deaf people education: crossing linguistic borders through e-learning introduced by maria tagarelli...
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Deaf People Education: crossing linguistic borders through e-Learning
Introduced by Maria Tagarelli De Monte
May 22nd, 2010 – Valletta, Malta
LREC 2010 Workshops Supporting eLearning with Language Resources and Semantic data
Maria Tagarelli De Monte and Giuseppe Nuccetelli
Istituto Statale per Sordi di Roma, Italy
Roadmap
Deaf people’s linguistic competences Why eLearning? The DEAL experience Issues in Deaf people e-education Conclusions
Roadmap
Deaf people’s linguistic competences Why eLearning? The DEAL experience Issues in Deaf people e-education Conclusions
Linguistic competences in prelingual Deaf people
Development of writing abilities – sinergy among Hearing Speech Writing Reading
Linguistic competences in prelingual Deaf people
Development of writing abilities – sinergy among Hearing Speech Writing Reading
Tipical problems in language production (written) Free morphology Clitic pronouns Prepositions Articles
Sign Language has proven to be an excellent support to language development
Developing Educational Methodologies Using Sign Language
Roadmap
Deaf people’s linguistic competences Why eLearning? The DEAL experience Issues in Deaf people e-education Conclusions
User Generated Content (Web 2.0)possibility for deaf people to aggregate in online
communities where to use both Video and Textual chat
Deafness and Technology: Internet
User Generated Content (Web 2.0)possibility for deaf people to aggregate in online
communities where to use both Video and Textual chat
Use of written language in informal contexts
Deafness and Technology: Internet
User Generated Content (Web 2.0)possibility for deaf people to aggregate in online
communities where to use both Video and Textual chat
Use of written language in informal contexts
+ Language acquisition (full immersion)
Deafness and Technology: Internet
e-Learning
Roadmap
Deaf people’s linguistic competences Why eLearning? The DEAL experience Issues in Deaf people e-education Conclusions
The DEAL experience: a mosaic of codes
Catalan Sign Language
Austrian Sign Language Italian
Sign Language
2006 - 2008
Each Unit contains one way supports: Introductive videos in SL explaining the unit
activities An animated reference story (subtitled) upon which
educational activities are developed Dialogue transcription giving learners the possibility
to open lexical or grammatical micro-windows in SL Exercises to improve learners lexical and
grammatical knowledge
The DEAL experience: educational unit’s structure
Introductive videos in SL explaining the unit activities
The DEAL experienceEducational Units - examples
The DEAL experienceEducational Units - examples
An animated reference story (subtitled) upon which educational activities are developed
Dialogue transcription giving learners the possibility to open lexical or grammatical micro-windows in SL
The DEAL experienceEducational Units - examples
Exercises to improve learners lexical and grammatical knowledge
The DEAL experienceEducational Units - examples
Bidirectional tools: Interactive teaching activities where the tutors work
with the students starting from their questions and their doubts in the educational system.
Videoconference possibility among peers and with tutors
Forum
Sign Language is used at several interaction levels: Interaction among peers Interaction with teachers
The DEAL experience: educational unit’s structure
The DEAL experienceEducational Units - examples
Videoconference possibility among peers and with tutors
Platform evalutation
When:June 2008
Where: Istituto Statale per Sordi di Roma (Italy) on Spanish Course
Who: 8 deaf teenagers, 1 spanish teacher, 1 interpreter (+2 researchers)
How: blended learning (teacher and interpreter in class)
The DEAL experience: evaluation results
PROS educational methodology use of videoconferencing system use of explanatory windows in SL
CONS interface
How does the platform works? Not clear Forum doesn’t give any immediate feedback on questions Sign Language windows considered too small
administration of user visual skills
Roadmap
Deaf people’s linguistic competences Why eLearning? The DEAL experience Issues in Deaf people e-education Conclusions
In deaf people code complexity is managed by the only sense of sight
Loss of multimediality(video, images, text, sound)
Visual skills administration in Deaf People education
Visual skills administration in Deaf People education
Management of Space and Time
All “learning objects” must be positioned in order to allow learner to return to the selected resource when needed
Screen Space: all visual elements should be highly visible, easy to decode, and giving good navigational cues
A proper management of screen space and time will impact the emerging relationship between learners and teachers and the construction of the learning environment
Great use of video and visual communication tools, makes data transmission quality one of the main issues of e-learning platforms for the deaf.
Real-time online video communication such as video-chat for sign language or lip movement are strongly affected by the efficiency of data transmission, as this should be as close as possible to real people movements.
The importance of an efficient data transmission
Roadmap
Deaf people’s linguistic competences Why eLearning? The DEAL experience Issues in Deaf people e-education Conclusions
Designing efficient eLearning environments for the Deaf
Defining the role of sign language in the variety of possible codes
Regulating Interaction Space and Time
Thank you for your attention!!
[email protected] Statale per Sordi di Roma
Rome – Italy
www.istitutosordiroma.itwww.deal-leonardo.eu
www.toi.deal-leonardo.euwww.istc.cnr.it/visel