Piloting the ViPi curriculum and games with young people with learning disabilities

VIPI - VIRTUAL PORTAL FOR INTERACTION AND ICT TRAINING FOR PEOPLE WITH DISABILITIES

ITAG EHD - 17/10/2013, NTU Nottingham UK.

www.vipi-project.eu

511792-LLP-1-2010-1-GR-KA3-KA3NW

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PILOTING THE VIPI ICT TRAINING OUTCOMESANDY BURTON (NOTTINGHAM TRENT UNIVERSITY)


www.vipi-project.eu

511792-LLP-1-2010-1-GR-KA3-KA3NW

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PILOTING THE VIPI ICT TRAINING OUTCOMES

About the ViPi project The ViPi Outcomes The Pilots Case Studies Findings Conclusions

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ABOUT VIPI – (VIRTUAL PORTAL FOR INTERACTION AND ICT TRAINING FOR PEOPLE WITH DISABILITIES) A three year Lifelong Learning Programme project

launched in January 2011. It involves partners from Belgium, Cyprus, Greece,

Lithuania, and the UK. The project aims at creating accessible and flexible

basic ICT skills training, designed to meet the specific needs of people with disabilities

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VIPI OUTCOMES

Full ICT curriculum– 3 levels of complexity ICT Training course following the curriculum E-learning exemplar courses (used for the pilots) Exercises including question sets, and guidelines for

practicals. Web Portal allowing semantically enhanced access to

learning objects (e.g. serious games, courses, pages of information, useful web resources etc) - both those developed within the project and available externally

Social networking and community building area, both online and mobile

Serious Games Educational and Pedagogic framework outlining how to

work with the above ViPi outcomes 5


VIPI OUTCOMES – THE GAMES

Adapted Games True/False Quiz Escapology ICT Rob the Mob ICT

New Games Stay Safe! Fly Swat

Memobile (Android) Matching Pairs Starter Kit Press and Action

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THE PILOTS

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Pilot sites in the different countries focussed on different disability groups to ensure the pilot covered the full range of disabilities, and that materials were tested in each language.

Differentiated piloting methodologies were employed at the different pilot sites in order to meet the needs of particular ability groups and availability of appropriate technology

Assessment will be by: Pre- and post- pilot self

assessment of skills Post-pilot Likert scale self-

assessments Post session feedback sheets

Pilots ongoing so do not have results from Post pilot assessments and Likerts.

However Today it may be of interest to look at some case studies from the ongoing pilots


UK PILOTS– JUNE – NOVEMBER 2013

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Oak Field School, Nottingham

“Can the ViPi ICT training methodology and outcomes improve skills in people with disabilities?” The Oak Field School is a City co-educational day school for children aged 3-19 years with special educational needs, in particular severe and profound learning difficulties and/or physical difficulties.Study worked with:

Key Stage 5 (6th Form) students at the school

ex-students from the school students at a voluntary summer school.

17 Participants trained for up to 4 sessions each.Staff training pilots upcoming

Training method:One-to-onestudent ledMaterial and speed to suit participantguided by course material and trainerWhen focus lost, the training method was adapted to try to increase engagement


CASE STUDIES

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AchievementThroughout the pilot sessions her confidence along with her engagement was seen to grow and the trainer learned how to work with her to improve her skills and knowledge. She was also observed to develop in confidence at her ability to answer questions correctly.She gained the ability to

turn on the tablet computer, locate and select a specific icon to start an

app, hold the tablet and take a photo. Click the correct mouse button

Gained understanding that the different mouse buttons and keyboard keys do different things, and that she herself could make things happen on the screen by using the right keys and buttons at the right times.

These are important steps and recognised in the P- Level ICT curriculum used by the school.

Participation3 Training sessionsShowed initial interest only in the images.

Used labelling exercises the tablet version of Memobile (pair

matching game and Starter Kit game) physical presence of ICT devices

problems focussing her attention on the tasks

varied materials, allowing her to work with the materials which were interesting her at the time and switching when required.

suggesting her own activities. Practical exercises were also used,

taking photos with the tablet, copy the images to the computer,

turning on the device, selecting appropriate icons and buttons


CASE STUDIES

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Achievement

Although the student had very complex needs both physically and intellectually, throughout the sessions he maintained a high level of engagement with the materials and games.

Over the four sessions, with repeated guidance, he learned how to use TTS empowering him to go through the materials at his own pace.

He covered material on types and parts of computers, turning the computer on and off, input devices, and web browsing.

He retained information between sessions.

He learned that there are alternative methods to make the technologies work better for him. With the mouse keys methods he began to learn, he became more independent at controlling the computer with the guidance of the researchers.

By viewing the school website he was made aware that there was information available to him through the computer that interested him.

Participation4 x 1hr Training sessions

could not easily read the textual content on the e-learning environment.

TTS (Text-To-Speech) demonstrated. struggled with fine movement of the

mouse, hands tired through the sessions

experimented with mouse settings and ease of access

high level of engagement using the e-learning material, the games or the practical exercises.

struggled with the nature of the Escapology game due to low literacy skills, but coped well with the yes no quiz game. He also enjoyed playing the Memobile tablet games.

He found practical exercises on web browsing particularly engaging when relevant materials such as his school’s website were used.


BELGIUM PILOTS– JUNE – NOVEMBER 2013

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Werkgroep Vorming & Aktie

Disabilities ranged from moderate learning difficulties to severe learning disabilities (Down’s syndrome, William’s syndrome, etc.), often in combination with a variety of other physical disabilities (Cerebral Palsy, visual impairments, etc.).personalised approach20 trainees and 6 teachers/trainers.

Training approached in a group scenario with multiple trainers present


CASE STUDIES

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Achievement

He was focussed on Facebook training opened other areas to him,

such as email, creation of simple documents and text editing.

It also highlighted the dangers of social media, something Student B1 had already experienced himself.

Used his communication skills to support other participants

improved his assessment skills of potential dangerous situations.

Became more self-confident, using social media since he knows now how to block improper behaviour and protect himself against it.

working in a sheltered workshop environment, his improved ICT skills are also useful there, especially where they have to use a computer interface in some of their job activities (activation of a machine, entering volumes, etc.).

gained skills in editing a document – he can do this without having to ask for assistance.

contacts with his family have improved as he is now using email on a regular basis.

Participationbi-weekly training sessions from April to Present

He is very keen on using his PC for everything possible.

Eager to learn especially about how to exchange short messages with friends and to ask for clarifications where needed using Facebook chat.

One of the most enthusiastic people in the group, also stimulating others.

during the training sessions that took place as a full group, he started to support, and be supported by other trainees


CASE STUDIES

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Achievement

was anxious because of the new ICT skills she would need to know with a new machine being introduced at her workplace that necessitated the usage of keyboard, touchscreen and knowledge of computer basics.

The training sessions were well timed for her and strengthened her self-confidence, as well as allowed her to get accustomed to the computer skills required for her work.

She changed into a self-confident person, eager to learn and in frequent contact with the trainers.

She now helps out other trainees in learning new computer skills. This ad hoc peer supporting proved to be very useful and strengthened the confidence of the entire group of trainees.

Participationbi-weekly training sessions from April to Present

never done ICT training before initially there was some doubt, but

after three months she used a laptop independently having benefited considerably from the regular training sessions.

Focussed on what exactly she needed for her job. For this reason, touch screens were extensively used with her during the training.

She was initially quite uncertain, and needed considerable support, both from the classroom trainer and a separate trainer who helped her on a face-to-face basis.

in the end it proved to be a winning combination, especially when her neighbour at the training lessons also helped and supported her.


FINDINGS SO FAR Feedback from post session feedback sheets (UK site) was

universally positive suggesting that: participants liked the sessions, they learnt new things, they found it easy, they would like further sessions with the researchers. For two thirds of the sessions the thing the students liked best was the

games.

Use of ICT to train the students in ICT can reveal key barriers holding the student back AND enable solutions to be offered

A course containing sections that cover the use of assistive technology and different accessibility methods which can be called upon by the trainers when required, and employed as a practical part of the course can then empower the student to progress with the course using the new skills, methods and technologies they have discovered.

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CONCLUSIONS Thus far the pilot has demonstrated the ViPi outcomes to be

powerful and flexible tools to teach ICT to people with varying disabilities.

Loss of engagement in training students with intellectual disabilities can be effectively addressed by switching between different engaging training modes such as games and practical exercises

The promise of use of computer games is an effective reward to encourage continuation with study of course materials

Training ICT by use of ICT offers reinforcement of theoretical learning by practical use, reference and demonstration

ICT training by trainers with expertise in assistive technology and accessibility methods can allow barriers to use of the technology to be removed at an early stage – which can then speed progression of learning

Group sessions enable peer support situations to naturally develop

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THANK YOU.

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Andy [email protected]

www.vipi-project.eufacebook.com/vipiprojecttwitter.com/vipi_project

Thanks to:The Oak Field School and Sports College

All other pilot participants

The project partners:

Steficon SA (Greece)

PhoenixKM BVBA (Belgium)

Hypertech S.A. Informatics & New Technologies (Greece)

VŠĮ HITECO – High Technologies for Cooperation (Lithuania)

G.M Eurocy Innovations Ltd (Cyprus)

The ViPi KA3 LLP project has been partially funded under the Lifelong Learning Programme, subprogramme KA3 ICT.

Piloting the ViPi curriculum and games with young people with learning disabilities

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