Adapting multimedia-based materials

General

Multimedia is a preferred medium for many learners offering potential benefits of multimodality (separate audio and visual information streams) and portability (many mobile devices can play audio or video).

Where both audio and visual stimuli are used each individual strand of picture, text and audio should self sufficiently convey the learning objectives as well as each strand supporting the other two. This creates enriched communication for all learners and ensures learners with disabilities can access information through at least one channel.

Whilst multimedia offers advantages to dyslexic users there are limitations which are worth consideration;

• Multimedia can be difficult to navigate - it may be easy to fast forward or rewind but it is much harder to fast forward to meaningfully signposted points in the media. Semantic structure is absent from much audio-visual material unless either created specifically or added post production (see technical considerations below).
  
• Unless the multimedia has been captioned with closed text captioning or contains a transcript or summary file it is not possible to copy/paste textual information in order to build up notes on the multimedia content.
  
• For some dyslexic learners multimedia may create problems of split attention, creating distractable shallow level learning instead of deep understanding.
  
• Different combinations of media, used to present e-learning materials to dyslexic students, lead to significant differences in their understanding. Studies at Loughborough University showed dyslexic learners preferred a text/images resource but found a sound/images presentation easiest to follow. They found a text only resource dullest of all but - intriguingly - retained more information from this than the other resources.
  
• Studies at Leicester University have also indicated that dyslexic users are more adept at using supplementary aids (for example, navigation tools) where these are embedded in the multimedia - for example, Flash based learning objects.
  

Range of adjustments

Video

When creating multimedia materials for educational use the starting point should be to design them in such a way that each strand (audio, video, text) is as full an expression as possible of the learning objectives – and that each enriches and/or reinforces the other.

Video content should prove more suitable than text-based content to many dyslexic users but if the learner is to make notes on the content it will be helpful for their to be a text transcript available. This allows them to select, copy and paste key information, reducing their difficulties with organised notetaking.

Dyslexic learners can experience difficulties in recognising hierarchy and sequence in concepts and ideas. Where video is used extensively to support elements of coursework it may be helpful to link to the video clips from a mindmap or other graphical device so the relationships between the clips can be seen.

Audio

Audio files (e.g. podcasting) prove an increasingly popular way of providing information to learners since it provides accessibility solutions for many print-impaired learners. These can include recordings of fieldwork/practical observations, summaries of discussions or arguments and interviews or audio presentations. Audio resources are an assistive technology for many learners, especially those with print difficulties or those with visual problems.

Many dyslexic learners can benefit from audio resources because they can be portable and more accessible than text. Nevertheless, all learners will benefit from the simple value-added techniques below.

• Description of purpose - Different recordings have different purposes and a short description of the purpose will make a significant difference to the focus the user gives the task. For example, in a recorded interview, is the objective to find specific information? to recognise rhetorical devices? to analyse group dynamics? A clear context will help the learner tune their listening and help dyslexic learners with memory and concentration issues focus on the key points.
  
• Transcription of content - Whether the transcript needs to be a word for word script or a summative description will depend on the learning objectives. A word for word explanation will help learners who want to cut and paste information into their assignment but a précis of the content may be better in other circumstances. Again, the learning objectives must be very clear – a summary of complex arguments is a reasonable adjustment for learners with accessibility needs...unless the learning objective is to summarise complex dialogue!
  

Technical and production issues

Critical to the whole process is the authorial intention - the learning objectives which are to be communicated - and the extent to which multimedia is adding value to traditional resources. Where narrative, video, text and animation are brought together with accessibility in mind there may be very few later adjustments required. Where multimedia is produced by non-specialists using entry level software and hardware the best adjustment is to ensure narrative, video and supporting text (e.g. subtitles, text summaries, etc.) mutually reinforce the key learning objectives.

Where educational institutions create in-house multimedia using a specialist team they should note the relevant Web Accessibility Guidelines and the practical guidance available on the Skills for Access site. The options available may depend on software used in production and the hardware used in playback but where the options for accessible production exist, sloppy production techniques which render multimedia inaccessible should be regarded as a breach of good practice and a barrier to reasonable adjustment.

The short term memory and attention issues for some dyslexic learners mean that they benefit from:

• A clear semantic structure to resources - for example a chunked video or audio file with descriptive hyperlinks to each section is better than a long video or audio file with no signposts to structure and meaning.
  
• A clear summary of the key teaching points.
  

With some e-learning materials it is possible to add navigation during the production phase. Where the materials are produced by non-specialists using minimal software and hardware (e.g. raw video clips of a field course downloaded from a video camera) video can be uploaded to free web services like Videotag where text links to particular points of the video can be added to support both navigation and understanding.

Context of use

The context of use is critical in determining the appropriate reasonable adjustment. It must be recognised that:

• Multimedia is in itself an accessibility solution - compared to text alternatives - for many dyslexia users.
  
• Many multimedia resources are legacy collections (for example, video tapes of television programmes) where accessibility options are limited or non-existent.
  
• Institutions which ban the use of partially accessible multimedia (e.g. video without captions) are potentially discriminating against dyslexic users.
  

When creating new multimedia learning resources accessibility should be maximised within the context in which they are to be used. In the case of significant course materials with a long shelf life and high production values this implies subtitling, explicit narrative and (if appropriate) video or audio description. In contrast, multimedia produced for a more transient context (for example, video clips from fieldwork for revision purposes) may be more appropriately dealt with by ensuring the narrative and the video effectively reinforce one another by conveying the same message.

Multimedia resources can result in weaker learning for some dyslexic users. Avoid using eye-candy or other gimmicks which can create unnecessary distractions and the problems of split attention.

Conclusion

• Multimedia resources are more likely to be a solution than a problem for dyslexic learners.
  
• When creating new materials accessibility should be considered from the beginning in the way visual, audio and textual materials complement rather than replace one another.
  
• Dyslexic learners can have difficulties with distractability, short term memory and recognition of content hierarchy and sequence. For these reasons it is important that different sensory channels reinforce the same message. Avoid the needless use of potential distractors like eye-candy, ‘fun animations’, etc. Whilst the learners may like these evidence suggests they undermine learning It is good practice to provide video with captions/subtitles but dyslexic users may be better to ignore these. Learners with poor text decoding skills may find the process of reading the subtitles distracts them from the other information being provided in a more dyslexia-friendly audio-visual format.
  
• Textual summaries of the key information will benefit learners both for notetaking and to ensure they have understood the key points.
  

You may also find the following guidance sheets useful:
Animation Advice & Guidance Sheet ( - 137 KB)

PowerPoint Advice & Guidance Sheet ( - 113 KB)

Flash Advice & Guidance Sheet ( - 183 KB)

Video Advice & Guidance Sheet ( - 120 KB)

User Needs Advice & Guidance Sheet ( - 105 KB)

Multiple Choice & Gap Fill Advice & Guidance Sheet ( - 105 KB)

Drag & Drop Advice & Guidance Sheet ( - 107 KB)