View
599
Download
0
Category
Tags:
Preview:
DESCRIPTION
Citation preview
Michael Mc MahonOctober 2011
Evaluation of impact of professional
development training in the area of
technology enhanced learning
What is this about ?
The purpose of the exercise is to develop an online module to aid lecturers and presenters in the development of materials (principally documents and PowerPoint presentations) which are more accessible to dyslexic students.
Structure
The online module is broken up into six distinct learning blocks.
Block 1Introduction
Block 2 Information on dyslexia
Block 3 Dyslexia &
the studentBlock 4
Supporting Dyslexic students
Block 5 Best practice in presentations
Block 6 Framework for
evaluation
What is Dyslexia ?
“Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual's cognitive abilities and may not be typical of performance in other areas.” (The Scottish Government-Riaghaltas na hAlba, 2009)
What is Dyslexia ?
What are the associated learning difficulties ?
organisational ability
organisational abilityCommon difficulties writing and copying words and numbers following sequential instructions working under pressure keeping workspace tidy organising daily life structuring essays taking succinct notes organising work and revision schedules presenting an argument logically. dealing with library catalogues / finding books
Module 2
Dyslexia and higher education
A student suffering from dyslexia is disadvantaged in third level education.
Dyslexia and higher education
Percentage of dyslexia and comparison groups reporting difficulties in Higher Education
%Dyslexia
%Comparison
Chi-square dyslexia vs. comparison
% DyslexiaOld
Universities
% DyslexiaNew
UniversitiesReading 47 6 29.73*** 54 40Reading speed 64 7 47.47*** 64 67Spelling 62 7 45.20*** 54 70Note taking 78 18 46.07*** 71 83Organising Essays 76 8 61.89*** 71 80General Organisation 67 36 12.45*** 64 70Time keeping 55 31 8.02** 57 53Expressing ideas orally 24 10 4.93* 25 23Expressing ideas in writing
72 11 51.00*** 64 80
Handwriting 64 18 28.39*** 64 63Concentration 52 25 9.85** 43 60Remembering facts 57 14 26.84*** 54 60Listening 40 12 13.29*** 36 43
*r<0.05 **r<0.01 ***r<0.001 Source: Mortimore and Crozier. Dyslexia and difficulties with study skills in higher education. (p. 240)
Dyslexia and higher education
1.Note taking 78%
Comparison 18%
Module 2
percentage hav-ing difficulty
0
20
40
60
80
dyslexicnon dyslexic
How can we help ?
Clearly if there is an issue with note taking the obvious solution is to eliminate the need for note taking. The provision of notes in the form of handouts or PowerPoint presentations which can be printed in advance by the student is recommended
How can we help ?
It is not just enough to provide notes, handouts and presentations . It is also important to ensure that such material is designed to make reading easier and to lessen the visual stress experienced by some dyslexic people.
The project
This project intends to assess the quality of presentations and enhance them by the provision of a fully online academic professional development module. The project is a case study of a group of lecturers taking that module.
Outcome
On completion of this module the learner will be able to design & construct presentations and written class materials which take into account the visual stress experienced by some dyslexic people, thus enhancing their learning experience.
issues
issues
Dyslexia friendly Text
Media
Headings and
Emphasis
Checking Readability
Font
Writing Style
Layout
Using best practice for dyslexic readers make documents
easier on the eye for everyone.
Written material which takes into
account the visual stress experienced by some dyslexic
people makes reading easier
Module 1-Assessment To take the quiz click on the question
mark Home
Module 1 mainpage
Module 1 Assessment
Next Page
Where to now
Recommended