A Case study into aspects of Web-page design

A Case study into aspects of Web-page design..

Developing good practice for learners with Dyslexia.

David Longfoot

Research Project – OR301 July 2002

of 24 David Longfoot

Developing good practice for learners with Dyslexia.

Research Project - Abstract The focus for my research project has been the effect of Dyslexia on the accessibility of web-delivered learning materials. This topic was chosen as it touches on a number of topical issues affecting the way in which learners interact with written learning materials, especially those delivered ‘on-line.’ The need for good-practice guidelines in the area of web site accessibility has been highlighted within the context of the European Social Fund (ESF) project “Languages On-Line for Small Businesses (LOLS) in which I am involved at the Enterprise Connection. As a part of our Equality of Opportunity policy, we wish to ensure that our website information and course materials are fully “accessible” and follow best practice. Following discussion with the LOLS Project Leader, a plan was agreed whereby a case study would be made based on some of the course information material. Based on the recommendations distilled from the references, alternative forms of information presentation were to be prepared. Reactions to these would be canvassed of one or two students (identified to have Dyslexia). In addition, specialist advice was to be sought from a national adviser. The subject area is large, and growing rapidly all the time. A study of reference information, in particular that available on the world-wide web, revealed a vast amount of material on the subject. A useful spin-off to the project has been the assembly of a list of reference materials, and this is included within the Appendix to this report. In view of the burgeoning extent of the topic, it was necessary at the outset to define tight limits to the study. The need for discipline in this regard has become increasingly evident as the project has evolved; there is increasing time pressure to establish the project web-site, and additional beneficiaries with dyslexic indications have emerged. In practical terms, the outcome has been the creation of the first web pages designed to support the project directly. This activity is to continue over the coming months as the scope of the LOLS project develops. In addition, it has been instructive to note that despite the huge push for “assistive technology” from the e-industry, the essence of accessible web-based information is good practice in clear communication. What is ‘user-friendly’ for people with Dyslexia is actually ‘user-friendly’ for everyone.



Acknowledgements Thanks are due to: Philada Rogers, LOLS Project Leader, for help and support throughout. Melanie Jameson, Special adviser to the Adult Dyslexia Organisation, for taking the time and trouble to offer constructive criticism. Clare B & Abbie K – for sharing their experiences of living with Dyslexia.



CONTENTS LIST

Research Project - Abstract ...............................................................................................2 Acknowledgements.......................................................................................................3 CONTENTS LIST ........................................................................................................4

Chapter 1 - What is Dyslexia?...........................................................................................5 Is it important?..............................................................................................................5 ‘Learning disability’ or just a different learning style? ..................................................6 The ALLADIN project..................................................................................................6

Chapter 2 Web Accessibility.............................................................................................7 How does Dyslexia affect accessibility to web-delivered materials?..............................7 How is “Accessibility” defined?....................................................................................7 Has it affected use of the ‘LOLS’ project material? .......................................................8

Chapter 3 Putting material ’on-line’ ..................................................................................9 Existing LOLS project material information..................................................................9 How could LOLS material be improved? ......................................................................9

TABLE A .................................................................................................................9 Options for Foreign Language Learning......................................................................10

Chapter 4 Case Studies ...................................................................................................11 Plans & Rationale .......................................................................................................11 The Plan .....................................................................................................................12 Results: .......................................................................................................................12

- meeting with Clare B - 28 June 2002 ..............................................................12 - meeting with Abbie K – 10 July 2002..............................................................13

Commentary ...............................................................................................................14 - Comments made by Melanie Jameson 28 June 2002 .............................................15 Exhibit A: Prototype Home Page: ...........................................................................18 Exhibit B : Prototype ‘Courses’ page ......................................................................19 Exhibit C: Prototype ‘Links’ page ...........................................................................20

Chapter 5 Conclusions ...................................................................................................21 APPENDIX: ...................................................................................................................22

A: Questionnaire: ....................................................................................................22 B: BIBLIOGRAPHY (quoted in report) : ................................................................23 C: LIST OF OTHER REFERENCES USED:..........................................................24



Chapter 1 - What is Dyslexia? Dyslexia is generally defined as “difficulty with reading and writing”. A neat summary of the condition is offered by the Bristol Dyslexia Centre on their website (BDC 2002). Such difficulties can be manifest in differing ways, to varying levels – and are included within the term ‘specific learning difficulties’ (in the US, the term Learning Disabilities is sometimes used) – and fall under the generic title of Cognitive disabilities. Much work has been conducted in this field, and a necessary precursor to my study was a review of as much available information as possible in the time into the whole issue of Dyslexia and Education. I found it helpful to carry out this background research as it gave me a better understanding of the condition, and how it affects different individuals. A listing of the sources and references that I used is provided at the end of the report. With the increase in understanding of the condition, formal diagnostic assessment has now become a regular activity within many schools and colleges. However, many adults may never have been formally diagnosed. There are a variety of quick checks available on the web, such as the Checklist offered by the British Dyslexia Association (BDA 1994) which can be used to indicate dyslexic tendencies. Further examples are emerging of how indications of Dyslexia can emerge through Learning Styles diagnostic tests – and as more Colleges are embracing such tests as a mainstream guidance tool, so more people are becoming aware of Dyslexia. (Ref: QuickScan). From the many studies that have been carried out, it has been shown that sufferers often develop coping mechanisms to hide their difficulties with reading, writing and basic numeracy. This can be particularly true of adult learners – who may have also developed strategies to mask or conceal their problem.

Is it important? There is a mounting body of evidence that dyslexia is a condition, often inherited, which inhibits people achieving their full potential. The underlying message is that, if their learning needs are not fully met, people with dyslexia can be disadvantaged – both in formal educational situations and throughout life. One area of significant social concern is in prison populations – some studies have suggested that while around 10% of the general population may have dyslexia, up to half of the prison population may be affected. However, a Cambridge University study in 1997/98 has cast doubt on this. Whatever the actual level of prevalence, such disadvantage is now recognised. With international human rights pressures to ensure ‘equality’ in all education and training provision, the issue of Dyslexia is one that must be addressed at all levels. Last, and by no means least, the need to provide accessible learning opportunities for all is now enshrined within the Special Educational Needs and Disability Act (SENDA) 2001, an amendment to the earlier Disability Discrimination Act (1995). This UK law now imposes a duty on education providers to make all necessary provision to treat people with disabilities “no less favourably” for any reason relating to their disability.



‘Learning disability’ or just a different learning style? Some are claiming that ‘Dyslexia’ is little more than a fancy word to cover the fact that basic language skills have not been taught at an early stage in a way appropriate to an individuals’ best learning style. Critics – (Bedell, G; 2002) - point to the rapid rise in numbers of those claiming ‘learning disabilities’ and the ‘industry’ that has sprung up to take advantage of this new phenomenon. As OTT identifies: “People have different reactions to being told they are Dyslexic, ranging from relief, through anger and disbelief to denial, In the medical world it is considered important to name the disease in any situation where doctor and patient are in consultation with each other. .. Recognition of the condition can reduce confusion and misunderstanding for all concerned.” (OTT, P; 1997: 285) What is interesting to note is the common denominator of all the recommended approaches to Dyslexia within education – that is to use a multi-sensory approach, with more emphasis on aural and visual media to enable students to take a more active part in learning. This approach naturally leads to consideration of the part that can be played by Information Technology (IT). The advantages of the medium – and in particular the growth of capability in Information Communication Technologies (ICT) - have not been lost on those leading the development of Information Learning Technology. There are many aspects of the use of ILT that naturally lend themselves to matching different learning styles, and in particular, the ease with which multi-sensory presentation may be introduced.

The ALLADIN project During 2000, the SURREY INSTITUTE of Art & Design carried out a research project to investigate the embedding of technology in Language learning for art, design & media subjects. Their report is published on the web (ALLADIN; 2000) - where the name ALLADIN is derived from Autonomous Language Learning in Art & Design using Interactive Networks. (A copy of the report is included in the Appendix) Usefully, the ALLADIN report identifies Dyslexic Strengths as well as the Difficulties displayed. Citing an earlier research project at Central St Martins School of Art, dyslexic people are often shown to have an “ability to think laterally, have a global view of things, be creative and find innovative solutions to problems.” It is the capacity to think visually that is selected as the key to encouraging a dyslexic learner; “to try to integrate their visual thinking style into their learning experience and to draw on their creative strengths , such as through resources used, approaches to tasks, etc.”



Chapter 2 Web Accessibility

How does Dyslexia affect accessibility to web-delivered materials? The Internet is the fastest-adopted technology in human history. It has given hundreds of millions of people knowledge, services and learning that they would have found difficult or impossible to access by other means. What is the primary reason for this phenomenal success? Arguably, the answer lies in its’ universal accessibility. But – it must follow that a medium reliant on accurate text entry (such as Web or e-mail addresses) and reading of text is (potentially) likely to impose restrictions on accessibility for anyone who has “difficulty with reading and writing” – i.e. Dyslexia. It is therefore necessary to ensure that all possible steps are taken to identify, and to minimise (wherever possible, to remove) those restrictions during the web-site design process. Using the Internet to locate advice and guidance on web page ‘accessibility’ was found to open up an almost overwhelming volume of information. Some examples are listed in the Appendix C ‘References Used’. A White Paper produced for the DfES by the EPIC Group plc, “Accessibility & e-learning”, Spring 2002 is the most comprehensive collation. In this paper, it is quoted that “it has been calculated by the W3C (the World Wide Web consortium) that the proportion of people with some form of disability can range up to 20% in some populations. They estimate that probably half of these people could benefit from e-learning conforming to recommended standards”. From this reference material, it has been possible to identify some areas of potential difficulty:

Dyslexic people don’t usually process information in the same way as other people. Dyslexia is a different way of thinking – and of learning. It can affect people in various ways because the source of the processing ‘problem’

can be in different functions of the brain; The main difficulty area is one of memory – Dyslexic people are poor at those areas

of memory dealing with language.

It is important to remember that these difficulties do not affect overall academic ability, but unless properly addressed, are likely to make learning more difficult.

How is “Accessibility” defined? The World Wide Web Consortium (W3C) has defined a set of checkpoints that aim to encapsulate the definition of web-site accessibility, linked to a range of defined disabilities. These form the “Web Accessibility Initiative Standard (WAI), and identify three Priority levels. The Priority 1 listing comprises the vital characteristics that must be present for any web site – the absence of which would render it impossible for one or more groups to access the information on the page.



Priority 2 identifies additional characteristics, without which one or more groups would find it difficult to access the information on the page. Priority 3 identifies further characteristics, without which one or more groups would find it somewhat difficult to access the information on the page. Satisfying this checkpoint will improve document accessibility. It has been instructive to note the determined pursuit of so many technical solutions to the many varied human accessibility difficulties. A growing range of assistive technologies – such as automated text readers and voice input devices, as well as automatic spell-checkers - are available to help LD users to overcome access difficulties. The WAI checkpoints are designed to ensure that these technologies can be used to fullest effect. An effective tool for checking the conformance of any web-site to the WAI guidelines is provided by the ‘BOBBY’ tool provided by the CAST organisation on http://bobby.cast.org. As a part of this investigation, I pointed the BOBBY test at the prototype LOLS web pages. The results did not reveal any surprises – the main issues being the technicalities of images and alternative text.

Has it affected use of the ‘LOLS’ project material? Initial materials, both web- and paper-based, used for the pilot courses under the LOLS project were chosen and prepared for use on what may be termed ‘traditional’ lines. Existing (third-party) websites – such as those offered by the BBC – were used as reference material. Assignments and further detailed documents were published via e-mail. As part of the course comprised face-to-face workshops, aural techniques were supported by tape recording. For the future, we aim to transfer more information onto a new website. This project was therefore commissioned to look into the issues of accessibility at the outset of the design phase. The matter of Dyslexia was chosen as a focus after it became known that two learners had made their condition known to the tutors. Clare B had mentioned that she found some websites “very confusing”.



Chapter 3 Putting material ’on-line’

Existing LOLS project material information Most of the material generated to support the language-training programme so far existed in the form of word-processed documents and e-mail messages between the various tutors and the course co-ordinator. The first activity was to assemble the existing documentation and to analyse the structure. This could form the basis of the shape of the web-site. Meetings with the course co-ordinator identified a framework of the kind of information that we wanted to include on the site. A draft framework of folders/sub-folders was drawn up to assist the planning process.

How could LOLS material be improved? The main thrust of the initial page design process was to ensure a clear and consistent layout of the information. It was necessary to review/simplify all materials – web and paper-based alike, working to the principles proposed by Melanie Jameson: TABLE A

1. justify left only leaving the right hand margin unjustified (this format leads to equal spacing between the words and makes it easier for the eye to move accurately from one line to the next)

2. use lists and bullet points 3. use bold text selectively 4. use no more than two columns 5. stick to one font and style throughout 6. always aim for a clear text, laid out in a consistent fashion, not cluttered by

unnecessary features 7. only use graphics if these underline the textual content, otherwise they can distract

and lead to incorrect understanding of the content 8. include icons and pictograms as markers to enable readers to find what they want

more easily 9. incorporate clear headings and sub-headings 10. boxed summaries are useful, given the short-term memory problems and loss of

concentration usually experienced by people with dyslexia 11. if shading is used, keep it pale and only overprint text in black, not in a colour. 12. on the whole, dyslexic people are visual thinkers so will find diagrams far more

accessible than a written account, and flow-charts ideal to explain procedures 13. lists of “Do’s and Don’ts” are more helpful than continuous text to highlight aspects

of good practice 14. since dyslexic readers often struggle to recall the ever-increasing number of

abbreviations and may not always have internalised new jargon, it is good practice to provide a glossary of terms at the end - this also assists newcomers in the field

Examples of the first pages created under these guidelines are attached for reference. These were used for to gain the reactions of the learners interviewed within the case study.



Options for Foreign Language Learning It became clear from the background research that accessibility for dyslexic people is more about offering information in alternative formats, with less reliance on text. This is often claimed to be the strength of e-learning – the possibilities for introduction of a wide variety of material to suit all learning styles. Within the LOLS project, four approaches to web-based learning have been used and trialled: (Elements in web-based training – definitions taken from DfES; 2000)

1. Non-interactive self-study materials o Usually combined with other methods to compensate for the lack of

interactivity; includes web documents, documents in native file format, videos and other multimedia materials.

2. Interactive self-study lessons o Stand-alone materials in web format with in-built interactivity. (e.g. BBC,

Travlang, etc) 3. Asynchronous communication

o Includes e-mail, newsgroups and discussion forums. 4. Synchronous communication

o Includes text chat, shared whiteboards, audio and video conferencing. Examples of the way in which each of these approaches have been used are included in the appendix. As a further option towards the creation of a truly flexible learning framework, we propose to evolve the use of web-space as a repository for tutors to share their resources, materials, etc so that they are available to be called on a case-by-case basis. This is for the future and outside the scope of this research project. However, I mention this as an indication of one way in which we aim to meet the need to accommodate differing learning styles.



Chapter 4 Case Studies

Plans & Rationale Having identified all the ‘expert’ opinions and commentary on what constitutes ‘good practice’, I had derived a generic set of ground rules. Yet, how was this theory actually to translate into effective practice? Were these factors sufficient to guarantee the ‘accessibility’ of our web-pages? It was important to try this out on some real people and to obtain their reactions. I prepared some alternative presentations of typical LOLS course material, and translated these into web-page format. This was not as straightforward as it sounded, mainly because of lack of access to a standard web-page editing package. Also, I had to learn the basics of HTML! From the cohort of LOLS project beneficiaries so far, only two had positively indicated their own dyslexic tendencies. These two, Clare B and Abbie K were asked, and readily agreed to assist the project. We had not conducted any ‘learning styles’ or other screening test to give any formal indication, although a pre-course quiz intended to indicate prior knowledge of French language had produced an interesting result in Abbie’s case that was picked up in the guidance stage with the course tutor. A questionnaire was drawn up with the intention of providing a framework for an interview. In addition, alternative layout examples of two different sample ‘pages’ were prepared and saved on a laptop computer – and also printed out for ease of reference during the interview. The Case Study approach – as described by Nisbet & Watt (1980 : 77) – is a style of inquiry which “is particularly suited to an individual researcher”, where time and resources may be limited. Of course, this approach would only provide a limited testing, but as Judith Bell – (Bell, J; 1999: 10) - summarises:

“The great strength of the case-study method is that it allows the researcher to concentrate on a specific instance or situation and to identify…the various interactive processes at work”

Case studies are known for their selectivity and vulnerability to distortion of any results. Again to quote from Bell, (Bell, J; 1999:139)

“there is always the danger of bias creeping into interviews…because interviewers are human beings and not machines, and their manner may have an effect on the respondents”.

As a counter-balance to the (inevitably) partial choice of two successful learners, I was fortunate to have the opportunity of direct contact with Melanie Jameson, Special Adviser to the Adult Dyslexia Organisation. Melanie agreed to provide specific comments on the early ‘prototype’ pages. These comments are included in the case study work.



The Plan The plan was to conduct an interview, structured around a questionnaire. (See Appendix A) Examples of possible material formats were to be presented for reactions and comments. (Exhibits A, B & C attached) A tape recorder was to keep a record of the conversation for subsequent analysis. Both Clare and Abbie were contacted to set up appointments for a 30-40 minute interview. The page examples were also sent to Melanie for her comments, which were to be included in the study.

Results:

- meeting with Clare B - 28 June 2002 - Specific points from the tape record: 1. Clare has not been formally diagnosed with Dyslexia. She began to think that she might

be dyslexic after her son was diagnosed at his school. Clare began to recognise many of his symptoms (for example reading “was” as “saw” and writing phonetically) in her own work. As her partner is a former special-needs teacher, Clare is well informed on the characteristics of Dyslexia.

2. Clare was unable, despite three attempts at school, to gain a GCE pass in English

Language. She went on to College for a course in Display & exhibition design –had to do two sets of final exams at Advanced level. Passed –– but was disallowed the College Certificate because she had not got English O-level.

3. While at school, Clare had difficulty in learning to read. She remembers the acute

anxiety of ‘reading out loud’, finding herself always tripping over words. She found that she had no retention of word patterns, and each time reading, had to go through each word letter by letter. She had always put this down to ‘nerves’ as she did not feel the same difficulties when reading to herself.

4. In addition to historical/factual literature, Clare has found learning foreign language to be

very helpful – and indeed easier than English! During the recent course, she found going through French grammar structures helped to understand English language structure. At school, Clare felt that her teachers assumed that because she spoke reasonably well meant that she understood the language.

Additional points, not on the tape record: 5. Clare liked the recent LOLS course particularly because of the relaxed style and lack of

formality. 6. Interest and facility in reading has grown (since school) into more factual material,

especially that with historical content. She has particularly enjoyed Open University studies.



7. Clare finds using the computer is very easy; she enjoys e-mail messaging and has no difficulties with it. Finding information on the web is also straightforward, although Clare has clear preferences for ‘uncluttered’ pages, where information is presented in short blocks. Long documents are a ‘turn-off’; Clare looks for patterns and general impressions.

8. Asked to comment on the alternative forms of information presentation (of the LOLS

material) Clare indicated a preference for a tabulated, short form version, rather than a long text-based version of the same information. Summarised information is always preferable.

9. Clare did not like the ‘REAL’ audio material on the BBC web-site; it was difficult to

operate and the speed was difficult to control. Found French language websites much more interesting, especially those with directly relevant information (like the introduction of the Euro currency).

10. Clare was aware of some research work that has followed the experience of astronauts

(reported by NASA) in temporary dyslexia following periods of weightlessness. The suggestion is that by focussing on the development of balance, dyslexia may be reduced. Clare has found that her yoga practice has improved her own performance!

- meeting with Abbie K – 10 July 2002 The following comments are transcribed from the full recorded interview.

1. Abbie has been formally diagnosed with Dyslexia, but not until she went to University. She went to All Saints school, but dyslexia only came ‘to the forefront’ just as she was leaving – with only 2 GCSE’s, in Drama and Science. Could not cope with writing – always the writing thing! Best subjects always practical.

2. Went to College, BTEC First in Leisure Studies, achieved Distinction. Then went on

to BTEC National in German Tourism – Passed. Then HND Business Finance – Merit/Distinction. Recognises the improvement (100% better !) once the help was there.

3. Has not let Dyslexia get in the way – just gets on with things. In her general working

– she just ‘finds own way to do things’. Some days, she comes in to work and writes things down – she thinks they just don’t look right. But leave it for half an hour or so, come back and see that it was right after all. Some days it all goes OK; others, she just can’t seem to do anything. No matter – just have to find own way of dealing with it. Colleagues used to her spelling now….

4. Had fun with ‘fast text’ feature on mobile phone – but other people just didn’t get it!

Sometimes took 5 or 6 goes to enter text right. Now just tries to enter everything in full – most people seem to understand.

5. Started at Brewers Quay, age 17, on work experience from College. Went away,

came back – has now been full time for 8 years. All work goes onto laptop (provided by the company). Abbie carries it around everywhere, uses spellcheck. No problem! Uses Word / Excel (all own Invoicing,) Business Plans / Capital projects / proposals to Head Office. Access database – all visitors are logged!

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6. Use of Internet (New Brewers Quay website contracted out.) Uses e-mail for all group bookings, especially of foreign students. Searches – spelling of key words can be a problem. Sometimes take a long way round to get what wanted. Likes to get a site, then to follow links. Go for what interested in. Prefers picture and graphics links – without having hundreds of words being thrown at you!

7. Enjoyed French course. Better at reading; not much good at writing. Writing French

as it sounds – challenging! Did French at school and college. Can read French easily. Liked the translation sites. Dreaded the Thursday afternoons – did not enjoy work being openly marked, and the rest of the group being held up because she needed extra guidance. Stress! Assignments fine – took as long as she liked.

8. Has not had much chance to use the language as she does not spend much time in

reception. Guides her staff to use key phrases to guide visitors – that she has written down. (Actual commentaries available for visitors on CD’s – German & French)

9. E-mail contact with tutors fine. Other group members not so much – very few of

them. Has e-mailed French people through work – not difficult. Any new words sorted with the web-translator. Did not take up the ‘Tandem’ scheme – so no e-pal. Tried to do work in quiet periods, but been hectic recently. Internet at home and work.

10. Assignments sheets – likes boxed instructions in short text, to the point. Boxes

helpful as it divides the tasks and you can cross them off as you go. If instructions are too lengthy – leads to not answering questions properly. As Abbie said, “by the time you get through, you have forgotten what was the question!”

11. Links presented best at the beginning, separated from main text – especially for

copying down.

12. BBC site – Real audio. (Used at College as well.) When first started, the speech was really quick, print out of the words was easier to understand. Almost better to get rid of the audio and concentrate on the French text and the translation. She remembers the first Thursday night – a lot thrown at them very quickly, was a bit daunting.

Commentary The two learners canvassed in this study have clearly differing levels of dyslexia. However, they both exhibit similar characteristics that deserve further analysis. Both have commented on their difficulties in achievement of conventional exam success from school. Yet, once their dyslexic tendencies had been recognised and arrangements were made for them to be accommodated, they were both able to achieve. This would suggest something of an indictment of their school systems that their abilities had not been recognised and nurtured from an earlier age. They have both developed their own coping strategies in their respective working lives, again refuting any suggestion that they suffer from any ‘disability’ – rather just a ‘difference’ which can be readily accommodated if sufficient provision is made. Both indicated a dislike of a time pressure being imposed, especially in the context of a group situation where they might feel that their dyslexia was exposed to other members of the group. This is quite understandable where personal feelings of inadequacy are raised – perhaps recalling unhappy instances from school experiences.

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Use of Information Communication Technology (ICT) has clearly posed no significant difficulty to either Clare or Abbie. Indeed, in the latter case, she has turned it her advantage (with assistance from an understanding employer) and there is a clear instance of ‘assistive technology’ in action. There was a definite preference declared by both subjects for short summarised notes rather than for lengthy explanations. (Clare’s comment : “a turn-off”). Another common characteristic mentioned by both was their preference for written instructions to be presented in small blocks, preferably tabulated or clearly separated from other blocks. This matches directly with Melanie’s recommendation point 10 (from Table A). Abbie made a specific comment on the layout of web-pages and her preference for pictures or graphics to indicate links to other pages. She also mentioned that when web addresses (URL’s) are shown, they should be clearly separated from other text to facilitate copying. Clare made a mention of her dislike of cluttered or over “busy” web pages. These tend to be the product of over enthusiastic publishers rather than examples of good practice in web-page design. Neither Abbie nor Clare mentioned any difficulty with colour schemes or black/white contrast, although this is a theme that is mentioned in most of the discussion papers on dyslexia. It may be that this aspect has not been an issue with them, and might emerge if the study group was enlarged. My study was therefore inconclusive on this point. - Comments made by Melanie Jameson 28 June 2002 In addition to the interviews with Clare and Abbie, I also asked Melanie Jameson to comment on my two prototype web-pages. Her response is included here verbatim:

Dear David

I am emailing my comments rather than writing due to your tight time scale.

Once you have time to read my attachment on ‘Accessible Text’ you will discover that you are doing pretty well without my advice! My comments are therefore fairly minor points.

The second document, a shortened form of what a colleague and I produced for <learndirect>, is also attached and provides links to web design information.

Regards

Melanie Jameson

28-06-02

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Comments from Melanie Johnson (continued)

1. Home Page

I can see why you are using a variety of font sizes to distinguish the various ‘announcements’ on the Home Page – since the font is consistent throughout, that is OK. Could the question beginning "Do you have contact with non-English speaking customers…" be boxed to make it noticeable?

The flags are helpful graphics (as well as serving as a colourful illustration)

In the second bullet on this page you refer to those "who have learned a little FRENCH before", aren’t you covering the other languages shown above, not just French?

Bullets, spacing and use of bold are all helpful, in terms of accessibility.

2. Courses Page (First level French Module 1)

"Eg" looks odd with an initial capital.

Use of upper case is rather inconsistent e.g. "Exchange personal information" but "Understand Numbers" and "Read Personal & Social Information" – there may well be good reasons for these choices.

I suggest some sort of subheading before you get cracking on the tasks.

I was not immediately sure where one task ended and the next began so perhaps these tasks could be separated from one another by a line, so you would get:

_________________________________________________________

Task 1: After initial session etc.

Website link

Timescale (IN BOLD): 16-23 May etc.

Online activity and distance learning (IN BOLD): Contact one other person etc

_________________________________________________________

Towards the end of the page there is a section beginning:

"Prepare the role play using email, meeting in person or….."

Where does this fit? With Task 3 or is it a stand-alone activity without a Task number?

3. Links Page

Spacing: bigger gaps at the end of the various sections BBC TALK FRENCH, BBC MAKE FRENCH YOUR BUSINESS, ADDITIONAL SITES etc. would make it easier to organise this information during reading.

You have obviously taken care to produce a clear jargon-free script – the only specialist term being "transcripts". However there is bound to be more terminology as the materials

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are developed. I would recommend that you include a glossary of language terms somewhere – not necessarily on this page.

(As you may have noticed) there is one mistake – within the BBC MAKE FRENCH YOUR BUSINESS section. "Each unit has is well supported".

4. General comments

I note that the writing is in blue rather than black; this can be very helpful to avoid the stark black/white contrast that some people with dyslexia find uncomfortable.

Regarding those for whom blue on white are NOT the optimum colours, will there be advice somewhere on changing computer foreground and background colours? This is routine advice to dyslexic people who can find that particular colours can make reading from screens much more comfortable.

I found that even when widening the margins, I could not quite fit the whole page on my screen. The same happened when printing them out, despite decreasing margins in Page Setup. Could there be some advice on this?

Use of bold rather than italics (to make info stand out) is good practice.

Finally, text justified left only (as you have done) is recommended to assist with keeping the place.

My ref: M/MFL/FLAW web pages.

The comments made by Melanie underline the general good practice points quoted earlier (Table A – page8) and these were also reflected by Clare and Abbie. This list is therefore proposed as the best guidelines for further development of the LOLS website:

- consistent font throughout - use of a box to make particular detail (question) noticeable - helpful & colourful graphics - bullets, spacing and bold effect all helpful (not italics) - left-justified to assist in keeping place - need to maintain consistent use of case - separation of sections (tasks) with lines ** - clear, jargon-free script - provide a glossary for any specialist terminology - keep contrast down (use of blue text) - provide guidance on browser adjustments ** - ensure all text keeps within margins.

Those items indicated with ** are specific enhancements to the earlier generic list.

Robi

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Exhibit A: Prototype Home Page:

http://www.learnet.org.uk/lols/home/index.asp



Exhibit B : Prototype ‘Courses’ page http://www.learnet.org.uk/lols/courses/french.asp



Exhibit C: Prototype ‘Links’ page http://www.learnet.org.uk/lols/links/index.asp



Chapter 5 Conclusions The LOLS project website has been established using the early principles identified in this brief project. This is now ‘live’ at http://www.learnet.org.uk/lols/new/home/index.asp The Case Studies and Specialist Adviser comments all reinforce the starting principles, while emphasising the need for clear separation between successive sections. The inclusion of a Glossary and also a guide for computer display adjustment are good features that will help to make our site more useful. While the full effect of the new principles will be evaluated over the coming months, the initial reactions from the two learners canvassed here are positive. The basic principles of clear layout - as espoused by the expert researchers - appear to hold good, and examples of their application have been produced with comparative ease. What has also emerged from this brief study is the importance of the overall learning programme containing a variety of methods and techniques, in order to accommodate different learning styles. In the case of dyslexia, this is best addressed with extra audio/visual content and our future language courses will need to be developed in this direction. For the future, there is the tantalising possibility of the real use of Information Communication Technology (ICT) to offer a true multi-sensory learning experience, for example using audio technology, perhaps within a web-based ‘real time’ conference system. To conclude, and quoting from Melanie Jameson:

“Following these guidelines should not hinder us in conveying information to the non-dyslexic majority. In the case of readers with dyslexia, however, it could make the difference between accessibility and necessitating considerable extra effort on the part of an already disadvantaged minority.”



APPENDIX: A: Questionnaire: BACKGROUND Have you been formally diagnosed with Dyslexia? When? How did you become aware that you might have this condition? Has it ever ‘bothered’ you? / Stopped you doing things? Can you give a few examples of ways you have got around it? Do you use a computer? For what kind of activity(ies)? - What do you find easiest / more difficult? USE OF THE INTERNET Do you use e-mail? How often? Do you encounter any problems? If so, what is the nature of those problems? Do you use the Web for information searches? Do you encounter any problems? If so, what is the nature of those problems? Do you find some sites/pages ‘easier’ than others? In what respects? THE LOLS FRENCH COURSE What aspects of the course did you find easy? (If any!) What aspects of the course did you find difficult? (If any!) Most of your assignments were attached to e-mails. Did you find this convenient? The tasks/assignments were often presented on Word-processed documents.

- Were you able to read them OK? - What would have made them easier to follow?

If the tasks were to be viewed ‘on-screen’, what would be your reaction? Reactions please! To sample pages….. Did you try ‘instant’ contact with your Tutor (through e.g. Messenger)? Voice contact via the web? Did you run the BBC ‘Real audio’ samples? If so, how did you get on with that?



B: BIBLIOGRAPHY (quoted in report) : ALLADIN (2000) - Surrey Institute of Art & Design - ALLADIN report: “Dyslexia Awareness Support Pack for Tutors”, web-site: http://www.alladin.ac.uk Bedell, G (2002) - Observer newspaper article “Lost for wurds”, available on web-site http://www.observer.co.uk/review/story/0,6903,746473,00.html BDA (1994) British Dyslexia Association - Adult Dyslexia checklist

- web-site: http://www.bds-dyslexia.org.uk - accessed 12/04/02 BDC, (2002) - Bristol Dyslexia Centre: Web-site: http://www.dyslexiacentre.co.uk - accessed 01/07/02 Paper: “What is Dyslexia? And “NESSY” – Learning online with NESSY makes Dyslexia fun!! Bell, J (1999) – “Doing your research project”, published by Open University Press, ISBN 0 335 20388 4 DfES (2000) - guide “Taking training online” produced by Epic Group plc 2000. Available from DfES, Moorfoot, Sheffield, S1 4PQ. DfES (2002) - Government (DfES) guidelines on specific learning difficulties:

- web-site: http://www.dfee.gov.uk/disdirec/sp_ld.doc JAMESON, M; Paper “Making the written word more accessible to people with Dyslexia”. Nisbet J, and Watt, J. (1980) “Case study”, guide published by University of Nottingham School of Education. OTT, Philomena (1997) How to Detect & Manage Dyslexia, A reference & resource Manual. ISBN 0 435 104195, published by Heinemann Educational Publishers.



C: LIST OF OTHER REFERENCES USED: BECTA – Case study paper “Helping students to learn more effectively” – an update on use of ‘QuickScan’to ascertain Learning styles at West Kent College.

- web-site: http://ferl/becta.org.uk/frames/cstudies/westkent/quickscan.html BOBBY – An on-line accessibility checking tool

- web-site: http://bobby.cast.org - How to get Bobby approval - How to read the Bobby report - Example of how to write a table in HTML

Cambridge University; Prison survey / newsletter:

- web-site: http://www.admin.cam.ac.uk/univ/newsletter/1999/dec-jan/7.html - accessed 01/07/02

EPIC Consulting (2002), Donald Clark et.al. White Paper : Accessibility & e-learning Glasgow School of Art; Guidance Paper on Stress & Self Esteem, with particular reference to Dyslexia.

- web-site: http://www.gsa.ac.uk/access/dyslexia/under/content/stress/html - accessed 22/02/02

Hull University; report “Dyslexia & Learning a Modern Foreign Language” site includes Guidelines for Learners and also for Tutors /Advisers/Course designers, plus an audit report on materials used for French, German, Spanish & Italian.

- web-site: http://www.hull.ac.uk/langinst/olc/dyslexia.htm IANSYST Ltd; Papers on “Accessibility & Readability” and also “Dyslexia, Language learning & using languages other than English”

- web-site: http://www.dyslexic.com - accessed 22/02/02 JAMESON, M; Workshop Paper “Good practice in supporting Learners with Dyslexia” – presented at the Enterprise Connection, July 11,2002. SENDA (2001): The New Legislation on Disability Issues TTRS - “Touch-type, Read & Spell”; Prison Dyslexia project

- web-site: http://www.ttrs.co.uk/prisonnews.html - accessed 01/07/02 University College, Worcester; Paper on Equal Opportunities – Internet accessibility

- web-site: http://www.worc.ac.uk/services/equalopps/webac.htm US Section 508

- website http://www.access-board.gov/sec508/508standards.htm W3C – Web Accessibility Initiative

- http://www.w3.org/WAI

A Case study into aspects of Web-page design

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