Learning technologiesand dyslexic studentsat third level
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Learning technologies and dyslexic students at third level Pauline Rooney Fourth Annual Conference on Teaching and Learning in Higher Education, National University of Ireland Galway, June 2006.
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Presentation at Fourth Annual Conference on Teaching and Learning in Higher Education, National University of Ireland Galway, June 2006.
Transcript of Learning technologiesand dyslexic studentsat third level
Learning technologies and dyslexic students at third level
Pauline Rooney
Fourth Annual Conference on Teaching and Learning in Higher Education,National University of Ireland Galway, June 2006.
Definitions: dyslexia
A combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing.
Accompanying weaknesses may exist in• speed of processing• short-term memory• sequencing/organisation• auditory/visual perception• spoken language • motor skills
Definitions: learning technologies
The use of information and communication technologies (ICTs) to enhance teaching and learning
Related terms:• eLearning• Educational technologies• Computer-based learning• Online learning
Background (1)
Professional context:
• Support lecturers in use of ICTs to enhance teaching and learning
• Liaise with student support staff to enhance student experience through use of ICTs
• Develop accessible elearning materials
Institutional context:
• Dyslexic students constitute largest percentage of disabled students
• Numbers of dyslexic students increasing annually
Background (2)
Registered disabled undergraduate students at DIT
Specific Learning Difficulty 77%
Physical and Mobility Disability 4%
Blind and Visual Impairment 2%
Deaf and Hard of Hearing 5%
Other Disabilities8%
Mental Health Difficulties 4%
Educational context:
• Traditional teaching/assessment methods present barriers to dyslexic students
• Can learning technologies be used to overcome these barriers? Little research in area to-date
Background (3)
Research questions
What types of barriers to learning are dyslexic students currently experiencing at third level?
How are learning technologies currently being used to support dyslexic students at third level?
Can learning technologies be used to help overcome these barriers? If so, how?
Methodology
Critical action research
Focus group of 8-12 students on one programme
Collaborate with 1 lecturer on one module
Participants’ profiles
8 male students 1st, 2nd and 3rd years Programmes:
• Ord degree Electrical Services Engineering• Hons degree Business Management
Severity of dyslexia (as described by students): 5 mild, 1 very mild, 2 moderate
Participants’ difficulties
1. Writing essays
2. Reading
3. Spelling
4. Concentration
5. Difficulties with short-term memory
6. Organisational skills
Support mechanisms currently used MS software (100%) Assistive technologies (50%) Learning support tutor in disability services
(37.5%) Friends (25%) Lecturers (12.5%) Parents (12.5%) Counsellors (0%)
Current use of technologies (1)
Frequency of PC usage• Every day – 87.5%• Every second day – 12.5%
All have access to PCs at home and college
75% use a laptop 50% use an iPOD or similar All use a mobile phone
Current use of technologies (2)
eMail usage – 100% • Every day – 25%• 3 > times/wk – 25%• < 3 times/wk – 50%
Preferred communication method with lecturers• Email - 75%
• Text messaging - 25% Bebo homepage (www.bebo.com) – 50%
Experience of elearning (1)
100% using webct
87.5% using webct areas which provide access to programme materials including:• Lecture notes• Discussion boards / email• Animations/imagery• Past exam papers• Online quizzes
– DT010/2 Electrical Services Design, DT010/2 Electrical Services Plant
– DT341/1 Accounting
Experience of elearning (2)
62.5% using webct student support areas
• Study skills and exam tips
• Careers
• Student Maths Learning Centre
• 24 Hour Library
Student feedback (1)
100% wanted to see webct/elearning used more• All lecturers using it• More consistency in provision of materials
Most useful aspect - accessing course notes/materials online Use as reference in class No need to approach lecturer Helps with organisation
Least useful aspects - discussion boards Spelling mistakes Time consuming
Student feedback (2)
What learning technologies would they like to see lecturers using?
Online calendarPast exam papersMore imageryOnline flash cardsOnline self-testsPodcastsText messaging
Possibilities for future support?
Voice tools for communication Podcastings Text messaging (m-learning) Use of multi-sensory
elearning materials Gaming
Future research…..
Very difficult to conduct research in area
• Difficulties accessing students
• Most lecturers encountered were reluctant to participate
• Practical difficulties meeting students
Research will resume in future I hope!
Contact:
Pauline Rooney
eLearning DevelopmentDublin Institute of Technology
