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Introduction. The seminar will explore an action based research process that has informed institutional practice in the use of e-technology to support both staff CPD
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1. Evidence Based Practice Seminar Series 2010: Harnessing technology to enhance teaching practice
Developing an E-learning Dyslexia Resource to improve the learning environment for students, CPD for lecturers, and to support the new Foundation Degree in Teaching in the Lifelong Learning Sector
3. College Research Network (CRN) Project CRN’s aim is to promote the development of educational research activities across college
SpLD Team undertook funded project* to:
Create an on-line SpLD screening
Critically examine our model of provision
Replicate OU** survey of CPD needs of teaching staff in relation to disabled students
* Report available via LCC VLE link sent before event
** Open University: CARS Project (Creating Accessible Resources for Staff)
4. Findings from CRN project on CPD Key concerns identified by teaching staff:
Need for classroom strategies to support students with a SpLD
Training in the uses of e-learning for disabled students was highlighted
How to provide constructive feedback
Training on the full range of SpLDs
Most quoted reason for not finding disability CPD useful was that it was too general & did not relate to the needs of particular groups of disabled student
5. New Foundation Degree New Foundation Degree in Teaching in the Lifelong Learning Sector established 2009 - 10
Core module is Specific Learning Differences (SpLD): Supporting Individual Needs
Module is also offered as a stand alone qualification
Course includes an analysis of the contribution of e-learning in SpLD provision, plus use of the e-learning videos via new student VLE
6. BDA Dyslexia Friendly Kitemark LCC was first FE college to gain faculty Dyslexia Friendly accreditation from the British Dyslexia Association in 2005
Subsequently two other centres have been accredited
7. Key BDA Dyslexia Friendly Standards Current project explicitly links with BDA standards (CPD, e-learning & “learner voice” / self esteem):
Dyslexia is prioritised as an area for staff CPD
CPD initiatives ensure practitioners are competent in integrating appropriate ILT / ALT strategies into T&L
ILT/ALT resources are appropriately accessible to the learner in the location were they are studying
Learners are helped to understand their dyslexia & to value their achievements
Learners are helped to disseminate information about strategies & support required to all lecturers
8. Researching & Developing the E-Learning Dyslexia Resource
9. Project’s aims Create an on-line SpLD teaching & learning resource with content based on consultation with & involvement of dyslexic students & staff
Address needs of staff & students re information about SpLDs, especially how it can be accommodated through teaching & study skills
Meet CPD needs of teaching staff in relation to dyslexic students – identify further needs via questionnaire
In summary: better awareness & more inclusive provision by specialist & course tutors to promote equality for dyslexic students & staff
10. Project methodology: action research cycle
11. A motive for shooting... A positive message:
“Anxiety itself is often the fundamental problem for dyslexics, intimately connected with low self-esteem… Dyslexic adolescents […] tend to identify any success with the extent to which they have worked extremely hard, and failure to their own lack of ability.”
12. Multisensory Approach Why turn text to image and sound?
Shared Approach:
“to move from the presentation of abstract ideas to the provision of concrete learning through images and experiential exercises…
A full appreciation can only really be achieved when illustrating the effects using a more efficient and expressive medium such as a simulation.” (Beacham, N. & Szumko, J., 2003)
“It is likely that things will stick better in your memory if several different sensory channels work in combination – vision, hearing, movement and so on – and the more sensory pathways you create to a memory, the more likely you are to be able to find it when you need it.” (Du Pré, L., Gilroy, D. & Miles, T., 2008)
Multisensory approach – capitalize on global learning preference – supply alternatives to reading and writing
“Generally speaking, students are more likely to understand and learn if they are presented with a variety of interesting teaching methods and resources when learning new concepts.” (Griffiths, M., 2002)
Provoking learning through discussion:
“Since the time of Socrates, discussion has been recognised as a vital tool of learning. Vygotsky (1962) emphasises the power that the language of children – aided by adults and teachers - has on the creation and development of thought.”
(taken from ‘Let’s Communicate: a practical guide to adult basic education’ by Norma Mudd, 1990)
Why turn text to image and sound?
Shared Approach:
“to move from the presentation of abstract ideas to the provision of concrete learning through images and experiential exercises…
A full appreciation can only really be achieved when illustrating the effects using a more efficient and expressive medium such as a simulation.” (Beacham, N. & Szumko, J., 2003)
“It is likely that things will stick better in your memory if several different sensory channels work in combination – vision, hearing, movement and so on – and the more sensory pathways you create to a memory, the more likely you are to be able to find it when you need it.” (Du Pré, L., Gilroy, D. & Miles, T., 2008)
Multisensory approach – capitalize on global learning preference – supply alternatives to reading and writing
“Generally speaking, students are more likely to understand and learn if they are presented with a variety of interesting teaching methods and resources when learning new concepts.” (Griffiths, M., 2002)
Provoking learning through discussion:
“Since the time of Socrates, discussion has been recognised as a vital tool of learning. Vygotsky (1962) emphasises the power that the language of children – aided by adults and teachers - has on the creation and development of thought.”
(taken from ‘Let’s Communicate: a practical guide to adult basic education’ by Norma Mudd, 1990)
13. Initial consultation Initial consultation findings from discussions with dyslexic students & staff:
‘different way of doing things’ ‘concentration’ ‘I can not fill in a form’ “Without dyslexia I wouldn’t be the character I am now” ‘A more inventive teaching approach is more interesting for everybody.’ “using a Dictaphone in class is valuable to avoid missing stuff.” “One teacher got us to play roles in history class, and it was the only class I enjoyed.” “People around me who know, are actually helpful.”
14. Feedback from Foundation Degree Students Since going online in February, ‘Prepare to Succeed’ has been used as an integral part of the Education Foundation degree
The students said…
15. Access:
‘Easy’, ‘bite-size is good’, ‘would like indication of where to begin’, ‘needs transcript for deaf viewers’
Content:
‘Helpful to see their point of view’, ‘could be more in-depth on certain topics - mind mapping’, ‘Inspirational’, ’very relevant’, ‘would like more positive student experiences – of support’, ‘wouldn’t change anything’
Potential Application:
‘use during induction week’, ‘might encourage students to disclose’, ‘for staff CPD’, ‘open evenings, student services, Connexions, bring to schools to raise awareness of support at college’, ‘stories as inspiration for those newly diagnosed’
Other:
‘more student experience’, ‘morale boosting & motivational’, ‘use of humour makes them fun to watch’, ‘felt could associate with Eve.’
16. Supported SpLD Student Feedback Metacognition
“The more pupils know about their own learning – metacognition – the more effective they are likely to be in academic terms.”
(Chapter 11: Dyslexia and Physics by Pam Holmes in Peer, L. & Reid, G., 2001, p98)
17. Metacognition cont’d “All students, but particularly dyslexic students, benefit from developing metacognition... Students who are empowered to ‘achieve success’ rather than ‘avoid failure’ are less likely to experience the learned helplessness and anxiety.”
(Chapter 22: Individualised Learning in a Group Setting by Janet Tod and Adele Fairman in Peer, L. & Reid, G., 2001, p196-7)
18. Student Responses To Eve “I was in a lower class – never took work seriously. It’s wrong really – that’s what happened to me. If I’d been up in the higher level class I might have been able to do something. I may not be good at one side of a task, but you could give me something to build without instructions.”
“On a written exam I’d be much more successful with the opportunity to give responses verbally.” To Paul “I keep myself very organised for fear of losing control over work.”
“I need telling 2 or 3 times.”
“I have to do something where you have to get up and down [in the classroom]”
“I used to hide it and cover up.”
“Since then I’ve helped [younger ones] that I spotted with the same behaviour, covering up the difficulty.”
19. Interacting with the e-resource
20. The next step… “Prospective students should be clear about what support is available.” (Du Pré, L., Gilroy, D. & Miles, T., 2008, p76)
Several students at various stages of FE, were shown the videos and then asked to grade the usefulness of 6 potential topics for the next phase of ‘Prepare to Succeed’
They each gave comments on their responses:
21. Feedback from Students on Usefulness of Potential Topics How you would be screened for dyslexia in college:
“I was very anxious before coming. Would be good to know what to expect.”
Work you might do in Support Sessions:
“That’d be useful so you can see what they can do for you – according to your particular needs.” How you would be screened for dyslexia in college:
“It was like someone picking on all my faults and I was very anxious before coming. Would be good to know what to expect.” “Video would make you feel less anxious about tests.” “I felt nervous about reading aloud, writing & being timed.”
The sort of 1:1 support you might receive and work you might do with a dyslexia support tutor:
“Would have made me more keen to take up support.” “Wouldn’t feel so stressed about having to do everything on their own if they were dyslexic because they would know there was someone to help them at the college.” “That’d be useful so you can see what they can do for you – according to your particular needs.” “I think it would be better to find out from a person face to face.” “In the past I’ve had private English tutors & I felt this was useless & didn’t help me at all so I was worried that support in college would be the same, but the support here has been more about helping me to sort things out myself.”
How you would be screened for dyslexia in college:
“It was like someone picking on all my faults and I was very anxious before coming. Would be good to know what to expect.” “Video would make you feel less anxious about tests.” “I felt nervous about reading aloud, writing & being timed.”
The sort of 1:1 support you might receive and work you might do with a dyslexia support tutor:
“Would have made me more keen to take up support.” “Wouldn’t feel so stressed about having to do everything on their own if they were dyslexic because they would know there was someone to help them at the college.” “That’d be useful so you can see what they can do for you – according to your particular needs.” “I think it would be better to find out from a person face to face.” “In the past I’ve had private English tutors & I felt this was useless & didn’t help me at all so I was worried that support in college would be the same, but the support here has been more about helping me to sort things out myself.”
22. Feedback from Students on Usefulness of Potential Topics Software demonstrations
“I struggle with revising so knowing these are available would give me a different approach that is better for me.”
Support available in LRCs
“I wouldn’t have kept putting off using the LRC.” A demonstration of how specialist software might support your learning (such as Dragon, Texthelp and Inspiration):
“Inspiration is really helpful for organising things, and to know that the tool is there to use would make them feel better about it.” “Yes easy and comprehensive access to frequently asked questions would mean that I could get information whenever I needed it.” “Software baffled me at first so a demo of how it can be used well would be good.” “I struggle with revising so knowing these are available would give me a different approach that is better for me.”
Support available from the college’s Learning Resource Centres:
“I wouldn’t have kept putting off using the LRC.” “It would be better for people in the specific LRC that the student uses to provide a tutorial class in person – it helps to be able to go and ask for help yourself when you need it, e.g. for revision. You can’t get to know a person on a video.” “I can never remember where the books are for my subject and always forget to take books back.”
“Don’t like to use LRC because I’m rubbish at finding things – don’t know where to start.” “Very helpful but tend to use books at home / web.”
A demonstration of how specialist software might support your learning (such as Dragon, Texthelp and Inspiration):
“Inspiration is really helpful for organising things, and to know that the tool is there to use would make them feel better about it.” “Yes easy and comprehensive access to frequently asked questions would mean that I could get information whenever I needed it.” “Software baffled me at first so a demo of how it can be used well would be good.” “I struggle with revising so knowing these are available would give me a different approach that is better for me.”
Support available from the college’s Learning Resource Centres:
“I wouldn’t have kept putting off using the LRC.” “It would be better for people in the specific LRC that the student uses to provide a tutorial class in person – it helps to be able to go and ask for help yourself when you need it, e.g. for revision. You can’t get to know a person on a video.” “I can never remember where the books are for my subject and always forget to take books back.”
“Don’t like to use LRC because I’m rubbish at finding things – don’t know where to start.” “Very helpful but tend to use books at home / web.”
23. Feedback from Students on Usefulness of Potential Topics Assessment procedure with Educational Psychologist:
“Very helpful – show that the EP smiles & laughs!”
Assessment of Need procedure:
“A video is a good anonymous way to inform people.”
Other suggested subjects:
Various issues affecting daily life. How you would be assessed by an Educational Psychologist for dyslexia if progressing to Higher Education:
“Don’t like the feeling of not knowing what to expect, and the person will be a stranger: the Ed Psych I saw turned out to be very nice, relaxed and easy to get on with.” “I would like to access an assessment with an EP, and know what to expect.” “Not too bothered about the detail of the assessment.” “Seeing video would stop it from being an “unknown.”” “Very helpful – show that the EP smiles & laughs!”
What would happen in an Assessment of Need if you applied for the Disabled Student Allowance:
“A video is a good anonymous way to inform people.” “I’d have thought more in advance about how I learn and mention problems I’ve had.”
Any other areas / topics that you think could be developed as a video to support your studies:
“Things that will be done to support me in classroom.”
“Videos about directions / navigation from train and bus station to college sites. Really struggled with finding my way at the beginning of college.” “a video with advice about how to develop and use timetables for managing workload on course / balancing against personal time etc.” “Sometimes if there is a resource like a video there is an assumption that it answers all questions.” “Show different dyslexic students showing they are just as strong as non-dyslexic students in classroom etc.”
How you would be assessed by an Educational Psychologist for dyslexia if progressing to Higher Education:
“Don’t like the feeling of not knowing what to expect, and the person will be a stranger: the Ed Psych I saw turned out to be very nice, relaxed and easy to get on with.” “I would like to access an assessment with an EP, and know what to expect.” “Not too bothered about the detail of the assessment.” “Seeing video would stop it from being an “unknown.”” “Very helpful – show that the EP smiles & laughs!”
What would happen in an Assessment of Need if you applied for the Disabled Student Allowance:
“A video is a good anonymous way to inform people.” “I’d have thought more in advance about how I learn and mention problems I’ve had.”
Any other areas / topics that you think could be developed as a video to support your studies:
“Things that will be done to support me in classroom.”
“Videos about directions / navigation from train and bus station to college sites. Really struggled with finding my way at the beginning of college.” “a video with advice about how to develop and use timetables for managing workload on course / balancing against personal time etc.” “Sometimes if there is a resource like a video there is an assumption that it answers all questions.” “Show different dyslexic students showing they are just as strong as non-dyslexic students in classroom etc.”
24. Future of “Prepare to Succeed”: key recommendations from survey The right approach to alleviate feelings of anxiety and stress in relation to “unknown” procedures and practices
Overwhelming interest in video demonstrations of assistive technology - to acquire greater independence?
Issues that affect the student on a daily basis e.g. directions to college, time management strategies etc
25. Key references / links Beacham, N. & Szumko, J. (2003) Visual and Perceptual Problems Simulation (VAPPS): A computer-based staff development tool from Supporting the Dyslexic Student in HE & FE: Strategies for Success Proceedings of a One-Day Conference. DeMontfort University.
Du Pré, L., Gilroy, D. & Miles, T. (2008) Dyslexia at College 3rd Edition.
Griffiths, M. (2002) Study Skills & Dyslexia in the Secondary School: A Practical Approach. David Fulton Publishers. London
Osmond, J. (1993) The Reality of Dyslexia. Channel Four Books, London.
Peer, L. & Reid, G. (2001) Dyslexia – Successful Inclusion in the Secondary School. David Fulton, London.
Thinking About Dyslexia: A Staff Resource for Developing Practice http://www.nottingham.ac.uk/dyslexia/
