Paper reading: Operationalization of the Metadata Element “Difficulty”

• Organize OCAC's vocabulary set.
• Various formats and structures of a LO, and ambiguity and non-uniformed vocabulary in metadata elements

How to detect and construct the course structure?

• Read Tseng's paper again.
• Collect samples: w/ and w/o course structure
• Verify that keywords are the obvios clues or not?

Course analysis for OCAC

• Primary:

1. Chinese for Preschoolers--Children's
   Songs, Chinese's Saying, Chinese Riddles, and Chinese
   Phrases
2. Chinese Kindergarten
3. Children's Chinese Reader => No contents.
4. Learning Activites For Kids =>
   Points.
5. Chinese glossary E-Card

=> 1, 2, 5: Short contents. No summary is needed.

• Intermediate

1. Speaking Mandarin in 500 Words => No contents.
2. Speaking Mandarin in 1000 Words => Conversation.
3. Fun with Chinese Learning => Game-based.

• High-level

1. Chinese For Junior High School Level => Possible.
2. Chinese For High School Level => Possible.

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• D/L "Possible" samples after go home.
• Get Stanford parser from CC.