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Learning Analytics and Spelling Acquisition in German - the Path to Indivdualization in Learning

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Presentation HCII 2020 conference

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Learning Analytics and Spelling Acquisition in German - the Path to Indivdualization in Learning

  1. 1. 1 S C I E N C E ◼ P A S S I O N ◼ T E C H N O L O G Y u www.tugraz.at Learning Analytics and Spelling Acquisition in German – the Path to Individualization in Learning Markus Ebner, Konstanze Edtstadler and Martin Ebner
  2. 2. 22 Outline • Introduction to IDeRBlog • Background • Goals of the project • Individualization in Learning • Extension of the Intelligent Dictionary • A new Training Format • Example: incorrect spelled words • Walkthrough • Outlook
  3. 3. 33 IDeRBlog & IDeRBlog ii • Erasmus+ Project • Partners in • Belgium • Germany • Austria • Combine development of writing skills and the acquisition of orthographic competences • Primarily for children, age 8 to 12
  4. 4. 44 Ideas and main points • User friendly web-based platform • Writing a text and get automatic feedback for autonomous correction • German orthography is known to be difficult to master. • Help pupils who struggle with the acquisition of German orthography • Help them improve writing and spelling • Provide qualitative analysis of orthographic problems for teachers • Provide exercises for training
  5. 5. 55 Goals of IDeRBlog ii • further implementation in schools in order that more students can benefit from the platform • further individualization of the training material to foster the orthographic competence • extension of the number of words, which give a specific feedback for correcting the mistakes
  6. 6. 66 Individualization – Extension of the Intelligent Dictionary Two strategies: • (1) Analysing the texts between October 2016 and October 2019 • Select most frequent correct and incorrect spelled words • Implementation into the intelligent dictionary by deriving all their word forms and the mistakes corresponding to the categories
  7. 7. 77 Individualization – Extension of the Intelligent Dictionary • (2) teachers suggest words that should be implemented
  8. 8. 88 Individualization – A new Training Format Two approaches: 1. focus on problematic orthographic areas based on the qualitative analysis of mistakes 2. train the specific words that are spelled incorrectly
  9. 9. 99 Example: incorrect spelled words • to train incorrectly spelled words, a specific didactic approach is necessary • it is not enough to just read the words or write them several times. • the words should be trained by applying the strategy of conscious copying • taking into account specific problematic positions in a word • Advantage of digital format: words that need to be trained are chosen automatically by the system
  10. 10. 1010 Example: walkthrough, step 1/3 First step: confrontation with the correctly spelled word and think about possible problematic positions in the word. Word „ähnlich“ – similar
  11. 11. 1111 Example: walkthrough, step 2/3 Second step: write the word by heart without seeing the correctly spelled word
  12. 12. 1212 Example: walkthrough, step 3/3 Third step: feedback on the spelling attempt in contrast to the correct spelling
  13. 13. 1313 Possible modifications • Number of presented words • Up to five words can be presented at the same time in the first step. • Marking of problematic positions • Can be deactivated • Time limit • Optionally definable • Presentation of misspelled words • Only show the correctly spelled word
  14. 14. 1414 Outlook • Currently we work on developing additional training formats and on extending the intelligent dictionary • we are working on the extension of the intelligent dictionary by analyzing the texts written so far • Interesting topic: Corona crisis and IDeRBlog
  15. 15. 1515 Educational Technology • Slides available at: • http://elearningblog.tugraz.at • For further information about the project and partners please visit: • http://iderblog.eu • http://elearning.tugraz.at • https://www.tugraz.at/en/ oe/lehr-und-lerntechnologien/home/
  16. 16. 1616 Acknowledgements The IDeRBlog-project and the IDeRBlog-ii project are funded by the European Commission in the framework of Erasmus+ (IDeRBlog: VG-SPS-SL-14-001616- 3, 2014-2017; IDeRBlog-ii: VG-IN-SL-18-36-047317, 2018-2021). Project-team of IDeRBlog ii: Germany: LPM Saarland (M. Gros = coordinator, N. Steinhauer); Gebundene Ganztagsschule Dellengarten (S. Pfeifer, J. Gregori); Austria: PH Steiermark (K. Edtstadler, E. Herunter); TU Graz (M. Ebner, M. Ebner); Belgium: Gemeindeschule Raeren (A. Huppertz, V. Kistemann);

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