![Any Questions Joe Humbert IUPUI [email_address] (317) 274-4378 Links Alps lab: http://www.itap.purdue.edu/tlt/idc/alps/ WebCT: http://www.webct.com/ Ecourses at Purdue: https://ecourses.purdue.edu/webct/entryPageIns.dowebct Thanks for your time and Attention!!!! Questions and Contact Information Adaptive Learning Programs Lab](https://image.slidesharecdn.com/designofanassistivetechnologyonlineclass-100429115500-phpapp01/85/Design-of-an-Assistive-Technology-Online-Class-27-320.jpg)
Design of an Assistive Technology Online Class
- 1. Adaptive Learning Programs Lab Design of an Assistive Technology Online Class Joe Humbert Assistive Technology Specialist E-Learning in Higher Education: Making Good on the Promises Western Cooperative for Educational Telecommunications Friday, November 9, 2007
- 2. Previous Training Methods Problems with Previous Methods Reasons for the Class How We Created the Class How We Structured the Class Challenges We Encountered Future Plans Questions and How to Contact Us Presentation Overview Adaptive Learning Programs Lab
- 3. Direct Training 1-on-1 Group Training Technical Support Previous Methods for training Adaptive Learning Programs Lab
- 4. Direct Training 1-on-1 Most lessons were overviews and took at least 1.5 hours Took time away from Staff’s other responsibilities Group Training Students could not coordinate schedules Privacy issues with students acknowledging disability to other students Never enough time to cover topics and questions completely Technical Support Over the Phone Hard to describe solutions without visual aids Direct Support (In Person) Many Issues were about basic use of software and capabilities Problems with Previous Methods Adaptive Learning Programs Lab
- 5. Previous methods to provide comprehensive training on Assistive Technology (AT) Wanted to provide training to all of these groups: Incoming Students Students new to AT AT Lab Assistants Anyone wanting to learn about AT Would provide answers for basic support issues Free up staff to answer specific support issues and unique errors Statistics Relieve scheduling issues Class is asynchronous Reasons for the Class Adaptive Learning Programs Lab
- 6. Class Deployment WebCT Vista Video Tutorial Creation Software Camtasia Captivate ScreenCorder Difficult Software to Include in Class Zoomtext Jaws Dragon NaturallySpeaking How we created the class Adaptive Learning Programs Lab
- 7. WebCT Vista is the course management system used by Purdue Features Similar interface to other classes with which the student has been or will be involved Provides tools for logical structure of class materials Provides assessment and data gathering tools to assist in determining the effectiveness of the class materials Asynchronous Move at your own pace WebCT Vista supports Asynchronous learning models Students with certain types of Learning Disabilities need more time to process information There are many different types of learning styles and everyone has their own Asynchronous models allow people to learn in their own way How we created the class: WebCT Vista Adaptive Learning Programs Lab
- 8. Tried a variety of software to capture the tutorials Camtasia Captivate ScreenCorder Needed to find software that would work with Assistive Technology Needed to capture both video and audio put out by the computer system Finally settled on Camtasia because it would capture the audio output from JAWS screen reader How we created the class: Video Tutorial Creation Adaptive Learning Programs Lab
- 9. We had difficulties with multiple pieces of software Zoomtext (Screen Enlarger) JAWS (Screen Reader) Dragon NaturallySpeaking (Voice Input) Zoomtext Zoomtext inserts itself into the video driver chain The video capturing software would not capture the Zoom features and video features of Zoomtext Solution was to video tape the screen and import it into the software To date no video capturing software works with Zoomtext How we created the class: Difficulties with AT Adaptive Learning Programs Lab
- 10. Jaws Many of the screen recording software we tried would not capture the output from the JAWS screen reader We solved that by finding the right software When JAWS crashed during recording the recording software would crash too Dragon NaturallySpeaking Capturing software can only capture one audio source at a time without one audio stream overriding another Solution: Record the audio separately Like with Zoomtext this is a temporary fix In the future we will look for new software or hope that future versions will work better How we created the class: Difficulties with AT Continued Adaptive Learning Programs Lab
- 11. WebCT Vista Open campus Pre and Post test model Sub-divisions of the class Student side versus Lab Assistant side Sub-divisions of the student side Setting up the class for future improvements How we structured the class Adaptive Learning Programs Lab
- 12. WebCT Vista, at Purdue, has two different “Institutions” to in which to setup a class Open Campus Academic Campus We chose the Open Campus for multiple reasons Anonymity Many students with disabilities do not want others to know Open Campus allows the user to create a unique user name instead of requiring their Purdue Username as with the Academic Campus Open Access Because a Purdue Username is not required, people outside the university could be allowed to take the course Same features as Academic Campus Can be ported to Academic Campus How we structured the class: WebCT Vista Open Campus Adaptive Learning Programs Lab
- 13. We included tests and surveys For statistical purposes How many students complete the different lessons To gage if students are learning from the course See if improvements are needed Pretest/Posttest model Each sub-course, software/device, and lesson has a pre and post test The course in general has both a pre/post test and pre/post course survey This ensures we have statistically significant data How we structured the class: Pre and Post test Model Adaptive Learning Programs Lab
- 14. The class is divided into two main course paths which are our main audiences Student (students, faculty, staff or other) Lab Assistant Student path Divided into disability categories Focuses on the software the student will find useful More lessons focusing on common tasks Not mandatory Lab Assistant Path Not subdivided Focuses on crucial information Common issues Overview of the lab hardware/software Will become mandatory How we structured the class: Student versus LA Adaptive Learning Programs Lab
- 15. Sub-divided into disability categories Learning disabilities Visual impairments Mobility impairments Sub divisions were decided upon for multiple reasons Meeting with Disabilities Services group Most students our lab supports would fall into one of the categories Those sub-courses were further sub-divided First by Software/ Hardware Finally individual lessons covering hardware/software features were decided upon We have a picture of the course layout How we structured the class: Student side Adaptive Learning Programs Lab
- 16. Technology is constantly changing Updates and improvements would be mandatory Designed course to be flexible WebCT courses can be ported to new versions Structure of course is simple, but expandable Physical class New divisions Disability categories Software Different course management system We will talk about our future plans later How we structured the class: preparing for the future Adaptive Learning Programs Lab
- 17. Planning the course WebCT Captioning the videos Streaming the videos Getting the information out to the students Updating videos and content Updates to new operating systems Challenges we encountered Adaptive Learning Programs Lab
- 18. Deciding on the Basic design Neither of us had designed a course before How to deploy the course WebCT Physical meeting Web site Joe did much of the planning Met with seasoned course designers Met with seasoned WebCT developers Dividing the course Whether to have separate sections for students and LAs Naming of the student sub-courses Met with DSS office Challenges we encountered: Planning the Course Adaptive Learning Programs Lab
- 19. Neither of us had designed a course in WebCT Had to learn about the tools Proper way to design a course Student interaction Proper flow Anonymity Portability of course Certain tools in WebCT have problems when ported We will have to restructure some of the course for a new version of WebCT Problems with multimedia and files Only certain file types are supported Video issues Challenges we encountered: WebCT Vista Adaptive Learning Programs Lab
- 20. Recreating tests Time consuming Scoring / time limits Accessibility WebCT Vista has accessibility issues Screen reader access Extending time Frames JavaScript Keyboard controls Challenges we encountered: WebCT Vista (continued) Adaptive Learning Programs Lab
- 21. Captioning the videos How to caption Format Closed Open Using video capture program or external software Display of captions Color Placement Number of lines Transcript Very hard for Joe to read from script Format of transcript Challenges we encountered: Captioning the Videos Adaptive Learning Programs Lab
- 22. Streaming the Videos WebCT does not support embedding video Decided to use Purdue’s streaming server Streaming server supports certain file types Had to re-encode some videos Videos would not play off campus Worked with multimedia group to solve server path issues Prepared solutions for alternate versions Slow internet No internet Challenges we encountered: Streaming the Videos Adaptive Learning Programs Lab
- 23. How to approach students with disabilities We do not have direct contact with the entire disabled student population Office hours 8am-5pm while lab is open 6 days a week -- 7am-7pm Not all students use the lab Decided we would have the DSS office put the word out Formalized a letter/email for distribution Response was slow for student participation Course went live during summer session Issues of anonymity Will continue to out the word and raise awareness Challenges we encountered: Getting the Word Out Adaptive Learning Programs Lab
- 24. Updating videos and content Because of the challenges with the Technology and AT, the course was rolled out in stages Still adding new videos and lessons Constant cycle New versions of software New features/ options About every 6 months Hard to keep up Takes up staff time New Operating Systems (OS) Updates to new (OS) Some AT still have issues with Vista Can’t create new lessons/videos till issues are fixed Challenges we encountered: Dreaded Updates Adaptive Learning Programs Lab
- 25. Moving to WebCT Vista 4 New features/ tools More accessible interface Live chat Looking into using Learning Modules Easier to port to new version of WebCT More options Internal Statistical Report We can compare pre and post assessments to show the effectiveness of the training. We can also show the need for training. Publication Report to AT journal Present at other conferences Future Plans Adaptive Learning Programs Lab
- 26. Updating Videos and Content New hardware New software Making course more individualized Each persons disability is different Put in exercises for students to practice skills Practice for potential support issues LAs will face Lead to fewer detailed support issues Possibly distribute e-text using the same class Many students receive digital text files on CD Other institutions distribute via CMS Future Plans Adaptive Learning Programs Lab
- 27. Any Questions Joe Humbert IUPUI [email_address] (317) 274-4378 Links Alps lab: http://www.itap.purdue.edu/tlt/idc/alps/ WebCT: http://www.webct.com/ Ecourses at Purdue: https://ecourses.purdue.edu/webct/entryPageIns.dowebct Thanks for your time and Attention!!!! Questions and Contact Information Adaptive Learning Programs Lab