User-Centered Design: Accessible E-Reading in Kenya · User-Centered Design: Accessible E-Reading in Kenya Page 20 of 27 Section Three: Share Interactive Demos We shared a demo of

User-CenteredDesign:AccessibleE-ReadinginKenya

WithThikaSchoolfortheBlind,KituiSchoolfortheBlind,andKituiSchoolfortheDeaf

19thJanuary2017


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TableofContentsI. APPRECIATION...............................................................................................................................................................3

II. BACKGROUND...............................................................................................................................................................4

III. PROCESS....................................................................................................................................................................5

IV. OUTPUTS.................................................................................................................................................................15

V. OBSERVATIONS&RECOMMENDATIONS......................................................................................................................23

VI. RESOURCELINKS......................................................................................................................................................25

VII. FocusGroupParticipants.........................................................................................................................................26


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I. APPRECIATIONWewarmlythankMr.AlfredKamau,PrincipalofThikaHighSchoolfortheBlindandMr.JothamMakokha,PrincipalofThikaPrimarySchoolfortheVisuallyImpairedaswellastheirteachingteamsforhostingandbringingtheirpersonalenergyandideastothefocusgroup.WealsowarmlyappreciateMr.KiemaMuthoka,CoordinatoroftheKituiIntegratedProgrammeforthePhysicallyImpaired,andMrs.JoyceMutwii,PrincipalofKituiSchoolfortheDeafforallowingustovisittheirschools,meetwiththeirteachers,andobservelearnersandteachersintheclassroom. ThankyoutoKenya’sMinistryofEducation(MOE)fortheirsupportandguidance:DeputyDirectorFredHagaoftheMOESNEteam;Mr.RubenMwanzi,PrincipalofKenyaInstitutefortheBlind(KIB);andMr.MartinKavua,LectureratKenyaInstituteforSpecialEducation(KISE).SpecialthanksalsotoMr.MartinKieti,DirectorofKenyaUnionoftheBlind(KUB)andRegionalProgramCoordinatorofPerkinsSchoolfortheBlind.Dadananduguyangu:asantesana.Youhaveourgratitudeandadmirationforyourinsight,professionalismanddedication.Weareopentoyourfeedbackonthisreport,andwelook

forwardtoworkingwithyoumorein2017foryoursuccess.


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II. BACKGROUNDAsaresultofdiscussionsinitiatedbyCSMOEMatiang’ion20thSeptember2017inNairobi,MOEheldintensivetalkswitheKitabuandBenetech,bothmembersofDigitalLiteracyTrust(DLT:http://digitalliteracytrust.org/),regardinghowbesttoprovideaccessibledigitalcontent,approvedfortheKenyancurriculum,in2017forspecialneedslearnersinKenya’sDigitalLiteracyProgramme.Furthertothisend,withguidancefromKenyaInstituteforSpecialNeeds(KISE),theDLTteamconductedsitevisitsandclassroomobservationofdisabledlearnersandtheirteachersatKituiSchoolfortheBlind,housedwithinKituiCentralPrimarySchool;andKituiSchoolfortheDeaf,alsoinKituitown.ThenDLTorganizedasitevisitandfocusgroupwithteachersandMOErepresentativesatThikaSchoolfortheBlind,includingbothThikaPrimarySchoolfortheVisuallyImpairedandThikaHighSchoolfortheBlind.Overalltheseactivitiesservedthreemainpurposes:

1. Learningaboutroles,challenges,personalities,expectations,environment,toolsinusetoday;2. Buildingawareness,relationships,andownershipamongkeystakeholdersforimplementation;and3. Uncoveringuserneedsforproductdevelopmentofaccessiblesoftwareandcurriculumcontent.

Thisreportsummarizesresults,process,observationsandotherdetailsrelevanttodiscoveringuserneedsforaccessiblesoftwareandcurriculummaterialstosupportqualityeducationofdisabledlearnersinKenya.


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III. PROCESSInSeptember2016weorganizedsitevisitsandclassroomobservationwithKituiSchoolfortheBlindandKituiSchoolfortheDeaf,separateschools½kilometerapartinKitui.WechosetheseschoolstovisitandobserveontherecommendationofKISE.AsKituiislocatedapproximately180kilometersfromNairobi,3-4hours’drive,theymaybemorerepresentativeofschoolsthroughoutKenyathanthebetterresourcedschoolsfordisabledlearnersaroundNairobi.Theprimarypurposeoftheseactivitieswastobuild


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understandingandawarenessofthecurrentenvironment,materials,tools,andindividualneedsthroughfirsthandobservationandfacetofaceinteractionwithteachers,learnersandschoolheads.Thevisitwasdeliberatelynothighlystructuredtolimititsinvasivenessandpreserveasmuchaspossiblethenormalflowofschoolactivities.Wesawthisapproachasawaytoshowcourtesyandbuildtrustwhilebecomingorientedwiththegoals,physicalenvironmentandpersonalitiesthattogetherformtheindividualorganicsystemweencountered.Weaskedandreceivedpermissionfromtheschooltotakephotographs.Selectphotosandaccompanyingobservationsfollow.KituiSchoolfortheBlind,KituiCentralPrimarySchool

Theyusemanyprintedmaterialsintheclassroomandbuildingdedicatedtovisuallydisabledlearners.


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LearnersandteachersalsouseandmakeBraillematerials.


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Tactilematerialsandhelpthroughteachers’guidinghandsarecommon.


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PrintedmaterialsfortheKenyancurriculumintheschoolareoldandworn:aStd1JKFbookfrom2003.


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KituiSchoolfortheDeaf

Theteacherswantedustoobservethattheschoolhasmanyboarders.Thisdeaf-blindgirlisone.


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TheteacherswereenthusiasticaboutKenya’sDigitalLiteracyProgramme.AtthetimeofourvisittheywereawaitingdeliveryofthedevicesandhavealreadysetasidearoomasadedicatedICTlab,outsideofwhichwetookthispicture.


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InJanuary2017weheldahalf-daysession,astructuredfocusgroupincludingteachers,headteachers,andMoErepresentatives.Thepurposeofthefocusgroupwastolookdeeperatthechallenges,expectations,andinsightsofsomeofthemosthighlyqualifiedteachersofdisabledlearnersinKenya.ThelocationwasThikaHighSchoolfortheBlindwhichadjoinsThikaPrimarySchoolfortheVisuallyImpairednearThikatown,44kilometersfromNairobi,lessthan1houronThikaSuperHighway,Kenya’slargesthighway.


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Thedesignandorganizationofthefocusgroupfollow.FocusGroupParticipantsHeadTeachers:Mr.KamauThikaHighSchoolfortheBlindMr.MakokhaThikaPrimarySchoolfortheVisuallyImpairedTeachers:HighSchool–Mr.Kimani,Mrs.Ogongo,Mrs.Karari,Mr.Mburu,Mrs.Ngondi;Primary–Mr.Mugau(Blind)MoE:KIB–Mrs.Kyalo,Mrs.MuthoniCSO:KUB–Mr.Kieti11Total:5female,6maleDLT:Mr.Ng'eno,Ms.Kirui,Mr.Eliyakim,Mr.ClurmanFormalAgenda(finalruntime3.5hours,followedbylunch)1)Introductions,PurposeofFocusGroup,DiscussionofRoles

• RoleofMoE(newSNEDirectorate)andagencies


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• RoleofThikaSchoolfortheBlind• RoleofCSOs:KUB,DLT

Question:Whatareyourmainaimsintheschool?2)GroupExercise:Challengesyoufacetodayrelatingtomaterialsforqualityeducationofdisabledlearners

Stage1.BrainstormchallengesStage2.SynthesizeandagreeonchallengebucketsStage3.VOTEtoprioritize–twomethods

3)ShareInteractiveDemos

• ReadiumopensourceusingDAISY• MicrosoftWindowsAccessibilityfeaturesinWindows10platformusedbyGOKDigitalLiteracy

Programme• Initialreactions&Feedback

4)GroupExercise:Preparingforsolutions

• Whatdoyoubelievewouldmakethemostdifferenceforyoutoimproveeducationalachievement?• Whatwouldhelpyouasateacherachievebetterresultswithyourlearners?• Whatmakeslearningeasierforyourstudents...andforyouastheteacher?(BESTFORMULATION)

5)Closing&VoteofThanksSupporttools:


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Whiteboard&standPost-itnotesMarkers(15)Laptopswith:ReadiumappwithJKFMyBodyPartsStd1readerWindowsNarratorforusewithMyBodyPartsbookSpeakersforcomputerVideographer

IV. OUTPUTSSectionOneQuestion:Whatareyourmainaimsintheschool?Answers:“Preparethemtoliveaninclusivelife.”“Handlingachildtomakethemself-reliant,self-dependent,responsibleinallareas.”“Makethemabletoenterthejobmarketandbecompetitive.”“Acquireacharacterthatmakesyousuccessfulinlife.”


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“Threemain[assets]…skills,knowledge,rightattitudes.”“Tocompeteyouhavetobedigital.”SectionTwoGroupExercise:ChallengesyoufacetodayrelatingtomaterialsforqualityeducationofdisabledlearnersStage1.BrainstormchallengesInitialListfromGroup(un-prioritized):COSTAVAILABILITYACCESSIBILITYQUALITYOLD&OUTOFDATEWORNOUTSTORAGESPACELACKOFACCESSIBLEDIGITALMATERIALSLACKOFQUALIFIEDTEACHERSTIMESTANDARDS&INTERPRETATIONINADAPTATIONOFMATERIALSPOLICY


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PROCUREMENTQUALITYTRANSCRIBERSStage2.SynthesizeandagreeonchallengebucketsThegroup:

• Linked“Quality”to“Standards&Interpretation”.• Linked“LackofQualifiedTeachers”to“QualityTranscribers”.• Linked“Standards&Interpretation”to“QualityTranscribers”.• Theyalsonotedoverlapbetween“Cost”and“Availability”butdidnotcombinethetwo.

Stage3.VOTEtoprioritize–twomethodsPrioritizationVotingResultsMethod1:1person,1vote

ChallengeArea VotesCost 3

Accessibility 3Quality 3Time 3

Availability 1Standards&Interpretation 1


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Method2:10votesperperson,allocatedinanymanner,asifspendingabudget

ChallengeArea VotesTime 20Quality 14Cost 14

Availability 11Accessibility 10

LackofAccessibleDigitalMaterials 9Policy 8

Standards&Interpretation 2


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Anoteon“Time”,thetopvote-getter:Mr.Kamauwastheonewhoinitiallynamedthisareaasakeychallenge.Hedescribeditbysayingtheamountoftimeittakestheschooltoteachtheir(highschool)learnersissubstantiallylongerthanittakestoteachmainstreamlearners,yettheallottedtimeforsecondaryschoolisthesamefouryearsforall.Thereforetheteachershavetomakemoretimeafterschoolhoursandonweekendsinordertofulfilltheirmission(seethefive-dayscheduleofRemedialclassesbelow).

Mr.KietialsopointedoutthatittakesninemonthstooneyearforcurriculummaterialstobetranscribedintoBrailleforvisuallyimpairedlearnersasanexampleofmoretimelostfordisabledlearners.


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SectionThree:ShareInteractiveDemosWesharedademooftheReadiumopensourceappwehavebeenextendingforuseinKenya’sDigitalLiteracyProgramme.Bydesign,thisportionoftheagendawasbrief.Themannerofpresentationwasinformalsharingofwork-in-processwithco-creatorsratherthananysortofgrandunveiling.WenotedthepresenceofaccessibilityfeaturesinMicrosoftWindows10asthisistheoperatingsystemforallteachers’andlearners’devices,includingthespecialneedseducationdevices,procuredbyMoEfortheDigitalLiteracyProgramme.Initialreactionsfromparticipantswerepositive.Allagreedthatthesoftwareandcontentdonotsolveallproblems,butdohaverelevancetoseveralofthechallengesidentifiedbythegroup.Afewcommentsfromgroupdiscussionfollow:

• Audiorenderingofbooksthroughsoftwarecan“savetime”forlearnersandteachers• Adaptationofcontent,includingdescriptionsofvisualelements,isnecessary• Customizingdisplaysforlowvisionlearnersishelpful


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Section4GroupExercise:PreparingforsolutionsThegroupsplitintotwoteamsforthisfinalexerciseinwhicheachteamwroteouta“solutionconcept”todescribeasolutionthatintheirviewwouldhelpthemosttoaddressthechallengesprioritizedearlierbythegroup.Theteamsusedlargepost-itnotesfortheirsolutionsconceptsandsmalleronestocallout


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specificattributesoftheirholisticsolutiontowhichtheywantedtodrawattention.Team1.SolutionConcept:DIGITALSOLUTIONSshouldenhanceHOLISTICEDUCATIONALOUTCOMESforLEARNERSWITHSPECIALNEEDSthroughincorporatingINNOVATIVE,INTERACTIVEANDINCLUSIVEAPPROACHESintheteachingandLearningprocesses.Attributes:

• Enjoyable• User-friendliness• Timely• Friendly• Cost-effective• Durability• Portable• Indicators:

o Reducetimeo Changeattitudeo Improveperformanceo Excitingo Teachers&Learnersaccesscontent


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Team2.SolutionConcept:TeachersandpupilsrequirerelevantmaterialstobeavailedaswellascapacitybuildingfortheteachersandBrailleskillsfortheBrailletranscribers.Attributes:

• Availabilityofreadingmaterialsevenoutsideclass• StudenttobeabletoturninassignmentsbothinBrailleanddigitally• Easeindiagramsinterpretation• Availability,Time,Access• Allowstudentstotakenotes• Assignmentsoutsideclass• PerfectBrailleskills• ICTskills• Digitalmaterials• AllowstudentsanswerquestionsduringexternalexamsBrailleornote• Computertrainedteachers(capacitybuildingincomputerskills)• Maintenance

V. OBSERVATIONS&RECOMMENDATIONSObservationsOtherstakeholderstobriefonthissession:

• MoESNEDirectorate• KISE


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• KICD• Kenyaneducationalpublishers• Otherpartners

Nowthatwehavecollectedteacherinput,nextstepistoinvolvelearnersHavingbothlearnersandteachersinthissessionstartingfromthesamepointwouldhavebeentrickyNeedfeedbackfromstudent-users'pointofview:dosimilarconceptgenerationInputforagendawithLearners:1)upfrontchallenges,2)theirideasofsolutionsQuestion:whatwouldmakeyourlifeeasier,easeyourlearningprocess?GivethemsomethingtoreacttoasasolutionHaveacoupleteachersintheroom,butnotmorethan2Recommendations

1. PlanandimplementafocusgroupwithLearners2. ProvidereportonFocusGrouptoparticipantsandMoEstakeholders3. IncorporateFocusGroupfeedbackintosoftware&contentdevelopment4. IncludeThikaSchool&KituiSchoolsfortheblindin2017DigitalEssayCompetition


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VI. RESOURCELINKS

eKitabuReadiumapponlinerepository:http://www.github.com/eKitabu

PrinciplesforDigitalDevelopment:http://digitalprinciples.org/


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VII. FocusGroupParticipants


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ContactInformation

HeadquarterseKitabu,LLCParamountPlaza,SeventhFloorOffGlobeCinemaRoundaboutP.O.Box4282-00506NAIROBI,KenyaOffice:+254713547245

AmericasOfficeeKitabu,LLC6709WissahickonAvenuePhiladelphia,PA19119USAOffice:+1617909-9133

ReportContactWillClurmanCEO,[email protected]:0713547245

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User-Centered Design: Accessible E-Reading in Kenya · User-Centered Design: Accessible E-Reading in Kenya Page 20 of 27 Section Three: Share Interactive Demos We shared a demo of