Presentation at Fourth Annual Conference on Teaching and Learning in Higher Education, National University of Ireland Galway, June 2006.

1. Learning technologies
and dyslexic students
at third level
Pauline Rooney
Fourth Annual Conference on Teaching and Learning in Higher Education,
National University of Ireland Galway, June 2006.

2. Definitions: dyslexia
 A combination of abilities and difficulties
that affect the learning process in one or
more of reading, spelling and writing.
 Accompanying weaknesses may exist in
•
•
•
•
•
•
speed of processing
short-term memory
sequencing/organisation
auditory/visual perception
spoken language
motor skills

3. Definitions: learning
technologies
 The use of information and
communication technologies (ICTs) to
enhance teaching and learning
 Related terms:
•
•
•
•
eLearning
Educational technologies
Computer-based learning
Online learning

4. Background (1)
 Professional context:
• Support lecturers in use of ICTs to
enhance teaching and learning
• Liaise with student support staff to
enhance student experience through
use of ICTs
• Develop accessible elearning materials

5. Background (2)
 Institutional context:
• Dyslexic students constitute largest
percentage of disabled students
• Numbers of dyslexic students increasing
annually
Registered disabled undergraduate students at DIT
Deaf and Hard of
Hearing
5%
Mental Health
Difficulties
4%
Other Disabilities
8%
Blind and Visual
Impairment
2%
Physical and
Mobility Disability
4%
Specific Learning
Difficulty
77%

6. Background (3)
 Educational context:
• Traditional teaching/assessment
methods present barriers to dyslexic
students
• Can learning technologies be used to
overcome these barriers? Little research
in area to-date

7. Research questions
 What types of barriers to learning are
dyslexic students currently experiencing at
third level?
 How are learning technologies currently
being used to support dyslexic students at
third level?
 Can learning technologies be used to help
overcome these barriers? If so, how?

8. Methodology
 Critical action research
 Focus group of 8-12 students on one
programme
 Collaborate with 1 lecturer on one module

9. Participants’ profiles
 8 male students
 1st, 2nd and 3rd years
 Programmes:
• Ord degree Electrical Services Engineering
• Hons degree Business Management
 Severity of dyslexia (as described by
students): 5 mild, 1 very mild, 2 moderate

10. Participants’ difficulties
1.
2.
3.
4.
5.
6.
Writing essays
Reading
Spelling
Concentration
Difficulties with short-term memory
Organisational skills

11. Support mechanisms currently
used
 MS software (100%)
 Assistive technologies (50%)
 Learning support tutor in disability services
(37.5%)
 Friends (25%)
 Lecturers (12.5%)
 Parents (12.5%)
 Counsellors (0%)

12. Current use of technologies (1)
 Frequency of PC usage
• Every day – 87.5%
• Every second day – 12.5%
 All have access to PCs at home and
college
 75% use a laptop
 50% use an iPOD or similar
 All use a mobile phone

13. Current use of technologies (2)
 eMail usage – 100%
• Every day – 25%
• 3 > times/wk – 25%
• < 3 times/wk – 50%
 Preferred communication method with
lecturers
• Email - 75%
• Text messaging - 25%
 Bebo homepage (www.bebo.com) – 50%

14. Experience of elearning (1)
 100% using webct
 87.5% using webct areas which provide
access to programme materials including:
• Lecture notes
• Discussion boards / email
• Animations/imagery
• Past exam papers
• Online quizzes

15. Experience of elearning (2)
 62.5% using webct student support areas
• Study skills and exam tips
• Careers
• Student Maths Learning Centre
• 24 Hour Library

16. Student feedback (1)
 100% wanted to see webct/elearning used more
• All lecturers using it
• More consistency in provision of materials
 Most useful aspect - accessing course notes/materials
online
 Use as reference in class
 No need to approach lecturer
 Helps with organisation
 Least useful aspects - discussion boards
 Spelling mistakes
 Time consuming

17. Student feedback (2)
What learning technologies would they like to
see lecturers using?
Online calendar
Past exam papers
More imagery
Online flash cards
Online self-tests
Podcasts
Text messaging

18. Possibilities for future support?
Voice tools for communication
Podcastings
Text messaging (m-learning)
Use of multi-sensory
elearning materials
 Gaming





19. Future research…..
 Very difficult to conduct research in area
• Difficulties accessing students
• Most lecturers encountered were
reluctant to participate
• Practical difficulties meeting students
 Research will resume in future I hope!

20. Contact:
Pauline Rooney
eLearning Development
Dublin Institute of Technology
em: pauline.rooney@dit.ie