This document discusses using simple learning technologies (SLT) to improve the learning experience for all students, especially those with dyslexia or other learning disabilities. It describes a small action research project that introduced SLTs like wikis, podcasts, and digital dictation into two art and design modules. Student feedback showed most benefited from the multi-sensory learning environment. Results demonstrated significant grade improvements, with more students attaining higher bands after using SLTs. The conclusion is that lecturers can innovatively support inclusion through technologies that require minimal time and training.

1. Inclusive Education Enhancing the student experience throughSimple Learning Technologies..

2. What this paper examines.. Widening participation means that it becomes more important then ever to support and nurture the talents of a diverse range students. That means we must be more inclusive in our approaches to delivering high quality teaching and learning. But how can we improve our provision of support as our workload increases? We care.. But caring isn’t enough! How can we facilitate improved support for all?

3. In this presentation.. We argue that by supporting the needs of students with learning difficulties (specifically dyslexia) we can improve the overall learning experience for all students. Discuss preliminary findings from a small action research project that made use of ‘simple learning technologies’ (SLT) to support students work by taking a more blended learning approach. Show ways in which we can use SLTs to improve student and lecturer productivity & get results!

4. Inclusive education.. Accessible curricula is becoming highly important, with a significant increase in students identifying themselves as have special learning needs (specifically dyslexia). An increasing number of students embark on degree courses have not acquired the range of skills needed in HE that, in the past, would have been essential to study at this level. (Mortimorea & Crozierb) Mortimorea, T. and W. R. Crozierb (2006). "Dyslexia and difficulties with study skills in higher education." Studies in Higher Education31(2): 235-251.

5. Inclusive education.. There tends to be a relatively high instance of dyslexic students in Art and Design as dyslexic students often have acute visual intelligence (Anon 2007). Such students tent to respond more readily to the multi-sensory forms of education that the style of Design teaching & learning provide (Hercules 2007) Is it possible then to create an inclusive education curriculum that supports the notion of education for all that is unconventional but just as valid? Anon. (2007). "Dyslexia is a 'creative force'." Retrieved 8th January, 2010, from http://www.artdes.mmu.ac.uk/news/item.php?id=201 Hercules, F. (2001). Dyslexia in Art and Design Higher Education: Hidden Strengths, Hidden Weaknesses. 5th BDA International Conference.

6. Pressures on lecturer ...We are interested in the fact that time is not something lecturers have much of. Supporting high numbers of students is time intensive. Our problem(s) are: Using new technologies require new learning and more administration Changing modules can be problematic! Scepticism that better results will be obtained Technophobia!

7. Simple Learning Technologies.. In response to this – we planned and introduce learning technologies that were: Readily available within our existing VLE. Require very little learning. Can be introduced into modules to support existing learning outcomes. Require only a small amount of management Obvious benefits to the students AND the lecturer such as enhanced learning through multi-sensory learning environment. Promote unconventional learning. Phipps, L., A. Sutherland, et al. (2002). Access All Areas: disability, technology and learning, JISC, TechDis Service & ALT.

8. Action Research Project.. Involved 90 Art & Design Students across two different written modules at two different levels. These two modules were specifically chosen to test the SLTs as the students in these groups represent a diverse range of different attitudes, levels of understanding and abilities. (D'Eon, Overgaard et al. 2000) The study does not seek to highlight problems with teaching and learning; it accepts that inclusivity is a difficulty we face in HE and tests whether introducing the SLTs improves the student experience for all. D'Eon, M., V. Overgaard, et al. (2000) "Teaching as a Social Practice: Implications for Faculty Development“ Advances in Health Sciences Education5(2): 151-162.

9. What we introduced: Use of a Wikitool available on VLE which was used by student working together in research teams for a final presentation (built into module assignment). Use of digital Dictaphone to record discussion in lectures and podcast with lectures notes on VLE Use of digital Dictaphone to record formative audio feedback and emailed to students. (followed by summative written feedback at later date)

11. Response by students: Participants in the study were asked to fill out a reflective questionnaire based on their experiences with the SLTs during their teaching learning and assessment. It asked them to agree or disagree with statements using the Likert methodology of attitude measurement (Likert 1932) Level 5 learners on Dialogues in Design 3D: Practice – BA Interior and Product Design (37 respondents out of 61) Level 2 learners in Business and Communications – HND Graphic Design (15 respondents out of 29) Participants from both groups having a learning disability (LD) (14 students). The overall response rate from the students was 57% as the questionnaire. Likert, R. (1932). "A Technique for the Measurement of Attitudes." Archives of Psychology140: 1-55.

12. Results in a nutshell! The majority of the students benefitted in multiple ways from the use of the SLT’s to enhance their learning

14. Grade Attainment

15. The proof is in the pudding! It can be clearly seen that both cohorts of students have improved their overall grade attainment significantly. Level 5 students have made a 28% improvement in grade attainment. Most notably, 20% of the students have moved from a ‘B’ band, to and ‘A’ band with 10% of students moving away from the lower bands or even non-submission. In the HND cohort, the results show an even more encouraging 33% improvement on grade attainment 13% movement of students moving from a pass level to a merit level, and a 19% movement from merit to distinction.

16. Conclusion.. The point of this research is to illustrate that by implementing new teaching practices such as SLTs, lecturers can ‘innovate’ in teaching. The process of being innovative, at least in this instance, does not require: radical change long-winded training a significant amount of time

17. Conclusions The results of this – such as grade attainment by the students, speak for themselves. For Students, especially those with learning disabilities, SLT’s provide a ‘multi-sensory’ experience facilitates and support an improved learning experience.

18. Thank you! Any questions?