Individualized Differentiated Spelling with Blogs - Implementing and Individualizing (IDeRBlog ii) An Example of a Learning Analytics Platform for the Text-Based Acquisition of Spelling Skills of Students in German Nina Leidinger 1(&) , Michael Gros 1(&) , Martin Ebner 2 , Markus Ebner 2 , Konstanze Edtstadler 3 , Elisabeth Herunter 3 , Jessica Heide 4 , Sabine Peifer 4 , Anneliese Huppertz 5 , and Vera Kistemann 5 1 Landesinstitut fürPädagogik und Medien, Saarbrücken, Germany {nleidinger,mgros}@lpm.uni-sb.de https://iderblog.lpm.uni-sb.de 2 Graz University of Technology, Graz, Austria 3 PH Steiermark, Graz, Austria 4 Grund- und Ganztagsgrundschule Saarbrücken, Dellengarten, Saarbrücken, Germany 5 Gemeindeschule Raeren, Raeren, Belgium Abstract. The paper depicts the Erasmus+ project “Individual DifferEntiated correct writing with Blogs - Individualizing and Implementing (IDeRBlog ii)”. IDeRBlog ii is a follow-up project evolving the result of IDeRBlog, a blogging platform for pupils aged eight and above. The project is an international cooperation between 3 countries in Europe. This paper presents an overview of possibilities in context of individualization of the exercises. Further, it covers the benefits of using the platform, e.g. learning about media competences, how to communicate online and the possibility to get individualized exercises for supported during their writing process by the feedback of the intelligent dictionary. Keywords: Learning analytics Á Blog Á Writing Á Spelling Á Orthography Á Communication 1 Consortium The partners perform various tasks within the project. The distribution of tasks and milestones formulated in the application are discussed and evaluated in regular virtual and face-to-face meetings. A precise allocation of the individual work packages has already been made in the application. The PH Steiermark is mainly responsible for the extension of the intelligent dictionary and didactic advice in the creation of spelling © Springer Nature Switzerland AG 2020 P. Zaphiris and A. Ioannou (Eds.): HCII 2020, LNCS 12205, pp. 368–379, 2020. https://doi.org/10.1007/978-3-030-50513-4_28