&/    ^   Z^ Z,                Z    /              ^                 Z/^                                                  ...
Z//E       / Z^        Z, ^dhz A R I S E has worked and developed special audio educational modules for last one and ahalf...
/EdZKhd/KE          / Z^        Z, ^dhzThe case study examines the use of simple audio modules in a computer based educati...
Dd,KKKz            / Z^        Z, ^dhzThe advent of digital broadcasting using audio has enabled a large number of individ...
Feedback Surveys were conducted on both quantitative and qualitative parameters. Open-ended suggestions were also acquired...
/E/E^   E z^/^        / Z^         Z, ^dhzKEY BENEFITS:      Teachers reported greater levels of student engagement with l...
KEY ISSUES TO CONSIDER:     It can take a little time to get used to the technology involved in creating and     publishin...
KEh^/KE        / Z^       Z, ^dhzThe Field Research Case Study emphasizes the important best practices that have emergedfr...
Increasing Visually Challenged Students' Engagement by using Audio Educational Modules as a Tool for Self Learning
Increasing Visually Challenged Students' Engagement by using Audio Educational Modules as a Tool for Self Learning
Upcoming SlideShare
Loading in …5
×

Increasing Visually Challenged Students' Engagement by using Audio Educational Modules as a Tool for Self Learning

1,347 views

Published on

This Field Research Case Study accumulates the best practices in designing audio educational content for visually challenged students. About 30 audio educational lectures were designed and developed in consultation with teachers and blind students, which cater to approximately hundred blind students' educational needs.

Published in: Education, Technology
2 Comments
1 Like
Statistics
Notes
No Downloads
Views
Total views
1,347
On SlideShare
0
From Embeds
0
Number of Embeds
23
Actions
Shares
0
Downloads
11
Comments
2
Likes
1
Embeds 0
No embeds

No notes for slide

Increasing Visually Challenged Students' Engagement by using Audio Educational Modules as a Tool for Self Learning

  1. 1. &/ ^ Z^ Z, Z / ^ Z/^ /E/ E W K ^ /EZ ^/E s/^h z , E ^dhEd^ E DEd h^/E h/K DKh^ ^ h d/KE dKK KZ ^ ZE/E / Z^ Z, ^dhz Developed by: ^ Z/^ CHANDIGARH, INDIA Released: June, 2011
  2. 2. Z//E / Z^ Z, ^dhz A R I S E has worked and developed special audio educational modules for last one and ahalf years catering to the out-of-classroom self learning needs of the visually challengedstudents.Research surveys have been undertaken for developing content. Feedback Surveys wereundertaken to study the best possible combinations of speed and content, design ofEducational module packages and ease of various deployment platforms catering to theeducational needs for approximately hundred students.Research Surveys have also been done to establish best practices in designing audiocontent for approximately hundred visually challenged students over last one and a half year(January, 2010 – June, 2011). This Field Research Study accumulates the findings of suchresearch surveys to serve as a comprehensive guide.Context 150 visually challenged learning students enrolled at Institute for the Blind, Sector-26, Chandigarh, undergoing their primary and secondary school educationDescription All students are on-campus and have never met the teacher face-to-face Students were provided with audio modules that were used to supplement the learning materials within their computer based learning environmentTechnology Mp3 audio files recorded using the software Windows Sound Recorder, and donated via CD. The vlc media player software was installed and was used to play the audio filesIncreasing student engagement using
  3. 3. /EdZKhd/KE / Z^ Z, ^dhzThe case study examines the use of simple audio modules in a computer based educationclass, as part of the continuing Special Education Module (SEM) research projectundertaken for the visually challenged students enrolled at Institute for the Blind, Sector-26,Chandigarh by the Act to Rise for Innovation for Special Education ( A R I S E ), apublic Educational cum Charitable Trust, India.It discusses the benefits of using audio modules as part of an integrated computer basedlearning strategy in a computer assisted learning context, and gives an overview of howaudio modules were used to introduce concepts, provide support for self-study, and toincrease engagement with educational materials as well as support multimodal self learningwithout any assistance.This is especially useful in case of self learning or revision, as well as for preparation forexaminations. These audio modules aim to assist the conventional classroom teaching without-of-classroom assistance.These audio modules can also be uploaded on the mobile phones carried by the visuallychallenged users and were compatible with most of the standard audio/video media players.This also makes the learning possible anytime, anywhere.
  4. 4. Dd,KKKz / Z^ Z, ^dhzThe advent of digital broadcasting using audio has enabled a large number of individuals,companies and educational institutions to develop and distribute content to broad audiences.An audio module consists of a series of audio lectures catering to a specific topic in aparticular subject. The module consists of audio files that are developed specially taking intothe account the needs of the visually challenged learners and their comprehendingcapabilities. They can typically be stored for playback in a PC or notebooks or smartphonesor even ipods or music players.They are an integral part of computer/mobile assisted out-of-classroom self-learningprogram for visually challenged students.The teachers recording the audio lectures were different from the classroom teachers.Content design was undertaken in consultation with the classroom teachers taking intoaccounts the visually challenged students’ needs surfaced through exploratory researchsurveys conducted at Institute for the Blind.The model is as depicted below: Fig I : Methodology of Delivering an audio SEM
  5. 5. Feedback Surveys were conducted on both quantitative and qualitative parameters. Open-ended suggestions were also acquired.Cumulating the past results of our surveys conducted for approximately 30 custom-madeaudio lectures, this field research case study has been developed to accumulate the bestpractices for developing and delivering audio educational packages for the blind students.The people worked on this Research Project include Ankita Goyal and Abhishek Syal.Various volunteers supported and assisted in the research project like Aayush Bhasin,Aakriti Goyal, Tapish Mittal, Angad Gyani, Lovely Khurana, Manisha Kathuria, Tarun VirSingh Banga, Priyanka Syal, Himani Jindal, etc.
  6. 6. /E/E^ E z^/^ / Z^ Z, ^dhzKEY BENEFITS: Teachers reported greater levels of student engagement with learning materials. Feedback from students was positive, particularly relating to using audio learning materials for self study and revision. Since students hear their teachers’ voices, content is more personalised, allowing for a more ‘human’ connection between the distance learner, their teacher and learning content. Retention of information, and the quality of the final student dissertations improved. When audio SEMs were used to contextualise and explain key concepts, the amount of confusion or questions from students was reduced. Audio modules offer increased flexibility and mobility for students. Downloaded audio modules onto mobile device platforms can be listened to anywhere, anytime. Making an audio lecture can save the teacher a lot of time compared to preparing the same amount of material in written form. Audio lectures can be re-used from class to class, and updated relatively easily - saving time and money The use of audio lectures has reduced the amount of printed materials required for the class, and for notes.
  7. 7. KEY ISSUES TO CONSIDER: It can take a little time to get used to the technology involved in creating and publishing audio packages (uploading to the various devices for distribution). Always have a plan. Preparing a structure that outlines the introduction, key objectives and conclusion of the audio module will make it easier to record the material. Keep audio lecture short, interesting and to the point. 5 to 10 minutes maximum was found to be effective. Be mindful of file size when making audio lectures keeping in view the storage capacities of mobile phones. Keeping the duration short, and saving the files in mp3 format will help keep the file size manageable. Varying the format over a series of lectures in the same module or package can be a way to keep students interested. For example lecture style, conversational, question and answer, different speakers, etc can be deployed to serve the above purpose. Practice recording your voice before making an audio lecture to ensure your voice is clear and the message comes across concisely. The final result does not have to be perfect. Students reportedly engaged more when hearing a more informal, natural tone rather than a carefully scripted recording. Be sure to thoroughly test your delivery system and media player compatibility to ensure students don’t have problems like audio codecs not being supported by the media player installed. The Learning Management System wasn’t deployed. It can help to deliver the audio lectures online and support RSS feeds, which can alert students about new audio learning modules as they became available.
  8. 8. KEh^/KE / Z^ Z, ^dhzThe Field Research Case Study emphasizes the important best practices that have emergedfrom last one and a half year experience working on delivering custom audio learningcontent for more than hundred visually challenged students.This study serves as a reference guide for developing such future audio educationalpackages..

×