Teaching Deaf Learners
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Transcript of 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
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TECHNOLOGY ENHANCED LEARNING (TEL)
“Good” TEL should support its’ learners’ learning styles
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
TEL FOR ITS LEARNERSThis means that “good” TEL for its learners promotes
its learners can use it…ousability (learner experience)
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
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
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL
strive for evidence-based
user requirements
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL
strive for evidence-based
user requirements
design with user requirements
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL
strive for evidence-based
user requirements
design with user requirements
evaluate usability and pedagogical effectiveness
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL
strive for evidence-based
user requirements
design with user requirements
evaluate usability and pedagogical effectiveness
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL
strive for evidence-based
user requirements
design with user requirements
evaluate usability and pedagogical effectiveness
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL
strive for evidence-based
user requirements
design with user requirements
evaluate usability and pedagogical effectiveness
HOW TO DESIGN USABLE AND PEDAGOGICALLY EFFECTIVE TEL
strive for evidence-based
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.
NO
DesignExplanatory text, e.g., instructions, should prefer simple sentences with close referential expressions
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.
NO
DesignExplanatory text, e.g., instructions, should prefer simple sentences with close referential expressions
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.
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.
READING (2/2)Requirements
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.
NO
READING (2/2)Requirements
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.
NO
Design
Relevant text should be chunked by semantic proximity, and each chunk should be contiguous to its visual representation (if any)
READING (2/2)Requirements
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.
NO
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 !!!!
YES
READING (2/2)Requirements
Deaf learners may miss key info if distributed or dense on the screen
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
NO
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
NO
Design
On the edge of the screen, an interface should have nothing that can distract deaf learners from their main task
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
NO
Design
On the edge of the screen, an interface should have nothing that can distract deaf learners from their main task
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
NO YES
Requirements
Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention
ATTENTION (2/2)
Requirements
Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention
ATTENTION (2/2)
Requirements
Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention
ATTENTION (2/2)
NO
Requirements
Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention
ATTENTION (2/2)
Design
The tool should use: - visual clues for orienting attention - sequencing of tasks - animation for main tasks (and abstract
concepts)
Requirements
Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention
ATTENTION (2/2)
Design
The tool should use: - visual clues for orienting attention - sequencing of tasks - animation for main tasks (and abstract
concepts)
Requirements
Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention
ATTENTION (2/2)
Design
The tool should use: - visual clues for orienting attention - sequencing of tasks - animation for main tasks (and abstract
concepts)
Requirements
Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention
ATTENTION (2/2)
Design
The tool should use: - visual clues for orienting attention - sequencing of tasks - animation for main tasks (and abstract
concepts)
Requirements
Wrt hearing children, deaf children show > orienting attention < selective attention = in divided attention
ATTENTION (2/2)
YES
Requirements
Young deaf children have more difficulties for serial recall and take more time for recovering attention
MEMORY
Requirements
Young deaf children have more difficulties for serial recall and take more time for recovering attention
Design
Enforce recognition instead of recall, e.g., via coherent spatial positioning
MEMORY
Requirements
Young deaf children have more difficulties for serial recall and take more time for recovering attention
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
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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
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
Deaf learners tend to like games with movement, and social tools such as social networks (2010)
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
Page 1 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
100
25
50
75
PEW RESEARCH CENTER
People spent more time online, performed more activities, watched more video, and themselves become content creators
”
“
social network usage for millenia
16/03/14 21:56Device Ownership Over Time | Pew Research Center's Internet & American Life Project
Page 1 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
100
25
50
75
PEW RESEARCH CENTER
People spent more time online, performed more activities, watched more video, and themselves become content creators
”
“
In brief new TEL should (also) promote quality social experience for deaf learners, for creating, sharing and analysing learning contents...
social network usage for millenia
16/03/14 21:56Device Ownership Over Time | Pew Research Center's Internet & American Life Project
Page 1 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
100
25
50
75
PEW RESEARCH CENTER
People spent more time online, performed more activities, watched more video, and themselves become content creators
”
“
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
social network usage for millenia
1st International Conference on Teaching Deaf Learners Amsterdam, NL, 19-21 March 2014
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