Disabilities & ict's 4 learning. eduwai project
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Disabilities & ict's 4 learning. eduwai project
- 1. Disabilities & ICTs 4 learning developing an accessible learning environment from a User Centered Design perspective Dr. Eva P. Gil-Rodríguez Pablo Rebaque Rivas Llorenç Sabaté Jardí Office of Learning Technologies Office of the Vice President for Technology Universitat Oberta de Catalunya Lorena Bourg-Arceo Ariadna Servicios Informáticos
- 2. Universitat Oberta de Catalunya Office of Learning Technologies · learningtechnologies.uoc.edu0UNIVERSITAT OBERTA DE CATALUNYA Distance University On-line Digital contents Virtual classrooms www.uoc.edu
- 3. 0. AGENDA Office of Learning Technologies · learningtechnologies.uoc.edu0UNIVERSITAT OBERTA DE CATALUNYA Introduction: Disabilities & ICT’s 4 learning User Centered Design of Virtual Learning Environments Theory Methodology: Participant Observation of final users Results & Recommendations Conclusions
- 4. Introduction: Disabilities & ICT’s 4 learning
- 5. 1. Introduction: Disabilities & ICT’s 4 learning Office of Learning Technologies · learningtechnologies.uoc.edu1UNIVERSITAT OBERTA DE CATALUNYA ICT’s & Disabilities: Opportunity or Risk? Depending on the adaptation of technologies to people with disabilities
- 6. 1. Introduction: Disabilities & ICT’s 4 learning Office of Learning Technologies · learningtechnologies.uoc.edu1UNIVERSITAT OBERTA DE CATALUNYA eduwai project: developing a specific learning environment for the inclusion of people with disabilities into the job market http://eduwai.grupogesfor.com
- 7. User Centered Design of Virtual Learning Environments
- 8. 2. User Centered Design of Virtual Learning Environments Office of Learning Technologies · learningtechnologies.uoc.edu2UNIVERSITAT OBERTA DE CATALUNYA
- 9. 2. User Centered Design of Virtual Learning Environments Office of Learning Technologies · learningtechnologies.uoc.edu2UNIVERSITAT OBERTA DE CATALUNYA Our users!
- 10. Theory
- 11. 3. Theory Office of Learning Technologies · learningtechnologies.uoc.edu3UNIVERSITAT OBERTA DE CATALUNYA ICT make the construction of flexible and personalized learning routes possible (Beale, 2005) Besides this, it is clear that people with intellectual disabilities improve their quality of life when they have a job (Eggleton et al., 1999; O'Brien and Dempsey, 2005; Kraemer, 2003) No research about how technology may help people with intellectual disabilities to become included in the job market
- 12. 3. Theory Office of Learning Technologies · learningtechnologies.uoc.edu3UNIVERSITAT OBERTA DE CATALUNYA The accessibility standards and e-learning communion does not guarantee a satisfactory experience for people with visual disabilities (Lawton & Grossnickle, 2005) The clearest example is the screen reader, which reads the website in a linear way, where reading in sighted people is holistic and hypertextual (Lazar, J. et al. 2006) No research about usability of Virtual Learning Environments for visually impaired people
- 14. 4. Methodology: Participant Observation Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA Learning Scenario 1: people with visual disabilities Learning Scenario 2: people with intellectual disabilities
- 15. 4. Methodology: Participant Observation Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA Learning Scenario 1: people with visual disabilities www.uoc.edu
- 16. 4. Methodology: Participant Observation Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA Learning Scenario 2: people with intellectual disabilities www.fundacionprodis.org
- 17. 4. Methodology: Participant Observation Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA Learning Scenario 1: people with visual disabilities • Participant Observations at home • Non Structured Interviews • User Tests of the Virtual Learning Environment (VLE) with assistive technologies
- 18. 4. Methodology: Participant Observation Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA 17 students: 2 screen reader, 8 magnifier, 7 zoom PC 7 men & 10 women, aged between 22 & 64 Most of them lived with their family Different studies
- 19. 4. Methodology: Participant Observation Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA Learning Scenario 2: people with intellectual disabilities • Participant Observations in 3 classes with 12 students each one (both genders, most of them with Down Syndrome, aged between 18 and 30) • Focus group with 8 educators and employment mediators
- 20. 4. Methodology: Participant Observation Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA Content Analysis, Workflows & Task Flows
- 22. 5. Accessibility and usability of Virtual Learning Environment is not enough: you should also provide access to accessible and usable contents IN ADVANCE Provide all possible formats (audio, word, pdf...), put self-explanatory links, priorize information! Train teaching staff in accessibility issues Office of Learning Technologies · learningtechnologies.uoc.edu5UNIVERSITAT OBERTA DE CATALUNYA Results& Recommendations
- 23. 5. Results & Recommendations Office of Learning Technologies · learningtechnologies.uoc.edu5UNIVERSITAT OBERTA DE CATALUNYA Priority given to visual content over read content VLE should allow personalization VLE should adapt to the different stages of the student’s training (in class and while employed) VLE should help families and work coleagues to learn how to interact with students
- 24. Conclusions
- 25. 6. Conclusions Office of Learning Technologies · learningtechnologies.uoc.edu6UNIVERSITAT OBERTA DE CATALUNYA Specific users require different solutions: Specific solution (platform to create videogames) is developing now Universal Design of VLE’s is possible!
- 26. learningtechnologies.uoc.edu WE WOULD LIKE TO THANK: The eduWAI project, funded by the Spanish Ministry of Industry, Tourism and Trade, the Advanced R+D Programme (AETSI Avanza I+D 2009) TSI-020312-2009- 27 UNIDISCAT, funded by the Agency for the Administration of University and Research Grants (AGAUR, the Catalan government), Case No. 11 More information: egilrod@uoc.edu @evapatriciagil
Editor's Notes
- User Centered Design Perspective means that first of all, we gather the needs and requirements of our potential users. In this presentation, we will try to explain specifically how we gather user requirements and which are these recommendations of design for virtual learning environments in the case of our users.
- Who are our users? Actually, and because of the limited scope of our project, by the moment we only work with two kinds of users: users with visual impairement and users with intellectual disabilities.
- Some theory about the relationship between ICT’s for learning and intellectual disabilities
- Some theory about the relationship between ICT’s for learning and visual disabilities
- Our first learning scenario of this participant observation is about students with visual disabilities from our university, the Open University of Catalonia.
- Our second learning scenario is about people with intellectual disabilities from the Prodis Fundation. Prodis Fundation is a non profit organization also in Spain but in Madrid, and whose goal is to teach people with intellectual disabilities in order to improve their inclusion in the job market.
- We analyse all this information through content analysis, workflows of their relationships and tasks flows of processes of learning of both students, and we identify difficulties and opportunities in this process, thinking in solutions we can offer, and it’s important to note that these solutions were sometimes based on technological answers and sometimes not!
- And about our conclusions, our main conclusion is that specific users require different solutions. In the case of people of intellectual disabilites a specific solution is developing now. And in the case of people with visual disabilities, we conclude that universal design of virtual learning environments is possible if we follow this kind of recommendations.