Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.

1. Ghost Voices: Using-Text-to-Speech
Technology to Improve the Quality of
Learning Online
DR. SHERI HUTCHINSON, READSPEAKER
KAREN LAPLANT, HENNEPIN TECHNICAL COLLEGE
BRIGHTSPACE MN CONNECTION
APRIL 15, 2016

2. Session Description
Students may not read the materials teachers post online, and this
can become an increasing concern. One consideration is that
students may need a little extra help with reading and writing as
they are progressing through the content. A leader in cloud-based
text-to-speech (TTS) technology, ReadSpeaker™, is now integrated
within Brightspace to provide users of the learning environment with
the ability to listen to text content. This helps all learners expand
their comprehension and allows for bi-model learning as well as ease
of use with model access.

3. Agenda
1. Define the newest Accessibility/Universal Design Applied to High
Quality Learning Environments
2. Discuss Class and Student Outcomes
4. Identify the typical materials we use in our classroom and online
classroom and how they apply to different abilities and Universal Design
5. Determine opportunities to enhance learning for diverse student
populations and where TTS is already used

4. Accessibility, Universal Design, and ADA
Accessibility may have a narrow definition focused around accommodations
Includes characteristics for a disability and individual ability
Services, Products, and Environment
Universal Design has a broader definition (Mace-Architect)
Understanding the broad, shared needs of all individuals
Curb Cuts, Closed Captions, Text to Speech, and Learning Preferences
not “accommodations” but rather “designed-in”
ADA
Key provisions of the ADA that impact UD are “program accessibility” and
“equally effective communications.”

5. Quality Learning Experiences
Improved accessibility not only better
reaches your learners with disabilities, but
improves experiences for all. Improving
accessibility can also provide a competitive
advantage.
Universally designed products and tools
improve the quality of content. Access to
content via mobile devices is essential in our
connected society.

6. Improving Outcomes
What might this mean?
For the Classroom
Increased Success (C or above)
Increased Retention (stay in school)
Better Grades
For the Student
Self-efficacy
Motivation
Confidence
Resourceful

7. What do we really know about our students?

8. Different Ability Considerations
•Illiteracy
•Dyslexia
•ELL-English Language Learners
•Low Vision or No Vision
•Deaf or Hard of Hearing
•Cognitive or other Disabilities

9. Differences in Demographics
Gender
Economic Status
Working Adults
Older Adults
Family Status
Nationality
Religion

10. How can we help? Universal Design!

11. Years ago we started… Sound familiar?
Audio Resources
Podcasts
MP3’s
iTunes U
Garage Band
Have we mentioned talk Radio and it’s popularity?

12. Demonstration of Audio
Navigate to: http://www.readspeaker.com/
Click on Demo
Write a short introduction to yourself
“Hello, my name is… and I’m here
from…College”
Select a Voice and Play to your neighbor

13. LMS Solutions for Brightspace
ReadSpeaker Enterprise – reads html
ReadSpeaker docReader – reads most document
formats
ReadSpeaker TextAid LTI integration provides personal
learning tool with web reader

14. Brightspace Course Announcement

15. Brightspace Course Content

16. Typical Classroom Materials
Traditional or Online Classroom
Handouts
Videos
Textbook
Software
Hardware
Websites

17. Diverse Classroom Opportunities
Visual and Audio Enhancements to
Curriculum
Reaching students with different learning styles
Reading Fatigue
Bi-Modal Learning
Adaptive-Differentiated-Personalized Learning
Discussion around Options for Learning with Audio

18. Facing Challenges for Success,Retention?
 High Attrition
 Returning Adult
Students
 Struggling Readers
 ELL and ADEV
•
Students who just need motivation, may need
help with reading and learning preferences.
Part-time students rarely graduate. Even
when given twice as long to complete
certificates and degrees, no more than a
quarter ever make it to graduation day.
75% of students are college commuters,
often juggling families, jobs, and school.
Academic Development courses to support
reading and writing skills.
Graduation odds are especially low for
students who are English Language
Learners, diverse cultures, older, or
economically challenged.

19. Video Break-Student Hubert

20. Reading Fatigue

21. Stories of Success
Effective, Easy to Use, Text to Speech Accessibility Tools
“I’m a Reader!”

22. Bi-Modal Learning
1. Take out your laptop, tablet, iPad, or
Smartphone
2. Open up a browser and navigate to:
http://www.readspeaker.com/report-
benefits-bimodal-content-presentation/
3. Bookmark this site for later listening
alone or with your headphones.

23. Struggling Readers Deserve Privacy
Equal Access

24. Publisher Resources Already Using TTS

25. Cast.org about Student Options
Universal Design for Learning: Theory and Practice Gordon & Meyer March 201

26. ReadSpeaker for Online Learning

27. Is User-Centered
• Change Highlighting and text font
colors
• Speed up or Slow Down Reading
• Increase text visibility

28. Discussion: Options for Audio
Write down 1-2 pieces of content
or writing activities that are in
your course content right now
that would benefit students by
being read out-loud?
2-3 people share with the group.

29. Questions
Thank you!
Contact information: Sheri.Hutchinson@readspeaker.com

30. Presentation, Hand-out, Survey Online
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