EuroCall Conference “ European Association for Computer-Assisted Language Learning ”

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

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 RESOURCES USED IN EARLY LEARNING CLASS Which resources do you use in your English class? COMPUTER

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? Lack of adequacy Appropriate educative software should include: • Real time response • Less structured to allow the user to choose • Multimedia Content • Dynamic adaptation • Scaffolding

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 HYPERMEDIA MULTIMEDIA AHS INTELIGENT TUTOR

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 Unit SubUnit 1 Evaluation Valid Unit SubUnit n

19. PEDAGOGIC DOMAIN (DIDACTICS UNITS) • Educative centers survey • Didactic Units • Transversal topics • Evaluation

20. DIDACTICS UNITS SURVEYS

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 STRUCTUREExample: Driving licence course • Task and teaching rules (Carro 2001)

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

24. CHARACTER DESIGN

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

26. http://gexcall.unex.es Extremadura University jeagudo@unex.es 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.