CHIN 410/510 Chinese
Information Processing: Using Computers to Teach and Learn Chinese
Fall 2010
Call number:10288
Time: Tuesdays 7:00pm-9:45pm
Classroom: LA2 204 or LAB 306
Syllabus
Dr. Tim Xie
Email: txie@csulb.edu
Office FO3-315
Office Hours: Tuesdays and
Thursdays 2:30-4:30p,
Phone: 5-5278
Course Description
Introduction to the basic concepts related to in Chinese information processing. Development of the skills of using Chinese word processors, e-mail, discussion board, chat and web site designing. Knowledge of the language is desirable. Upon completion of the course, the students will be able to: 1. understand the basic concepts of Chinese computing; 2. master basic skills in Chinese information processing; 3. communicate in Chinese over the Internet; 4. creatively design web pages in Chinese.
By completion of the course, students will have knowledge
of the Chinese language, script, character set, and Chinese computing related
issues. They will be able to use Chinese word-processor to input Chinese text,
They will also able to write/read email, post messages on the discussion board
and conduct online, real-time chat with other Chinese speakers. Finally, they
will be able to create simple Chinese web pages and learn some useful online
tools to teach and learn Chinese
1. Students will understand the basic concepts of Chinese computing:
a. How is Chinese script coded?
b. How are Chinese characters typed into computer?
c. How is Chinese information stored, retrieved and searched?
2. Students will master the basic skills of processing Chinese
information:
a. Word processing
b. E-communication
c. Surfing the Chinese web sites and developing simple Chinese web pages
d. Using online tools in teaching and learning Chinese
Course Procedures
The course will be conducted bilingually, in English and Chinese. The course format includes instructor’s lectures, hands-on practice sessions, and students’ presentations of their own projects.
Textbooks and Software
· Required: This course makes full use of internet resources. Readings will be assigned during the semester where relevant and will be announced and distributed in class.
· Optional: Castro, Elizabeth. HTML 4 for the World Wide Web: Visual QuickStart Guide 3rd edition. Peachpit Press.
· Microsoft Word (2000 or XP) with the Chinese language package, installed in LAB (Language Art Building).
· Internet Explorer or Netscape, email account.
The students are evaluated by showing their ability to process the Chinese language, design web pages and use online tools. Their ability is evaluated based on the quality of their projects (5), the midterm project and the final report/project.
Midterm project 20%
Final report/project 20%
Unit Projects (5) 50%
Participation 10%
Weekly Schedule and Assignments
|
Week |
Topic |
Homework/Projet |
Reading |
|
1 (8/31) |
Introduction Resources and reorganization |
Project :1 Exploring the online resources for Chinese teaching and learning – collecting websites, Youtube videos and any links (due 2/7) |
Xie, 2004: 中文网络资源的重组及应用 |
|
2 (9/7) |
Characters (1) – encoding, input, conversion and animation |
Students’ presentation Discussion of the readings Lecture on encoding issues |
Wikipedia: Chinese Character Encoding |
|
3 (9/14) |
Characters (2) – encoding, input, conversion and animation |
Project 2: Creating animated characters and practice sheet (due 9/21) |
|
|
4 (9/21 |
Pinyin issue – input and conversion, text-to-speech |
|
|
|
5 (9/28) |
|
||
|
6 (10/5) |
Creating and maintaining web pages (1) - html and ftp |
|
|
|
7 (10/12) |
Creating and maintaining web pages (2) – html and ftp |
Midterm project Creating your web site (due 10/19) |
|
|
8 (10/19) |
Midterm report/presentation |
|
|
|
9 (10/26) |
Creating quizzes and exams Online dictionaries and automatic translation |
Project 3 a. Creating a quiz and a survey, and b. Using online dictionaries to annotate a text (due 11/2) |
|
|
10 (11/2) |
Collaborative learning writeboard, wikispaces and google docs |
Project 4: Work in groups: create and edit a report in groups (due 11/9) |
Simth and MacGregor: What is Collaborative Learning? |
|
11 (11/9) |
No class, Thursday class moved here |
|
|
|
12 (11/16) |
Long distance tools – Skype+Mikogo, elluminate and DimDim |
Project 5: Create and launch an online session (due 11/23 and 30 in class) |
|
|
13 (11/23) |
Learning Management System – Desire2Learn (vs Beachboard) |
Presentation of the virtual classroom |
|
|
14 (11/30) |
Project 5 presentation: online sessions using selected virtual classroom |
|
Preparation of the final report |
|
15 (12/7) |
Mobile learning – ipad, ipod and iphone and others. Final presentaion |
Final report presentation: a. Evaluation of D2L, or b. Exploring the applications for ipad and ipod (Report Due 12/14) |
|
|
16 (12/14) |
Final exam week |
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|
University
Withdrawal Policy
It is the students' responsibility to withdraw from classes. Instructors have no obligation to withdraw students who do not attend courses, and may choose not to do so. Withdrawal from a course after the first two weeks of instruction requires the signatures of the instructor and department chair, and is permissible only for serious and compelling reasons, such as documented illness and a change in work hours/schedule. Students should be aware that the definition of "serious and compelling reasons" as applied by faculty and administrators may become narrower as the semester progresses. During the final three weeks of instruction, withdrawals are not permitted except in cases such as accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student's control and the assignment of an incomplete is not practical. Ordinarily, withdrawals in this category involve total withdrawal from the university. The College of Liberal Arts adheres to this policy strictly, and does not sign withdrawal forms in the final three weeks of class for other reasons.