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-e-hoop is a project co-funded by the LifeLong Learning Programme of the European Union. The project is a collaboration between Cyprus, Greece, Germany, Lithuania and Helsinki. It is coordinated by the [[Cyprus Neuroscience and Technology Institute]] (CNTI), Cyprus with partners the [[FAVINOM Consultancies Ltd]] (Cyprus), [[Hellenic Open University]] (Greece), [[New Technologies and Learning in Europe]] (NTL, Germany), Youth Career and Advising Center ([[JAUNIMO KARJEROS CENTRAS]];JKC, Lithuania) and [[DAFNORD Association]] (Finland).
+e-hoop was a project co-funded by the LifeLong Learning Programme of the European Union. The project was a collaboration between Cyprus, Greece, Germany, Lithuania and Helsinki. It is coordinated by the [[Cyprus Neuroscience and Technology Institute]] (CNTI), Cyprus with partners the [[FAVINOM Consultancies Ltd]] (Cyprus), [[Hellenic Open University]] (Greece), [[New Technologies and Learning in Europe]] (NTL, Germany), Youth Career and Advising Center ([[JAUNIMO KARJEROS CENTRAS]];JKC, Lithuania) and [[DAFNORD Association]] (Finland).
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 <br> 6. To combine diagnostic with educational tools; therefore being able to adapt learning to the specific needs, background knowledge and cultural differences of the learners.
 <br> 7. To provide an educational tool that is adaptable to the learning preferences and styles of the learner exploiting contemporary research and already developed tools.
+==Methodology - Approaches to Assessment==
+The e-Hoop platform used two types of assessment in order to adapt the learning process to the abilities, needs, and preferences of the learner:
+# Assessment of the learner before entering the learning environment
+# Assessment while learning is happening
+Assessment of the learner before entering the learning environment
+After Logging in, every participant-learner will go through a short assessment process, which is composed of a number of tests. The results of the various tests are subsequently combined to derive requirements imposed on the functionality of the learning environment.  The tests used are:
+Self-Declaration	Simple declaration of certain conditions
+MAPS	Profiling cognitive mental attributed
+VARK	Profiling learning preferences
+Honey/Mumford Learning Styles	Differentiates between activist, reflector, theorist or pragmatist
+Self-Declaration
+Certain conditions are self-declared. For example, a deaf, blind, or hearing-impaired person requires no testing. In addition, children with diagnosed Dyslexia or ADHD know this and cal self-declare it.
+MAPS
+The tests selected for the e-Hoop platform include short-term visual and auditory memory and visual and auditory discrimination. Their results are used to differentiate between those who perform better using the audio-, the visual- or the combination of the two channels. MAPS can be used for learners 6-12 years old.
+VARK
+Similar to MAPS but using a short questionnaire  instead of video game like tests, it can profile learners visual, aural, read/write and/or kinesthetic) preferences. It can be used for all ages.
+Honey/Mumford Learning Styles Questionnaire
+Even though there is criticism in the literature , the assessment of learning styles is used very widely. It distinguishes between:
+Activists	who are ‘hands-on’ learners and prefer to have a go and learn through trial and error
+Reflectors	who are ‘tell me’ learners and prefer to be thoroughly briefed before proceeding
+Theorists	who are ‘convince me’ learners and want reassurance that a project makes sense
+Pragmatists 	who are ‘show me’ learners and want a demonstration from an acknowledged expert.
+Assessment while learning is happening
+An adaptive learning environment requires real-time adaptation while the learning process takes place.  In the e-Hoop project this is approached using:
+.	Formative Assessment
+.	Cognitive Load self-reporting
+The results of these assessments are fed into the Module called “Sequencer,” which determines what material will appear next.
+Formative Assessment
+Formative Assessment  can be done in many different ways . Important is that
+Cognitive Load self-reporting
+The human (short) memory system is one of the important bottlenecks of the human brain. Because it saturates easily, it acts as a limiting factor to learning. The assessment of this property, which is referred to as cognitive load  can be done using self-reporting. A pop-window asks the learner periodically (usually every 15 min, but in the eHoop platform we decided to use the every 5 min approach) to evaluate the level of cognitive load perceived on a scale from 1-10.
+From Assessment to learning needs
+The various assessments described above are used in order to classify the various learning materials. Learning Objects are characterized by a number of properties. The literature has at least three approaches as to what properties need to be documented:
+.	The Canadian Government system ,
+.	The IEEE Standard for Learning Object Metadata
+.	The CYBER Kids
+Based on the above assessments, learners will be classified to one or more of the following categories:
+	Blind
+	Visually impaired
+	Hearing impaired
+	Deaf
+	Visual Preference
+	Aural Preference
+	Mixed Visual Aural Preference
+	Read/write Type
+	Kinesthetic Type
+	Learning disability
+	Dyslexia
+	ADHD
+	Activist
+	Reflector
+	Theorist
+	Pragmatist
+Mapping Test to Learner
+ Assessment-to-learner connections
+Self-Declaration
+	Blind
+	Visually impaired
+	Hearing impaired
+	Deaf
+	ADHD
+MAPS
+	Visual Preference
+	Aural Preference
+	Mixed Visual Aural Preference
+	Learning disability
+	Dyslexia
+VARK
+	Visual Preference
+	Aural Preference
+	Mixed Visual Aural Preference
+	Read/write Type
+	Kinesthetic Type
+Learning Styles
+	Activist
+	Reflector
+	Theorist
+	Pragmatist
+Text to put in the welcoming screen
+Dear Learner
+The e-Hoop Platform has been designed in ways to enable the adaptation of the material
+In order to be able to do that we need you to answer a few questions and go through some educational games which will allow us to decide what learning preferences.
+Please begin by answering a few questions for us…
+SELF DECLARATION PLAN
+Now please click here to go to a questionnaire that will take about X minutes. Your answers are important to us to decide something about your learning style and preferences.
+Learning Styles Test
+Defining types of learning interfaces and interactions
+Every Learning Object uploaded to the system will have to be classified for the following properties:
+Type
+	Talking book
+	Audio Recording
+	Large Print
+	Amplified Speech
+	Sign Language Video
+	Lip Reading Video
+	Subtitled Video
+	Special Structure
+	Multimedia
+	Adaptable for AV aural/ visual: If clicked, the same material can be presented using more voice or more visual/text or combined
+Type of interactivity
+	Theoretical: no interactivity
+	Hands-on; high interactivity (constructivist learning)
+	Demonstration; proof of concept and/or validity of subject data
+	Educational Game
+Age
+	6-9 years
+Level of difficulty
+	0-5; 0: unclassified, 1: easy, 4: most difficult; 5: extraordinary (requires critical thinking)
+Mapping Learner to Type Descriptor
+Learner to Type Descriptor  Connections
+Blind
+	Talking book
+	Audio recording
+Visually impaired
+	Talking book
+	Audio recording
+	Large screen
+Hearing impaired
+Deaf
+	Large screen
+	Subtitled video
+	Multimedia
+	Hands-on
+	Demonstration
+	Game
+ADHD
+	Talking book
+	Audio recording
+	Large screen
+	Subtitled video
+	Multimedia
+	Hands-on
+	Demonstration
+	Game
+Visual Preference
+	Adaptable for AV
+Aural Preference
+	Adaptable for AV
+Mixed Visual Aural Preference
+	Adaptable for AV
+Learning disability
+	Talking book
+	Audio recording
+	Large screen
+	Subtitled video
+	Multimedia
+	Hands-on
+	Demonstration
+	Game
+Dyslexia
+	Talking book
+	Audio recording
+	Large screen
+	Subtitled video
+	Multimedia
+	Hands-on
+	Demonstration
+	Game
+Visual Preference
+Aural Preference
+Mixed Visual Aural Preference
+Read/write Type
+Kinesthetic Type
+Activist
+	Multimedia
+	Hands-on
+	Demonstration
+	Game
+Reflector
+	Multimedia
+	Demonstration
+Theorist
+	Theoretical
+Pragmatist
+	Demonstration
+	Game
+====Distinguishing between ADHD and kinesthetic preferences====
+According to the literature, ADHD learners perform better when they are involved in learning experiences that require moving. At the same time, it has been observed that in some ADHD diagnosed learners their learning difficulty disappears when they are offered highly interactive experiences involving movement simply because they are not truly ADHD but simply have a preference. As far as e-Hoop is concerned the fine distinguishing line is irrelevant, because both self-declared ADHDs and those assessed as having preference in kinesthetic, received the same materials.
 ==Dissemination==
+The e-Hoop project not only foresees the immediate exploitation and valorization of its ideas, products and results, but it also puts in place mechanisms and processes to secure that the project’s impact will continue beyond its funded lifetime.
-The e-Hoop project not only foresees the immediate exploitation and valorisation of its ideas, products and results, but it also puts in place mechanisms and process to secure that the project’s impact will continue beyond its funded life time.
 The main dissemination channels used by the dissemination plan are:

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Revision as of 09:18, 26 April 2020

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