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Dynamic Syllabi for Historical Language Instruction � Digital Humanities, University of Leipzig

Dynamic Syllabi for Historical Language Instruction Par Part 1: t 1: Globalization and Localization Globalization and Localization Its relevance to historical languages and resulting challenges. Par Part 2: t 2: User Experience for eLear User Experience for eLearning ning The resulting web interface and user experience for learners. Par Part 3: t 3: Games, Graphs, and Data Games, Graphs, and Data eLearning games: the data and system that drives it. 2

Dynamic Syllabi for Historical Language Instruction Par Part 1: t 1: Globalization and Localization Globalization and Localization Supporting languages of the local learners Par Part 2: t 2: User Experience for eLear User Experience for eLearning ning The resulting web interface and user experience for learners. Par Part 3: t 3: Games, Graphs, and Data Games, Graphs, and Data eLearning games: the data and system that drives it. 3

Dynamic Syllabi for Historical Language Instruction Par Part 1: t 1: Globalization and Localization Globalization and Localization Supporting languages of the local learners Par Part 2: t 2: User Experience for eLear User Experience for eLearning ning Language independent functions Par Part 3: t 3: Games, Graphs, and Data Games, Graphs, and Data eLearning games: the data and system that drives it. 4

Dynamic Syllabi for Historical Language Instruction Par Part 1: t 1: Globalization and Localization Globalization and Localization Supporting languages of the local learners Par Part 2: t 2: User Experience for eLear User Experience for eLearning ning Language independent functions Par Part 3: t 3: Games, Graphs, and Data Games, Graphs, and Data How do you build the backend? 5

Latin and Greek Latin and Greek are taught in across Europe Latin and Greek are taught in across Europe Primar Primary and secondar y and secondary school instruction in the national language y school instruction in the national language à at least 24 national languages within Europe alone…. 6

Globalization The process of making all the necessary technical, financial, managerial, personnel, marketing and other enterprise decisions necessary to facilitate international business. Being global = Providing materials for each language that are suitable for learning historical languages based on their native language. 7

“Omni-local” instead Respecting and enhancing local cultures and variation. 8

Why be Global? Historische Sprachen eLearning Projekt Scaife Perseus Digital Digital Library Library 9

Why be Global? Historische Sprachen eLearning Projekt Scaife Perseus Digital Digital Library Library 10

Internationalization and Localization Inter Internationalization is the process of nationalization is the process of enabling a product at a technical level enabling a product at a technical level for localization. for localization. Historische Sprachen Localization is the process of modifying Localization is the process of modifying eLearning products or services to account for products or ser vices to account for Projekt differences in distinct markets. differences in distinct markets. Source: LISA (The Localization Industry Scaife Perseus Standards Association) Digital Digital Library Library 11

Localization: Linguistic Issues Adaptation of the content for Croatian Croatian and Persian Persian Almost any product speakers, Comparison: or service that will be sold to • Explaining, what is a Dative case for Persian individuals who do speakers !== Croatian speakers don’t need this, not speak the because they have 7 cases in their language language in which (Bulgarians have none!), BUT Croatians don’t have it was created will a definite article. require linguistic • No need for explaining the function of participles adaptation. for Persian speakers !== Croatians need to know, what a participle is. 12

Localization Challenges Business and Business and Physical Issues Physical Issues Technical Issues echnical Issues Cultural Issues Cultural Issues Supporting local Beyond translation, languages may Local business and localization often require special cultural issues can involves physical attention and affect all aspects of modification to planning at the product design products or services engineering stage: and localization: in order to be e.g. right to left e.g. numbers, acceptable in the direction, date names, colors and local market. formats, separators graphics. in the numbers. C = L 13

Technical Issues: Date Formats Europe: 03.12.2013 US: 12/03/2013 Islamic Countries: 29.01.1435 Iran: 1392/09/12 Chinese Calendar: Jia-Zi(Rat) (11th month), 1, 4711 14

Interlingua: L1-independent display of a sentence 15

But you can’t avoid the L1 of the learner! • You cannot avoid translating L2 to L1 during learning the language • Translation helps dynamic learning • Using translation doesn’t mean, going back to the grammar-translation method • It is not a learning method itself, but it could be combined with other methods. 16

Translation strategies in the learning process Literary English Literal English Literal Persian 17

Translation: Clarification • We are not talking about literary translations (i.e., free translations that capture the spirit of the original but do not follow the original closely). • The purpose of translation is to learn and to demonstrate what you have learned – more literal, more applied • Translation is the skill to be used to develop language understanding • We also DO need a lot of new translations in many languages • We are doing collaborative translation by named individuals, not an anonymous crowd. • We need a FIRST direct translation of Plato’s Republic into Persian. 18

Question Knowing other languages is not always a good point: The help systems are so good that you can translate without learning (e.g., you have aligned Greek/English, morpho-syntactic annotations, dictionaries, commentaries and then you translate into Persian!) How do you internalize knowledge of the language? 19

eLearning User Experience (UX) Localization and a graph-based backend are both important components that ultimately make our goal eLearning user experience possible 20

What exactly is UX? User Experience includes… Usability Accessibility Interaction Design System Graphic Performance Design Utility 21 21

UX for eLearning eLear eLearning presents some interesting user experience ning presents some interesting user experience challenges such as: challenges such as: • Improve understanding and retention of learning materials • Teach users novel interactions required for novel learning tasks like treebanking and alignment • Accommodate the wide variety of learning goals for different types of users based on their interests 22

UX for eLearning eLear eLearning also presents some interesting user experience ning also presents some interesting user experience oppor opportunities tunities such as: such as: • Personalize a user’s learning experience; go beyond customization • Provide detailed and immediate feedback for users based on their responses to exercises • Visualize user progress in a way that shows how what they have learned maps directly to their target corpus 23

Acquainting the User with our System • Based on a traditional Greek textbook (John William White’s First Greek Book ) our learning materials are divided into lessons. • Immediately gives the user a sense of place, and progress as it relates to Ancient Greek grammar. The interface clearly communicates, “Start Here.” 24

Providing Goals and Feedback • Show a user what they’ll accomplish in the lesson. • As the user progresses through the lessons, they see that the things they learn are directly related to their target corpus. 25

Visualize Progress within the Target Corpus • Since the system itself is optimized for a target text, it quickly becomes clear how a relatively small number of vocabulary words and grammar rules helps a user make huge strides in learning in a short time. 26

New Interactions for New Kinds of Learning • We start slowly to introduce the concept of treebanking. • Provide feedback while the user is building the tree, until they are comfortable with the new interaction. • Give the user specific corrections once they’ve submitted an answer. 27

Enhancing the UX going forward • Use recorded metrics to discover the ways people learn and retain information most effectively. • Personalize the interface and experience more acutely. • Use richly annotated text to provide numerous examples of grammatical constructions and vocabulary words in context. • Provide further texts, from which users can learn. 28

Goal Interactive and dynamic learning + more and better feedback for students Games cover every stage in the workflow of a digital edition Transcription + Structural Markup Aligned Translation Linguistic Annotation Identifying Named Entities 29