Learning in an Inclusive Multi-Modal Environment

The findings arising from a case study on improving interaction design for teaching visually impaired students, in an inclusive learning environment, are presented. The original case study identified that a major problem for those with visual impairment when learning computer science (and probably any science or engineering discipline) is the need to draw and appreciate diagrams. The cognitive issues are often underestimated even for those with sight; a sighted person can look at a circuit diagram and see just as much as a blind person! It is important for everyone to have the circuit explained to them, particularly students, but understanding the essence of a diagram can be speeded up for those already familiar with the diagram and/or its constituent elements. The use of metaphors, orally supported, for assisting with location and navigation, etc. overcomes the “one size fits all solutions” that are often the norm. The findings of the original seed funded project led to the identification of design criteria and also led to an investigation into the feasibility of a large scale project. That project is to produce generic tools that create “multi-modal” teaching and learning courseware requiring both passive and active participation. By designing for the visually impaired, it has become apparent that the underlying functions usefully support those with aural, cognitive, physical and age-related impairments. Learning in an Inclusive Multi-Modal Environment