Evidence Based Practice Seminar Series 2010: Harnessing technology to enhance teaching practice

1. Evidence Based PracticeSeminar 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

2. 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 & teaching of students with specific learning differences / dyslexia • How an e-learning initiative developed from prior action research, BDA Dyslexia Friendly accreditation & the introduction of a new VLE • The harnessing of developing technologies in professional development & the enhancement of teaching practice • The promotion of equality for dyslexic learners & staff

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 N.B. CEL Teachers’ TV video Equality and Diversity in FE - Making it Real on the impact of the Dyslexia Friendly process is available at www.teachers.tv/videos/31712

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. Develop hypothesis (revise dyslexia handbook format) Adapt model (model “tweaked”, integrated into support system) Action (consult & collaborate with dyslexic staff & students to develop scripts, produce and post videos ) Reflection (student & staff feedback) Analyse data (confirmed model) Collect data (User feedback questionnaires) 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.” (The Reality of Dyslexia by John Osmond, 1993)

12. Multisensory Approach

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 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.” • “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.”

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.”

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.”

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.

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/