1 / 17

Integrating MiLCA in European Computational Linguistics Education – Needs and Prospects

Integrating MiLCA in European Computational Linguistics Education – Needs and Prospects. Petra Wagner IKP, Universität Bonn. The Question and the Answer of this Talk. Does the MiLCA approach provide a valuable addition for teaching of computational linguistics within Europe?

ash
Download Presentation

Integrating MiLCA in European Computational Linguistics Education – Needs and Prospects

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrating MiLCA in European Computational Linguistics Education – Needs and Prospects Petra Wagner IKP, Universität Bonn

  2. The Question and the Answer of this Talk • Does the MiLCA approach provide a valuable addition for teaching of computational linguistics within Europe? • Of course, the answer is "yes" but I intend to show it more convincingly

  3. General line of thought... • only those projects are provided funding or help if their objectives fulfill obvious needs • whose needs do WBT courses in computational linguistics fulfill from a European perspective? • which resources are available in addition to funding?

  4. Different Needs

  5. Idea.... • we want • reliable standards • more international experience • practical expertise • nevertheless specialisation in different areas (no minimal solution) • possible approach • a EU wide standardised basic curriculum not preventing local specialisation

  6. The European Masters in Language and Speech (EMiLS) • modular structure • standardized curriculum • equivalency checklist • 15 participating universities • 9 countries (Belgium, Denmark, Germany, Greece, Netherlands, Spain, Switzerland, Czech Republic, United Kingdom) • certificate, not an independent diploma

  7. Modules • Theoretical Linguistics • Natural Language Processing • Phonetics and Phonology • Cognitive Models • Speech Signal Processing • Pattern Recognition • Applications • Programming Languages

  8. NLP FSAs, RTN, ATNs, FSTs for morphology, POS-Tagging, Grammars, Parsing, Semantics, Pragmatics, Generation, corpus based NLP, Connectionist NLP,... Overview of Contents Applications Linguistics Recognition, TTS, Speaker Recognition, Text Processing, Text Analysis/Generation, Spoken Dialogue Systems, Dication, Machine Translation, Information Retrieval, CALL,... Saussure, Universals, Language Structure, Philosophy of Language, Semiotics, Morphology, Lexicon, Syntax, Semantics, Discourse,... Speech Signal Processing Pattern Recognition Filters, DFT, FFT, STFT, Cepstrum, Short Term Analysis, Time/Frequency Domain, Pitch/Formant Estimation,... Bayes' Rule, maximum likelyhood, Neural Networks, Decision Trees, Regression Trees, Feature Extraction, stochastic FSAs, HMMs,... Programming at least one declarative (e.g. Prolog)) and one imperative language Phonetics Cognitive Science Sound Source, Articulation, Coarticulation, Source-Filter, Experimental Methods/Tools, Acoustics, Psychoacoustics, Perception, Phonology Psychology, interface to linguistics/AI/neuroscience, learning, memory, categorical perception, production/perception theories, cohort model, TRACE, language acquisition, ...

  9. Precise Module Contents: NLP • Finite Automata and their applications (morphology,...) • Part-of-Speech Tagging • Levels of Representation • Syntax, Grammars • Parsing (rule based, probabilistic) • Logical Forms • Ambiguitiy Resolution • Semantic Networks • Montague Semantics • Vector Space Semantics • Knowledge Representation • ...

  10. additional recommendations... • internship (3 months) • foreign exchange (6 months) • participation in international summer school • not mandatory at all universities, e.g. due to tight schedule of one year M.A. courses!

  11. Problems of the EMiLS MiLCA approach as a solution?

  12. What kind of material useful? • language: English? • contents compatible with EUMiLS • open source • prerequisites stated explicitly • closed content, glossary • exercises • teacher student interaction? • transferability? • self pace learning possible issues discussed in MiLCA as well

  13. What kind of material is available? • mostly slide shows, few of them containing animations • few complete courses • no complete information platform • few exercises • few self control or feedback mechanisms • some few very good tools • no evaluation obvious need!

  14. Why is there not more? • time constraints • money constraints • language constraints • exchangability constraints • schedule/module constraints • supervisional constraints, material needs to be spread looks like a project to me...

  15. Who is behind EMiLS?

  16. no funds available for • development of internet resources • development of more standardized course materials • development of better exchange of course materials due to different structures (1 year studies vs. 4 year studies)

  17. Where do we go now? • needs and solutions are obvious • resources are scarce • new project would be necessary • integration of MiLCA tools certainly desirable • proposition: test of MiLCA tools at upcoming EMiLS summerschool in Bonn • looking out for European funding • much to be expected from BA/MA introduction in Germany

More Related