Deaf People Education: crossing linguistic borders through e-Learning

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					LREC 2010 Workshops
Supporting eLearning with Language Resources and
Semantic data




  Deaf People Education:
  crossing linguistic borders through
  e-Learning
  Maria Tagarelli De Monte and Giuseppe Nuccetelli
  Istituto Statale per Sordi di Roma, Italy




                          Introduced by Maria Tagarelli De Monte

                                     May 22nd, 2010 – Valletta, Malta
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
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
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)


                  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




                       Spanish
Austrian
Sign
Language
                                           Italian
                                           Sign
              German
                                           Language


                                 Italian



2006 - 2008
The DEAL experience: educational
unit’s structure

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 Units - examples
   Introductive videos in SL explaining the unit activities
       The DEAL experience
       Educational Units - examples
An animated reference story (subtitled) upon which
educational activities are developed
        The DEAL experience
        Educational Units - examples
Dialogue transcription giving learners the possibility to open
   lexical or grammatical micro-windows in SL
       The DEAL experience
       Educational Units - examples
   Exercises to improve learners lexical
    and grammatical knowledge
The DEAL experience: educational
unit’s structure

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 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
Visual skills administration in
   Deaf People education

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
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
The importance of an efficient data
   transmission

   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.
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!!


mariatdemonte@istitutosordiroma.it
 Istituto Statale per Sordi di Roma
            Rome – Italy

        www.istitutosordiroma.it
         www.deal-leonardo.eu
        www.toi.deal-leonardo.eu
         www.istc.cnr.it/visel

				
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