Building a Moodle front-end for Greek language learning

Building a Moodle front-end for Greek language learningMarigianna Skouradaki, Christos Nikolaou, Mary Kampouraki, Themistocles Kutsuras,

George Koutras, Michael Damanakis, Aspasia Chatzidaki, John Spantidakis,

Antony Hourdakis, Anna Chatzipanagiotidou and Vasileia Kourtis-

Kazoullis

1st Moodle Conference, Crete, Sept. 2012

Problems in mainstream education


Characteristics for web-based language learning environmentsInteractiveAdaptivePrinciples of pedagogical

usabilityEnd-user experience

◦User feedback◦Suitably linked resources with

learning support toolsWebsite evaluation


Failing to do so…


In this case study (1/2)

Guided by the principles mentioned above our team is building an e-learning platform for Greek language learning as second language. It is based on Moodle.


Μαίρη Καμπουράκη

an e-learning platform based on Moodle?

In this case study (2/2)Content generation teams

◦Language teams for different knowledge levels

◦History and civilization teamPedagogical design teamGraphics design team Technological design team


Web-based environment for Greek Language learning


Engaging tasksNotebookGlossaryLibrary of good practicesPortfolioUser trackingHelpResourcesActivitiesQuestion bank – Questions


AdaptivityLanguage knowledge

◦In conformance to the EU defined levels of language knowledge

User’s age◦It is assumed that language

knowledge advances accordingly to age. So context is adapted accordingly to that assumption.


Marigianna

the above components are being categorized accordingly to the user’s language knowledge level and age. By this way we achieve adaptivity

Navigation System


Navigation System – Choosing knowledge level

Marigianna

Here we can see part of the navigation menu which leads the student to the appropriate course according to the age, knowledge legel,and subject preferences.

Interactivity (1/2)Text sections are rich interactive

features:◦flash animations◦real audio files◦grammar explanations◦dictionaries◦video◦photo galleries◦help


Marigianna

When the student chooses the course he finds a variety of resources that are enriched with interactive features such as flash animations, real audio files, videos as well as interactive exercises like multiple choice and drag and drop.

Interactivity (2/2)Exercises tailored to the specific

needs of the Greek language learners:◦Embedded Moodle question types ◦Question type plug-ins installed later on

MoodleFunctionalities:

◦Navigation to different knowledge level exercises

◦Feedback to the user◦Statistics on the attempt


Marigianna

The way that the exercises are presented and function is changed according to the project's needs. The funcitionalities that need to be highlighted here is that the user is able to navigate through different knowledge level exercises. Moreover the user gets animated feedback at the end of the exercise as well as statistics of the attempt.

Enriched resources


Learning via hypermedia and multimedia enriched text

Marigianna

Here we will now see screenshots of resources and exercises. Here is depicted a resource of a history lesson. This resource contains photo gallery, text , hyperlinks and offers the ability to hear the text recorded. The small window that is shown in the right side is additional information and opens after user's demand. You are also able to see the menu around the resource that provides extra functionalities like sound, or help the student navigate. This placement has not come without any problems. For example, one of the main issues we have encountered is that the menu links change in every page. So the system's adaptation time for every menu change is very long as we have to access every page seperately. Moreover, we have had to insert multimedia elements like photo galleries with iframes, as we have found it difficult to incorporate them into the page's code.

Quiz


Learning via hypermedia and multimedia enriched text

Technical IssuesMaintain functionality on Moodle upgrades Administrative issues

◦User roles and enrolments◦Different classes need different Moodle copies◦Redirection to different Moodle installations

(communities)Customized editing teachers: Prevent

teachers from changing our content, without preventing them from adding theirs

Accessing teacher’s new materialNew interactive features


A glance to future work plans

Extra content, and new features, or adapting the existing features to the project’s needs.

Integration of an interactive teacher – student environment

The creation of learning-communities

Evaluation of the future beta edition by teachers and students

Solving technical issues1st Moodle Conference, Crete, Sept. 2012

Marigianna

So, for the conclusion, the environment is still under construction which means that our team intends to continue enriching the platform with extra content, and new features, or adapting the existing features to the project’s needs. These plans also include the integration of an interactive teacher – student environment, and the creation of learning-communities within which the participant schools will be able to communicate, exchange ideas, and participate in collaborative projects. When a beta release of the e-learning environment is ready, it will be evaluated by teachers and students from schools that will be using the environment. The ultimate goal is to optimize the e-learning environment, and enable the system to support the creation of worldwide learning communities for the Greek language.

Conclusions Interdisciplinary effort to develop an e-learning environment

for Greek language learning as second language Moodle LMS is the system’s base Moodle does not cover 100% of the needed functionalities

◦ Core is being changed according to the project’s needs Project respects current research highlights

◦ Adaptivity (with respect to age and knowledge level)◦ Interactivity◦ Specialized content

Courses Quizzes User Tracking User Feedback Animations, and multimedia elements that are being categorized accordingly

to the user’s language knowledge level

◦ User friendly navigation system


Marigianna

Thank you very much for your attention.I would be now happy to hear your questions.

Access us!http://elearning.edc.uoc.gr/moodl

e/Username: demo1 - demo5Password : demodemo100


http://elearning.edc.uoc.gr/moodle/

http://elearning.edc.uoc.gr/moodle/

Architecture of the additional front-end components


User friendly navigation


Marigianna

in this diagram we see an overall representation of moodle the basic system's components. What is additional to the moodle's components is a user friendly navigation system , that guides the user according to specific goals and needs. Of course all of this development does not come without problems. So, in the rest of the presentation we are going to have a quick look of the environment, as well as discuss technical issues that we have met.

E-learning system activity diagram


Μαίρη Καμπουράκη

Activity diagram!No use case model!

Activity diagram of the development process


Building a Moodle front-end for Greek language learning

Technology

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