This presentation was delivered at the first international conference on teaching deaf learners, held in Amsterdam, 19-21 March 2014. The first part is by Caselli and Rinaldi and is concerned with language development of deaf children in the era of cochlear implants. The second part is by Gennari with contributions by Melonio and is concerned with technology enhanced learning for deaf learners.

20. INTERMEZZO
Now, given what we know about the context deaf
learners learn in, and deaf learners’ characteristics, can
we improve how to teach deaf learners via technology? If
yes, how? See the next part of the presentation….

21. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
OUTLINE
1. Technology enhanced learning: what
2. From requirements to design guidelines
3. Evaluation by examples
4. Conclusions

22. TECHNOLOGY ENHANCED LEARNING:
WHAT
PART I

23. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED
LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles

24. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED
LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles

25. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED
LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles

26. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED
LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles

27. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED
LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles

28. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TEL FOR ITS LEARNERS
This means that “good” TEL for its learners promotes
its learners can use it…
ousability (learner experience)

29. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TEL FOR ITS LEARNERS
This means that “good” TEL for its learners promotes
its learners can use it…
ousability (learner experience)
…to disclose the door of learning
opedagogical effectiveness

30. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND
PEDAGOGICALLY EFFECTIVETEL

31. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND
PEDAGOGICALLY EFFECTIVETEL
strive for
evidence-based
user requirements

32. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND
PEDAGOGICALLY EFFECTIVETEL
strive for
evidence-based
user requirements
design with
user requirements

33. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND
PEDAGOGICALLY EFFECTIVETEL
strive for
evidence-based
user requirements
design with
user requirements
evaluate usability and pedagogical effectiveness

34. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND
PEDAGOGICALLY EFFECTIVETEL
strive for
evidence-based
user requirements
design with
user requirements
evaluate usability and pedagogical effectiveness

35. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND
PEDAGOGICALLY EFFECTIVETEL
strive for
evidence-based
user requirements
design with
user requirements
evaluate usability and pedagogical effectiveness

36. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND
PEDAGOGICALLY EFFECTIVETEL
strive for
evidence-based
user requirements
design with
user requirements
evaluate usability and pedagogical effectiveness

37. HOW TO DESIGN USABLE AND
PEDAGOGICALLY EFFECTIVETEL
strive for
evidence-based
deaf requirements
design with
deaf requirements
evaluate deaflity and pedagogical effectiveness

38. From requirements to design
PART II

39. READING (1/2)
Requirements
Deaf learners seem to have problems in
connecting information in text and
processing long complex sentences
Luke had raced past him. Ben had
never been beaten before, since he
only ever raced with kids who
were smaller and slower than him.
He wanted a rematch.
NO

40. Design
Explanatory text, e.g., instructions,
should prefer simple sentences with
close referential expressions
READING (1/2)
Requirements
Deaf learners seem to have problems in
connecting information in text and
processing long complex sentences
Luke had raced past him. Ben had
never been beaten before, since he
only ever raced with kids who
were smaller and slower than him.
He wanted a rematch.
NO

41. Design
Explanatory text, e.g., instructions,
should prefer simple sentences with
close referential expressions
READING (1/2)
Requirements
Deaf learners seem to have problems in
connecting information in text and
processing long complex sentences
Luke had raced past him. Ben had
never been beaten before, since he
only ever raced with kids who
were smaller and slower than him.
He wanted a rematch.
NO YES
Luke had raced past him. Ben had
never been beaten before, since he
only ever raced with kids who
were smaller and slower than him.
Ben wanted a rematch.

42. READING (2/2)
Requirements
Deaf learners may miss key info if
distributed or dense on the
screen

43. You can win 5 points if
you can solve the game in
1 minute and a half.
!
To solve the game, look at
the episode in the centre
of the screen, and move
tiles into the central
bucket.
NO
READING (2/2)
Requirements
Deaf learners may miss key info if
distributed or dense on the
screen

44. You can win 5 points if
you can solve the game in
1 minute and a half.
!
To solve the game, look at
the episode in the centre
of the screen, and move
tiles into the central
bucket.
NO
Design
Relevant text should be chunked by
semantic proximity, and each chunk
should be contiguous to its visual
representation (if any)
READING (2/2)
Requirements
Deaf learners may miss key info if
distributed or dense on the
screen

45. You can win 5 points if
you can solve the game in
1 minute and a half.
!
To solve the game, look at
the episode in the centre
of the screen, and move
tiles into the central
bucket.
NO
Design
Relevant text should be chunked by
semantic proximity, and each chunk
should be contiguous to its visual
representation (if any)
!
!
Move tiles into the
central bucket
!
!
!
!
YES
READING (2/2)
Requirements
Deaf learners may miss key info if
distributed or dense on the
screen

46. ATTENTION (1/2)
Requirements
Deaf individuals seem to be
> better in allocating visual
attention to the periphery of the
visual field
> more easily distracted by
peripheral events
NO

47. ATTENTION (1/2)
Requirements
Deaf individuals seem to be
> better in allocating visual
attention to the periphery of the
visual field
> more easily distracted by
peripheral events
NO

48. Design
On the edge of the screen, an
interface should have nothing that
can distract deaf learners from
their main task
ATTENTION (1/2)
Requirements
Deaf individuals seem to be
> better in allocating visual
attention to the periphery of the
visual field
> more easily distracted by
peripheral events
NO

49. Design
On the edge of the screen, an
interface should have nothing that
can distract deaf learners from
their main task
ATTENTION (1/2)
Requirements
Deaf individuals seem to be
> better in allocating visual
attention to the periphery of the
visual field
> more easily distracted by
peripheral events
NO YES

50. Requirements
Wrt hearing children, deaf
children show
> orienting attention
< selective attention
= in divided attention
ATTENTION (2/2)

51. Requirements
Wrt hearing children, deaf
children show
> orienting attention
< selective attention
= in divided attention
ATTENTION (2/2)

52. Requirements
Wrt hearing children, deaf
children show
> orienting attention
< selective attention
= in divided attention
ATTENTION (2/2)
NO

53. Requirements
Wrt hearing children, deaf
children show
> orienting attention
< selective attention
= in divided attention
ATTENTION (2/2)

54. Design
The tool should use:
- visual clues for orienting attention
- sequencing of tasks
- animation for main tasks (and abstract
concepts)
Requirements
Wrt hearing children, deaf
children show
> orienting attention
< selective attention
= in divided attention
ATTENTION (2/2)

55. Design
The tool should use:
- visual clues for orienting attention
- sequencing of tasks
- animation for main tasks (and abstract
concepts)
Requirements
Wrt hearing children, deaf
children show
> orienting attention
< selective attention
= in divided attention
ATTENTION (2/2)

56. Design
The tool should use:
- visual clues for orienting attention
- sequencing of tasks
- animation for main tasks (and abstract
concepts)
Requirements
Wrt hearing children, deaf
children show
> orienting attention
< selective attention
= in divided attention
ATTENTION (2/2)

57. Design
The tool should use:
- visual clues for orienting attention
- sequencing of tasks
- animation for main tasks (and abstract
concepts)
Requirements
Wrt hearing children, deaf
children show
> orienting attention
< selective attention
= in divided attention
ATTENTION (2/2)
YES

58. Requirements
Young deaf children have more
difficulties for serial recall and take
more time for recovering attention
MEMORY

59. Requirements
Young deaf children have more
difficulties for serial recall and take
more time for recovering attention
Design
Enforce recognition instead of recall,
e.g., via coherent spatial positioning
MEMORY

60. Requirements
Young deaf children have more
difficulties for serial recall and take
more time for recovering attention
Design
Enforce recognition instead of recall,
e.g., via coherent spatial positioning
MEMORY

61. Evaluation ofTEL by examples
Part III

62. CORNERSTONE TERENCESMILE VISEL
LEARNING DOMAIN

63. SMILE CORNERSTONE TERENCEVISEL

64. SMILE
mathsandscience
CORNERSTONE TERENCEVISEL

65. VISEL CORNERSTONE TERENCESMILE
LEARNING DOMAIN
mathsandscience

66. VISEL CORNERSTONE TERENCESMILE
LEARNING DOMAIN
mathsandscience
storytelling

67. CORNERSTONE
mathsandscience
SMILE VISEL
LEARNING DOMAIN
storytelling
mathsandscience
TERENCE

68. CORNERSTONE
mathsandscience
SMILE VISEL
LEARNING DOMAIN
storytelling
mathsandscience
TERENCE
storycomprehension

69. TERENCE
mathsandscience
SMILE VISEL
LEARNING DOMAIN
storytelling
mathsandscience
CORNERSTONE
storycomprehension

70. TERENCE
mathsandscience
SMILE VISEL
LEARNING DOMAIN
storytelling
mathsandscience
CORNERSTONE
storycomprehension
storycomprehension

71. SMILE VISEL CORNERSTONE TERENCE
USABILITY PEDAGOGICAL EFFECTIVENESS
? ? ? ?

72. SMILE VISEL CORNERSTONE TERENCE
USABILITY PEDAGOGICAL EFFECTIVENESS

73. CONCLUSIONS
Part IV

74. Requirements
Deaf learners tend to like games
with movement, and social tools
such as social networks (2010)
PREFERENCES

75. Guideline
TEL for learners could use
captivating gestures and connect
to social networks
Requirements
Deaf learners tend to like games
with movement, and social tools
such as social networks (2010)
PREFERENCES

76. Guideline
TEL for learners could use
captivating gestures and connect
to social networks
Requirements
Deaf learners tend to like games
with movement, and social tools
such as social networks (2010)
PREFERENCES
This is consistent with the 2013 PEW findings…

77. 16/03/14 21:5Device Ownership Over Time | Pew Research Center's Internet & American Life Project
CLICK AND DRAG IN THE PLOT AREA TO ZOOM IN
Cellphone Smartphone eBook Reader Tablet Computer
Desktop or laptop computer mp3 player Game console
2002 2004 2006 2008 2010 2012 2014
0
100
25
50
75
PEW RESEARCH CENTER
People spent more time online,
performed more activities,
watched more video, and
themselves become content
creators
”
“
social network usage for millenia

78. 16/03/14 21:5Device Ownership Over Time | Pew Research Center's Internet & American Life Project
CLICK AND DRAG IN THE PLOT AREA TO ZOOM IN
Cellphone Smartphone eBook Reader Tablet Computer
Desktop or laptop computer mp3 player Game console
2002 2004 2006 2008 2010 2012 2014
0
100
25
50
75
PEW RESEARCH CENTER
People spent more time online,
performed more activities,
watched more video, and
themselves become content
creators
”
“
In brief new TEL should (also)
promote quality social
experience for deaf learners, for
creating, sharing and analysing
learning contents...
social network usage for millenia

79. 16/03/14 21:5Device Ownership Over Time | Pew Research Center's Internet & American Life Project
CLICK AND DRAG IN THE PLOT AREA TO ZOOM IN
Cellphone Smartphone eBook Reader Tablet Computer
Desktop or laptop computer mp3 player Game console
2002 2004 2006 2008 2010 2012 2014
0
100
25
50
75
PEW RESEARCH CENTER
People spent more time online,
performed more activities,
watched more video, and
themselves become content
creators
”
“
In brief new TEL should (also)
promote quality social
experience for deaf learners, for
creating, sharing and analysing
learning contents...
... so that the "future for deaf
learners stays open" via TEL as
well⎯and teachers' active
involvement at school
social network usage for millenia

80. 1st International Conference onTeaching Deaf Learners Amsterdam, NL, 19-21 March 2014
H. Knoors and M. Marschark (2014).
Multimedia-Enhanced, Computer-Assisted
Learning for Deaf Students. Ch. 10 of
Teaching Deaf Learners. Oxford Press.
!
TERENCE (http://www.terenceproject.eu):
• D1.2 for preferences in 2011, D7.4 for
large-scale evaluation in 2013;
• articles in Proc. of ICALT 2012, IEEE,
ebTEL 2013 and MIS4TEL 2014,
Springer;
• article in IJTEL journal for TERENCE
game design methodology, forthcoming
in 2014.
T. Di Mascio, R. Gennari,A. Melonio, P.
Vittorini (2014). Designing Games for Deaf
Children: First Guidelines. Accepted in
Journal of Technology Enhanced Learning
(IJTEL).
!
T. di Mascio and R. Gennari (2009). A Usability
Guide to IntelligentWebTools for the Literacy
of Deaf People. In Book “Integrating
Usability Engineering for Designing the
Web Experience: Methodologies and
Principles”, ICI Global.
MAIN REFERENCES FORTHE 2nd PART