Listen to the models: Sonified learning models for people who are blind

Lahav, Orly; Hagab, Nuha; Kader, Sewar Abed El; Levy, Sharona T.; Talis, Vadim

doi:10.1016/j.compedu.2018.08.020

Cited by 16 publications

(9 citation statements)

References 33 publications

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“…Second, the lecturer programmed a program of teaching simulation to implement lesson design (Belton, 2016). The idea of having class observation was accepted and added to the teaching and learning program and done in the group at the middle of semester program, while the program of having teaching simulation was done at the end of the semester (Chick & Hannagan-Lewis, 2019;Lahav et al, 2018;Spiteri & Rundgren, 2020).…”

Section: Resultsmentioning

confidence: 99%

Lesson study in increasing student learning participation in class

Madjdi

Rokhayani

2021

lingcure

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This study aims to apply "lesson learning" in increasing student learning participation in class. This study used a qualitative descriptive method. The study involved fifth-semester students of the English Teacher Education program at Muria Kudus University in the Teaching English as an Additional Language (TEAL) course. The data in the study were obtained using observation and documentation. Data were obtained from before and during student participation during class learning. Data analysis used the Miles and Huberman model, namely data reduction, data tabulation, data presentation, and concluding. The results show that the application of lesson study can increase student participation as long as learning activities increase critically and critically affect the learning atmosphere. Study lessons can make students have a strategic and significant contribution in all stages and development of course materials. The results of this study are expected to provide an overview of the application of lesson studies in increasing student participation in learning in other subjects.

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Section: Resultsmentioning

confidence: 99%

Lesson study in increasing student learning participation in class

Madjdi

Rokhayani

2021

lingcure

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“…Individuals have different tolerances for the complexity of devices (Hellman, 2007); some people could be overwhelmed by complex controls whereas others might enjoy the complexity of multiple interfaces. Complex devices require training, which could take a protracted period and require considerable effort (Lahav et al, 2018). Also, according to Mukherjee and Hoyer (2001), the perceived complexity of a technical innovation is associated with a higher perception of risk of breakdown during use.…”

Section: Device Complexitymentioning

confidence: 99%

Willingness of people with severe visual impairments to accept new transportation assistive technologies

Bennett

Vijaygopal

2023

TAD

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BACKGROUND: Technology-driven assistive devices provide numerous benefits to people with severe visual impairments, yet device take-up rates are often low. OBJECTIVE: The study sought to determine the strengths of connections between transportation self-efficacy, technophobia, personal inertia, innovation resistance, and willingness to adopt high-tech transportation assistive devices among visually impaired individuals. It also examined certain potential barriers to device acceptance; namely the perceived safety and complexity of assistive devices and the effects on a person’s self-image of using a device. METHODS: A model was developed and tested via a questionnaire survey of 319 people with visual disabilities, each of whom was presented with five examples of hypothetical high-tech mobility and transportation assistive devices. RESULTS: Technophobia exerted a powerful negative impact on innovation resistance and was itself significantly determined in part by transportation self-efficacy. Personal inertia and the effects of device use on self-image failed to impact significantly on the participants’ levels of innovation resistance. CONCLUSIONS: The results have implications for the promotional activities of manufacturers of mobility and transportation assistive devices and for visual disability support organisations that wish to secure acceptance of new assistive devices.

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“…Find and use multimodality learning supports for the curricula or textbooks. As the auditory channel is a compensatory modality for BLV students, use talking tools (Supalo & Mallouk, 2007) and sonified learning models for complex systems and phenomena where sounds will be distinctive and learners can interpret "virtual scenarios" (Lahav et al, 2018). For text or online books, audio-recorded texts or the use of text-to-speech screen readers (e.g., Sci-Voice Talking LabQuest) should be the default.…”

Section: Blindmentioning

confidence: 99%

Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

Jones

Burrell

2022

Science Education

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Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.

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Listen to the models: Sonified learning models for people who are blind

Cited by 16 publications

References 33 publications

Lesson study in increasing student learning participation in class

Lesson study in increasing student learning participation in class

Willingness of people with severe visual impairments to accept new transportation assistive technologies

Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

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