Wii_Fit_for_LLDD_-_Trafford_College

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Wii Fit for students with learning difficulties and/or disabilities Trafford College: Academic year 2008/09 Introduction ThiscasestudydescribespartofawiderMoLeNETprojectthatenabledawide rangeoflearnerstobenefitfromhandheldtechnology/gamestechnologyacross thecollege.Themainaimsoftheprojectweretoprovidemobilelearningfor TraintoGain,work-basedlearningandteachereducationstudents.However, anopportunityaroseforanunexpecteduseofgamestechnologieswithinthe SupportedLearningDepartment(SLD).Forthisextendedelementoftheproject, wewerekeentoengagewithlearnerswithlearningdifficultiesand/ordisabilities andtoprovideopportunitiesforenrichmentthatwouldalsobenefittheir confidenceandhealth. Aims Theaimwastoprovideaccessibleandenjoyablephysicalactivitiesthatcouldbe carriedoutinasafeandfamiliarenvironment,i.e.thestudents’baseroom.Itwas envisagedthatusingnewtechnologies(theWiiFit)wouldenablelearnersto enhancetheirbalanceandcoordinationskillsandimprovetheirphysicalmobility, andthusleadtogreaterlevelsofconfidence. Addressing the challenge TwoWiimachinesweresetupinthestudents’baseroomsothatlearnerscould dropinduringtheirlunchbreak.Themachinesweresetupandmaintainedby thesectionaltechnician,andteachersstaffedtheroomonarota.Anaverageof 15–20studentsdroppedineachday. Outcomes and reactions Earlyuseofthedeviceshasexceededtheteam’sexpectations,bothinphysical improvementforthelearnersandinsocialcommunicationandstudentesteem.

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http://www.moleshare.org.uk/molehole/A3F6825C05/Wii_Fit_for_LLDD_-_Trafford_College.pdf

Transcript of Wii_Fit_for_LLDD_-_Trafford_College

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72 Games�technologies�for�learning

Using the Nintendo Wii as a physiotherapy tool

Regent Consortium teaching and learning snapshot: Academic year 2007/08

A�decision�was�made�to�use�the�Nintendo�Wii�with�learners�who�had�learningdifficulties�and/or�disabilities.�Many�of�these�students�were�pre-level�1�andstudying�entry-level�qualifications�such�as�the�Challenge�programme.�Many�hadcare�assistants�and�support�workers,�whose�views�were�paramount�in�ensuringthat�any�use�of�the�equipment�strictly�adhered�to�the�individual�parameters�ofthe�learners’�stated�capabilities.�

Once�started�the�learners�clearly�enjoyed�the�experience�and�were�allowed�toborrow�the�equipment�to�take�home�(with�parental�permission).�Students�whowere�normally�reluctant�to�take�part�in�a�class�were�enthused.�Teachers�andcare�assistants�stated�that�the�independence�and�self-esteem�of�many�of�thestudents�improved�and�there�was�a�waiting�list�for�the�equipment.�Since�theproject�began,�another�Nintendo�Wii�has�been�bought�to�keep�up�with�demand.One�student�claimed�it�was�the�best�physiotherapy�ever!

Wii Fit for students with learning difficulties and/or disabilities

Trafford College: Academic year 2008/09

Introduction

This�case�study�describes�part�of�a�wider�MoLeNET�project�that�enabled�a�widerange�of�learners�to�benefit�from�handheld�technology/games�technology�acrossthe�college.�The�main�aims�of�the�project�were�to�provide�mobile�learning�forTrain�to�Gain,�work-based�learning�and�teacher�education�students.�However,�an�opportunity�arose�for�an�unexpected�use�of�games�technologies�within�theSupported�Learning�Department�(SLD).�For�this�extended�element�of�the�project,we�were�keen�to�engage�with�learners�with�learning�difficulties�and/or�disabilitiesand�to�provide�opportunities�for�enrichment�that�would�also�benefit�theirconfidence�and�health.�

Aims

The�aim�was�to�provide�accessible�and�enjoyable�physical�activities�that�could�becarried�out�in�a�safe�and�familiar�environment,�i.e.�the�students’�base�room.�It�wasenvisaged�that�using�new�technologies�(the�Wii�Fit)�would�enable�learners�toenhance�their�balance�and�coordination�skills�and�improve�their�physical�mobility,and�thus�lead�to�greater�levels�of�confidence.�

Addressing the challenge

Two�Wii�machines�were�set�up�in�the�students’�base�room�so�that�learners�coulddrop�in�during�their�lunch�break.�The�machines�were�set�up�and�maintained�bythe�sectional�technician,�and�teachers�staffed�the�room�on�a�rota.�An�average�of15–20�students�dropped�in�each�day.

Outcomes and reactions

Early�use�of�the�devices�has�exceeded�the�team’s�expectations,�both�in�physicalimprovement�for�the�learners�and�in�social�communication�and�student�esteem.

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Students�had�been�aware�from�media�advertising�that�the�Wii�Fit,�endorsed�bycelebrities,�was�currently�popular,�and�they�were�excited�to�be�part�of�this‘mainstream’�cultural�lifestyle�choice.�It�also�provided�them�with�a�new�topic�ofconversation�both�in�college�and�at�home.�

One�unexpected�outcome�of�the�project�was�improved�communication�and�socialsupport�within�peer�groups.�This�emerged�within�the�sessions,�and�continuedoutside,�both�in�classes�and�in�social�situations.

One�important�aspect�of�the�use�of�the�devices�was�the�chance�for�students�to�makepersonal�choices�about�their�type�of�activity.�Previously,�group�physical�exercisewas�predetermined�by�practical�resources�but�the�Wii�provided�the�opportunityfor�students�to�experience�a�range�of�games�and�sports�(including�new�areas),enabling�informed�individual�choice,�including�gender-specific�and�personalpreferences.�The�software�enabled�these�personal�choices�to�be�quickly�andeasily�fulfilled,�as�each�learner�took�their�turn.�Behavioural�protocols�associatedwith�turn-taking�also�improved,�as�learners�anticipated�their�turn.�

The�ability�to�try�a�range�of�different�sports/leisure�activities�linked�well�to�thecurriculum�as�part�of�the�students’�life�skills�programmes,�in�that�they�could�trynew�‘virtual’�activities�in�a�‘safe’�environment�for�possible�future�exploration�inthe�‘real’�world;�for�example,�the�skiing�activity�could�link�with�a�visit�to�the�ChillFactor�ski�centre.

Learners’�reactions

The�use�of�the�Wii�Fit�created�a�real�buzz�among�the�students;�they�quickly�gainedconfidence�and�were�willing�and�excited�to�try�something�that�was�new.�They�werealso�enthused�to�be�part�of�something�that�they�recognised�was�very�‘current’,and�which�they�might�not�have�got�an�opportunity�to�try�outside�of�college.�Theyquickly�gained�a�real�sense�of�achievement,�and�wanted�to�share�their�excitementand�pride�with�their�peers�and�staff.�This�was�reinforced�by�a�visit�from�the�collegemarketing�team,�who�completed�an�article�for�the�college�magazine.�

Teachers’�reactions

Teachers�were�as�enthused�as�the�students�about�the�new�technology.�Some�hadhad�previous�experience�of�using�the�Wii,�and�they�were�able�to�cascade�thatknowledge�to�other�teachers.�Teachers�in�other�departments�are�also�now�curious,and�teachers�within�the�Supported�Learning�Department�are�now�more�confidentabout�training�others�as�part�of�the�college�continuing�professional�development(CPD)�programme,�exploring�opportunities�pertinent�to�other�departments.

Managers’�reactions

Principal�Sir�Bill�Moorcroft�stated

This is an exciting development for our Supported Learning students, and theTrafford College leadership team are delighted that our students and staff havethe opportunity to engage in such an innovative project.

Lessons learned

Initially�only�one�machine�was�set�up�in�the�base�room,�but�demand�outstrippedsupply,�and�some�students�had�to�wait�a�little�too�long.�Two�machines�in�thesame�room�has�been�much�more�effective.

When�we�first�bought�the�Wii,�we�only�had�the�basic�two�handsets,�however�wehave�since�purchased�a�further�six�handsets,�which�means�that�two�groups�offour�can�play�simultaneously�on�some�of�the�games�packages.

MoLeNET�case�studies�and�teaching�and�learning�snapshots 73

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Next steps

We�are�keen�to�explore�new�possibilities�that�are�available�as�part�of�the�Wii�Mii:the�creation�of�students’�personal�avatars.�Students�have�created�their�own�WiiMii�image,�which�in�some�cases�is�an�external�expression�of�internal�desires�orconflicts�that�had�not�previously�been�recognised.�This�software�has�provided�theopportunity�to�further�explore�issues�of�citizenship,�stereotypes,�cultural�valuesand�personal�desires�through�tutorial�processes.�

Links

For�a�video�of�students�using�the�Wii�Fit�go�to�www.moletv.org.uk�and�searchusing�the�keyword�‘Wii’. 

The PSP Go!Cam

Gloucestershire Consortium teaching and learning snapshot: Academic year 2007/08

In�order�to�capture�video�and�audio�podcasts,�various�pieces�of�equipmentwere�purchased�to�see�which�worked�well�with�staff�and�learners.�The�mostsuccessful�was�the�PSP�camera;�a�1.3MP�USB�camera�that�sits�on�top�of�the�PSP.Although�technically�inferior�to�most�modern�digital�cameras,�it�captured�theimagination�of�both�staff�and�learners.�

It�was�used�to�view�photos�of�landmarks�to�support�learners�with�learningdifficulties�and�disabilities�with�independent�travel,�and�for�instructional�videosto�help�them�to�learn�daily�routines.�Both�staff�and�learners�found�it�useful�to�beable�to�take�resources�between�different�sessions.�Some�were�loaded�ontoPSPs,�among�other�devices,�and�some�transferred�from�the�college�VLE�onto�thedevices�via�wireless�connection.�Tutors�reported�that�learners�picked�up�on�thetransferability�of�their�skills�between�different�activities�more�quickly�and�in�some�cases�this�speeded�up�achievement.

For�an�example�–�‘Using�the�PSP’– please�go�to�MoLeShare�and�search�usingthe�keyword�Gloucestershire.