Grupo Extremeño de Enseñanza de Idiomas Asistido por Ordenador

Other Projects

MY-eCLASS: PORTFOLIO, Rubrics and Content Manager for the creation of adaptive tasks for the teaching and evaluation of competence- based learning

Introduction

The definition of the guidelines stipulated in the new Primary Education curriculum (Royal Decree 1513/2006), introduces the concept “Basic Competences “ with the purpose of answering the need, arisen and foreseen in other educational systems, for the establishment of new teaching procedures and improving the European educational system as a whole. The rise of this project is consequently motivated to create a platform which works and assesses the aforementioned Competences by means of integrating tasks adapted to different user models and profiles.

In this context, the creation of an electronic portfolio, a multimedia/web platform, in which an adaptive manager is built to integrate tasks evaluated through rubrics which measure the students proficiency to accomplish such competences is based on: (1) a change in the theoretical/practical processes of learning; (2) new learning needs based on the development of academic/professional competencies, and, (3) educational legislation which vies for an in-depth study of the complete learning process and the agents and participants involved.

In this sense, the elaboration of the Project rests on three fundamental pillars:

(1) The analysis of the specifics of the Primary Education curriculum and the development and evaluation of the competencies at this learning stage. We are thus faced with rubrics and an individualized evaluation which accounts for prior learning experience and requires the intervention of all the agents participating in the process: students, teachers, parents and educational institutions.

(2) Designed as a generic web tool for the entire Primary school level, the creation of an electronic portfolio, by way of example, will include a teaching unit from the educational competence in English language for the early cycle of this learning level.

(3) Likewise, learning technologies will dominate the development of the content manager (in order to incorporate and administrate digital content and learning with regards to the portfolio), and a manager adapted to the characteristics of the students, collaborative activities and different technological devices (PDAs, computer, whiteboard, etc.), educational resources applicable to the various cross-curricular areas in Primary Education.

Objectives

In light of the aforementioned, the general objective of the Project is channelled through the following sub-objectives:

OBJECTIVE 1
Analysis of Primary School curricula: identification of rubrics and competences

OBJECTIVE 2
E-portfolio design for teaching, evaluation and content management in Primary School

OBJECTIVE 3
The creation of an adaptive manager, allowing for the use of various technological devices and other collaborative tools for Primary Education.

OBJECTIVE 4
Development of a content manger that allows for the incorporation of data from other applications through standard SCORM

OBJECTIVE 5
Elaboration of a teaching unit on English language learning for the first cycle of Primary Education. A global evaluation of the system in the classroom.

Results

For this project, we have created two tools: one for Moodle and another for Android Tablet.

Download information about the tool for Moodle here.

Access to the demo site in order to test the tool for Moodle here.

Download information about the tool for Android tablet here.

Download and install the Apk in your Android Tablet here.

FUTURE EDUCATIONAL AUDIOVISUALS: new funcionalities and action-based paid Educational TV systems

 TSI-020312-2009-53

Proyecto cofinanciado por el Ministerio de Industria, Turismo y Comercio dentro del Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica 2008-2011. 

Overview:

 The project aims to develop a set of tools, as well as digital content, to implement new T-learning training applications for DTT platforms through a new business model - PPA (pay per view) - that ensures viability and exploits new business opportunities at all levels of the broadcasting, audiovisual and educational industry. 

Educational content and services fall within the paradigm of T-Learning, a distance learning model significantly different from E-learning. T-Learning is possible thanks to technological developments athat allow interactive and personalized learning through digital TV.  Digital TV provides technological resources that enable viewers to access various educational services specially created for this type of media through the remote control. These educational services are available through additional information windows that allow the user to pursue a particular topic of interest, or to develop skills active skills – “doing”. 

In conclusion, the potential of distance education by DTT is huge.  For television networks in Spain and around the world bringing these types of educational services on to the market is a high priority. 

Consortium: About the consortium 

"It is worth remembering that the Consortium for the Development of Educational TV (TVEdu.org) is aimed at collaboration between different actors in the TV education and training market, cross-sector research between the educational and audiovisual sectors, and co-ordinating standards and distribution platforms in favor of promoting flexibile introduction of high value-added services. Amongst its members are representatives of the audiovisual and education industries: Universities and Research Centers (UNED, UOC, CU Villanueva and the University of Extremadura) as major content providers and experts on distance education;  audiovisual production and postproduction companies (Agile Contents, SDI, and Lavinia Communi.TV) as technology partners and developers; and members of the broadcasting industry (Spanish Radio Television, Digital Consortium Mataro Maresme and FUNIBER) as major users of technology. "

 

 

FUTURE EDUCATIONAL AUDIOVISUALS: new funcionalities and action-based paid Educational TV systems

 TSI-020312-2009-53

Proyecto cofinanciado por el Ministerio de Industria, Turismo y Comercio dentro del Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica 2008-2011. 

Overview:

 The project aims to develop a set of tools, as well as digital content, to implement new T-learning training applications for DTT platforms through a new business model - PPA (pay per view) - that ensures viability and exploits new business opportunities at all levels of the broadcasting, audiovisual and educational industry. 

Educational content and services fall within the paradigm of T-Learning, a distance learning model significantly different from E-learning. T-Learning is possible thanks to technological developments athat allow interactive and personalized learning through digital TV.  Digital TV provides technological resources that enable viewers to access various educational services specially created for this type of media through the remote control. These educational services are available through additional information windows that allow the user to pursue a particular topic of interest, or to develop skills active skills – “doing”. 

In conclusion, the potential of distance education by DTT is huge.  For television networks in Spain and around the world bringing these types of educational services on to the market is a high priority. 

Consortium: About the consortium 

"It is worth remembering that the Consortium for the Development of Educational TV (TVEdu.org) is aimed at collaboration between different actors in the TV education and training market, cross-sector research between the educational and audiovisual sectors, and co-ordinating standards and distribution platforms in favor of promoting flexibile introduction of high value-added services. Amongst its members are representatives of the audiovisual and education industries: Universities and Research Centers (UNED, UOC, CU Villanueva and the University of Extremadura) as major content providers and experts on distance education;  audiovisual production and postproduction companies (Agile Contents, SDI, and Lavinia Communi.TV) as technology partners and developers; and members of the broadcasting industry (Spanish Radio Television, Digital Consortium Mataro Maresme and FUNIBER) as major users of technology. "

 

 

ISPY (Interactive Social Networking Platform for Language Learning)

 

Web: http://www.ispy-project.com

ISPY Demo: http://www.ispy-project.com/demo

 

Overview 

The ISPY project is an exciting EU funded project that begun in November 2010. 

Led by Language Networks for Excellence, which is a department the University of Wolverhampton, the project aims to break new ground in the teaching of languages across Europe. The ISPY project embeds collaboration between learners from different countries within the learning process and uses an online environment as a key tool in the delivery of its objectives. For example, a learner in the UK who is learning German will get advice, feedback and support from learners from Germany as they compete activities and work towards qualifications in that target language. 

 

The ISPY team has partner teams at educational establishments in all of the other countries involved in the project. Partner countries are Spain, Germany, The Netherlands, Poland and Romania. As a team we will develop exciting and creative activities that will be uploaded to and accessed by learners via the chosen learning platform.

 

When learners log-in from different countries the learning platform must be available in their home language. e.g.  Menu systems and headings.

 

Why is the project called ISPY?

The project has a theme of espionage. The learners log in and undertake a set of approx ten modules which are described as ‘spy training missions’. The modules will be available in each of the chosen languages (Polish, Dutch, Germany, Spanish, Romanian and English) and learners will select the target language of their choice. Each module will consist of a back story (Text), photo story (video), Web links, Short tasks (Flash?), a quiz, listening task, filling in gaps tasks, and an extended task that calls for collaboration through a moderated forum. Once a learner has completed all of the modules they are classed as a qualified spy! Administrators in each country will also have the option to add additional activities to keep the content fresh, in essence these will be new missions for the now ‘Qualified’ spies. During the missions the users will need to learn key language skills such as booking hotel rooms, using money, telling the time, ordering food, arranging meetings, purchasing travel tickets and reading documents in order to complete the modules. Users will also need a locker in which to save notes and work. The University of Wolverhampton will develop all e-content to appropriate specifications but will require additional support/training in populating the learning platform with the mission contents and providing training for each of the partner teams around Europe. 

 

What is the scope of the project?

The initial length of the project is two years. Much of the two years will be taken up with writing and developing the course content across each language and other dissemination and KPIs. The University has been tasked with developing the course and a suitable means of delivery. A working prototype of the platform needs to be in place for the end of April 2011 with the final testing of the platform beginning in February 2012 and lasting until June 2012. The platform would then be officially launched at the end of the project. After the funded period of the project, the platform will be offered on a subscription basis in the each of the countries with purchasing institutions providing funds that would pay for learners’ access to the learning platform and on-going management and maintenance by staff from the University of Wolverhampton (LNFE).

 

The Learner Experience  

Ideally, learners in each country would only be able to access the materials that relate to the chosen language of study. For instance, a German student should be able to log in and see all menu systems in German. If they are learning English, they would be able to access the modules in that language. We would like to bar learners from accessing modules that are in their home language in order to stop them transferring answers between the different language modules (Cheating!). Although most of the content will be created by the Development Team we see learners benefiting from the vast array of functionality that a learning platform can provide. We would also like learners to be able to keep a course blog individually, have access to their own space to save notes and ongoing work (accessible by the teacher), to chat to peers from the same class during lessons and access a top level forum facility that is accessible by all users. The availability of assessment tools and quiz creators would be beneficial and would allow teachers across each country to assess in a way that is relevant to their context; we foresee a tool for creating quizzes and surveys built in the platform.  When learners have completed all of the missions we would like them automatically to receive a completion certificate; however, in some countries it may be that learners complete only a selection of the modules on offer. This will be particularly important in countries with very well developed language learning with learners being more advanced than the typical.

 

What is the timeline for the project?

Development of the initial specification platform and access to the site (Spring 2011)

Presentation of Platform in June 2011 and its facilities (Spain)

Development of interactive content starting in June 2011- December 2011 (including multimedia materials etc)

Testing in Sprint 2012

Amendment with Final platform May – September 2012

Conference – September 2012 (TBC)

Commercialisation Plan (July/Aug 2012)

ISPY Platform ‘Live’ on a subscription basis – December 2012

 

Hosting or Licensing

Costings should relate to the provision of a ‘closed’ platform available only to the ISPY development team and its selection of learners from March 2011 to Nov 2012 (approx. 1000 users across the 6 countries) including access to space for each users of around 10 MB. 

 

 

Research on  multimedia networking  technology oriented to  the enrichment of university educational content

 IPT-430000-2010-049

Proyecto cofinanciado por el Ministerio de Industria, Turismo y Comercio dentro del Plan Nacional de Investigación Científica, desarrollo e Innovación Tecnológica 2008-2011.

 

Objectives

 

The overall objective of this project is to develop multimedia collaborative technologies for co-production of training content through a federated university network by automating the processes of enrichment and the creation of new formats.  This research combines content processing technologies, digital media management technologies and network technologies.

 

Existing platform based resource banks can be used to support students’ formal educational processes, through the teaching faculty, or directly by students in the same way library resources or multimedia complement classroom work. In this environment, starting with existing resources, there is an opportunity to produce more comprehensive contents and formats (enriched) that really meet the training needs desired by teachers without any additional workload, and also allows them to use new teaching methods. This is the challenge this project aims to tackle.

 

The project concerns the creation of a networked multimedia operating system that is capable of managing distributed content, which resolves the difficulties in correctly selecting the best content available (reputation, quality, category, user fees, profiles) allows quasi-automatic production in rich formats which are relevant to the educational objectives, and also addresses management copyrights, distribution and reproduction in multi-channel network. All this taking into account the network framework, and exploiting the potential to enable co-authorship and co-production of content given the collaborative environment within the university.

 

Participants

NELLIP (Network of European Language Labelled Intiatives and Projects) 

 

Introduction:

The NELLIP project, Network of European Language Labelled Initiatives, is funded by the European Commission in the framework of the Lifelong Learning Programme – Key Activity 2 Languages 

 

The NELLIP project has the aim to promote quality in language learning through the application of the quality criteria used to award the European Language Label.

 

Objectives:

The NELLIP project has three main objectives:

- to promote the networking and creation of synergies among language learning initiatives having received the European Language Label with the aim to enhance their impact, transferability potential and sustainability.

- to promote the adoption of a joint methodology that will allow the effective planning and implementation of high quality language learning initiatives according to the quality criteria used for the assessment of initiatives that apply to be awarded the European Language Label

- to promote the information about the European Language Label initiative among language learning providers.

 

Tasks:

The project work is organized into the following main activities:

- Identification and description of success stories and best practices in planning and implementing Language learning initiatives that received the European Language Label.

- Development of Guidelines on how to plan, implement, manage, exploit and network quality initiatives for language learning based on the capitalization of the best practices developed in the framework of European language labeled projects and initiatives.

- Organization of workshops in order to test and exploit project results and European language labelled initiatives and projects.

 

Participants:

Pixel (IT) www.pixel-online.net

KU TU Ltd. (BG) www.kutu-bg.net

GexCall, University of Extremadura (ES) www.unex.es

Omnia, Joint Authority of Education in Espoo (FI) www.omnia.fi

Universal Learning Systems (IE) www.ulsystems.com

Connectis (IT) www.connectisweb.com

Public Service Language Centre (LT) www.vikc.lt

EuroEd (RO) www.euroed.ro

PROSPER-ASE (RO) www.prosper.ro

Fågelskolan (SE) www.lund.se/fagelskolan

EAQUALS (UK) www.eaquals.org

 

 

 

Other participants:

Proyecto Hola 2.0:

http://sai.leganes.educa.madrid.org

http://saisurmadrid.wikispaces.com

LIME (Languages in Media)

An essential and complex element of migrant integration into society is the ability to communicate beyond the instructional/survival language by understanding the in-depth social-cultural aspects of the new language. In this sense, LiMe approaches the idea of language learning and teaching of a foreign language for migrants through the LiMe interactive multimedia platform. This platform includes language learning activities and exercises most beneficial for the target group to maximize the language learning/acquisition process.

Web: http://www.languages-in-media.eu/

Twitter: https://twitter.com/LIME_Project

Read the project overview

 

Newsletters:

Newsletter 1 (March, 2013)

Newsletter 2 (October, 2013)

Newsletter 3 (May, 2014)

Flyer

Lime Project diffusion

 

Participants: