EACL'99 
Computer and Internet 
Supported Education in Language 
and Speech Technology 
Proceedings of a Workshop Sponsored by ELSNET 
and The Association for Computational Linguistics 
Workshop Committee: 
Micael Rosner, Doug Arnold, Gerrit Bloothooft, 
Chris Bowerman, Anders Erikkson, Steven Krauwer, 
Mark Huckvale, Fabio Pianesi, Koenraad de Smedt, 
Mark Tatham, Maria Wolters and Felisa Verdejo 
12 June 1999 
Universty of Bergen 
Bergen, Norway 
Published by the Association for Computational Linguistics 

EACL'99 
Workshop on 
C, omputer and Internet Supported Education 
in Language and Speech Technology 
EACL-99, University of Bergen 
12th June 1999 
Workshop 
Michael Rosner 
Doug Arnold 
Gerrit Bloothooft 
Chris Bowerman 
Anders Erikkson 
Steven Krauwer 
Mark Huckvale 
Fabio Pianesi 
Koenraad de Smedt 
Mark Tatham 
Maria Wolters 
Felisa Verdejo 
Committee 
(Malta- Coordinator) 
(Essex) 
(Utrecht) 
(Sunderland) 
(Umea) 
(Utrecht) 
(London) 
(Trento) 
(Bergen) 
(Essex) 
(Bonn) 
(Madrid) 
Sponsored by ELSNET 
Coordinator's Introduction 
Our field is such that curricula have always been closely related to computational theories 
and related tools. However, the tools that are available are often no more than unrefined 
versions of programs developed in research laboratories that authors have generously 
made available to the public. 
Consequently, the relationship between available tools and the goals of Education in 
Language and Speech Technology (ELST) is, more often than not, a casual one that 
individual course designers may seek to strengthen by, for example, adapting the func- 
tionality of the tools themelves, the user interface, the context in which they are pre- 
sented, etc. In other cases, computatational tools are specially developed to suit the 
needs of particular courses. Given the number of courses in existence whose aims are ba- 
sically rather similar, it is reasonable to suppose that a lot of work is being unnecessarily 
repeated. 
One of the concrete objectives of this workshop is to establish a registry of computa- 
tional tools that are currently being used to support ELST. A related aim, is to consider 
whether it is feasible or desirable to adopt common approaches to the development of 
tools and environments specifically designed with educational goals in mind. 
No such discussion can be seriously entertained without also considering the role of 
internet which gives us the means to deliver course components, if not complete courses, 
at a distance. The advantages of internet delivery in general are obvious: practically 
limitless multimedia resources, asynchronous patterns of connection, access to world 
expertise, flexible styles of interaction ranging from student-centered, resource-oriented 
teaching to interactive virtual classroom discussions and demonstrations - and more. 
Far less clear, and far less considered, are: 
• the particular areas of ELST where internet delivery is likely to have significant 
advantages over other computer-based delivery media such as CD ROM. 
• the special nature of course materials/authorware that are available or that need 
to be developed to support internet based distance learning in the area of language 
and speech technology. 
It came as no surprise that submitted papers did not fall into crisply defined catege- 
ories. Therefore, for the purposes of the workshop programme, papers to be presented 
have been fairly coursely sorted into three categories, each of which forms the title of a 
session. These are: tools (which comes after the keynote), courses, and environments. 
Tools have limited but well defined functionality and are typically portable: they can be 
used in a va.riety of contexts. Courses are altogether larger and less portable, but provide 
a coherent and temporally extended pedagogical experience to the learner. Environments 
are essentially a collection of support facilities that may well come into existence before 
the exact nature of the contents is known. The main idea here is to stimulate the de- 
velopment and evolution of such contents - which might well take the form of tools and 
courses. 
The workshop offers a forum - albeit a brief one - for the presentation and discussion 
of the above issues and other related ones. A medium/long term aim of this initiative is 
the establishment of a more permanent framework (e.g. a special interest group under 
the auspices of the learned associations and/or ELSNET) within which the educational 
issues in our field could be given the time and attention they deserve. 
I would like to express my sincere thanks to ELSNET, who have kindly sponsored 
our keynote speaker, to the programme committee and to the authors for making this 
event possible. 
Michael Rosner 
University of Malta 
May 1999 
Final Programme 
Session 1: Keynote and Tools 
09.00-10.00 
10.00-10.30 
Jo Calder (Edinburgh) 
G. Bouma (Groningen) 
Diamonds on My Windshield 
the use of 
Computer-based Instruction 
in Computational Linguistics 
A Modern CL Course Using 
Dutch 
10.30-11.00 Coffee Break 
Session 2: Tools 
11.00-11.30 
11.30-12.00 
12.00-12.30 
D. Gibbon (Bielefeld) 
J. Carson-Berndsen (Dublin) 
W. Black (Manchester) 
S. Hill (Manchester) 
M. Kassaei (Manchester) 
M. Cooke (Sheffield) 
Web Tools for Introductory 
Computational Linguistics 
Intranet Learning 'Fools for NLP 
Interactive Auditory 
Demonstration 
12.30-13.30 Lunch Break 
Session 3: Environments 
13.30-14.00 
14.00-14.30 
14.30-15.00 
15.00-15.30 
Session 4. Present and Future 
15.;30-1_6.00 
16.00-16.30 
\[7.00 
D. Arnold (Essex) 
the W3Corpora Project 
L. Borin (Uppsala) 
M. Dahll6ff (Uppsala) 
F. Verdejo (Madrid) 
J. Gonzalo (Madrid) 
A. Pefias (Madrid) 
Web Access to Corpora: 
A Corpus-Based Grammar 
for ELST 
An ODL Web Course 
for NLP in IR 
Coffee Break 
K. de Smedt (Bergen) 
M. Rosner (Malta) 
ACO*HUM Survey 
Discussion and 
Proposal for ELST SIG 
End of Workshop 
