ICALT2011-Widgets to support the concept of an Adaptable Learning EnvironmentPresentation Transcript
Widgets to support the concept of an Adaptable Personal Learning Environment. Elaine Pearson, Voula Gkatzidou , Steve Green Accessibility Research Centre Teesside University, Middlesbrough,UK [email_address]
Widgets for Inclusive Distributed Environments (WIDE)
JISC funded project
Teesside University, Techdis, Portland College
Use a community-based approach to make e-learning resources accessible and inclusive to disabled students
Meet the needs of students with diverse needs to create an environment suitable for all learners
Suite of bespoke W3C compliant widgets
Widgets can serve as front-end applications for distributed learning aids and services in mash up personal learning environments
(Taraghi et al., 2009)
Widgets represent discrete tools, applications, assistive technology or other learning supports to perform specific functions.
Widgets to support disabled learners’ specific requirements
S ymbols-based calendars with students with learning disabilities
Widgets t ha t support learners with motor difficulties in completing web forms etc
Participatory design and agile development
Involved community of practice (CoP)
Informal team approach:
Designs formulated (learning designs produced in workshops)
Specification outlined (designs classified and prioritised, additional content identified)
Prototypes developed (by ARC developers)
Feedback obtained (designers)- Amendments made
- Widget released for evaluation, use, adaptation
Participants worked in groups with a facilitator
Staff involved directly in teaching or support of disabled students, disabled students, researchers, practitioners from HE, FE, specialist colleges.
Participants specified their widget ideas with the aid of a set of learning design and storyboard templates
A0 laminated posters
Include prompts and principles
Suggestive rather than prescriptive
Learning designs were photographed, archived digitally and made available on the WIDE wiki where the final widgets are available for download
WIDE wiki: http://arc.tees.ac.uk/wide
Classification of widget
tools, applications and learning objects.
- task management, time management, learning aids, assistive technology, social network tools, content-free applications.
- access to database, on top of application, access to OS, access to user area, mobile device.
Java server application to upload and deploy widgets
Based on the W3C Widgets specification
Compatible with many VLEs
Widgets can be deployed and run in 3 rd party applications using Wookie
Wookie has a REST API that can be used to get or create instances of widgets
Visual shopping list (Wookie)
Workshops produced more ideas than we expected
Wookie as a development platform worked well in most cases
Original intention was to create all widgets using Wookie
Required to create Opera and Mobile apps.
Managed to develop (still ongoing) all the designs
Preliminary evaluation with the CoP
Designers are enthusiastic about their widgets
The learning designs ha ve been translated succesfully into widgets and met the expectations of the designers
WIDE findings demonstrate need for personalised applications to enhance the learning experience of students with disabilities
Recognise the simplicity of widgets
- Nevertheless the development of new widgets is likely to be beyond the means of most teachers or tutors.
Need a set of authoring tools
- Libraries of templates, services, APIs and a repository)
WIDGaT- Widget Authoring Toolkit
E nable academics without technical skills to develop, modify, adapt and share widgets
Widgets to support the concept of an Adaptable Personal Learning Environment. Elaine Pearson, Voula Gkatzidou Steve Green, Accessibility Research Centre Teesside University Middlesbrough,UK [email_address]
Community activism (Opera)
Touch screen/ one click timer (adaptation)
Magnifying glass (windows app)
A simple widget that magnifies text and images.
Windows app because it needs access to the client screen memory