@@ Line 46: / Line 46: @@
-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:
+* MAPS	[[Mental Abilities Profiling System]]
-Self-Declaration	Simple declaration of certain conditions
+* VARK	Profiling learning preferences
-MAPS	Profiling cognitive mental attributed
+* 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
@@ Line 58: / Line 56: @@
 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
+=====[[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.
-VARK
+=====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.
+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
 Reflectors	who are ‘tell me’ learners and prefer to be thoroughly briefed before proceeding
@@ Line 74: / Line 72: @@
 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
+# Formative Assessment
-.	Cognitive Load self-reporting
+# 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
+==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 Canadian Government system ,
-.	The IEEE Standard for Learning Object Metadata
+# The IEEE Standard for Learning Object Metadata
-.	The CYBER Kids
+# 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
-	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)
-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
+====Self-Declaration====
+* Blind
+* Visually impaired
+* Hearing impaired
+* Deaf
+* ADHD
+====MAPS====
+* Visual Preference
+* Aural Preference
+* Mixed Visual Aural Preference
+* Learning disability
+* Dyslexia
-Activist
+====VARK====
-	Multimedia
+* Visual Preference
-	Hands-on
+* Aural Preference
-	Demonstration
+* Mixed Visual Aural Preference
-	Game
+* Read/write Type
+* Kinesthetic Type
-Reflector
+====Learning Styles====
-	Multimedia
+* Activist
-	Demonstration
+* Reflector
+* Theorist
+* Pragmatist
-Theorist
-	Theoretical
-Pragmatist
-	Demonstration
-	Game

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