adapting e-learning materials to students' intelligence type

Žufić - Kalpić - DAAD - 12th Workshop

Opatija 2 - 9 September 2012

Adapting e-learning materials to students' intelligence type

Janko ŽufićDepartment of pre-school and primary

school teachingUniversity Juraj Dobrila, Pula

Damir KalpićDepartment of applied computing

Faculty of electrical engineering and computing

University of Zagreb

Introduction

• How to adapt e-material to be equally effective for each student?Students differ in:

foreknowledgelearning styleintelligence

...





• Students will learn most effectively if the e-material is adapted to suit them.

• Criterium for adjustment: intelligence • The most frequent models / theories of

intelligence structures are :• Multiple Intelligences (Gardner, 1983.)• The Triarchic Model (Stenberg, 2003.)• Structure of Intellect Model (Guilford 1967.)• The Tree-Stratum Theory (Carroll, 1993.)• Two-factor' theory of intelligence (Spearman, 1927.)

– For almost every model / theory there are developed numerous tests of intelligence

The adaptability of e-materials



Research

• Students of eighth grade in 10 elementary schools in Istria - Croatia (> 500 students)

• Intelligence of students tested• The division of students into four groups

With the strongest verbal factor - VerbFactor with the strongest non-verbal -NoVerbWith the strongest mathematical-logical factor - MLControl group consisted of three previous - Cont



Creating 3 e-materials – one each for every group of students - based on guidelines from the literature



Creating 3 e-materials

Development of e-material for the 4th (control) group: the

above guidelines do not apply



Results

• 19.34% better results verb groups

• 14.16% better results NoVerb groups

• 19.94% better results ML groups

from the control group (the significance level P=0.05)



Development of EduPsy

• In adaptive hypermedia EduPsy system, there are functionality tests of intelligence developed individually for each student (optional)

• E-materials are created for each individual student, based on the tests of intelligence results, learning styles and other elements



Testing the intelligence on the computer



Entry of learning materials into the EduPsy System

• The teacher of the course does not have to possess advanced IT knowledge.

• Teacher spends extra time to prepare materials



The structure of the teaching units

Editor

Paragraph: Enter / edit text

Enter keywords

Prioritization

section

Name of the

modul

Insert audio, video, pictures

or other files

Button to create the questions on a passage (new window)

Highlight terms …

Button to create a new paragraph

Insert a link to the Internet, other sources of interesting games,

Chat

Space for student’s

questions

Entry materials for learning in the system EduPsy



Data storage in MS ACCESS

Name of the particles The content of the

particles Date of material Teachers ID priority of occurrence



Design of e-materials• The application pulls the known parameters of student’s:

– Intelligence– Learning style– Combination of text and background color– How many times the student had to go through the teaching

material– Success of self-testing– Priorities of reccurenies

…and displays material adapted to each student using about

15 CSS files (Cascading Style Sheets) with DIV containers and attributes



Division of the screen



Principles of design of e-materials ML

Teaching strategies The application in the EduPsy System

PROGRAMMED TEACHINGTo divide the text into smaller unitsTo receive feedbackTo direct the activity of an individual to the right directionTo continue only if the self test is successfulTo set teaching goals

Up to 1000 characters of text (2-4 paragraphs)Self-tests with feedbackComments on Self-TestingIf a student does not pass the self-test, repeat the whole learning process for each unit and present the teaching goal

HEURISTIC INSTRUCTIONTo apply the strict structure of teaching materials

and encourage the discovery of new content

Set up a hierarchical table of contentsSet up links to instructional materials marked with 'Level: Advanced', 'internet','Other sources'

PROBLEMS’ CLASSESCooperation, brain-storming, creating analternative to other persons

Setting up links: E-mail, chat with colleagues,go to the Forum and Facebook

SOCRATES' METHODAsking questions to get the answerHighlight certain concepts

Ask questions that will direct students to seek answers.Highlight important concepts through B, I, U and font color



"Mathematical-logical" materials

Hierarchical Table of contents

You are here

links toadditional materials

Communication

Self-tests

Asking questions (Socratic method)



NonVerb

Teaching strategies The application in the EduPsy system

- Pictures,- Videos,- Illustrated books- Use different colors and sizes for textand highlight key words or concepts- Pictures or sketches at the beginning- Visit the places where the course content can be seen- Imaginative games

- Use as many pictures- Use the video- Use the illustrated PDF, Flash, animation, or similar file- Highlight key words and concepts in a different color and size and place them in textboxes- Put a picture or sketch of the beginning of the course content- Links to the materials 'Internet', 'video, “ and "Other Sources'

- Link to the game - if available

Principles of e-material’s design

“NonVerbal" materials

Animations and games

Videos



Principles of e-material’s design

Verbal

Teaching strategies The application in the system EduPsy - Highlight key words- Ask questions that require answers in the form of essays.- Ask questions that begin with 'how‘, 'why' and 'what'- Love to listen to new content- Questions that are answered in one word- Explain / narrate the topic which is discussed- Set up links to answers

- Formation of the B, I, U, and font color- Questions that require answers in the form of essays.

- Ask questions that begin with 'How', 'What' and 'Why'

- Insert the audio content of the teaching material if available- Ask questions that require a short answer- Ask students to recount what was taught and recorded without explanation. The students should listen to the recording.- Set up links to instructional materials marked with 'Advanced', 'internet', 'Other sources'



“Verbal" materials

Audio contents



Verbal e-materials

recording audio content

Feedback, wrong

Feedback, correct

recommendations to continue or not

Feedback

Feedback



Results

• Tests of the 1st year Teaching Education students at the Juraj Dobrila University at Pula, indicate 11-17% better performance of the students who learned with adaptable e-materials than the results of the control group



Conclusion

- Teacher utilizes extra time to prepare teaching materials

-Learning efficiency is better



• Questions? Comments?

adapting e-learning materials to students' intelligence type

Documents

kalpi daad

workshop opatija

video materials

materials diaries

writing computer

2012creating3 ematerials

prepared teaching materials

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