The chapter is the summary of the reflection of the respondents, the users of the portal. It is based on their feedback, comments, and the outcomes of the evaluation questionnaires. It reflects the interpretation of the attitudes and views of respondents to the areas/topics, their importance, and their necessity. The authors based it on the analysis of the statements and evaluation of the portal by respondents. The authors will also present the summary and recommendations they arrived at based on this analysis.
TopIntroduction
The last chapter summarized the approach to the validation of the content of e-learning. This chapter summarizes the results of the answers of the users from the participating countries: Israel, Hungary, and Czech to three questions regarding the specific topics. Questions such as these were asked: “Did you read items from this topic? If so, were they helpful? Would you like to learn more about it?” Figures 1-3 show how interested the users were in the specific topics: Awareness, Getting organized, Concentration and memory, Living with dyslexia, Employment, Budget management, Foreign languages, Reading in everyday life. Math in everyday life and Writing in everyday life in the specific participating countries included the information that they are interested to know more about the topic.
Figure 1. Usefulness of topics for Hebrew speaking users
Figure 2. Usefulness of topics for Hungary speaking users
Figure 3. Usefulness of topics for Czech speaking users
The respondents from the Czech Republic didn’t limit themselves only to the answers to the questions, which is why the following part of this chapter analyzes the comments. In the comments, the users reflect their specific situations linked to the article and react to it. In this way, the users allow the authors to look into their personal lives and their experiences, which are relevant to those trying to provide targeted help. During the validation of the Literacy portal, each chapter of every topic gathered many different opinions from respondents, and altogether there were 745 responses. The authors were trying to find similar characteristics among these expressions, which they later summarize for each topic. The authors also include some of the specific statements for this chapter. As this chapter contains lots of specific expressions without any other citation, the authors won’t state the source for each citation. All citations come from the single source LITERACY - Online Portal for E-learning and Supporting Social Inclusion of People with Dyslexia available at http://www.literacyportal.eu/cs.html
TopTopic: Awareness
The awareness topic focused on the impulsivity, which is inclination to react abruptly and recklessly without thinking through the consequences, and assertiveness. The e-learning authors provided the manual for them to get to know themselves and watch what triggers their impulsivity. Impulsive reactions are most often provoked by the situations where the individual feels that someone accuses or hurts them, behaves differently to their values, or persuades them how things should work. The users of the portal reacted to the topic of impulsiveness that it is too long for them five times. Only one person mentioned liking the text to speech functionality because it took just a little time over it without a necessary burden. This is surprising, as 14 users answered positively to whether they used the text to speech functionality. What remains unknown is whether they didn’t use the assistant or whether the text was too long even for listening. One of the users expressed delight towards the button “Show full text” as he disliked reading the long texts. This allowed him to read through only the most important part of the text and then decide whether he will continue with the rest of the text. The expressions such as interesting, intelligible, and informative were often used. Occasionally, the authors of e-learning had seen the requests for even shorter texts, even though the authors felt that it was not possible anymore.