Pedagogical tools in a collaborative environment for ancient languages learning is illustrated

Boschetti, Federico

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A Language Independent Pedagogical Model for
Greek, Latin and Arabic
Federico Boschetti∗
federico.boschetti@ilc.cnr.it
∗Institute of Computational Linguistics – National Research Council, Pisa (ITALY)
Boston, June 7, 2012
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Notes on Methods
Notes on Tools
Introduction
At least in Italy, Digital Humanities need to define their status
in institutional contexts and in the educational system
Instruments to collaborate across the continents on
philological topics and to certify common skills are necessary
The ILC-CNR of Pisa collaborates with the Perseus Project on “Digital Resources for Education and Research in
the Classical Humanities”. The project is partially funded by NEH. The ILC-CNR collaborates also with the
University of Fez, Morocco for the Arabic resources.
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Notes on Methods
Notes on Tools
Overview
1 Notes on Methods
2 Notes on Tools
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Notes on Methods
Notes on Tools
An International e-Portfolio
An International Syllabus
Agreement on goals
Definition of minimal skills
Erasmus Mundus and other initiatives that promote
international mobility
An International e-Portfolio
Certification of minimal skills
Accuracy
Innovation
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Notes on Methods
Notes on Tools
Developing a Double Competence
Digital aspects
How to annotate texts (T.E.I., etc.)
How to deal with secondary and tertiary sources in order to
extract and structure information to annotate
Computational aspects
Knowledge of a scripting language (e.g. Python)
Knowledge of a programming language (e.g. Java)
Hands on an open source application (e.g. Gamera [B.
Robertson])
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Notes on Methods
Notes on Tools
Exploiting the Cyberinfrastructure
The Perseus Project provides the cyberinfrastructure
At least three ways to extend it worldwide:
by Alpheios (e.g. Plato’s Treebank annotators at the
University of Pavia, supervised by G. Celano and S. Luraghi)
by donation of T.E.I. compliant corpora under Creative
Commons Share-Alike license (e.g. Musisque Deoque - Poeti
d’Italia corpora)
by implementation of pluggable components
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Notes on Methods
Notes on Tools
A Plaggable System
Modularity
Instead of developing applications, components are
implemented
More texts
More analyses
More features
More components to deal with the new features
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Notes on Methods
Notes on Tools
Extending the System
CTS benefits for the stand-off annotation of different levels of
analysis
Implemented features
Morphosyntactic analysis
Named entities
...
Implementable features
Prosodic analysis
Metrical analysis
...
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Notes on Methods
Notes on Tools
Metrical Analysis
Different levels of granularity (poem, strophe, verse, word)
Incremental analyses
Integration of manual and automated procedures
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Notes on Methods
Notes on Tools
Developing Learning Objects
Main Features
Self-contained
Reusable
Aggregated
Tagged with Metadata
e-Anthologies
Collections of resizable windows on the primary sources
Teacher’s annotations (variant readings, exegetical notes,
links, bibliographical references)
Student’s activities on the text, evaluated by supervisors
Integration in LMS (SCORM import/export)
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Notes on Methods
Notes on Tools
The Common Core
Digitization
Extending textual corpora (OCR)
Extending treebanks (annotation)
...
Computation
Developing classifiers in order to improve OCR
Developing pre- and postprocessors for OCR
Developing parsers for morphosyntactic analysis
...
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Notes on Methods
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The Necessary Adapters
Different backgrounds: some examples
Italian students in classics usually have studied Latin (and
Greek) five years in High School (by traditional methods);
Arabic is studied only at University
Moroccan students usually do not study Greek and/or Latin in
High School
Internationalization of the guidelines for annotators
Italian students are not familiar with the dependency grammar and
they need a comparison with the traditional grammar they studied
in High School (G. Celano)
Resistence to innovation?
Necessity to discuss with international peers and supervisors?
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Notes on Methods
Notes on Tools
Overview
1 Notes on Methods
2 Notes on Tools
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Translation of the Primary Sources
Internationalization of the Perseus Project
Translation in Italian of the main Greek and Latin works
Translations are interpretations
Multilingual translations promote the criticism
Which translations?
Cantami, o Diva, del Pel`ıde Achille
l’ira funesta che infiniti addusse
lutti agli Achei ...
(transl. V. Monti, 1810 – provided by the WikiSource team)
Canta l’ira, o Diva, d’Achille figliuol di Pele`o
funesta, che agli Achei fu causa di doglie infinite
(transl. E. Romagnoli, 1932)
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Notes on Methods
Notes on Tools
Lexicographic Resources
Extending the bilingual dictionaries provided by the Perseus
Project
Bilingual resources for Latin (P. Mastandrea)
License issues for Greek
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Notes on Methods
Notes on Tools
GreekWordNet
Information extraction from the T.E.I. version of the LSJ
provided by the Perseus Project (E. Sausa)
Application of MultiWordNet algorithms in order to aggregate
the synsets and to link them to related WordNet conceptual
nodes (E. Pianta)
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Notes on Methods
Notes on Tools
Linking GreekWordNet to national wordnets
Issues
The original WordNet developed at Princeton is freely distributed,
but many national wordnets have restrictive licenses
(EuroWordNet, MultiWordNet, etc.)
Work-around
BabelNet extracts lexical knowledge from Wikipedia and WordNet,
producing automatically interrelated synsets (Navigli-Ponzetto
2010). BabelNet is freely distributed.
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Notes on Methods
Notes on Tools
A Multilingual Glossary of Philology
Goals
Precise translation of philological terms
Indication of lexical and semantic relations among the terms
Method
A WordNet-like organization of the glossary
Model: The French/English Glossary of Linguistic Terms
(http://www.sil.org/linguistics/glossary fe)
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Notes on Methods
Notes on Tools
Access to multilingual secondary literature
Philological studies are multilingual. A Ph.D. student must deal at
least with English, Italian, German and French articles and
commentaries.
M.A. students need reliable tools to translate philological terms
and compose effective key-words when they search in
bibliographical repertories (in particular L’Anne´e Philologique) or
digital libraries (such as http://archive.org)
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Notes on Methods
Notes on Tools
Multilingual Glosses
Glosses are mainly extracted from authoritative manuals,
commentaries and articles and in some cases authoritative
translations of the same manual in different languages are
taken into account (e.g. the translation in Italian and in
Arabic of the Textkritik by P. Maas)
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Notes on Methods
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The Arabic Session of the Philological Glossary
Saut du meˆme au meˆme
’al-kharm: lacuna (Benbin-Toubi, 2005)
’az-zalaf: leaping forward (Souli, X century)
intiqa¯l an-nazar: shifting the gaze (Harun, XX century)
(O. Nahli)
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Notes on Methods
Notes on Tools
Different Traditions
fiqh al-lughah
Study of the text focused on the exegesis, according to the
Arabic tradition
Philology
Western philological methodologies are applied to Arabic texts
Manuals and articles contain loan words and loan translations
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Notes on Methods
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Conclusion
The cyberinfrastructure developed at the Perseus Project is the
most suitable instrument to promote worldwide the circularity
between education and research in the field of Digital Humanities.
International partners should agree on common goals and common
guidelines, discussing and preserving the necessary differences.
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A Language Independent Pedagogical Model for Greek, Latin and Arabic

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A Language Independent Pedagogical Model for Greek, Latin and Arabic

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