Evaluation of impact of professional development training in the area of technology enhanced learning
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Evaluation of impact of professional development training in the area of technology enhanced learning






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Evaluation of impact of professional development training in the area of technology enhanced learning Evaluation of impact of professional development training in the area of technology enhanced learning Presentation Transcript

  • Evaluation of impact ofpqofessional developmenttqaining in the aqea of technology enhanced leaqning Michael Mc Mahon October 2011
  • What is this about ?The purpose of the exercise is to develop an onlinemodule to aid lecturers and presenters in thedevelopment of materials (principally documents andPowerPoint presentations) which are more accessible todyslexic students.
  • StructureThe online module is broken up into six distinct learning blocks. Block 1 Introduction Block 6 Framework for evaluation Block 2 Information on dyslexia Block 5 Best practice in presentations Block 3 Block 4 Dyslexia & Supporting the student Dyslexic students View slide
  • What is Dyslexia ?“Dyslexia can be described as a continuum of difficulties inlearning to read, write and/or spell, which persist despite theprovision of appropriate learning opportunities. Thesedifficulties often do not reflect an individuals cognitiveabilities and may not be typical of performance in otherareas.” (The Scottish Government-Riaghaltas na hAlba, 2009) View slide
  • What is Dyslexia ?
  • What are the associated learning difficulties ? organisational ability
  • Module 2 organisational ability Common difficulties  writing and copying words and numbers  following sequential instructions  working under pressure  keeping workspace tidy  organising daily life  structuring essays  taking succinct notes  organising work and revision schedules  presenting an argument logically.  dealing with library catalogues / finding books
  • Dyslexia and higher educationA student suffering from dyslexia is disadvantaged in third level education.
  • Dyslexia and higheq educationPeqcentage of dyslexia and compaqison gqoups qepoqting difficulties in Higheq Education % % Chi-square % Dyslexia % Dyslexia Dyslexia Comparison dyslexia vs. Old New comparison Universities Universities Reading 47 6 29.73*** 54 40 Reading speed 64 7 47.47*** 64 67 Spelling 62 7 45.20*** 54 70 Note taking 78 18 46.07*** 71 83 Organising Essays 76 8 61.89*** 71 80 General Organisation 67 36 12.45*** 64 70 Time keeping 55 31 8.02** 57 53 Expressing ideas orally 24 10 4.93* 25 23 Expressing ideas in 72 11 51.00*** 64 80 writing Handwriting 64 18 28.39*** 64 63 Concentration 52 25 9.85** 43 60 Remembering facts 57 14 26.84*** 54 60 Listening 40 12 13.29*** 36 43 *r<0.05 **r<0.01 ***r<0.001 Source: Mortimore and Crozier. Dyslexia and difficulties with study skills in higher education. (p. 240)
  • Module 2 Dyslexia and higher education 1. Note taking 78%100 80 60 dyslexic 40 20 non 0 dyslexic percentage having difficulty Comparison 18%
  • How can we help ?Clearly if there is an issue with note taking the obvious solutionis to eliminate the need for note taking. The provision of notesin the form of handouts or PowerPoint presentations whichcan be printed in advance by the student is recommended
  • How can we help ?It is not just enough to provide notes, handouts andpresentations . It is also important to ensure that such materialis designed to make reading easier and to lessen the visualstress experienced by some dyslexic people.
  • The pqojectThis project intends to assess the quality of presentations andenhance them by the provision of a fully online academicprofessional development module. The project is a case studyof a group of lecturers taking that module.
  • OutcomeOn completion of this module the learner will be able todesign & construct presentations and written class materialswhich take into account the visual stress experienced by somedyslexic people, thus enhancing their learning experience.
  • issues
  • issues
  • Dyslexia friendly Text Font Media Checking Readability Written material which takes intoUsing best practice account the visual for dyslexic readers stress experienced make documents by some dyslexiceasier on the eye for people makes everyone. Headings reading easier and Emphasis Writing Style Layout
  • Module 1-AssessmentHome To take the quiz click on the questionModule 1 mainpage markModule 1 Assessment Next Page
  • Where to now