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Study Skills using Portable and Desktop Technologies


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This is a presentation for the British Dyslexia Association International Conference 2014 by E.A. Draffan and Abi James. A DSA survey of HE and FE students and the LexDis project provide some insights into student use of technology for studying

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Study Skills using Portable and Desktop Technologies

  1. 1. The Student approach to Study Skill Strategies using Portable and Desktop Technologies. E.A. Draffan & Abi James University of Southampton / BDA NTC A Very Modern Lecture, reused courtesy of pjohnkeane Flickr photostream under a CC lic "Kent State Study Looks at Cell Phone Use and Fitness in College Students" by Kent State University
  2. 2. Number of times features were commented upon • Survey in 2009, 230 disabled students from UK, USA & Japan – 59% were 16-25 years old • Email, alarm, prediction and vibration most used after calls, followed by calendar/reminders, internet and camera. 0 10 20 30 40 50
  3. 3. 2006 -8 Facebook Wikipedia, Netbooks, i Phones Internet access via mobiles 2009 - 2010 Twitter eBooks & Kindle Android smartphones The iPad! 2011-12: Tablets of all shapes Social Media meets collaborative learning Google Chrome book 2013: MOOCs 3D printing Wearable technology Flipped classroom 2014 +: Technology – powered Education combining: - online, - traditional - collaborative learning - Learning analytics - Personal content How are students coping in quickly changing world of education and technology?
  4. 4. Mobile Phone survey (2011) Accessing their websites on a mobile device (number of visits in one month): • iPhone: 1199 • Android: 502 • iPad: 488 • iPod: 154 • Other: 178 80% of those who responded had a smart phone. Of that 80% the breakdown was as follows: • Android: 42.3% • Blackberry 34.6% • iPhone: 11.5% • Windows: 3.8% • Other: 7.7% (
  5. 5. How are students coping in a rapidly changing world of education and technology? Possible ways to answer this question: • Quantitative….Survey of students in receipt of DSA 2007- 2012 – 12.8% of students with SpLD had access to AT prior to university • Qualitative…. LexDis project to collate technology strategies from disabled students (
  6. 6. Explore options Functional Response Personal Changes Evaluations and Feedback Personal Perceptions Functional Demands Environment and Context Home Education or Work Community External Support Personal Resources Technology Choices Adapted from the Human Function Model (Melichar & Blackhurst, 1993).
  7. 7. DSA Survey 2011-12 • “I didn't have a laptop or PC and struggled with to use university comouters as it takes me a long time to work through assignments etc! Having my laptop means i can work in my own time anywhere i need and i can use the software that was given to help. It also meant i could use this stuff on school placements.” (Student with SpLD)
  8. 8. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Hardware Software Frequency of use of assistive technology by students with SpLDs Not at all Occasionally (less than once a month) Sometimes (less than once a week) Often (more than once a week) Used Daily
  9. 9. What are students using their hardware for? 58% of students with SpLD made comments about their hardware 0.0% 10.0% 20.0% 30.0% 40.0% 50.0%
  10. 10. What benefits do using the software provide students with SpLD? 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
  11. 11. What additional technology did the students feel could help? 19% of students with SpLD made comments about additional technology 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0%
  12. 12. Comments about requirements for portable devices: “An iPad. I have since self funded for one and it really helps. I use it to take notes sketching internet and for keynote presentations. I also use the reminder facility and calendar for short term memory.” “a smart phone/ iPad of some kind which is light and easy to carry round with me which would help me organise myself.” “a tablet …it would be very useful to have been able to use this during lectures and practicals to take notes and to access notes/research that I have prepared in advance.”
  13. 13. Note-taking Strategies “The [tablet] was invaluable in the field as it allowed me to take notes and complete spreadsheets of field results …I managed ok typing one handed. (Speech recognition user) “I don’t like pens and papers! Too much waste and extra cost. I’ve been using my iPad with a stylus and several note taking/drawing apps so far. I synchronise all my notes with iCloud and I’m perfectly happy (student struggling with pain and fatigue) I find if I use the Live Scribe with the ear buds just hanging loosely round my neck, then the microphone from the pen does not pick up the scratching when writing, but still records the lecture or meeting” “I have found AudioNotetaker very useful for gathering quotes from audio recordings when interviewing people as well as recording and making note from lectures.
  14. 14. Organisation strategies “I use Evernote for making checklists. If I have a large piece of coursework or many subjects areas to revise. I break each task down, make a list and tick off each task as I complete it. There is always a sense of satisfaction when looking at a list full of ticks!” “I was given an iPhone that I use for calendars, calls, texting with speak select, camera shots of articles using image to text and video capturing of lectures. I use it to organise everything and sync with iCloud so I can view and work online from my desktop as well.
  15. 15. Proof reading strategies “Text to speech is really useful when you are writing and proofreading – it makes me stop when I leave out words and when I create words that don’t exist., I was given Texthelp Read and Write Gold and I use the scanning for my manuscripts. Add the picture to Word and make comments in the margins.” “I find I have to take a break before I read my work again and even so I often think I have written something that is not there or miss words out so I like to have the text highlighting on when listening to it reading back.”
  16. 16. Students as Agile Technology (AT) Users Needs (e.g. Curriculum tasks, activities, setting, social communication, access and independence) Strategies and Technology Choices (e.g. Assistive / Productivity / mobile /free and online) Considerations (e.g. time, skills, personalisation, training, attitude and preferences, available technology, costs) AT User Research Strategies Evidence Based choices
  17. 17. Note of caution…. • Some portable devices may look similar but provide very different user experiences and personal preferences run deep! • Recent studies have shown that while students find e-book and portable devices beneficial, they are still under-taking much of their studying on laptop or desktop computers. • Each update, device change, app trial and technology based strategy can take time to learn – make the offer of anything new meaningful and in the context of study skill requirements.
  18. 18. Thank You E.A. Draffan and Abi James, ECS Accessibility Team With thanks to all the students who took part in the DSA survey and continue to support the LexDis Project