Morning circle, activity for those who have multiple disabilities.mgatell
We saw in Uk an activity called The Morning and Goodbya Circle, performed every day with those who face severe and profound learning difficulties, and have motor impairment and the lack of communication and autonomy.
In the Morning and Goodbye Circle children are encouraged to communicate in a variety of ways including vocalizing, facial expression, giving eye-contact, eye-pointing...
VISIT TO HEEMSCHOOL IN BRUSSELS, BELGIUM. FOR EST PLATFORM.mgatell
Good practices seen in Heemschool in Brussels, Belgium.
From 8-13 November 2011, we visited 'De Heemschool', a pedagogical institute of the Flemish Community in Brussels, Belgium. We observed a non-verbal multi-sensory activity the 'Hocus Pocus magic box'. We assisted to a presentation and examples of 'AAC' Alternative augmentative communication and SMOG, a simplified sign language used in Belgium. Teaching sessions such us Social Reading were observed.
•A description of the three disabilities (Autism, Developmental Delay and Multiple Disability)
•A comparison of the disabilities
•Modifications for the educational needs
Morning circle, activity for those who have multiple disabilities.mgatell
We saw in Uk an activity called The Morning and Goodbya Circle, performed every day with those who face severe and profound learning difficulties, and have motor impairment and the lack of communication and autonomy.
In the Morning and Goodbye Circle children are encouraged to communicate in a variety of ways including vocalizing, facial expression, giving eye-contact, eye-pointing...
VISIT TO HEEMSCHOOL IN BRUSSELS, BELGIUM. FOR EST PLATFORM.mgatell
Good practices seen in Heemschool in Brussels, Belgium.
From 8-13 November 2011, we visited 'De Heemschool', a pedagogical institute of the Flemish Community in Brussels, Belgium. We observed a non-verbal multi-sensory activity the 'Hocus Pocus magic box'. We assisted to a presentation and examples of 'AAC' Alternative augmentative communication and SMOG, a simplified sign language used in Belgium. Teaching sessions such us Social Reading were observed.
•A description of the three disabilities (Autism, Developmental Delay and Multiple Disability)
•A comparison of the disabilities
•Modifications for the educational needs
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
Strategies for Helping Children with Special Needs Readcourtneyhf
This powerpoint addresses literacy in young children with special needs. For teachers, librarians, and other professionals, there are some specific strategies that will be useful in helping these children read. This presentation does not address reading instruction specifically (such as phonics, etc.), but rather, methods that will make it easier for children with certain special needs to read and enjoy reading. Such strategies include the use of available assistive technology, as well as adapted books.
Presentación realizada en el PCF6 de la Índia en el que se trata parte del trabajo realizado en EduWAI.
Más información en: http://eduwai.grupogesfor.com o http://innovacion.grupogesfor.com
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
Strategies for Helping Children with Special Needs Readcourtneyhf
This powerpoint addresses literacy in young children with special needs. For teachers, librarians, and other professionals, there are some specific strategies that will be useful in helping these children read. This presentation does not address reading instruction specifically (such as phonics, etc.), but rather, methods that will make it easier for children with certain special needs to read and enjoy reading. Such strategies include the use of available assistive technology, as well as adapted books.
Presentación realizada en el PCF6 de la Índia en el que se trata parte del trabajo realizado en EduWAI.
Más información en: http://eduwai.grupogesfor.com o http://innovacion.grupogesfor.com
JRC-IPTS presentation at VISIR Seminar - 25-26 March 2014, Committee of Regio...Panagiotis Kampylis
This is the JRC-IPTS invited presentation on policy recommendations for mainstreaming ICT-enabled learning innovations at VISIR International Seminar (25-26 March, Committee of Regions, Brussels). Short description: Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This presentations focuses on recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national, and EU level to further develop and mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe. The recommendations were developed in the context of the 'Up scaling Creative Classrooms in Europe (SCALE CCR) project, carried out by JRC-IPTS on behalf of the European Commission, DG Education and Culture, based on desk research; case reports from Europe and Asia; continuous stakeholders consultations; and in-depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders. The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI: Content and Curricula; Assessment; School Staff Professional Development; Research; Organisation and Leadership; Connectedness; and Infrastructure. The number and variety of the recommendations provided depict the complexity of ICT-ELI and the systemic approach needed for their mainstreaming across Education and Training systems in Europe.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
From Pre-Primary education Degree (Universidad Rey Juan Carlos - URJC):
https://www.urjc.es/universidad/facultades/escuela-tecnica-superior-de-ingenieria-informatica/728-pre-primary-education
Similar to Disabilities & ict's 4 learning. eduwai project (20)
In the technical conference at Open University of Catalonia, april 2013, "the agile methodology", our members team, Irene Manresa and Raul Romero presented our project management methodology focused on user experience.
The UOC, the Xarxa de Punt TIC de les Terres de l’Ebre, the associació ATICTES and the IES de l’Ebre organized last February at Tortosa, a new edition of the Jornada de Programari Lliure de les Terres de l’Ebre (Conferences about Open Source). This year was about Android and applications developed for this system.
Two members of the UOC iCommunity: Raul Romero and Pepe Mora participated on 23 February 2012 at the full day academic seminar, along with Marc Saez from Ebreandroid and Tomàs Gonzalez from Tarracodroid. This conference was held at the headquarters of the UOC in Tortosa (C / Alfara Charles, 18) and discuss the possibilities and the development of Android, ending with the presentation of the first application for Android made by UOC : UOCMail.
Raul gave a short introduction on Android development: tools, environments, concepts etc …
Presentado en la I Jornada Internacional sobre Responsabilidad Social Universitaria, 20-21 de febrero de 2014, Cádiz, España-.
Caso de estudio de la UOC con estudiantes con discapacidad visual en el que se proponen una serie de recomendaciones para entornos virtuales de aprendizaje que faciliten el proceso formativo de estudiantes universitarios con discapacidad visual.
Recommendations for ensuring a satisfactory user experience for visually impaired students in Distance Higher Education Institutions.
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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
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
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!
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
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
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.