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Adding value to learners with m-Learning:

Good practice in accessible learning is not primarily about technical standards, or course design; nor even (necessarily) the learning resource. It is primarily about the learner and their ability to engage with the learning experience. A good learning experience is the result of many factors ranging from the nature of the resources to the quality of the pedagogy and even the personality of the teacher or lecturer. The best predictor of accessible learning is a skilled teacher coupled with quality resources, providing the means to enthuse learners and adapt to their needs. Such skill typically includes a willingness to innovate and a readiness to reflect. The case studies in this publication provide evidence of both innovation and reflection. Specific accessibility commentary is provided for each case study but the commentary below provides an overview of the wider accessibility implications of m-Learning.

Adding value through software support

It is appropriate to ask the question “How accessible is m-Learning?”, but the answer is not necessarily simple; it needs to be understood in the context of the alternatives. For an ESOL class in a rural community centre, m-learning may involve adult learners peering at small screens, and grappling with cramped keypads; but it may be the only way of engaging the learners with video and audio clips. The accessibility issues of the kit may be more than counterbalanced by the value added to the learning experience - compared to a traditional didactic lesson.

m-Learning can add value to the experiences of many learners but it may not add value equally to all. This does not justify denying those who can benefit but care must be taken to ensure others are not substantially disadvantaged. The section below illustrates a number of ways m-Learning can benefit all learners and in the process bring particular advantages to different types of disabled learner. To a disabled learner the added value of m-Learning is threefold:

• Any assistive technology benefit is more portable so the support available to the learner is available more places and more times.
• Mobile technologies are generally cheaper than PCs and laptops so more likely to be affordable.
• Mobile technologies are private and personal in use and have none of the student self-image problems that may be associated with traditional assistive technologies.

m-Learning supporting learners

The range of functions inbuilt into the technology or available as third party add ons can add to the experience of a disabled learner by providing alternative ways of doing things.
For more information on assistive technologies specifically designed for the PDA see the section m-Learning as an assistive technology

Recording tools

• Sound – many PDAs provide the facility for easy voice recording. Many disabled learners have difficulty with note taking - voice recording may offer an easy alternative.

• Images – the inbuilt cameras on many PDAs and phones provide an alternative way for many learners to make records when (or where) traditional note taking might prove difficult.

• Text – Handwriting recognition, portable keypads and onscreen keyboards provide alternative opportunities for making notes in a range of environments. For some learners this can be more effective than note taking with pen and paper.

Planning tools

Students with difficulty in planning and organisation can benefit from many of the inbuilt functions in PDAs and phones, such as the calendar, clock, to do lists, alarms, notepad functions etc. In respect of planning assignments and essays, mind mapping software for PDAs can allow learners to separate content from structure and focus on each independently.

Reading tools   

Print challenged learners can benefit from the alternative media available on many PDAs. These can include audio clips, animations, video clips or text to speech.


 
Figure 1 - video clip of a fieldwork technique can be much more accessible than a text explanation.

Writing tools

Word prediction and spellchecking software are available for the main PDA platforms and can offer support for learners in a range of environments where PC based support would not necessarily be available.

Communication tools   

For many disabled learners, mobile phones add disproportionate value to the learning experience. For example SMS and email allow deaf learners to work on collaborative tasks on an equal footing with their non-signing peers. Similarly, the ability to beam files wirelessly between devices means collaborative tasks are made easier for all users – often providing disproportionate benefits for many disabled learners. Live uploads to blogs, wikis and mediaboards can enable disabled learners to actively participate in field courses even if access is limited.

Reference tools

Most portable devices can store documents and databases in various formats. This allows learners to draw on a wide body of knowledge, allowing tutors to set more demanding tasks that rely less on memory and more on application of understanding. Combining ebooks with electronic dictionaries (available free in Microsoft Reader) provides a very powerful literacy aid with one tap access on a word to pull up a dictionary definition.


 
Figure 2 - combining ebooks and dictionary databases gives one tap access to lookup a dictionary definition.

Adding value through alternative learning experiences

The interface limitations of mobile technologies poses potential accessibility problems for some users but when weighing up the value added for learners it is important to consider the alternative learning experience.
By comparing the benefits and barriers created by m-Learning with the benefits and barriers inherent in a traditional learning experience it is possible to evaluate the best approach for a particular group of learners.

m-Learning can provide completely new pedagogical opportunities which may have more significant benefits than the 'raw' accessibility of the resource. For example, dyslexic learners may struggle with analysing  Shakespeare as a result of the amount of skim reading involved in searching for key themes or quotes. A PDA with a set of ebook downloads from Project Gutenberg may offer the disadvantages of a small screen but the huge benefit of searchable text cross-referencing onboard dictionaries. This theme is further developed in the next section

Value subtracted

Whilst m-Learning has potential benefits for many disabled learners there are significant accessibility issues for some groups. Learners with visual impairments will struggle with the small screen size and the limited options for altering text sizes, colours and backgrounds. A magnifying “phone monocle” may resolve the issue for some learners in some circumstances. Likewise, mobile-based text to speech exists for most platforms and will resolve the problems for some learners on some PDA/phone platforms. In both these cases though, the user may not be able to access learning efficiently, effectively – or at all - using handheld devices. It is, nonetheless, important to explore options because accessibility is about relative rather than absolute advantage. In some cases the mobile approach may be clumsy and create a sub optimal learning experience but still provide benefits compared to traditional teaching resources. For example a visually impaired English Literature student may find the small fonts on a PDA difficult to work with but may still value the ability to have several full length books permanently available in a pocket with fully searchable text. It is important not to prejudge what a disabled learner will be able to cope with – especially when they are motivated to succeed.

Another disadvantaged group is likely to include students with motor control problems. Learners with poor fine motor co-ordination may find it difficult or impossible to operate the device. While it is possible to use multimedia effectively on some devices there is no doubt that the main information mode on mobile devices is text. This can prove difficult for students with print difficulties – eg dyslexia. The problem is exacerbated by the limited range of font types, sizes and colours available on many devices. Many learners – but especially those with cognitive difficulties - can struggle with the non-intuitive, minimalist interfaces of many phone devices. In a small scale study, conducted by JISC TechDis, users who self-declared “difficulties with memory” and “difficulties with learning new things” had the most significant correlation to a specific barrier to m-learning – far more than those who self declared visual or movement difficulties. The barrier they identified was “I found the buttons and controls too fiddly”.

Accessibility recommendations

JISC TechDis encourages practitioners to explore the benefits of m-Learning on the basis that the wider repertoire of skills a practitioner develops, the more adaptable (and potentially accessible) their practice can be. To maximise accessibility note the following points:

• When choosing hardware or software, make accessibility of the hardware and software one of the key purchasing criteria. Your investment will be out of date soon enough – at least make sure it works for as many learners as possible!
• Consider accessibility needs when setting up any new learning experience. If there are doubts about an individual’s ability to access the learning, discuss with them in advance. This provides the opportunity to adapt the approach (if applicable) or give them a different way to access the same learning.
• Encourage learners to feedback on their learning experiences.
• Add value wherever possible – it is not possible to add equal value all the time so be prepared to add value differently to different groups at different times. There is never a “one size fits all” solution.

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