Enabli ling Technolo logy - beyond assis istance Chris Abbott - - PDF document

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Enabli ling Technolo logy

• beyond assis

istance

Chris Abbott

Emeritus Reader in Assistive Technologies, King’s College London Editor, Journal of Assistive Technologies

Chris Abbott NCSE Nov 2015 Chris Abbott NCSE Nov 2015

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Jou Journal of

• f Assis

istive Tech echnologies

Chris Abbott NCSE Nov 2015

JAT homepage

My hypothesis: We are moving beyond seeing some technologies only as assistive; and we are learning how to use technology to enable new or better learning. This is not, for the most part, because the technology is better (although this is true too), but mostly because we understand much more now about how to use the technology to enable learning to take place.

Chris Abbott NCSE Nov 2015

16/11/2015 3 LOOKING BACK… How have assistive technologies developed, and what have we learned along the way about benefits and barriers? LOOKING AROUND… What do we mean by assistive technology anyway – and how is it changing as Universal Design for Living becomes established? LOOKING AHEAD… What recent developments will offer new possibilities – and what is just over the horizon?

Chris Abbott NCSE Nov 2015

LOOKING BACK… How have assistive technologies developed, and what have we learned along the way about benefits and barriers?

Chris Abbott NCSE Nov 2015

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Are e Ass ssis istiv ive Tec echnolo logie ies ne new?

Chris Abbott NCSE Nov 2015 Chris Abbott NCSE Nov 2015

19 1940s

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LOOKING AROUND… What do we mean by assistive technology anyway – and how is it changing as Universal Design for Learning (UDL) becomes established?

Chris Abbott NCSE Nov 2015

World

• rld Hea

ealth th Or Organ anisation An umbrella term for any device or system that allows individuals to perform tasks they would otherwise be unable to do or increases the ease and safety with which tasks can be performed.

Glossary Of Terms For Community Health Care And Services For Older Persons, 2004

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USA statutory

…assistive technology device means any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities

The Assistive Technology Act of 1998

Chris Abbott NCSE Nov 2015

Fou Foundatio tion for

• r Ass

ssis istiv ive Technolo logy (UK)

Assistive Technology (AT) is any product or service designed to enable independence for disabled and older people.

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Chris Abbott NCSE Nov 2015

Alternative input devices Braille embossers Keyboard filters Light signaler alerts On-screen keyboards Reading tools and learning disabilities programs Refreshable Braille displays Screen enlargers, or screen magnifiers Screen readers Speech recognition or voice recognition programs Text-to-Speech (TTS) or speech synthesizers Talking and large-print word processors TTY/TDD conversion modems

www.microsoft.com/enable/at/types.aspx

Mod

• dels

ls of

• f en

enablin ing tec echnolo logy

• Medical model leads to Assistive Technology
• Social model leads to Universal Design for Learning
• …or is it really that simple?

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Lea earning the theories an and tec echnolo logy

Behaviourism leads to drill and practice software Social constructivism leads to learning through social networking and online communication

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Tec echnolo logic ical l de determin inis ism

“God of technology” or “curing technology” – determinist view More recently – the practices approach as in multiliteracies – uses rather than devices

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• Truly collaborative …digital technologies …a second

wave …which is collaborative rather than individually supportive, holistic rather than skills- based and inclusive rather than separatist. (p. 3)

• Abbott, C. (2007). e-Inclusion: Learning Difficulties and Digital
• Technologies. Bristol: Futurelab.

Chris Abbott NCSE Nov 2015

Revi viewing the the literature

Issues of agency, identity, power and culture, familiar topics in disability studies… are almost invisible in the emerging and sometimes simplistic research literature on inclusion in the educational system.

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…frameworks such as activity theory and actor network theory in studies of childhood and technology, and technology and learning, may offer fruitful ways of theorising the relationship between social models of inclusion and digital technologies…

Abbott (2007)

Chris Abbott NCSE Nov 2015

AT is a complex phenomenon that takes place in real life, involving technology, humans and activity, while taking place in different contexts… Given the complexity of the whole phenomenon, it is a significant challenge to decide on the correct [methodology]… It may even be that methodological compromises in the studies related to children and AT do not fulfil the criteria of those who fund research or review journal articles, and thus the whole research area becomes more marginalised than it deserves.

Salminen (2008, p177)

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Widening the definition

Assistive technology can include a symbol, a puppet, a transitional object or object of reference - or a robot

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MY FIRST INCLUSIVE BALLET

supported by the Cultural Institute

Dr Chris Abbott

Department of Education & Professional Studies

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Supporting the narration with signing (BSL)

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Chris Abbott NCSE Nov 2015

Assistive Learning Technology Assistive Living Technology Enabling Technology Inclusive Technology Universal Design for Learning From special devices (low volume, high price) to apps (high volume, low price)

Chris Abbott NCSE Nov 2015

Developing understanding, evolving language

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…the way in which power is conceptualised in research by RECs is based on… approaches that assume that the researcher… seeks to have power and control

• ver the researched. …social research is in direct tension with such a position

because social researchers often aim for a greater democratisation of the research process by sharing power with stakeholders… The tension is perhaps played out most sharply when considering the involvement of children and young people in research. …research ethics practices… have become reified to a degree that potentially diminishes reflection and innovation by researchers. We suggest this is something that needs to change…

(Parsons, Abbott, McKnight & Davies 2015)

Chris Abbott NCSE Nov 2015

Gaining ethics approval for research

A foc

• cus on
• n use

use not not tec echnolo logy

Technology uses to train or rehearse Technology uses to assist learning Technology uses to enable learning

(developed from Abbott 2007)

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Chris Abbott NCSE Nov 2015

Key areas of international AT research 2007-2011

User involvement

participant design, nothing about us without us, from tokenism to shared decision- making

Mobile mainstream devices

smartphones and tablets, driven by built-in accessibility and user demand

Visibility of AT use

partly through move of speech synthesis, prediction etc into mainsteam use

Interaction and collaboration

Multiplying and diversifying routes for collaboration, link to multimodalities literacy research

Developing interfaces and technologies

Brain control, gesture control, eye-gaze, robotics, natural user interfaces

Inclusive design

Game engines and disability, ITAG, learning and interaction needs first (Abbott et al, 2014)

Wha hat ha have we e found out

• ut rece

ecently ly?

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Chris Abbott NCSE Nov 2015

ICCHP 2014, France

14th International Conference on Computers Helping People with Special Needs www.icchp.org 500 participants from more than 50 countries Keynotes on mobile technologies & ULD Many papers on use of AT to enable people to be included in everyday life – public transport accessibility etc Papers on autism mainly focused on AT for social interaction Many papers on research with and for older people Most of the papers dealing with school environments were looking at aspects of tablet use

Chris Abbott NCSE Nov 2015

AAATE 2015, Hungary

Advancing Assistive Technology and eAccessibility for People with Disabilities and the Aging Population www.aaate2015.eu European event with international participation Keynotes on AAC, robotics, pervasive inclusion, rehabilitation Historically linked to rehabilitation but increasing papers on learning with AT Ambient Assisted Living – smarthomes and robots Paper on barriers to AT uptake identified 4 domains: Telehealth, Telecare, AAC, Education – with minimal sharing between them

(Bentley et al, Southampton & Sussex)

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Eye gaze

Much interest but some problems Expensive and can be difficult to calibrate Cheaper alternatives but these are less accurate leading to frustration Eye movement control difficult for people with some disabilities BCI (with gaming or Dasher) potentially less tiring and falling in price

(P. J. Standen et al, University of Nottingham & Nottingham Trent University, AAATE 2015)

Chris Abbott NCSE Nov 2015

In Involving you

• ung AT users in

in res esearch

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AT T in n the the mai ainstream worl

• rld

Chris Abbott NCSE Nov 2015

Soc

• cia

ial l interactio ion as as lea earnin ing

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LOOKING AHEAD… What recent developments will offer new possibilities – and what is just over the horizon?

Chris Abbott NCSE Nov 2015

From icons (like trains in Sweden) to earcons (like stations in Japan)

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Ha Hapti ticons – communicati ting through to touch

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Em Emer ergin ing interfaces

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Com

• mmunic

icatin ing thr through tho thought

Chris Abbott NCSE Nov 2015

How might schools use this technology? How might committees work differently?

Rob

• botic

ics

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Fr From

• m spe

specia ial to

• mai

ainstream

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Cha hangin ing exp xpectatio ions

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3D prin printers

The he majority of

• f AT res

esearch is s lin inked to to use uses for

• r ol
• lder peo

people

Chris Abbott NCSE Nov 2015

Prompts and reminders Communication Leisure Safety

www.atdementia.org.uk

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Robots in the classroom – current research in Nottingham using the NAO robot

Standen investigated 8 teacher/pupil dyads using robots to achieve a learning

• utcome over 5 sessions.

RQs: behavioural change? Engagement with robot compared to engagement in classroom typically (research shows engagement is learning predictor)

Chris Abbott NCSE Nov 2015

Wha hat t di did d the the teac eachers wan ant t the the rob

• bot
• t to
• do

do?

Chris Abbott NCSE Nov 2015

To give commands or prompts for the pupils to respond To produce a behaviour (dancing etc) as a reward To perform behaviours that were rewarding or enjoyable for pupils To do something that would help towards a learning

• bjective

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What were the results?

(at the time of the AAATE keynote) Achievement of target behaviour: When working with the robot, a significantly smaller number of pupils needed prompting. Some users were significantly more engaged in the activity when the robot was involved than without it

Chris Abbott NCSE Nov 2015

edurob.eu

Chris Abbott NCSE Nov 2015

www.youtube.com/watch?v=_AxErdP0YI8

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Practitioners are researchers too… MA Inclusive Education & Technology at KCL A teacher investigating e-mentoring – now advising the UK Dept for Education An AT consultant now leading a government task- force in Brunei A speech & language therapist persuading the REC that a non-speaking 5 yr old can give informed consent

Chris Abbott NCSE Nov 2015

If we want assistive technology to enable learning… If we want assistive technology research to be valid and beneficial… If we want to make the best use of the new technologies that arrive – and to feel empowered those that do not have potential or are misguided…

Chris Abbott NCSE Nov 2015

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If we want assistive technology to enable learning… If we want assistive technology research to be valid and beneficial… If we want to make the best use of the new technologies that arrive – and to feel empowered those that do not have potential or are misguided… We need to place teachers and other practitioners at the centre of the research, and ensure that users and parents are involved.

Chris Abbott NCSE Nov 2015

We can all be involved in research – and in this way, we will all benefit from better research. I look forward to reading the research you will all complete in the future. Thank you for listening. chris.abbott@kcl.ac.uk

Chris Abbott NCSE Nov 2015