1. Mr. Mattheos I. Kakaris – Principal Consultant

2. Develop content addressing as many learners as possible

3. A unified approach to developing content suitable for learners with one or more learning difficulties Eliminate the need to design a dedicated course for each learning difficulty addressed

4. BlindADHD Visually/Hearing Impaired Dyslexia DeafPragmatist Visual/Aural Preference Activist Read/WriteReflector KinestheticTheorist Learners typically belong to one or more of the following categories:

5. Multiple definitions for Learning Objects exist. For this presentation, a Learning Object is considered as a manifestation of a learning concept with or without interactivity. Talking BookAmplified SpeechSubtitled Video Audio RecordingSign Language Video Special Structure Large PrintLip Reading VideoMultimedia

6. Learning Object Types to Learner Types

7. Bold Statements: 1.Theoretically possible to design an inclusive course by making sure the learning path comprises learning objects suitable for targeted types of learners. 2.Course design is same as usual and inclusivity achieved through the design, or better through selection of individual learning objects. 3.Learning path designed a sequential collection of learning concepts while ensuring each learning concept has as many manifestations (Learning Objects) as necessary to target the desired set of learners.

8. What about: 1.The predefined templates may comprise different types of learning material, including interactive multimedia content. 2.They may be stored in a public repository acting as a library of templates for creating inclusive learning objects. 3.They may be prioritised based on their use and may be configured to provide for additional personalisation.

10. Content Authors Viewpoint Content Repository Course ranking Feedback for LOs Configurable Authoring Environment: Define Learning Objects Associate Learning Objects to Learner Types Create Learning Objects: Predefined configurable templates encapsulating the best practices for each type of Learning Object from the perspective of the learner addressed Media Library Course Creator

11. Learners Viewpoint Automated Assessment: Learner classification Manual Classification Personalised Delivery Environment: Manual Intervention Learning Analytics: Progress tracking Personalisation Personal assistance (real time, asynchronous) Feedback mechanism

12. Automate inclusion by design (simplistic viewpoint): To facilitate inclusion by design via an automated process, we guide the creator on how to design a single course covering all the envisaged learning concepts. Then, we make sure each learning concept is delivered through different manifestations of the same base content but targeting different types of learners.

13. Automate inclusion by design (simplistic viewpoint): To streamline the process we use best practices for addressing each learner type. The best practices are embedded in the predefined templates. To develop content addressing specific learners we rely primarily on the predefined templates. Templates should be configurable but automated warnings should be issued whenever key inclusive features are compromised.

14. Automate inclusion by design (simplistic viewpoint): To facilitate the process through ICT we can start with a multi-featured, mature e-Learning tool with advanced content management capabilities. Then, we impose limitations on the types of Learning Objects to be utilised in a course depending on the types of learners targeted by the course.

15. This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. www.e- hoop.info