Archive

Archive for 2011

MS-Maren Morph helps reading Arabic web pages

This new IE accelerator tool from MS-Innovation Lab Cairo which provides morphological analysis, translations, derivatives, inflections, and more, is available for Internet Explorer 8 and higher from the Maren Morph homepage, or on the LRC PCs.

arabic-maren-morphological-analyzer

Recommend also checking out the other MS-Afkar tools, which are primarily designed for facilitating computer use of Arabic native speakers, but of considerable use also for learners of Arabic: 

Arabic character input tools in the LRC: MS-Maren and Fontboard-Arabic

2011/06/09 1 comment

“Lack of access to an Arabic keyboard or lack of familiarity with one are two of the most common problems preventing Arabic users from communicating in their own language. Microsoft Maren is a Windows extension that comes to the rescue, allowing you to type Arabic in Roman characters (Romanized Arabic, Arabizi, Arabish or Franco-Arabic) and have it converted on the fly to Arabic script. Maren integrates seamlessly with Windows and works in most Windows applications and websites.”. “Maren Transliteration enables the use of an English keyboard to spell out text in what is called ‘romanized’ Arabic. Maren Transliteration then shows the user options in Arabic script.”

The fontboard “Arabic keyboard created by Zsigri Gyula more closely resembles the sounds and shapes of the US English QWERTY keyboard.It is extremely helpful if you do not type in Arabic on a regular basis, and it is without a doubt more intuitive than the Arabic keyboards Microsoft provides.”

These tools can be downloaded from the links and are, if you use the LRC, accessible from the desktop: arabic-maren-fontboard

UNCC LRC Language Placement Test: Web-CAPE Online Placement Exam Step-by-Step

2011/06/08 1 comment
  1. The Online Placement Exam is designed to help you determine the first course you should take, based on your ability. This multiple-choice [no speaking, listening or writing required] exam presents questions of different ability levels, adapting the next question’s level according to your answers.  The number of questions you will be required to complete depends upon your ability to use the language. The duration of the test varies, but it usually takes 15-20 minutes to complete [but can be finished after only 4 questions, and we will give you up to an hour time to complete the exam]”.
  2. The proctored exam takes place in the LRC (COED434). The exam schedule is published in the LRC COED434 calendar. Read more on how to view the LRC calendar from within the new NINERMAIL.
  3. When taking the exam during the proctored session in the language center [do not take the exam on your own], to sign up for the test, you have to go to: https://www.aetip.com/student/RegisterStudent.cfm (note: the “s” behind “http” is required), this now forwards to:https://www.perpetualworks.com/secure/register/student/, for which sthe shortcut is: http://goo.gl/PBjhhS:
  4. signup
  5. First chose UNCC (Avoid the common error of choosing another University of the UNC system, you will not be able to take the test if you do):
  6. signup-uni
  7. Then choose your language – note that UNCC only allows testing in French, German and Spanish.
  8. signup-language
  9. Fill out the other form fields with your information.
  10. Finally, you need one of these credit cards, and the proper billing info, to take the  test:
  11. signup-credit
  12. Next, you will have to enter your NINERNET student id number.
  13. The exam results will eventually go to your file. However, they will have to be post-processed by the department. Do not take the exam without coordinating with the Department of Language and Culture Studies, or else your exam results will get lost!
  14. Remember that you can repeat the placement test, even though the number of retries per languages is limited to two (your score will get invalidated after that!).
  15. Remember also that is not advisable to study for (let alone cheat during) a placement exam,  or  else you will get placed into a course that is not right for you.

Updated Microsoft Collaborative Translations Framework useful for translation exercises?

Microsoft Translator updated their yesterday, which blends machine translation – their   Bing Translator translation service where Google’s quality of translation seems to be noticeably ahead of them – and crowdsourcing  – maybe this can give their QoS “a leg up” (“= auf die Sprünge helfen”) – with an attractive interface that lets you manage dedicated and drive-by translators of your website and: It’s free (meaning of course: the business model is “you”. They’ll harvest your input to improve their product, like all web services these days).

Collaborative-Translations-Framework2

Naturally, my next question is: Could this framework be used for collaborative translation exercises in the LRC/fully computerized classroom?

Collaborative-Translations-Framework1

How to self-enroll in a Moodle course

If a Moodle course is set to allow for self-enrolment (both regular and Project courses here can be), if you go for the first time to this such a course  – e.g. by clicking on a link to the course (which we don’t show you here, since we want to give only a select user group to self-enroll in our course) – you will be taken to a logon page (if not already logged into  Moodle), and, upon successful login, be immediately offered to self-enroll. Click the “Yes” button and you are taken to your course, like is done in this screencast on self-enrolling in Moodle.

Moodle metacourses, part II: The technology

2011/06/02 2 comments

One of the most missed business requirements for a LMS in version 1 of Moodle has been lack of support for sharing files across courses. This has been addressed by the e-Repository API in version 2 of Moodle, which, however, we will not have in the foreseeable future. In version 1, metacourses have been the most widely used workaround.

The technical concept behind a metacourse in Moodle seems to be best described like so: “A child course gives its [student -  TBA:teachers need to be added manually, but fortunately do not change as frequently as students] enrolments [= access to] to the parent course” or meta course, which has no enrolment of its own. In practice, this can go either way: Using metacourses, one can “populate many [meta]courses [= building blocks of content (e.g. chapters, weeks, can even be separate, but required courses with different teachers – TBA: then exclude the teacher role from being added with enrolments, in Admin/Users/User Policies , flexibly combinable to make up a specific version of your regular course] from one enrollment or one [meta]course from many enrollments [= many sectional regular courses that need access to the same content]”. Either assign to many metacourses [= building blocks] 1 child course each, or vice versa assign 1 metacourse many child courses [=sectional regular courses].

For base Moodle version 1.9 administration information, simply watch the first half-minute of this screencast, or read this extract from the Moodle documentation:

“To change a course to a meta course, set "Is this a meta course?" question to yes in the course settings.”

image

(Note that this option will disappear as soon as the course has an enrolment!)

image

In your metacourse “you can link [=”associate”] to or unlink from (add or delete) "child" courses by the course Administration menu. This icon and link only appears in meta courses: “

image

How to make a metacourse visible: “Making a metacourse visible before the metacourse is properly setup can cause Moodle to return ‘This course does not allow public access'(…) Verify that the linked "child" course(s) exists. “

Note: Metacourses may be set to inactive and unavailable to enrolled students until the teacher activates the metacourse.

Note: It takes some time for the meta-enrollment to apply (time depends on the setting for the cron-job).

How to handle metacourse teacher role enrollments: Certain roles can be excluded from being passed on as enrollment from child courses to metacourses. For our shared resource courses, this does not make sense (in the contrary, since any teacher from the child course may want to manage resources contained in the metacourses – this does not to be coordinated between teachers of similar child courses.).

TBA: How to handle metacourse enrollments across terms: Our metacourse shells will stay across the term, while enrollment will be automatically dropped with the child courses “going out of scope”.

How to manually add a user to your course.

Less than intuitive, but you have to go via “Assign roles”. Here are the steps:

  1. Go to “Assign Roles” in your bottom left hand course menu
  2. Choose a role you want to assign
  3. Search, add and assign the role to a user. This will also add the user to the course.
  4. Check results by going to “Participants” in your bottom left hand course menu

Here is the screencast of  adding users to your Moodle course.

How can I change the volume on my SANAKO headsets?

  1. Q: How can I change the volume on my headsets? Hear my own voice on the headsets? A:Use the Sanako Student Player 1. Volume Slider and 2. (for Sidetone = echo of your speaking) Headset Icon:
  2.  sanako_student_pane_left-volume-sidetone-marked
  3. Q: Where is the Sanako Student Player? A: Show Sanako Student by clicking on the notification bar icon:sanako-student-notification-bar-icon