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Über dieses Buch

This book constitutes the refereed proceedings of the First International Conference on Interdisciplinary Research on Technology, Education and Communication, ITEC 2010, held in Kortrijk, Belgium, in May 2010. The 11 revised full papers presented were carefully reviewed and selected from 38 submissions. The papers address all current issues within the fields of computer sciences, applied linguistics, methodology, and educational technology with special emphasis on topics such as distributed decision support, agent based systems, heuristic optimization, heuristics for data mining, distributed search, pervasive learning, mobile learning electronic language learning environments, language testing, CorpusCALL, authoring systems statistical modelling, item response theory, data mining, electronic assessment adaptive and adaptable learning environments, instructional design, game-based learning, learner characteristics, mobile learning.



Adaptive Corrective Feedback in Second Language Learning

The role of corrective feedback (CF) in second language acquisition has received much attention, and it is still a topical issue. Studies on the effectiveness of CF have produced mixed results. An essential problem seems to be that most studies on CF do not take account of individual differences, even though there are clear indications that individual characteristics influence the effectiveness of CF. This points to the necessity of developing research paradigms for CF that can take account of individual learner variation and that can adapt to the learner’s needs and preferences. In this paper we suggest using a CALL system that exploits automatic speech recognition (ASR) and that is designed to adapt to individual learner differences.
Bart Penning de Vries, Catia Cucchiarini, Helmer Strik, Roeland van Hout

Mobile Vocabulary Learning: Activities Allowing for Interaction through Input Enhancement

One of the major challenges of mobile (language) learning consists in designing content that is based on sound pedagogical (theoretical) frameworks and empirical findings. At the same time, content should be adapted to the technological constraints of mobile devices (e.g. screen size, keyboard, etc.). Based on a literature review of existing mobile language learning applications and insights from an interactionist perspective in the SLA literature, we propose a design for mobile vocabulary learning. The design is centered around the idea of providing learners with rich input (multimedia material) and opportunities for receiving input enhancement through interaction. We justify the design choices that were made and illustrate the vocabulary activity by means of some screenshots of a prototype model.
Maribel Montero Perez, Frederik Cornillie, Marie-Paule Senecaut, Stefan De Wannemacker, Piet Desmet

Computerized Adaptive Testing in Computer Assisted Learning?

A major goal in computerized learning systems is to optimize learning, while in computerized adaptive tests (CAT) efficient measurement of the proficiency of students is the main focus. There seems to be a common interest to integrate computerized adaptive item selection in learning systems and testing. Item selection is a well founded building block of CAT. However, there are a number of problems that prevent the application of a standard approach, based on item response theory, of computerized adaptive item selection to learning systems. In this work attention will be paid to three unresolved points: item banking, item selection, and choice of IRT model. All problems will be discussed, and an approach to automated item bank generation is presented. Finally some recommendations are given.
Bernard P. Veldkamp, Mariagiulia Matteucci, Theo J. H. M. Eggen

On-Line vs. Face-to-Face Development of Interactive English Oral Competence: An Empirical Contrastive Study

This article presents a comparative empirical study of the effectiveness of a traditional face-to-face classroom vs. on-line technology for developing interactive oral English competence. The motivation for this study comes from the Clark – Kozma debate regarding the role and effectiveness of digital media in language learning. This question is updated to reflect the nature of modern technology and the way in which languages are currently taught. The learning scenario used for this experiment is presented, the results of which show that while the on-line group did not improve their oral competence as much as the face-to-face group, this was arguably due to behavioural patterns and the related practical difficulties experienced on-line. The authors conclude that, following Kozma’s line of reasoning, ICT-based distance learning of second languages can be as effective as face-to-face learning only when measurements are taken to change the behavioural habits of students and to help them acquire the group discipline that these on-line environments demand.
Timothy Read, Elena Bárcena, Noa Talaván, María Jordano

Speech Technology in CALL: The Essential Role of Adaptation

In this paper we present general guidelines for designing Computer Assisted Language Learning (CALL) applications that make use of Automatic Speech Recognition (ASR) technology. Designing such systems requires a gradual process of adaptation aimed at reaching the optimal compromise between the pedagogical and personal goals of users and the technological possibilities. We also discuss a specific case study in which we applied these guidelines and show the importance of adaptation for satisfactory system performance.
Joost van Doremalen, Helmer Strik, Catia Cucchiarini

From Multidimensional Needs to Language Training for Mobile Professionals: An Interdisciplinary Approach

In Europe mobility among qualified medical staff is on the increase. The first language and culture of these medical professionals are often different from the country in which they work. Even though the majority of foreign medical professionals is willing to learn a foreign language to its full potential, the reality of medical practice shows that this is not always feasible. Thus, the need for an effective approach to learning and training presents itself. This article reports on the different steps which an international interdisciplinary team took to develop a language training tool that can support medical professionals on the work floor ( Moreover, it will show how the quality of the tool was and is assured to meet the expectations of stakeholders and beneficiaries, by adopting the stance that needs analysis is never ending and that evaluation of process and product are an integrated component. As such, this paper covers the domains of applied linguistics and educational technology.
Kris Van de Poel, Ine De Rycke

Science 2.0: The Open Orchestration of Knowledge Creation

Science 2.0 focuses on supporting new practices with new tools. In this keynote, an overview on recently emerging open research support environments is given and substantialized with a set of examples of new practices of creating awareness, facilitating networked collaboration, and supporting reflection.
Fridolin Wild

miLexicon: Harnessing Resources for Personal and Collaborative Language Inquiry

This paper introduces miLexicon, an innovative mobile tool for self-initiated, resource-based language learning. In essence, miLexicon consists of two interacting and extensible collections. One collection contains the language items a learner chooses to investigate, the other references resources (e.g. people, tools, media) useful to this inquiry. We describe this process of personal and collaborative language inquiry and show how we derive it from interviews with language learners. We then indicate how miLexicon is designed to support this process and prompt learners to reflect on their resource use. In describing the development of miLexicon we also provide an exemplar application of a novel framework for designing technology-rich learning contexts.
Joshua Underwood, Rosemary Luckin, Niall Winters

Ontology-Driven Adaptive and Pervasive Learning Environments – APLEs: An Interdisciplinary Approach

This paper reports an interdisciplinary research project on adaptive and pervasive learning environments. Its interdisciplinary nature is built on a firm collaboration between three main research domains, namely, instructional science, methodology, and computer science. In this paper, we first present and discuss mutual, as well as distinctive, vision and goals of each domain from a computer science perspective. Thereafter, we argue for an ontology-driven approach employing ontologies at run-time and development-time where formalized ontologies and rules are considered as main medium of adaptivity, user involvement, and automatic application development. Finally, we introduce a prototype domain context ontology for item-based learning environments and demonstrate its run-time and development-time uses.
Ahmet Soylu, Mieke Vandewaetere, Kelly Wauters, Igor Jacques, Patrick De Causmaecker, Piet Desmet, Geraldine Clarebout, Wim Van den Noortgate

Extending an Educational Math Game with a Pedagogical Conversational Agent: Facing Design Challenges

We describe our work-in-progress of developing an educational game in mathematics for 12-14 year olds, by adding social and conversational abilities to an existing “teachable agent” (TA) in the game. The purpose of this extension is to affect cognitive, emotional and social constructs known to promote learning, such as self-efficacy and engagement, as well as enhancing students’ experiences of interacting with the agent over an extended period of time. Drawing from the EnALI framework, which states practical design guidelines, we discuss specific design challenges and exemplify research considerations as to developing the agent’s visual representation and conversational module. We present some initial findings from prototype testing with students from the target group. Promising developments seem to reside in pronouncing the agent’s personality traits and expanding its knowledge database, particularly its range of conversational topics. Finally we propose some future studies and research directions.
Björn Sjödén, Annika Silvervarg, Magnus Haake, Agneta Gulz

Vocabulary Treatment in Adventure and Role-Playing Games: A Playground for Adaptation and Adaptivity

Although there is pedagogical support for using computer adventure and role-playing games in order to learn a second language (L2), commercial games often lack the instructional qualities for making their language comprehensible for learners. In an interdisciplinary approach, this paper proposes a technique for adapting in-game text in order to teach L2 vocabulary, grounded in research on second language acquisition and adaptive learning systems.
Frederik Cornillie, Igor Jacques, Stefan De Wannemacker, Hans Paulussen, Piet Desmet


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