ENGLISH AS A SECOND LANGUAGE · 2015. 9. 10. · Teaching Difficulties 5 ESL teachers lack...

Digital

English

WorksheetCS410 Blue Team

March 6, 2015

Outline2

Mentor

The Blue Team

ESL Difficulties

Customer Base

Case Study

Current Workflow

Areas Needing

Improvement

Main Goals

Solution Characteristics

New and Improved

Workflow

Major Functional

Components

Requirements

Software Design

Requirements

Feasibility Analysis

Exclusions

The Competition

Added Benefits

References

Questions

CS410 Blue Team - March 6, 2015

Mentor - Greg Raver-Lampman3


The Blue Team4

Ashley

Grimm

Adriana

Vecchio

John

Mitchell

Keith

Collins

Richard

Evans

Kyle

Vernier


Teaching Difficulties5

ESL teachers lack sufficient time to design

worksheets customized to each individual student’s

coursework

Creating worksheets is very time consuming

ESL teachers have many students

ESL students don’t gain familiarity with English in their

specific field of study


Customer Base6

ESL teachers at a university level

Other stakeholders and potential customers:

■ Students

■ ESL teachers at other grade levels

■ ESL teacher's assistants

■ Primary school English teachers

■ Tutors


Case Study7

Market analysis + benefits to the customer base

2013/2014 International Student Enrollment at US

Institutions: 886,052

■ 8.1% increase from

previous year

■ 4.2% of total student

enrollment


International Student Enrollment at US Institutions

Figure 1: International Student Enrollment, from Institute of International Education

Case Study8


Top fields of study use technical language

■ Business and Management – 21.2%

■ Engineering – 19.2%

■ Math and Computer Science – 10.3%

CS410 Blue Team - March 6, 2015Figure 2: Top Fields of Study, adapted from Institute of International Education

Case Study9


Primary Source of Students’ Funds

■ Personal and Family - 64.8%

■ U.S. College or University - 19.3%


Figure 3: Source of Funds, adapted from Institute of International Education

Current Workflow to Create a Part

of Speech Exercise10


Areas Needing Improvement11

Instructors create exercises in COLRS, manually

selecting words to remove

Exercises presented on paper worksheets

Instructor grades exercises by hand

Exercises distributed and returned in-person


Main Goals12

Minimize teacher time spent creating worksheets

Minimize teacher time spent grading

Customize worksheets for students


Solution Characteristics13

Automated exercise creation

Digital exercises

Automatic grading

Electronic delivery to/from student/instructor


Workflow Using D.E.W.14


Major Functional Components


15

Hardware/Software Components16


Interfaces17


Additional Components18


Requirements19

Graphical User

Interface

(GUI)

Database Web Server


Software Design Requirements20

Custom APIs to automate:

Identifying parts of speech with COLRS

Creating worksheets by removing parts of speech

Automated grading

Delivery to students

Delivery to instructor

Recording of students’ grades


Top-Level Functions21

DEW will:

Create digital worksheets from text

Interface with CLRS to identify parts of speech from text

Remove parts of speech identified by instructor

Grant students access to worksheets

Grade worksheets

Store student submissions for instructor access


Reduce, Reuse, Recycle22

DEW stores instructor-created digital worksheets

Instructors can add subject tag

Instructors can reuse worksheets in future semesters

Instructors can see all worksheets for one particular

subject

Students can submit new worksheets for instructor

review and use


How Does DEW Work?23

Instructor inserts text Instructor selects one part of speech (e.g. noun,

verb, adverb) to remove from the text DEW uses the COLRS API to identify the parts of

speech in the text DEW stores the original text as the “master” sheet DEW removes the text matching the part of speech

chosen by the instructor DEW produces a digital worksheet with blanks

where the text has been removed


Before and After DEW


24

Accessing Digital Worksheets25

After instructor creates worksheets, they are stored

within DEW

Instructor can grant access to individual students or

a class of students

Students are notified when they login that they have

worksheets to complete

Students can access the worksheets from within their

browser through DEW


Completed Digital Worksheets26

Allow x attempts (set by instructor)

Store data from each submission

Digital worksheet

Student’s responses

Date and time submitted

Number of correct responses

Number of total blank fields

Percentage of correct responses


Grading27

DEW grades digital worksheets based on

percentage of correct responses

Students can see their calculated grade once a

digital worksheet has been submitted

Students may view the correct responses for a

worksheet upon submission


Completed Digital Worksheets28

Students complete worksheets in their browser and

submit when they are finished

Instructor are notified when students have

completed and submitted worksheets

Instructor can see data for each student or each

class

Instructors have access to all stored data fields


FERPA Compliance29

Require authenticated users

Can designate “instructor” or “student”

Family Educational Rights and Privacy Act

Only authorized users can see student’s activity

Allows instructors to track student’s progress securely

Students can access information to which they have a

right


Additional Benefits30

Save instructor time and reduce costs

Faster creation of educational materials

No printing or copying required


Exclusions31

The Blue Team solution will NOT:

Be publicly available

Show the student the correct answers until the instructor

criteria are met

e.g. Due date passes

e.g. All submissions received

e.g. Instructor releases digital worksheet

Generate digital worksheets without uploaded text or

previously saved text


The Competition32

Englishpage.com

Create worksheets automatically Yes

Require the student to identify proper parts of

speech

Yes

Create worksheet from existing text No

Create worksheet on particular area of study No

Deliver worksheets to students electronically No

Automatically grade worksheets Yes

Return worksheets to teacher for review No


The Competition33

English Grammar 101



speech

Yes

Create worksheet from existing text No

Create worksheet on particular area of study No

Deliver worksheets to students electronically No

Automatically grade worksheets No

Return worksheets to teacher for review No


Blue Team Solution34



speech

Yes

Create worksheet from existing text Yes

Create worksheet on particular area of study Yes

Deliver worksheets to students electronically Yes

Automatically grade worksheets Yes

Return worksheets to teacher for review Yes


Added Benefits35

Individualized digital worksheets reinforce English in

a particular subject of study

Reducing time spent creating worksheets allows for

more actual teaching time

Allows for more worksheets and thus more practice


References, 1 of 236

■ Cingletree Learning. (1999-2015). Foreword. Retrieved February 8, 2015, from English

Grammer 101 Online:

http://lessons.englishgrammar101.com/EnglishGrammar101/Foreword.aspx.

■ English Grammer. (n.d.). (Edufind, Producer) Retrieved February 8, 2015, from

edufind.com:http://www.edufind.com/english-grammar/english-grammar-guide.

■ Institute of International Education. (2015). Fast Facts. Retrieved February 2015, from Institue

of International Education: http://www.iie.org/Research-and-Publications/Open-

Doors/Data/Fast-Facts

■ Language Dynamics. (n.d.). Online English Grammar Book. Retrieved February 8, 2015, from

Englishpage.com:http://www.englishpage.com/grammar/.

■ Ling, G., Wolf, M. K., Cho, Y., & Wang, Y. (2014). English-as-a-Second-Language Programs

for Matriculated Students in the United States: An Exploratory Survey and Some Issues. ETS

Research Reports Series, 2014(2), 1-19.

■ Maftoon, P., Birjandi, P., & Pahlavani, P. (2014). The Impact of Using Computer-aided

Argument Mapping (CAAM) on the Improvement of Writing Achievement of Iranian Learners

of English. Theory & Practice In Language Studies, 4(5), 982-988.


http://lessons.englishgrammar101.com/EnglishGrammar101/Foreword.aspx

http://www.edufind.com/english-grammar/english-grammar-guide

http://www.iie.org/Research-and-Publications/Open-Doors/Data/Fast-Facts

http://www.englishpage.com/grammar/

References, 2 of 237

■ Old Dominion University. (n.d.). ELC Programs & Courses. Retrieved February 8, 2015, from ODU:https://www.odu.edu/cepd/esl/courses.

■ Pin-hsiang, N. W., & Kawamura, M. (2014). Mind and material: The interplay between computer-related and second language factors in online communication dialogues. JALT CALL Journal, 10(3), 159-174.

■ Instructor Greg Raver-Lampman. Mentor.

■ Saqlain, N., & Mahmood, Z. (2013). English Language Instructors' Perceptions about Technology-Based Language Learning at Northern Border University in Saudi Arabia. Turkish Online Journal Of Educational Technology -TOJET, 12(2), 106-110.

■ Savas, P. (2014). Tablet PCs as Instructional Tools in English as a Foreign Language Education. Turkish Online Journal Of Educational Technology - TOJET, 13(1), 217-222.

■ The Writing Center at UNC Chapel Hill. (2010-2014). Just Check My Grammar. Retrieved February 8, 2015, from The Writing Center: http://writingcenter.unc.edu/faculty-resources/tips-on-teaching-esl-students/just-check-my-grammar/.


https://www.odu.edu/cepd/esl/courses

http://writingcenter.unc.edu/faculty-resources/tips-on-teaching-esl-students/just-check-my-grammar/

Questions?38

For more reference material, please visit our

website:

http://www.cs.odu.edu/~410blue


http://www.cs.odu.edu/~410blue

ENGLISH AS A SECOND LANGUAGE · 2015. 9. 10. · Teaching Difficulties 5 ESL teachers lack...

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