Piloting the ViPi curriculum and games with young people with learning disabilities


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Piloting the ViPi curriculum and games with young people with learning disabilities by Andy Burton, Nick Shopland, David Brown and Lindsay Evett

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Piloting the ViPi curriculum and games with young people with learning disabilities

  1. 1. facebook.com/vipiproject twitter.com/ViPi_project VIPI - VIRTUAL PORTAL FOR INTERACTION AND ICT TRAINING FOR PEOPLE W ITH DISABILITIES 1 ITAG EHD - 17/ 2013, NTU Nottingham UK. 10/ www.vipi-project.eu 511792-LLP-1-2010-1-GR-KA3-KA3NW
  2. 2. facebook.com/vipiproject twitter.com/ViPi_project PILOTING THE VIPI ICT TRAINING OUTCOMES 2 ANDY BURTON (NOTTINGHAM TRENT UNIVERSITY) ITAG EHD - 17/ 2013, NTU Nottingham UK. 10/ www.vipi-project.eu 511792-LLP-1-2010-1-GR-KA3-KA3NW
  3. 3. PILOTING THE VIPI ICT TRAINING OUTCOMES  About the ViPi project  The ViPi Outcomes  The Pilots  Case Studies  Findings  Conclusions 3 ITAG EHD - 17/10/2013, NTU Nottingham UK.
  4. 4. ABOUT VIPI – (VI RTUA PO RTA FO R L L I TERA O NA D I TRAN N N CTI N CT I I G FO R PEO PLE WI DI BI TI TH SA LI ES)    A three year Lifelong Learning Programme project launched in January 2011. It involves partners from Belgium, Cyprus, Greece, Lithuania, and the UK. The project aims at creating accessible and flexible basic ICT skills training, designed to meet the specific needs of people with disabilities 4 ITAG EHD - 17/10/2013, NTU Nottingham UK.
  5. 5. VIPI OUTCOMES  Full ICT curriculum– 3 levels of complexity  ICT Training course following the curriculum  E-learning exemplar courses (used for the pilots)  Exercises including question sets, and guidelines for practicals.  Web Portal allowing semantically enhanced access to learning objects (e.g. serious games, courses, pages of information, useful web resources etc) - both those developed within the project and available externally  Social networking and community building area, both online and mobile  Serious Games  Educational and Pedagogic framework outlining how to work with the above ViPi outcomes 5 ITAG EHD - 17/10/2013, NTU Nottingham UK.
  6. 6. VIPI OUTCOMES – THE GAMES  Adapted Games  True/False Quiz  Escapology ICT  Rob the Mob ICT  New Games  Stay Safe!  Fly Swat  Memobile (Android)  Matching Pairs  Starter Kit  Press and Action 6 ITAG EHD - 17/10/2013, NTU Nottingham UK.
  7. 7. THE PILOTS  Pilot sites in the different countries focussed on different disability groups to ensure the pilot covered the full range of disabilities, and that materials were tested in each language.  Differentiated piloting methodologies were employed at the different pilot sites in order to meet the needs of particular ability groups and availability of appropriate technology Assessment will be by:    Pre- and post- pilot self assessment of skills Post-pilot Likert scale selfassessments Post session feedback sheets Pilots ongoing so do not have results from Post pilot assessments and Likerts. However Today it may be of interest to look at some case studies from the ongoing pilots ITAG EHD - 17/10/2013, NTU Nottingham UK. 7
  8. 8. UK PILOTS– JUNE – NOVEMBER 2013 Oak Field School, Nottingham “Can the ViPi ICT training methodology and outcomes improve skills in people with disabilities?” The Oak Field School is a City coeducational day school for children aged 3-19 years with special educational needs, in particular severe and profound learning difficulties and/or physical difficulties. Study worked with:    17 Key Stage 5 (6th Form) students at the school ex-students from the school students at a voluntary summer school. Participants trained for up to 4 sessions each. Staff training pilots upcoming Training method: One-to-one student led Material and speed to suit participant guided by course material and trainer When focus lost, the training method was adapted to try to increase engagement ITAG EHD - 17/10/2013, NTU Nottingham UK. 8
  9. 9. CASE STUDIES Achievement Throughout the pilot sessions her confidence along with her engagement was seen to grow and the trainer learned how to work with her to improve her skills and knowledge. She was also observed to develop in confidence at her ability to answer questions correctly. She gained the ability to   Participation 3 Training sessions Showed initial interest only in the images.    Used labelling exercises the tablet version of Memobile (pair matching game and Starter Kit game) physical presence of ICT devices problems tasks   varied materials, allowing her to work with the materials which were interesting her at the time and switching when required. suggesting her own activities. Practical   focussing her attention on the   turn on the tablet computer, locate and select a specific icon to start an app, hold the tablet and take a photo. Click the correct mouse button Gained understanding that the different mouse buttons and keyboard keys do different things, and that she herself could make things happen on the screen by using the right keys and buttons at the right times. These are important steps and recognised in the P- Level ICT curriculum used by the school. exercises were also used, taking photos with the tablet, copy the images to the computer, turning on the device, selecting appropriate icons and buttons ITAG EHD - 17/10/2013, NTU Nottingham UK. 9
  10. 10. CASE STUDIES Achievement   Participation 4 x 1hr Training sessions         could not easily read the textual content on the e-learning environment. TTS (Text-To-Speech) demonstrated. struggled with fine movement of the mouse, hands tired through the sessions experimented with mouse settings and ease of access high level of engagement using the elearning material, the games or the practical exercises. struggled with the nature of the Escapology game due to low literacy skills, but coped well with the yes no quiz game. He also enjoyed playing the Memobile tablet games. He found practical exercises on web browsing particularly engaging when relevant materials such as his school’s website were used.    Although the student had very complex needs both physically and intellectually, throughout the sessions he maintained a high level of engagement with the materials and games. Over the four sessions, with repeated guidance, he learned how to use TTS empowering him to go through the materials at his own pace. He covered material on types and parts of computers, turning the computer on and off, input devices, and web browsing. He retained information between sessions. He learned that there are alternative methods to make the technologies work better for him. With the mouse keys methods he began to learn, he became more independent at controlling the computer with the guidance of the researchers. By viewing the school website he was made aware that there was information available to him through the computer that interested him. ITAG EHD - 17/10/2013, NTU Nottingham UK. 10
  11. 11. BELGIUM PILOTS– JUNE – NOVEMBER 2013 W erkgroep Vorming & Aktie Disabilities ranged from moderate learning difficulties to severe learning disabilities (Down’s syndrome, William’s syndrome, etc.), often in combination with a variety of other physical disabilities (Cerebral Palsy, visual impairments, etc.). personalised approach 20 trainees and 6 teachers/trainers. Training approached in a group scenario with multiple trainers present 11 ITAG EHD - 17/10/2013, NTU Nottingham UK.
  12. 12. CASE STUDIES Achievement       Participation bi-weekly training sessions from April to Present      He is very keen on using his PC for everything possible. Eager to learn especially about how to exchange short messages with friends and to ask for clarifications where needed using Facebook chat. One of the most enthusiastic people in the group, also stimulating others. during the training sessions that took place as a full group, he started to support, and be supported by other trainees   He was focussed on Facebook training opened other areas to him, such as email, creation of simple documents and text editing. It also highlighted the dangers of social media, something Student B1 had already experienced himself. Used his communication skills to support other participants improved his assessment skills of potential dangerous situations. Became more self-confident, using social media since he knows now how to block improper behaviour and protect himself against it. working in a sheltered workshop environment, his improved ICT skills are also useful there, especially where they have to use a computer interface in some of their job activities (activation of a machine, entering volumes, etc.). gained skills in editing a document – he can do this without having to ask for assistance. contacts with his family have improved as he is now using email on a regular basis. ITAG EHD - 17/10/2013, NTU Nottingham UK. 12
  13. 13. CASE STUDIES Achievement   Participation bi-weekly training sessions from April to Present      never done ICT training before initially there was some doubt, but after three months she used a laptop independently having benefited considerably from the regular training sessions. Focussed on what exactly she needed for her job. For this reason, touch screens were extensively used with her during the training. She was initially quite uncertain, and needed considerable support, both from the classroom trainer and a separate trainer who helped her on a face-to-face basis. in the end it proved to be a winning combination, especially when her neighbour at the training lessons also helped and supported her.   was anxious because of the new ICT skills she would need to know with a new machine being introduced at her workplace that necessitated the usage of keyboard, touchscreen and knowledge of computer basics. The training sessions were well timed for her and strengthened her self-confidence, as well as allowed her to get accustomed to the computer skills required for her work. She changed into a self-confident person, eager to learn and in frequent contact with the trainers. She now helps out other trainees in learning new computer skills. This ad hoc peer supporting proved to be very useful and strengthened the confidence of the entire group of trainees. ITAG EHD - 17/10/2013, NTU Nottingham UK. 13
  14. 14. FINDINGS SO FAR  Feedback from post session feedback sheets (UK site) was universally positive suggesting that:      participants liked the sessions, they learnt new things, they found it easy, they would like further sessions with the researchers. For two thirds of the sessions the thing the students liked best was the games. Use of ICT to train the students in ICT can reveal key barriers holding the student back AND enable solutions to be offered  A course containing sections that cover the use of assistive technology and different accessibility methods which can be called upon by the trainers when required, and employed as a practical part of the course can then empower the student to progress with the course using the new skills, methods and technologies they have discovered.  14 ITAG EHD - 17/10/2013, NTU Nottingham UK.
  15. 15. CONCLUSIONS       Thus far the pilot has demonstrated the ViPi outcomes to be powerful and flexible tools to teach ICT to people with varying disabilities. Loss of engagement in training students with intellectual disabilities can be effectively addressed by switching between different engaging training modes such as games and practical exercises The promise of use of computer games is an effective reward to encourage continuation with study of course materials Training ICT by use of ICT offers reinforcement of theoretical learning by practical use, reference and demonstration ICT training by trainers with expertise in assistive technology and accessibility methods can allow barriers to use of the technology to be removed at an early stage – which can then speed progression of learning Group sessions enable peer support situations to naturally develop ITAG EHD - 17/10/2013, NTU Nottingham UK. 15
  16. 16. THANK YOU. Andy Burton andy.burton@ntu.ac.uk www.vipi-project.eu facebook.com/ vipiproject twitter.com/ vipi_project Thanks to: The All Oak Field School and Sports College other pilot participants The project partners: Steficon SA (Greece) PhoenixKM BVBA (Belgium) Hypertech S.A. Informatics & New Technologies (Greece) VŠĮ HITECO – High Technologies for Cooperation (Lithuania) G.M Eurocy Innovations Ltd (Cyprus) The ViPi KA3 LLP project has been partially funded under the Lifelong Learning Programme, subprogramme KA3 ICT. ITAG EHD - 17/10/2013, NTU Nottingham UK. 16