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Assistive Technology as a Complement to the Learning Style of Post-Secondary Students with ADHD: Recommendations for Design March 31, 2012 Ontario College of Art and Design University, Super Ordinary Lab in collaboration with Stephanie Pete Design Authors: OCAD U: Nell Chity, John Raymond Harvey, Shahid Quadri, and Prof. Suzanne Stein SPD: Stephanie Pete
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TABLE OF CONTENTS Introduction .......................................................................................................................... 3 Opportunities Summary ...................................................................................................... 5 Research Summary ............................................................................................................. 8 Literature review and Expert Interviews .............................................................................................8
ADHD Overview ................................................................................................................. 25 ADHD Synthesis Frame Summary...................................................................................................25
Process and Knowledge Models ...................................................................................... 30 The Learning Experience .................................................................................................................30 The Knowledge Cycle ......................................................................................................................33 The Assignment & Knowledge Cycles: ............................................................................................34 The Knowledge Cycle (Groups): ......................................................................................................36 Summary .........................................................................................................................................37
Opportunities for Innovation in Software Development ................................................. 38 Working Memory .............................................................................................................................38 Self-Regulation ................................................................................................................................40 Time Blindness ................................................................................................................................45
Summary Software List ..................................................................................................... 48 Archiving Software...........................................................................................................................48 Bibliography Software ......................................................................................................................49 Collage & Image Focused Applications ...........................................................................................50 Data Visualization ............................................................................................................................50 Project Management Software .........................................................................................................51 Mind Mapping: .................................................................................................................................54 Composition/Thought Organization Software: ..................................................................................57 Schedule and Time Tracking Applications: ......................................................................................58 Note Taking & Note Sharing Applications ........................................................................................60 Text to Speech & Audio Book Software ...........................................................................................61 Print to Digital ..................................................................................................................................63
Conclusion ......................................................................................................................... 65 Team Members................................................................................................................... 67 Appendices ........................................................................................................................ 70 Appendix A: Expert Interview Summaries ........................................................................................71 Appendix B: Participant interview summaries ..................................................................................74 Appendix C: Overall Strategies ........................................................................................................78 Appendix D: Individual Matrices – detailed .....................................................................................79 Appendix E: Group Matrices: Needs, Strategies, Tools (sample): Research Stage .........................87 Appendix F: Bibliography .................................................................................................................89
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INTRODUCTION The Thinking Differently project set out to identify the Assistive Technology (AT) opportunities for post-secondary education for learners with Attention Deficit Hyperactive Disorder (ADHD). The interest in post-secondary education was three-fold: 1. Many supports and guidance previously delivered in the learning journey (k-12) disappear (and many persons with ADHD do not graduate) 2. Group collaboration is increasingly important, and understudied 3. Group collaboration skills leaned in higher education are critical for an increasingly collaborative, connected, knowledge-based workforce and economy. Instead of merely looking at design requirements from a static snapshot of the learning difference, we modeled the process from an individual and group perspective to understand how and where AT’s could be deployed over time.
OUR MAIN QUESTION WAS: How might AT benefit learners with ADHD in post-secondary education?
In addition to this, we asked: What supports does team or collaborative work require?
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Our goal was to identify gaps in AT for software creation. This required an understanding of the characteristics of the learning styles of ADHD, how these are or might be supported, and to identify areas for AT growth. We were also interested in reviewing strategies and tools that are not technologically mediated in order to understand how learners and instructors alike might deploy these where AT is not developed or does not present the best solution in particular contexts. In order to accomplish the above, we conducted a literature review on ADHD, interviewed experts, interviewed learners with ADHD, and conducted observations in classrooms. We have distilled our findings into a synthesis matrix on ADHD characteristics, strategies and opportunities. In addition, we also created three process models: Knowledge Management, the Assignment Cycle and the Collaborative process, so that these findings may have context as to when and how they may manifest during the learning journey. This project was made possible by the Federal Development grant (Fed Dev ) that fosters knowledge exchange between industry and universities. Our primary benefactor is SPD, an AT developer in the education market. We also expect that LD consultants, advisors and mentors, as well as software developers and IT departments will find this research of use. Learners with ADHD should also find a number of resources identified in this report.
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OPPORTUNITIES SUMMARY Thinking Differently conducted an extensive review of the software landscape as it relates to the adult ADHD learning environment. This landscape was informed by the literature review, expert interviews, participant interviews and observations in classrooms. The long list is provided in this document. In keeping with the adult ADHD learning experience described in the literature, we sorted software types according to whether their functionality supported 'working memory', 'self-regulation' or 'time blindness'. For example, it has been found that 'externalizing thoughts' compensates for poor working memory, so we assigned software that replicates note-taking under 'working memory'. Similarly, 'externalizing motivation' has been determined as a solution for impulsivity, so we assigned task management and productivity software under 'self-regulation'. Lastly, keeping clocks or timers within the field of view has been offered as a solution for 'time blindness', so we assigned online and mobile calendars and stopwatches under this category. Ultimately, we found an oversupply of mind mapping and task management software, a scarcity of time management and external motivation applications, and a scarcity of mood tracking software (a nascent industry). We also found what could be described as an emergent supply of applications intended for collaboration and built with Learning Tools Interoperability™ (LTI), meaning that they are adapted to the application programming interface (API) of a Learning Management System (LMS). These applications can be sorted by the
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following features: reading comprehension (Seek & Capture support), homework sharing and presentation (Reflect & Connect support), and group project planning and management (Organize stage support). We found that institutional services play the primary role in support for student motivation and organization while fulfilling curricular demands. There is no software analogous to this type of support beyond the LMS and associated third party applications. LMS suppliers vary in their degree of openness to third party applications. However, if open, full API protocol and extension documentation is provided to application developers. Another observation was that the LMS domain brings an added advantage of intrinsic marketing features, such as authorized application directories (e.g. https://lti-examples.heroku.com/index.html) and bloggers (e.g. http://www.insidehighered.com/news/focus/technology). Thinking Differently hypothesizes that leveraging the features of stronger software categories will strengthen weaker software categories, especially when these features can be correlated with adult ADHD needs. We also hypothesize that LTI will become a requirement for any application directed toward enhancing or assisting the postsecondary educational experience. Various opportunities for software application development are described below. The chart on the next page identifies the major categories of opportunity. They are categorized by ADHD characteristics that may benefit from AT support, as well as a ranking of opportunity. A High Opportunity area is one that has few options in AT addressing it, a Medium Opportunity is one where there are existent AT that may be leveraged to support ADHD characteristics, but that improvements to the category are required for effectiveness. A Low Opportunity is one where there is a saturation of available ATs that may provide ample support if used by individuals and groups in the learning process – the existing ATs would have to be integrated more fully into Learning Management Systems for effect. The major opportunity in this case is the rethinking of what a learning system may include.
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RESEARCH SUMMARY LITERATURE REVIEW AND EXPERT INTERVIEWS BACKGROUND Thinking Differently is a project based on an investigation of the effectiveness of the Assistive Technology (AT) currently available to post-secondary students who are designated ADHD. By ‘ADHD’, we refer to ‘Attention Deficit and Hyperactivity Disorder’, as defined by the current Diagnostic and Statistical Manual of Mental Disorders. Therein, ADHD is described as a disorder characterized by a significant difficulty with inattention or hyperactivity/impulsivity or with a combination of inattention and hyperactivity/impulsivity. For the difficulty to be significant it must be persistent, maladaptive and inconsistent with developmental level (DSM-IV-TR, 2004). It is widely anticipated that the pending DSM-5 will no longer describe ADHD as an inattention disorder but as a chronic executive dysfunction. This new designation reflects recent findings from research involving both children and adults, findings that provide a more nuanced understanding of working memory, self-regulation and ‘time blindness’, as observed by researchers and as experienced by those with ADHD. The new designation should help prevent confusion with commonly occurring divided attention, and with other disorders that also exhibit inattention symptoms (Barkley, 2008).
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ADHD has a negative impact on social, behavioural, academic and occupational functioning. With regard to academic functioning, the necessity of accommodation has led to recommendations that include but are not limited to: o
reduced cognitive load
o
modified instruction
o
emphasis on direct instruction of specific tasks
o
a chunk, pause & iterative style of instruction
o
use of teaching strategies such as mnemonics and real-life examples
o
use of organizers, visual representation and manipulatives
use of peer tutoring Via the Individualized Educational Program (IEP), government has provided a means by which additional resources are made available throughout the entire educational life of the holder (e.g. designated Learning Disabled). However, despite the IEP’s presence in many jurisdictions for over a decade (instituted in Ontario in 2000), graduation rates for ADHD-designated students at the post-secondary level continue to be approximately half that of non-disabled students (Connor 2012).
ADULT ADHD AS A LEARNING DIFFERENCE While research to enhance learning of ADHD-designated students at the secondary level is plentiful, and continues to stress a multidisciplinary approach with collaboration between teachers and peers, the relatively scant research of ADHD post-secondary students has limited itself to studying the use of existing Assistive Technology (AT) by individuals working in isolation (Hecker 2002, Roberts 2005, Sharpe 2005, Klemes 2006, Coppin 2009, Stewart 2010, Fichten 2012). What’s more, none of that research is able to demonstrate improved comprehension as a result of exposure to these technologies. This gap in research approach and findings may reflect the divide between the worlds of secondary and post-secondary education, the first being sheltered, guided and relatively amenable to experiment, the second being exposed, independent and more resistant to interference (Flavin 2012, Connor 2012).
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From the perspective of the Thinking Differently team, this gap represents an opportunity for ‘bridging’ research that broaches the divide between secondary and post-secondary education. We feel that a thorough review of recent studies of the use of AT by adults with ADHD, the views of stakeholders, and current strategies in pedagogy, we can provide a framework for designing new AT that fills the gap and suits today’s post-secondary, ADHD-designated student. Such research is more easily undertaken once ADHD is addressed not as a disability but as a learning difference (Alban-Metcalfe 2002). This difference is now characterized as a deficit in performance rather than skill, in action rather than knowledge and in inhibition rather than exploration (Barkley 2008). Once the ADHD student is seen not as someone who cannot meet the requirements of a ‘normal’ curriculum, but as someone who may not be able act on what they know from that curriculum, in that learning context, her learning difference is validated, and an avenue for the development of technology that complements that style is opened.
UNIVERSAL DESIGN FOR LEARNING (UDL) AND THE ADHD DESIGNATION Studies of inclusive strategies for adult students designated ‘learning disabled’ refer to the central tenets of UDL: o
Multiple Means for Representation;
o
Multiple Means of Expression;
Multiple Means of Engagement. (Orr & Hammig 2009) In addition, UDL proposes use of “instructional strategies and products that are usable by all students whenever possible, without the need for specialized adaptations” (Fichten et al. 2012, p. 331) While various strategies have been associated with increased comprehension in both the short and the longer term, UDL emphasis is on flexibility of approach rather than on adherence to a particular strategy that may or may not be appropriate across subject areas (Orr & Hammig 2009). An example of this flexibility would be the inclusion of social media. A social media approach to the academic learning environment has been investigated as a viable platform for both adult learning and creative teaching strategies (Mor & Craft 2012). Another example would be the inclusion of ‘disruptive technologies’— commonly available, popular brands of search engines and social
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media—as legitimate vehicles for delivery of academic content (Flavin 2012). With regard to ‘disruptive technologies’ for secondary students, freely available means of information access (e.g. Google) and assignment presentation (e.g. Prezi) are now acceptable within the Blended Learning strategy, whereby the teacher mediates access to information and guides presentation. A comparable, alternative strategy to traditional secondary education is the Flipped Classroom, whereby recorded lectures become required homework, and the traditional homework assignments—usually completed at home after school—replace the lecture, being completed in a time-constrained manner in the classroom and in the presence of an expert (the teacher). The Flipped Classroom ensures greater comprehension and completion of assignments and prepares all students for future test environments (Harvey, personal communication). Thinking Differently is interested in the current movement toward increased classroom interaction, collaboration and group learning. While providing a social context for idea generation and revision, group dynamics have the potential to provide built-in solutions to the various problems associated with the ADHD learning difference, namely working memory, self-regulation and time blindness. Small groups and teams can bring inherent safeguards against distraction because of the natural re-focusing that can occur during functional collaboration. Social media use among students can be interpreted as an instance of this movement toward collaboration: there is growing acceptance of the sharing of resources and information across these channels in secondary education, requiring a re-evaluation of the notion of ‘fairness’ on the part of educators (Harvey, personal communication). While current changes in the learning landscape were never designed to benefit LD-designated students, they may have in fact benefitted them. However, despite efforts toward the ‘controlled release’ of secondary students into the world of post-secondary education, selfreliance remains a debatable trait of the ADHD learning difference: according to many, the key element to success—required across all modalities and subject areas—remains the need to stay on task (Harvey, Kawasaki, Timms and Caufield personal communication).
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ASSISTIVE TECHNOLOGY (AT) AND THE ADULT ADHD LEARNING DIFFERENCE Sharpe et al. (2005) studied the persistence of accommodations among thirty two American students with LD designations, as they transitioned from the secondary to the post-secondary level. Continued use of a particular accommodation was interpreted as a measure of its usefulness to the student. The most frequently cited accommodations were, in order of frequency: ‘extra time’, ‘quiet environment’, ‘communication with instructor’ and ‘tutor/assistant’. The study also found that 84% of respondents were self-taught or relied on family members for assistance with regard to AT. When viewed against statistics associated with adult ADHD success rates, these findings suggest that these accommodations fail to address a basic trait of the ADHD learning difference. Sharpe’s findings reflect the language associated with the Individualized Education Programs (IEPs) that accompany students with designations throughout their educational lives. IEPs list ‘extra time’ and ‘quiet location’ as the primary accommodations for an ADHD designation. While these factors represent established and successful strategies for many students (Kawasaki and Caufield, personal communication), ambiguity in the language continues to foster inappropriate methods that breed problems for both educators and students, methods that fail to address current understanding of the ADHD learning difference and that perpetuate a stereotype of the ADHD student as unruly and unable to work in teams. For example, a quiet location is usually interpreted as an isolated location, where time blindness and a lack of self-regulation have ample opportunity to proceed unchecked and to interfere with the completion of assignments at the secondary level (Harvey, personal communication). In a broader study (2012), Fichten et al. investigated the AT needs of Canadian post-secondary LD-designated students across the country, with 603 of those students bearing an LD/ADD/ADHD designation. 77% of these students used software that improves writing quality, 33% used software that reads what is on screen, 21% used scanning and Optical Recognition software, and 20% used dictation software. The most frequently associated problems were found to be the availability of (free) software and hardware through the institution, training and technical support.
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These problems are a natural outcome of the disuse of adaptive software at the secondary level, when neither students nor teachers receive training on ‘fully loaded’ government-issued SEA Acclaim computers, and when the stigma attached to the use of assistive technology still presents an obstacle. Thankfully these problems are in rapid decline, in part because of the UDL principles noted above and in part because of the growing ubiquity of laptops, personal devices and freely available assistive software in the classroom (Harvey, Caufield, personal communication). Similar to the learning style of a typical secondary student, the adult ADHD learning style makes regular use of more than one type of assistive technology, prefers multimodal content delivery, and benefits greatly from regular contact with tutors and service providers (Fichten et al. 2009, Fichten et al. 2012, Orr & Hammig 2009, Sharpe et al. 2005, Stewart et al. 2010). In fact, studies of singular use of specialized software by post-secondary ADHD-designated students consistently fail to demonstrate increased comprehension as a result of familiarity with the particular product (Hecker 2002, Klemes 2006, Roberts 2005, Sharpe 2005, Stewart 2010). On the other hand, a three-year intervention study monitoring independent study strategies that coupled AT with regular tutoring did observe increases in GPA (Allsop, 2005). While higher education students generally prefer freely available, widely recognized brand technologies to complete assignments and to conduct research (Flavin 2012), specialized adaptive support software remains a very strong part of the post-secondary ADHD learning experience (Fichten 2012). However, designated students will rate technology as unhelpful when it is not supported for home use (Sharpe 2005, Fichten 2009, Fichten 2012). These studies suggest that the interplay between technical support, individualized study plans and direct instruction needs improvement and refining. They also suggest that the administration of content without interaction, regardless of the medium of delivery, highlights a characteristic disadvantage for the ADHD-designated student: the need to re-focus (Harvey, personal communication). Adequate accommodation of the adult ADHD learning experience should reflect a multi-use approach to technology, whereby multiple means of investigation are made available and various means of presentation are acceptable (Parker 2009, Mor 2012, Sharpe 2005, Orr 2009). However, delivering multiple representations of content
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simultaneously remains contentious (Orr 2009). The market for AT in post-secondary education is burgeoning: multiple affordable products addressing a range of LDs are readily available (Timms, personal communication) and adaptive learning software is gaining an everstronger foothold in the evaluation of post-secondary performance (Education Growth Advisors or EGA, 2013). Table 1 presents an overview of the assistive technology currently in use as well as t he requirements for that technology to suit adult AHDH learning differences.
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Learning Styles and Tools Learning Style Tools
Identified Need
Current Assistive Technology
1. Reading tools
Requires simultaneous presentation of content through both auditory and visual channels, with controllable stop/start, speech rate, voice quality and playback. Syncing visual cues/text highlighting to speech rate is essential. Bookmarking, live definitions and notetaking are preferred options.
Dragon Naturally Speaking™/Nuance® Kurzweil 3000™/Kurzweil Education Systems® NaturalReader™/NaturalSoft Ltd. Read&Write Gold™/Texthelp Ltd. Voice Dream Reader/ Voice Dream LLC WYNN™/Freedom Scientific Inc.
2. Note-taking tools: a) Physical notes b) Recording
Technology must allow note-taker to have presence of mind without becoming distracted by the act of notetaking. Recording assumes familiarity with recording etiquette and professor approval. MS OneNote™ requires the mic to face the speaker: a separate USB desktop mic is generally used alongside this software. Audio recorders produce files that are difficult to navigate and manage: index or bookmark features are essential. Option to organize audio into folders is preferred. Recorders that do not require cables or special software are recommended. Mini video recorders may require lighting and accessories and generally come with a 2-hour time limit, necessitating download before the next recording session.
EverNote®/Evernote Corp. Livescribe™/Anoto® MS OneNote™/Microsoft Corp. Penultimate™/Evernote Corp. ShowMe/Learnbat, Inc.
Olympus WS-700M™ Series Olympus DM™ Series
Kodak Playsport Zx5™
3. Writing tools
Requires voice input (speech-to-text). Software set-up generally required to create familiarity with speaker’s voice, dialect and rhythm of speech. Strong dialects have been problematic.
Dragon Naturally Speaking™/Nuance® Read&Write Gold™/Texthelp Ltd. WYNN™/Freedom Scientific Inc.
4. Organizational tools
Mind mapping software predominates: provides space for thought expression while guiding the thought process and multiple options for visual hierarchy of ideas. Includes options for the visual
Inspiration™/Inspiration Software Ltd. Popplet™/Notion, Inc. Pinterest™/Pinterest, Inc. Wordle™/Jonathan Feinberg
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5. Time management tools: a) Scheduler b) Interval timer c) Countdown timer
creation, organization and presentation of information, opportunities for collaboration and networking, as well as flexible and responsive editing.
SMART Board™/ Microsoft Corp. (in class) ShowMe/Learnbat, Inc.
Considered a substitute for the buddy system. Requires coordination with support staff or teachers and adaptation to tools already in use by the student
No current technology addresses all types of time management at once. Software listed below addresses single aspects of time management. MS Online Calendar + Gmail Apple iCal + iPhone Windows 8 ‘Buddy’ Apple ‘Siri’ Numerous countdown/stopwatch Apps
Table 1. Tools for the Adult ADHD Learning Style, their associated needs, and the assistive technology currently meeting those needs.
Points of Performance and Transitions Self-motivation has been negatively associated with the adult ADHD learning experience, especially under conditions of little reward or absence of a visible goal (Alban-Metcalfe 2002). Lack of motivation has also been associated with decreased software use (Roberts et al. 2005) and ‘ineffective’ or ‘surface’ learning, such that integration for reasoning cannot be reached (Alban-Metcalfe 2002). Prevailing expertise indicates that motivation is a concern when it is internal rather than external. For example, homework is not completed because it demands internal self-motivation, but video gameplay can proceed indefinitely because it provides an external continuous reinforcement schedule (Barkley 2008). It is at crucial moments when internal motivation usually prompts action on acquired knowledge that the ADHD learning style needs an externalized substitute (Harvey, Kawasaki, Caufield, personal communication). At this stage, it is worth examining ‘point of performance’ as it relates to the adult ADHD learning experience. Here, point of performance represents a context-dependent opportunity for the learner to act on her acquired knowledge, at the moment when output is most suitable. While the post-secondary designated student will likely have developed coping strategies, these strategies may not address all deficits in performance (e.g., time blindness may still interfere with
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answering a timed test). A cue or reminder to perform at that point could be the most effective means of ensuring performance. Currently, preparation for deadlines and test-taking is seen as the most challenging part of the transition from a secondary to a postsecondary learning environment (Caufield, personal communication, Connor 2012). In fact, post-secondary LD-support networks include ‘coaching services’ in the form of reminder phone calls. If preparation for a timed test were seen as a series of points of performance, then an adaptive ‘external motivator’—in the form of software modeled after a buddy or coach—would be a logical solution to this challenge (Timms, personal communication). For example, personal device reminders to book a spot in a campus testing centre, to review a particular set of notes and even to move onto the next question, would collectively ‘coach’ the learner through this difficult experience. Another way to frame prompting is as an alignment of the student’s pattern of discovery with pre-determined requirements (e.g., delivery steps toward a deadline). In fact, new adaptive learning products provide performance measures based on such alignment (EGA 2013). By re-focusing the student, automated prompts could resolve many of the ongoing problems associated with a weak working memory, replacing the conscientious desk-tapping teacher (Harvey, personal communication). From a design perspective, such motivation could take the form of a customizable, cross-platform App: an application synced across devices, recognizing screen activity, connecting with existing notification and communication systems, that can be prescheduled in advance, providing multiple timing and countdown settings as well as visual cues and audio feedback. This prompt or cueing application would address distractibility while allowing for collaboration, multi-modal content delivery, and multiple means of presentation. It would also fulfill requirements for the mild, ongoing intervention that is now being advocated as the ideal preventative measure against problems associated with ADHD persistence into adulthood (Barkley 2008). Table 2 presents Transition Points and Points of Performance alongside potential openings for a software equivalent of the buddy system. Modeling our approach after Parker et al. (2009)—in their study of AT service delivery to college students with ADHD—as well as EGA’s Learning to Adapt whitepaper (2013), we imagine a persona representing an ADHD-designated learner on an SIS-enabled campus. Imagining this persona as she pursues her studies and endeavours to complete assignments, we can
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discover openings for accommodation software like the proposed buddy system.
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Transition Points: Strategies and Technology Opportunities Transition Points/ Points of Performance
Current Strategies
Openings for Technology
1. Secondary to Postsecondary
Secondary-level pre-arranged coordination (eg. between counselor, SERT* and regular teacher) is absent at the postsecondary level. Post-secondary support network must be established by the self-advocating student following orientation
Upon acceptance, a free, endorsed, cross-platform ‘Notification’ or ‘Prompting’ App is offered by the institution via email or social media. The App then provides appropriate contact information, offers to set appointments, provide directions and reminders. Full demonstration of the App takes place on site at support services. Implementation of the App’s full curriculum-awareness capability is offered by support services.
2. First Group Project
Teams are expected to resolve conflict and to arrive at compromise with minimal mediation. Grading of group work may or may not include selfevaluation.
A ‘Prompting’ App could address group dynamics by offering standard questions in lieu of a mediator. (e.g., idea ownership and evolution, self-advocacy, negotiation). Reminders to maintain one’s role and to stay on task. Checklist countdown leading up to the end of the group session.
3. First Post-secondary Exam or Term Paper
Student must make herself aware of and seek out appropriate services such as dedicated testing centres or assistive technology, well in advance of deadlines. Support services may include reminder calling.
A curriculum-aware ‘Prompting’ App would anticipate an exam, offer to reserve a spot in the testing centre before the booking deadline, remind the student of the time and location on the day of the exam, and serve as a stopwatch during the exam. The App would know the exact time to spend per question (whether multiple choice, short answer or essay) and provide optional countdowns. Exam invigilator lock and un-lock access likely required. A ‘Prompting’ App would monitor time spent on a specific site, blog post or pdf, and the amount of time elapsed since the last keystroke.
Student must monitor her own use of internet and electronic resources and manage time effectively during term paper writing.
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Options to customize recommended.
4. Post-secondary to the Workplace
Career counselor advises on relevant workplace issues, to help prevent circumstances detrimental to performance (eg. noisy environment without physical engagement).
A workplace-aware, PD-based ‘Prompting’ App, could be integrated with workplace resources and events, and synchronized with the company’s primary means of scheduling.
Table 2. Transition Points and Points of Performance for the Adult ADHD Learner, with associated Openings for Technology. * Special Education Resource Teacher
DESIGN RECOMMENDATIONS BASED ON LITERATURE, INTERVIEWS AND OBSERVATION Audio Feedback Audio feedback is repeatedly associated with the post-secondary ADHD learner, either as intentional distraction (Coppin 2009), text-tospeech technology (Hecker 2002), speech-to-text and recording technology (Roberts 2005), or as audio books and playback of lectures (Orr 2009, Sharpe 2005). Subjects cite increased ability to focus with white noise (Coppin 2009), ease of re-listening versus re-reading for comprehension (Klemes 2006), and decreased study time (Hecker 2002) as benefits. These associations are likely due to the self-speech deficit associated with the ADHD learning style, meaning a weak verbal memory that relies on predominantly visual strategies. Such strategies are highly inefficient: remembering is easily fatigued and frustrating (Schweitzer 2011). With regard to white noise as intentional distraction, it is thought that increased dopamine levels in the brain due to sound stimulation contribute to increased attentiveness in the ADHD learner (Barkley 2008, Coppin 2009). Dual channel input, meaning simultaneous visual and aural presentation of the same content, is considered primary for many types of designation support ( for Audio enhancement and voice command should therefore feature as standard in future AT development for the ADHD learning experience.
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Visual Cues Visual cueing in assistive software takes the form of text enhancement through magnification, colour coding and selective isolation (Fichten et al. 2009, Fichten et al. 2012, Haecker et al 2002, Sharpe et al. 2005). While mind mapping software has grown extremely popular as a visual organization tool with all types of learners and instructors, its interface is not suitable for AT devoted to cross platform and cross device communication. However, text enhancement coupled with voice command would be an ideal means of establishing and editing one’s reminder or prompt schedule.
Group Learning Insights from e-Learning studies highlight issues commonly associated with online learning, namely connectedness and accessibility (Flavin 2012, Fichten, 2009). But a more meaningful observation, consistent across all studies reviewed, is the influence of the relationship between instructor and student on successful adoption and use of technology (as reflected by test scores). As noted above, it is rarely demonstrable that the use of adaptive technology outside of this relationship contributes to learning and post-secondary AT support networks are largely based on such relationships (Kawasaki, Timms, personal communication). At the same time, it is important to recognize that these relationships can form between peers. The networking functionality of many of the technologies listed in Table 1 positions learning AT as an anchor not only for teacher-student instruction but for peer-to-peer instruction as well. AT design should create a community of learners around content: a social network with tangible effects and direct communication (Mor and Craft 2012, Sharpe 2005).
As noted above, collaboration and group learning can carry built-in safeguards against time-blindness and distractibility. Ideally, collaboration provides parallels with current pedagogical strategies for addressing ADHD, namely scaffolding and chunking of assignments (Harvey, personal communication), forcing a systematic structuring of assignments into transparent goals for each member of the team. However, group dynamics do not usually reflect equity or equal contribution, even between adults. Nor do they necessarily provide motivation for the group as a whole (Caufield, personal communication and team observation). In addition, and most importantly, selfadvocacy is known to be a principal weakness in the post-secondary
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ADHD learning style (Kawasaki, Caufield, personal communication, Connor 2012). It follows that care should be taken to compensate for this weakness in AT that addresses group learning. Such AT should feature options to define one’s role, reminders to stay confident and on task (while in session), and a standard checklist countdown before the end of the group session.
TECHNICAL ISSUES FOR SOFTWARE DEVELOPMENT Development of post-secondary learning technology is increasingly directed toward the ‘learner level’ rather than the course level. Platforms that are content agnostic, adaptive to learner behaviour and sensitive to evaluation are taking root in college and university environments (EGA 2013). These Learning Management Systems (LMS) occupy the Application layer (often HTTP-based) of the Open Systems Interconnection model upon which the majority of Canadian post-secondary institutions’ network infrastructures are based. If an external application, such as an iOS-based App, were to serve as a learning tool—enabling evaluation—the emerging standard to follow for integration with the LMS would be Learning Tools Interoperability™ (LTI), with an XML configuration. If the App were not intended for learning, the appropriate standard to follow would be an Application Programming Interface (API), with the Representational State Transfer or RESTful build being emergent (Bennell, personal communication). Google Calendar also uses REST architecture. Authorization protocol clearly needs to be addressed by an App that is curriculum-aware. Referred to as the OAuth standard, it enables application A (the LMS) to grant certain permissions to application B (the external ‘prompt’ App) without the use of a password. This protocol requires that the developer of application B request an OAuth Developer Key from the system administrator. While it is possible for users to manually generate their own keys, the process is cumbersome and not recommended (Bennell, personal communication). Gmail also requires an OAuth Developer Key. At the same time, a third party level of authorization would be required to use the ‘prompt’ App in a testing environment, in the form of invigilatorenabled device lock-down. In such a case, the App could be reduced to a ‘green light, yellow light, red light’ function while disabling any other type of information delivery, until such time as the invigilator ‘unlocks’ the device at evaluation’s end. LMS suppliers differ in their
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degree of openness to third party application developers, but when open, should provide full API protocol and extension documentation. Table 3 summarizes the technical requirements that might apply to an external, curriculum-aware ‘buddy’ or ‘prompt’ App used in a postsecondary institution or campus.
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Protocols and Language – considerations for an LMS or AT External App
LMS Connectivity
Language/Architecture
Authorization
1. Learning
LTI (LMS = Tool Consumer, Developer = Tool Provider)
XML configuration (eg. CANVAS) REST
HTTP request JSON return OAuth Developer Key
2. Non-learning
API
HTTP (eg. CANVAS) REST
OAuth Developer Key
3. Google Apps
API
JSON REST
OAuth
Table 3. Protocols and language associated with implementation of an external application within a campus environment.
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ADHD OVERVIEW ADHD SYNTHESIS FRAME SUMMARY In order to visualize the complex relationship between available software applications, their functionality with regard to ADHD, and the major characteristics of ADHD as a learning style, Thinking Differently created an extensive grid framework in which to map this relationship. The framework aligns the major characteristics—working memory, self-regulation and time blindness—with strategies that seek to address those characteristics: ‘externalizing thoughts’, ‘externalizing motivation’, ‘externalizing time’, ‘physicalizing problems’ and ‘breaking up the future’. Existing software applications were sorted within these columns, and opportunities for development were then deduced from the gaps and imbalances that presented themselves. The synthesis frame diagrams below use the following keys to show where data originated: [L] Literature Review [E] Expert Interviews [P] Participant Data [T] Technology Scan
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SYNTHESIS FRAME OVERVIEW
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CHART 1
27
CHART 2
28
CHART 3
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PROCESS AND KNOWLEDGE MODELS THE LEARNING EXPERIENCE The learning experience can be framed by two cycles: The Assignment Cycle The Assignment Cycle defines the distinct stages in the Learners journey to complete an assignment: Topic Selection, Researching, Writing, Presentation – this cycle may repeat several times over a course’s running. The Knowledge Cycle The Knowledge Cycle defines the actions a student takes in order to progress through each stage of the Assignment Cycle: Focus, Seek & Capture, Reflect and Connect, Organize. The knowledge cycle differs slightly for groups versus individuals
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THE ASSIGNMENT CYCLE FOR INDIVIDUALS
In order to explore current adult ADHD learning strategies, Thinking Differently conducted interviews and observations in the field, adapting findings to the stages of Individual and Group 'Assignment Cycles', as envisioned within the context of post-secondary coursework. The Individual Assignment Cycle begins with a need to settle on one direction: Topic Selection. This is often found to be a difficult stage of decision making, which itself might be informed by the next broad phase: Researching that topic, here the strategies to understand, organize, and reference materials come to the fore. At the Writing stage, the developing argument from the research phase is formalized – visualizing prioritizing, linking and articulating concepts are key. The Present stage is the finale (which can be daunting in and of itself). This often demands an articulation of the process and its findings in a
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compelling manner – here the learner must demonstrate the application and synthesis of knowledge with credibility, coherence and storytelling.
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THE KNOWLEDGE CYCLE
The Knowledge Management Cycle aids a successful passage into each stage of the Assignment cycle, where one aspect of the knowledge cycle may dominate for each stage of the Assignment cycle. The Knowledge cycle begins with a need to focus on the assigned task (the Focus stage), followed by the need for research (the Seek & Capture stage), followed by the need to prepare/synthesize findings (the Reflect & Connect stage), and ending with some form of synthesis (the Organize stage). This cycle moves from data collection to knowledge acquisition.
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THE ASSIGNMENT & KNOWLEDGE CYCLES:
The Thinking Differently team conducted interviews with representatives of the adult ADHD learning community to construct these models and determine where pain points and adaptive strategies manifest themselves across stages of the Assignment and Knowledge Cycles. Findings substantiated the literature in that pain points were most strongly associated with the Focus and the Reflect & Connect stages of the cycle, moderately associated with the Organize stage of the cycle, and weakly associated with the Seek & Capture stage. Focus pain points were expressed as difficulties with 'articulating ideas', 'staying on
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task' and 'writing'. Reflect & Connect pain points were expressed as 'discouragement with exploration' and as 'anxiety regarding outcomes'. Organize pain points were expressed as 'difficulty with synthesis' and 'timelines'. Interestingly, Seek & Capture pain points, expressed as 'difficulties with reading' and 'retaining information', were offset by pleasure points, namely 'becoming the expert', 'brainstorming' and 'sketching'.
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THE KNOWLEDGE CYCLE (GROUPS):
The Group Cycle differs from an Individual Knowledge Cycle in that ideas develop amongst team members through various revisions that take the form of an 'iterative subroutine' between the Seek & Capture and Reflect & Connect stages. Cohesion formulation of group dynamics has an impact on the success of this integrative cycle. The Group Assignment Cycle does not present as distinct a transition between consecutive stages as does the Individual cycle, such that the Organize stage may overlaps with the Focus stage, where a group’s collectivity of individual contributions, understanding, vision and motivation needs to be managed and re-aligned. As identified through the work of Bruce Tuckman, who studied stages of team formation,
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high-performing teams will reconcile conflicts with adaptive, collaborative strategies, and low-performing teams may never cycle properly into alignment during knowledge or assignment stage transitions.
SUMMARY The Thinking Differently team recorded observations of a postsecondary class that had been divided into group assignments, to determine how pain points, strategies and tools manifest themselves across the stages of the Group Assignment Cycle. Findings supported expert statements and revealed mistaken assumptions on the part of the team, in that group dynamics do not naturally provide a safeguard against off-task behaviour or maladaptive strategies. Interestingly, the emergent role of any given individual appears to strongly influence the success of the group as a whole for staying on task. This role, whether leader, researcher or assistant, may or may not elicit maladaptive group strategies. Unlike the individual, the group allows for behaviour traditionally associated with 'cheating', such as deference to a more productive group member. Avoidance of or competition with others also influences group success while being absent from the individual assignment cycle. Of note to the team was the reliance of groups on the individual member in possession of a laptop or personal device to access the internet (Seek & Capture) or to use a creative application (Reflect & Connect). Those members not in possession of such tools used discussion and note-taking to maintain involvement. However, these members were often, but not always, in tandem with the device-holder. In terms of the assignment cycle, the device-holder appeared to enable the transition from the Focus to the Seek & Capture stage, as well as to fuel the Seek & Capture/ Reflect & Connect subroutine described above.
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OPPORTUNITIES FOR INNOVATION IN SOFTWARE DEVELOPMENT WORKING MEMORY Under working memory support, we placed text-to-speech/speech-totext software. As noted in the literature, such software is important because of the requirement for simultaneous dual-channel delivery of content. We also placed mind mapping software in this category: it is widely considered to be working memory support and has been widely adopted within secondary and post-secondary institutions. With reference to Inspiration™ (Inspiration Software, Inc.) as an example, this software visually simulates the 'externalizing of thoughts' and is analogous to recording ideas in a notebook. It compensates for a weak working memory by offering easily accessible options to finish a thought and to organize ideas into a linear hierarchy.
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Points for consideration include integration of audio annotation and voice commands, in not only this category but the others we also describe. There is potential for rapid change in this area: Google Chrome's Web Speech API now makes a speech-to-text engine freely available to web-based application developers, thereby threatening the market share of established developers such as Kurzweil Educational Systems ® and Nuance ®, whose licensing agreements are expensive.
OPPORTUNITIES 1) High opportunity: Google Web-Speech API. Competing directly with players like Dragon Naturally Speaking™ and Kurzweil® on price point and design may be realistic for a newcomer in the near future: Google Chrome’s Web Speech API makes freely available a powerful speech-to-text engine that can be integrated into sophisticated web based applications. It seems likely such freely available tools for speech-to-text and, down the road, text-to-speech, will only continue to grow. We see this as a high opportunity, even though the freely available technologies are still in the nascent stage and a newcomer would be competing in an existing market with established products, customer bases, and brand loyalties. Google’s speech recognition quality is impressive and the open source API ensures that many applications and tools will flourish and so will opportunities to adapt them for the ADHD student.
2) High opportunity: Multi-threaded Voice Recorder A non-LTI, group discussion speech-to-text application (i.e. one that recognizes and separately tracks group members' voices, assigning each speaker to a separate text stream while archiving group brainstorming sessions) would benefit all members in a group learning environment. Text streams could be assigned different colours and separable into 'chunks' or large post-it notes that in turn could be copied or integrated into mind mapping applications.
3) Moderate opportunity: Ever-Present Notes
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A moderate opportunity exists with improving note-taking software. A number of applications exist that range from elaborate (e.g. Evernote™) to purposefully simple (e.g. Stickies), but none of them allow a user to overlay notes on top of other applications. This simple tweak would aid the ADHD student who needs to view the information they noted while they are working in another application. The feature innovation of a Perennial-overlay Note-taking Application would be its constant presence at the front of the desktop, despite multiple open applications. 4) Moderate opportunity: Voice Command and Audio Note Integration. In almost all the categories of software, excepting speech-to-text/text-tospeech specialization software, there is little support for audio notes or speech commands. Xmind is the only mind-mapping software with an audio notes feature (premium version), and VoiceThread is the only LTI-built application based on collaborative audio communication. Integrating audio annotation and voice commands into many categories of software— archiving, note-taking, mind-mapping, scheduling/time tracking—would make them more usable for the ADHD student.
SELF-REGULATION It is useful to consider this category in terms of smart goal management, of externalizing the reasoning process, and of developing habits to circumvent impulsivity and distractibility. Under self-regulation support, we placed task management and productivity software. Many manufacturers of such software offer robust support and tutorials free of charge (e.g. LiquidPlanner, Freshbooks, Toggl) Their products could conceivably be used to supplement institutional support systems. There are also a number of collaborative task management applications specifically designed for classwork from within an LMS (e.g. Titan Pad, Drupal, SoftChalk and Voicethread) However, there is still room for a number of innovations in this category. Points for consideration include auto-upload of the user’s daily schedule, with options to manage tasks and to review messages, emails and recent notes. Options to prioritize could be accompanied by calls to
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action toward the goal. Re-prioritizing would auto-update these calls to action. A query regarding a recent phone call, a reminder about an upcoming errand, or a prompt when arriving at a destination, would all be examples of options to prioritize, to act or to defer action. As noted under ‘Working Memory’, the user should have the option to interact vocally.
OPPORTUNITIES 1) High opportunity: Smart Goal-Management Tools A high opportunity exists for making meta-cognitive tools that can support the reasoned thinking needed to identify and manage goals. Meta-cognitive tools can do this by externalizing the reasoning processes that usually exist only in the mind. Below are two practical examples of types of meta-cognitive tools that could be useful for the ADHD student.
a) Task management or productivity software This can be a powerful tool. However to integrate a productivity system into your life demands specific actions and routines that keep the productivity system effective, current and relevant. New information continually pours in via multiple mediums, meetings shift, projects don’t go as planned - the system has to be fed and managed to accommodate this continual change. This is challenging for all people, but for the ADHD student even more so. ADHD students tend to focus on the present and lose perspective of the bigger picture. To develop the good habits that make a productivity system intuitive and natural enough to alleviate the stress of feeling overwhelmed and scattered can be difficult. In this case an opportunity exists to make explicit the rules of the system and the actions needed to maintain the system - actions that usually remain in the head once the system is learned. Currently many software companies offer robust support for productivity systems even when you’re only using the free version (LiquidPlanner, Freshbooks, Toggl – to name a few). In addition to print and video tutorials, companies offer free live seminars and a personal coach that
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encourages you to phone them to have questions answered. They do this likely because the adoption stage of a productivity system is the most difficult. The software described below assumes at the very least the student took advantage of this type of support. Ideally the ADHD student would also have taken advantage of the support from the school’s AT technologist. What follows is not meant to be seen as a teaching aid for the software but as a core feature set that complements the one-on-one support: A meta-cognitive tool for task management could work as follows: When you boot-up or wake-up your computer in the morning you would automatically see your day’s schedule, your days to-dos and then the instructions required to maintain your task-management system – i.e. review calendar, review phone messages, review emails, review mail, review notes, check tasks, micro-divide tasks. This task list would be visible as you switch applications. For instance while in your email client you would have reminders and criteria visible that would help you prioritize important emails and stay focused on what’s relevant and what requires actions. If an email requires actions then you would see a further set of instructions, reminders and questions that keep you focused until eventually the actions associated with the email are appropriately captured in your system. Managing the time needed to maintain the time management system would also be an integral part of the software. For example it might take less time to fire off a quick response to a certain email then to capture the action “Respond to this Email”. The software would encourage those efficiencies and be displaying time spent on data you are processing. This system could extend into many contexts. For example, at the end of a phone call you might be asked if there are actions associated with that call. If you answer yes, a further set of questions would help get the actions into your system. If you choose to defer processing the phone call the system would log-it and bring it to your attention later so you would eventually be forced to deal with it. When you leave your house, you can be prompted to check your errands on your mobile device, or when you near buildings identified as the site for certain tasks, you would be automatically reminded.
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Once you actually begin working on a completing a task what you see on screen could shift to the kind of time management software suggested in the next section on time-blindness. The student should have the option to work with this software aurally, visually or both simultaneously.
b) An LTI Task Management Application. This would directly address ADHD-associated points of performance difficulties described in the literature. The goal of such an application would be to overcome distractibility and to present assignments in concrete terms. Predictive and highly interactive, it would recognize lapsed activity by way of an alarm, delivering a sequence of simple questions whose aim is to encourage resumption of the task by identifying necessary actions and allocating time for those actions. For example, should the user decide not to complete an assignment whose scope is predetermined, it might ask: • • •
Do you want to revisit this data? When? Do you need to decide something about this data now? Later? By When? Is there an action associated with this data? [the student answers: “maybe”] o Do you need to ask someone a question or get clarification? o Do you need to do further research? [answers: “yes”] do you need to go to the library? search the web? [answers: “yes”] • what sites do you need to look at? [answers: “library, quote sites, not sure what else yet”] • How long do you want to spend doing this? [ 3 hours] • When is the deadline? [answers “tomorrow night”] • Do you want to micro-portion this task [answers “yes”] • Into how many parts? [answers “three”] o What do you want to do in the first part? [answers “find 3 relevant quotes”] o The second part? [answers: “find two relevant news stories’’] o The third part? [find one relevant “academic article”] o Do you want to add rewards for completion of each micro task? [answers “yes”] o What is the reward for stage 1? [answers: “fudge”] o Do you know when you want to do this task? [answers: “no”] o Computer returns: “This task has been automatically scheduled
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for tomorrow between 7pm-10pm, 2 hours before your stated deadline. There are no scheduling conflicts.” Such questions could be customized by students and instructors and tailored to the different stages of the assignment cycle. Sets of questions developed by instructors would help re-focus students on salient criteria and appropriate goals. The student would have the option to work with this software aurally, visually or both simultaneously. This application would ideally extend to mobile devices, integrating camera-derived files that would in turn be subject to the same reasoning tools.
2) Moderate opportunity: Mind Mapping Innovation Mind mapping software is highly visual, incorporates time & task management features, and is exportable into various formats. We consider their features ideally suited to ADHD learning needs and adaptable to innovation through new software builds. A second major strategy to compensate for a weak working memory is to externalize thoughts (e.g. to get them out of one’s head and record them in a notebook, on a computer or sticky note, etc.). In the postsecondary environment students do this in different ways at many stages of the learning journey. ADHD students use old-fashioned methods like pen and paper or digital solutions like mind-mapping software or popular programs like Microsoft Word. Some moderate opportunities exist in the thought organization currently dominated by mind-mapping software. Mind-mapping applications best suited for the ADHD student include the following features: o
highly visual: pictures can be easily and prominently attached to words) [Mindomo, Popplet]
o
the mind maps can be exported into linear information hierarchies (Inspiration™, Mindjet)
o
mind maps can be exported into presentation formats (Inspiration™, Mindomo, Mindview, Mindmeister)
o
mind maps incorporate time and task management features into their design (Mindjet, Mindview, NovaMind, Xmind)
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OTHER SUGGESTIONS FOR INNOVATION 1) A predictive, LTI Prompting Application This would anticipate the user's needs as the time for a deadline or evaluation approached, and would prompt appropriate behaviours accordingly. The application would be adaptable to a testing environment lock-down. This application would manage the user's school calendar as well as her use of time during evaluation.
2) A Predictive, Mood-Tracking Application This operating with companion hardware such as a wrist-band, would cue the user with prompts as frustration or anxiety—elicited during an individual or group assignment—is identified. This application would suggest adaptive as well as meditative behaviours and help circumvent maladaptive behaviours during assignments.
TIME BLINDNESS Under time blindness support, we placed calendar and stopwatch applications. We could not find an application that allowed the user to visualize time outside of the usual numeric conventions, nor could we find a timer application that maintains primacy on the desktop (time visualizations are only visible from within the program in which they are created). Nor did we find an option to visualize time from within task management or productivity applications. Instead we found an opportunity to create the following software. A point of consideration is that time spent on tasks should be tracked and readily apparent. Similar to the note-taking overlay, a time management application that perpetually comes to the front of the desktop would provide an effective strategy for ADHD accommodation.
OPPORTUNITIES
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High opportunity: Sophisticated Time Visualization Software There are many systems for time and project management on the market, both for individuals and groups. Managing time is a struggle for the average person, particularly in today’s world where the amount of data we have to process continues to expand. But managing time is especially difficult for the ADHD student. One effective strategy to accommodate this is to have clocks and timers in the field of view constantly (Barkley). In all task management and project management software we reviewed none allowed you to see time visualizations constantly. Generally, time visualizations can only be seen in the program in which they were created. When you switch programs, the visualization disappears from view. A high opportunity exists to create time management software (or plugins for existing time management products) that accommodates the ADHD student more fully. For example, a time management widget that overlays any working application while displaying the time remaining for the task at hand and allowing the user to dynamically adjust that time as the task unfolds. A glance at the widget would allow the student to glean such information as: o
You have allocated 2 hours to complete your essay outline.
o
You have until 3:30 pm.
o
It is now 2:45pm you have 45 minutes left.
o
Your first goal: write 4 bullet points the first 45 minutes. Completed successfully.
o
Your second goal: 4 bullet points in the second 45 minutes, Completed Successfully.
o
Your third goal: 2 bullet points in the last half hour. Currently working on this, ahead of schedule.
o
If you finish this you can play 30 minutes of BioShock Infinite.
o
If you don’t get the outline done today you will have to contact your instructor and ask for help.
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OTHER SUGGESTIONS FOR INNOVATION A scrolling, drag & drop 'time visualization' application with an option for voice activation, that leverages mind mapping applications' visual organization and auto-update features while managing the user's hourly, daily and weekly calendars.
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SUMMARY SOFTWARE LIST The following software list includes references made in interviews with experts and was supplemented with leading competitor applications sourced and vetted by the Thinking Differently team:
ARCHIVING SOFTWARE Evernote Evernote is a note taking, idea management, and archiving application that can be used individually or collaboratively to store and share text, images, or web material between devices. One of the more popular note-taking tool, thus plenty of other software applications integrate with it as well as third party plug-ins. Generally a good tool. Difficult to manipulate information into different views. Supports collaboration. Desktop: Mac, Windows, Web version Mobile App: iPhone, iPad, iPod Touch, Windows Phone, Windows 8, Android, BlackBerry, WebOS http://evernote.com/ BB individual and group
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Pinterest Pinterest is an online application for creating image collages and archiving images and ideas. Users can follow other ‘pinners’ and organize their pins by theme through ‘boards’. Collaboration. Good for archiving web content, not necessarily for working through concepts. The image/collage applications work better for that. Browser extension: No known limitations Mobile App: iPhone, iPad, Android, Google Play. http://www.pinterest.com
Delicious Delicious is an online bookmarking system with a social networking aspect that allows you to follow other’s Delicious activity. It is organized through tagging, allows for notes, and for links to be either public or private. Browser extension: Google Chrome, Mozilla Firefox, Internet Explorer, Safari. Mobile App: iPhone http://delicious.com/
BIBLIOGRAPHY SOFTWARE Zotero Zotero is a bibliography creation and resource management tool that allows user to share and organize research material online and offline. It integrates with Word, Open Office. Collaboration. Web browser and Desktop: No known limitations. Browser extension: Firefox. http://www.zotero.org/
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Mendeley Mendeley is a cloud and terminal based application for managing and sharing academic/research materials. Automatically generates bibliographies. It integrates with applications like Word, etc. Collaboration. Desktop: Mac, Windows, Linux. Mobile App: iPhone, iPad. http://www.mendeley.com/
COLLAGE & IMAGE FOCUSED APPLICATIONS Mural.ly Mural.ly is an online application that allows the user to create digital collages from inputted text, images, and documents while maintaining links and notes on each item. Well designed. Collaboration. Browser: No known limitations. http://beta.mural.ly/ BB IG
DATA VISUALIZATION The following applications may have use for the ADHD student depending on the student’s need and the context. They are not necessarily tools with specific appeal for the ADHD.
Numbers Numbers is a application for creating dynamic tables and charts, spreadsheets, and formulas. It is compatible with Microsoft Office and Adobe PDF.
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Desktop: Mac Mobile App: iPhone, iPad and iPod touch http://www.apple.com/iwork/numbers/ BB I
Many Eyes Many Eyes is an online data visualization tool by IBM. Requires installation of Java. Design a little dated. Doesn’t seem to be in active development. Browser: No known limitations. http://www958.ibm.com/software/analytics/manyeyes/page/create_visualization.ht ml
Wordle Wordle is an online word cloud generator. Browser: No known limitations. http://www.wordle.net/
PROJECT MANAGEMENT SOFTWARE The listed project management software may be useful for the ADHD student, but most solutions require some practice before they become powerful tools for the time/asset management required in an assignment cycle. In addition if the software is used to manage timelines for multiple people in a collaborative project, all students involved need to adopt the software with equal rigour for it to be useful. Some software visualizes time and/or automatically breaks it into chunks in ways that might be more useful for the ADHD student. This is mentioned in the assessment.
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Teamwork Teamwork is web-based project management software that includes a timer and schedule visualization. It is intuitive and easier to get started with task and time management than other software. Browser: Internet Explorer 8 or higher, Firefox, Safari, Opera, Google Chrome http://www.teamworkpm.net/ BB IG
Basecamp Basecamp is a popular online project management application designed for collaborative use (but can be used individually) that includes a timer, internal messaging system, and document storage and sharing. Browser: No known limitations Mobile App: iPhone http://basecamp.com/one-page-project BB IG
LiquidPlanner LiquidPlanner is an online task management application. It includes a task manager, calendar, timer, and note taking tools, with the ability to create user profiles, and collaborative projects. This is elaborate commercial project management software, thus there is a learning curve. However, it allows you to manage, estimate, chunk and visualize time in a way that would likely be helpful or an ADHD student. The elaborate interface may be distracting and confusing. Browser: No known limitations. Mobile App: iPhone, iPad, Android. https://app.liquidplanner.com/
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Microsoft Project Microsoft Project is project management software that works with other Microsoft applications and cloud services. This is elaborate, widely used commercial software. Desktop: Mac, Windows. http://office.microsoft.com/en-us/project/
Sharepoint Sharepoint is a project collaboration application that allows user to share documents and follow what their peers are doing. This is elaborate widely used software. Desktop: Mac, Windows. http://sharepoint.microsoft.com/en-us/Pages/default.aspx
Huddle Huddle is a cloud based project management application that allows file sharing, scheduling, alerts, and document editing in collaborative settings. It is compatible with iCal and Microsoft Office applications. This is well designed commercial software. Desktop: Mac, Windows, Linux Mobile App: iPhone, iPad, BlackBerry, Android http://www.huddle.com/
Merlin Merlin is a project management application that uses mind maps to visualize tasks. It allows for both online access and cloud applications. It focuses around a Gant timeline and integrates with NovaMind (see Mindmapping section) mindmapping software. The visualization (particularly if integrated with Novamind’s mind mapping) from concept into task management could be useful. This is elaborate commercial project management software, thus there is a learning curve. The elaborate interface may be distracting and confusing. Desktop: Mac
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Mobile App: iPhone, iPad http://www.novamind.com/products/merlin/
MIND MAPPING: We have broken mind mapping software into two categories: Simple and Elaborate. Simple mind mapping tools limit themselves to basic features while Elaborate mind mapping tools contain more features and an added layer of complexity.
SIMPLE Popplet Intuitive to add visuals. Well designed. Basic features. No Task management. Collaborative. Freemium. Browser: No known limitations http://popplet.com/ BB IG
Mindomo Well designed. Visual. Free version. Can convert map into a presentation. Has an “idea grabber” desktop widget – a good idea. Collaborative. Freemium. Browser: No known limitations. www.mindomo.com
Mindmeister Intuitive to add visuals (but need to purchase account to add custom images). Can create presentations. Collaboration. Freemium. Browser: no known limitations www.mindmeister.com/
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Pearltrees Visual. Simple design. Community sharing. Collaborative. Freemium.
MindNode Ultra-simple mindmap for MAC - just core function of creating nodes and subnodes. Can’t add images or do much else. But if you don’t need anything else, its well designed clutter-free software. Desktop: Mac Mobile App: iPhone, iPad www.mindnode.com/
ELABORATE Mindjet More sophisticated and robust for mind mapping, project collaboration and project organization. Ties mind mapping to project management. A useful tool to combine conceptual thinking with associated tasks and time manage. Uses API’s (i.e. can incorporate Twitter feeds, google searches, linked in data, etc. into map). Could certainly be useful for ADHD students, but implementing the more advanced features like task management, might require practice and coaching before it becomes intuitive. Exports to evernote. Visual. Commercial software. Web application. 30 day trial version. Browser: No known limitations. http://www.mindjet.com BB IG
Mindview Robust. Can be synchronized with Microsoft Office Outlook and includes a project timeline. Also exports to other software: word, powerpoint, etc. Not as intuitive to add and manipulate images as other software. Desktop: Mac, Windows.
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http://www.matchware.com/en/products/mindview/default.htm
Inspiration More sophisticated content/concept/mapping/thought organizational tool than average mind mapping software. Turns mind maps into text hierarchies as well as exports information in mind maps to proprietary presentation software. “For visual mapping, outlining, writing and making presentations.” Lots of templates geared at students. Visual. Weak, dated design. Commercial software. Sited in research. Desktop: Mac, Windows. http://www.inspiration.com
NovaMind NovaMind is mind map, task management, and presentation software. Its mindmapping design is standard. Relatively speaking its strongest feature allows the user to create tasks in the map and sync with their iCal/Outlook; you can also export to Microsoft Office, and import to Merlin. Visual. Its design is a little dated. No collaboration. Desktop: Windows, Mac. http://www.novamind.com/
Xmind Similar to other mindmapping software in it’s category. Includes task/project management features and templates for project managment. Most useful feature for ADHD students is the ability to annotate nodes with audio recordings. Desktop: Mac, Windows, Linux. http://www.xmind.net/
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COMPOSITION/THOUGHT ORGANIZATION SOFTWARE: Scrivener “Scrivener is a powerful content-generation tool for writers that allows you to concentrate on composing and structuring long and difficult documents…its focus is on helping you get to the end of that awkward first draft” (http://literatureandlatte.com/scrivener.php). Scrivener is composition software that helps organize writing for long form compositions into chunks. It compiles and exports your writing to popular word processing programs like word, and is itself not a word processing program. Scrivener lets you organize writing into chunks that can be further annotated, classified, commented, organized, compared side by side, and attached to supplementary documents (research, images, etc.). Its central focus on letting you organize and manipulate your writing as chunks would likely be useful for the ADHD students as a writing tool, since the main conceptual hierarchy is visible at all times, and meant to be easily manipulated. This is not the case in most other writing software. Scrivener may also be helpful as a comprehension tool since documents can be imported into the software and then easily broken into chunks. These chunks can be ingested, manipulated and compared against other material, making it easier to pull out salient material as well as simultaneously assess competing perspectives, without having to hold details in one’s head. Desktop: Mac, Windows http://www.literatureandlatte.com/scrivener.php BB I
Visro: Let’s you place text on a page randomly and then organize into hierachies and export into hierarchical text format for word processing programs like word. Very dated and rudimentary design. Conceptually interesting though.
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Desktop: Mac, Windows https://sites.google.com/site/f6fb48ac5302d4e1/download-1
SCHEDULE AND TIME TRACKING APPLICATIONS: Pomodoro Pomodoro is a project management application. It includes to do lists and a time tracker that rings at customized intervals to keep users motivated. It keeps a record of your tasks and time so that you can see how you spend your day currently and over the past week, month, or year. The continued alerts could be very useful for the ADHD student. The design is a little clunky. Its relatively simple to use, but a little inflexible in how you set up the alerts. Desktop: Mac, Windows, Linux. http://www.pomodoroapp.com/
Google Calendar Google Calendar is a web based scheduling application that allows you to share your calendar, see and edit other people’s calendars, and have alerts sent to you by email of upcoming events on your calendar. Browser: No known limitations. https://www.google.com/calendar/ BB IG
Outlook Outlook is an email application from Microsoft Office that includes task management attributes such as scheduling and alerts, and content organization through folders. Browser: No known limitations. Desktop: Mac, Windows
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http://office.microsoft.com/en-ca/outlook/ BB IG
Reminders Reminders is a cloud based application that can send the user a reminder on a selected day, time, or location. A feature that would be potentially useful for ADHD students is the location-based alerts. (i.e. as you walk by your supermarket, it can alert you to purchase the items on your grocery list). Desktop: Mac Mobile App: iPhone, iPad, iPod Touch. BB IG
Fathm Fathm is a mobile time management application that visualizes the time that you spend on activities throughout your day. It doesn’t provide alerts. Mobile App: IPhone http://fathmapp.com/ Android Only
Jorte Jorte is a mobile scheduling application for Android phones featuring calendars, to do lists, and memos that can be synced with Google applications and other widgets. Mobile App: Android http://www.jorte.net/english/jorte.html
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NOTE TAKING & NOTE SHARING APPLICATIONS Livescribe Livescribe is a paper-based computing platform that utilizing a SmartPen and digital paper with Livescribe software. As you write your notes, the pen records the lecture, and reads what you are writing through the pen’s infrared camera and transcribes it into digital written format that the user can search later and match up to the audio file. The notes can be shared collaboratively as a pencast or PDF through Livescribe Connect. Desktop: PC, Mac. http://www.livescribe.com/en-ca/ BB individual
Evernote Evernote is a note taking, idea management, and archiving application that can be used individually or collaboratively to store and share text, images, or web material between devices. One of the more popular note-taking tool, thus plenty of other software applications integrate with it as well as third party plug-ins. Generally a good tool. Difficult to manipulate information into different views. Collaboration. Desktop: Mac, Windows, Web version Mobile App: iPhone, iPad, iPod Touch, Windows Phone, Windows 8, Android, BlackBerry, WebOS. http://evernote.com/ BB individual and group
InClass InClass is an application geared towards students that allows users to share notes that can include photo, video, audio or text, maintain a schedule, and receive task and course related alerts. Mobile App: iPad, iPhone, iPod Touch.
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http://www.inclassapp.com/index.php
Rocketr Rocketr is a web and mobile application for collaborative note taking. Mobile App: iPhone https://rocketr.com
Wiki Wiki is a website using wiki software that allows user to edit content collaboratively or individually and is often used for knowledge management and notetaking. Browser: No known limitations http://en.wikipedia.org/
Google Drive (previously Google Docs) Google Drive is an online file storage application for computers and mobile devices. It also own set of applications to create documents and presentations either individually or collaboratively. Browser: No known limitations. https://drive.google.com/
TEXT TO SPEECH & AUDIO BOOK SOFTWARE Dragon Dragon is a text to speech application that allows you to operate a computer through speech, transcribe verbal communication, or read aloud. There is both a terminal and mobile application, but the mobile application is more limited in its capabilities. This is widely used in educational institutions for LD’s in general as it . Also Dragon Dictate allows text to speech commands. It is commercial software and requires
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each user to create an individual profile so that the program can as accurately as possible understand and transcribe their voice. Desktop: Mac, Windows. Mobile App: iPhone, iPad, Google Play, Blackberry. http://www.nuance.com/dragon/index.htm BB I
Kurzweil Kurzweil is text to speech software that enables users to scan printed books into audio format. It also includes productivity tools for reading, writing and learning. This software is widely used commercial software by educational institutions as it is easy to use and has a variety of features as listed above. Desktop: Mac, Windows. http://www.kurzweiledu.com/default.html BB I
Adobe Reader The Adobe Reader has a Read Aloud feature that allows users to listen to PDFs rather than simply view them using a default machine voice. Desktop: Mac, Windows, Linux. http://get.adobe.com/reader/
Voiceover A free option for Mac users, Voiceover allows users to operate their computer through keystrokes, without visual screen display. It reads text content aloud, whether it be within an application or on the web. This may be a little cumbersome to learn due to the keystroke operation model. Desktop: Mac http://www.apple.com/ca/accessibility/voiceover/
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WYNN WYNN Literacy Software reads text aloud while also highlighting words as it speaks them. The software also offers bookmarking, scanning, word prediction, and editing capabilities. Browser: No known limitations. Desktop: PC http://www.freedomscientific.com/lsg/products/wynn.asp
ZoomText Magnifier/Reader This is software that is primarily used for screen magnification, but also has text-to-speech capabilities with a choice of various degrees of control. Desktop: PC http://www.aisquared.com/zoomtext
Siri Siri allows users to operate their iPhone by voice. The application can look up information, complete limited tasks, and read information aloud to the user. This is useful for the ADHD student because it allows them to retrieve and record certain information without reading or typing. Mobile App: iPhone, iPad, iPod Touch. http://www.apple.com/ca/ios/siri/
PRINT TO DIGITAL OmniPage OmniPage is a print-to-digital conversion software. It allows users to scan paper or turn digital photos and PDF files into electronic files that users can edit, search, and share. For example, you can take a photo of a word document with your cell phone and OmniPage converts it into a searchable document.
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Desktop: PC, Mac http://www.nuance.com/for-business/by-product/omnipage/index.htm
Kurzweil Kurzweil is text to speech software that enables users to scan printed books into audio format. It also includes productivity tools for reading, writing and learning. This software is widely used commercial software by educational institutions as it is easy to use and has a variety of features as listed above. Desktop: Mac, Windows. http://www.kurzweiledu.com/default.html
Open Book Open Book is a scanning software with text-to-speech capabilities to read pages once digitized. Desktop: PC http://www.freedomscientific.com/products/fs/openbook-productpage.asp
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CONCLUSION The Thinking Differently team set out to understand the opportunities for AT for Learners with ADHD at the post-secondary level of education. We focused our efforts here as the learning experience has distinctions from other levels of learning, including: less guidance or support for individuals with LDs, and an increased volume of group or collaborative work. Persons with ADHD have a much higher chance of not graduating from these higher education settings. The Thinking Differently team conducted a literature review on the topic of ADHD in education, and supplemented this with interviews with experts addressing issues of LD’s in the education systems. We also interviewed persons with ADHD to understand, from their perspective what the felt their challenges, strengths were in the educational context. They discussed these issues, and identified deployed strategies over a project lifecycle. These lifecycles were amalgamated into and overall process model of the experience of ADHD over a project lifecycle. This was useful to understand how the particular characteristics of ADHD play out and manifest themselves across connected and sequential tasks through time. This led us to identify specific usage scenarios and functions of ATs – existent or proposed for each stage, rather than a series of static recommendations. These findings were further enhanced by watching and comparing these cycles with observations of teams in action. We noted the impact of team dynamics and functioning on the successful completion of an
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assignment and found that the knowledge cycle sub-routine was the area of most challenges and difficulties. Many of the ATs that we recommend should be used on a group, rather than individual basis, to aid in the knowledge management cycle’s necessity for individual inclusion, exchange. If AT’s for learners with ADHD are used by all team members, through a collaborative platform, the overall assignment cycle should have a higher degree of successful completion and personal, learner satisfaction. The knowledge cycle at the Research Stage is particularly compromised in non-cohesive groups; these group need most support here and many of the AT identified for persons with ADHD at this stage, should indeed be beneficial to the group’s functioning, evolution through integrating individual contributions and styles.
The Result of this study is an identification of High, Medium, and Low opportunities for further AT creation and market potential. These have been described and explained in relationship with ADHD learning difference characteristics. The appendices contains detailed but sample matrices of how our process worked, we display it here to benefit SPD, in particular as well as academia and industry in general on how a process model approach may work.
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TEAM MEMBERS Suzanne Stein, Associate Professor, OCAD University
Suzanne is a Foresight Analyst, Mentor, and Educator. Research Interests: Working exclusively in the domain of New Technologies, practice domains span Business Strategy, Organizational Change, and Experience Design. Focusing on innovative approaches and methods; she is a leader in foresight and ethnographic techniques, and on the prowl for more mechanisms for positive change. She also works with the CFC Media Lab where she holds a Faculty post. Contact:
[email protected], prof.suz @suzzle
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John Harvey, Medical Artist, MScBMC, CMI, FAMI, MDes Candidate
John is currently an MDes graduate student at OCADU. He is an awardwinning medical illustrator with 15 years' experience illustrating pharmaceutical & dental industry publications, and creating comprehensive demonstrative evidence for personal injury firms. He is a Fellow of the Association of Medical Illustrators and sits on the Board of Certification. Contact:
[email protected] Web site: www.harveyvisuals.com
Nell Chitty, Research Assistant, MDes, Inclusive Design
Nell Chitty grew up in rural Niagara to an artistic family regularly involved in contemporary art, dance and theatre. Nell was an avid creative writer as a child and began her passion with photography at a young age. Later, she was introduced to graphic design and typography when she moved to Toronto to study Fashion Communication at Ryerson University. After graduating from Ryerson, Nell moved to Montreal. After working in the fashion industry there within sales and marketing, Nell returned to
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Toronto to pursue a Masters of Design in Inclusive Design. She focused her research on art, design, and disability while studying how designers can create more inclusive digital environments for individuals' unique needs. Contact:
[email protected] Web site: www.nellchitty.com
Shahid Quadri, Digital Designer, Honours BA
Shahid is a digital designer with 14 years experience in a breadth of industries – from advertising to the music industry. He has been a a freelancer for the last 10 years. He has created online work for diverse clientele: Sarah McLachalan, Naomi Klein, NFB, the Canadian Film Centre, Sprint (US), Daimler Chrysler (US), Deloitte, to name a few. He is currently deepening his skills in User Experience, design methodologies and rapid prototyping. Contact:
[email protected] Web site: www.shahq.com
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APPENDICES Appendix A: Expert Interview Summaries Appendix B: Participant Interview summaries Appendix C: Overall Strategies Appendix D: Individual Matrices: Needs, Strategies, Tools (sample) Appendix E: Group Matrices: Needs, Strategies, Tools (sample) Appendix F: Bibliography
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APPENDIX A: EXPERT INTERVIEW SUMMARIES Thinking Differently investigated a number of experts in the fields of education and assistive technology integration. All of the interviewees had significant experience working with secondary and post-secondary level students with ADHD designations. Our interviewees were: o
Kenn Harvey, Principal at Riverdale Collegiate Institute, Toronto District School Board;
o
Melissa Caufield, Secondary Teacher, Unionville High School, York Region District School Board;
o
Penny Kawasaki, principal consultant at Learning Support Services (LSS), Ottawa and former Learning Strategist at Algonquin College, Ottawa Valley;
Jason Timms, Assistive Technologist at Algonquin College, Ottawa Valley. Major points and recommendations from the interviewees are here summarized.
Kenn Harvey, Principal at Riverdale Collegiate Institute, Toronto District School Board; Despite innovations in the delivery of secondary level curricula— innovations that are not intended to accommodate students with designations but can be interpreted as such (e.g. scaffolding, blended learning and the flipped classroom)—a major shift in the attitudes of educators toward students with designations is still required for full accommodation. Timing is the biggest issue facing the student with designation. The language used in IEPs is formulaic and reflects an outdated model of ADHD accommodation. The problem is not lack of resources or hardware, although educator training on accommodation software is lacking. Increased and enlightened supervision is seen as the best strategy for helping the ADHD-designated student. The software equivalent to such supervision—in the form of a ‘re-focusing tool’ or prompting App—is suggested as a potentially useful invention.
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Melissa Caufield, Secondary Teacher, Unionville High School, York Region District School Board; Whereas Kenn downplays group learning in his classrooms as detrimental to meeting university entry requirements, Melissa notes that up to 70% of secondary coursework will allow for the grading of group projects. However, Melissa observes that group work is often unevenly divided between the more and the less studious. With regard to currently available resources, Melissa was herself an LD-designated student and attests to their benefits. The single most important factor in the success of a student with designation is self-advocacy, especially during the transition from secondary to post-secondary learning environments, when greater selfreliance becomes paramount. It is at this time when many LDdesignated students fail to organize themselves around deadlines and meet course requirements. Self-advocacy becomes essential to accessing institutional resources. Materials that support this frame of mind should be made available to the post-secondary LD-designated student upon admission.
Penny Kawasaki, principal consultant at Learning Support Services (LSS), Ottawa and former Learning Strategist at Algonquin College, Ottawa Valley; Reflecting Melissa’s observations and experience, Penny states that “transition points are areas of need” (a transition point being the period between secondary and post-secondary schools, or between postsecondary school and the workplace). Like Melissa, Penny recommends ‘lifestyle handouts’ or printed packages delivered to the student, offering practical advice for managing these periods. Professionals that promote and support the needs of ADHD students include learning strategists and assistive technologists. The strategies that can be taught include executive functions (i.e. organizational skills, time-management, study skills, test-taking, mnemonic strategies, etc.) and working memory. The adaptive technologists train and teach new and ongoing adaptive software including things like Inspiration, Live Scribe, voice to text and text to voice, etc). Another professional such as an ADHD coach may also useful. In terms of testing accommodations, this could include extended time, a quiet writing room, short breaks to help refocus attention etc. In an
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instructional setting (the classroom), the concept of UID (universal instructional design) is not the norm. It would be nice if more faculty could be flexible using this approach, but it is not universally applied in the classroom. So in a lecture format, use of note-takers, Live Scribe, notes downloaded on a Blackboard format for the student are some ways the professors make sure students get the content of their lectures. Penny often recommends a reduced courseload, as very often a full workload is too much to manage for an ADHD student.
Jason Timms, Assistive Technologist at Algonquin College, Ottawa Valley. Jason is legally blind and has remarkable insight into the needs and strengths of people with disabilities. Jason works daily with ADHDdesignated post-secondary students, acquainting them with and training them on whichever platforms and software applications best suit their immediate and long-term needs. His experience has led him to categorize these needs in terms of currently available technology. ADHD-related assistive technology falls into five categories: 1) reading tools that feature simultaneous presentation of content by both auditory and visual channels; 2) note-taking tools that allow students to stay in the moment without causing distraction; 3) writing tools based on voice input (‘idea capture’ software); 4) Organizational tools that allow the student to place thoughts on paper while indicating how to proceed; 5) time management tools. Regarding the last category, Jason finds a distinct lack of software or devices that would substitute for coordination with a coach or Learning Strategist.
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APPENDIX B: PARTICIPANT INTERVIEW SUMMARIES OVERVIEW: The Thinking Differently team conducted five in-depth interviews with post-secondary students who self-identified as having ADHD, to understand their experiences, the strategies and tools they used, as well as the challenges and joys they experienced. We used this data to construct process models for the post-secondary experience. Note that the majority of students were from OCAD University, and we focused on research paper writing and group collaborative processes. All but one participant was formally diagnosed with ADHD. Many of the issues that these learners raised reflected those identified in the literature and through expert interviews. What we did find was a robust emotional scape – filled with very rewarding moments and very frustrating periods. Descriptors such as “love”, “hate”, were frequently used when outlining the process, particularly at the beginning or final stages of a project. All participants expressed anxiety or worry about the final outcome of their work.
PAIN POINTS In particular, Project management difficulties were raised by all participants. Common areas of difficulty include: o
Selecting one focus or prioritization
o
Articulating ideas clearly (in brainstorming and written work)
o
Time and task-tracking,
o
Note-taking,
o
Reading and retaining information
o
Researching and managing resources
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o
Motivation and meeting deadlines,
o
Following project parameters,
o
Collaboration with others
o
Synthesizing and Writing with flow
Properly citing references (and avoiding accidental plagiarism)
STRATEGIES Audio – text to speech and speech to text Participants frequently deployed audio tools and supports for processing information. One participant felt he works best in a noisy environment. Of note, the cadence of current computer generated voices in text-tospeech software were sometimes seen to be distracting because of their unnatural sound. Creating and listening to podcasts for processing and managing resources was also identified as a core strategy. Some participants felt that ideal software applications would transcribe lectures to text.
Notes and Resource management Participants found that writing things down to be helpful – as a process and as a referable record. Another strategy mentioned was having a volunteer record notes from class. Printing out notes, rather than merely scanning a computer screen was also identified as a good strategy for locating information. This also allows for manipulation of colours and annotation in a more easily referenceable manner. Textual records are not enough – as discussed above – audio notes are also helpful in tandem. Photo documentation of visual processes, resources and inspiration was also raised as a successful strategy.
Concept organization and writing Mind mappings or idea generation software was surprisingly not mentioned by our participants, but drawing mind maps by hand was. In this case, the size of the mind map mattered – getting it up on a large
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piece of paper to contemplate was essential during multiple phases of writing, refocussing and rewriting. Again, keeping track of sources through photography and colour coding texts also played into sorting and structuring arguments. Colour was used by one participant to categorize topic areas, and to refer to other, conceptually connected documents. Participants also reported seeking editing help from friends and family.
Tasks and Deadlines: Elaborate and evolving to-do lists were also used to keep Learners on task and task progression. One participant keeps the ‘Stickies’ application open at all times as a dashboard for to-do lists and appointments.
POSITIVE FACTORS Most participants identified skills that they enjoyed and did really well. These include: o
Self-directed learning
o
Using the Internet for research and connecting socially.
o
Lateral thinking, creative problem solving and creative expression
o
Strategies for documenting, managing resources and linking ideas
Conducting “thorough” research and becoming an expert We note that some of the pain points also appear in the list of acquired skills and joys. Persons with ADHD develop strategies over time to cope with or work around some of the difficulties associated with the difference. As we have seen, many have developed successful strategies, skills and techniques that would be beneficial universally, for the student base in a learning environment. Various aspects of resource manipulation and management was approached with great creativity, thoroughness, and mastery, by a number of our participants.
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APPENDIX C: OVERALL STRATEGIES RECOMMENDED STRATEGIES
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APPENDIX D: INDIVIDUAL MATRICES – DETAILED These bring together the Major assignment cycle stages (along the top) with the knowledge Management cycles that inform the movement between the major stages (along the vertical) - for individual learning Journies o
Needs
o
Strategies
Tools
Identified Needs in the Learning Journey (Individuals)
Focus
Topic Selection
Research
Write Up
Present
Needs to understand assignment
Needs to select sources for data PLEASURE (4): Love becoming the expert
Needs thesis/core ideas
Needs to decide on presentation aesthetics
PAIN (5): [difficulty researching]
PAIN (2): [writing is difficult] PAIN (3): [writing clearly is difficult] PAIN (3): [difficulty retaining information] PAIN (4): “Scared”, end of assignments “horrible”, “painful”, “very tiring”, makes her ill to the point of passing out
Seek & Capture
Needs to find ideas Needs to record ideas Needs to generate ideas
Needs to compile material Needs to categorize material PAIN (3): [difficulty
PAIN (5): difficulty articulating ideas and getting into flow of writing Needs to write out thoughts
Needs to find material for presentation style
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Reflect & Connect
Organize
PLEASURE (5): Like brainstorming, sketching. PAIN (3): [brainstorming is difficult] Needs to compare ideas Needs to assess ideas Needs to expand ideas Needs to review ideas PAIN (1): [difficult]; anxiety about final outcome PAIN (2): Kept Changing topics; exploring them getting discouraged PAIN (3): I will usually try to use topics I am already familiar with…[research] not required for interest based stuff PAIN (5): Hardest part, starting a project, difficulty articulating ideas Needs to choose topic Needs to set timeline Needs to capture tasks Needs to review tasks PAIN (1): [timelines/staying on task difficult] PAIN (3): [timelines/staying on task difficult] PAIN (3): [motivation difficult]
reading information] PAIN (3): [difficulty retaining information] PAIN (5): difficulty managing information Needs to expand on/generate ideas Needs to compare ideas Needs to review material Needs to find inspiration Needs to generate ideas PLEASURE (5): Brainstorming always plays the biggest role in my projects
Needs to test ideas Needs to identify areas for improvement Needs to revise PAIN (2): rewrites essay 15 times Pain
Needs to structure assignment Needs to extract relevant source material
Needs to edit Needs to error check Needs to organize references Needs to review tasks Needs to review timelines PAIN (1): [difficult] PAIN (2): citations are pain point
PAIN (4): “HATE”’s [this organizational /synthesis stage] PAIN (1): [timelines/staying on task difficult]
Needs to design visually Needs to hand in/present on time PAIN (4): By myself – never finish it
Identified Strategies in the Learning Journey (Individuals) Individual (strategies)
Topic Selection
Research
Write Up
Present
Focus
Needs to understand assignment
Needs to select sources for data
Needs thesis/core ideas - creates information
Needs to decide on presentation aesthetics
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- looks at how things are defined in the dictionary - reads text book
Seek & Capture
Needs to find ideas - talked about ideas to peers and teachers - looks online - browses in library, look around environment to find inspiration Needs to record ideas - writes down Needs to generate ideas - talk with peers/teachers - sketches
hierarchies (headings, subtopics) on page, with mind mapping; - organizes phrases, data on a page
Needs to compile material - creates article summaries - prints out material
Needs to write out thoughts/ideas
Needs to find material for presentation style - searches online for graphics
- takes screenshots - reads textbook - goes to (Wikipedia/Reddit) entries and Articles - search databases (JStore, Artfull text, OCAD database) -internet searching (images, text) Needs to categorize material - uses folder system on computer - highlights relevant passages
Reflect & Connect
Needs to compare ideas Needs to assess ideas Needs to expand ideas Needs to review ideas
Needs to expand on/generate ideas - browses in library, look around environment to find inspiration - explores personal ideas, random thoughts, stories/ideas heard from others - seeks opinions of others -draws pictures
Needs to test ideas/identify areas for improvement Needs to revise - gets proofreader(s) - rewrites, re-reads - keeps multiple versions visible while writing
- re-reads text book Needs to compare ideas - views multiple
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articles at the same time on screen Needs to review material - re-reads class notes/books (copies onto sticky notes)
Organize
Needs to choose topic - chooses something familiar (that requires least amount of research) Needs to set timeline - creates task schedule for week Needs to capture tasks
Needs to structure assignment – colour codes, sticky notes, draws, mind map
Needs to extract relevant source material - reviews organized material (colour coded, filed, etc) (Pages)
Needs to edit -proofreader Needs to error check - spellchecker/ grammar checker Needs to organize references -uses easybis.com, copies to doc Needs to review tasks Needs to review timelines
Needs to design visually - chooses fonts for headings, etc. in computer Needs to hand in/present on time
Needs to review tasks - uses colour coding in schedule
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Identified Tools in the Learning Journey (Individuals) Individual (tools)
Topic Selection
Research
Write Up
Present
Focus
Needs to understand assignment - dictionary (digital and paper) - computer - notebook - textbook Needs to find ideas - computer - notebook - objects in environment - library - mind - textbook
Needs to select sources for data
Needs thesis/core ideas - mind mapping software - word - note pad
Needs to decide on presentation aesthetics
Needs to compile material -Internet - Wikipedia - Reddit entries and articles - Google images - Google search
Needs to write out thoughts/ideas - note pad - computer
Needs to find material for presentation style - computer - internet search
Seek & Capture
Needs to record ideas - notebook - computer Needs to generate ideas - sketch book - drawing pencils, markers
Reflect & Connect
Needs to compare ideas Needs to assess ideas
- Databases - JStore - Artfull text - OCAD database) - books - note pad - phone Needs to categorize material - computer - coloured highlighters - sticky notes - pens Needs to expand on/generate ideas - eyes - people Needs to capture
Needs to test ideas/identify areas for improvement Needs to revise - computer 83
Needs to expand ideas Needs to review ideas
ideas - note pad - computer
- Pages, Word
Needs to compare ideas - computer (word)
Needs to review material sticky notes Organize
Needs to choose topic Needs to set timeline - pen and paper Needs to capture tasks Needs to review tasks - coloured markers
Needs to structure assignment – coloured markers/highlighters - coloured sticky notes - paper and pencil/pen/marker for drawing - mindmap with word or mindmapping software Needs to extract relevant source material Computer files (OS) - Pages (MAC)
Needs to edit - computer Needs to error check -computer - spellchecker/ grammar checker
Needs to design visually - computer Needs to hand in/present on time
Needs to organize references computer - easybis.com - word Needs to review tasks
Needs to review timelines
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Software Tools Used Focus
Topic Selection
Research
Write Up
Present
Needs to understand assignment
Needs to select sources for data PLEASURE (4): Love becoming the expert
Needs thesis/core ideas
Needs to decide on presentation aesthetics
PAIN (5): [difficulty researching]
PAIN (2): [writing is difficult] PAIN (3): [writing clearly is difficult] PAIN (3): [difficulty retaining information] PAIN (4): “Scared”, end of assignments “horrible”, “painful”, “very tiring”, makes her ill to the point of passing out PAIN (5): difficulty articulating ideas and getting into flow of writing
Seek & Capture
Reflect & Connect
Needs to find ideas Needs to record ideas - Evernote
Needs to compile material Delicious - Mural.ly
Needs to generate ideas Pinterest* PLEASURE (5): Like brainstorming, sketching. PAIN (3): [brainstorming is difficult]
Needs to categorize material Delicious - Mural.ly PAIN (3): [difficulty reading information] PAIN (3): [difficulty retaining information] PAIN (5): difficulty managing information
Needs to compare ideas Inspiration Mindmapping* Needs to assess ideas Needs to expand ideas Needs to
Needs to expand on/generate ideas Pinterest* - Mural.ly Needs to compare ideas - Many Eyes – Data viz
Needs to write out thoughts
Needs to find material for presentation style
Needs to test ideas Needs to identify areas for improvement Needs to revise PAIN (2): rewrites essay 15 times
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Organize
review ideas PAIN (1): [difficult]; anxiety about final outcome PAIN (2): Kept Changing topics; exploring them getting discouraged PAIN (3): I will usually try to use topics I am already familiar with…[research] not required for interest based stuff PAIN (5): Hardest part, starting a project, difficulty articulating ideas Needs to choose topic Needs to set timeline Needs to capture tasks Needs to review tasks PAIN (1): [timelines/staying on task difficult] PAIN (3): [timelines/staying on task difficult] PAIN (3): [motivation difficult]
- Mural.ly - Inspiration - mindjet
Pain
Needs to review material - Mural.ly - Inspiration Needs to find inspiration Pinterest* PLEASURE (5): Brainstorming always plays the biggest role in my projects
Needs to structure assignment -Inspiration MIND MAPPING* Needs to extract relevant source material PAIN (4): “HATE”’s [this organizational /synthesis stage] PAIN (1): [timelines/staying on task difficult]
Needs to edit Needs to error check Needs to organize references - Zotero
Needs to design visually Needs to hand in/present on time PAIN (4): By myself – never finish it
Needs to review tasks Needs to review timelines PAIN (1): [difficult] PAIN (2): citations are pain point
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APPENDIX E: GROUP MATRICES: NEEDS, STRATEGIES, TOOLS (SAMPLE): RESEARCH STAGE Identified Tools in the Learning Journey (Groups) Identified Strategies in the Learning Journey (Groups) Adaptive Strategies = S Maladaptive Strategies = MS
Research
Focus
• Avoidance (MS) • Napping (MS) • Renewing group achievement (S) • Deferring decision-making (MS) • Navigating around conflict/crisis (S/MS) • Summarizing problems (S) • Grouping around productive individual (MS) • Complaining (S) • Efforts at inclusion (S) • Emergent roles (S) • Small talk/ doodling (MS) • RE-arrange environment to accommodate group (S) • Group negotiations (S) • Individual prioritization (S or MS) • Avoidance (S) • Following the leader (MS) • Following other group’s lead (S) • Note-taking after others (S) • One person per laptop per group (S) • One speaker/ one note-taker (S) • Listening to other groups (S)
Seek & Capture
Reflect & Connect
• Group discussion (S) • Searching search results (S) • Interpersonal bonds (S) • Breaking into conversation (S) • Stalling/ deferring (S) • Hive mind (S)
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Organize
• Sketching together (S) • Brainstorm lists (S) • Sketch book (S) • Individual preferences/norms (S) • Summarize stages (S) • Focus on content visually (S)
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APPENDIX F: BIBLIOGRAPHY Works Cited Alban-Metcalfe, J. (2002). Attention deficit/hyperactivity disorder-type behaviours among undergraduates and their relation to learning style. Research in Education, 68, 89-109. Allsop, D., Minskoff, E. & Bolt, L. (2005). Individualized course-specific strategy instruction for college students with learning disabilities and ADHD: lessons learned from a model demonstration project. Learning Disabilities Research & Practice, 20(2), 103-118. Connor, D. (2012). Helping students with disabilities transition to college: 21 tips for students with LD and/or ADD/ADHD. Teaching Exceptional Children, 44(5), 16-25. Coppin., P. & Hockema, S. (2009). Learning from the information workspace of an information professional with dyslexia and ADHD. TIC-STH 2009 Conference Proceedings. Education Growth Advisors (2013). Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education. PLN/Bill and Melinda Gates Foundation. Education Growth Advisors (2013). Learning to Adapt: Understanding the Adaptive Learning Supplier Landscape. PLN/Bill and Melinda Gates Foundation. Fichten, C., Asuncion, J., Wolforth, J., Barile, M., Budd, J., Martiniello, N. & Amsel, R. (2012). Information and communication technology related needs of college and university students with disabilities. Research in Learning Technology 20, 323-344. Fichten, C., Ferraro, V., Asuncion, J., Chwojka, C., Barile, M., Nguyen, M., Klomp, R. & Wolforth, J. (2009). Disabilities and e-learning problems and solutions: an exploratory study. Educational Technology & Society, 12(4), 241-256. Flavin, M. (2012). Disruptive technologies in higher education. Research in Learning Technology Supplement: ALT-C 2012 Conference Proceedings. Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243-272. Klemes, J., Epstein, A., Zuker, M., Grinberg, N. & Ilovitch, T. (2006). An assistive computerized learning environment for distance learning students with learning disabilities. Open Learning, 21(1), 19-32. Mor, Y. & Craft, B. (2012). Learning design: reflections upon the current landscape. Research in Learning Technology Supplement: ALT-C 2012 Conference Proceedings. Orr, A. & Bachman Hammig, S. (2009). Inclusive postsecondary strategies for teaching students with learning disabilities: a review of the literature. Learning Disability Quarterly, 32, 181-196. Parker, D., White, C., Collins, L., Banerjee, M. & McGuire, J. (2009). Learning technologies management system (LiTMS): a multidimensional service delivery model for college students with learning disabilities and ADHD. Journal of Postsecondary Education and Disability, 22(2), 130-136. Roberts, K. & Stodden, R. (2005). The use of voice recognition software as a compensatory strategy for postsecondary education students receiving services under the category of learning disabled. Journal of Vocational Rehabilitation, 22, 49-64. Sharpe, M., Johnson, D., Izzo, M. & Murray, A. (2005). An analysis of instructional accommodations and assistive technologies used by postsecondary graduates with disabilities. Journal of Vocational Rehabilitation, 22, 3-11. Stewart, J., Choi, J. & Mallery, C. (2010). A multilevel analysis of distance learning achievement: are college students with disabilities making the grade? Journal of Rehabilitation, 76(2), 27-39.
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Recorded Lectures Barkley, R., 2008. Management of ADHD, UCtelevision. http://youtu.be/q3d1SwUXMc0 Barkley, R., 2008. ADHD: Life Course Outcomes and Treatment Implications, UCtelevision. http://youtu.be/q3d1SwUXMc0 Schweitzer, J., 2011. Minds Behinds the MINDS: Update on ADHD, UCTelevision, http://youtu.be/ORvPKVVWVc
Expert Interviews We investigated the perspectives of a number of experts in the fields of education and assistive technology integration: Kenn Harvey, Principal, Riverdale Collegiate Institute, Toronto District School Board Interviewed on Wednesday, March 27, 2013. Penny Kawasaki, principal at Learning Support Services (LSS), Ottawa. Former Learning Strategist at Algonquin College, Ottawa Valley. Interviewed on Thursday, April 04, 2013. Jason Timms, Assistive Technologist at Algonquin College, Ottawa Valley. Interviewed on Friday, April 05, 2013. Melissa Caufield, Secondary Teacher (Geography, Social Science, Special Education & ESL), Unionville High School, York Region District School Board. Interviewed on Sunday, April 07, 2013. Christopher Bennell, Faculty IT Support Technician, OCADU. Interviewed on Friday, April 12, 2013.
Field Study Observation of post-secondary in-class group work recorded on Friday, April 5, 2013.
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Software Brands Cited/Tested in the Literature Fichtin et al. 2009 •
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Writing support o Inspiration™ (Inspiration Software, Inc.) o WYNN™ Literacy Software (Freedom Scientific®) o Texthelp (various literacy support products, including text-to-speech) Visual impairment support o JAWS™ screen reading software (Freedom Scientific®) o ReadPlease™ text-to-speech software (discontinued) Scanning and optical character recognition for visual impairment o Open Book™ scanning and reading software (Freedom Scientific®) o OmniPage™ print-to-digital conversion software (Nuance®) Voice dictation software o Dragon Naturally Speaking™ (Nuance®)
Flavin 2012 •
‘Disruptive technologies’ o Google o Google Scholar o Wikipedia o Twitter
Hecker et al. 2002 •
Reading and literacy support o Kurzweil 3000™ (Kurzweil Education Systems®)
Klemes et al. 2006 •
Reading and literacy support combined with audio playback software o Adobe Acrobat 4.05 ME™ (Adobe®) o Sound Forge™ (Sony Creative Software, Inc.)
Mor & Craft, 2012 •
Social media-inspired, collaborative learning tools (MOOC support) o Cloudworks (Cloudengine/Bitbucket/Atlassian) o LdShake (Interactive Technologies Group, Universitat Pompeu Fabra) o Compendium LD (Open University Learning Design Initiative)
Parker et al. 2009 •
Example of assistive tech within a thought experiment o Inspiration™ (Inspiration Software, Inc.)
Roberts et al. 2005 • •
Speech-to-text (voice recognition) software Dragon Naturally Speaking™ v5.0 (Nuance®)
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