Assistive Technology and Associated Training
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Assistive Technology and Associated Training

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This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered......

This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered the survey call and we are extremely grateful for their help.

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  • Uploaded on 12 Oct 2007a short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in collaboration with 200 students at Kansas State University.Research carried out by Dr. Michael Wesch at Kansas State University. 2300 web pagesSurvey: On average, how many web pages do you read each day? Average 21.51(We then multiplied this by 105 - roughly the number of days in a semester - and rounded to 2300.)and 1281 facebook profilesSurvey: On average, how many Facebook profiles do you view each day? Average 12.2 (multiplied by 105 = 1281)“And over 500 pages of email”Survey: On average, how many pages of e-mails will you write in a single day?Average: 4.96 (*105 days/semester = over 500)
  • Assistive Technology triangle – from Access Technologies at the top representing the assistive technologies such as screen readers and magnification or specialist text to speech, next personalisation and accessibility where desktop changes are made and built in accessibility tools are used to Productivity which is where built in spell checkers and auto correct may help to the final layer including free, portable and online tools which for some maybe the most important. This is not a hierarchy of tools but rather a complete toolkit approach.
  • Using shared facilities e.g. "my laptop as it lets me work from home when I am too ill to go into Uni”
  • Remember these were yes / no questions, so respondents could answer yes to all 4How could the AT training be better?27.2% reminder sessions each academic year17.2% shorter sessions more regularly10.9% one off training session35.9% drop in facility
  • Pages in the report. Time-to-Adoption Horizon: One Year or Less§ Cloud Computing .............................................................................................................................. 1§ Mobile Apps ......................................................................................................................................... 2§ Social Reading ..................................................................................................................................... 3§ Tablet Computing .............................................................................................................................. 4Time-to-Adoption Horizon: Two to Three Years§ Adaptive Learning Environments ................................................................................................. 5§ Augmented Reality ............................................................................................................................ 6§ Game-Based Learning ....................................................................................................................... 7§ Learning Analytics .............................................................................................................................. 8Time-to-Adoption Horizon: Four to Five Years§ Digital Identity ..................................................................................................................................... 9§ Gesture-Based Computing ............................................................................................................ 10§ Haptic Interfaces ............................................................................................................................... 11§ Internet of Things .............................................................................................................................
  • Horizon Report 2012
  • Needs (e.g. Curriculum tasks, activities, social communication, access and independence)Strategies and Technology Choices (e.g. Assistive / Productivity / mobile /free and online)Considerations (e.g. time, skills, training personal attitudes, costs, available technology personalisation)

Transcript

  • 1. Assistive Technology andAssociated TrainingAbi James & E.A. Draffan with thanks toDeb Viney and Sue Wilkinson
  • 2. http://www.flickr.com/photos/mwichary/2346230057/sizes/o/in/photostream/CurrentsituationAction RequiredGoalGAP
  • 3. Overview• Terminology – Facets of AssistiveTechnology• Training – Review, Revise and Rethink• Future Trends – Support needshttp://tdevice.net/philips-flud-futuristic-flexible-smartphone-concept/
  • 4. A Vision of StudentsMichael Wesch, Kansas State University (2007)YouTube video – now updated Jan 2011 http://visionsofstudents.org/
  • 5. AccessPersonalisationand AccessibilityProductivity ToolsFree, Portable and OnlineTechnologiesMany Facets of ATWhen is atechnologyNOTassistive?
  • 6. What is assistive?
  • 7. What is assistive?“I can wake up to my phone’salarm and check the weather. Thistask previously required aspecialized Braille or talking watchand/or lock and use of radio ortelevision for weather information.”
  • 8. Does the name matter?Assistive Technology (AT) is any product or service designed toenable independence for disabled and older people. (Usergroup consultation at the Kings Fund, 2001)• Understanding the meaning of AT from the point of view ofthe student and the wider audience, supply, advice andtraining plus funding implications“whats AT? do you mean IT? I learnt how to use mysoftware/hardware. IT was also a great confidence booster.”“I doubt u could get someone whos pro in IT pro in grammarand pro in art theory all together.”
  • 9. Terminology“The boundaries between general and specialist IT equipmentare blurred with a total interdependence of one upon theother.” BIS response 2013• “…I was able to store my important pieces of work on there[the laptop] and use the Read & Write software on there aswell. This hardware has helped me to keep up with my workand completing them on time.” (Student with SpLD)• “MS office. I could personalise documents and make themcolourful to make them easier to read. I could print out andlook at powerpoints and notes before lectures meaning i gotmore out of lectures. It meant i could work on my assignmentsat home at my own level and pace. Wouldnt have been ableto it without it!” (Student with SpLD)
  • 10. Discussion timeDoes the fact that there are blurred boundariesbetween the types of technologies available affectstudent, instructional and funders expectations,technology provision and training outcomes?10 minutes• Read the student comments provided then share the resultsof your deliberations with the wider group providing us withyour thoughts on how to define Assistive Technology withinthe current funding structure.
  • 11. Hardware Recommended &Usefulness0102030405060708090PercentagerecommendedusefulDSA Survey 2012
  • 12. Software Recommended &Usefulness01020304050607080PercentagerecommendedusefulDSA Survey 2012
  • 13. DSA benefits students by…0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%All Aspergers, autisumspectrumChronic medical &fatigueHearing Impairment Mental Health Mobility Impairment& PainSpLD, ADHD Vis ImpClassification of comments made by students about using TechnologyUsing shared facilities Keeping up & performing to abilities Accessing AT
  • 14. Technology Training0.00%10.00%20.00%30.00%40.00%50.00%60.00%Training by a specialistIT trainer in my homeTraining by a specialistIT trainer on campusTraining by a member ofthe Disability Team oncampusTraining by theequipment supplier ondeliveryGrand TotalRating of training by delivery methodVery helpfulHelpfulQuite helpfulNot helpfulNot at all helpfulTook up all the training hours
  • 15. Technology Training0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%Diagnosed at FE/HE Diagnosed before FE/HE No AT before DSA Access to AT before DSABreakdown of training take vs. students pre-university experiencedidnt take up trainingtook up training
  • 16. Drop in Centres to ‘Review,Revise and Rethink’!F2F and online?27.2%17.2%10.9%35.9%reminder sessions each academicyearshorter sessions more regularlyone off training sessiondrop in facilityHow could the AT training be better? (Survey 2012)
  • 17. Discussion• 98.9% students indicated that the DSA technology supporthad helped them overcome barriers to learning.• 60% took up training and of those, 54% found it helpful orvery helpful.Thinking about the ratings provided by students about trainingconsider the reasons why 40% fail to take up training and 45%query its helpfulness?10 minutes• Read the student comments provided then share the resultsof your deliberations with the wider group providing us withsome possible solutions to this dilemma
  • 18. Cloud Computing, MobileApps, SocialReading, TabletComputingAdaptive LearningEnvironments, AugmentedReality, Game-BasedLearning, LearningAnalyticsDigital Identity, Gesture-Based Computing, HapticInterfaces, Internet ofThingsFuture IT Trends a help or ahindrance?(Horizon Report HE shortlist 2012 followed by their 2013 report )1 yearor less2-3years4-5yearsMOOCS & tabletcomputers (2013)3D printing & wearabletechnology (2013)
  • 19. “Digital literacy is less about tools &more about thinking.”
  • 20. Learning Tech and the future“Students in the 2011/2012 survey showed a marked preference forequipment that was light and portable and easy to use when in lectures,around the university and for organisational purposes. “ (BIS survey 2013)• “Ipad or tablet. I am quicker at writing on a keyboard but I amunable to carry my laptop everywhere with me due to itsweight and size.” (Student with Mental Health issues)• “Because of neck problems it is very difficult to read notesetcetera from a flat surface. An e-reader would be very usefulbecause of the small print/feint print of books” (Student withChromic medical condition)
  • 21. Other Technologies0.0%5.0%10.0%15.0%20.0%25.0%30.0%35.0%Students commenting on the need for other technologies that may havebeen of benefit
  • 22. Discussion timeConsidering the changes in portable technologies and the waystudents will be engaging with learning materials in the futurevia online learning portals with MOOCs etc – How will this affectthe future supply and support of Assistive Technologies?10 minutes• Read the student comments provided then share the resultsof your deliberations with the wider group.
  • 23. ExploreoptionsFunctionalResponsePersonalChangesEvaluationsandFeedbackPersonalPerceptionsFunctionalDemandsEnvironment and ContextHome Education or Work CommunityExternal SupportPersonalResourcesTheMissingPiece
  • 24. Agile Technology (AT) UserNeeds (e.g. Curriculum tasks, activities, setting, socialcommunication, access and independence)Strategies and Technology Choices (e.g.Assistive / Productivity / mobile /free andonline)Considerations (e.g.time, skills, personalisation, training, attitudeand preferences, available technology, costs)ATUserResearchStrategiesEvidenceBasedchoices
  • 25. Thank YouE-mail: a.james@soton.ac.uk and ead@ecs.soton.ac.ukhttp://www.slideshare.net/eadraffan/assistive-technology-and-associated-training“It is only with this assistance that I can remain inUniversity learn to think for myself have anopinion, gain knowledge and broaden my hoizens andfuture. I cannot thank DSA enough for this help andsupport and the boost it has given me in hopefulnessand courage. Please keep this going to others in myposition it is the best value for money I have seen inthe public sector for many a year.” ( exact quote SpLDStudent – DSA Survey 2012)