility, convenience, and educational effectiveness.
    [Show full text]
  • Multiple Pseudo Random Number Generators Implementation for Watermarking Technique
    I Multiple Pseudo Random Number Generators Implementation for Watermarking Technique تطبيق مولدات اﻻرقام العشوائية المتعددة لتكنولوجيا العﻻمة المائية Prepared By Aysar Shamil Alsaadi Supervisor By Prof. HamzaAbbass Al-Sewadi Thesis Submitted In Partial Fulfillment of the Requirements for the Degree of Master of Computer Science Department of Computer Science Faculty of Information Technology Middle East University May, 2017 II III IV V Acknowledgments First, thanks to ALLAH HIS ALMIGHTY for enabling me to complete this work in spite of all the difficulties. I would like to sincerely thank Prof. Dr. Hamza Abbass Al-Sewadi, for his guidance, assistance, understanding, patience and most importantly, his kindness, friendliness during my graduate studies at the Middle East University. His mentorship was paramount in providing a well-round experience consistent with my long-term career goals. I am grateful to my brother “Mohammad Mustafa” for his support and help in my weakness, sickness and madness at all times. I want to thank. Prof. Dr. Ali Makki Sagheer and Dr. Abdulkareem Al-Ibadi, for valuable advice and suggestions. My deepest thanks go to my Father, Mother, wife and my family for their love, support and patience during my study. In addition, I am grateful to Middle East University and IT faculty members and all my friends who gave me help and encouragement. Thanks for all. The Researcher VI Dedication To My Father, Mother, brother, wife, sisters and close friends for their full support, for their great patience, endless love, attention
    [Show full text]
  • Need Consent to Record Voice Chat
    Need Consent To Record Voice Chat Is Lazare oogenetic when Prince catheterize squashily? Gilberto usually trends corporally or foams otherwhile leasheswhen full-fashioned her comatulid Dwaine absterges Africanized other. slavishly and apoplectically. Rudolfo seals o'clock as creasy Wayne Businesses from coverage, gender or consent to key changes Configure call routing based on phone numbers, retrieve, not a legitimate concern. An individual could be ordered to pay damages in a civil lawsuit against them or groom even face another time or else hefty fine So wearing someone recorded you without your consent set is considered a gross infringement on your lust and paperwork can initiate a couple against them. View recordings need consent requirement of voice chat. Audio Recordings as available You found Be Committing a. Currently the following 12 states require multiple-party consent which the. Is the secret do not want as obtaining consent to squirt a telephone call. Limit the thigh of who policy. See how everyone is illegal to consent need not voice chat recorded phone call center needs to criminal proceedings, and use recorded to your business needs. Recording voice chat. For goods until they establish over the roast on the tape is actually belongs to. Or voice chat logs: the needs to scope of the returned promise rejects, oral communication consents must be subject who has made aware. Therefore if you are usually party develop a Zoom call then writing may bear the conversation flow if you overhear this conversation from save a closed door you fly not allow or arbitrary the communication without the consent letter at chef one party.
    [Show full text]
  • Teaching Oral English Online - Through Skype (VOIP)
    Acta Didactica Norge Vol.4 Nr. 1 Art. 1 James Coburn Master student, Department of Teacher Education and School Development, University of Oslo Teaching Oral English Online - Through Skype (VOIP) Abstract This article presents an action research study focusing on the online teaching of English conversation using VOIP (Voice Over Internet Protocol) in an unusual and challenging international online context. Information elicited from inter- views with eight Conversation Facilitators shows how conversation assignments need to be designed in order to facilitate interaction patterns conducive to language learning. A range of skills and qualities likely to lead to ''best practice'' emerge from two interviews which are analysed in more detail. Some implications for the use of audio conferencing for the development of oral proficiency in foreign language teaching are also suggested. Introduction This study focuses on the teaching of English conversation to undergraduate students in Iran whereby native speakers of English function as Conversation Facilitators (CFs) using audio conferencing (Skype) to talk with small groups of students or converse one-to-one. Semi-structured interviews with eight CFs aimed to find out more about how the conversations were being conducted as well as investigating the extent to which the task design was providing an adequate basis and stimuli for the dialogues. The article starts with a literature review of studies conducted over the past decade in the field of synchronous audio and audiographic Computer Mediated Communication (CMC). A short description of CMC activity currently under way within foreign language teaching contexts in Norway precedes a summary of the online context for the present study and the specification of the research questions.
    [Show full text]
  • DESIGNING the ROLL-OUT of ORGANIZATION-WIDE ICT INFRASTRUCTURES - the FINTOP CASE Nadine Vehring University of Münster
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by AIS Electronic Library (AISeL) Association for Information Systems AIS Electronic Library (AISeL) European Conference on Information Systems ECIS 2012 Proceedings (ECIS) 5-15-2012 DESIGNING THE ROLL-OUT OF ORGANIZATION-WIDE ICT INFRASTRUCTURES - THE FINTOP CASE Nadine Vehring University of Münster Kai Riemer The University of Sydney Follow this and additional works at: http://aisel.aisnet.org/ecis2012 Recommended Citation Vehring, Nadine and Riemer, Kai, "DESIGNING THE ROLL-OUT OF ORGANIZATION-WIDE ICT INFRASTRUCTURES - THE FINTOP CASE" (2012). ECIS 2012 Proceedings. 75. http://aisel.aisnet.org/ecis2012/75 This material is brought to you by the European Conference on Information Systems (ECIS) at AIS Electronic Library (AISeL). It has been accepted for inclusion in ECIS 2012 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contact [email protected]. DESIGNING THE ROLL-OUT OF ORGANIZATION-WIDE ICT INFRASTRUCTURES – THE FINTOP CASE Vehring, Nadine, European Research Center for Information Systems (ERCIS), University of Münster, Leonardo-Campus 11, D-48149 Münster, [email protected] Riemer, Kai, The University of Sydney Business School, Discipline of Business Information Systems, Darlington, NSW 2006, Australia, [email protected] Abstract Implementing organization-wide ICT infrastructures is a challenging endeavor, even more so when the technology in question is both a network technology and raises privacy concerns among employees. This teaching case introduces students to the German insurance provider FINTOP in the final stages of planning its organization-wide roll-out of the Real Time Communication and Collaboration (RTC) technology IBM Lotus Sametime.
    [Show full text]
  • Omegle Stranger Text Chat
    Omegle Stranger Text Chat MartBarnard recopied is unimpregnated nakedly. Paralytic and treadlings and scoundrelly pyrotechnically Yale counterfeit as psychrophilic her ambiversion Huntlee tissuesgiddy or intriguingly balanced mediately.and sync patriotically. Paracelsian This stranger text chat omegle is messing with many people to filter the random latina dating Many omegle text that gives like that is one of online and meet. In texts or at relative peace. Best omegle text or texts can also agree with stranger chat roulette is no devices if you? Use streak free Omegle alternative to video chat with strangers instantly and meet cool new desktop on Chatki Random video chat area on all mobile devices. Omegle where you instead of someone gets slow internet cannot do a new people you were a teens will discover sentiment, or texts or? Google play store the chat pig is among the app will be talking to begin a chat with mobile web pages like or textual content material from? Camsurf app with strangers at best one. Interact with you will be a dating fans aged eighteen the use of the cookies, you can share his home all around this website. So private while voyaging, text chat app view this peculiarity causes it is a stranger online and even though the website, omegle and video random stranger and add such feature? Always a strangers? At strangers can omegle stranger instantly paired up in texts or text or users? Are no longer in texts can make new people before you should have fun and do not like to. Omegle text no cost.
    [Show full text]
  • Tattletrail: an Archiving Voice Chat System for Mobile Users Over Internet Protocol by Jang Soo Kim
    TattleTrail: An Archiving Voice Chat System for Mobile Users Over Internet Protocol by Jang Soo Kim Submitted to the Department of Electrical Engineering and Computer Science in partial fulfillment of the requirements for the degree of Master of Engineering in Electrical Engineering and Computer Science at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY June 2002 °c Jang Soo Kim, MMII. All rights reserved. The author hereby grants to MIT permission to reproduce and distribute publicly paper and electronic copies of this thesis document in whole or in part. Author............................................................................ Department of Electrical Engineering and Computer Science May 24, 2002 Certified by........................................................................ Christopher Schmandt Principal Research Scientist, MIT Media Laboratory Thesis Supervisor Accepted by....................................................................... Arthur C. Smith Chairman, Department Committee on Graduate Theses 2 TattleTrail: An Archiving Voice Chat System for Mobile Users Over Internet Protocol by Jang Soo Kim Submitted to the Department of Electrical Engineering and Computer Science on May 24, 2002, in partial fulfillment of the requirements for the degree of Master of Engineering in Electrical Engineering and Computer Science Abstract Mobile communication has become a significant part of everyday life. The advent of mobile phones and PDA’s has reinforced the necessity for people to be connected without being physically tied down. Communication is key, but current modalities are restricted to simple protocols such as telephony, and less expressive mediums such as text messaging. TattleTrail is an archiving audio chat application for mo- bile users that attempts to address current limitations in mobile communication by exploring novel communication modalities using voice as a medium over the flexi- ble Internet Protocol (IP) network.
    [Show full text]
  • Hosted Voip Softphone Client for PC Quick Start Guide
    Hosted VoIP Softphone Client for PC Quick Start Guide Get the most out of our Hosted VoIP service with these handy instructions for the Midco® Softphone Client, a desktop tool to manage and use your business calling features. Contents Make the Right Connection ............................................................................................................. 3 Softphone Client Access ................................................................................................................. 4 Support Within the Softphone......................................................................................................... 4 Calls .................................................................................................................................................. 4 Manage Calls ................................................................................................................................. 4 Conference Call .............................................................................................................................. 5 Video Call ....................................................................................................................................... 5 Call Transfer ................................................................................................................................... 5 Call Park ......................................................................................................................................... 6 Contacts ..........................................................................................................................................
    [Show full text]
  • Digital Tools & Resources
    Digital Tools & Resources for Online Engagement Beginning in March of 2020, we found ourselves creatively working to reach youth through digital programming efforts. Georgia 4-H Faculty and Staff worked to respond quickly when shelter in place and emergency digital learning was implemented and we are continuing to provide virtual programming in a variety of ways. These tools and resources were compiled to assist 4-H staff in virtual program delivery efforts. General Virtual Programming Considerations ▪ Follow all best practices and protocols to provide a safe virtual interaction with youth. This includes but is not limited to having Virtual Consent and Participation Agreement on file when appropriate. ▪ If possible, at least two adults should be present to co-facilitate and manage the learning environment. When utilizing breakout rooms, strive to have an adult in each room to help students stay on task. Adults should never be alone with one young person in a virtual program. ▪ Set clear goals and expectations. Ensure that all adults helping with the planning and implementation of the virtual program know these goals and objectives. ▪ Offer an orientation session so students can become familiar with any tools or platforms that will be used. Provide links to tutorials and help sections that are offered by the platform. ▪ Begin each session with general rules and virtual etiquette including; keeping the microphone muted when not speaking, utilizing the chat box, or selecting the “raise hand” feature when wanting to join the conversation. Encourage the use of video as it humanizes the communication. Be sensitive to those who may not want to share video and be intentional about keeping them engaged.
    [Show full text]
  • Afterword: Omissions,Additions, and Corrections
    Afterword: Omissions,Additions, and Corrections The astute reader will notice that I’ve omitted a few online services. Some were so short-lived or of so little consequence that they would be meaningless to most readers. Others are beyond the theme or time frame of this book. Some of the omissions: ᭿ ABI/INFORM (Abstracted Business Information), a database of abstracted information from selected business publications, hosted by ORBIT, Dialog, and eventually UMI/ProQuest ᭿ Data Courier, a small online service hosted by the Louisville Courier- Journal (the owners of which bought ABI/INFORM under the company name “Data Courier”) ᭿ EasyLink, Western Union’s now-defunct email/FAX/mail system ᭿ Easynet, a front end for more than 700 database services ᭿ EasyPlex, a specialized CompuServe email service ᭿ E-COM, the United States Postal Service’s electronic messaging service (EMS) ᭿ Freenet, free BBSs in cities such as Cleveland and Rochester that used the same software and were designed to serve as community centers ᭿ Info-Look, a gateway to online services hosted by Nynex ᭿ Internet Relay Chat (IRC), the first implementation of real-time chatting via the Internet (Jarkko Oikarinen, 1988) ᭿ Knowledge Index (KI), a subset of Dialog databases ᭿ The Microsoft Network (MSN), more an ISP than online service that started after Bill Gates decided that the Internet was going to be important, after all 177 178 Afterword ᭿ MIX, the McGraw-Hill Information Exchange, a CoSy-based service for educators ᭿ NABU Network, a Canadian online service that operated
    [Show full text]
  • Taking an Online Class and Using Chatroom 2
    Learning Resource Center Online Study Skills Handout Taking an Online Class and using Chatroom If you are a BMCC student and this is your first time taking an online course, one thing you should do is to review the mandatory BMCC orientation, by logging into the BMCC website www.BMCC.cuny.edu and searching for Blackboard, then click on the E-Learning orientation link. Here you will view a series of seven orientation videos which will tell you all you need to know about navigating your online classes. Let’s listen to the welcome orientation video by clicking the video below, or you can view it on YouTube by searching BMCC online E-Learning orientation. https://youtu.be/76DisUY3d3A Once you’ve completed your orientation, you should know how to create an avatar or profile picture, find the syllabus, use the discussion board, find your reading material, and post your assignments. In addition, here’s a short clip on how to use EMAIL in Blackboard. Click on the video link below or view the video: https://help.blackboard.com/Learn/Student/Interact/Email Using online chat rooms allow for more active discussions and participation among students. Here are some helpful ways students should effectively utilize classroom chat room. 1. Become a Respected Chat Room Participant. Online class chat rooms can be the best place to make connections, share your insights, and stand out in the crowd. But the seeming informality of the virtual world leads some students to share inappropriate information or be lax with their grammar! Learn how to communicate in chat rooms and take these venues seriously.
    [Show full text]