Advertisement

International Conference on Computers for Handicapped Persons

ICCHP 2014: Computers Helping People with Special Needs pp 342-349 | Cite as

The Use of Assistive Technologies as Learning Technologies to Facilitate Flexible Learning in Higher Education

  • Michael Goldrick
  • Tanja Stevns
  • Lars Ballieu Christensen
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8548)

Abstract

This paper presents the argument that some assistive technologies have in recent times become more widely used in education to support all students. Building on research gathered as part of a European funded project, the authors present findings that indicate that students are becoming more aware and sensitive to their own learning preferences and their own styles. More importantly however, the paper suggests that through the evolution of technology, students can now choose how to study, where to study and when to study. Underpinning this change, the paper explores how some assistive technologies have evolved into learning technologies by taking into consideration three factors: European social policy, universal design theory and learning preference theories.

Keywords

Flexible Learning Assistive Technology Learning Technology Higher Education RoboBraille European Social Policy Universal Design Theory and Learning Preference Theories 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
  2. 2.
    Cook, A.M., Polgar: Cook and Hussey’s Assistive Technologies: Principles and Practice. Mosby Elsevier, St. Louis Missouri (2008)Google Scholar
  3. 3.
    Goldrick, M.: Effective Learning Support in Higher Education: My living theory of student-centred learning support in National College of Ireland. Ph.D. Thesis, Dublin City University, Dublin (2010)Google Scholar
  4. 4.
    Christensen, L.B.: RoboBraille – Automated Braille Translation by Means of an E-Mail Robot. In: Miesenberger, K., Klaus, J., Zagler, W.L., Karshmer, A.I. (eds.) ICCHP 2006. LNCS, vol. 4061, pp. 1102–1109. Springer, Heidelberg (2006)CrossRefGoogle Scholar
  5. 5.
    Christensen, L.B., Keegan, S.J., Stevns, T.: SCRIBE: A Model for Implementing Robobraille in a Higher Education Institution. In: Miesenberger, K., Karshmer, A., Penaz, P., Zagler, W. (eds.) ICCHP 2012, Part I. LNCS, vol. 7382, pp. 77–83. Springer, Heidelberg (2012)CrossRefGoogle Scholar
  6. 6.
    Christensen, L.B.: RoboBraille – Braille Unlimited. The Educator XXI(2), 32–37 (2009); ICEVI 2009Google Scholar
  7. 7.
    Illeris, K.: Towards a Contemporary and Comprehensive Theory of Learning. International Journal of Lifelong Education 22(4), 411–421 (2003)CrossRefGoogle Scholar
  8. 8.
    Illeris, K.: Transfer of learning in the learning society: How can the barriers between different learning spaces be surmounted, and how can the gap between learning inside and outside schools be bridged? International Journal of Lifelong Education 28(2), 137–148 (2009)CrossRefGoogle Scholar
  9. 9.
    Shim, S.H.A.: A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education 24(3) (2007)Google Scholar
  10. 10.
    Eurydice Key competencies: A developing concept in general compulsory education. Eurydice/European Commission, Brussels (2002)Google Scholar
  11. 11.
    DeSeCo: Definition and Selection of Key Competencies: Executive Summary (June 30, 2005), Web document: http://www.portal-stat.admin.ch/deseco/news.htm
  12. 12.
    Zitter, I., Hoeve, A.: Hybrid Learning Environments: Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions, OECD Education Working Papers, No. 81. OECD Publishing (2012), http://dx.doi.org/10.1787/5k97785xwdvf-en
  13. 13.
    Hoskins, B., Fredriksson, U.: Learning to learn: What is it and can it be measured? European Commission, Joint Research Centre, Institute for the Protection and Security of the CitizenCentre for Research on Lifelong Learning (CRELL), Italy (2008)Google Scholar
  14. 14.
    OECD: The new economy beyond the hype. The OCED growth project. Organisation for economic Co-operation and development, Paris (2001)Google Scholar
  15. 15.
    OECD: Inspired by Technology, Driven by Pedagogy: A systemic approach to technology-based school innovations. OECD, Paris (2010)Google Scholar
  16. 16.
    Mace, R.L., Hardie, G.L., Place, J.P.: Accessible environments: Towards Universal Design. In: Presier, W.E., Vischer, J.C., White, E.T. (eds.) Innovation by Design. Van Nostrand Reinhold, New York (1991)Google Scholar
  17. 17.
    Pliner, S., Johnson, J.: Historical, theoretical, and foundational principles of universal design in higher education. Equity of Excellence in Education 37, 105–113 (2004)CrossRefGoogle Scholar
  18. 18.
    Scott, S., McGuire, J., Shaw, S.: Universal design for instruction: A new paradigm for adult instruction in postsecondary education. Remedial and Special Education 24(6), 369–379 (2003)CrossRefGoogle Scholar
  19. 19.
    Thirunarayanan, O., Pérez-Prado, A.: Integrating technology in higher education. University Press of America (2005)Google Scholar
  20. 20.
    Fleming, N.D.: Teaching and Learning Styles: VARK Strategies. Honolulu Community College (2001)Google Scholar
  21. 21.
    Kolb, A., Kolb, D.: Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Acad. Manag. Learn. Edu. 4(2), 193–212 (2005)CrossRefGoogle Scholar
  22. 22.
    Kolb, D.: Experiential learning: Experience as the source of learning and development. Prentice-Hall, Englewood Cliffs (1984)Google Scholar
  23. 23.
    Entwistle, N.: Styles of learning and teaching. John Wiley, New York (1981)zbMATHGoogle Scholar
  24. 24.
    Bull, S.: Supporting Learning with Open Learner Models. In: 4th Hellenic Conference with International Participation: Information and Communication Technologies in Education, Athens (2004)Google Scholar
  25. 25.
    Felder, R.M., Spurlin, J.E.: A validation study of the Index of Learning Styles. Applications, Reliability, and Validity of the Index of Learning Styles. Intl. Journal of Engineering Education 21(1), 103–112 (2005)Google Scholar
  26. 26.
    Robotham, D.: The application of learning style theory in higher education (1999), http://www2.glos.ac.uk/gdn/discuss/kolb2.htm
  27. 27.
    Dunn, R.S., Griggs, S.A.: Practical approaches to using learning styles in higher education. Greenwood Publishing Group, Westport (2000)Google Scholar
  28. 28.
    Hersh, M.: Classification of ICT-based learning technologies for disabled people: Outcomes of Enable Network Project. In: Encarnação, P., Azevedo, L., Gelderblom, G.J. (eds.) Assistive Technology: From Research to Practice: AAATE 2013. IOS Press (2013)Google Scholar
  29. 29.

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Michael Goldrick
    • 1
  • Tanja Stevns
    • 2
  • Lars Ballieu Christensen
    • 2
  1. 1.National College of IrelandDublinIreland
  2. 2.Synscenter Refsnæs and Sensus ApSHillerødDenmark

Personalised recommendations