Adapted design of multimedia-facilitated language learning program for children with autism

Lau, Fai-Kim; Yuen, Andrea; Lian, John M-G.

doi:10.1590/s1413-85572007000300002

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…As children with ASD may face barriers in understanding information and decoding language, the recommended ways to design the interface are: the use of simple, visual and textual language; the avoidance of jargon, spelling errors, metaphors and acronyms; the use of terms, expressions, names and symbols familiar to the users' context [11]; the avoidance of writing long paragraphs; the use of mark-ups that facilitate the reading flow such as lists and heading titles and icons. The use of images and menu label's actions compatible with the real world, representing concrete actions and everyday life activities in order to be easily recognized [12], [13]. All activities were conceived within a minimalism thought, with few items on the screen, clear interface with contrasting colours, without distracters or background images, making use of large buttons and icons.…”

Section: Design Lema's Interface and Learning Activitiesmentioning

confidence: 99%

Lema as a Digital Object Manipulation Learning Environment

Breda¹,

Santos²

2017

EDULEARN Proceedings

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The Learning Environment on Mathematics for Autistic Children (LEMA) is a digital mathematical learning environment with modalities of dynamic adaptations of the proposed activities having in consideration the user's profile. Training Sessions with special teachers highlighted the need to add new technologies to LEMA. Following this line of thought it would be of great educational value the incorporation of a tabletop technology in LEMA. Among several major tabletop hardware, we have opted by the use of Kinects with a multi-touch tabletop system which can detect all the movements of the user making the human body as a remote control to assist the human computer interaction allowing the manipulation of simple objects connected with the scope of the embodied learning activities. In this paper, we will explain the several phases to the integration of this new technology in LEMA, giving special emphasis to the pedagogical framework underlying the adaptations of the incorporated math activities.

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Section: Design Lema's Interface and Learning Activitiesmentioning

confidence: 99%

Lema as a Digital Object Manipulation Learning Environment

Breda¹,

Santos²

2017

EDULEARN Proceedings

View full text Add to dashboard Cite

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Design approach of mathematics learning activities in a digital environment for children with autism spectrum disorders

Santos

Breda

Almeida

2017

Education Tech Research Dev

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Vital interests: cultivating global competence in the international studies classroom

Johnson

Boyer

Brown

2011

Globalisation, Societies and Education

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Are students being prepared for the challenges they will face in a globalising world? We investigated whether middle school students were interested in global issues, had knowledge of global issues and possessed the skills needed for competence as a citizen in a globalising world in the context of participating in a five-week, web-based international negotiation simulation conducted by the GlobalEd Project. A repeated measures ANOVA on a pre-and post-test scores and a chi square analysis on qualitative data indicated significant pre-to postincreases in knowledge and skills from this educational programme. Potential implications of these findings with regard to global education are discussed. Globalisation is everywhere, or so we are told. We hear about it on the television news. We read about it in newspapers and on the web. And, we experience it in our everyday lives. Global events have changed the ways each us of interact with others and our surroundings. Email, texting, social-networking, Internet video connections and other forms of communication allow us to communicate with individuals around the globe daily, in ways and at speeds that did not exist a generation ago. Implicitly, then, these globalising developments raise the question of whether members of society (and particularly American youth) are becoming more attuned to global issues and events than previous generations and whether they possess the interest and skills necessary to work effectively in this evolving, globalising world. Put simply, the development of interest in and skills relevant to global affairs is redefining what we might consider 'vital interests' for the current generation of students coming of age, and there has been evidence presented suggesting that American students are significantly behind students from other countries with regard to their perceptions of global awareness and global citizenship (Boyer et al. 2004(Boyer et al. , 2005 Brown 2007a, 2007b; NivSolomon et al. 2009;Yukhymenko and Brown 2009).Along these lines, Koehn and Rosenau (2002) discuss the degree to which individuals develop 'transnational competence' as they try to cope with the sociopolitical transformations of our time. They point to the new challenges created at individual and collective levels as people confront growing interdependence. These

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Adapted design of multimedia-facilitated language learning program for children with autism

Cited by 3 publications

References 15 publications

Lema as a Digital Object Manipulation Learning Environment

Lema as a Digital Object Manipulation Learning Environment

Design approach of mathematics learning activities in a digital environment for children with autism spectrum disorders

Vital interests: cultivating global competence in the international studies classroom

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