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Using Networked Multimedia to Improve Educational Access for Deaf and Hard of Hearing Students

Using Networked Multimedia to Improve Educational Access for Deaf and Hard of Hearing Students. Anna C. Cavender General Exam University of Washington Advisor: Richard Ladner. Enabling Access to Education. Better include deaf and hard of hearing students in mainstream universities by

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Using Networked Multimedia to Improve Educational Access for Deaf and Hard of Hearing Students

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  1. Using Networked Multimedia to Improve Educational Access for Deaf and Hard of Hearing Students Anna C. Cavender General Exam University of Washington Advisor: Richard Ladner

  2. Enabling Access to Education Better include deaf and hard of hearing students in mainstream universities by integrating existing technology with a deaf-centered design

  3. Problems: • Deaf and hard of hearing students in mainstream classrooms are often: • Overloaded with visual information • Excluded from content • Isolated from peers Proposed Solutions: • Modify existing technology to best suit deaf and hard of hearing student by: • Reducing visual dispersion • Enhancing classroom collaboration • Preserving missed content for later retrieval

  4. DHH Cyber-Community • Enabling access to STEM* education • High bandwidth connections between universities • Networked classrooms allow students to control learning environment • Enabling ASL to grow in STEM* • Online video forum (vlog) to facilitate discussion about signing for STEM * STEM = Science, Technology, Engineering, Math

  5. Outline • Background on Deafness • Thesis Overview • Related Work • Thesis Proposal

  6. DHH Identities • Deaf people • tend to prefer sign language • may be active in the deaf community • Hard of hearing people • tend to speak and lip-read • may rely on hearing aids or cochlear implants • may prefer real-time text captions • may know sign language and be active in the deaf community • Hearing impaired • audiological term • elderly people who lose hearing later in life Group Association ≠ Preferred Accommodation

  7. Demographics • 25,000 deaf and hard of hearing students enrolled in ~4,000 post-secondary institutes in U.S. • 95% of colleges/universities serve 1 or more deaf or hard of hearing student • Students are dispersed thinly • Increased enrollment at mainstream universities National Center for Education Statistics (NCES) 1999.

  8. Public Law 94-142 (for K-12) • Individuals with Disabilities Education ACT (IDEA) “All children with disabilities are assured a free appropriate public education” • Shift from centralized residential schools to programs within mainstream schools • 85% of d/hh students at mainstream schools • Trickle through to post-secondary enrollment M. E. Ross and M. A. Karchmer. Demographics of deaf education: More students in more places. (151:2):95–104, 2006.

  9. Current Accommodations • Interpreters • Real-time captionists • Hearing aids • FM systems • Note takers Summer Academy for DHH 2007 – Intro to Programming

  10. Accommodation of Choice • Depends on: • experiences and education background • strength in sign language • comfort with English • prior accommodations • modes of study: in-class vs. review

  11. Accommodation of Choice • Also depends on course content: • lecture-based • lots of new vocabulary • spatial or relative information • focused on discussion →Captions →Sign language

  12. Interpreter Matching • Limited number of interpreters at a given university • Matching interpreter/captionist who is knowledgeable on course content is crucial

  13. Accommodation Opportunities • Challenge: Utilize remote interpreters and captionists to increase the pool • Viable Technologies • HandsOn Video Relay Service • Media Access Group at WGBH • DHH Cyber Community – pooling resources [1] www.viabletechnologies.com [2] www.hovrs.com [3] http://main.wgbh.org/wgbh/access/access.html

  14. Accommodation Overload • In person: • Text + interpretation = great info loss [1] • On computer screen: • Text + interpretation = reduced info loss [2] • Accommodation is best utilized when it does not increase visual overload [1] Mayer et al. Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding. Journal of Educational Psychology. 2001 [2] Marschark et al. Benefits of Sign Language Interpreting and Text Alternatives for Deaf Students' Classroom Learning. Journal of Deaf Studies and Deaf Education. 2006

  15. Attrition of Deaf and Hard of Hearing Students • Only 25% graduate • Causes include: • Missed content in classroom due to • Lack of skilled interpreters and captionists • Multiple visual tasks • Classroom Participation • Social Isolation Harry G. Lang. Higher education for deaf students: Research priorities in the new millennium. Journal of Deaf Studies and Deaf Education (7:4):267–280, 2002.

  16. Outline • Background on Deafness • Thesis Overview • Related Work • Thesis Proposal

  17. Thesis Overview Goal: Address challenges faced by deaf and hard of hearing students in mainstream classrooms by integrating technology in an accessible and unobtrusive way.

  18. Design Challenges • Reducing Visual Dispersion • Enabling Student Flexibility • Enhancing Classroom Interaction • Preserving Missed Content

  19. Design Challenge 1.Reduce Visual Dispersion • Problem:“Deaf Whiplash”

  20. Design Challenge 1.Reduce Visual Dispersion • Consolidate using video, text, sharing of materials

  21. Design Challenge 2.Enable Student Flexibility • Problem: Different students have different preferences

  22. Design Challenge 2.Enable Student Flexibility • Accommodation & Layout Choices

  23. Design Challenge 3.Enhance Classroom Interaction • Problem: Participation is strained due to language barriers

  24. Design Challenge 4.Preserve Missed Content • Problem: Students still miss class content • Student-initiated capture for later retrieval

  25. Design ConsiderationInstructor Buy-in • Problem: Technology should not burden instructors • Proposed technology is compatible with: • many types of classroom technology • many types of pedagogy • lecture-style, group work, study session • Place power and choice with the student

  26. Design Challenges • Reducing Visual Dispersion • Enabling Student Flexibility • Enhancing Classroom Interaction • Preserving Missed Content +. Considering Instructor Buy-in • Addressing these challenges • integrating existing technologies and related work with student needs in mind

  27. Outline • Background on Deafness • Thesis Overview • Related Work • Educational Technology in General • Educational Technology for Deaf and Hard of Hearing • Enabling Technology – a comparison and a demo • Thesis Proposal

  28. Educational Technology (in general) • Education technology – electronically facilitates active learning • Active learning = active engagement promotes learning

  29. Ed. Tech.Classroom Response Systems • Instructor initiates activity • Students submit responses • multiple choice or number • Instructor can summarize results 3. Enhancing Classroom Interaction Clicker, Classtalk, Pebbles

  30. Ed. Tech.ActiveClass • ActiveClass • polling and short answer questions • student initiated questions • students can rate questions of other students 3. Enhancing Classroom Interaction ActiveClass: Ratto CSCL 2003.

  31. Ed. Tech.Digital Classroom Interaction Classroom Presenter • Classroom Presenter and DyKnow • Instructor initiatesactivity DyKnow • Student submit ink responsesdirectly on slides with TabletPCs • Instructor can display and discuss responses 2. Enabling Student Flexibility 3. Enhancing Classroom Interaction Classroom Presenter: Anderson et al. SIGCSE 2004. DyKnow: www.dyknow.com

  32. Ed. Tech.Collaborative Note-taking • LiveNotes • Digital ink on lecture slides • Encourages group note-taking 1. Reducing Visual Dispersion 3. Enhancing Classroom Interaction 4. Preserving Missed Content Livenotes: Kam et al. CHI 2005.

  33. Ed. Tech.Capture & Retrieval • eClass: capture and synchronization of • video • digital ink • presentation materials for later retrieval • Post-class access helps reduce missed content eClass 4. Preserving Missed Content eClass: Brotherton and Abowd. CHI 2004

  34. Educational Technology DHH(for Deaf and Hard of Hearing) • Similar goals: encourage active learning • Focus on: • interaction • access to speech • reduce visual overload

  35. Ed. Tech. DHHNetworked Activities • Western PA School for the Deaf • SMART board and networked laptops • Teacher can “grab” student screens • Students keep digital notes • Participation == Note-taking 1. Reducing Visual Dispersion 3. Enhancing Classroom Interaction 4. Preserving Missed Content Burik., NTID, 2003.

  36. Educational Technology DHHMultiChat • MultiChat • Face-to-face chat between deaf and hearing students • Concurrent (preserves timing) 3. Enhancing Classroom Interaction MultiChat: Schull. ASSETS 2006.

  37. Educational Technology DHHFacetop Tablet • Facetop Tablet • Transparent interpreter video • Student notes visually closer to focus of attention 1. Reducing Visual Dispersion 4. Preserving Missed Content Facetop Tablet: Miller et al. ASSETS 2006.

  38. Educational Technology DHHPhotoNotes • PhotoNotes • Lecture is recorded • Computer vision techniques used to make best snapshot • For student review 1. Reducing Visual Dispersion 4. Preserving Missed Content PhotoNotes: Hughes and Robinson. ASSETS 2007

  39. Educational Technology DHHTechnology aiding participation • Accommodations that include student participation have best effect on learning [1] • Technological classrooms may lower the barrier to participation [2] [1] Dowaliby and Lang. Adjunct aids in instructional prose: a multimedia study with deaf college students. Journal of Deaf Studies and Deaf Education. [2] Richardson et al. Academic Engagement in Students with a Hearing Loss in Distance Education. Journal of Deaf Studies and Deaf Education.

  40. Educational Technology Summary WPSD + Smartboards Facetop Tablet PhotoNotes ClassroomPresenter DyKnow ActiveClass MultiChat Clickers WPSD + Smartboards LiveNotes eClass Facetop Tablet PhotoNotes

  41. Outline • Background on Deafness • Thesis Overview • Related Work • Educational Technology in General • Educational Technology for Deaf and Hard of Hearing • Enabling Technology – a comparison and a demo • Thesis Proposal

  42. Enabling Technology • Adobe Connect and ConferenceXP • video/audio conferencing tools • remote sharing of • presentation slides • application windows • desktop view • video/audio from webcam • offer archiving • Both have shared source* versions * open for academic use

  43. Enabling TechnologyAdobe Connect • Formerly Macromedia Breeze • Browser-based, multi-platform interface uses Flash • Intended for online meetings – one webcam per person • Already used by many universities* for distance learning. • Extensions available for captioning • Alliance with ColoradoCaption and WGBH * Including NTID (National Technical Institute for the Deaf)

  44. Enabling TechnologyAdobe Connect - Scenario • Bobby is hard of hearing • Prefers captions and uses voice • Learning sign language • Sally is deaf of deaf parents • Prefers sign language • Instructor • uploads slides • wears headset • uses Connect like PowerPoint • uses Connect to archive for all students • Students pass around microphone

  45. Enabling TechnologyAdobe Connect - Demo • Reduce Visual Dispersion • Enable Student Flexibility • Enhance Classroom Interaction • Preserve Missed Content

  46. Enabling TechnologyConference XP • Developed at Microsoft Research • Used for networking Tablet PCs in Classroom Presenter • Geared toward multi-cast, high-bandwidth connections between universities • many universities already onboard • multi-institutional instruction

  47. Enabling TechnologyConference XP

  48. Enabling TechnologySummary

  49. Related WorkSummary WPSD + Smartboards Facetop Tablet PhotoNotes ClassroomPresenter DyKnow ActiveClass ConfXP MultiChat AdobeConnect Clickers WPSD + Smartboards LiveNotes eClass Facetop Tablet PhotoNotes

  50. Outline • Background on Deafness • Thesis Overview • Related Work • Thesis Proposal Identified challenges faced by dhh students Proposed design challenges Integration and evaluation of classroom technology

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