Interactivity in deaf classroom using Centralised e ... - CiteSeerX

Interactivity in Deaf Classroom Using Centralised E-learning System in Jordan S. Khwaldeh, N. Matar, and Z. Hunaiti Faculty of Science and Technology Anglia Ruskin University, Chelmsford, UK

lecturer demonstrates on the black board and faces the board, thus making lip-reading impossible.

Abstract E-learning is a useful tool that has contributed in facilitating education for people around the globe. There is a need, however, to making e-learning available to deaf people, particularly within Jordan. This paper describes a centralised based learning system, which aims to facilitate teaching and learning for both teachers of the deaf and deaf people in Jordan. Additionally, the interactivity issue is brought to focus and has been addressed for the first time in an elearning system for the deaf in Jordan.

Key words E-learning, deaf, interactivity, virtual classroom and multimedia I.

Introduction

Education has been witnessing a rapid acceleration of changes in information and communication technologies (ICT) in the past few years. Enlarging the scope of interaction and interactivity between the teacher and deaf pupils in the classroom environment is crucial to enable effective learning. However, this synergy requires a flexible environment that can be achieved through a centralized e-learning system that can offer interactivity among the learners and instructors. Learning, using available technology, was applied in teaching the deaf before 1958. The dawn of educational technology for the hearing impaired, however, is generally regarded to be the year of 1958, when the first Captioned Films for the Deaf was established [1]. Some of the problems facing both instructors and deaf learners include teacher-pupils exchange, limited feedback, and unmotivated pupils [2]. Furthermore, demonstration on the blackboard can present particular barriers for deaf pupils. Unless they have a note-taker, they will not be able to take notes from the board and watch the lecturer/interpreter/lip-speaker at the same time. Certainly, instructors are usually faced by having to carry out a lecture whilst wondering about the pupils' level of understanding. From the pupils’ perspective, lectures may lack clarity and be difficult to follow, particularly when a ISBN: 1-9025-6016-7 © 2007 PGNet

According to [3], the reading/writing and mathematical skills demonstrated by deaf people are well below that of hearing people. Additionally it has been found [4, 5] that the average scores in mathematics achievement tests for the deaf is one standard deviation below the average for those with normal hearing, although their mental capabilities are the same. The provision for the deaf could be improved through the use of e-learning and Multimedia ICT tools have essential features that aid teaching and learning, such as interactivity between the learning elements (instructor, learner and topic been learned) and multiple representations [6]. The advantages of e-learning and its impact on learning have been described by [7]. Various electronic sign language dictionaries projects performed in many countries such as Dictionary of British Sign Language / English [8], Multimedia dictionary of American Sign Language [9] in addition, e-learning environments such as DELFE [3], and BITEMA [10]. However, the Arab region and Jordan in particular the ambience is ambiguous In Jordan there is an acknowledged lack of provision for deaf pupils in schools; for example, educational tools that support the literacy and learning in deaf education [11]. Additionally using e-learning for instruction will be a relatively new technology in the field of deaf education in the Arab region and in Jordan in particular. As a consequence the results of this study will be used to recommend modifications to the methods used in teaching to deaf. Such changes could hopefully be incorporated into the Jordanian educational system through future planning. The innovation of this centralised e-learning system lies in the fact that it will be for the first time for Jordanian deaf pupils to use a distance learning resource, so they can interact with each other in Jordan. Moreover the interactivity issue is brought to focus and has been addressed for the first time in e-learning systems for deaf people.

In addressing the above context, the centralised e-learning system will be adapted to the specific learning problems of deaf people. Using spoken in conjunction with signed language (Bilingual) [10] in schools improves reading competence extensively [3]. The proposed e-learning system will provide interactive content and interactive tools that will enable interactivity between instructor/teacher and deaf pupils. II.

Important factors in designing the centralised e-learning system

This stage contains two investigation levels. The first level investigates the guidelines for designing and implementing the centralised e-learning system for deaf pupils. The second investigates the specification of video-conference format, quality, bit-rates and resolution. A.

Assuring video quality

Considering the main criteria for improved quality of video picture when developing video materials and the consistency of video picture for deaf pupils, performed by [14], the centralised e-learning system will use the following video specifications: o o o o

Resolution: 704*576 Frame format: 4CIF File format: Mp4 Frame Bit rate : 300 per/second

This quality of video will enable us to deliver all the details related to sign language movements, which will be clear enough to be recognised by deaf pupils, although this could be solution for some blurred movements. All other request, will be placed by the end-users will be considered. There are also important guidelines for subtitles. All text in the subtitle will be equivalent to the spoken text; additionally the subtitles will present sound information (for example, phone ringing, etc.). In addition, subtitles will be presented inside the video frame in its lower part which is useful in to deaf pupils [10]. Furthermore, the accessibility standards will be considered when designing the GUI of the system such as Web Content Accessibility Guidelines (W3C) and ISO Guidance for Software Accessibility such as the usability, service, etc. B.

Design and implementation the centralised elearning systems for deaf

The guidelines adopted for designing and implementing the centralised e-learning system for the deaf will be the European Union method for analysing ICT projects [13]. This includes discussion groups and getting feedback,

interviews with end-users, observation, Pre/post – tests, and questionnaires. When designing and implementing an e-learning system for deaf, one should consider offering all audio information in a visual way, subtitles for each video, picture, and text; a dictionary and glossary of terms, attractive and effective able graphical user interface (GUI) for users, effective approach to navigate inside the learning material, difficulty levels for assessments, and by presenting e-learning material in a structured, understandable, and logical way. III. Presentation of the proposed centralised e-learning system In this section, we describe the specification of the centralised e-learning system:  The centralised e-Learning system for Deaf People will be adapted to them via a Bilingual. The centralised e-Learning system will offer a set of facilities and services that is able to support education for Deaf People by the use of video conferencing services of Internet or intranet (virtual classroom).  The “interactive” content will be based on video conferencing in conjunction with text (subtitles), animations, and multimedia. The material can be uploaded by teacher/instructor of the deaf or the Administrator. The content will be translated in the Jordanian Sign Language (JSL).  The “interactive” tools will enable interactivity between Administrator, teacher/instructor and pupils. A.

The system and its functionalities

In detail the system provides the following features:  Video – conferences to convey JSL as the language of explanation in conjunction with illustratrations, animations and texts. This aims to: o Enhance the learners’ motivation. o Improve the intervention of the content.  Chatting rooms where teachers/instructors of the deaf and deaf pupils can clarify ideas and share information. Everybody, from anywhere around Jordan, can attend any discussion group through the centralized e-learning system. Deaf pupils and the teacher/instructor can participate, interact with one another and learn about new and interesting topics. o Networks are the ideal medium. In the Chat rooms, the Internet/intranet is where the virtual classrooms resides (Fig. 1). The Internet/intranet is the ideal media for the “Virtual” Classroom/chat rooms for the following reasons:  Because of the open structure of the Internet, people from different geographical and cultural backgrounds tend to share data and information seamlessly.

 The only medium that has the capability of reaching every remote corner of the world is the Internet.  On the functional level the proposed system will bring together the main up-to-date techniques to realise interactive tests, pupils' feedback, question to the teacher/instructor, visual ambiance, submit question and remarks to teacher/instructor.

1. Administration team In the centralised e-learning system we mean by the Administration team: a group of persons with different professional skills: the instructional manager/designer, the ICT expert, the graphic design expert, the knowledge domain expert, the pedagogical expert, the communication (Jordanian Sign language) expert.

Deaf Students

Teacher of the deaf

Deaf Students

Server Teacher of the deaf

Internet / Intranet

The administrator manages the centralised e-learning system via the administration tools and the available permissions. In addition, the administrator can communicate with the instructor and pupils. The administrator will be able to create and close virtual classrooms (chatting rooms), upload data, download data uploaded by teachers/instructors/pupils, view data uploaded by teacher/instructor/pupils, alter uploaded data by teachers/instructors/pupils if necessary, and remove data. It is important to note that these priviledges are not all priviledges available for the Administrator account. 2. Teacher/Instructor

Figure 1

B.

User Levels

Three user levels are pointed out in the centralised elearning system. In each user level there is a different privilege, tools, and permissions. Relying on the use of account level, these levels have also different roles: administrator, instructor and pupils. Each of them interacts with other. A simple flowchart of the system is described in (Fig. 2). Log in screen

Mark user as Logged in

User name Password

No

Valid user ?

3. Pupils

Welcome page Student/instructor/Administrator

Yes

Student Page

- Attend Chat rooms (virtual classroom) - Download Data - View Data

Instructor Page

Having effective teaching requires an excellent tutor (human or artificial) able to get involved in the pupil’s learning process [12]. In this level, the teacher/instructor decides the educational material. The instructor also decides the way that the material will be presented to the pupils. The teacher/instructor will be able to create virtual classrooms (chatting rooms), upload data, download data uploaded by other teachers/instructors, view other teacher/instructor data, revise his/her own uploaded data. However, the teachers/instructors account will have limited-administrative permissions compared to the administrator account.

Administrator Page

The pupil will have the ability to determine which classroom (chatting room) to attend. Additionally, the pupil reads the educational context uploaded by the teacher/instructor; the pupil can interact and asks questions to the teacher/instructor. The pupils account will have limited administrative permissions tools compared with the teachers/instructors and the administrator accounts. IV. Evaluation

- Create chat rooms (virtual classroom) - Upload Data - Download Data - View Data - Modify own data

Figure 2

- Create chat rooms (virtual classroom) - Close chat rooms (virtual classrooms) - Upload Data - Download Data - View Data - Delete Data - Modify Data

Improving mathematical skills for deaf pupils in Jordan using e-learning is the major aim of this project, an interdisciplinary research working on the deaf education and the technology of cooperative interaction in Jordanian schools. One major purpose of this project is to evaluate the usability of ICT interactivity in the classroom from the

teacher/instructor and pupil’s point of view. For the pupils, it is important to ascertain if this approach is suitable for learning in all or some particular knowledge domains. For the teacher/instructor the establishment of a supplementary tool to help the teacher/instructor achieve effective teaching would be valuable. V. Conclusion At this paper a centralised e-learning system for deaf children in Jordan has been proposed. This system will be implemented for mathematics classes in three Jordanian schools. From a technical point of view, we have to prove in our work that existing ICT technologies are suitable for bringing interactivity to the classroom for the deaf. This can be assessed through the evaluation of the cognitive impact and usability of such a system during teaching activity. To achieve this, an evaluation programme with teacher/instructors and deaf pupils in three Jordanian schools has been planned. Successful completion of this development will open the way to a complete support system for the education of deaf pupils in Jordan. References [1] Propp, G., "An overview of progress in utilisation of educational technology for educating the hearing impaired", In: Symposium on Research and Utilization of Educational Media for Teaching the Deaf, Teaching the Deaf, Captioned Films and Telecommunications Branch and Media Development Project for the Hearing Impaired, University of NebraskaLincoln. 1978. [2] Gibbs, G. and jenkis, A., "teaching in large classes in higher education, how to maintain quality with reduced resources", London: Kogan page, 1992. [3] Drigas A.S., Kouremenos D., "An e-Learning Management System for the Deaf people", WSEAS Transaction on Advances in Engineering Education, Issue 1, Volume 2, pp. 20-24, 2005. [4] Wollman, D. C., "The attainments in English and arithmetic of secondary school pupils with impaired hearing", The Teacher of the Deaf, 1965. [5] Nunes, T., Moreno, C., "Is hearing impairment a cause of difficulties in learning mathematics?" In C. Donlan (Ed.), "the Development of Mathematical Skills", Hove, UK: Psychology Press, 1998. [6] Leung, F., "the impact of information and communication technology on our understanding of the nature of mathematics". For the learning of mathematics. Volume 26 issue 1, 2006. [7] Hoyles, C., Noss R., "what can digital technologies take from and bring to research in mathematics education?" In: Bishop, A.; Clements, K.; Keitel, Ch.; Kilpatrick, J. & Leung, F.K.S. (eds.), Second International Handbook of Mathematics Education. Dordrecht, Kluwer Academic Publishers, 2003. [8] Brien D. & Brennan, M., "Dictionary of British Sign Language / English", Faber and Faber, London Boston, 1992.

[9] Wilcox, S., Scheibmann, J., Wood, D., Cokely, D. & Stokoe, W., "Multimedia dictionary of American Sign Language". In Proceedings of ASSETS Conference, Association for Computing Machinery, pp. 9-16, 1994. [10] Debevc M., Zoric-Venuti M., Peljhan z., "E-learning material planning and preparation", Report of the European project BITEMA (Bilingual Teaching Material For The Deaf by Means of ICT), source: http://www.bitema.unimb.si/Documents/PDF/E_learning_material_writing.p df, Maribor, Slovenia, May, 2003. [11] The National Team for Early Childhood Development, "early childhood development strategy in Jordan", Amman: NTECD, Jordan 2000. [12] Balacheff N., Sutherland R. "Didactical complexity of computational environments for the learning of mathematics". Int. J. of Computers for Mathematical Learning 4: 1-26, 1999. [13] Smith C, Mayes T., "Telematics Applications for Education and Training: Usability Guide". ICBL, January, 1996. [14] Hellstrom G., "Quality Measurement on Video Communication for Sign Language". Proceedings of the 16th International Symposium on Human Factors in Telecommunications, 12-16 May, Oslo, Norway, 1997