Teaching Deaf Learners

INTERMEZZO

Now, given what we know about the context deaf learners learn in, and deaf learners’ characteristics, can we improve how to teach deaf learners via technology? If yes, how? See the next part of the presentation….

1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014

OUTLINE

1. Technology enhanced learning: what

2. From requirements to design guidelines

3. Evaluation by examples

4. Conclusions

TECHNOLOGY ENHANCED LEARNING: WHAT

PART I

TECHNOLOGY ENHANCED LEARNING (TEL)

“Good” TEL should support its’ learners’ learning styles

TEL FOR ITS LEARNERSThis means that “good” TEL for its learners promotes

its learners can use it…ousability (learner experience)

TEL FOR ITS LEARNERSThis means that “good” TEL for its learners promotes

its learners can use it…ousability (learner experience)

…to disclose the door of learning

opedagogical effectiveness

HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL

strive for evidence-based

user requirements

design with user requirements

user requirements

evaluate usability and pedagogical effectiveness

user requirements

deaf requirements

design with deaf requirements

evaluate deaflity and pedagogical effectiveness

From requirements to designPART II

READING (1/2)Requirements

Deaf learners seem to have problems in connecting information in text and processing long complex sentences

Luke had raced past him. Ben had never been beaten before, since he only ever raced with kids who were smaller and slower than him. He wanted a rematch.

DesignExplanatory text, e.g., instructions, should prefer simple sentences with close referential expressions

NO YESLuke had raced past him. Ben had never been beaten before, since he only ever raced with kids who were smaller and slower than him. Ben wanted a rematch.

Deaf learners may miss key info if distributed or dense on the screen

You can win 5 points if you can solve the game in 1 minute and a half. !To solve the game, look at the episode in the centre of the screen, and move tiles into the central bucket.

Design

Relevant text should be chunked by semantic proximity, and each chunk should be contiguous to its visual representation (if any)

Design

Relevant text should be chunked by semantic proximity, and each chunk should be contiguous to its visual representation (if any)

!!Move tiles into the central bucket !!!!

ATTENTION (1/2)Requirements

Deaf individuals seem to be > better in allocating visual

attention to the periphery of the visual field

> more easily distracted by peripheral events

Design

On the edge of the screen, an interface should have nothing that can distract deaf learners from their main task

Design

On the edge of the screen, an interface should have nothing that can distract deaf learners from their main task

NO YES

Requirements

Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention

ATTENTION (2/2)

Requirements

ATTENTION (2/2)

Requirements

ATTENTION (2/2)

Requirements

ATTENTION (2/2)

Design

The tool should use: - visual clues for orienting attention - sequencing of tasks - animation for main tasks (and abstract

concepts)

Requirements

ATTENTION (2/2)

Design

concepts)

Requirements

ATTENTION (2/2)

Design

concepts)

Requirements

ATTENTION (2/2)

Design

concepts)

Requirements

ATTENTION (2/2)

Requirements

Young deaf children have more difficulties for serial recall and take more time for recovering attention

MEMORY

Requirements

Design

Enforce recognition instead of recall, e.g., via coherent spatial positioning

MEMORY

Requirements

Design

Enforce recognition instead of recall, e.g., via coherent spatial positioning

MEMORY

Evaluation of TEL by examplesPart III

CORNERSTONE TERENCESMILE VISEL

LEARNING DOMAIN

SMILE CORNERSTONE TERENCEVISEL

CORNERSTONE TERENCEVISEL

VISEL CORNERSTONE TERENCESMILE

LEARNING DOMAIN

VISEL CORNERSTONE TERENCESMILE

LEARNING DOMAIN

CORNERSTONE

SMILE VISEL

LEARNING DOMAIN

TERENCE

CORNERSTONE

SMILE VISEL

LEARNING DOMAIN

TERENCE

SMILE VISEL

LEARNING DOMAIN

CORNERSTONE

TERENCE

SMILE VISEL

LEARNING DOMAIN

CORNERSTONE

SMILE VISEL CORNERSTONE TERENCE

USABILITY PEDAGOGICAL EFFECTIVENESS

? ? ? ?

SMILE VISEL CORNERSTONE TERENCE

USABILITY PEDAGOGICAL EFFECTIVENESS

CONCLUSIONSPart IV

Requirements

Deaf learners tend to like games with movement, and social tools such as social networks (2010)

PREFERENCES

Guideline

TEL for learners could use captivating gestures and connect to social networks

Requirements

PREFERENCES

Guideline

TEL for learners could use captivating gestures and connect to social networks

Requirements

PREFERENCES

This is consistent with the 2013 PEW findings…

16/03/14 21:56Device Ownership Over Time | Pew Research Center's Internet & American Life Project

of 1http://www.pewinternet.org/data-trend/mobile/device-ownership/iframe/

CLICK AND DRAG IN THE PLOT AREA TO ZOOM IN

Cellphone Smartphone eBook Reader Tablet ComputerDesktop or laptop computer mp3 player Game console

2002 2004 2006 2008 2010 2012 20140

PEW RESEARCH CENTER

People spent more time online, performed more activities, watched more video, and themselves become content creators

social network usage for millenia

2002 2004 2006 2008 2010 2012 20140

PEW RESEARCH CENTER

In brief new TEL should (also) promote quality social experience for deaf learners, for creating, sharing and analysing learning contents...

2002 2004 2006 2008 2010 2012 20140

PEW RESEARCH CENTER

In brief new TEL should (also) promote quality social experience for deaf learners, for creating, sharing and analysing learning contents...

... so that the "future for deaf learners stays open" via TEL as well⎯and teachers' active involvement at school

H. Knoors and M. Marschark (2014). Multimedia-Enhanced, Computer-Assisted Learning for Deaf Students. Ch. 10 of Teaching Deaf Learners. Oxford Press.

!TERENCE (http://www.terenceproject.eu):

• D1.2 for preferences in 2011, D7.4 for large-scale evaluation in 2013;

• articles in Proc. of ICALT 2012, IEEE, ebTEL 2013 and MIS4TEL 2014, Springer;

• article in IJTEL journal for TERENCE game design methodology, forthcoming in 2014.

T. Di Mascio, R. Gennari, A. Melonio, P. Vittorini (2014). Designing Games for Deaf Children: First Guidelines. Accepted in Journal of Technology Enhanced Learning (IJTEL).

!T. di Mascio and R. Gennari (2009). A Usability

Guide to Intelligent Web Tools for the Literacy of Deaf People. In Book “Integrating Usability Engineering for Designing the Web Experience: Methodologies and Principles”, ICI Global.

MAIN REFERENCES FOR THE 2nd PART

Teaching Deaf Learners

Technology

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