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

2. Blaubeuren, 20042 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. Blaubeuren, 20043 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. Blaubeuren, 20044 Different Needs Organisation/PartyKind of Need or Demand Brussels European Higher Education Area (Bologna Declaration) flexibility but no uniformism attracting students from abroad Industry/ Universities reliability of education (standards) practical experience highly specialized researchers Students study (internationally) w/ time loss

5. Blaubeuren, 20045 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. Blaubeuren, 20046 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. Blaubeuren, 20047 Modules Theoretical Linguistics Natural Language Processing Phonetics and Phonology Cognitive Models Speech Signal Processing Pattern Recognition Applications Programming Languages

8. Blaubeuren, 20048 Overview of Contents Linguistics Pattern Recognition Speech Signal Processing Phonetics Applications Programming Cognitive Science Filters, DFT, FFT, STFT, Cepstrum, Short Term Analysis, Time/Frequency Domain, Pitch/Formant Estimation,... at least one declarative (e.g. Prolog)) and one imperative language Recognition, TTS, Speaker Recognition, Text Processing, Text Analysis/Generation, Spoken Dialogue Systems, Dication, Machine Translation, Information Retrieval, CALL,... Psychology, interface to linguistics/AI/neuroscience, learning, memory, categorical perception, production/perception theories, cohort model, TRACE, language acquisition,... Sound Source, Articulation, Coarticulation, Source-Filter, Experimental Methods/Tools, Acoustics, Psychoacoustics, Perception, Phonology Bayes' Rule, maximum likelyhood, Neural Networks, Decision Trees, Regression Trees, Feature Extraction, stochastic FSAs, HMMs,... NLP FSAs, RTN, ATNs, FSTs for morphology, POS- Tagging, Grammars, Parsing, Semantics, Pragmatics, Generation, corpus based NLP, Connectionist NLP,... Saussure, Universals, Language Structure, Philosophy of Language, Semiotics, Morphology, Lexicon, Syntax, Semantics, Discourse,...

9. Blaubeuren, 20049 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. Blaubeuren, 200410 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. Blaubeuren, 200411 Problems of the EMiLS FactsProblems different structuresproblems with student exchange; adaptation of curriculum small specialized institutes unability to cover all contents MiLCA approach as a solution?

12. Blaubeuren, 200412 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. Blaubeuren, 200413 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. Blaubeuren, 200414 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. Blaubeuren, 200415 Who is behind EMiLS? Who?How?Outcome? International Organisations (ISCA, EACL) workshops for development of teaching material exchange of teaching materials Universities (ERASMUS) ERASMUS scholarships student exchange ELSNET, EU Masters Consortium summerschool organisation/funding EU Masters funding (infrastructure; curriculum develoment) standards management infra- structure Industrial Partners internshipsjob experience

16. Blaubeuren, 200416 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. Blaubeuren, 200417 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