Abstract
This paper shows how Learning Analytic Methods are combined with German orthography in the IDeRBlog-project (www.iderblog.eu). After a short introduction to the core of the platform – the intelligent dictionary – we focus on the presentation and evaluation of a new training format. The aim of this format is, that pupils can train misspelled words individually in a motivating and didactic meaningful setting. As a usability test was run with twenty one third graders, we are able to present the results of this evaluation.
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Acknowledgements
The IDeRBlog-project and the IDeRBlog-ii project are funded by the European Commission in the framework of Erasmus+ (IDeRBlog: VG-SPS-SL-14-001616-3, 2014-2017; IDeRBlog-ii: VG-IN-SL-18-36-047317, 2018-2021).
Project-team of IDeRBlog-ii: Germany: LPM Saarland (M. Gros = coordinator, N. Steinhauer); Gebundene Ganztagsschule Dellengarten (S. Pfeifer, J. Gregori); Austria: PH Steiermark (K. Edtstadler, E. Herunter); TU Graz (M. Ebner, M. Ebner); Belgium: Gemeindeschule Raeren (A. Huppertz, V. Kistemann).
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Ebner, M., Edtstadler, K., Ebner, M. (2020). Learning Analytics and Spelling Acquisition in German – The Path to Individualization in Learning. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science(), vol 12205. Springer, Cham. https://doi.org/10.1007/978-3-030-50513-4_24
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DOI: https://doi.org/10.1007/978-3-030-50513-4_24
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