Learning Cuneiform The Modern Way. Homburg, T., Chiarcos, C., Richter, T., & Wicke, D. February, 2015. ![Learning Cuneiform The Modern Way [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex Using a poster we want to propose methods of conveniently typing and learning cuneiform char- acters, words and phrases for the Akkadian, Sumerian and Hittite language using input method engines common in Asian languages and by utilising Anki, a common tool for flash card learning. Up until this date there is no free and convenient way of typing Unicode cuneiform characters other than utilizing the Unicode code tables directly. Online dictio- naries often provide images of cuneiform characters, refer to specific font speci- fications or do not provide a cuneiform representation at all. More often just a transliteration or transcription as a valid representation is provided and contrary to common scientific needs often the only aspect taught in archaelology studies in universities. Clearly, none of those practices are satisfying or easily adaptable for text processing and therefore not useful for computeraided teaching methods. However, an input method engine can act as a suitable tool for solving the men- tioned input and compatibility problems while at the same time being useful for education and language learning purposes. The input method we developed is based on the concept of transliteration input known from Chinese as Pinyin input, the most common way of typing non- alphabetical languages on a computer. To achieve an equivalent input for the aforementioned languages we utilised a given char transliteration to cuneiform table1 to create transliteration to cuneiform mappings of Akkadian, Sumerian and Hittite CDLI corpora respectively. Organised as a tree, thus minimising la- tency, word and charbased input method engines were created for Java (JIME) , JQuery, SCIM and Ibus, thereby covering the most important input method engines on Linux, Web and Java environments. We furthermore utilized the given data to create flash card sets consisting of more than 50000 words for the Anki and AnkiDroid7 flash card learning pro- gram. Anki schedules learning content according to a spaced repetition learning method having proven its positive learning effect over a longer period of time to maximize learning success. Given the two provided concepts teachers can now easily create their own flash cards according to the pace and content of their lectures. Students may enjoy a convenient and scientifically proven way of learning cuneiform vocabulary, as well as a way to prove their learning by utilizing the input method engine to create their own cuneiform texts. In conclusion, a notable improvement in writ- ing and in learning the concerned languages has been realisised and is in general perceived well.
@misc{homburg2015learning,
title = {Learning Cuneiform The Modern Way},
author = {Homburg, Timo and Chiarcos, Christian and Richter, Thomas and Wicke, Dirk},
year = 2015,
month = feb,
day = 25,
booktitle = {Extended Abstract Digital Humanities im deutschsprachigen Raum (DHd 2015)},
publisher = {DHd 2015},
address = {Graz, Austria},
url = {http://gams.uni-graz.at/o:dhd2015.p.55},
abstract = {Using a poster we want to propose methods of conveniently typing and learning cuneiform char- acters, words and phrases for the Akkadian, Sumerian and Hittite language using input method engines common in Asian languages and by utilising Anki, a common tool for flash card learning. Up until this date there is no free and convenient way of typing Unicode cuneiform characters other than utilizing the Unicode code tables directly. Online dictio- naries often provide images of cuneiform characters, refer to specific font speci- fications or do not provide a cuneiform representation at all. More often just a transliteration or transcription as a valid representation is provided and contrary to common scientific needs often the only aspect taught in archaelology studies in universities. Clearly, none of those practices are satisfying or easily adaptable for text processing and therefore not useful for computeraided teaching methods. However, an input method engine can act as a suitable tool for solving the men- tioned input and compatibility problems while at the same time being useful for education and language learning purposes. The input method we developed is based on the concept of transliteration input known from Chinese as Pinyin input, the most common way of typing non- alphabetical languages on a computer. To achieve an equivalent input for the aforementioned languages we utilised a given char transliteration to cuneiform table1 to create transliteration to cuneiform mappings of Akkadian, Sumerian and Hittite CDLI corpora respectively. Organised as a tree, thus minimising la- tency, word and charbased input method engines were created for Java (JIME) , JQuery, SCIM and Ibus, thereby covering the most important input method engines on Linux, Web and Java environments. We furthermore utilized the given data to create flash card sets consisting of more than 50000 words for the Anki and AnkiDroid7 flash card learning pro- gram. Anki schedules learning content according to a spaced repetition learning method having proven its positive learning effect over a longer period of time to maximize learning success. Given the two provided concepts teachers can now easily create their own flash cards according to the pace and content of their lectures. Students may enjoy a convenient and scientifically proven way of learning cuneiform vocabulary, as well as a way to prove their learning by utilizing the input method engine to create their own cuneiform texts. In conclusion, a notable improvement in writ- ing and in learning the concerned languages has been realisised and is in general perceived well.},
language = {german}
}
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Up until this date there is no free and convenient way of typing Unicode cuneiform characters other than utilizing the Unicode code tables directly. Online dictio- naries often provide images of cuneiform characters, refer to specific font speci- fications or do not provide a cuneiform representation at all. More often just a transliteration or transcription as a valid representation is provided and contrary to common scientific needs often the only aspect taught in archaelology studies in universities. Clearly, none of those practices are satisfying or easily adaptable for text processing and therefore not useful for computeraided teaching methods. However, an input method engine can act as a suitable tool for solving the men- tioned input and compatibility problems while at the same time being useful for education and language learning purposes. The input method we developed is based on the concept of transliteration input known from Chinese as Pinyin input, the most common way of typing non- alphabetical languages on a computer. To achieve an equivalent input for the aforementioned languages we utilised a given char transliteration to cuneiform table1 to create transliteration to cuneiform mappings of Akkadian, Sumerian and Hittite CDLI corpora respectively. Organised as a tree, thus minimising la- tency, word and charbased input method engines were created for Java (JIME) , JQuery, SCIM and Ibus, thereby covering the most important input method engines on Linux, Web and Java environments. We furthermore utilized the given data to create flash card sets consisting of more than 50000 words for the Anki and AnkiDroid7 flash card learning pro- gram. Anki schedules learning content according to a spaced repetition learning method having proven its positive learning effect over a longer period of time to maximize learning success. Given the two provided concepts teachers can now easily create their own flash cards according to the pace and content of their lectures. Students may enjoy a convenient and scientifically proven way of learning cuneiform vocabulary, as well as a way to prove their learning by utilizing the input method engine to create their own cuneiform texts. 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Up until this date there is no free and convenient way of typing Unicode cuneiform characters other than utilizing the Unicode code tables directly. Online dictio- naries often provide images of cuneiform characters, refer to specific font speci- fications or do not provide a cuneiform representation at all. More often just a transliteration or transcription as a valid representation is provided and contrary to common scientific needs often the only aspect taught in archaelology studies in universities. Clearly, none of those practices are satisfying or easily adaptable for text processing and therefore not useful for computeraided teaching methods. However, an input method engine can act as a suitable tool for solving the men- tioned input and compatibility problems while at the same time being useful for education and language learning purposes. 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