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

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

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?

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.

ENGLISH AND ICTS IN EARLY LEARNING

• New features in early learning curriculum.

• Foreign Language• ICTS

• Developing software for language

learning at early ages

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.

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

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

MAIN FACTORS FOR A CORRECT USE

• Integrate the computer in the class

• Appropriate educative software for early ages.

• Input devices

• Human teacher role

Integrate the computer in the classroom

• Computer Corner

• Collaborative work

• A computer for 7 students (Haugland 2000)

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

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

The human teacher role

• From Transmitter of knowledge to organiser

• Key element

• More benefit

Adaptive Hypermedia System (AHS)

• FACTORS => AHS

HIPERTEXT

MULTIMEDIA

HYPERMEDIA

INTELIGENT TUTOR

AHS

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)

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)

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

Working Method

• Evaluation by parts

• By the final user

• The most appropriate activities and games

Didactic Unit EvaluationSubUnit 1 Valid Unit

SubUnit n

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…)

DIDACTICS UNITS SURVEYSDidactic unit: Animals

Conceptos 3 4 5 Contenidos Lingüísticos 3 4 5

Colores Like/ Dislike

Saludos y Presentaciones Prepositions

Números Commands (Imperative)Let’s

Tamaños y Formas To be

El Tiempo atmosférico It is …

Sentimientos ( amar, odiar, …) y Gustos (Me gusta/ No me gusta)

Are you ….?

Vocabulario Específico de la Unidad To have

Descripciones sencillas de objetos, personas,

Personal and possessive pronouns

Orientación Espacial (Arriba, abajo, cerca ...) Can/CouldWould you like …

Acciones (leer, saltar, correr …) AdjectivesComparative and superlative

Parentescos (familia, amigos …) These is/are

Estados de ánimo/Sensaciones (Feliz, aburrido, tengo frío …)

Do/doesYes/no questions

Acciones cotidianas (Lavarse las manos, desayunar…) y Partes del día

Wh/ open questions Interrogative pronouns

Vowels

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)

PEDAGOGIC DOMAIN STRUCTUREExample: Driving licence course

•

•Task and teaching rules (Carro 2001)

STUDENT

Apache Tomcat Server

Servlet Container

PEDAGOGICDOMAIN

STUDENTMODEL

TUTOR

USER

Jsp page

MySQL

SHAIEX ARCHITECTURE

CHARACTER DESIGN

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

jeagudo@unex.es

http://gexcall.unex.es

Extremadura University

Project promoted by Junta de Extremadura

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.