Framework
Our framework is heavily based in the Universal Design and User Centered Design principles and guidelines and the latest Educational Psychology methods and strategies.
We combine these innovative methods of designing software to accommodate the widest range of users in an adequate learning environment.
We aim to develop software and guidelines for most platforms (Windows, Mac, iOS, Android, Linux) available giving support to most of the commercially available alternative input methods (Microsoft Accessible Controller, switch access, Kinect, Voice Recognition, NeuroSky Mindset) in order to make any computerised environment truly accessible.
We combine these innovative methods of designing software to accommodate the widest range of users in an adequate learning environment.
We aim to develop software and guidelines for most platforms (Windows, Mac, iOS, Android, Linux) available giving support to most of the commercially available alternative input methods (Microsoft Accessible Controller, switch access, Kinect, Voice Recognition, NeuroSky Mindset) in order to make any computerised environment truly accessible.
Introduction
Typically, guidelines for design of interactive multimedia systems have been based on intuitive beliefs of designers rather than being founded on relevant research and theory, this is also true in classroom settings. As advances in technology create new opportunities for education, it is important to use a range of theoretical perspectives to optimize use of new technology in teaching and learning. Our framework has the objective to explore behaviourist and cognitive approaches applied to computer resources in edutainement settings. Basic concepts, principles, and comparisons between each are used in our framework in an attempt to link theory with practice in effective multimedia design for learning and playing to accommodate the diversity of learners.
Due to the nature of children with special needs and the technological advances the use of technology has become essential to a proper education. Sometimes children with special needs can only communicate/ interact through the use of such technology. Quite often these children become bored with the tools they use, and sometimes even refuse to use it. With this in mind our framework proposes to address this situation and improve, motivate and engage students with multiple disabilities in the teaching learning process through the use of technology.
Due to the nature of children with special needs and the technological advances the use of technology has become essential to a proper education. Sometimes children with special needs can only communicate/ interact through the use of such technology. Quite often these children become bored with the tools they use, and sometimes even refuse to use it. With this in mind our framework proposes to address this situation and improve, motivate and engage students with multiple disabilities in the teaching learning process through the use of technology.
Main Guidelines
Our framework is based in present principles related to accessibility, usability, design, teaching/learning and Assistive Technology and recognises the user/ student as an individual with specific needs and strengths, and that the focus should always be on the end user. Therefore, and based on the previously mentioned principles, the following set of guidelines will always be followed to develop our ICT resources in order to motivate and engage students with multiple disabilities.
Our framework to develop ICT resources to motivate and engage students with multiple disabilities:
User Access – The user is able to interact comfortably with the system/application/ resource.
System access - The system/ application/ resource allows for different types of access.
Perceptible information – The user is able to read /see / listen to the presented information.
Visibility of system status - The system/application/ resource tries to keep users informed about what is going on, through appropriate feedback within reasonable time.
Match between system and the real world - The system/application/ resource tries to “speak” the users' language, with words, phrases and concepts familiar to the user, rather than technical and complicated terms.
User control and freedom - Users can choose system/application/ resource functions by mistake and have a clearly marked "emergency exit" to leave the unwanted state without having to go through an extended dialogue.
Consistency and standards – The system/application/ resource does not use different words, situations, or actions mean the same thing, it tries to follow a pre-determined convention.
Error prevention – The system/application/ resource is designed trying to give the user a chance to avoid errors.
Recognition rather than recall - The system/application/ resource tries to minimize the user's memory load by making objects, actions, and options visible. The user does not have to remember information from one part of the dialogue to another.
Aesthetic and minimalist design – The system/application/ resource’s dialogues try to provide only relevant and needed information.
Our framework to develop ICT resources to motivate and engage students with multiple disabilities:
User Access – The user is able to interact comfortably with the system/application/ resource.
System access - The system/ application/ resource allows for different types of access.
Perceptible information – The user is able to read /see / listen to the presented information.
Visibility of system status - The system/application/ resource tries to keep users informed about what is going on, through appropriate feedback within reasonable time.
Match between system and the real world - The system/application/ resource tries to “speak” the users' language, with words, phrases and concepts familiar to the user, rather than technical and complicated terms.
User control and freedom - Users can choose system/application/ resource functions by mistake and have a clearly marked "emergency exit" to leave the unwanted state without having to go through an extended dialogue.
Consistency and standards – The system/application/ resource does not use different words, situations, or actions mean the same thing, it tries to follow a pre-determined convention.
Error prevention – The system/application/ resource is designed trying to give the user a chance to avoid errors.
Recognition rather than recall - The system/application/ resource tries to minimize the user's memory load by making objects, actions, and options visible. The user does not have to remember information from one part of the dialogue to another.
Aesthetic and minimalist design – The system/application/ resource’s dialogues try to provide only relevant and needed information.
Summary
This framework identifies the importance of the designer/ developer knowing in detail all the aspects of computer/ technology interaction of its users and what engages and motivates the user to learn and play . This knowledge is imperative to further develop resources and improve the teaching/learning process. Keeping the users involved throughout the whole process (from identifying the problem to the evaluation) can prove beneficial for the development process. Issues with accessibility and usability must also be identified and solved allowing for the users to interact as independently as possible in the teaching / learning environment.