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EuroCall Conference “European Association for Computer-Assisted Language Learning” Cracow, Poland 24-27.8.2005 EUROCALL 2005 “Development and Implementation.

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Presentation on theme: "EuroCall Conference “European Association for Computer-Assisted Language Learning” Cracow, Poland 24-27.8.2005 EUROCALL 2005 “Development and Implementation."— Presentation transcript:

1 EuroCall Conference “European Association for Computer-Assisted Language Learning” Cracow, Poland 24-27.8.2005 EUROCALL 2005 “Development and Implementation of an adaptive hypermedia system for young learners” J. E. Agudo, H. Sánchez, E. Sosa

2 OVERVIEW ICTS AND LANGUAGES AT EARLY AGES LEGISLATION IN EARLY LEARNING ICTS AND LANGUAGES IN EARLY LEARNING CLASS MAIN FACTORS FOR A CORRECT USE ADAPTIVE HYPERMEDIA SYSTEMS (AHS) SHAIEX FUTURE WORK

3 ICTS USE IN EARLY LEARNING IS IT APPROPIATE AT THIS AGE (3 TO 5 Years)? HOW CAN WE USE THEM? SPECIFIC DEVICES? MAIN MATERIAL OR AID MATERIAL?

4 FOREIGN LANGUAGE LEARNING AT EARLY AGES Suitability at early learning Period of input and output Development of an open attitude Familiarization with a foreign language English in the main language of communication among European members.

5 ENGLISH AND ICTS IN EARLY LEARNING New features in early learning curriculum. Foreign Language ICTS Developing software for language learning at early ages

6 LEGISLATION IN EARLY LEARNING European educative legislation National law (LOCE) Extremenian Autonomic laws Educative Technological Network 1 computer for 6 students in early learning Extremadura is the leader in the ICTs use.

7 ICTS AND LANGUAGES AT EARLY AGES REAL APPLICATION Lack of Material (development phase) Lack of adequacy GEXCALL Development of didactic material suited to young learners (Squeak, Jclic, atenex…) Promote the ICTs development in language teaching and learning

8 ICTS AND LANGUAGES IN EARLY LEARNING CLASS 85% have a computer, but only 44% use it. FACTOR STUDY Which resources do you use in your English class? COMPUTER RESOURCES USED IN EARLY LEARNING CLASS

9 MAIN FACTORS FOR A CORRECT USE Integrate the computer in the class Appropriate educative software for early ages. Input devices Human teacher role

10 Integrate the computer in the classroom Computer Corner Collaborative work A computer for 7 students (Haugland 2000)

11 Appropriate educative software What is missing in the software for children? Appropriate educative software should include: Real time response Less structured to allow the user to choose Multimedia Content Dynamic adaptation Scaffolding Lack of adequacy

12 Input Devices Efficiency and Facility (Friendly user) Mouse, joystick, trackball, tactile screen, …? The mouse is the most effective device (WOOD 2004) But, “Drag & drop” and “double click” need training

13 The human teacher role From Transmitter of knowledge to organiser Key element More benefit

14 Adaptive Hypermedia System (AHS) FACTORS => AHS HIPERTEXT MULTIMEDIA HYPERMEDIA INTELIGENT TUTOR AHS

15 SHAIEX (Sistema Hipermedia Adaptativo para el Aprendizaje de Idiomas en Entorno lineX) Adaptive Hypermedia System for second language learning built in Linex Learning English ICTs Young Learners (3 to 5 years) Linex (GNU/Linux) AHS (Adaptive Hypermedia System)

16 Adaptation (What do we want to adapt?) Level Level 1: 3 years Level 2: 4 years Level 3: 5 years Learning Styles For kids Knowledge Previous knowledge Acquired knowledge ? The Dunn & Dunn Model (Rundle & Dunn 2000)

17 Evaluation (How do we evaluate?) In traditional education Observation in class Our system can’t do it In AHS Test Kids don’t have reading and writing skills However, this is a key factor for the adaptation We evaluate games and activities

18 Working Method Evaluation by parts By the final user The most appropriate activities and games Didactic UnitEvaluationSubUnit 1Valid Unit SubUnit n

19 PEDAGOGIC DOMAIN (DIDACTICS UNITS) Educative centers survey Didactic Units Transversal topics Evaluation Hello! (Presentations) The Body The Family Toys Animals Clothes Food The House The School The Festivals (Party, Easter, Halloween…)

20 DIDACTICS UNITS SURVEYS Didactic unit: Animals Conceptos345Contenidos Lingüísticos345 ColoresLike/ Dislike Saludos y PresentacionesPrepositions NúmerosCommands (Imperative) Let’s Tamaños y FormasTo be El Tiempo atmosféricoIt is … Sentimientos ( amar, odiar, …) y Gustos (Me gusta/ No me gusta) Are you ….? Vocabulario Específico de la UnidadTo have Descripciones sencillas de objetos, personas,Personal and possessive pronouns Orientación Espacial (Arriba, abajo, cerca...)Can/Could Would you like … Acciones (leer, saltar, correr …)Adjectives Comparative and superlative Parentescos (familia, amigos …)These is/are Estados de ánimo/Sensaciones (Feliz, aburrido, tengo frío …) Do/does Yes/no questions Acciones cotidianas (Lavarse las manos, desayunar…) y Partes del día Wh/ open questions Interrogative pronouns Vowels

21 BUILDING THE PEDAGOGIC DOMAIN Didactics units survey Educational Books National and Regional legislation European Portfolio Structure Concepts to pass by level Task and teaching rules (Carro 2001)

22 PEDAGOGIC DOMAIN STRUCTURE Example: Driving licence course Task and teaching rules (Carro 2001)

23 STUDENT Apache Tomcat Server Servlet Container PEDAGOGIC DOMAIN STUDENT MODEL TUTOR USER Jsp page MySQL SHAIEX ARCHITECTURE

24 CHARACTER DESIGN

25 FUTURE WORK Scene Design Animation Intelligent Tutor Creation Web Application Evaluation

26 jeagudo@unex.es http://gexcall.unex.es Extremadura University Project promoted by Junta de Extremadura

27 References Carro R. M. (2001). Un mecanismo basado en tareas y reglas para la creación de sistemas hipermedia adaptativos: aplicación a la educación a través de internet. Tesis Doctoral. Rundle, S. M., & Dunn, R. (2000). The guide to individual excellence: A self directed guide to learning and performance solutions. New York: Performance Concepts International. WOOD, E., WILLWUGHBY, T., SCHMIDT, A., PORTER, L., SPECHT, J.  GILBERT, J. (2004). Assessing the Use of Input Devices for Teachers and children in early childhood education programs. Information Technology in Childhood Education Annual, pp. 261-280.


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