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E-Hoop: Difference between revisions
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Assessment of the learner before entering the learning environment | ====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: | 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: | ||
* MAPS [[Mental Abilities Profiling System]] | |||
* VARK Profiling learning preferences | |||
MAPS Profiling | * Honey/Mumford Learning Styles Differentiates between activist, reflector, theorist or pragmatist | ||
VARK Profiling learning preferences | |||
Honey/Mumford Learning Styles Differentiates between activist, reflector, theorist or pragmatist | |||
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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. | 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. | ||
=====[[Mental Abilities Profiling System]]===== | |||
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. | 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 | =====VARK===== | ||
Similar to MAPS but using a short questionnaire | 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 | =====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: | 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 | 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 | Reflectors who are ‘tell me’ learners and prefer to be thoroughly briefed before proceeding | ||
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An adaptive learning environment requires real-time adaptation while the learning process takes place. In the e-Hoop project this is approached using: | 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 | |||
From Assessment to learning needs | ==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 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: | 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 | |||
====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 | |||
Reflector | ====Learning Styles==== | ||
* Activist | |||
* Reflector | |||
* Theorist | |||
* Pragmatist | |||
