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
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.
