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THE DEMAND OF ICT-COURSES (via E-LEARNING) FOR THE DEAF LEARNERS

THE DEMAND OF ICT-COURSES (via E-LEARNING) FOR THE DEAF LEARNERS. Rozniza Zaharudin, N.Nordin, M.H.M.Yasin (Paper ID: ) ICLL Conference, Seri Pacific, KL, Malaysia. 14-15 November 2011. The concept of E-LEARNING: The ICT Education courses and the individuals concern.

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THE DEMAND OF ICT-COURSES (via E-LEARNING) FOR THE DEAF LEARNERS

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  1. THE DEMAND OF ICT-COURSES (via E-LEARNING) FOR THE DEAF LEARNERS Rozniza Zaharudin, N.Nordin, M.H.M.Yasin (Paper ID: ) ICLL Conference, Seri Pacific, KL, Malaysia. 14-15 November 2011

  2. The concept of E-LEARNING:The ICT Education coursesand the individuals concern. Contents of Presentation: • TheIntroduction and Objectives Issues/problems - Hearing-Impaired Learners • TheMethodology – Findings and Discussion

  3. Introduction • Computers and Internet (*IMPORTANT assets) • Offers a doorwayinto the WWW (platform) • E-learning Education (**technology development) • Human’s Accessibility (**Web Applications) • The Deaf Learners (The Hearing-Impaired Individuals) • E-L:Electronic (L) - conducted thru thecomputer technology medium • no face-to-face interaction; held in virtual learning spaces(VLE, LMS, WBT) • H-I: the disability to detect frequencies, or low-amplitude sounds • individuals could NOT perceive sounds - loss in the sense of hearing • ICT: - the combination of the potentials of computer, telecommunication, and electronic media using the digital technology

  4. Objectives • To observe/study the levels of knowledge and intereston ICT Courses, and their interaction with ICT tools and technologies • Students - Hearing-Impaired Education Program (The Deaf Learners)  Ultimate Goal • offers ICT Education Courses (via E-Learning) • Sign Language • Qualitystreaming video-recorded(interpreter) • Captions and subtitles PS:To identify the problem, issues and challenges amongst the H-I-I (in learning ICT-Education  Higher Education *important  job/study) • Lack of ICT Tools/Technologies • Inadequate computer equipments • ICT coursesnot offered • Unavailability of the classrooms

  5. Research Methodology • Research Instrument • Observations – Students • 3 schools (Johore, Negeri Sembilan, Terengganu) • Hearing-Impaired Education Program • ICT Courses (Computer Graphics) • Research Sample • 6 Teachers (2 from each school) • Teachers teaching the Hearing-Impaired Students (Sec 4 & Sec 5) • 54 students • Hearing-Impaired Students (Higher Secondary Level of Sec 4 & 5)

  6. Findings • Data Collection • Statistics: • 6 Teachers • Gender: 4 female (66.7%), 2 male (33.3%) • Race: 5 Malays (83.3%), 1 Chinese (16.7%) • 54 Students • 22 Terengganu (40.7%) • 15 Negeri Sembilan (27.8%) • 17 Johore (31.5%) • Observation Sessions: • 4 classes each week (2 weeks in each school) • 6 weeks (for all 3 schools)

  7. Findings • ICT Tools: laptop; LCD and projector (Powerpoint/Word notes), scanner • Software: Macromedia Freehand/Flash, Adobe Photoshop, 3D Studio Max • References: The Module Handout Book (Ex: Lesson on ‘How to draw a logo’) • Students:Fully-committed, give full attention through out lessons conducted • High respect towards the teachers • Show deep interest in CG Course, smart interacting with the software/application • eager to learn new steps, faster than the teachers • Easy to navigate with the functions in software, no problems using a computer • When problems occur, they raised their hand and teachers come to help • (1-to-1 and repetition: each student gets individual treatment,  understand) • Among students too, everyone helped each other, no sign of biasness • Teachers:Fully-committed, give full attention through out lessons conducted • Beginning of each session, asks students to recall back the previous lessons • Fully prepared for each lesson • Answer every questions confidently, have a lot of patience dealing the Deaf • Two-way Communication; teacher teach, students give feedback & ask Qs • Among students too, everyone helped each other, no sign of biasness

  8. Discussions • Conclusion of overall Observations Results (3 schools) • Students (Interested Deaf Learners) • Fast Learners(understand the lessons, by using a computer) • CG Course (favorite course) • Own time/space to use computers, complete assignments at own pace • Adequate Computers for each students (no need to share) • Teachers (Committed Educators) • Sufficient Teaching Aids: • Computers, scanners, LCD (projector), Visual Graphics, 3D object • Learning Objectives accomplished: • Students are slow in understanding a concept, but eventually teachers’ effort in repeating, and 1-to1 helps them achieved the learning tasks **Relationship: Strong Bond between Teachers/Students (Strong Cooperation)

  9. Discussions • Conclusion of overall Observations Results (3 schools) • Computer Graphics (ICT courses) • More visual Graphics, Multimedia-Supported Content • Catches the attention of the Deaf Learners’ vision • Attractive Animation and Design • compared to the plain black/white courses (graphic-less) • Committed Teachers  Interested (Deaf) Learners • Reasons (Deaf-Creativity): • Arts, Drawing Images, Web-Design, 3D-animation, Multimedia • Computer Suitability (The Deaf): • Minimal Supervision, Deaf-Friendly • **Performance in Final Exam • Difficult (because it’s Paper-Based) compared to Classes (can show 3D objects, visual graphics, flash cards.

  10. Discussion • Observation Questions: • Interest in having CG Course (via E-Learning) (answers from CG Students) • Most students optimistically agree • Hearing-Impaired students to access anytime, anywhere • to attain them with tutorials, notes, slides etc. • Responded deep-interests on CG Course (physically & virtually) • Highly-determined to learn them virtually • to interact with other members (students, teachers, parents etc).

  11. Discussion • Observation Results: • Other ICT Courses (in future) • 3D Animation • Multimedia • Web Design • Reasons: • Interested, but follow the schedule set by MoE • Inadequate computer equipments/classrooms/labs • computer courses were not offered for them to learn • Many Deaf Learners (interested) • No chance/opportunities given to them

  12. Conclusion • Based on the problem stated earlier: •  to offer ICT Courses Education for the Hearing-Impaired Individuals • Most students - Computer Graphics [desired ICT Course (online)] • ICT courses are taught for the Normal-Hearing students (Not HI) • An equalteaching and learning should exist for both students. • Imbalance affects the confidence/faith of the H-I students **ICT Education - ICT courses (a demanding major)  O prove: learning online (+) H-I:  opportunities in the industry and research internships (master proficiency)  bridge programs between academic levels  professional development of educators and staff (develop own potentials) **Future Works:E-Learning (LMS) - a rich and complex platform, it has become the provision of education/training via the web for individuals using virtual learning environments (VLE).

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