“... I was really let down at

University ... The University just

takes the policy of the less fuss the

better"

“... So I got given all this stuff ... and all I needed was paper and

some felt tips ...”

“... I felt the assessor

forced the technology on

me ...”

The background, layout and font used in this poster were chosen specifically for people with dyslexia http://dyslexicfonts.com

www.katieontheweb.com katie@katieontheweb.com kes3g11@soton.ac.uk

“I always got treated as if I

was of low intelligence ... They would talk down to

me ...”

This research project is an exploration of the experiences of dyslexic students in Higher Education, and specifically how they utilise mobile technology to support learning and teaching.

It follows on from my previous research which identified some of the issues with assessment of Dyslexia and the equipment given to these students to support learning and teaching. Most of the equipment they were provided with had been designed for use on the desk-top, and many had their own smart phones or tablets that they were using.

Few had been given help with utilising the technology they were given, or developing their own skills to best meet their individual needs.

Context

The over-arching philosophy is that of Hermeneutic Interpretive Phenomenology (HIP). Phenomenology becomes hermeneutical when its method is taken to be interpretive. Heidegger argues that all description is always already interpretation. Every form of human awareness is interpretive.

In order to gain as comprehensive a view of the lived experience of these students I will be: Interviewing a sample of 20 students to gain a start point; Asking these students to keep a Blog of their experiences over the course of an academic year. This is a blog in the form of a journal that is not publicly available; Observing a 'day in the life' of each student, in each semester. This will include observation of their timetabled learning and teaching, as well as less formal activities on campus.

This data will be subject to a continuous thematic analysis.

Methods

Part of the research project is to look at research methods that are best suited to a researcher with Dyslexia. One of the reported frustrations about being dyslexic in the research community is that most people do not understand that for someone with dyslexia, their academic strengths are drawn from the same place as their potential weaknesses. The strengths of dyslexic researchers are born out of the lateral thinking abilities and visual perceptiveness, which are typical strengths in the pattern of cognitive strengths and weaknesses that characterises dyslexia.

The research philosophy and methods underpinning this project have been chosen partly to exploit my strengths and mitigate any weaknesses, and this will be monitored throughout the research in my own research blog.

Dyslexic Researcher

Next StepsI am currently recruiting participants in two UK Universities and this is going well.

Between now and Christmas I will have interviewed all the students and will have enabled them all to start their blogs. Some students might opt out of this part of the research.

The first observations will take place in the New Year.

As analysis is continuous there will be some early findings in the New Year, which will help to shape the remaining research process.

In what ways do students with dyslexia make use of mobile technology to support their learning in Higher Education?

iPhD Web Science Research Student: Katherine Spires Supervisors: Dr Sarah Parsons; Dr Mike Wald

Southampton Education School

& Electronics and

Computer ScienceWeb Science