Instructional Design for Students with Visual Impairments in English Learning

Mastering English has become one important skill for students in higher education, especially in university level. As the impact, every university provides English program for students in the faculty or language center. However, not every student can master English fast, for example: students with visual impairments. Students with visual impairment are a group of students who have visual problem; either it is low vision or blind. Students with visual impairment need different approach in learning English. This condition motivates lectures to adapt specific instructional design to support classroom activities. There are 4 important components in designing instructional design for students with visual impairment, such as students' characteristics, learning objective, method and assessment. The design should be adapted to fully support their inclusion in the classroom. By designing instructional design for students with visual impairments, it is expected that they will be able to comprehend the material and to increase their motivation in learning English. This paper aimed to understand appropriate instructional design for students with visual impairment. This paper also provides study cases in Inclusion English Class at university level where students with visual impairment and sighted students study at the same classroom. By discussing this issue, it is expected that every lecture recognize basic characteristics of students with visual impairment and choose the appropriate instructional design to accommodate all character of students

Instructional Message Design: Theory, Research, and Practice

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, and human performance technology to name just a few. In this book we visit several foundational theories that guide our research, look at different real-world applications, and begin to discuss directions for future best practice. For instance, cognitive load and multimedia learning theories provide best practice, PowerPoint and simulations are only a few of the multitude of applications, and special needs learners and designing for cultural inclusiveness are only two of many areas where effective messages design can improve outcomes. Studying effective instructional message design tools and techniques has and will continue to be a critical aspect of the overall instructional design process. Hopefully, this book will serve as an introduction to these topics and inspire your curiosity to explore further

Accessibility requirements for human-robot interaction for socially assistive robots

Mención Internacional en el título de doctorPrograma de Doctorado en Ciencia y Tecnología Informática por la Universidad Carlos III de MadridPresidente: María Ángeles Malfaz Vázquez.- Secretario: Diego Martín de Andrés.- Vocal: Mike Wal

Exploring The Perceptions That Social Care Students Have About The Value Of Co-Producing Multimedia Portfolios With People With Learning Difficulties

This research aimed to uncover the perspectives of twenty social care students working with ten post-16 learners with learning difficulties in the co-production of multimedia portfolios. The students’ reflective journals written about their work with the learners, revealed insights into the working practices of the institutions where they were based and the obstacles that they faced in achieving their goals with their learners. Three core categories identified in the data were: context, student anxiety over time-constraint, and student satisfaction. The study outlines the aims and objectives illustrating the potential for the research to contribute to academic knowledge, and make a difference to work concerned with developing accessible platforms of communication with people with learning difficulties. Finally, the research discusses the implications of the study, theorising ways in which co-producing multimedia portfolios can be developed as a means of self advocacy for people with learning difficulties

Toward A Theory of Media Reconciliation: An Exploratory Study of Closed Captioning

This project is an interdisciplinary empirical study that explores the emotional experiences resulting from the use of the assistive technology closed captioning. More specifically, this study focuses on documenting the user experiences of both the D/deaf and Hearing multimedia user in an effort to better identify and understand those variables and processes that are involved with facilitating and supporting connotative and emotional meaning making. There is an ever present gap that defines closed captioning studies thus far, and this gap is defined by the emphasis on understanding and measuring denotative meaning making behavior while largely ignoring connotative meaning making behavior that is necessarily an equal participant in a user\u27s viewing experience. This study explores connotative and emotional meaning making behaviors so as to better understand the behavior exhibited by users engaged with captioned multimedia. To that end, a mixed methods design was developed that utilizes qualitative methods from the field of User Experience (UX) to explore connotative equivalence between D/deaf and Hearing users and an augmented version of S. R. Gulliver and G. Ghinea\u27s (2003) quantitative measure Information Assimilation (IA) from the field of Human Computer Interaction (HCI) to measure the denotative equivalence between the two user types. To measure denotative equivalence a quiz containing open-ended questions to measure IA was used. To measure connotative equivalence the following measures were used: 1) Likert scales to measure users\u27 confidence in answers to open-ended questions. 2) Likert scale to measure a users\u27 interest in the stimulus. 3) Open - ended questions to identify scenes that elicited the strongest emotional responses from users. 4) Four- level response questions with accompanying Likert scales to determine strength of emotional reaction to three select excerpts from the stimulus. 5) An interview consisting of three open- ended questions and one fixed - choice question. This study found that there were no major differences in the denotative equivalence between the D/deaf and Hearing groups; however, there were important differences in the emotional reactions to the stimulus that indicate there was not connotative equivalence between the groups in response to the emotional content. More importantly, this study found that the strategies used to understand the information users were presented with in order to create both denotative and connotative meaning differed between groups and individuals within groups. To explain such behaviors observed, this work offers a theory of Media Reconciliation based on Wolfgang Iser\u27s (1980) phenomenological theory about the \u27virtual text\u27

Emerging issues and current trends in assistive technology use 2007-1010: practising, assisting and enabling learning for all

Following an earlier review in 2007, a further review of the academic literature relating to the uses of assistive technology (AT) by children and young people was completed, covering the period 2007-2011. As in the earlier review, a tripartite taxonomy: technology uses to train or practise, technology uses to assist learning and technology uses to enable learning, was used in order to structure the findings. The key markers for research in this field and during these three years were user involvement, AT on mobile mainstream devices, the visibility of AT, technology for interaction and collaboration, new and developing interfaces and inclusive design principles. The paper concludes by locating these developments within the broader framework of the Digital Divide