Database of personal vocabulary: Difference between revisions
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== Database == |
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{{comment|'''Comment:''' Backing up the vocabulary learned this way to a server (when possible) would allow to keep the information past the life-time of the laptop and would allow very convenient surveys about the vocabularies learned this way. A user could also opt to make his registered vocabulary visible to an [[E-mentoring|E-mentor]].}} |
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A database of personal vocabulary could be stored on the laptop and be replicated to the school server and optionally to a network site (e.g. for [[E-mentoring]]). |
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The database could also store the occasion (document, page) where a word had (first) been looked up, which might help to memorize the word based on the context. |
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The school server database could be available to a wikifying proxy (see below) and for monitoring and statistical analysis through teachers and mentors. |
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The laptop database could be a partial database with a configurable cache. |
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== Samples == |
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In the absence of a very high quality open source solution one could use [http://www.readspeaker.com/us readspeaker] to generate a database of samples (for Wiktionary entries without samples). |
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== Wikifier == |
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A "Wikifier" could allow to download a current index of Wikipedia and to hyperlink all indexed words encountered on a page to their corresponding articles in Wikipedia (or a local copy on a school server) |
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Wiktionary entries could be shown as load-on-demand bubble help in the browser, extracting only the language section for the proper language of the web page from the Wiktionary entry. |
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For [[Browse]] the wikifier could be a proxy on the [[school server]]. |
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Extended functionality could include replay of example pronounciations and speech recognition. All sufficiently complex words could be linked to pages generated by the school server for the purpose. A software able to generate high quality pronounciations (e.g. something like [http://www.readspeaker.com/us readspeaker]) could possibly be used locally (instead of a sample database on the server). Information requested by the user in the absence of a school server could be put on a request list and downloaded when in range of a school server. |
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: If vocabulary is made available too conveniently can this possibly impede future capacity for remembering vocabulary? |
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}} |
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The Wikifier could add vocabulary that had been looked up to a [[#Database|database]], which could be used for vocabulary training from different applications. |
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The [[browse]] application could also allow to highlight all previously memorized words on a page, which would allow a reader to verify if a word should be known before looking it up. |
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=== Persistent highlighter feature === |
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{{comment|'''Comment:''' Another form of annotation could be the in-page comment which could be linked to the HTML structure of the document by the [[browse]] application. In case of changes to the document the comments could appear as obsolete comment icons near the enclosing HTML section header, possibly in a vertical annotation bar next to the scroll bar (as found in Eclipse).}} |
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The Wikifier could also allow a persistent highlighter feature (like the greyBox template above), which could allow to mark passages of text (with the mouse) persistently and to store annotations (e.g. translations) for the marked text as bubble help. |
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In-page comments could be displacing (taking a place in the document without content below) or floating (hovering above the document in an independent layer); the comment area could offer a toggle widget to switch between displacing and floating. An annotation feature could also allow a teacher to set annotations, possibly with a squiggly line below text and a corresponding mark in an annotation bar. Teacher/tutor annotations could be mirrored from an annotation source on another XO laptop. |
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== See also == |
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* [[Write#Collaboration]] |
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* [[Speech synthesis]] |
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* http://freetts.sourceforge.net/ |
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Latest revision as of 08:33, 30 July 2013
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