During the past years, the adoption of Learning Management System (LMS) to support an e-learning process has been continuously growing. Hence, a potential need and meaningful factor to provide a personalized support, within the context of these systems, has been the identification of particular characteristics of students to provide adaptations of the system’s elements to the individual traits. One particular characteristic that has been little studied in a personalized e-learning process are …
ICT can help students with dyslexia and other literacy difficulties develop strategies in several areas:
- Organization tools allow students to keep all work and notes organized in one place.
- Note-taking apps allow visual notetaking or photographing notes. Reading supports include text-to-speech, changing fonts, and simplifying web pages. Writing tools provide spellcheck, text prediction, and read-aloud functions. Mathematics apps include talking calculators and games to reinforce skills.
Design and application of multimedia network course based on webWatcharanon Over
This document discusses the design and application of a multimedia network course based on web. It introduces:
1) The theoretical foundations for course design, drawing from instructional design theory, constructivism learning theory, and theories of autonomous learning.
2) The teaching design strategy, including setting clear objectives, designing comprehensive content, and emphasizing student-centered and autonomous learning.
3) The importance of system design for the network course, including reasonable organization of teaching media, feedback mechanisms, and attention to navigation, interaction and personalization.
This document discusses strategies for developing 21st century skills in students through creative problem solving classes and a flipped classroom model. It outlines steps for renovating a classroom, including pre-class, in-class, and post-class activities to promote active and autonomous learning. Examples of in-class activities that develop creative problem solving skills are provided, such as coached problem solving, collaborative learning, and project-based learning. The goals are to motivate students' thinking skills and help them crystallize their implicit knowledge by exploring knowledge in virtual scenarios in a flipped classroom.
Ace Maths Unit Six: Teaching All Children Mathematics. Reading 1: Guidelines ...PiLNAfrica
The document provides guidelines for developing inclusive learning programmes to address diversity in South African classrooms. It discusses barriers to learning such as disability, language difficulties, lack of parental involvement, and socioeconomic barriers. It emphasizes that the Revised National Curriculum Statement (RNCS) allows for flexibility to adapt learning programmes and assessments based on individual learner needs. Teachers are encouraged to identify barriers and make appropriate modifications to facilitate participation and access to education for all learners.
This document discusses using interactive multimedia as a tool to enhance learning in rural schools. It aims to determine if multimedia can help students and teachers improve academic learning and transform the learning process. The background explains that technology and multimedia use is lower in rural schools compared to urban schools. The research will look at how multimedia approaches can be applied to the learning system to allow students to gather and share information through web authoring tools on various topics. This may help students learn to apply technology to tasks rather than just being instructed by technology. The research seeks to provide an overview of how interactive multimedia can support learning and transformation in rural school education.
The document provides details about a practical assignment submitted by a student for a course on critical understanding of ICT. It outlines 7 activities covered in the assignment, including exploring data sources, developing a digital story, analyzing a lesson to identify needs for ICT integration, preparing and teaching a lesson using ICT, and creating an online discussion forum and social network. The assignment aims to equip students with skills for effective use of ICT tools and integration of technology in teaching. The document also includes details of a sample lesson plan prepared by the student on the circulatory system, outlining objectives, materials, teaching methods, and activities.
This document outlines a research proposal on quality eLearning in distance learning and implications for national eLearning policy in Pakistan. The proposal discusses: 1) A review of literature showing the importance of government leadership in establishing quality standards and policies for eLearning, 2) The purpose is to analyze accreditation concerns of universities to inform national policy debates, 3) The objectives are to assess eLearning trends, quality issues, and policy gaps in Pakistan.
Mathematical activity has changed in every field. We discuss some of these trends and how they could influence the future of mathematical education. The aim of this paper is to study the recent trends in the present day mathematics and the role of mathematics in other disciplines. Dr. A. K. Yadav | Dr. Sushil Kumar | Dr. Rashmi Chaudhary "Recent Trends of Mathematics in Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31130.pdf Paper Url :https://www.ijtsrd.com/mathemetics/other/31130/recent-trends-of-mathematics-in-education/dr-a-k-yadav
ICT can help students with dyslexia and other literacy difficulties develop strategies in several areas:
- Organization tools allow students to keep all work and notes organized in one place.
- Note-taking apps allow visual notetaking or photographing notes. Reading supports include text-to-speech, changing fonts, and simplifying web pages. Writing tools provide spellcheck, text prediction, and read-aloud functions. Mathematics apps include talking calculators and games to reinforce skills.
Design and application of multimedia network course based on webWatcharanon Over
This document discusses the design and application of a multimedia network course based on web. It introduces:
1) The theoretical foundations for course design, drawing from instructional design theory, constructivism learning theory, and theories of autonomous learning.
2) The teaching design strategy, including setting clear objectives, designing comprehensive content, and emphasizing student-centered and autonomous learning.
3) The importance of system design for the network course, including reasonable organization of teaching media, feedback mechanisms, and attention to navigation, interaction and personalization.
This document discusses strategies for developing 21st century skills in students through creative problem solving classes and a flipped classroom model. It outlines steps for renovating a classroom, including pre-class, in-class, and post-class activities to promote active and autonomous learning. Examples of in-class activities that develop creative problem solving skills are provided, such as coached problem solving, collaborative learning, and project-based learning. The goals are to motivate students' thinking skills and help them crystallize their implicit knowledge by exploring knowledge in virtual scenarios in a flipped classroom.
Ace Maths Unit Six: Teaching All Children Mathematics. Reading 1: Guidelines ...PiLNAfrica
The document provides guidelines for developing inclusive learning programmes to address diversity in South African classrooms. It discusses barriers to learning such as disability, language difficulties, lack of parental involvement, and socioeconomic barriers. It emphasizes that the Revised National Curriculum Statement (RNCS) allows for flexibility to adapt learning programmes and assessments based on individual learner needs. Teachers are encouraged to identify barriers and make appropriate modifications to facilitate participation and access to education for all learners.
This document discusses using interactive multimedia as a tool to enhance learning in rural schools. It aims to determine if multimedia can help students and teachers improve academic learning and transform the learning process. The background explains that technology and multimedia use is lower in rural schools compared to urban schools. The research will look at how multimedia approaches can be applied to the learning system to allow students to gather and share information through web authoring tools on various topics. This may help students learn to apply technology to tasks rather than just being instructed by technology. The research seeks to provide an overview of how interactive multimedia can support learning and transformation in rural school education.
The document provides details about a practical assignment submitted by a student for a course on critical understanding of ICT. It outlines 7 activities covered in the assignment, including exploring data sources, developing a digital story, analyzing a lesson to identify needs for ICT integration, preparing and teaching a lesson using ICT, and creating an online discussion forum and social network. The assignment aims to equip students with skills for effective use of ICT tools and integration of technology in teaching. The document also includes details of a sample lesson plan prepared by the student on the circulatory system, outlining objectives, materials, teaching methods, and activities.
This document outlines a research proposal on quality eLearning in distance learning and implications for national eLearning policy in Pakistan. The proposal discusses: 1) A review of literature showing the importance of government leadership in establishing quality standards and policies for eLearning, 2) The purpose is to analyze accreditation concerns of universities to inform national policy debates, 3) The objectives are to assess eLearning trends, quality issues, and policy gaps in Pakistan.
Mathematical activity has changed in every field. We discuss some of these trends and how they could influence the future of mathematical education. The aim of this paper is to study the recent trends in the present day mathematics and the role of mathematics in other disciplines. Dr. A. K. Yadav | Dr. Sushil Kumar | Dr. Rashmi Chaudhary "Recent Trends of Mathematics in Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31130.pdf Paper Url :https://www.ijtsrd.com/mathemetics/other/31130/recent-trends-of-mathematics-in-education/dr-a-k-yadav
Design, development and implementation of blended learningZalina Zamri
Share reflections of the three authors on the process of
instructional design and implementation of blended learning for teachers’ professional development
(PD) in rural western Kenya.
Uses of Twitter to enhance teaching and learning. Pedagogical approaches for Twitter in teaching styles, learning styles, collaboration, and assessment
Ace Maths Unit Six: Teaching All Children Mathematics (word)PiLNAfrica
This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.
Ace Maths Unit Four: Planning in the problem-based classroom (pdf)PiLNAfrica
In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and co-operative learning in the mathematics class, as well as the role of practice in problem-based mathematics classes.
This document provides instructional strategies for summarizing and note taking. It discusses the importance of these skills and offers generalizations and classroom applications. For summarizing, it recommends teaching a rule-based strategy and using summary frames. For note taking, it emphasizes that notes should be a work in progress and used as study guides. The document also provides examples of different note taking formats and strategies teachers can use to help students improve their summarizing and note taking abilities.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
This document discusses the use of multimedia applications in teaching visual art education among school and university students. It aims to identify the causes of lack of preparation among teachers in using multimedia, examine student reaction to multimedia applications in art education, and determine the effectiveness of multimedia applications in teaching visual art. The document provides background on the importance of visual art education and multimedia learning. It also outlines the research objectives, questions, hypotheses, operational definitions, limitations, and significance of the study.
A Study on Attitude towards Educational Research among B.Ed Students Teachersijtsrd
This paper describes the development of a new measure of attitude towards Educational Research for use among B.Ed. Student Teachers which operationalizes the affective attitudinal domain. Item selection, the internal structure and reliability of the scale, content validity and construct validity were established on a sample of 250 B.Ed. Student Teachers in the Educational Colleges in Coimbatore. A study of level of Attitude towards Educational Research among B.Ed. Student Teachers between the groups that there is a significant with respect to medium of instruction and educational qualification and no significant with respect to gender, locality and marital status. Ms. J. Morin | Mrs. D. Geetha ""A Study on Attitude towards Educational Research among B.Ed Students Teachers"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25111.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25111/a-study-on-attitude-towards-educational-research-among-bed-students-teachers/ms-j-morin
This document discusses developing a math course for 1st grade students on the World Wide Education online learning platform. It will use Technological Pedagogical Content Knowledge (TPCK) as a framework to design the course. A survey will be used to evaluate teachers' perceptions of teaching effectiveness on the platform. Student grades and engagement will also be compared between traditional and online courses to evaluate learning effectiveness. The goal is to determine if the integration of math content, interactive technology, and student-centered teaching improves learning outcomes for students on the online platform.
This document discusses teaching practices in higher education. It emphasizes that learners construct their own knowledge through active learning activities rather than passive memorization. Effective teaching involves defining clear learning outcomes and aligning learning activities and assessments to those outcomes. A variety of teaching methods are explored, including group work, labs, and experiential learning. The document stresses the importance of student engagement, experience, and taking responsibility for their own learning.
The document describes a two-day technical workshop on classroom assessment that will take place in St. Petersburg, Russia as part of the 4th READ Global Conference from May 12-16, 2014. The workshop will address best practices in classroom assessment and formative assessment techniques, and how to train teachers in these practices. By the end of the workshop, participants should be able to understand the importance of classroom assessment, identify elements to consider in reforms, evaluate interventions, and design interventions relevant to their contexts.
The document summarizes a presentation about Project Tomorrow's work measuring teachers' readiness to use digital content. It discusses the goals of their NSF grant to develop a digital readiness spectrum and identify effective support. Interactive simulations demonstrated coaching scenarios to provide feedback. The presentation highlighted challenges integrating technology and the need for job-embedded professional development focusing on student learning and aligned with school goals.
This study investigated teachers' knowledge and attitudes toward integrating information and communication technology (ICT) into teaching and learning in secondary schools in Malaysia. A survey of 50 teachers found that they were comfortable using some applications like spreadsheets and presentation software, but lacked skills in other areas. Teachers had a positive attitude toward using ICT and felt it could improve student learning. However, the study also found that teachers' attitudes varied depending on their years of experience and level of ICT knowledge, with more experienced teachers and those with less ICT knowledge being less positive toward integration. The primary contribution of the study was identifying this relationship between teachers' experience, ICT knowledge, and attitudes toward classroom technology use.
A study on “changing students attitude towards learning mathematics”Dr. C.V. Suresh Babu
This document discusses a study on changing students' attitudes towards learning mathematics. It aims to study the effect of integrating reverse engineering approaches in teaching mathematics to bring a more positive attitude. The study hypothesizes that reverse engineering can help students learn mathematics with interest and reduce math anxiety. It suggests introducing reverse engineering and demonstrating applications to stimulate interest. The scope is to explore how it improves motivation and to observe its impact on student attitudes through teaching a group of students with this approach.
The document discusses Art of Learning's services for setting up international schools and implementing international curricula. It provides an overview of teacher training, curriculum design, development and alignment of practices, information management, and assistance with certification and authorization. It also shares Payal Mahajan's experience in international education and her role in establishing Art of Learning.
Technology and Innovation in CurriculumMart Laanpere
This document discusses technology and innovation in curriculum. It defines innovation and describes different types including product, process, organizational, and market innovation. It provides examples of innovation in Estonia including boosting the IT industry through incubators, start-ups, and hackathons. The document also discusses innovation in schools, with examples focusing on participatory and anticipatory learning. It outlines Estonia's national curriculum requirements for technology and innovation as a cross-curricular theme and provides sample project scenarios. Finally, it discusses tools and strategies to support innovative teaching and a digital turn in education.
This document summarizes a reading assessment session that included several components: a read aloud assessment of oral reading accuracy and fluency, a silent reading assessment of reading comprehension through retelling and comprehension questions, and an assessment of word knowledge. It also discusses issues that can arise with standardized assessments, such as how student and school factors can influence scores, and questions the use of achievement tests as proxies for teacher effectiveness given measurement error. Finally, it previews excerpts from reports on National Assessment of Educational Progress (NAEP) reading data and a task analyzing literacy assessment data.
Pivot INSPECT® Reading assessment and diagnostic (RAPS 360)marketing_Fivestar
The RAPS 360 is a computer adaptive reading diagnostic assessment for grades K-12 that measures key reading skills through 8 tests administered in approximately 30 minutes. It provides detailed reports on students' reading abilities, including benchmarks, growth over time, and specific skills that need improvement to enable targeted instruction.
Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students and use portfolios to monitor progress over time. The goal is a well-rounded evaluation of decoding, comprehension, and student attitudes towards reading.
This document discusses how to assess and test reading. It begins by introducing the members of the reading group and includes an index of topics to be discussed. Some of the key topics covered include:
The importance of teaching reading, different types of reading like intensive and extensive reading, principles of teaching reading with examples of pre, during and post reading activities, recommendations for assessing reading with consideration for level and age, and different ways to test reading comprehension including cloze tests, ordering exercises, matching questions and multiple choice questions.
The document provides guidance on developing effective reading assessments and ensuring they are appropriate for the reading level and age of students. It offers examples of classroom activities and testing methods that can be used to evaluate reading skills
Design, development and implementation of blended learningZalina Zamri
Share reflections of the three authors on the process of
instructional design and implementation of blended learning for teachers’ professional development
(PD) in rural western Kenya.
Uses of Twitter to enhance teaching and learning. Pedagogical approaches for Twitter in teaching styles, learning styles, collaboration, and assessment
Ace Maths Unit Six: Teaching All Children Mathematics (word)PiLNAfrica
This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.
Ace Maths Unit Four: Planning in the problem-based classroom (pdf)PiLNAfrica
In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and co-operative learning in the mathematics class, as well as the role of practice in problem-based mathematics classes.
This document provides instructional strategies for summarizing and note taking. It discusses the importance of these skills and offers generalizations and classroom applications. For summarizing, it recommends teaching a rule-based strategy and using summary frames. For note taking, it emphasizes that notes should be a work in progress and used as study guides. The document also provides examples of different note taking formats and strategies teachers can use to help students improve their summarizing and note taking abilities.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
This document discusses the use of multimedia applications in teaching visual art education among school and university students. It aims to identify the causes of lack of preparation among teachers in using multimedia, examine student reaction to multimedia applications in art education, and determine the effectiveness of multimedia applications in teaching visual art. The document provides background on the importance of visual art education and multimedia learning. It also outlines the research objectives, questions, hypotheses, operational definitions, limitations, and significance of the study.
A Study on Attitude towards Educational Research among B.Ed Students Teachersijtsrd
This paper describes the development of a new measure of attitude towards Educational Research for use among B.Ed. Student Teachers which operationalizes the affective attitudinal domain. Item selection, the internal structure and reliability of the scale, content validity and construct validity were established on a sample of 250 B.Ed. Student Teachers in the Educational Colleges in Coimbatore. A study of level of Attitude towards Educational Research among B.Ed. Student Teachers between the groups that there is a significant with respect to medium of instruction and educational qualification and no significant with respect to gender, locality and marital status. Ms. J. Morin | Mrs. D. Geetha ""A Study on Attitude towards Educational Research among B.Ed Students Teachers"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25111.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25111/a-study-on-attitude-towards-educational-research-among-bed-students-teachers/ms-j-morin
This document discusses developing a math course for 1st grade students on the World Wide Education online learning platform. It will use Technological Pedagogical Content Knowledge (TPCK) as a framework to design the course. A survey will be used to evaluate teachers' perceptions of teaching effectiveness on the platform. Student grades and engagement will also be compared between traditional and online courses to evaluate learning effectiveness. The goal is to determine if the integration of math content, interactive technology, and student-centered teaching improves learning outcomes for students on the online platform.
This document discusses teaching practices in higher education. It emphasizes that learners construct their own knowledge through active learning activities rather than passive memorization. Effective teaching involves defining clear learning outcomes and aligning learning activities and assessments to those outcomes. A variety of teaching methods are explored, including group work, labs, and experiential learning. The document stresses the importance of student engagement, experience, and taking responsibility for their own learning.
The document describes a two-day technical workshop on classroom assessment that will take place in St. Petersburg, Russia as part of the 4th READ Global Conference from May 12-16, 2014. The workshop will address best practices in classroom assessment and formative assessment techniques, and how to train teachers in these practices. By the end of the workshop, participants should be able to understand the importance of classroom assessment, identify elements to consider in reforms, evaluate interventions, and design interventions relevant to their contexts.
The document summarizes a presentation about Project Tomorrow's work measuring teachers' readiness to use digital content. It discusses the goals of their NSF grant to develop a digital readiness spectrum and identify effective support. Interactive simulations demonstrated coaching scenarios to provide feedback. The presentation highlighted challenges integrating technology and the need for job-embedded professional development focusing on student learning and aligned with school goals.
This study investigated teachers' knowledge and attitudes toward integrating information and communication technology (ICT) into teaching and learning in secondary schools in Malaysia. A survey of 50 teachers found that they were comfortable using some applications like spreadsheets and presentation software, but lacked skills in other areas. Teachers had a positive attitude toward using ICT and felt it could improve student learning. However, the study also found that teachers' attitudes varied depending on their years of experience and level of ICT knowledge, with more experienced teachers and those with less ICT knowledge being less positive toward integration. The primary contribution of the study was identifying this relationship between teachers' experience, ICT knowledge, and attitudes toward classroom technology use.
A study on “changing students attitude towards learning mathematics”Dr. C.V. Suresh Babu
This document discusses a study on changing students' attitudes towards learning mathematics. It aims to study the effect of integrating reverse engineering approaches in teaching mathematics to bring a more positive attitude. The study hypothesizes that reverse engineering can help students learn mathematics with interest and reduce math anxiety. It suggests introducing reverse engineering and demonstrating applications to stimulate interest. The scope is to explore how it improves motivation and to observe its impact on student attitudes through teaching a group of students with this approach.
The document discusses Art of Learning's services for setting up international schools and implementing international curricula. It provides an overview of teacher training, curriculum design, development and alignment of practices, information management, and assistance with certification and authorization. It also shares Payal Mahajan's experience in international education and her role in establishing Art of Learning.
Technology and Innovation in CurriculumMart Laanpere
This document discusses technology and innovation in curriculum. It defines innovation and describes different types including product, process, organizational, and market innovation. It provides examples of innovation in Estonia including boosting the IT industry through incubators, start-ups, and hackathons. The document also discusses innovation in schools, with examples focusing on participatory and anticipatory learning. It outlines Estonia's national curriculum requirements for technology and innovation as a cross-curricular theme and provides sample project scenarios. Finally, it discusses tools and strategies to support innovative teaching and a digital turn in education.
This document summarizes a reading assessment session that included several components: a read aloud assessment of oral reading accuracy and fluency, a silent reading assessment of reading comprehension through retelling and comprehension questions, and an assessment of word knowledge. It also discusses issues that can arise with standardized assessments, such as how student and school factors can influence scores, and questions the use of achievement tests as proxies for teacher effectiveness given measurement error. Finally, it previews excerpts from reports on National Assessment of Educational Progress (NAEP) reading data and a task analyzing literacy assessment data.
Pivot INSPECT® Reading assessment and diagnostic (RAPS 360)marketing_Fivestar
The RAPS 360 is a computer adaptive reading diagnostic assessment for grades K-12 that measures key reading skills through 8 tests administered in approximately 30 minutes. It provides detailed reports on students' reading abilities, including benchmarks, growth over time, and specific skills that need improvement to enable targeted instruction.
Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students and use portfolios to monitor progress over time. The goal is a well-rounded evaluation of decoding, comprehension, and student attitudes towards reading.
This document discusses how to assess and test reading. It begins by introducing the members of the reading group and includes an index of topics to be discussed. Some of the key topics covered include:
The importance of teaching reading, different types of reading like intensive and extensive reading, principles of teaching reading with examples of pre, during and post reading activities, recommendations for assessing reading with consideration for level and age, and different ways to test reading comprehension including cloze tests, ordering exercises, matching questions and multiple choice questions.
The document provides guidance on developing effective reading assessments and ensuring they are appropriate for the reading level and age of students. It offers examples of classroom activities and testing methods that can be used to evaluate reading skills
Reading comprehension tests are designed to reveal what a reader understands from a text and can be tailored based on a student's reading level or abilities. Tests may include question and answer formats, omitting words exercises, or having younger students read and follow simple instructions. When administering a test, educators should consider setting a time limit, reviewing the student's work afterwards, and selecting post-reading tasks that coordinate with the test's purpose and require students to demonstrate their comprehension level through an appropriate type of response.
The document describes INSPECT®, a comprehensive assessment solution provided by Five-Star Technology Solutions. It includes an innovative bank of over 30,000 assessment items aligned to the Indiana Academic Standards across various subjects and grades. INSPECT® provides pre-built formative benchmark assessments, end-of-year assessments, and tools for analyzing student performance data through the Pivot platform. It aims to support teachers with ongoing assessment needs and help evaluate curriculum through valid and reliable assessments.
This document summarizes key steps for effective presentations based on the book "Presentation Skills in 7 Simple Steps" by James Schofield. It outlines the 7 steps as: 1) Prepare for anything and everything by getting motivated, fixing parameters, getting help, and collecting materials. 2) Choose tools and structure such as choosing a presentation structure, tools, and introductions/conclusions. 3) Assess the venue and equipment. 4) Make an impact. 5) Use the right body language. 6) Deal with nerves. 7) Turn questions to advantage. It emphasizes preparing thoroughly and keeping presentations short, simple, and visual.
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
This document discusses different types of reading assessments:
1) Perceptive reading assessments include reading aloud, writing responses, multiple choice, and picture-cued items to test reading comprehension at the word and sentence level.
2) Selective reading assessments use multiple choice, matching, editing, and picture-cued tasks to examine ability at a higher comprehension level.
3) Interactive reading assessments focus on skills like cloze tasks, scanning information, transferring data from charts/graphs, ordering tasks, and short-answer questions to evaluate reading strategies and understanding of longer texts.
This reading assessment summarizes the student's experience reading and analyzing William Golding's novel "Lord of the Flies". The student drew pictures to help visualize the island setting described in the book. They also discussed how symbols like the conch shell are used to represent order deteriorating as the boys regress into savagery. The assessment concludes by noting that the many similes and metaphors in the novel helped the student visualize what was happening, showing the literary devices were effective.
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
The document discusses reading assessment. It notes that reading overlaps with and is similar to the other language skills of listening, speaking and writing. Assessments also overlap these skills. Reading performance is classified into selective, extensive, and interactive types, mirroring classifications for listening and speaking. The document outlines numerous assessment tasks used to evaluate reading and the variations that exist. It concludes that isolating reading from the other skills is difficult as assessments overlap skills.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
This document discusses reading skills and strategies for teaching reading. It outlines four language skills - listening, speaking, writing, and reading. It describes the nature of reading and what effective readers do, such as having a clear purpose and guessing meanings from context clues. It discusses principles of reading and different methods of reading like skimming and scanning. It also outlines activities that can be used before, during, and after reading like predicting, information transfer, and gap filling exercises. The conclusion emphasizes that reading instruction should focus on developing students' skills and strategies through an interactive process involving pre, during, and post reading activities.
The document discusses different types of reading and considerations for testing reading ability. It outlines four purposes of reading tests: diagnostic, achievement, placement, and proficiency. When developing a reading test, specific factors must be accounted for, including the type of text, reading speed, and task difficulty level. Effective techniques for testing reading ability include short answer questions to evaluate understanding of referents, context clues, and distinguishing facts from opinions. Gap filling can assess recognizing detail and scanning ability.
Language Assessment_Formal and InformalMæäSii Mööì
This document discusses formal and informal language assessment. [1] Informal assessment involves spontaneous, day-to-day observations by teachers of student performance in class through methods like minute essays, peer teaching, and question time. [2] Formal assessment is pre-planned and systematic, using methods like exams, papers, and portfolios to judge what students have learned in a way that can be scored and contribute to grades. [3] Both approaches have strengths like providing different types of feedback, but also weaknesses such as potential bias, stress, or flawed implementation.
This document discusses different types of reading comprehension tests. It outlines 7 stages of reading comprehension tests: 1) matching tests, which include word, sentence, and picture matching; 2) true/false tests; 3) multiple choice items based on short or longer texts; 4) completion items; 5) rearrangement items; 6) cloze procedure; 7) open-ended and miscellaneous items; and 8) cursory reading. The document provides examples of different matching, true/false, and multiple choice comprehension questions that could be used at various levels from elementary to advanced.
Reading tests may evaluate several skills:
1) Skimming to identify the main idea, scanning to find specific details, identifying the plot, or examples used.
2) Using context clues to understand unfamiliar words or structures.
3) Recognizing text features like organization or pronouns.
The passage discusses common reading skills assessed on tests like skimming, scanning, using context, and recognizing text features. It provides examples of test questions targeting these skills.
The document discusses using data to inform instruction and student progress. It explains that teachers should use assessment data to differentiate instruction, identify student needs, and ensure adequate reading development. The document also provides examples of assessment types and emphasizes using data to have discussions to improve student outcomes.
CEMCA EdTech Notes: Learning Analytics for Open and Distance EducationCEMCA
Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
5 Best Ways To Use Ai Tools To Meet Students’ Needs | Future Education MagazineFuture Education Magazine
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Framework for Detection, Assessment and Assistance of University Students with Dyslexia and/or Reading Difficulties
1. Framework for Detection, Assessment
and Assistance of University Students
with Dyslexia and/or Reading
Difficulties
X
Framework for Detection,
Assessment and Assistance of
University Students with
Dyslexia and/or Reading
Difficulties
Carolina Mejía Corredor
Girona
October 2013
2. Outline
2
1. Introduction
2. Proposal of a framework for detection,
assessment and assistance of university
students with dyslexia and/or reading
difficulties
3. Detection
4. Assessment
5. Assistance
6. Integration of the framework with a learning
management system
7. Conclusions and future work
of university students with
reading difficulties
4. 4
Learning Management Systems (LMS)
It is an hypermedia system that
automates the management of
educational processes such as
teaching and learning.
Adaptive Hypermedia Systems (AHS)
It is an hypermedia system which
reflect some features of the learner in
a learner model and apply this model
to adapt visible aspects of the system
to the learner (Brusilovsky, 1996).
Hypermedia
System
Learner
Model
Adaptation
engine
Adaptation
Learner modeling
Motivation
e-learning
6. 6
Disorders manifested by significant difficulties in the acquisition and use of
reading, writing, spelling, or mathematical abilities (NJCLD, 1994).
Categories of LD
• Children
• Adolescents
• Adults
Types of LD
• Dyslexia
• Dysgraphia
• Dysorthographia
• Dyscalculia
Most common
LD in education
Motivation
Learning disabilities (LD)
Population
under-explored
(University students)
7. 7
Specific reading difficulties which are characterized by:
• difficulties in word recognition,
• poor spelling, and
• decoding abilities typically result from a phonological deficit.
Motivation
Dyslexia
Not all students affected with dyslexia are diagnosed before starting their
studies at university (Lindgrén, 2012; Löwe & Schulte-Körne, 2004; Wolff, 2006).
reading comprehension reading experience
May include problems in (Lyon, 2003):
8. 8
Dyslexia
Characteristics
Difficulties in reading (e.g., accuracy, decoding words), writing and
spelling (Høien & Lundberg, 2000; Lindgrén, 2012).
Associated difficulties (e.g., memory, attention, pronunciation,
automation) (Baumel, 2008; Beatty & Davis, 2007; Marken, 2009; Snowling, 2000).
Background of the difficulties (e.g., medical and family history, school life,
reading and writing habits, affective and motivational) (Decker, Vogler, &
Defries, 1989; Giménez de la Peña, Buiza, Luque, & López, 2010; Westwood, 2004).
Compensatory strategies (e.g., coping skills, learning styles) (Firth,
Frydenberg, & Greaves, 2008; Lefly & Pennington, 1991; Mellard, Fall, & Woods, 2010).
Deficits in cognitive processes (e.g., phonological and orthograpical
processing, lexical access) (De Vega et al., 1990; Fawcett & Nicolson, 1994; Jiménez &
Hernández-Valle, 2000).
Motivation
9. Dyslexia
Support process
To affected students with dyslexia by means of enabling:
Detection of difficulties related to reading, associated difficulties,
background of these difficulties and compensatory strategies, (Giménez de la
Peña et al., 2010; Coffield et al., 2004).
Assessment of cognitive processes (Díaz, 2007; Gregg, 1998; Kaufman, 2000).
Assistance through awareness of difficulties and self-regulation of learning
(Goldberg et al., 2003; Raskind et al., 1999; Reiff et al., 1994; Werner, 1993).
Motivation
9
10. Adaptation
Learner
modeling
AHS
LMS
10
Overall technological-oriented research focus, with a specific psychological support
Personalization
• Reading difficulties
• Associated difficulties
• Background
• Compensatory strategies
• Cognitive processes
Dyslexia characteristics
• Detection
• Assessment
• Assistance
Dyslexia support process
University student
with dyslexia
Motivation
11. 11
Research questions
Main research question
How to include Spanish-speaking
university students with dyslexia and/or
reading difficulties in an e-learning
process?
12. 12
RQ1. How university students with dyslexia and/or reading difficulties can be
detected?
RQ2. How cognitive traits of the students with dyslexia and/or reading
difficulties can be assessed in order to inquire which cognitive
processes related to reading are failing?
RQ3. How university students with dyslexia and/or reading difficulties can be
assisted?
RQ4. How the detection, assessment and assistance of university students
with dyslexia and/or reading difficulties can be provided through an
LMS?.
Research questions
Subordinate research questions
13. 13
Including students with dyslexia and/or
reading difficulties in an e-learning process,
so as to define methods and tools to
detect, assess and assist them in
overcoming their difficulties during their
higher education.
Objectives
Main objective
14. 14
Objectives
Subordinate objectives
OB.1 Defining a framework for detection, assessment and assistance of university
students with dyslexia and/or reading difficulties that can be integrated into a
LMS.
OB.6 Integrating the tools developed for the detection, assessment and assistance
of university students with dyslexia and/or reading difficulties with a LMS
OB.5 Analyzing and developing adaptation methods and tools that can be used to
assist university students with dyslexia and/or reading difficulties.
OB.4 Analyzing cognitive processes associated with reading that can be altered in
university students with dyslexia and/or reading difficulties in order to develop
methods and tools needed to assess which specific processes are failing.
OB.3 Analyzing and adopting methods and tools for the detection of the learning
style of university students with dyslexia and/or reading difficulties.
OB.2 Analyzing and developing methods and tools for the detection of university
students with dyslexia and/or reading difficulties.
17. Framework
17
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
U
L
T
I
M
O
D
A
L
M
E
C
H
A
N
I
S
M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
E
A
R
N
E
R
M
O
D
E
L
A
D
A
P
T
A
T
I
O
N
E
N
G
I
N
E
S
Web Services
Web Services
18. Framework
18
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
U
L
T
I
M
O
D
A
L
M
E
C
H
A
N
I
S
M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
E
A
R
N
E
R
M
O
D
E
L
A
D
A
P
T
A
T
I
O
N
E
N
G
I
N
E
S
Web Services
Web Services
OB.1
OB.2
OB.3
OB.4
OB.5
OB.6
19. 19
Detection
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
U
L
T
I
M
O
D
A
L
M
E
C
H
A
N
I
S
M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
E
A
R
N
E
R
M
O
D
E
L
A
D
A
P
T
A
T
I
O
N
P
R
O
C
E
S
S
E
S
Web Services
Web Services
1 ADDA: Autocuestionario de Detección de Dislexia en Adultos
2 ADEA: Autocuestionario de Detección del Estilo de Aprendizaje
1
2
20. Demographics
20
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
U
L
T
I
M
O
D
A
L
M
E
C
H
A
N
I
S
M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
E
A
R
N
E
R
M
O
D
E
L
A
D
A
P
T
A
T
I
O
N
P
R
O
C
E
S
S
E
S
Web Services
Web Services
21. Demographics
21
Descriptive data of the personal details of students.
• Sex
• Age
• Country
• City
• Institution
• Academic level
• Academic program
• Course
Web-based forms to capture demographics
22. Reading profile
22
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
U
L
T
I
M
O
D
A
L
M
E
C
H
A
N
I
S
M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
E
A
R
N
E
R
M
O
D
E
L
A
D
A
P
T
A
T
I
O
N
P
R
O
C
E
S
S
E
S
Web Services
Web Services
23. Reading profile
23
Set of characteristics related with the dyslexia (Wolff & Lundberg, 2003).
Self-report questionnaires:
• Valid and reliable tools (Gilger, 1992; Lefly & Pennington, 2000).
• They allow to collect a big amounts of information in a short time
(Gilger, 1992).
• Easy and quick-to-use (Decker, Vogler, & Defries, 1989), but they are unable
to provide a diagnosis (Lyytinen et al., 2006).
There is NOT such a tool standardized to the adult Spanish-speaking
population (Giménez de la Peña et al., 2010).
ADDA, a self-report questionnaire to detect dyslexia in adults
24. 24
Case study
Study description
1. Proposing the self-report questionnaire.
2. Estimating the percentage of students that inform of having dyslexia.
3. Knowing the most common difficulties presented by students.
4. Testing the usefulness of the self-report questionnaire.
5. Identifying reading profiles of students.
6. Providing feedback to students.
ADDA:Self-report questionnaire to detect dyslexia in adults
25. 25
Method
Participants:
First-year students
N: 513
F: 256
M: 257
Age x: 20
Sx: 4,3
Range: 18-58
Faculties and/or Schools Academic program Frequency Gender %
M F
Polytechnic School Architecture 5 5 0 1.0
Electrical Engineering 18 17 1 3.5
Industrial Electronics and
Automatic Control
Engineering
25 22 3 4.9
Computer Engineering 94 78 16 18.3
Mechanical Engineering 31 26 5 6.0
Chemical Engineering 16 12 4 3.1
Total 189 160 29 36.8
Faculty of Tourism Tourism 15 5 10 2.9
Total 15 5 10 2.9
Faculty of Science Biology 13 4 9 2.5
Biotechnology 10 6 4 1.9
Environmental Sciences 6 2 4 1.2
Chemistry 7 5 2 1.4
Total 36 17 19 7
Faculty of Business and
Economic Sciences
Business Administration
and Management
27 9 18 5.3
Economics 23 14 9 4.5
Total 50 23 27 9.8
Faculty of Law Criminology 30 9 21 5.8
Law 55 21 34 10.7
Total 85 30 55 16.5
Faculty of Education and
Psychology
Pedagogy 35 3 32 6.8
Psychology 50 14 36 9.7
Social Work 53 5 48 10.3
Total 138 22 116 25.8
Total 513 257 256 100.0
ADDA:Self-report questionnaire to detect dyslexia in adults
Case study
26. 26
Method
Instrument:
1. School and learning to read experience (9 items).
2. History of learning disabilities (6 items).
3. Current reading-writing difficulties (26 items).
4. Associated difficulties (14 items).
5. Family history of learning disabilities (2 items).
6. Reading habits (7 items).
7. Writing habits (3 items).
*Based on ATLAS (Giménez de la Peña et al., 2010).
ADDA:Self-report questionnaire to detect dyslexia in adults
Case study
67 items
27. 27
Method
Procedure:
Form: paper-based and computer-based.
Target: class attending first-year students.
Application: individual.
Responsible: examiner.
Time needed: 20 minutes.
ADDA:Self-report questionnaire to detect dyslexia in adults
Case study
28. Diagnosis N %
Dyslexia 27 5.26
Dysgraphia/dysorthography 29 5.65
Dyscalculia 3 0.58
Total 59 11,5
28
Results
Percentages
0
10
20
30
40
50
60
70
80 76
62
59
39
32
14,8 12,1 11,5
7,6
N %
• High percentages.
• Most common:
dyslexia/dysgraphia/dysorthography
ADDA:Self-report questionnaire to detect dyslexia in adults
Case study
• Few students have been treated.
29. 29
Results
Case study
23,6 23,8 24,6 25
28,1
35,7 36,5
46,2
35,7
30,4
33,9
28,6
35,7
46,4
0
10
20
30
40
50
60
Sample
Diagnosis
50
46,4
Common reading difficulties
Percentages
Current reading difficulties
Self-report questionnaire to detect dyslexia in adultsADDA:
30. 30
Results
ADDA:
Reliability
Section Reliability
1. School and learning to read experience. .167
2. History of learning disabilities. .713
3. Current reading-writing difficulties. .842
4. Associated difficulties. .689
5. Family history of learning disabilities. .579
6. Reading habits. .533
7. Writing habits. .576
Total reliability: 0,850
Case study
Self-report questionnaire to detect dyslexia in adults
31. 31
Results
ADDA:
Reading profiles
Profile A: Students reporting current reading difficulties.
Criteria: 5 or more affirmative items in Section 3 (Current difficulties)
Profile B: Normal readers.
Students with profile A were advised to seek assessment to determine
whether or not they have dyslexia and to provide specialized help and
feedback to overcome their difficulties.
212 (41.3%) Profile A
Case study
Self-report questionnaire to detect dyslexia in adults
32. 32
Discussion
ADDA:
• There was a high percentage of students who reported a previous
diagnosis of learning disabilities (Allor, Fuchs, & Mathes, 2001; Bassi, 2010; Hatcher
et al., 2002; Jameson, 2009; Kalmár, 2011; Madaus, Foley, Mcguire, & Ruban, 2001).
• There was a prevalence of reading and writing as opposed to other types
of disabilities, e.g., mathematics (Díaz, 2007; Gregg, 2007; Roongpraiwan,
Ruangdaraganon, Visudhiphan, & Santikul, 2002; Shaywitz, 2005; Sparks & Lovett, 2010).
• The use of self-report questionnaires could be effective tools to detect
students with dyslexia (Gilger et al., 1991; Gilger, 1992; Lefly & Pennington, 2000).
Case study
Self-report questionnaire to detect dyslexia in adults
33. Learning styles
33
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
U
L
T
I
M
O
D
A
L
M
E
C
H
A
N
I
S
M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
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34. 34
To understand the ways in which students learn, their strengths, their
weaknesses to develop appropriate strategies (Keefe, 1979).
Detecting the learning styles of students with dyslexia can help them to
identify and develop the most effective compensatory strategies they
could use to learn (Coffield et al., 2004; Mortimore, 2008; G. Reid, 2001; Rodríguez,
2004; Scanlon et al., 1998).
There exists different classification proposals for learning styles and several
tools to detect them (Coffield et al., 2004; Mortimore, 2008; Rodríguez, 2004).
ADEA, a self-report questionnaire to detect learning styles based on Felder-
Silverman’s Index of Learning Styles (ILS)
Learning styles
35. 35
Study description
ADEA:Self-report questionnaire to detect learning styles
Case study
1. Implementing a web-based self-report questionnaire based on Felder-
Silverman’s Index of Learning Styles (ILS) (Felder & Silverman, 2002) to detect
the learning styles.
2. Identifying the most preferred learning styles.
3. Inquiring whether or not students were satisfied with their learning style.
36. 36
Method
Participants:
N: 37
F: 19
M: 18
Age x: 26
Sx: 6,0
Range: 21-53
University Frequency Gender %
M F
University of Girona 26 11 15 70.3
University of Córdoba 11 7 4 29.7
Total 37 18 19 100
• All students had a Reading Profile A (detected
with ADDA).
• 8 students with diagnosis of dyslexia.
Case study
ADEA:Self-report questionnaire to detect learning styles
37. 37
Instrument:
Dimension Learning style
Processing Active
Reflexive
Perception Sensitive
Intuitive
Input Visual
Verbal
Understanding Sequential
Global
The Felder-Silverman’s Index of Learning Styles (ILS) (Felder & Silverman, 2002).
Case study
Method
45 items
Do you agree with your learning style?
44 questions
1 question
ADEA:Self-report questionnaire to detect learning styles
39. 39
Results
Case study
Preferred learning styles:
0
10
20
30
40
50
60
70
80
90
100
Active Reflective Sensitive Intuitive Visual Verbal Sequential Global
Processing Perception Input Understanding
100
0
62,5
37,5
100
0
75
25
65,5
34,5
72,4
27,6
82,8
17,2
58,6
41,4
Dyslexic
Posible-
dyslexic
Percentage
Learning styles
Do you agree with your learning style?............................... YES 94.6%
ADEA:Self-report questionnaire to detect learning styles
40. 40
Discussion
• There was a preference for learning styles Active, Sensitive, Visual, and
Sequential (Baldiris, 2012; Graf, 2007; Peña, 2004).
• These results were similar in students with a previous diagnosis of dyslexia
(Alty, 2002; Beacham et al., 2003; Mortimore, 2008). They possess a strong visual
preference and they process the information actively (Beacham et al., 2003).
• The detection of learning styles could help students with dyslexia to identify
effective compensatory strategies (Coffield et al., 2004; Mortimore, 2008; G. Reid,
2001; Rodríguez, 2004; Scanlon et al., 1998).
Case study
ADEA:Self-report questionnaire to detect learning styles
41. 41
DetectLD:
A computer-based tool to manage ADDA and ADEA.
detectLD
Database
(Postgres)
Student module
Create register
Complete test
View result
Teacher module
Check test
Activate test
View result
Expert module
Create/edit test
Create/edit section
Create/edit question
Check test
Activate test
View result
Web
server
(Apache)
PHP
Architecture
Student
Teacher
Expert
Software Tool to Detect Learning Difficulties
44. 44
Assessment
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
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M
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Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
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Web Services
1
1 BEDA: Batería de Evaluación de Dislexia en Adultos
45. Cognitive traits
45
Characteristics related with the cognitive processes involved in reading. If
it is suspected of dyslexia, it is important to have an assessment of these
processes to better understand the problem (Kaufman, 2000).
Batteries are assessment tests (i.e., exercises) proposed to identify learning
disabilities such as dyslexia (Santiuste & González-Pérez, 2005).
There are NOT existing tools for the assessment of the cognitive processes
in Spanish-speaking adult dyslexic population (Jiménez et al. , 2004).
BEDA, an assessment battery of dyslexia in Spanish-speaking adults
46. 4646
Study description
1. Proposing an automated battery for the assessment of cognitive
processes.
2. Evaluating the assessment tasks in a sample of university students.
3. Performing a descriptive analysis of the sample results.
4. Obtaining score scales for the assessment tasks.
5. Analyzing and debugging of the assessment items.
BEDA:Assessment Battery of Dyslexia in Adults
Case study
47. 4747
Method
Participants:
N: 106
F: 49
M: 57
Age x: 26
Sx: 7,0
Range: 19-50
Faculties and/or
Schools
Academic program Frequency Gender %
M F
Polytechnic School Electrical Engineering 1 1 0 0,9
Industrial Electronics and
Automatic Control Engineering
1 1 0 0,9
Computer Engineering 16 12 4 15,1
Building Engineering 3 2 1 2,8
Chemical Engineering 1 1 0 0,9
Master 9 7 2 8,5
Doctorate 12 11 1 11,3
Total 44 35 9 39,6
Faculty of Tourism Advertising and Public Relations 1 0 1 0,9
Total 1 0 1 0,9
School of Nursing Master 6 0 6 5,7
Total 6 0 6 5,4
Faculty of Business and
Economic Sciences
Business Administration and
Management
3 1 2 2,8
Accounting and Finance 3 2 1 2,8
Economics 2 1 1 1,9
Master 2 1 1 1,9
Total 10 5 5 9,0
Faculty of Law Political Science and Public
Administration
2 1 1 1,9
Law 9 3 6 8,5
Total 11 4 7 9,9
Faculty of Education and
Psychology
Pedagogy 5 1 4 4,7
Pre-School Education 1 0 1 0,9
Primary School Education 7 3 4 6,6
Psychology 8 3 5 7,5
Social Education 5 2 3 4,7
Social Work 5 2 3 4,7
Master 4 2 2 3,8
Total 39 13 26 35,1
Total 106 57 49 100.0
BEDA:Assessment Battery of Dyslexia in Adults
Case study
48. 4848
Method
Instrument:
*Based on UGA Phonological/Orthographic Battery (Gregg, 1998), adapted from Diaz (2007).
BEDA:Assessment Battery of Dyslexia in Adults
Case study
Modules Tasks
Phonological processing 1. Segmentation into syllables (12 items)
2. Number of syllables (12 items)
3. Segmentation into phonemes (12 items)
4. General rhyme (4 items)
5. Specific rhyme (18 items)
6. Phonemic location (15 items)
7. Omission of phonemes (16 items)
Orthographic processing 8. Homophone/pseudohomophone choice (13 items)
9. Orthographic choice (18 items)
Lexical access 10. Word reading (32 items)
11. Pseudoword reading (48 items)
Processing speed 12. Visual speed (35 items)
Working memory 13. Verbal working memory (18 items)
Semantic processing 14. Reading expository (10 items)
15. Narrative texts (10 items)
273 items
53. 5353
Results
Analysis and debugging of the items:
• Successes/Errors
• Missing
• Difficulty Index (p)
• Levels of difficulty
• Discrimination index (D)
• Levels of discrimination
• Correlations (R)
BEDA:Assessment Battery of Dyslexia in Adults
Case study
273 190 items
Task Initial items Final items
1.Segmentation into syllables 12 12
2.Number of syllables 12 11
3.Segmentation into phonemes 12 12
4.General rhyme 4 4
5.Specific rhyme 18 7
6.Phonemic location 15 10
7.Omission of phonemes 16 16
8.Homophone/pseudohomophone
choice 13 7
9.Orthographic choice 18 12
10.Reading words 32 7
11.Reading pseudowords 48 25
12.Visual speed of letters and
numbers 35 27
13.Retaining letters and words 18 16
14.Reading narrative text 10 10
15.Reading expository text 10 10
54. 5454
Discussion
• Dyslexia may be caused by a combination of phonological, orthographic,
lexical, speed, memory and/or semantic deficits (Booth et al., 2000; Bull & Scerif, 2001;
Marslen-Wilson, 1987; Waters et al., 1984).
• Tasks used to assess each cognitive process were based on related research
works in assessing dyslexia in children and adults (Díaz, 2007; E. García, 2004; C. S.
González, Estevez, Muñoz, Moreno, & Alayon, 2004b; D. González et al., 2010; Guzmán et al., 2004; Jiménez
et al., 2004; Jiménez & Ortiz, 1993; Rojas, 2008).
• Debugging of the assessment items was based on correlations, variance,
difficulty index and discrimination index (Díaz, 2007; E. García, 2004).
BEDA:Assessment Battery of Dyslexia in Adults
Case study
55. 55
BEDA
Database
(Postgres)
Phonological
processing module
Orthographic
processing module
Working memory
module
Processing speed
module
Lexical access
module
Semantic
processing module
Assessment modules
Management modules
Administration
module
Results analysis
module
Web
server
(Apache)
PHP
BEDA:Assessment Battery of Dyslexia in Adults
Architecture
M
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Student
Teacher
Expert
Output
Text
Graphics
Audio
Input
Speech
Writing
Mouse
Keyboard
59. 59
Assistance
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
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A
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A
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M
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Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
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Web Services
1
2
1 PADA: Panel de Analíticas de Aprendizaje de Dislexia en Adultos
2 RADA: Recomendador de Actividades para la Dislexia en Adultos
60. 60
Learning analytics
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
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A
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M
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Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
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Web Services
61. Learning analytics
61
Awareness, which leads to reflection on learning, and facilitate self-
regulation, are powerful predictors for the academic success (Goldberg et al.,
2003; Raskind et al., 1999; Reiff et al., 1994).
Opening the learner model to students encourages such awareness,
reflection and self-regulation of their learning (Bull & Kay, 2008, 2010; Mitrovic &
Martin, 2007).
An emerging technique for the visualization of the learner model is:
Learning Analytics (Hsiao et al., 2010; Verbert et al., 2011).
PADA, a dashboard of learning analytics of dyslexia in adult
62. 62
1. Proposing the dashboard of learning analytics.
2. Answering the next questions:
• Could students view their learner model?
• Could students understand that model?
• Did students agree with the visualizations presented in that model?
• Were students aware on their difficulties, learning styles and cognitive
deficits?
• Could PADA support students to perform self-regulated learning?
• Were learning analytics useful for students?
PADA:Dashboard of learning analytics of dyslexia in adults
Case study
Study description
63. 63
N: 26
F: 15
M: 11
Age x: 27
Sx: 6,8
Range: 21-53
•Students had a Reading Profile A (detected
with ADDA).
•8 students with diagnosis of dyslexia.
PADA:Dashboard of learning analytics of dyslexia in adults
Case study
Method
Participants:
64. 64
PADA:Dashboard of learning analytics of dyslexia in adults
Case study
Method
Instrument:
Descriptive information
DES.1. Have you been diagnosed with dyslexia?
Navigation
A.1. to A.4. Did you check graphical and textual visualizations in… Tab 1?, Tab 2?, Tab 3, Tab 4?
Understanding
B.1. to B.4. Was it easy for you to understand the meaning of the visualizations displayed on… Tab 1?, Tab 2?, Tab
3?, Tab 4?
Inspection
C.1. Do you agree with the visualizations about your reading difficulties?
C.2. Do you agree with the visualizations about your associated difficulties (i.e., languages, memory, etc.)?
C.3. Do you agree with the visualizations about your reading habits?
C.4. Do you agree with the visualizations about your writing habits?
C.5. Do you agree with the visualizations about your learning style?
C.6. Do you agree with the visualizations about your successes/errors in each cognitive assessment task?
C.7. Do you agree with the visualizations about your successes/errors in each cognitive process?
C.8. Do you agree with the visualizations about your results in the cognitive assessment tasks?
C.9. Do you agree with the visualizations about your cognitive deficits?
Awareness
D.1. Was it possible for you to be aware about your reading difficulties?
D.1.* The former was possible by means of…
D.2. Was it possible for you to be aware about your learning style?
D.2.* The former was possible by means of…
D.3. Was it possible for you to be aware about your cognitive deficits?
D.3.* The former was possible by means of…
D.4. Was it helpful for your awareness process to view your learning analytics versus the performance of
others (i.e., “peers” and “class”?
D.5. Did you learn more about your difficulties than you knew previously?
D.6. to D.9. What other visualizations do you think could improve your experience in… Tab 1?, Tab 2?,Tab 3?, Tab 4?
Self-regulation
E.1. Do you think that PADA can help you in reflecting and making decisions to self-regulate your learning
process?
Usefulness
F.1. Was it useful for you to check the visualizations in multiple views (i.e., graphical and textual)?
F.2. Did the presented learning analytics provide feedback on your reading performance?
F.3. Do you think PADA helps to recognize strengths and weaknesses in your reading process you could use
to improve your academic performance?
F.4. Did you find all the visualizations you expected?
Recommendations
REC.1. Finally, if you could have a recommender system in PADA, what kind of recommender do you prefer? ‘1
- advices recommended by dyslexia-affected peers’, ‘2 - activities/tasks recommended by expert’, ‘3 -
exercises, games, and other resources recommended by experts’.
Comments
COM.1. Please, if you have more comments about your experience with PADA ...
1. Demographics forms
2. ADDA
3. ADEA
4. BEDA
PADA
Online survey
65. 65
Form: computer-based.
Target: voluntary students.
Application: individual.
Responsible: examiner.
Time needed: 90 minutes.
PADA:
Case study
Method
Procedure:
Dashboard of learning analytics of dyslexia in adults
66. 66
PADA:Dashboard of learning analytics of dyslexia in adults
Case study
Results
Navigation:
All students navigated through the different learning analytics.
They only had problems to understand the meaning of the learning analytics
of cognitive processes.
Understanding:
Inspection: Question Responses (n=26) Possible-dyslexic (n=18) Dyslexic (n=8)
Strongly
disagree
Disagree Indifferent Agree Strongly
Agree
M SD M SD
C.1. 0 2 0 12 12 4.44 0.784 4.00 0.926
C.2. 0 1 3 11 11 4.28 0.752 4.13 0.991
C.3. 0 0 3 14 9 4.22 0.732 4.25 0.463
C.4. 0 2 4 11 9 3.94 1.056 4.25 0.463
C.5. 0 0 0 9 17 4.78 0.428 4.38 0.518
C.6. 0 1 3 16 6 4.11 0.832 3.88 0.354
C.7. 0 2 3 13 8 4.11 1.023 3.88 0.354
C.8. 0 2 3 14 7 4.17 0.857 3.63 0.744
C.9. 1 1 0 17 7 4.28 0.752 3.63 1.061
Cognitive
processes
67. 67
Question Responses (n=26) Possible-dyslexic (n=18) Dyslexic (n=8)
Never Almost
never
Sometimes Almost
always
Always M SD M SD
D.1. 1 2 5 7 11 4.00 1.237 3.88 0.991
D.2. 0 0 2 5 19 4.72 0.575 4.50 0.756
D.3. 2 3 1 12 8 3.78 1.263 3.88 1.246
D.4. 0 3 6 4 13 4.11 1.231 3.88 0.835
D.5. 0 2 4 12 8 4.22 0.808 3.50 0.926
Question Responses (n=26) Possible-dyslexic (n=18) Dyslexic (n=8)
Never Almost
never
Sometimes Almost
always
Always M SD M SD
F.1. 0 0 0 3 23 4.94 0.236 4.75 0.463
F.2. 1 0 6 13 6 3.94 1.056 3.75 0.463
F.3. 0 6 5 8 7 3.72 1.274 3.38 0.744
F.4. 0 0 5 16 5 4.22 0.548 3.50 0.535
PADA:Dashboard of learning analytics of dyslexia in adults
Case study
Results
Awareness:
Usefulness:
Expected
visualizations
Self-regulation:
61.5% of the students think that PADA could encourage self-regulation in the
learning process.
Increased
knowledge
68. 68
• Perceptions of students shown that PADA is reliable, though this claim may
require further analysis of the system's confidence (Bull & Pain, 1995; Mabbott &
Bull, 2006).
• It was identified that some dyslexic students did not increase their
awareness because they already knew their particular difficulties since
childhood (Decker, Vogler & Defries, 1989; Wolff & Lundberg, 2003).
PADA:Dashboard of learning analytics of dyslexia in adults
Case study
Discussion
69. 69
Architecture
•SQL Queries
Aggregation
rule
•Self
•Peer
•Class
Social Plane
Parameter
•Expert -> Class, peer, self
•Teacher -> Class, peer, self
•Student -> self, peer
Perspective
Parameter
Aggregator Elements
Indicator
Layer
Control
Layer
Semantic
Layer
LMSInterface
Activity-based Aggregators
Outcome-based Aggregators
Data Mining
Learning Analytics Solutions
AJAXCalls
Monitor Log / Assessment Results
Sensor
Layer
PADA:Dashboard of learning analytics of dyslexia in adults
*Based on AEEA architecture (Florian, 2013).
Forms,
ADDA, ADEA,
and BEDA
services
73. 73
Recommendations
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
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A
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I
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M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
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Web Services
74. 74
RADA, a recommender of activities for dyslexia in adults
Recommendations
Giving hints, feedback, guidance and/or advice support the self-regulation
of the students (Passano, 2000; Santiuste & González-Pérez, 2005).
Recommender system of activities/tasks fed by experts (Mejía, Florian, Vatrapu,
Bull & Fabregat, 2013).
75. 75
1. Proposing the recommendations for students with cognitive deficits.
2. Answering the next questions:
• Did you check recommendations (textual and auditory) when entering
RADA?
• Was it easy to understand the recommendations displayed in RADA?
RADA:Recommender of activities for dyslexia in adults
Study description
Case study
76. 76
N: 20
Age x: 24
Sx: 2,1
Range: 22-27
36 recommendations
Instrument:
RADA:Recommender of activities for dyslexia in adults
Method
Participants:
Case study
Example of recommendation for training Speed
Processing:
“Use video games involving your quick reaction
and action. For example, the game “Tetris” or
games in which have time limits for completing a
task”.
77. 77
RADA:Recommender of activities for dyslexia in adults
Method
Procedure:
Case study
Form: computer-based.
Target: voluntary students.
Application: individual.
Responsible: examiner.
Time needed: 15 minutes.
78. 78
• All students confirmed they could both hear and read the
recommendations.
• Some of the recommendations have to be reviewed and restructured by
the expert psychologists.
RADA:Recommender of activities for dyslexia in adults
Results
Case study
79. 79
Integration
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
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A
N
I
S
M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
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S
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Web Services
Web Services
80. 80
Framework’s software toolkit
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
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L
T
I
M
O
D
A
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M
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C
H
A
N
I
S
M
S
Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
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Web Services
Web Services
81. Framework’s software toolkit
81
Forms
Tool to capture
student’s
demographics
ADEA
Tool to capture
student's
learning style
Tool to capture
student's
cognitive traits
BEDAADDA
Tool to capture
student's
reading profile
PADA
Tool to visualize
student's model
RADA
Tool to visualize
student's
recommendations
Cognitive
processes
Reading
aspects
Recommen
dations
Activity
logs
Reading
outcomes
Assessment
results
Users
Roles &
capabilities
Learning
style
SOFTWAREPROCESSDATABASES
Learner Model Adaptation Processes
Registering
user, role, age,
academic
program, etc.
Detecting
particular
reading
difficulties
Detecting
learning styles
Assessing
cognitive
processes
Delivering
personalized
learning
analytics
Delivering
personalized
recommendations
Detection Assessment Assistance
82. 82
PIADA’s block
LMS
Personal details tool
Cognitive traits
Reading profile
Learning analytics’
Dashboard
Learning styles
Recommendations
M
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A
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M
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Learning style tool
Detection
Assessment battery
Recommendations
engine
Reading profile tool
Demographics
Learning analytics
engine
Assessment
Assistance
Student
Teacher
Expert
Framework
Forms
PADA
RADA
ADEA
BEDA
ADDAWeb Services L
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Web Services
PIADA: Plataforma de
Intervención y Asistencia
de Dislexia en Adultos
83. PIADA’s block
83
Module created in Moodle to integrate the the framework's software
toolkit with an LMS.
Moodle:
• Great pedagogical and technological flexibility and usability.
• Supported by a large community of developers and users.
• Developed as an open source educational application.
• Simple interface, lightweight, and efficient, which can manage great
amounts of educational resources.
• Easy to install.
LMS used at the University of Girona, as well as other universities that
have contributed in the development of this research work.
84. 84
MOODLE Framework’s software toolkit
SOAP
COMMUNICATION
Remote
call
(SOAP
libraries)
Publish
service
(SOAP
libraries)
PIADA
block
PIADA’s block
Web services
Forms
PADA
RADA
ADEA
BEDA
ADDA
88. How to include Spanish-speaking university students with
dyslexia and/or reading difficulties in an e-learning process?
e-Learning
Learning
Management
System (LMS)
Dyslexia
and/or reading
difficulties
Personalization
Learner modeling
and adaptation
88
1. A learner model made up of demographics, reading profile, learning styles,
and cognitive traits
2. Adaptation engines to deliver learning analytics and specialized
recommendations
3. Mechanisms to integrate into an LMS
General summary
89. Contributions
89
1 Framework
2
3 Software tools
4 Psychometric tools
5 Datasets
•DetectLD
•BEDA, PADA, RADA, and PIADA
•Self-report questionnaire ADDA
•Battery BEDA
•513 university students after ADDA
•119 university students after BEDA
Web-based architectures
General summary
90. Conclusions
90
RQ.1. How can university students with dyslexia and/or reading difficulties
be detected?
• Three parallel ways in which the detection could be made.
• Self-report questionnaires are useful for detecting students with dyslexia.
• ADDA: Self-report questionnaire to detect dyslexia in adults.
• Two reading profiles namely: students with and without current difficulties.
• Learning styles are useful for identifying compensatory strategies.
• Felder-Silverman’s Index of Learning Styles (ILS).
RQ.2. How can cognitive traits of the students with dyslexia and/or reading
difficulties be assessed in order to inquire which cognitive processes related
to reading are failing?
• Cognitive processes associated with reading.
• Batteries useful tools for assessing cognitive processes.
• BEDA: Assessment Battery of Dyslexia in Adults.
• Valid in terms of content.
• First scope of standardization.
91. 91
RQ.3. How can students with dyslexia and/or reading difficulties be
assisted?
Awareness and self-regulation for the academic successful.
Learning analytics for opening the learner model.
Dashboards are useful tools for visualizing learning analytics.
PADA: Assessment Battery of Dyslexia in Adults.
Giving hints, feedback and advice for facilitating self-regulation.
RADA: Recommender of activities for dyslexia in adults.
RQ.4. How can the detection, assessment and assistance of university
students with dyslexia and/or reading difficulties be provided in a LMS?.
Web services can be used independently from a LMS.
Moodle useful tool for integrating the framework.
PIADA's block: Block of the Platform for Intervening and Assisting Dyslexia in
Adults.
Conclusions
92. Future work
92
• Analyzing the tools effectiveness with large samples of university students
with dyslexia.
• Replicating the findings and validating them in other university contexts.
• Developing improvements of functionalities.
• Creating a tutorial that explains theoretical foundations for teachers and
students.
• Providing adapted assistance resources and services through an LMS.
93. Future work
93
• ADDA (Self-report questionnaire to detect dyslexia in adults): studying the
influence of each section for defining the profiles, considering
motivational and affective aspects, creating a standardized procedure.
• ADEA (Self-report questionnaire to detect learning styles): identifying
detailed patterns about the preferences of students with dyslexia.
• BEDA (Assessment Battery of Dyslexia in Adults): converting on a
psychometric test standardized.
• PADA (Assessment Battery of Dyslexia in Adults): creating visualizations
that combine the different aspects of the learner model.
• RADA (Recommender of activities for dyslexia in adults): creating decision
algorithms for the recommendations engine.
94. Publications
94
Journal papers
• Mejía, C., Florian, B., Vatrapu, R., Bull, S., Fabregat, R. (2013). “A novel web-based approach for visualization
and inspection of reading difficulties on university students”. Computers & Education (Impact Factor: 2.621).
Submitted (May 2013).
• Mejía, C., Giménez, A., Fabregat, R. (2013). “Evidence for Reading Disabilities in Spanish University Students
– Applying ADDA”. The Scientific World Journal (Impact Factor: 1.730). Submitted (August 2013).
• Mejía, C., Díaz, A., Jiménez, J., Fabregat, R. (2012). “BEDA: a computarized assessment battery for dyslexia in
adults”. Journal of Procedia-Social and Behavioral Sciencies, Volume 46, Pages 1795–1800. Published by
Elsevier Ltd., doi: 10.1016/j.sbspro.2012.05.381.
Book chapters
• Díaz, A., Jiménez, J., Mejía, C., Fabregat, R. (2013). “Estandarización de la Batería de Evaluación de la Dislexia
en Adultos (BEDA)”. In M. del C. Pérez Fuentes & M. del M. Molero Jurado (Eds.), Variables Psicológicas y
Educativas para la Intervención en el Ámbito Escolar. GEU Editorial.
• Mejía, C., Díaz, A., Jiménez, J., Fabregat, R. (2011). “Considering Cognitive Traits of University Students with
Dyslexia in the Context of a Learning Management System”. In D.D. Schmorrow and C.M. Fidopiastis (Eds.),
Lecture Notes in Computer Science, Volume 6780/2011, Pages 432-441. Published by Springer, doi:
10.1007/978-3-642-21852-1_50.
• Baldiris, S., Fabregat, R., Mejía, C., Gómez, S. (2009). “Adaptation Decisions and Profiles Interchange among
Open Learning Management Systems based on Agent Negotiations and Machine Learning Techniques”. In J.
Jacko (Ed.), Lecture Notes in Computer Science (Vol. 5613, pp. 12-20). Springer Berlin / Heidelberg.
doi:10.1007/978-3-642-02583-9_2.
95. Publications
95
Conference papers
• Mejía, C., Bull, S., Vatrapu, R., Florian, B., Fabregat, R. (2012). “PADA: a Dashboard of Learning Analytics for
University Students with Dyslexia”. Proceedings of the Last ScandLE Seminar in Copenhagen.
• Mejía, C., Díaz, A., Florian, B., Fabregat, R. (2012). “El uso de las TICs en la construcción de analíticas de
aprendizaje para fomentar la autorregulación en estudiantes universitarios con dislexia”. Proceedings of
Congreso Internacional EDUTEC 2012, Canarias en tres continentes digitales: educación, TIC, NET-Coaching.
• Mejía, C., Giménez, A., Fabregat, R. (2012). “ATLAS versión 2: una experiencia en la Universitat de Girona”.
Proceedings of the XXVIII Congreso Internacional AELFA: Asociación Española de Logopedia, Foniatría y
Audiología.
• Mejía, C., Fabregat, R. (2012). “Framework for Intervention and Assistance in University Students with
Dyslexia”. In Bob Werner (Eds). Proceedings of the 12th IEEE International Conference on Advanced Learning
Technologies (ICALT 2012), Volume 2012, pp. 342-343. Rome, Italy.
• Mejía, C., Clara, J., Fabregat, R. (2011). “detectLD: Detecting University Students with Learning Disabilities in
Reading and Writing in the Spanish Language”. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World
Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (ED-MEDIA 2011),
Volume 2011, Issue 1, pp. 1122-1131, Chesapeake, VA: AACE. Lisboa, Portugal.
• Gelvez, L., Mejía, C., Peña, C.I., Fabregat, R. (2010). “Metodología de Gestión de Proyectos aplicada al
Desarrollo de Objetos de Aprendizaje”. In J. Sánchez, Congreso Iberoamericano de Informática Educativa (Vol.
1, pp. 690-697). Santiago de Chile, Chile.
• Mejía, C., Fabregat, R., Marzo, J.L. (2010). “Including Student's Learning Difficulties in the User Model of a
Learning Management System”. XXXVI Conferencia Latinoamericana de Informática (CLEI 2010) (pp. 845-
858). Asunción, Paraguay.
96. Publications
96
Conference papers
• Mejía, C., Fabregat, R. (2010). “Towards a Learning Management System that Supports Learning Difficulties
of the Students”. In P. Rodriguez (Ed.), XI Simposio Nacional de Tecnologías de la Información y las
Comunicaciones en la Educación (ADIE), SINTICE 2010 (pp. 37-44). Ibergarceta Publicaciones , S.L. Valencia,
Spain.
• Mejía, C., Baldiris, S., Gómez, S., Fabregat, R. (2009). “Personalization of E-Learning Platforms Based On an
Adaptation Process Supported on IMS-LIP and IMS-LD”. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen, & D. A.
Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2009 (pp.
2882-2887). Charleston, SC, USA: AACE.
• Mejía, C., Mancera, L., Gómez, S., Baldiris, S., Fabregat, R. (2008). “Supporting Competence upon dotLRN
throught Personalization”. 7th OpenACS / .LRN conference (pp. 104-110). Valencia, Spain.
• Mejía, C., Baldiris, S., Gómez, S., Fabregat, R. (2008). “Adaptation Process to Deliver Content based on User
Learning Styles”. In L. Gómez Chova, D. Martí Belenguer & I. Candel Torres (Eds.), International Conference of
Education, Research and Innovation (ICERI 2008) (pp. 5091-5100). International Association of Technology,
Education and Development (IATED). Madrid, Spain.
Guides & reports
• Díaz, A., Mejía, C., Jiménez, J., Fabregat, R. (2012). “Manual de uso e instrucciones de la batería de
evaluación de dislexia en adultos (BEDA)”. Universitat de Girona (27 p.), unpublished, Girona (Spain).
• Mejía, C., Díaz, A., Jiménez, J., Fabregat, R. (2012). “Manual de instalación de la Batería de Evaluación de
Dislexia en Adultos (BEDA)”. Universitat de Girona (5 p.), unpublished, Girona (Spain).
97. Publications
97
Final thesis reports
• Co-director of the bachelor’s degree project: “Integration of a framework for intervention and assistance of
students with reading difficulties with the e-learning platform MOODLE”, developed by Marco Caballero,
Randy Espitia, Julio Martinez. University of Córdoba, Colombia, 2013.
• Co-director of the bachelor’s degree project: “Design and implementation of a system for detection of
students with learning disabilities in reading and identification of cognitive processes deficient”, developed
by Jonathan Clara. University of Girona, Spain, 2011.
Invited talks
• Mejía, C. “Framework per a personalitzar la intervenció i assistència per a estudiants amb dislèxia a través
d’un sistema de gestió de l’aprenentatge”. In FEDER project reports – Clúster TIC MEDIA de Girona,
presented at Jornades de Creació d'Objectes d'Aprenentatge Adaptatius: l’Ajuntament de Girona. 2011.
Girona, Spain.
• Gómez, S., Mejía, C. Construcción de Unidades de Aprendizaje Adaptativas basada en el Contexto de Acceso.
I Congreso Internacional de Ambientes Virtuales de Aprendizaje Adaptativos y Accesibles - Competencias
para Todos (CAVA3). 2009. Montería, Colombia.
• Mejia, C., Gomez, S., Huerva, D. Adaptation Process in E-Learning Platforms. BCDS International Workshop.
2008. Girona, Spain.
98. Publications
98
Scientific collaborations
• Collaborative work initiative for the development of PADA with the Computational Social Science Laboratory
(CSSL) from the Copenhagen Business School (Denmark), the Open Learner Modeling Research Group from
the University of Birmingham (UK), and the Department of Education at the University of La Palmas de Gran
Canarias (Spain). 2013.
• Collaborative work initiative for the development of BEDA with the Research Group on Learning Disabilities,
Psycholinguistics and New Technologies (DEA&NT) from University of La Laguna (Spain). 2012.
• Collaborative work initiative for the development of ADDA with the University of Girona (Spain), and the
Department of Psychology from University of Malaga (Spain). 2011.
99. Framework for Detection, Assessment
and Assistance of University Students
with Dyslexia and/or Reading
Difficulties
Framework for Detection, Assessment and
Assistance of University Students with Dyslexia
and/or Reading Difficulties
THANK YOU
Girona
October 2013
100. Framework for Detection, Assessment
and Assistance of University Students
with Dyslexia and/or Reading
Difficulties
Framework for Detection, Assessment and
Assistance of University Students with Dyslexia
and/or Reading Difficulties
QUESTIONS
Girona
October 2013