We now have a bank of case studies created by Learning Providers in the West Midlands. The case studies look at the use of Access Apps software. I would like to show as many of the case studies as possible. They are all available on the RSC West Midlands Wiki. http://wiki.rscwmsystems.org.uk/index.php/2008-9_Access_Apps_Project
However I will include a case study each week for you to view. This weeks case study which I would like to present is from Worcester College of Technology the case study look at the use of the Accessibility Apps Software .
JISC RSC Accessibility Apps Case Study
1) What piece of software did you choose and why did you choose it?
The learner, Lara, chose VuBar. Her concern was to address her requirements as a dyslexic learner. She wanted to find a simple solution to difficulties with carrying out Internet research. Lara tried WebbIE, the large icons of which she liked. The text-based format, however, discounted that option. With this in mind, she tried IE Appearance, which proved useful but was too complicated and non-comprehensive. Responding to a remark from Lara about lines of text “running into each other”, we then tried VuBar. Lara found this tool very effective and easy to use, as modification is only ever one click away.
2) Tell us about the learner with whom you trialled the software (age, individual learning needs). Had they previously used any assistive technologies (i.e. gyro mouse)?
Lara is an intelligent, studious young woman who prises her independence. She is twenty five years old, dyslexic and a wheelchair user. Physical access is a concern, as Lara has Cerebral Palsy. There are various forms of access equipment available at Worcester College of Technology, including ergonomic and wireless keyboards, joy-stick and gyro mice, touch screen monitors and adjustable desk-clamp keyboard stands. Lara mainly makes use of the adjustable tables to position the work surface at a more easily accessible level. Enrolled on a Job Path course, Lara takes her college work seriously and enjoys working on computers.
3) What type of lessons/scenarios did you use the software in?
Lara’s classes in the Study Centre are computer-based, so IT access is important. As part of classes up to eleven students strong, Lara can be set tasks that require the use of any number of different programs. Charts, lists, diagrams, presentations and word processing documents are produced, most of which are accompanied by images of one kind or another. Microsoft PowerPoint, Excel and Word are the main applications, but there is also a large amount of internet research to be done. Lara prefers Explorer and uses Google as her favoured search engine, with occasional use of Ask and Yahoo!
4) Prior to using this piece of software, what kind of challenges did you and your learner face?
Particularly problematic for Lara in the past has been reading off the screen. Although Lara’s dyslexia is not profound, she has reported a significant reduction in difficult when reading from books and journals. Initially the harsh, black-on-white formats of sites such as Google and Wikipedia was thought to be the cause of the problem, but as Lara and I worked together more often, it became apparent that the difficulty was not restricted to sites of this type. Also the use of IE Appearance made it apparent that the black and white format was not the cause of Lara’s difficulty.
5) What has been the impact of the software (including advantages and disadvantages) with a) the learner and b) yourself/other staff?
The software contained on the Access Apps data stick has been welcomed by the staff and students at Worcester College of Technology. The simple, effective access solutions have proved useful in many ways, providing multiple resolutions to any particular access challenge. Some staff members have in fact opined that there are too many programs available, as assessing which applications are suitable for which students can take quite some time. Students generally find the software easy, though some have commented that it can be slow to load and that some programs do not work.
6) How do you plan to take this software forward and use it in the future within you organisation?
At present, use of the software is limited to classes, as copies of the stick have yet to be made. This is probably a temporary situation, as one outcome of the College’s involvement in the Access Apps project may be to extend this resource to drop-in users. Access Apps e-Learning data sticks may be available as a “desk loan” resource in the Study Centres. This facility would add the extra service of students being able to drag and drop copies of software onto their own data sticks, for use at home. Open Office has already proved successful in this regard.
1) What piece of software did you choose and why did you choose it?
The learner, Lara, chose VuBar. Her concern was to address her requirements as a dyslexic learner. She wanted to find a simple solution to difficulties with carrying out Internet research. Lara tried WebbIE, the large icons of which she liked. The text-based format, however, discounted that option. With this in mind, she tried IE Appearance, which proved useful but was too complicated and non-comprehensive. Responding to a remark from Lara about lines of text “running into each other”, we then tried VuBar. Lara found this tool very effective and easy to use, as modification is only ever one click away.
2) Tell us about the learner with whom you trialled the software (age, individual learning needs). Had they previously used any assistive technologies (i.e. gyro mouse)?
Lara is an intelligent, studious young woman who prises her independence. She is twenty five years old, dyslexic and a wheelchair user. Physical access is a concern, as Lara has Cerebral Palsy. There are various forms of access equipment available at Worcester College of Technology, including ergonomic and wireless keyboards, joy-stick and gyro mice, touch screen monitors and adjustable desk-clamp keyboard stands. Lara mainly makes use of the adjustable tables to position the work surface at a more easily accessible level. Enrolled on a Job Path course, Lara takes her college work seriously and enjoys working on computers.
3) What type of lessons/scenarios did you use the software in?
Lara’s classes in the Study Centre are computer-based, so IT access is important. As part of classes up to eleven students strong, Lara can be set tasks that require the use of any number of different programs. Charts, lists, diagrams, presentations and word processing documents are produced, most of which are accompanied by images of one kind or another. Microsoft PowerPoint, Excel and Word are the main applications, but there is also a large amount of internet research to be done. Lara prefers Explorer and uses Google as her favoured search engine, with occasional use of Ask and Yahoo!
4) Prior to using this piece of software, what kind of challenges did you and your learner face?
Particularly problematic for Lara in the past has been reading off the screen. Although Lara’s dyslexia is not profound, she has reported a significant reduction in difficult when reading from books and journals. Initially the harsh, black-on-white formats of sites such as Google and Wikipedia was thought to be the cause of the problem, but as Lara and I worked together more often, it became apparent that the difficulty was not restricted to sites of this type. Also the use of IE Appearance made it apparent that the black and white format was not the cause of Lara’s difficulty.
5) What has been the impact of the software (including advantages and disadvantages) with a) the learner and b) yourself/other staff?
The software contained on the Access Apps data stick has been welcomed by the staff and students at Worcester College of Technology. The simple, effective access solutions have proved useful in many ways, providing multiple resolutions to any particular access challenge. Some staff members have in fact opined that there are too many programs available, as assessing which applications are suitable for which students can take quite some time. Students generally find the software easy, though some have commented that it can be slow to load and that some programs do not work.
6) How do you plan to take this software forward and use it in the future within you organisation?
At present, use of the software is limited to classes, as copies of the stick have yet to be made. This is probably a temporary situation, as one outcome of the College’s involvement in the Access Apps project may be to extend this resource to drop-in users. Access Apps e-Learning data sticks may be available as a “desk loan” resource in the Study Centres. This facility would add the extra service of students being able to drag and drop copies of software onto their own data sticks, for use at home. Open Office has already proved successful in this regard.
Link to the supporting evidence media:WORCESTER_Lara's_Slide_Show.ppt
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