DAEL framework: a new adaptive e-learning framework for students with dyslexia

This paper reports on an extensive study conducted on the existing frameworks and relevant theories that lead to a better understanding of the requirements of an e-learning tool for people with dyslexia. The DAEL framework has been developed with respect to four different dimensions: presentation, hypermediality, acceptability and accessibility, and user experience. However, there has been no research on the different types of dyslexia and the dyslexic user’s viewpoint as they affect application design. Therefore, in this paper a framework is proposed which would conform to the standards of acceptability and accessibility for dyslexic students. We hypothesise that an e-learning application, which will adopt itself according to individuals’ dyslexia types, will advantage the dyslexics’ individuals in their learning process

Personalised learning materials based on dyslexia types: ontological approach

In recent years, e-learning systems have played an increasingly important role in higher education and, in particular, in enhancing learning experiences for individuals who have learning difficulties. However, it appears that many of the people involved in the development and implementation of e-learning tools overlook the needs of dyslexic students. As such, these students lack access to the resources on offer to other students and this leads to a disability divide. In order for educational initiatives to be effective, learning experiences need to be tailored to the individual needs of each student and the materials and tools employed should be aligned with the student’s needs, capabilities and learning objectives. The objective of this research was to propose an ontology that will facilitate the development of learning methods and technologies that are aligned with dyslexia types and symptoms. The paper commences with a discussion of domain ontology and examines how learning objectives that take into consideration a student’s capabilities and needs can be matched with appropriate assistive technology in order to deliver effective e-learning experiences and educational resources that can be consistently employed. The ontology employed within this study was developed using Ontology Web Language (OWL), an information processing system that allows applications to handle both the content and the presentation of the information available on the web. Two characteristics were employed within this research to describe each resource: dyslexia type and the features of assistive technologies that were deemed to be most appropriate for educational experiences targeted at each dyslexia type

Heuristics for ethical development and use of MOOCs

It is widely acknowledged that technology offers a chance to redefine, or at least change, learning and education for the better. Massive Open Online Courses (MOOCs) can be defined as learning events that are conducted via the Web, which can accommodate large numbers of people, typically ranging from a few hundreds of participants to over a hundred thousand. A classification of MOOCs suggests that there are two general types: xMOOCs and cMOOCs. Different types of MOOCS require different levels of participatory literacy skills, motivation and self-determination. Although it is recognised that MOOCs embody a potentially exciting opportunity to use technology to realize many benefits of universal higher education there are also significant ethical concerns that arise in their development and deployment. In this paper we customize a theoretical framework developed by the US Content Subcommittee of the ImpactCS Steering Committee that specifies traditional moral and ethical concepts, which can be used to cater for the teaching and learning of the social, legal and ethical issues concerning MOOCs. An application of these conventional and generic ethical concepts can help flag issues, amongst others, such as: intellectual and pedagogical integrity; privacy, identity, and anonymity; intellectual property rights and plagiarism; and the digital divide. In the design and utilisation of MOOCs developers, content authors, tutors and participants must be aware of these ethical and moral concepts, as presented in this paper, in order to become more responsible professionals and citizens in general. We propose a set of heuristics for ethical development and deployment of MOOCs

Towards relating delivery methods and examination success: lessons learned from the VALO LLP project case study

Didactic, teacher-centred approaches and rote learning have long been discredited and gradually replaced by participative, interactive and creative learning sessions. Formal classroom sessions are being replaced or augmented by self-directed study increasingly in distance mode. The evolution and affordability of technologies enables massive participation in studies, not only for short training for professional updating but also for longer study periods and attainment of qualifications. The rapid changes in society and technology demand that everybody continuously updates their knowledge and skills in their area of expertise and gain knowledge, skills and competencies in other areas for a successful life of careers and not necessarily a career for life as was the norm in the past. It is important to safeguard the quality of independent assessment and certification methods. In this paper we consider the main delivery methods and their impact on assessment methods and associated results. With reference to the ECQA framework and the recently completed EU co-funded Lifelong Learning Programme project VALO we juxtapose the delivery methods used and the examination results at different partner institutions. We extract observed issues and trends, which could be principles to be adopted by future projects with regards to process improvement and performance enhancement

The development of student learning and information literacy: a case study

Literacy is a fundamental human right. When exercised it improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results. In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service