E-Hoop: Difference between revisions
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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). | 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, Kaunas, Lithuania) and [[DAFNORD Association]] (Finland). | ||
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<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. | <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 | ==Methodology== | ||
===1. Workshop Methodology=== | |||
* The workshops were conducted using the [[Structured Democratic Dialogue]] methodology. | |||
* The process was supported by [[Cogniscope 3]]. | |||
=== 2. 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: | 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: | ||
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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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Pragmatists who are ‘show me’ learners and want a demonstration from an acknowledged expert. | Pragmatists who are ‘show me’ learners and want a demonstration from an acknowledged expert. | ||
Assessment while learning is happening | ====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: | 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 | |||
====Learning Styles==== | |||
* Activist | |||
* Reflector | |||
* Theorist | |||
* Pragmatist | |||
====Distinguishing between ADHD and kinesthetic preferences==== | ====Distinguishing between ADHD and kinesthetic preferences==== | ||
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The main dissemination channels used by the dissemination plan are: | The main dissemination channels used by the dissemination plan are: | ||
*World Wide Web (project website and use of participative tools such as | *World Wide Web (project website and use of participative tools such as Twitter, social bookmarking tools such as delicious, as well as project databases such as ADAM and EVE) | ||
*Internet presence integrated with the Social Bookmarking and Networking Services delivered in the Flexible Platform for Internet Services (FPFIS) | *Internet presence integrated with the Social Bookmarking and Networking Services delivered in the Flexible Platform for Internet Services (FPFIS) | ||
*Publications in relevant forums, blogs & journals (e.g. Journal of Interactive Marketing) | *Publications in relevant forums, blogs & journals (e.g. Journal of Interactive Marketing) | ||
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*Events (Workshops/Conferences/Exhibitions) | *Events (Workshops/Conferences/Exhibitions) | ||
*Partners’ existing networks of dissemination | *Partners’ existing networks of dissemination | ||
* | *Offline promotion actions (brochures/leaflets, etc.) | ||
*Consortium internal exploitation channels | *Consortium internal exploitation channels | ||
*Special interest groups of end users | *Special interest groups of end-users | ||
*Participation to EC concentration activities | *Participation to EC concentration activities | ||