Organizing Learning Content

Figure 25: Learning process in IMLIS.

The design of the learning units follows basic steps. At the first stage the student’s at-tention should be induced. This is supported by an anticipatory step which consists of preparation and motivation; with this, the comprehension of the delivered content is enforced. At the second stage, learning with the knowledge transfer begins and contin-ues by the combination and adaptation phase. The knowledge is adapted by new recom-bination. Meanwhile, the system attends to the actions and hesitations of the users with encouraging interactions and feedback.

In the next step, the knowledge adaptation is finalized by encouragement through inter-active feedback from the system. This process is followed by an in-depth test or self-assessment tool designed to foster autonomy and self-reflection. During these processes, information is transformed into knowledge and transmitted back to the learners.

different learner feedback and interaction. In IMLIS approach, learning content is ex-tremely sensitive and important for this target group.

The system provides different learning outputs according to the specified user. These outputs are based on user abilities, user history of usage, and the suitable of user inter-face presentation. For example, if the learner has a slow reaction time, the time for the presentation of the learning material in output is affected by this factor. On the other hand, the feedback gathered in the end of the learning process and applying the feed-back results for the next decisions also influences the process. This is like traditional learning when teachers get familiar with students’ backgrounds after several sessions and will interact with them according to their individual abilities. IMLIS tries to cover such kind of issues dynamically according to the level of weakness and cognitive dis-abilities.

In order to cover the educational aspects, the prototype attempts to apply the following aspects of the learning material, based on World Health Organization (WHO) classifica-tion, teachers and expert’s advise (within the workshops) and our experience in different workshops:

• Urgency of learning need: the starting point of creating a model for IMLIS sys-tem was to foster autonomous orientation and action in society. For this basic and advanced training modules are targeted that practice every time recognition, sign recognition and symbol processing.

• Using supportive learning behaviors: with experts and teachers learning be-haviors had been analyzed and implemented in the system. With the continuous processing of user feedback the weaknesses of the individual learning behaviors can be analyzed, the strength can be detected and by positive feedback to the user, the positive behaviors can be fostered.

• Using stress and attention on special words and phrases: the design for the feedback is sensible to detect and cover this aspect and change the interactions provided by the system.

• Using clear, easy comprehensible and self-adaptive interactions: this was done by a precise formulation of the model, discussed with teachers in work-shops and evaluated by small interactive parts of the prototype; and also imple-mented in small applications that focus one aspect that can be evaluated with the experts. The final prototype was evaluated also by a guideline that listed the tested interactions, so that the combined interactions can be evaluated towards clearness.

• Categorizing of interactions based on disability: with experts (in workshops) basic disabilities of the target group had been stated and put into a list.

Accord-ing to this list, the interactions of the model had been mapped. The categories without an adequate interaction had been discussed, which if interactions should be constructed in this version of the prototype or it can be left out.

• Using simple animation guides and gestures based on the environment (e.g.

sympathy’s avatar): for the next version of the application the implementation of an animated guide or avatar as a helper was conceptualized.

• Audio integration (clear and distinct) for all material: in the teacher portal several templates are available that have to be combined with the uploaded learning materials. In these templates audio files are needed to complete the process of preparation.

• Using direct, accurate and unique names for terms, avoiding abstract nam-ing if possible and avoidnam-ing subjunctive sentences and usnam-ing more indica-tive, concise a simple language: a person with expertise in simple language (in German: “einfache Sprache”) was included in the development of the system.

She tested the basic interactions according to simple language and provided a guideline. This guideline will be implemented in the next evaluation of the sys-tem in teacher portal to support teachers by the creation of lessons that can be reused by other teachers.

• Applying invisible checkpoints to control user concentration and attention:

the system monitors the behavior of the user and the feedback to the interactions.

Hesitations, false clicks and continuous misinterpretations of tasks are recog-nized and saved in the log files of each individual.

Using Mobile Learning Standards

In order to support mobile learning standards such as SCORM, CORDRA etc. as well as using the features (mentioned in section 2.6.1) like reusability, accessibility, durabil-ity, adaptability and scalabildurabil-ity, the learning materials can be packaged in compressed files and uploaded to the system as a package. These packages should be in Zip format and tagged with appropriate metadata for the criteria in the teacher portal.

The precondition for the packages is the compatibility of the presentable learning assets with the mobile version. Also learning packages from other learning management sys-tems can be uploaded to the IMLIS system with respect to mobile’s screen format.