Return to LTCT 2012 page

Audience, Goals and Objectives

Responsibilities

First week; Focus on language development applications

Second week: Focus on translation applications

Will focus on new versions of old applications: FLEx, Paratext, Phonology Assistant & Adapt It

Will focus on new applications: Balsa, Bloom, PrimerPro, Pathway & MyWorkSafe

Will update growth plans

Will plan a workshop

Will discuss the consulting process

Will be using your computer all the time

Flash Drive with all the materials; need to put in a folder on your HDD

Expect to learn from each other.

Computer specifications

Anti-virus software

Language Technology Toolkit

Software

Break

languagesoftwareoverview2012.pptx

To give an overview of the new job titles for language technology workers

• The participant will know what the four job titles for language technology workers.
• The participant will know basic responsibilities of each job title.
• The participant will know which job title fits him/her best.

Have the participants name the four new job titles in Language Technology. The participants will discuss what they think are the differences between the four titles.

The instructor goes through each job title's job description focusing on the responsibilities using the computer projector.

Each participant will decide which job title fits him/her best.

Lunch

phonology_assistant_teaching_module_plan_form.doc phonology_assistant_exercises.docx

Break

phonology_assistant_teaching_module_plan_form.doc phonology_assistant_exercises.docx

Dinner

To upgrade skills to FLEx 7.1.1 so as to be able to teach of course on the latest version of FLEx.

• The participant will review his/her knowledge of the basic skills of data entry, filtering, sorting, configuring writing systems, importing and exporting files in an older version of FLEx
• The participants will identify any skills/features that have changed in FLEx 7.1.1.
• The participants will confirm that s/he can perform these skills as effectively in FLEx 7.1.1
• The participants will identify ways to inform their colleagues of these changes.

Think back to the last two conferences. Both had many sessions on FLEx, firstly in FLEx 6 and then in FLEx 7.

How many of those skills have you actually used, or helped people with?

It may surprise you that last year you were presented with 105 FLEx skills/features. In pairs, review the 10 skills assigned to your group.

• Verify that you can still perform these skills in FLEx 7.1.1.
• Note any skills that have changed.
• Can you work out how to perform these skills? If not, do you need further training?
• Report to the larger group any skills/features that have changed and/or need further training.

File of previously taught FLEx skills. Instructions for session 1

Work through the skills that the other groups identified as having changed. Make sure you are able to perform all these skills.

Reflect on the skills/features that have changed. How can you best share these changes with your entity? [For example, by email, short presentation, seminar, etc.]

Break

• rapid_word_collection_teaching_module_plan_form.doc
  
• the_dictionary_development_pathway.ppt
  
• dictionary_development_pathway_handout_with_answers.doc
  
• http://www.sil.org/computing/ddp/
  
• http://www.sil.org/silewp/2006/silewp2006-005.pdf

For details, see previous session.

Lunch

To be able to assist the linguist in the use of the PTEST computer program

• The participant will know how to setup the program.
• The participant will know how to use the search facility
• The participant will know how to create user defined phonology reports.
• The participant will know how to convert a generated phonology report into a HTML file.

A PowerPoint presentation is given which gives an overview of the PTEST computer program (PTESTOverview.ppt).

The participants will go through the basic tasks of the program with the instructor. This will demonstrate the basic capabilities of the program. (PTESTContentInstructions.doc)

The participants will do the group exercises as a group using the computer program on their computer (PTESTExercises.doc)

Break

To prepare the participant to begin or update their language technology growth plan

• The participant will know which growth plan they should use.
• The participant will know how to fill out the growth plan.

Discuss which growth plan the participant should use (i.e. determine which job title applies to him)

The instructor goes through each growth plan template focusing on how it is to be filled out.

Each participant will fill out his growth plan. Each participant will sign up for a time slot to have his growth plan reviewed.

Each participant will review his growth plan with an instructor.

Dinner

To enter, index and use Anthropological data in FLEx

• The participant will enter anthropological observations in the Notebook area in FLEx 7.1.1.
• The participant will edit the person and location lists.
• The participant will index records by assigning anthropologicalcategories.
• The participant will use the index to identify appropriate anthropological categories.
• The participant will filter, and sort records.
• The participant will add data into several additional fields (such as hypothesis, conclusion)
• The participant will add cross-references to other records which support or counter hypotheses or conclusions.
• The participant will export and print a selection of records to XHTML file.

When was the last time someone asked you for help working on anthropological data? Ever? Discuss the storage of Anthropological data in your entity? How do people work on anthropological data in your entity? Toolbox, FieldWorks, paper?

Data Notebook was the first of the three FieldWorks applications. In FLEx 7 it is now an area of FLEx and links to the dictionary.

• Work through the session document as we discover what is involved with the new Notebook area.

FLEx Session 2 - Notebook area.odt

Here are a few Lela-Teli words you may want to use: lela-teli_words.odt

• Make sure you can reproduce all the exercises that we did together. Then as time permist, try the optional exercises or make up some data of your own.

• Reflect on the skills/features you have just seen and done.
• Who in your entity will be interested in this?
• How and when can you share it with them?
• What else about the Notebook feature do you need to investigate further?

Training materials in FLEx

• Module NB: Notebook area,
• Module ND: Entering Notebook Data,
• Module DM: Dealing With Multilanguage Data,
• Module AD: Altering Data,
• Module DQ: Using Your Data to Generate Research Questions,
• Module CE: Categorizing Fieldnote Records

Break

First have a group discussion on what are the basic elements or information needed for planning a workshop

Second have a group discussion on what helps makes a workshop successful or a failure.

Explain the workshop planning form

Have each participant plan a workshop for the coming year using the workshop form.

Have each participant have their filled-out form check by an instructor.

Lunch

• regular_expression_teaching_module_plan.docx
  
• regular_expressions.docx
  
• http://www.regular-expressions.info/tutorial.html
  
• http:http://paratext.ubs-translations.org/system/files/RegExPal.pdf
  
• usefulregex.zip

Break

For details see previous session

Dinner

To discover more new features of FLEx 7.1.1

• The participant will create another publication in the Lexicon
• The participant will remove entries from the new publication
• The participant will display the new publication
• The participant will create a custom view of the dictionary
• The participant will configure the custom view to show …
• The participant will enter the complex entries for an entry in the lexicon
• The participant will enter and reorder lexical relations.
• The participant will jump to components/links within the dictionary view
• The participant will install the LIFT Bridge plug-in.
• The participant will send/receive changes to a USB key for later use in WeSay
• The participant will investigate other new features in FLEx 7.1.1

So far we have confirmed that we can help a user function well in FLEx 7.1.1 and have looked at a whole new area, the Notebook, now we are going to investigate some of the other new features in FLEx 7.1.1, in particular adding new publications and views and also the integration with WeSay.

• Follow along as we look at many new features in FLEx 7.1.1

FLEx Session 3 - More new features

For even more new FLEx features that we haven't had time to cover see whats_new_in_flex.odt

• Now it is your turn to try that again on your own either on your own data or some sample data provided.

• Reflect on the skills/features you have just seen and done.
• Who in your entity will be interested in this?
• How and when can you you share it with them?
• What else about these features do you need to investigate further?

Break

To use SOLID to prepare an SFM database for export into FLEx.

• The participant will install SOLID.
• The participant will open an SFM database choosing an initial template, and change the template as necessary.
• The participant will view the list of all the markers used in the database to identify any anomalies.
• The participant will enter marker settings for all markers as appropriate.
• The participant will create writing systems as necessary.
• The participant will map markers to appropriate LIFT fields.
• The participant will display entries with a specific marker.
• The participant will display entries with a specific marker that cannot be placed in the structure.
• The participant will correct any simple errors.
• The participant will apply a quick fix as appropriate.
• The participant will identify other necessary tasks which are not available in Solid.

Think back to the last time you worked on a Toolbox database. SFM dictionaries which have been worked on for many years are notoriously messy. Cleaning up a messy database before importing into FLEx or WeSay can be a long and tedious task. SOLID is a useful tool which is going beyond just identifying what needs to be done.

• Watch the Presentation as I demo many of the new features.

Solid Presentation

• Now follow along as we try it out.

solid.odt

• Now it is your turn to try that again on your own either on your own data or some sample data provided.

a zip file with some sample SFM database files data: BambaraSolidDemo.db, mdfsample.db

• Reflect on the skills/features you have just seen and done.
• Who in your entity will be interested in this?
• How and when can you you share it with them?
• What other tasks in cleaning up a database do you need to do that SOLID can't do as yet?

See details on previous session.

Lunch

To be able to assist the literacy worker in the use of the PrimerPro computer program

• The participant will know how to install the program,
• The participant will know how to setup the program, including the grapheme inventory
• The participant will know how to use the program to assist the literacy worker in creating a lesson in a primer.

A PowerPoint presentation is given which gives an overview of the PrimerPro computer program (PrimerProOverview.ppt).

The participants will setup a PrimerPro project using PrimePro Setup Tutorial.doc.

The participants will collect information for creating a primer lesson using PrimerPro PrimerMaking Tutorial.doc with the assistant of the instructor.

The participants will collect information for creating another primer lesson using PrimerPro PrimerMaking Tutorial.doc on their own

Break

see details in previous session

Dinner

What is Parsing?

Why go to all the trouble to parse texts?

Have you ever parsed texts before?

What problems did you have?

Describe Grammar/Morphology

Add words to Lexicon

Refine Orthography (Word Division)

Check Spelling

Exegetical Check of Scripture

Learn the benefits of parsing

Learn the setup for parsing

Adding inflectional morphemes and their allomorphs

Adding grammar templates for word classes

(Time does not allow showing how to handle all

morphophonemic and grammatical complications that can occur)

Demonstration of TE and Flex working together

Noun morphology

Verb morphology

Entering morphemes directly into the template

Parse Text

Describe Grammar/Morphology

Add words to Lexicon

Refine Orthography (Word Division)

Check Spelling

Exegetical Check of Scripture

Start small

Obtain Grammar Descriptions

Enter Paradigms

Don't parse everything at the beginning

Do you want to have Flex generate a Grammar? If not, you may not need to parse every word.

Define Natural classes and use phonological environments to constrain the automatic parser

Break

To produce a dictionary using Pathway from FLEx.

• The participant will install the latest Pathway release.
• The participant will export a dictionary from FLEx 7 to Open/LibreOffice for printing
• The participant will export a reversal from FLEx 7 to Open/LibreOffice for printing
• The participant will run any macros as appropriate.
• The participant will use the configuration tool to modify some settings.
• The participant will be aware of other output options.

What is Pathway? It is software that is designed to help the average linguist produce quality documents with the touch of a button.

Pathway.odp

Follow along as we work through producing a printed dictionary and index and the configuration tool.

Link to document -

Pathway.odt

PD - Producing a printed dictionary FL7.1.odt

PI - Producing a printed Index 71.odt

Produce a dictionary and reversal for another project.

• What did we just do?
• What can go wrong in the process? How can we fix it?
• What other output paths are available?
• How can you best share Pathway with your entity? [For example, by email, short presentation, seminar, etc.]

Two ways to download: using a bootstrap

http://pathway.sil.org/wp-content/sprint/SetupPw7Bte.msi

http://pathway.sil.org/pathway-1-0-3-sprint-release/ [Note: This won't work through proxy]

To be able to assist literacy people in the use of the Bloom computer program

This software assists the rice farmer to generate literacy materials.

• The participant will know how to generate a shell book using Bloom.

A PowerPoint presentation is given which gives an overview of the Bloom computer program (Bloom.ppt).

The participants will install Bloom on their computers.

The participants will go through the basic task of the producing a shell book with the instructor. This will demonstrate the basic capabilities of the program.

We had problems running Bloom using a newly released beta. We reported the problems to the developers. it has been fixed.

Lunch

lexique_pro_teaching_module_plan_form.doc

Break

To show the participants how easy it is to use myWorkSafe as a backup system

• The participants will know how to install program.
• The participants will know how to use the program

A powerpoint presentation is given which gives an overview of the myWorkSafe computer program (myWorkSafe.ppt).

The instructor demo the program myWorkSafe.

The participants backup their computer using myWorkSafe

The participants discuss how best to use this program in their environment.

Dinner

Convert Marakwet.txt (ANSI) to UTF-8.

Convert Kiwilwana Dict.rtf to a SFM lexicon file.

Convert the spreadsheet Swahili.xls to a SFM text file. Then convert it to a Lift file.

Convert a LIFT file (Zanaki.lift) to a SFM file?

Convert the following word list (SoninkeWordList.txt) into a FieldWorks project.

Convert a SFM file (ZanakiSFM.txt) into MDF.

Break

For details, see previous session.

Lunch

Dinner

To be able to teach a basic Paratext workshop including send/receive.

• The participant will install Paratext 7.2.
• The participant will launch Paratext 7.2.
• The participant will effectively use the navigation toolbar to find the desired book, chapter, and verse.
• The participant will insert USFM markers (such as \c, \v, etc.) into an open project using a suitable view.
• The participant will use a virtual keyboard system (MS-Keyboards or Keyman) to type the required characters for the language.
• The participant will add footnotes.
• The participant will open reference resources for comparison, such as an English Bible and organise several windows on the screen.
• The participant will backup the project to a USB key.
• The participant will run a variety of checks to make sure all chapters and verses are present and that each element of text is correctly marked (Markers, etc.).
• The participant will use inventories and checks to make sure all characters and punctuation marks are valid for the target language.
• The participant will use the available checks to guarantee the consistency of the content using the biblical terms tool.
• The participant will check for spelling errors using the spellcheck and wordlist and make changes to the text as necessary.
• The participant will record decisions made in the project using the notes feature.
• The participant will take a snapshot of the text to mark important points in the history of the project.
• The participant will print project texts for revision or consultation by producing a PDF copy.
• The participant will use the project interlineariser to do a back translation of a project.
• The participant will review the teachers guide to identify any issues or points that need to be highlighted when teaching each module.

Follow along as we work through the Paratext 7.2 training course developed by the Cameroon Branch. Over the next eight sessions we will work through these modules.

Link to modules.zip. paratext_7.2_english_from_cameroon_.zip          

Now it is your turn to try that again on your own either on your own data or some sample data provided.

• Reflect on the skills/features you have just seen and done.
• Who in your entity will be interested in this?
• How and when can you you share it with them?

Paratext 7.2 course notes (zip file) paratext_7.2_english_from_cameroon_.zip

Paratext 7.2 Summaries (PDF file)

Paratext 7.2 course help file with audio-visuals. (CHM file)  

UBS Paratext website: http://paratext.ubs-translations.org/.

Break

See the first Paratext session for details. [Monday January 16 Session 1]

Consulting Process

Lunch

Purpose (Why):

To assist translators in the use of Adapt It.

Learning Objectives (What):

• The participant will install Adapt It 6.1.
• The participant will setup the necessary files, folders and language settings.
• The participant will setup the Paratext collaboration feature.
• The participant will adapt text from the source to the target language, using the six basic methods of adaptation (word equivalent, make phrase, add additional gloss, leave a word untranslated, add a word to the target text, retranslate text).
• The participant will correct a variety of common mistakes.
• The participant will close the current file and work on a new file (either new chapter in the same book, different book or new book).
• The participant will add a note to explain why something was translated differently to the source text.
• The participant will move around the text efficiently.
• The participant will backup their files with MyWorkSafe.
• The participant will manually export the target text to Paratext. [Now done by Paratext Collaboration but important for support people to know.]
• The participant will edit the knowledgebase to make corrections.
• The participant will run a consistency check on the text.
• The participant will print a list of retranslations to also check consistency.
• The participant will copy their project to another computer.
• The participant will add a free back translation to their project
• The participant will add a word-for-word back translation to their project.

Learning Tasks (How):

Connection:

Watch the presentation as we introduce Adapt It 6.1. adapt_it_6.odp As you watch, consider what aspects are new to you? What do you need to find out more about?

Content:

Follow along as we work through the Adapt It 6 training course developed by the Cameroon Branch. Over the next four sessions we will work through these modules.

adapt_it_61_english_cameroon.zip         

Challenge

• Now it is your turn to try that again on your own either on your own data or some sample data provided.

Changes:

• Reflect on the skills/features you have just seen and done.
• Who in your entity will be interested in this?
• How and when can you you share it with them?

Materials:

Adapt It 6.1 course notes (zip file)

Pig Latin Paratext project (PLt 2012-01-07.zip) plt_2012-01-18.zip  

Resources:

Adap It website: http://adapt-it.org.

Break

See the first Adapt It session for details. [Monday January 16 Session 4]

Dinner

See the first Paratext session for details. [Monday January 16 Session 1]

Break

See the first Paratext session for details. [Monday January 16 Session 1]

Consulting Process

Lunch

See the first Adapt It session for details. [Monday January 16 Session 4]

Break

See the first Adapt It session for details. [Monday January 16 Session 4]

Dinner

See the first Paratext session for details. [Monday January 16 Session 1]

Break

Present Project Sharing Powerpoint

Demo project sharing using Paratext 7.2

Consulting Process

Lunch

Keyboard Teaching Module Plan Form
Keyboard Decisions.ppt
Burkina Faso Keyboards (Keyman)
Cameroun Keyboards (MSKLC)
Ethiopia Keyboards (Freekey)
Nigeria Keyboards (Keyman)

Break

For details, see previous session.

Dinner

See the first Paratext session for details. [Monday January 16 Session 1]

Break

See the first Paratext session for details. [Monday January 16 Session 1]

Consulting Process

Lunch

BALSA

Break

BALSA

Dinner

problem_list_ii.doc
12_naun.rtf
problem_list_ii_with_answers.doc

Break

To be able to assist the language development workers on how to use REBU as an off-site backup system.

• The participant will know the importance of backups,
• The participant will know what REBU is.
• The participant will know how to use REBU.

The participants will discuss the whys of backing up one's computer.

The participants will see a one slide powerpoint presentation on REBU (KKoncept.ppt). KKconcept.ppt

The participants will go through the demo with the instructor.

Evaluations

Debrief

Video presentation

Thanks to participants

Thanks to staff

Cleanup

Lunch