Harjinder Rahanu

Personalised Learning Materials Based on Dyslexia Types: Ontological Approach

Abstract 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 students 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 students 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.

DAEL Framework: A New Adaptive E-learning Framework for Students with Dyslexia

Abstract 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 users 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.

Teaching professional and ethical aspects of computing: a case study approach

T eaching in ethics for computing students may take many forms, for example, as part of technical courses; separate courses taught in technical departments; or courses taught in other departments, such as a Philosophy course. In exploring the first form the author found that using real life case studies to illustrate the ethical and professional issues invoked by computers was popular with students as opposed to taking a purely theoretical analysis and discussion approach. In an attempt to formalize this approach so that material could be provided for use by other instructors and as part of ongoing research, a number of case libraries have been established that are readily accessible via the Internet. This paper reports on the progress of this task. Each case library corresponds to a specific area within computing practice where ethical problems are likely. Each case presents its very own specific set of ethical and professional issues invoked and the respective lessons suggested. It is intended that students in future classes can use the case libraries as a learning resource. Presenting students with such cases can provide them an appreciation and may prepare them for the likely issues that may confront them as professionals when working in industry.

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 European Certification and Qualification Association framework and the recently completed European Union 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. Copyright

Dyslexia adaptive e-learning system based on multi-layer architecture

The key shortcoming of traditional e-learning systems is that the learning they promote is not adaptive. This paper analyses the e-learning activity of individuals with dyslexia and proposes an innovative design for an e-learning system. This new system is user-centric and interactive based on information about the users learning preferences. The proposed system design employs a multi-layer architecture, including a presentation layer, an adaption layer, a learning management system layer, an application server layer and a database layer. The learning management system layer contains all the possible systems that provide resources to support the learning process, hence improving the systems reusability. The adaption layer provides the systems adaptive technique functionality, which makes it more intelligent and adaptive - the main objective of this research.

An empirical approach to validate the Dyslexia Adaptive E-Learning (DAEL) framework

E-learning involves the use of electronic technology to enhance students learning experiences. While e-learning can improve the efficiency with which information is shared with students, the quality of the learning material is not guaranteed. As such, there is a requirement for a comprehensive evaluation of the quality of the learning experiences provided by e-learning systems. The work described in this paper aimed to validate the Dyslexia Adaptive E-Learning (DAEL) framework as an effective tool for meeting the needs of students with dyslexia. A quality assessment approach was employed to examine the extent to which DAEL can meet the minimum standards and deliver improvements in the quality of the learning experiences that are delivered to dyslexic students via e-learning technologies. The validation results outlined in this study are reported according to data collected from an original survey that involved 149 dyslexic individuals and field experts who have experience with web-based learning management systems. The results were compared with existing literature to identify trends and validate the conclusions. It is anticipated that the empirically validated framework that emerged from this study will be of benefit to researchers who are involved in the development of adaptive e-learning systems for students with disabilities.

Towards Developing a Software Process Improvement Strategy Through the Application of Ethical Concepts

Aligning Software Process Improvement with the business and strategic goals of an enterprise is a core factor for process improvement. Achieving success in Software Process Improvement (SPI) has shown to be a problematic challenge for countless organisations. SPI, as a discipline, can be described as a set of use cases, each use case describing the logically related activities that must be undertaken. In addition, each use case is a description of the interactions between itself and the participants, i.e. the Actors. The nature of these interactions more often than not may demand, from the participant, the recognition, and fulfilment, of ethical duties. In this paper we customise a theoretical framework developed by the US Content Subcommittee of the Impact CS Steering Committee that specifies traditional moral and ethical concepts, which can be used to identify the moral issues concerning the Software Process Improvement field. An application of these conventional and generic ethical concepts is made to use cases such as: Determining Business Needs; Conducting Process Improvement Assessment; the Tailoring and Creation of Processes; and Deployment. In doing so a number of ethical issues are highlighted. In the application and utilisation of SPI: business process engineers, software engineering teams, process improvement managers, and so on must be aware of these ethical duties, which have been identified by the application of the moral and ethical concepts, as presented in this paper, in order to become more responsible professionals in general. We propose a set of heuristics for ethical engagement with the SPI discipline proposing that an effective SPI strategy must be underpinned with ethical consideration.

Social media adoption in higher education: a case study involving IT/IS students

This paper discusses the adoption and use of social media in Higher Education (HE). The aim of the research reported in this paper was to identify the main factors and problem areas in the adoption and use of social media in HE. Our study included a survey involving students of Information Technology and Information Systems in Greece and in Finland. In order to verify the findings from the survey, a follow-up survey was also undertaken. The unified technology adoption approach was identified to be a suitable underlying theory for this study. The analysis of viewpoints of students was needed in order to understand converging and diverging viewpoints. The results showed that infrastructure is the most important issue in the planning of learning/teaching activities based on social media, followed by the role of social influence. Based on the analysis, guidelines for planning social-media-based learning activities are proposed. Indications of further work complete the paper.

The QUAIL Framework: Quality Assurance for Information Literacy Projects

Successful transfer and sharing of knowledge rely mainly on social attitudes, behaviours and networks, rather than ICT-based networks. The availability of Information and Communication Technologies ICTs facilitates the management of projects in general. ICTs are central to both managing Information Literacy projects and providing access to learning resources and opportunities for collaborative learning. In this paper, we propose a framework for quality management of information literacy projects. Learning from the field of Information Systems Quality Management the proposed framework encompasses Demings PDCA Plan, Do, Check, Act Cycle and Kitchenhams Process Improvement model. From the Information Literacy field the SCONUL model provide the dimension of standardisation. The framework is customisable to prioritise aspects based on the likelihood, proximity and impact of risks. The success of Information Literacy programmes and projects depends on the availability and use of ICTs and in this paper we argue how the Information Literacy Project success can be enhanced by using our framework.

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.