Slide presentation World Dyslexia Forum 2010 'Free and accessible technologies supporting teachers and trainers' by Ms E.A. Draffan For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
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Online collaboration – Free and Easy!
E.A. Draffan
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Presentation Notes
Collaboration Online - The comments below have been adapted from http://leap.ubc.ca/get-started/study-toolkits/online-groupwork/group-process-2/ and the image also comes from The LEAP Program, or Learning Enhancement Academic Partnership Program Group Process – ground rules, meeting schedules, roles and tasks Communicating Effectively - right time and place, be organised and make sure what you intend to say is clear, stay on topic, good eye contact and not too much hand waving if talking on the web. Establishing Trust – may need face to face on a few occasions – keep in contact – share common interests Resolving conflict – never in public – may be down to the language used within the group – need careful rebuilding of trust. Communication tools – be very flexible to suit all needs and skills Collaborative Writing – make sure revisions are possible and seen by all eg Google docs Collaborative visuals – make sure you share graphics, video, web cam views as well as just text to enliven communication and work to some people’s strengths. An email on the SENIT list asked “Can we distinguish between those that are essential for all students to, at least, experience, and those that might be limited by some sort of capability threshold? My list, so far, is; Communicate by text message Use a remote control to watch / record TV Operate a self-service checkout Stream video /TV/ music Create and share photos/video/music Use an ipod, - dock it, make play lists, download/upload music Use Facebook Use online services for shopping/banking / booking entertainment/holidays Buy travel tickets/ pre-payment cards (Oyster) and keep them updated What do you think? Beyond our brief, or central to it? Exhaustive, or endless? Fruitful or fruitless?”
Access, Productivity, Free, Portable and Online
Access
Productivity
Free, Portable and Online
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Presentation Notes
Assistive Technology triangle – from Access technologies to Productivity then free, portable and online.
• 81% of teachers agree that ICT makes learning more effective.• Students ranked ‘using computers’ 4th out of 16 when asked their favourite
ways to learn but 95% are computer users and 75% mobile phone users (8-19 yrs)
• The top 3 choices were ‘learning in groups’, ‘doing practical things’ and ‘learning with friends’.
• 66% of parents would like schools to use technologies such as text messaging and the internet to communicate more frequently. However, only 8% of parents were kept informed using these methods.
81% of teachers agree that ICT makes learning more effective.
Students ranked ‘using computers’ 4th out of 16 when asked their favourite ways to learn but 95% are computer users and 75% mobile phone users (8-19 yrs)
The top 3 choices were ‘learning in groups’, ‘doing practical things’ and ‘learning with friends’.
Becta
66% of parents would like schools to use technologies such as text messaging and the internet to communicate more frequently. However, only 8% of parents were kept informed using these methods.
21st
Century Teacher
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Harnessing Technology Review 2008: The role of technology and its impact on education http://partners.becta.org.uk/index.php?section=rh&catcode=_re_mr_02&rid=14900 Harnessing Technology: The learner and their context Mapping young people's uses of technology in their own contexts – A nationally representative survey http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=17238 This report is part of the learner and their context strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. The aim of the learner and their context research is to gain up-to-date understandings about how a wide range of learners experience new technologies in their lives outside formal education, and the learning made possible by those experiences. Presented here are findings of a UK wide survey of one thousand young people aged 8, 12, 14 and 17 to 19 years old which help us understand more fully just how new technologies are experienced and how this is or may be applied to their learning. That young people tend to be relatively high users of technology whether at home or school, or somewhere else we know: At the ages of 12 and 14, the use of a computer and the internet is almost universal:99 per cent of 12-year-olds and 99 per cent of 14-year-olds use a computer at home or school, or somewhere else,97 per cent of 12-year-olds and 98 per cent of 14-year-olds use the internet at home or school, or somewhere else. But in what other ways do young people experience technology? Ninety five per cent of young people aged 8, 12, 14 and 17–19 use a computer, 88 per cent use the internet, 82 per cent play computer or console games, 76 per cent use a mobile phone, 70 per cent use an MP3 player, and 53 per cent use a digital camera. But where do young people develop skills, what are their concerns about technology, and just what exactly is it that they are doing? Readers of this report may wish to read it in conjunction with Harnessing Technology: The learner and their context - Key findings from the first year of research (Becta March 2009) and other research findings in the Harnessing Technology: The learner and their context series.
UK Further and Higher Education• 76% Further and Higher
Education students access internet from bedroom
• 2/3 using social networking sites ‘regularly’
• 84% ‘like to keep up-to-date with new technology and use it as much as possible both for study and in my free time’. (JISC)
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New research suggests that young university hopefuls expect unrestricted access to the Internet For further information please visit http://www.ics.heacademy.ac.uk/news/fullstory.php?id=99 For the full report please visit http://www.jisc.ac.uk/publications/publications/studentexpectations
The Technologies
• Instant Messaging – Texting - Skype, Twitter and MSN
• Collaborative Calendars/Mindmaps/Writing – Wikis, blogs, Google Docs etc.
• Social networking – Facebook etc
Accessibility issues• Some aspects of the collaboration applications do
not work well with assistive technologies or allow for personalisation.
• Navigation and ease of use.
• Discussions have poor subject lines.
• ‘Open Source’ and free software may not always be updated and improved as developers move on.
• Some online learning spaces specifically designed for education may not be easy to use.
Instant messaging • LexDis strategies
– MSN for Real-Time Communication– Facebook with MSN– Skype for testing knowledge and project work
• Issues– Connectivity/use of video and voice– Speed of typing– Spell checking – across all apps on a Apple Mac!
Skype, Twitter and MSN messaging.
Skypito and Accessible Twitter
• Safety for children • Use with screen readers or text to speech.
MSN for Real Time communication
Wikis and Blogs• LexDis strategies
– Blogging as a framework for writing. – LiveJournal as a personal diary.– Wiki used for collaborative writing.
• Issues – spell checking and layout of wikis.
Wikipedia on Mediawiki WordPress blog
Online Spell Checking
• Google toolbar in many languages or JISC TechDis Toolbar download for any browser.
• ieSpell – download as extra for Internet Explorer (also in Dutch, French and German)
• Firefox Dictionaries – download as add-on or Safari, Opera version 10 & Google Chrome built-in
• Ginger and Ghotit online for errors in sentences.
• Paid for Assistive Technologies…
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These are presented in the order of their success in checking correctly 100 dyslexic type errors and some in sentences.
Performance of spell checkers varies
BUT so does usability
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Displays 1 step to activate
3 steps to
activate6 steps
to activate
Paid
Free
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Graph shows % corrected in top 3, paid Word 48% R&W 53% VeritySp 76% Ginger 77% % corrected in top 3, free Chrome 20% Opera 34% FireFox 44% Safari 47% Google Toolbar 53% IE Spell 54% Ghotit 54%
Social Networking• LexDis strategies
– Collaborating online – Facebook– Sharing ideas
• Issues
M-facebook
Calendars, Planning and Collaboration
• Online task and time management• LexDis strategies
Free Programs • Word Processing – OpenOffice.org 3.0.1 and Q10
• Dictionary/Thesaurus - WordWeb 5.5
• Typing - Senselang Touch Typing
• Concept Mapping – Freemind or Mindmeister
• Text to Speech in Word – WordTalk from Call Centre, Reader from Sensory Software Int. ReadPlease.com etc
• Colour changing – Colour Explorer from MicrolinkPC.
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Free Programs Word Processing – OpenOffice.org 2.2 Dictionary/Thesaurus - WordWeb 5.0 Spellchecker in Explorer – IEspell with UK dictionary. Typing - Senselang Touch Typing Concept Mapping – Freemind Text to Speech in Word – Word Talk from Call Centre, Reader from Sensory Software Int. ReadPlease.com etc Daisy Book Reader - TPB Reader Colour changing – Colour Explorer from MicrolinkPC.
• Students really value 24/7 access• Students expect to be able to use
personal technologies and services in institutional contexts.
• Students are creating their own learning spaces.
Thank YouE.A. Draffan
Learning Societies Lab,Electronics and Computer Science,University of Southampton.Mobile 07976 289103E-mail: [email protected]://access.ecs.soton.ac.uk/
LexDis Project websitewww.lexdis.org
Presenter
Presentation Notes
Student quote “I found it very useful that the research helped me to find out more about how I need to access things, and how to use the technology at the same time. ” Mrs E.A. Draffan, Learning Societies Lab�Electronics and Computer Science.�University of Southampton�Mobile 07976 289103�E-mail: [email protected]��LexDis Project website�www.lexdis.ecs.soton.ac.uk With grateful thanks for the support received from the students taking part in the LexDis project
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