disabilities & ict's 4 learning. eduwai project
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Disabilities & ICTs 4 learningdeveloping an accessible learning environment from a User Centered Design perspective
Dr. Eva P. Gil-RodríguezPablo Rebaque RivasLlorenç Sabaté JardíOffice of Learning TechnologiesOffice of the Vice President for TechnologyUniversitat Oberta de Catalunya
Lorena Bourg-ArceoAriadna Servicios Informáticos
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
0.
AGENDA
Office of Learning Technologies · learningtechnologies.uoc.edu0UNIVERSITAT OBERTA DE CATALUNYA
Introduction: Disabilities & ICT’s 4 learningUser Centered Design of Virtual Learning EnvironmentsTheory Methodology: Participant Observation of final users
Results & RecommendationsConclusions
Introduction: Disabilities & ICT’s 4 learning
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
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
User Centered Design of Virtual Learning Environments
2.
User Centered Design of Virtual Learning Environments
Office of Learning Technologies · learningtechnologies.uoc.edu2UNIVERSITAT OBERTA DE CATALUNYA
2.
User Centered Design of Virtual Learning Environments
Office of Learning Technologies · learningtechnologies.uoc.edu2UNIVERSITAT OBERTA DE CATALUNYA
Our users!
Theory
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
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
Methodology: Participant Observation
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
4.
Methodology: Participant Observation
Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA
Learning Scenario 1: people with visual disabilities
www.uoc.edu
4.
Methodology: Participant Observation
Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA
Learning Scenario 2: people with intellectual disabilities
www.fundacionprodis.org
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
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
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
4.
Methodology: Participant Observation
Office of Learning Technologies · learningtechnologies.uoc.edu4UNIVERSITAT OBERTA DE CATALUNYA
Content Analysis, Workflows & Task Flows
Profesora Alumnos
Teoría
Nóminas
Dispositivo de Autoevaluación
Gestos simbólicos
HHSS
Colores
Esquemas simples y con la misma
lógica
- Libera a profesora de carga de trabajo
- Fomenta la motivación y la autonomía del estudiante
Ejemplos de situaciones reales
de empresa
- Diferentes competencias
- Alumnos tardan menos que otros y se
quedan parados
Enseñanza transversal
A base de repeticiones
Fichas con nombre de los
estudiantesAlmanaques Facturas Sobres
Fichas con letras de colores
Un mismo material tiene la posibilidad de
alternar diferentes formas de clasificar
Organizar y clasificar
Trabajo en parejas e individual
Dificultad aprendizajey generalización
Dificultad aprendizaje
Uso constante de la repetición
Results & Recommendations
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
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
Conclusions
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!
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: [email protected]
@evapatriciagil