M-Learning projects with accessibility potential:

From 2003 to 2006, the learning and skills network (LSN) managed hundreds of projects (‘Q projects’) on implementing simple but effective examples of using E-learning in teaching and learning. A significant number of these involved mobile learning. Although only two Q projects specifically involve disabled learners, most of the projects involved working a new way which created new benefits for some learners and potential barriers for others. As will be seen from the commentaries below, the balance was nearly always towards net benefit for most learners, including disabled learners.

The projects outlined below are all fully described on the Learning Technologies website where project reports, presentations and even sample learning objects can be found.

The websites linking to specific areas regarding each individual Q Project have now been removed, however details about each Q-Project DVD available from LSN can be found here: Q-Projects DVD Archive

The DVDs feature the projects detailed below, plus many others.

Projects with specific disability focus.

Evaluating the use of audio books for teaching visually impaired learners (RNIB Loughborough)

This project looked at the potential of portable DAISY players to enhance the teaching and learning of visually impaired students. The Daisy format also has potential for dyslexic learners but with current price structures there are more cost-effective solutions for dyslexic people.

Projects based around audio files.

The creation of downloadable audio files (Podcasts) provides benefits for many learners. Audio is an intuitive and effective way of communicating ideas to others. The ability to listen to content rather than read it offers many benefits. Users with poor reading skills or visual impairment particularly benefit, however, there are also significant benefits for all users who want to absorb content while doing something else, such as driving. Users need not only be recipients – it can be very easy to create personal audio content and in some circumstances it may be a more successful way of recording knowledge and understanding than a blog or a traditional textual write-up.

As well as the potential benefits, there may also be potential barriers for users: for example audio-only resources pose significant problems for deaf users. Learners with restricted hearing may actually benefit from pod casts since they have control over volume levels and have fewer background distractions. Where audio files are provided as key curriculum content, a plain English summary or a visually appropriate alternative should also be available.

See the following Q projects for mobile learning examples in practice.

1) Pod Casting for ESOL students (Grimsby Institute of Further & Higher Education). 

2) Sounds interesting: using podcasts to deliver and assess Maths, science & ICT ( Preston College )
This is a detailed assessment of the production and use of podcasts with some specific references to accessibility. One of the most impressive aspects of this project was the way learners were involved in helping shape its development. The golden rule of providing accessible content is to talk to the learners who will be using it.

3) Digital Dictation ( West Kent College ).
Whilst not directly involved with m-learning, this example illustrates the benefits of converting analogue audio to digital audio. It has implications in the production of pod casts for modern foreign languages as well as Administration and business studies.

Projects based around interactive resources

When used effectively, e-learning can motivate, engage and provide feedback in ways that allow independent learning to develop. Well-developed interactive resources on a mobile device will bring benefits to all learners but particular benefits to those with concentration difficulties or those who find traditional text resources difficult. This might include a range of accessibility needs from dyslexia to learning difficulties andADHD however the small screen size and interface may create potential barriers for students with visual or motor impairments.

1) Basic Skills & Mobile Learning ( Thomas Danby College )

This project involved bringing the benefits of interactive e-learning to areas of the College with little IT infrastructure. Interactive self-testing materials were created using either in Excel or Flash to reinforce student learning.

2) Fractions made easy ( Bishop Burton College )
The analysis of mathematical material (for example percentages) in the land based industries makes much more sense out on location rather than in a classroom. These resources enabled learners to grasp the concepts in working context.

Projects based around texting.

1) Using SMS for student support and administration ( Salisbury College ).

Programme Administrators use the system to inform students of room changes, course cancellations at short notice or tutor absences - and to remind students of deadlines. The system has reduced absence and improved retention as students are contacted immediately if they miss a class. Students are also expected to text in or phone in the event of absence.
Learning Support use the system regularly, particularly where students with learning difficulties can be likely to forget appointments, analysing the use of mobile phone technology in student – teacher liaison.