Assistive technology to promote learner autonomy
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Assistive technology to promote learner autonomy

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This is a presentation designed for a one day workshop at London School of Economics discussing ideas around inclusion and an accessible curriculum.

This is a presentation designed for a one day workshop at London School of Economics discussing ideas around inclusion and an accessible curriculum.

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  • Students personalising their e-learning.
  • Research carried out by Dr. Michael Wesch at Kansas State University. 2300 web pages Survey: 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 profiles Survey: 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)
  • Wordle picture E.A. Draffan LexDis 01/07/11
  • Cartoon by Mark Parisi – off the mark.com “Don’t you think you’re becoming a little too reliant on your computer?” New research suggests that young university hopefuls expect unrestricted access to the Internet For further information please visit http://www.ics.heacademy.ac.uk/news/fullstory.php?id=99 For the full report please visit http://www.jisc.ac.uk/publications/publications/studentexpectations
  • Nick quote: "I realised (with respect to Parliamentary Affairs) that I was a right idiot in just reading off the PDF and then remembering the quote, and typing it into Word, because actually you could click an HTML version which makes the whole idea of making secure PDFs ridiculous." .... E.A. Draffan LexDis 01/07/11
  • 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.
  • … when I got all my software in autumn last year, and they said: “You need to have your training on this” – as you quite rightly have said – I did feel like I was doing 2 courses and that was, frankly, too much. I had to stay with my old bad habits because I just didn’t feel I had the time to take out to learn something new to help me. It was a vicious circle, really. E.A. Draffan LexDis 01/07/11
  • LexDis 01/07/11 E.A. Draffan
  • LexDis 01/07/11 E.A. Draffan
  • LexDis 01/07/11 E.A. Draffan
  • LexDis 01/07/11 E.A. Draffan
  • Agile Technology users not just Assistive Technology users. With grateful thanks to all those students taking part in the LexDis project.

Assistive technology to promote learner autonomy Assistive technology to promote learner autonomy Presentation Transcript

  • Assistive Technology to Promote Learner Autonomy
  • A Vision of Students Dr. Michael Wesch at Kansas State University YouTube video – now updated Jan 2011 http://visionsofstudents.org /
  • Overview
    • Think about how we improve:
      • technology evaluations, assessments and training.
      • accessibility and ease of use of online teaching and learning materials.
      • as well as develop e-learning skills.
      • Throughout there will be links to the results of the LEXDIS project.
  • Technology for…
    • Gathering information
    • Analysing Information
    • Being creative
    • Problem solving
    • Working with others.
  • Accessibility issues
      • Aspects of the e-learning applications do not interact well with assistive technologies or allow for personalisation;
      • Navigability of resource rich websites e.g. libraries;
      • Problems opening and manipulating files;
      • Difficulties scanning and manipulating science based resources for screen reading and text to speech.
    Nick
  • Many Facets of AT Assistive Technologies
  • Digital Decisions
    • Some students mentioned simplicity, skills, suitability and cost as a deciding factors.
    • All students talked about their decisions being influenced by time considerations regarding use of assistive technologies, training and social networking applications.
    “… when I got all my software in Autumn last year, they said: ‘You need to have your training on this’... I felt like I was doing two courses and that was, frankly, too much. I had to stay with my old bad habits because I just didn’t feel I had the time to learn something new to help me. It was a vicious circle, really.”
  • Keep the tools simple
    • “ I’m just going to knock this nail in.” (using a very complex bit of kit
    • “ So why over complicate things? This would do the job perfectly well.” (holding up a hammer)
  • Making it work with AT
    • Provide an outline equivalent
    • Provide options – Make it easy on yourself!
      • Create in HTML originally. Do not use “Save as Web”
      • Use a Conversion Utility such as the The Illinois Accessible Web Publishing Wizard http://www.accessiblewizards.uiuc.edu/
    • For the more adventurous - use accessible flash tools such as Xerte
    • http://www.nottingham.ac.uk/xerte/
  • It does not take a lot to make a difference
    • I only used style sheets and added page numbers to the handout – it did not take that long!
    • Hi I just popped in to say ‘thanks!’
    • Thinking - Thanks I feel now that all my hard work has not been taken for granted.
  • Lectures - Synote
  • Personalisation
    • Will this do for all of you? Showing one size t-shirt
    • No that won’t fit me
    • We are all unique with individual needs and requirements
  • Personalisation
    • Desktop Options
    • Input options
    • Output options
    • Colour changes
    • Language
  • What works for me?
    • Science Issues
    • Multimedia
    • Using the Internet
    • Communication
  • Altering the Look and Feel to work faster and smarter!
    • My Web My Way - http://www.bbc.co.uk/accessibility/
  • Productivity to free, portable and online
    • Portable apps available from http://access.ecs.soton.ac.uk/projects/accessTools/download
    • Atbar http://access.ecs.soton.ac.uk/ToolBar/
  • Calendars, Planning and Collaboration
    • Online task and time management
      • Google Calendar
      • Google docs
      • Issues
          • Accessibility
          • Login in - passwords
          • www.web2access.org.uk
  • Browsing Tactics?
    • Find some information
    • Add it to a blog? (WordPress)
    • Tell a friend?
  • Expectations
    • Students have high expectations of technology with respect to access, choice and reliability.
    • Students expect consistency in use of the VLE across modules.
      • Most see it as an essential aspect of course admin and communication.
    • Students have high expectations of their tutors’ use of technology.
  • Virtual Learning Environment
  • Another Course, Another Environment!
  • Knowledge Estuary Demonstration
  • Mrs E.A. Draffan Electronics and Computer Science. University of Southampton Mobile 07976 289103 E-mail: [email_address] http://access.ecs.soton.ac.uk With grateful thanks to all those students who took part in the LexDis project. www.lexdis.org Agile Technology users not just Assistive Technology users.