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

Martin Ebner
Martin EbnerHead of Educational Technology at Graz University of Technology en Graz University of Technology
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
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
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
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
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
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
Exercise Types
German (English)
1. Einsetzen (Insert)
2. Fehlerstellen (Fault Locations)
3. Merkwörter (Cue Words)
4. Zuordnen (Assign)
5. Glücksrad (Wheel of Fortune)
7
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
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
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
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
Exercise 3 - Merkwörter (Cue Words)
• Click on those problems
• Exercise helps students & teachers to know the weaknesses of their
students better
12
Exercise 4 – Zuordnen (Assign) – Drag & Drop
• A word is presented to the students
• Students need to assign the word to the certain categories
13
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 word and then write it in the field
16
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)
• Anonymous
• Duration 1.5h
• Afterwards
• Questionnaire with 4 statements to be rated by the kids for each
exercise
18
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
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
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
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
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
Future Work
• Improve current exercise prototypes (Usability)
• More different exercises
• API provides access to data
• Making exercises available on mobile devices
• Tablets
• Smartphones
24
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
1 de 25

Más contenido relacionado

La actualidad más candente

ExpectationsExpectations
Expectationswildman099
257 vistas10 diapositivas
ExpectationsExpectations
Expectationswildman099
124 vistas10 diapositivas
BIM Welcome Back!BIM Welcome Back!
BIM Welcome Back!wildman099
201 vistas10 diapositivas

La actualidad más candente(20)

ExpectationsExpectations
Expectations
wildman099257 vistas
ExpectationsExpectations
Expectations
wildman099124 vistas
BIM Welcome Back!BIM Welcome Back!
BIM Welcome Back!
wildman099201 vistas
Mandy Miner's App ChoicesMandy Miner's App Choices
Mandy Miner's App Choices
Mandy781554132 vistas
Plickers getting started Plickers getting started
Plickers getting started
Kenny Pieper1.7K vistas
EcEc
Ec
ElectrÖteck Cördöbä186 vistas
Online classesOnline classes
Online classes
Amelia Payne326 vistas
Discussion Boards: Creating Meaningful DialogDiscussion Boards: Creating Meaningful Dialog
Discussion Boards: Creating Meaningful Dialog
Maria H. Andersen470 vistas
PracticalPractical
Practical
pcozens254 vistas
Lamb presentationLamb presentation
Lamb presentation
jscypinski236 vistas
Review and assessment in CLILReview and assessment in CLIL
Review and assessment in CLIL
Jermaine S. McDougald11 vistas

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

RVHS TeachMeet 10 February 2015RVHS TeachMeet 10 February 2015
RVHS TeachMeet 10 February 2015rvhstl
1.4K vistas45 diapositivas
Acte 2015   certification magicActe 2015   certification magic
Acte 2015 certification magicMike Ploor
417 vistas77 diapositivas

Similar a Implementation fo Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements(20)

Más de Martin Ebner(20)

Maker EducationMaker Education
Maker Education
Martin Ebner306 vistas
School Start Screening ToolSchool Start Screening Tool
School Start Screening Tool
Martin Ebner339 vistas
MOOC map (Version 3)MOOC map (Version 3)
MOOC map (Version 3)
Martin Ebner276 vistas
ReDesign your lecture Canvas [eng]ReDesign your lecture Canvas [eng]
ReDesign your lecture Canvas [eng]
Martin Ebner217 vistas
ReDesign your lecture Canvas [de]ReDesign your lecture Canvas [de]
ReDesign your lecture Canvas [de]
Martin Ebner171 vistas
MOOC-Maker Canvas [eng]MOOC-Maker Canvas [eng]
MOOC-Maker Canvas [eng]
Martin Ebner684 vistas
MOOC-Maker Canvas [de]MOOC-Maker Canvas [de]
MOOC-Maker Canvas [de]
Martin Ebner1.3K vistas

Último

discussion post.pdfdiscussion post.pdf
discussion post.pdfjessemercerail
85 vistas1 diapositiva
Education and Diversity.pptxEducation and Diversity.pptx
Education and Diversity.pptxDrHafizKosar
87 vistas16 diapositivas
Class 10 English  lesson plansClass 10 English  lesson plans
Class 10 English lesson plansTARIQ KHAN
189 vistas53 diapositivas

Último(20)

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

  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Exercise 3 - Merkwörter (Cue Words) • Click on those problems • Exercise helps students & teachers to know the weaknesses of their students better 12
  • 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. Exercise 4 – Zuordnen (Assign) – Drag & Drop • Solutions are displayed 14
  • 15. Exercise 4 – Zuordnen (Assign) - Write 15
  • 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. Exercise 5 - Glücksrad (Wheel of Fortune) • In case of a mistake the solution will be displayed 17
  • 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. 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. 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. 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. 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. 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. 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. 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