Essay title - Accessibility Tools E-Learning
Introduction
This project aims to look into the affects of accessibility tools, investigating what impact they could have on able bodied users when used in conjunction with an e-Learning system.
Aims and Objectives
AIM: |
Research and establish whether accessibility tools are beneficial to e-Learning |
OBJECTIVIES: |
1 |
Design and build three multimedia e-Learning systems, incorporating two different accessibility tools. |
2 |
Design and carry out experiments where test subjects are involved in the testing of the system, for usability and functionality. |
3 |
Draw conclusions on the benefits of eLearning, focussing on the value of the accessibility tools that have been applied. |
The motivation behind creating these systems is primarily to promote learning and therefore, assist in teaching methods for students studying medicine within higher education. A recent project to promote e-learning in medical schools led by the International Virtual Medical School (IVIMEDS) in 2001 aimed at creating a more flexible and student-centred training programme, employing a ‘hybrid model of a blended curriculum of innovative e-Learning approaches and the best of traditional face-to-face teaching’. This statement motivates designing this project’s e-Learning systems for medical students.
According to Ruiz (2006) “E-learning refers to the use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance.” With reference to Ruiz, the rationale for developing an e-Learning system is to facilitate students’ progress by further developing their knowledge an understanding of their chosen subject area, allowing students to learn at a pace that suits them. The system that will be designed will contain the accessibility tools in order for the research objectives to be completed.
In accordance to higher education, traditional methods of instructor-centered teaching are steadily moving towards learner-centered teaching that allows the learner to control their own learning (Ruiz 2006). According to Singh et al (2005), lecturers must now learn to embrace technological advancements offered by e-Learning. Holley (2002) argues that lectures need to “adopt new educational approaches in order to maintain the quality of courses”. However, e-Learning should not be thought of as a replacement for traditional lecturers, instead it should be thought of as a compliment to the educational resources available. (Ruiz et al 2006)
As Singh et al 2005 points out, “effective eLearning programmes use lecturing staff combined with the appropriate technology to deliver effective learning”. Singh goes on to say that the lecturer is a source of knowledge but also a navigator of knowledge using technologies such as the Internet and e-Learning strategies as a teaching tool. A study carried out by Holley (2002); found that student participants on e-Learning university courses using techniques such as virtual lectures and bulletin boards achieved better grades than students who studied in traditional learning settings. These views motivate the research that is to be carried out by this project, by utilising e-Learning strategies in accordance with accessibility tools.
Background and Rationale of Project
Two of the most frequently used accessibility tools are image magnifier and text readers. Operating systems such as Microsoft Windows have recently implemented such tools thus increasing the knowledge of their functionality to users. The following studies illustrate how these tools have aided disabled learners within the educational system.
Text Reader and its effects
A study conducted during the school year of 2004-2005 by the Iowa Assistive Technology Team carried out a project named the Iowa Text Reader Project. This project identified that 40% of eighth grade students were non-proficient in reading on a national scale. Therefore, in an effort to find effective interventions to close the reading gap between students with disabilities and their non-disabled peers, the Iowa Assistive Technology Team carried out a state-wide project in an attempt to study the impact of using a text reader to assess students’ achievements and attitudes.
Participating schools were given a free copy of Kurzweil 3000, a text reader software. Teachers and students were then given training on the software. Once training had finished, teachers then began to utilise the text reader into various subjects such as science and literature. Teachers were able to provide various scanned material, and students were able to use text reader to complete classroom assignments, tests and papers.
Over a 23 week period, curriculum-based assessment strategies were used to gather data on students reading performance (fluency and comprehension). Progress was measured twice a mouth, using Jamestown controlled reading passages. Jamestown is a series of educational booklets that are available in a variety of teaching levels. The students began with 5.6 grade level and ascended towards 7.7 grade level; this method was adopted to increase reading difficulty, in order to measure students’ performance.
The results showed growth in both reading speed and comprehension. The average reading rate improved by 16 words per minute in 23 weeks. This showed an average of 2.3 times faster than previous studies of students with special needs (Fuchs et al 1993). The results also showed the average comprehension score improved by 13% per student.
The study showed that by using the text reader software, students had improved academic performance; they were able to engage more with instructional material and showed significant improvements on completing work independently.
Magnification and its effect
A study conducted by the Medical University of South Carolina (MUSC) in the school year of 2005-2006, carried out a project named “Project Magnify”. The project was aimed at testing the reading performance of students who were visually impaired. Traditional classroom methods such as using large-print books had been adopted however the project was constructed to test “the idea that visually impaired students who use magnification devices for reading will perform as well or better than visually impaired students using large print reading material”.
The study consisted of two groups of visually impaired students, the experimental group consisted of students with who “read standard grade-level-sized print with their magnifiers.” The controlled group of students “received large print reading materials”. Both groups took oral and silent reading tests at the beginning and end of the school year, where reading rates were recorded. The results showed that the students using the magnification devices had “all increased their reading rates”, and “approximately half showed an increase in reading comprehension”. By the end of the school year, students who did not use the magnification devices had not increased their reading comprehension, “only a handful of students increased their reading rate when compared with the experimental group”.
Project Magnify’s findings found that by utilising the magnification devices students were able to increase reading and comprehension levels in comparison to students who did not use the magnification devices. This theory could be applied to able-bodied students and in turn boost their reading performance and comprehension, therefore result in better learning.
Summary
The impact of the Iowa Text Reader Project 2004-2005 and Project Magnify 2005-2006, justifies the motivation for carrying out the research within this project to identify the effect of accessibility tools on able-bodied students. The rationale for this research to be conducted is that recent studies as highlighted earlier have shown that accessibility tools have aided disabled users within the educational system. With regards to two of the most frequently used accessibility tools; image magnifier and text readers; these tools have not been explored in depth in relation to what benefits they would offer able bodied users and eLearning.
Literature Review
Ruiz (2006) defines E-Learning as “web-based learning, online learning, distributed learning, computer-assisted instruction or Internet-based learning”. Computer-assisted learning (computer-based learning) uses computers to aid in the delivery of stand-alone multimedia packages for learning and teaching (Ward 2001). A concept closely related to e-Learning is Multimedia learning.
Mayer (2001) has defined the term multimedia learning ‘as the presentation of material using both words and pictures’. Thus, multimedia learning provides both verbal and visual cues, which aims to exploit the two human processing systems. Therefore, in theory, Mayer’s findings imply that by incorporating the image magnifier and audio text reader, both tools will aim to exploit both processing channels, which should lead to better learning.
Mayer’s (2001) assumptions on dual channels were that all humans have two processing channels, visual and auditory. This theory proposes that humans can process two kinds of information at any one time. Therefore, by avoiding overloading a single sensory channel, both channels can be exploited when representing information which in turn will enhance learning. Thus, materials will be presented visually and auditory to test subjects. To further increase the level of learning, the use of related information (spatial contiguity principle) and a combination of words and pictures will be used (multimedia principle) when designing the e-Learning prototypes.
Further development to Mayer’s dual channel theory is the Human Information Processing model (Newell & Simon, Lindsay & Norman 1977). The information processing model allows one to conceptualise how the human mind works and therefore, allowing for investigations into the behaviour of it. This theory relates to the cognitive load theory which assumes humans posses dual channels for processing both visual and auditory information. The theory also suggests that humans have a limited amount of capacity in how much information they can process at once, and that they participate in active learning process by organising incoming information into representations.
These theories will help to develop on Objective 1; as they will help to address the way the human mind processes information and therefore will aid in the design and implementation of the systems to be created. It is important to address the level of cognitive learning when designing an e-Learning system as a good design and presentation of content should in theory promote learning. The load of information that will be put on the learner will also be addressed to ensure that it does not result in information overload.
HCI, Human Computer Interaction will also be considered when designing the system. The overall aim of HCI is to make the users the main focus of the design activity. This will be achieved by involving users and taking their needs into consideration throughout the design process.
Methodology/Design consideration/Approach
It will be necessary to utilise several principles when looking into the research and design of the proposed system to be created. In order to research on whether accessibility tools do in fact have an effect on eLearning, the experimental and null hypothesis must be clearly identified. The experimental hypothesis will be used to determine whether or not there are preferences for one tool or another, therefore proposing;
|
Experimental Hypothesis: |
Text Reader tool will have a greater impact on able bodied users in e-Learning than the image magnifier tool. |
Null Hypothesis: |
Using text reader tool will not have an impact on e-Learning for able bodied users. |
The prototypes that will be used for this investigation will be built using Director MX.
Three prototypes will be built for this project:
Prototype |
Function |
System 1 |
A system built solely on the concepts of multimedia design and HCI principles |
System 2 |
A system built the same as the one stated above, however, it will contain the text reading tool |
System 3 |
A system built the same as the first system, however, it will contain the image magnifier tool |
By referring to the seven principles given by Mayer (2001), these will act as a template for the design of the system and consequently should produce an effective system; however, not all principles will need to be adhered to.
The text reader tool and image magnifier tool, when used in conjunction with each other should exploit both channels of cognition; the image magnifier will enhance visual perception and the text reader tool will provide audible narration.
Project Timetable and Resources
Revised Plan
Due to unexpected circumstances the plan of the project was changed. Originally, the project had been aimed at designing an e-Learning system for GSK, however, due to information insufficiency, and lack of co-operation from the Messaging and Notes Team, the project was forced to take an alternative direction. Therefore, redesigning of the systems was needed in order to comply with the new requirements of the prototypes. Also there was a need to recruit new test subjects for the testing phase of the prototypes. Therefore, activities within the project had to be revised and in turn resulted in tasks being carried out later then originally anticipated.
WEEK |
START DATE |
ACTIVITY |
END DATE |
1 |
24th September 2007 |
Prepare ideas for tutor |
1st October 2007 |
2 |
1st October 2007 |
Research idea and background reading |
8th October 2007 |
3 |
8th October 2007 |
Work on ideas – propose idea to tutor |
11th October 2007 |
4 |
15th October 2007 |
Prepare for Presentation to tutor group |
16th October 2007 |
5 |
22nd October 2007 |
Research Literature Review |
26th November 2007 |
6 |
29th October 2007 |
Present pre-proposal to tutor group |
30th October 2007 |
7 |
5th November 2007 |
Submit Formal Proposal |
5th November 2007 |
|
14th December 2007 |
11 |
17th December 2007 |
Revise Project - start new design relating to Lit review and Methodologies |
20th January 2008 |
|
19th January 2008 |
14 |
31st December 2007 |
Modification |
4th January 2008 |
15 |
7th January 2008 |
Group Presentation – Submit Report |
18th January 2008 |
16 |
14th January 2008 |
Final Modification |
27th January 2008 |
17 |
28th January 2008 |
Begin testing |
1st February 2008 |
|
Analyse results |
11th February 2008 |
|
17th February 2008 |
|
Further evaluate and revise report |
2nd March 2008 |
24 |
3rd March 2008 |
Exhibition |
7th March 2008 |
25 |
10th March 2008 |
Submit Final Report |
10th March 2008 |
These arrows represent activities that may need to be revised and researched further throughout the project.
Systems Development; Progress
The systems development phase included building three e-Learning prototypes, as mentioned earlier. The prototypes were built using the following packages
Name of Software |
Use to project |
Director MX |
This was used to design the interactive multimedia system. Director MX allows for lingo scripts to be written which create the text reader and image magnifier tools. |
Windows media player/Quick time |
This will be used in order for users to hear the narration from the text reader tool |
Adobe Photoshop |
This will be used to create/edit images |
Windows Paint |
This will be used to create/edit images |
Coral Paint Shop Pro |
This will be used to create/edit images |
Ruiz et al (2006) states that “the integration of e-Learning into undergraduate medical education will promote a shift toward adult learning, wherein educators no longer serve solely as distributors of content, but become facilitators of learning and assessors of competency.”
In order for the research objectives to be met, the system has been developed for medical students studying level one at universities. One of the main modules for students at Nottingham University studying Pharmacology is ‘Physiology and Pharmacology’, in which students learn about the respiratory system. Therefore, the e-Learning systems have been developed as a virtual lecture on the Respiratory system. However, as the systems are only prototypes, they will not compromise of a fully functioning virtual lecture. The prototypes include content on how the respiratory system works, with a variety of multimedia elements such as images. The prototypes also include a matching game for learners to test their knowledge.
Design
Use of Words and Pictures (Multimedia Principle) and related information (Spatial Contiguity Principle)
White background with Black Text – this choice of hue allows the reader to see the writing clearly
Navigation buttons – user friendly
Easy to read Menu for simply navigation
The next step to follow in this project includes final modifications of the e-Learning system, once this has been completed, the testing phase will begin.
