Microsoft Technology Licensing, LLC

Lei Wang

Parul Manek

Ravi Chandru Shahani

Kevin Roland Powell

Mohamed Rouatbi

Xin Li

Kevin Gammill

Yizheng Cai

Zubin Alexander

Zhipeng Zhao

Qin Zhou

Rajeev Kumar Mittal

Ellery Charlson

Manjusha Madhav Mangaonkar

Peter Drayton

Scott Robert Honji

Tony Kao

Brian James Hardy

Yuan-Fen Kuo

Potential linguistic errors within a sequence of words of a sentence are identified based on analysis of a configurable sliding window. The analysis is performed based on an assumption that if a sequence of words occurs frequently enough within a large, well-formed corpus, its joint probability for occurring in a sentence is very likely to be greater than the same words randomly ordered.

Linguistic error detection

An indirect interaction input device, such as but not limited to a touch sensor, can provide multiple points of input, such as two or more positions in a coordinate space where a user is touching the sensor. These multiple points are in turn mapped to multiple positions on an output device such as a display. The mapping can be relative or absolute. With a relative mapping, boundary conditions for single and multiple displays are applied and, if appropriate, remedial offsets are added to the input points to maintain a desired user interaction model.

Display mapping modes for multi-pointer indirect input devices

Described is a technology in which a set of objects represent educational entities of an educational model, with relationships between objects. For example, a course object instance may have a relationship with a task instance and a user instance (such as representing a student). Other objects may include user credentials objects, group objects, degree program objects, course plan objects, institution objects, school objects, and/or department objects. The set of objects may be pre-defined and maintained in a persistent storage; this pre-defined set may be extended with an extended object that has relationships with pre-defined objects. The educational entities of an object model may be maintained in rows of a table, with each row having a field that identifies which entity is represented by that row. The table is accessed to determine relationships between an instantiated object for an entity and at least one other instantiated object for another entity.

Educational entity architecture and object model

The educational adaptive provider architecture described herein provides a way for an educational services framework to be built on varying underlying existing technologies without any changes in the object model and services. The provider framework supports the ability to have multiple types of providers for various services, such as, for example, for authorization, authentication, communication, grouping, scoring, social-networking, storage and user functions. The educational adaptive provider architecture provides easy integration of existing institutional and educational service deployments.

Educational adaptive provider architecture

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Woodinville, WA, United States of America

Lei Wang