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SCIENCE
PASSION
TECHNOLOGY
Implementation of Interactive Learning Objects for
German Language Acquisition in Primary Schoo...
Outline
• Introduction to IDeRBlog
• Background
• Goals of the project
• Implementation of Learning Objects (Exercises)
• ...
IDeRBlog ii - Individually differentiated spelling with blogs
• Erasmus+ Project
• Partners in
• Belgium
• Germany
• Austr...
Ideas and main points
• User friendly web-based platform
• Writing a text and get automatic feedback for autonomous correc...
IDeRBlog ii
•Children write their own blogs
•Checked by teachers and an
intelligent dictionary
•Online and offline exercis...
Goals of IDeRBlog ii
•Monitor learning process
• Help and motivate children
•Find out what can be learned from user data
•...
Exercise Types
German (English)
1. Einsetzen (Insert)
2. Fehlerstellen (Fault Locations)
3. Merkwörter (Cue Words)
4. Zuor...
Exercise 1 - Einsetzen (Insert)
• Typical cloze text exercise
• Gaps have to be filled with correct words or letters
• sev...
Exercise 2 - Fehlerstellen (Fault Locations)
• Locate fault locations
• One or more errors in each sentence
• Errors can b...
Exercise 2 - Fehlerstellen (Fault Locations)
• If correct the student has to justify the decision.
• This verifys if the s...
Exercise 3 - Merkwörter (Cue Words)
• focus are the user-specific spelling errors
• Singe words only
• Take closer look an...
Exercise 3 - Merkwörter (Cue Words)
• Click on those problems
• Exercise helps students & teachers to know the weaknesses ...
Exercise 4 – Zuordnen (Assign) – Drag & Drop
• A word is presented to the students
• Students need to assign the word to t...
Exercise 4 – Zuordnen (Assign) – Drag & Drop
• Solutions are displayed
14
Exercise 4 – Zuordnen (Assign) - Write
15
Exercise 5 - Glücksrad (Wheel of Fortune)
• Similar to cue words exercise – but word is not shown
• Only listen to the wor...
Exercise 5 - Glücksrad (Wheel of Fortune)
• In case of a mistake the solution will be displayed
17
Evaluation and DataAnalysis
• Field Test in elementary school
• 3rd grade school class
• 21 children (11 girls, 10 boys)
•...
Questionaire
1. I knew what the task was
2. I could solve the task myself
3. It was fun to practice
4. I also want to do t...
Evaluation and DataAnalysis
Statement 1:
• I knew what the
task was
Statement 2:
• I could solve
the task myself
Statement...
DataAnalysis
• Insert
• Most mistakes because of inaccurate description and typing
errors
• Using past tense instead of pr...
DataAnalysis
• Cue words (easy)
• Although not clear in beginning what to do, only a few typical
typing errors
• Cue words...
Summary
• Despite little time well received by children
• Descriptions for every exercise is essential for success
• Immed...
Future Work
• Improve current exercise prototypes (Usability)
• More different exercises
• API provides access to data
• M...
Thank you!
For further information about the project
and partners please visit: http://iderblog.eu
Acknowledgements
The ID...
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Implementation fo Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements

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Implementation fo Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements

  1. 1. SCIENCE PASSION TECHNOLOGY Implementation of Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements Markus Ebner, Marko Burazer and Martin Ebner EdMedia + Innovate Learning 2020, Online; June 23-26, 2020
  2. 2. Outline • Introduction to IDeRBlog • Background • Goals of the project • Implementation of Learning Objects (Exercises) • Presentation of the Exercises • Evaluation and Data Analysis • Summary • Future Work 2
  3. 3. IDeRBlog ii - Individually differentiated spelling with blogs • Erasmus+ Project • Partners in • Belgium • Germany • Austria • Combine development of writing skills and the acquisition of orthographic competences • Primarily for children, age 8 to 12 3
  4. 4. Ideas and main points • User friendly web-based platform • Writing a text and get automatic feedback for autonomous correction • German orthography is known to be difficult to master. • Help pupils who struggle with the acquisition of German orthography • Help them improve writing and spelling • Provide qualitative analysis of orthographic problems for teachers • Provide exercises for training 4
  5. 5. IDeRBlog ii •Children write their own blogs •Checked by teachers and an intelligent dictionary •Online and offline exercises on our website http://iderblog.eu •Many exercises • Monitoring learning process not possible • Exercises are on different servers 5
  6. 6. Goals of IDeRBlog ii •Monitor learning process • Help and motivate children •Find out what can be learned from user data •How do children react and like the exercises (evaluation) •Help teachers to create more (better) exercises 6
  7. 7. Exercise Types German (English) 1. Einsetzen (Insert) 2. Fehlerstellen (Fault Locations) 3. Merkwörter (Cue Words) 4. Zuordnen (Assign) 5. Glücksrad (Wheel of Fortune) 7
  8. 8. Exercise 1 - Einsetzen (Insert) • Typical cloze text exercise • Gaps have to be filled with correct words or letters • several sentences • Tooltips are available for students 8
  9. 9. Exercise 2 - Fehlerstellen (Fault Locations) • Locate fault locations • One or more errors in each sentence • Errors can be found by clicking on a word 9
  10. 10. Exercise 2 - Fehlerstellen (Fault Locations) • If correct the student has to justify the decision. • This verifys if the student completed the exercise based on own knowledge or by cheating 10
  11. 11. Exercise 3 - Merkwörter (Cue Words) • focus are the user-specific spelling errors • Singe words only • Take closer look and think about possible problems that could arise 11
  12. 12. Exercise 3 - Merkwörter (Cue Words) • Click on those problems • Exercise helps students & teachers to know the weaknesses of their students better 12
  13. 13. Exercise 4 – Zuordnen (Assign) – Drag & Drop • A word is presented to the students • Students need to assign the word to the certain categories 13
  14. 14. Exercise 4 – Zuordnen (Assign) – Drag & Drop • Solutions are displayed 14
  15. 15. Exercise 4 – Zuordnen (Assign) - Write 15
  16. 16. Exercise 5 - Glücksrad (Wheel of Fortune) • Similar to cue words exercise – but word is not shown • Only listen to the word and then write it in the field 16
  17. 17. Exercise 5 - Glücksrad (Wheel of Fortune) • In case of a mistake the solution will be displayed 17
  18. 18. Evaluation and DataAnalysis • Field Test in elementary school • 3rd grade school class • 21 children (11 girls, 10 boys) • Anonymous • Duration 1.5h • Afterwards • Questionnaire with 4 statements to be rated by the kids for each exercise 18
  19. 19. Questionaire 1. I knew what the task was 2. I could solve the task myself 3. It was fun to practice 4. I also want to do the exercise at home 19
  20. 20. Evaluation and DataAnalysis Statement 1: • I knew what the task was Statement 2: • I could solve the task myself Statement 3: • It was fun to practice Statement 4: • I also want to do the exercise at home 20
  21. 21. DataAnalysis • Insert • Most mistakes because of inaccurate description and typing errors • Using past tense instead of present tense • Some kids knew how to write the word, but added a white space character • fault locations • Some kids didn‘t take this exercise serious (clicking on every word until error was found) • Word „Blüte“ (blossom) clicked 21 times in total (20 times by the same user) 21
  22. 22. DataAnalysis • Cue words (easy) • Although not clear in beginning what to do, only a few typical typing errors • Cue words (hard) • Many mistakes, lots of empty input fields • Average error rate: 71.5% • Not a single session was error free • Assign (Drag & Drop) • Average error rate: 21.1% 22
  23. 23. Summary • Despite little time well received by children • Descriptions for every exercise is essential for success • Immediate and visual feedback important • Fault locations: Kids thought exercise is finished • Young children are rather slow at typing • Should be considered when analysing data 23
  24. 24. Future Work • Improve current exercise prototypes (Usability) • More different exercises • API provides access to data • Making exercises available on mobile devices • Tablets • Smartphones 24
  25. 25. Thank you! For further information about the project and partners please visit: http://iderblog.eu Acknowledgements The IDeRBlog-project and the IDeRBlog-ii project are funded by the European Commission in the framework of Erasmus+ (IDeRBlog: VG-SPS-SL-14-001616- 3, 2014-2017; IDeRBlog-ii: VG-IN-SL-18-36-047317, 2018-2021). Project-team of IDeRBlog-ii: Germany: LPM Saarland (M. Gros = coordinator, N. Steinhauer); Gebundene Ganztagsschule Dellengarten (S. Pfeifer, J. Gregori); Austria: PH Steiermark (K. Edtstadler, E. Herunter); TU Graz (M. Ebner, M. Ebner); Belgium: Gemeindeschule Raeren (A. Huppertz, V. Kistemann); 25

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