Graham, Deryn, Benest, Ian and Nicholl, Peter (2010) Interaction design for inclusive learning. In: Mukerji, Siran and Tripathi, Purnendu, (eds.) Cases on Technology Enhanced Learning through Collaborative Opportunities. Information Science Reference, IGI Global, Hershey, PA, USA, pp. 28-40. ISBN 9781615207510 (Print), 9781615207527 (Online) (doi:https://doi.org/10.4018/978-1-61520-751-0.ch002)

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Abstract

The findings for a case study on improving interaction design for teaching visually impaired students, in an inclusive learning environment, are presented. The crux of the problem is the ability to draw and understand diagrams. The cognitive issues are often underestimated with insufficient attention being given to the use of metaphors, etc. and "one size fits all solutions" are often the norm. The findings of the original seed funded project, which was conducted by three universities in the United Kingdom, have led to design criteria and to an application for a large scale project, to produce generic tools and to enable "multi-modal" teaching and learning, with ocnnotations for the support of people with cognitive as well as physical impairments, especially relevant with respect to an increasingly ageing European population.

Item Type:	Book Section
Additional Information:	[1] This paper forms the second chapter in a collection of cases on technology enhanced learning environments.
Uncontrolled Keywords:	cognition, interaction design, visual impairment, inclusive learning
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Pre-2014 Departments:	School of Computing & Mathematical Sciences School of Computing & Mathematical Sciences > Department of Information Systems & Digital Media
Related URLs:	Publisher Organisation Organisation
Last Modified:	14 Oct 2016 09:09
URI:	http://gala.gre.ac.uk/id/eprint/3653

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