iREAD

iREAD-Personalised Reading Apps for Primary School Children

Projektbereich / Cluster: Innovation in Lehr-/Lernprozessen

 
Projektleitung:

Mitarbeiterin:


Auftraggeber/Mittelgeber:
Das Projekt iREAD wird gefördert durch das Forschungs- und Innovationsprogramm Horizon 2020 der Europäischen Union unter dem Grant Agreement Nr. 731724.

Projektträger:
Duale Hochschule Baden-Württemberg Karlsruhe

Kooperationspartner:
University College London, United Kingdom
National Technical University Of Athens - Ntua, Greece
Dolphin Computer Access Ltd, United Kingdom
Fish In A Bottle Limited, United Kingdom
Knowble Bv, Netherlands
Goeteborgs Universitet, Sweden
Panepistimio Ioanninon, Greece
Deutsches Forschungszentrum Fuer Kuenstliche Intelligenz Gmbh, Germany
Universitatea Lucian Blaga Din Sibiu, Romania
S. Patakis S.A., Greece
Dyslexia Institute Lbg, United Kingdom
Universitat De Barcelona, Spain
Duale Hochschule Baden-Württemberg, Germany
Douka Ekpaideftiria Ae - Palladion Lykeion Ekfpaideuthria Douka, Greece
The British Council, United Kingdom
Wisdom Edition As, Norway
Pickatale Dooel Tetovo, Former Yugoslav Republic Of Macedonia

Projektkoordinator:
Duale Hochschule Baden-Württemberg Karlsruhe


Projektlaufzeit:
01.01.2017 - 30.12.2020

Projektbeschreibung + Zielsetzung:
iREAD ist ein europäisches Innovationsprojekt, das gemeinsam mit Bildungseinrichtungen neue Lerntechnologien für die Förderung der Lesekompetenz von Grundschülern entwickelt. Das Projekt vereint 17 Partner aus neun europäischen Ländern. Das Ziel des Projektes ist die Entwicklung einer Software mit einer Vielzahl von Lernanwendungen, die das Lernen, Lehren und Bewerten von Lesefähigkeiten fördert sowie die Einführung der neuen Technologie in den Schulen, um die bestehenden Unterrichtsaktivitäten zu unterstützen.

Zielgruppe: Grundschule

Vorgehensweise
Den teilnehmenden Projektschulen werden Tablets inklusiv der Lernsoftware (Navigo und Reader-App) zur Verfügung gestellt. Die Klassenräume werden zu diesem Zweck mit WLAN ausgestattet.                    

Methodik:

  • Durchführung von Unterrichtsbesuchen zur Analyse des Einsatzes von iRead im Unterricht
  • Untersuchung von Effekten und Bedingungen der Nutzung von iRead im Unterricht
  • Workshops für Lehrer*innen zum Einsatz digitaler Medien.

Status/Stadium des Projekts:
Stand Februar2019:

  • Durchführung von Unterrichtsbesuchen in Grundschulen in Karlsruhe und Umgebung
  • Testung der Spiele
  • Planungsphase der Studie "Effekte und Bedingungen der Nutzung von iRead im Unterricht"
  • Durchführung von Workshops zum Thema Einsatz digitaler Medien im Unterricht.

Veröffentlichungen:
https://iread-project.eu/iread-publications/

Links:
https://iread-project.eu/
https://www.youtube.com/watch?v=7mLwcPqvacQ

Ansprechpartner und Projektleitung an der DHBW:
Prof. Kay Margarethe Berkling, Phd
Tel.: +49 721 9735 864
E-Mail: kay.berklingnoSpam@dhbw-karlsruhe.de

ireadnoSpam@dhbw-karlsruhe.de

Publikationen

  • Erweiterte Suche öffnen

  • 2018

  • Benton, Laura; Vasalou, Asimina; Berkling, Kay; Barendregt, Wolmet; Mavrikis, Manolis (2018) : A Critical Examination of Feedback in Early Reading Games: Proceedings of the 2018 annual conference on Human factors in computing systems. ACM Press

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  • Berkling, Kay; Rémi Lavalley (2018): Automatic orthographic error tagging and classification for German texts. In: Computer Speech & Language 52, S. 56-78. DOI: 10.1016/j.csl.2017.11.002
  • 2017

  • Axtmann, Nico; Mehmet, Carolina; Berkling, Kay : The CSU-K Rule-Based Pipeline System for Spoken CALL Shared Task in Education, SLaTE 2017, Stockholm, Sweden, 25-26 August 2017, S. 85-90

     

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  • Berkling, Kay (2017) : Phontasia: A phonic game for German and its effect on orthographic skills–first corpus explorations: Proc. WOCCI 2017: 6th International Workshop on Child Computer Interaction, S. 7-16

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  • 2016

  • Berkling, Kay (2016) : Corpus for Children’s Writing with Enhanced Output for Specific SpellingPatterns (2nd and 3rd Grade): The International Conference on Language Resources and Evaluation (LREC)

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  • Berkling, Kay; El-Husseny, Abdullrahman; Latt, Denis; Petrov, Christian; Waigand, Andreas; Walther, Jochen (2016) : GamES MOOC: Conceptual Ideas and First Steps Towards Implementation of a MOOC for Children In: SciTePress: International Conference on Computer Supported Education (CSEDU)

    Abstract: This paper presents conceptual ideas and a first prototype towards establishing a GamES (GAM)ified (E)lementary (S)chool MOOC for children who do not have access to schools. The project is being developed across several Bachelor student projects in collaboration between Cooperative State University, Karlsruhe and the German University of Cairo. A hybrid architecture is designed to support children on mobile devices with intermittent Internet access. Upon access, current learning status and new content are updated. The content consists of leveled games addressing skills defined by the US common core standards for K-5 in subjects Mathematics and English (that can be adapted to other languages). The children’s MOOC combines ideas of adaptive user interface, off-line personalized learning, common core standards, and game-based learning. The child’s user interface is gamified and after initial registration designed to be manageable for K-5 graders. A second interface addresses the community of game developers who are interested in donating games for certain core skills. In a next step, assessment and government certification of achievements will be tackled. The MOOC software is intended as open source to allow for community development.

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  • Berkling, Kay; Reichel, Uwe (2016) : Progression in Materials for Learning to Read and Write - a Cross-Language and Cross-Century Comparison of Readers: Workshop on Child 2016, S. 1-9

    Abstract: This work is part of a larger effort about understanding the effects of didactic materials on acquisition of reading and writing in German. In this paper, the focus is on progression in primers (beginner readers). Texts in various languages are analyzed in terms of complexity, as measured by entropy between letters and phonemes, from the point of view of reading or writing that text. The assumption is that a good teaching text would start low and increase gradually in complexity. At the same time, languages have different requirements on progression depending on their orthographic depth. The goal of this work is to compare German primers to various other languages for the beginning stages of reading skill acquisition. We show that there are difference across languages and a large span of approaches in primers of presenting material to the learner.

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  • Berkling, Kay; Reichel, Uwe (2016) : Wortstruktur, Orthographie und Didaktik:Die Relevanz der Vokallänge: System, Norm und Gebrauch - drei Seiten einer Medaille?: Orthographische Kompetenz und Performanz im Spannungsfeld zwischen System, Norm und Empirie, 22: Hohengehren: Baltmannsweiler: Schneider (Thema Sprache: Wissenschaft für den Unterricht), S. 201-229

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  • Metawaa, Mohamed; Berkling, Kay (2016) : Personalizing Game Selection for Mobile Learning: With a View Towards Creating an Off-line Learning Environment for Children In: SciTePress: International Conference on Computer Supported Education (CSEDU)

    Abstract: Online education nowadays plays a very important role in enhancing the educational processes mostly for adults. Given this maturing technology and the number of children that lack access to safe education, mobile education for children is a logical next step and opens options that change their prospects. This paper is part of a larger project on mobile learning with games for children without access to schools. Games can motivate children to learn without the necessity of a teacher. The goal is to recommend learning games based on children’s preferences of past choices and ratings, which can supplement other recommender systems. The resulting implemented algorithm is designed as a plug-in to exisiting learning platforms that use games. Such a system was implemented and evaluated in a feasibility study on adults. We show that a prediction based on user’s choice and rating of games corresponds to a direct survey to determine the gamer types in 66% of the cases for 61 participants.

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  • 2015

  • Berkling, Kay; Lenhard, Wolfgang (Hg.) (2015): Language Teaching, Learning and Technology: (ISCA) International Speech Communication Association (LTLT)

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  • Berkling, Kay; Lavalley, Rémi (2015) : WISE: A Web-Interface for Spelling Error Recognition Description and Evaluation of the Algorithm for German: International Conference of the German Society for Computational Linguistics and Language Technology: Gesellschaft für Sprachtechnologie and Computerlinguists (GSCL), S. 87-96

    Abstract: This paper evaluates an automatic spelling error tagger that is available via web interface. After explaining the existing error tags in detail, the accuracy of the tool is validated against a publicly available database containing around 1700 written texts ranging from first grade to eighth grade. The precision of the tool ranges from 83% to 100%. Some basic statistics about spelling errors in the existing data set are given to demonstrate potential research areas. The site can be used to further explore this data. In addition, new data can be donated and explored. This process will be described in detail.

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  • Berkling, Kay; Lavalley, Rémi; Reichel, Uwe (2015) : Systematic Acquisition of Reading and Writing: An Exploration of Structure in Didactic Elementary Texts for German: International Conference of the German Society for Computational Linguistics and Language Technology: Gesellschaft für Sprachtechnologie and Computerlinguists (GSCL), S. 87-96

    Abstract: The work presented here is part of a larger study that looks at the impact that struc-tured teaching materials have on improving orthographic skills. The first step is an analysis of the current status of linguistic structures in common primary readers (primers) since their key purpose is to lead children along a systematic learning path towards becoming proficient readers and writers. Using text processing tools detecting morphemes, syllables and sentence structures, several popular primers are automatically examined with respect to their systematic approach to language at the phonics/syllable, word and sentence levels. It can be shown that there is little apparent structure in today’s school texts at any of the examined levels when compared to some older schoolbooks (1877, 1904) that have a systematic and explicit progression at all examined levels.

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  • Berkling, Kay; Pflaumer, Nadine; Coyplove, Alexei (2015) : Phontasia - a game for training German orthography Communication Association, Dresden, Germany, September 6-10, 2015: International Conference of the International Speech Communication Association: (ISCA) International Speech Communication Association (Interspeech), S. 1874-1875. Online verfügbar unter http://www.isca-speech.org/archive/interspeech_2015/i15_1874.html

     

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  • Berkling, Kay; Pflaumer, Nadine; Lavalley, Rémi (2015) : German phonics game using speech synthesis - a longitudinal study about the effect on orthography skills Education, SLaTE 2015, Leipzig, Germany, September 4-5, 2015: Workshop on Speech and Language Technology in Education, 6: ISCA(ISCA) International Speech Communication Association (SLaTE), S. 167-172. Online verfügbar unter @http://www.isca-speech.org/archive/slate_2015/sl15_167.html

     

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  • Lavalley, Rémi; Berkling, Kay; Stüker, Sebastian (2015) : Preparing children’s wirting database for automated processing In: Berkling, Kay; Lenhard, Wolfgang (Hg.): Language Teaching, Learning and Technology: (ISCA) International Speech Communication Association (LTLT), S. 9-15. Online verfügbar unter @http://isca-speech.org/archive/ltlt_2015/lt15_009.html

     

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  • Linhuber, Ludwig; Stüker, Sebastian; Lavalley, Rémi; Berkling, Kay (2015) : A Semi-Automatic Word-Level Annotation and Transcription Tool for Spelling Error Categories Conference, HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015. Proceedings, Part I In: Stephanidis, Constantine: HCI International 2015 - Posters’ Extended Abstracts - International Conference, HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015. Proceedings, Part I, 528: Springer (Communications in computer and information science), S. 587-592. Online verfügbar unter http://dx.doi.org/10.1007/978-3-319-21380-4_100
  • 2014

  • Berkling, Kay; Giuliani, Diego; Potamianos, Alexandros (Hg.) (2014): The 4st Workshop on Child, Computer and Interaction, WOCCI 2014, Singapore, September 19, 2014: ISCA

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  • Berkling, Kay; Pflaumer, Nadine (2014) : Exploring Phonics for German: Workshop on Child, Computer and Interaction: (ISCA) International Speech Communication Association (WOCCI)

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  • Berkling, Kay; Fay, Johanna; Ghayoomi, Masood; Hein, Katrin; Lavalley, Rémi; Linhuber, Ludwig; Stüker, Sebastian (2014) : A Database of Freely Written Texts of German School Students for the Purpose of Automatic Spelling Error Classification and Evaluation (LREC-2014), Reykjavik, Iceland, May 26-31, 2014 In: Calzolari, Nicoletta; Choukri, Khalid; Declerck, Thierry; Loftsson, Hrafn; Maegaard, Bente; Mariani, Joseph; Moreno, Asunción; Odijk, Jan; Piperidis, Stelios (Hg.): Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC-2014), Reykjavik, Iceland, May 26-31, 2014: European Language Resources Association (ELRA), S. 1212-1217. Online verfügbar unter @http://www.lrec-conf.org/proceedings/lrec2014/summaries/255.html

     

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  • Berkling, Kay; Pflaumer, Nadine (2014) : Phontasia - a phonics trainer for German spelling in primary education Singapore, September 19, 2014 In: Berkling, Kay; Giuliani, Diego; Potamianos, Alexandros (Hg.): The 4st Workshop on Child, Computer and Interaction, WOCCI 2014, Singapore, September 19, 2014: ISCA, S. 33-38. Online verfügbar unter http://www.isca-speech.org/archive/wocci_2014/wc14_033.html

     

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  • Berkling, Kay; Reichel, Uwe (2014) : Der phonologische Zugang zur Schrift im Deutschen: Symposium Deutsch Didaktik, Basel

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  • Berkling, Kay; Reichel, Uwe; Lavalley, Rémi (2014) : Untersuchung der Eignung von Fibeln für einen systematischen Schriftsprach-erwerb ‐ Analyse von Fibeltexten durch automatische Sprach-verarbeitungsmethoden: Gesellschaft für Empirische Bildungs-forschung (GEBF)

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  • Fay, Johanna; Berkling, Kay; Stüker, Sebastian; Ghayoomi, Masood; Hein, K.; Lavalley, Rémi (2014) : Zwei Perspektiven auf Rechtschreibung: Sprachdidaktik und Computerlinguistik entwickeln ein Instrument zur Rechtschreibdiagnostik: Gesellschaft für Empirische Bildungs-forschung (GEBF)

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  • Lavalley, Rémi; Berkling, Kay (2014) : Data Exploration of Sentence Structures and Embellishments in German texts: Comparing Children’s Writing vs Literature Germany, October 8-10, 2014 In: Ruppenhofer, Josef; Faaß, Gertrud (Hg.): Proceedings of the 12th Edition of the Konvens Conference, Hildesheim, Germany, October 8-10, 2014: Universitätsbibliothek Hildesheim, S. 241-247

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  • 2013

  • Berkling, Kay (2013) : A non-experts user interface for obtaining automatic diagnostic spelling evaluations for learners of the German writing system Communication Association, Lyon, France, August 25-29, 2013 In: Bimbot, Frédéric; Crisara, Christophe; Fougeron, Cécile; Gravier, Guillaume; Lamel, Lori; Pellegrino, François; Perrier, Pascal (Hg.): INTERSPEECH 2013, 14th Annual Conference of the International Speech Communication Association, Lyon, France, August 25-29, 2013: ISCA, S. 1879-1881. Online verfügbar unter http://www.isca-speech.org/archive/interspeech_2013/i13_1879.html

     

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  • Fay, Johanna; Berkling, Kay (2013) : Rechtschreibdiagnostik: (Schrift - ) Sprachdiagnostik heute: Baltmannsweiler: Schneider - Verlag, S. 84-108

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  • 2012

  • Berkling, Kay (2012) : A case study using data exploration of spelling errors towards designing automated interactive diagnostics: Workshop on Child, Computer and Interaction, 3: ISCA (WOCCI), S. 97-103. Online verfügbar unter http://www.isca-speech.org/archive/wocci_2012/wc12_097.html

     

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  • Fay, Johanna; Berkling, Kay; Stüker, Sebastian (2012): Diagnostik von Rechtschreibfähigkeit in freien Texten: Entwicklung einer Software zur automatischen Analyse von Schreibungen auf Basis von speech-processing-Technologien. In: Didaktik Deutsch 33, S. 14-37

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  • Berkling, Kay : Item Presentation in Primers - An Analysis Based on Acquisition Research: Konferenz zur Verarbeitung Natürlicher Sprache 2016, 13

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