Learning in an inclusive multi-modal environment

This paper examines recent research in interaction design for inclusive learning and the development of ideas for further research into building an environment facilitating inclusive multi-modal learning. In this paper, the authors give a summary of the findings of the original case study on improving interaction design for teaching visually impaired students. The paper then describes and discusses further work on evaluating current assistive technology products, with conclusions being drawn on future research

Evaluating the effectiveness of a mobile location-based intervention for improving human-computer interaction students' understanding of context for design

With the ubiquity of interactive computer-based systems, designers are challenged to ensure the effectiveness and efficiency of their designs for a variety of different environments and user activities. To achieve this, designers need to have a comprehensive understanding of the relevant contexts and of the people for whom they are designing systems. Therefore, in helping students learn how to become proficient and innovative designers and developers, it is crucial to get them out of the classroom and into the environments in which their designs will be used. In this paper we describe an app designed to provide location-based hints and formative feedback to students to aid their understanding of the context. The results show an improvement in scores and quality of assessed work completed with the support of the app and a positive response from students regarding its usability and pedagogic utility. The paper also considers the challenges of conducting an ecologically valid study of such interventions in a higher education setting

Beyond the Media Literacy. Complex Scenarios and New Literacies for the Future Education

The advent of new media and web technologies made both contents and “containers” more “liquid” and requires an in depth reflection on the multi-facets concept of literacy in which the author tries to develop from an education point of view that can be defined as “experiential”. According to such reflection, in the present scenarios, the “design” becomes central to education, underlining the need of educational activities, which should include among their objectives the dissemination of what one may call “design literacy”

The Design and Development of Educational Immersive Environments: From Theory to Classroom Deployment

Computer game technology is poised to make a significant impact on the way our youngsters will learn. Our youngsters are ‘Digital Natives’, immersed in digital technologies, especially computer games. They expect to utilize these technologies in learning contexts. This expectation, and our response as educators, may change classroom practice and inform curriculum developments. This chapter approaches these issues ‘head on’. Starting from a review of the current educational issues, an evaluation of educational theory and instructional design principles, a new theoretical approach to the construction of “Educational Immersive Environments” (EIEs) is proposed. Elements of this approach are applied to development of an EIE to support Literacy Education in UK Primary Schools. An evaluation of a trial within a UK Primary School is discussed. Conclusions from both the theoretical development and the evaluation suggest how future teacher-practitioners may embrace both the technology and our approach to develop their own learning resources