Seizing the Moment: Realizing the Promise of Student-Centered Learning

This brief outlines policy recommendations for supporting student-centered learning at the local, state, and federal level

Towards the Joint Study of Access Services and Universal Design for Learning

Access services have been studied from various perspectives as types of Audiovisual Translation, including their role as tools for education, and foreign language learning in particular, when audiovisual material is used for learning purposes. This paper aims to introduce a research path in audiovisual accessibility, from an Audiovisual Translation point of view, and accessible education by joining the dots between Access Services and Universal Design for Learning, with the aim to propose a holistic approach to accessible learning environments. Within this context, both access services and Universal Design for Learning are seen as both functional and pedagogical tools that can be used to achieve education which satisfies the needs of all learners. The current contribution takes Subtitling for the D/deaf and the hard-of-hearing as an example of access services whose educational value has been established and investigates its potential role in an educational environment that has been based on the principles of Universal Design for Learning

Digital inclusion - the vision, the challenges and the way forward

This paper considers the vision and aspiration of digital inclusion, and then examines the current reality. It looks beyond the rhetoric to provide an analysis of the status quo, a consideration of some facilitators and challenges to progress and some suggestions for moving forward with renewed energy and commitment. The far-reaching benefits of digital inclusion and the crucial role it plays in enabling full participation in our digital society are considered. At the heart of the vision of universal digital inclusion is the deceptively simple goal to ensure that everyone is able to access and experience the wide-ranging benefits and transformational opportunities and impacts it offers. The reality is a long way from the vision: inequality of access still exists despite many national campaigns and initiatives to reduce it. The benefits and beneficiaries of a digital society are not just the individual but all stakeholders in the wider society. Research evidence has shown that the critical success factors for successful digital participation are (i) appropriate design and (ii) readily available and on-going ICT (Information and Communication Technology) support in the community. Challenges and proven solutions are presented. The proposition of community hubs in local venues to provide user-centred ICT support and learning for older and disabled people is presented. While the challenges to achieve digital inclusion are very considerable, the knowledge of how to achieve it and the technologies which enable it already exist. Harnessing of political will is necessary to make digital inclusion a reality rather than a vision. With the cooperation and commitment of all stakeholders actualisation of the vision of a digitally inclusive society, while challenging, can be achieved and will yield opportunities and rewards that eclipse the cost of implementation

Mobile learning and games in special education

Information technology is now a ubiquitous presence in all educational settings as well as places in which people work. While most mainstream schools now rely heavily on this technology to support learning, special education was often at the forefront of its adoption even acting as exemplars for mainstream education (Lilley, 2004). Educational virtual environments had been developed in special schools and adult training centres when virtual reality was still a novel technology in education (Standen & Brown, 2004; 2005; 2006). Now no school or educational setting would be imagined without information technology and there have been some exciting developments since those early pioneering days. In this chapter we intend to cover three of those which we think are particularly pertinent for learners with special needs: serious games, mobile computing and the role of users in the development of the technology

A sound idea: An investigation into accessible video game design for the deaf and hard of hearing

A widely accepted, and incorrect, assumption towards hearing accessibility in video games is that deaf and hard of hearing (DHH) users are those who encounter the least barriers and are generally well catered for. Rapid advancement in video game technology has seen video game sound evolve from simple blips generated by internal circuitry to fully realised digital audio used to convey critical information. To accommodate the DHH, this information needs to be conveyed in an alternative manner. However, evidence suggests existing accessible design solutions for the DHH lack specificity and are insufficient. Thus, the inability to hear, or hear well, has historically resulted in DHH users left with impeded experience and gameplay. This thesis describes an investigation to address the primary research question: How might accessible video game design practices be facilitated to better accommodate the deaf and hard of hearing? To examine this question, an action research method as part of a transformative mixed methods methodology was used. Data collection procedures included critical analysis of literature, observations, and a cross-sectional self-administered survey for triangulation. The critical analysis of literature exposed issues relating to accessible video game design, particularly in relation to the identification of solutions and technical implementation. Further, issues related to the classification of video game software were identified. This posed potential problems with identification of game design methods and led to the development of a new video game classification model. The new model informed an analysis on the methods used for the design of video games, and results were visually represented and mapped to the different approaches to accessible design. Subsequent analysis determined that a game assessment framework is a suitable approach to facilitating accessible design. Further investigation identified visual feedback as the most suitable form of complementary feedback to game audio. This led to the development of a new model to classify visual feedback elements used in video games, and identification of audio feedback categories based on diegetic film theory. Through triangulation of results, a new game feedback model (GFM) was developed. The GFM was used for observational experimentation to identify and classify individual visual feedback elements used in video games. Each element was analysed and mapped to categories of game sound. The resulting model, with populated data, was used to determine what visual feedback elements may be used to complement specific categories of critical game audio. A survey was subsequently used for triangulation, and resulted in amendments to the final model. Through iterative development, and interpretation of findings, the research culminated in the development of a game assessment framework. The three-step framework aids in the classification of game sounds; assesses the impact of those game sounds; and provides recommendations for complementary visual feedback elements for sounds identified as having an adverse impact on user experience and gameplay if they were to be removed. The framework is innovative and has the potential to provide practical guidance for developers of video games. In addition, this research provides the foundation for future research, with the potential to influence accessible game design for the DHH

The potential of Serious Games to foster learning among children and adolescents with disabilities: A systematic review

Serious Games for children and adolescents with disabilities can enhance their learning and respond to their needs in an inclusive educational setting. The aim of this systematic review is to analyze the potential of Serious Games for children and young people with disabilities, thereby providing an overview of effective Serious Games for schools and practitioners in the field of inclusive education. For this purpose, a systematic review of empirical literature found in the database Education Resources Information Centre (ERIC) was conducted, applying a qualitative content analysis. Findings from the 21 reviewed quantitative and qualitative studies indicate that Serious Games provide effective support for achieving learning objectives in certain school subjects and facilitate optimal conditions for learning. We found that Serious Games have strong potential and can make an important contribution to the inclusion of children and adolescents with disabilities in school

Educators synchronously using multiple platforms and devices for teaching and learning during COVID-19 lockdown

The 21st century coupled with the COVID-19 worldwide pandemic is indeed imposing new demands on teaching and learning. Higher education institutions affected extensively educational institutions are mandated with the responsibility of inclusiveness and preparing students for realities of the current and unknown future. There has been heightened attention to educational technologies to mitigate the COVID-19 instigated disruptions. To ensure inclusiveness during future pandemics, there is a need to pay attention to the forms of digital technologies that students have access to (e.g., mobile phones, laptops, as well as applications they are using) in their areas. The article reports the use of multiple applications platforms to circumvent digital divide and help accommodate students who were not able to access the conventional institutional learning management systems. Using a qualitative exploratory research method, the study used the Universal Design for Learning framework to guide the synchronous use of multiple applications. A total of 165 pre-service teachers participated and completed the Google form surveys and 20 volunteered to participate in a focus group discussion. Conversation analysis was used to study the participants\u27 interaction. The results indicated that using multiple online platforms reduced the online learning barriers caused by connectivity challenges and lack of technology tools and resources. Pre-service teachers revealed that the use of multiple platform intervention enabled them to make choices on what works better and was cost effective for them. They further indicated that this further reduced their anxiety caused by feeling isolated and left behind. The researchers recommend educators to explore digital tools that students have and are comfortable to work with, bearing in mind the diverse background of students