This is a presentation for the British Dyslexia Association International Conference 2014 by E.A. Draffan and Abi James. A DSA survey of HE and FE students and the LexDis project provide some insights into student use of technology for studying

1. The Student approach to Study
Skill Strategies using Portable
and Desktop Technologies.
E.A. Draffan & Abi James
University of Southampton / BDA NTC
A Very Modern Lecture, reused courtesy of pjohnkeane Flickr photostream under a CC lic
"Kent State Study Looks at Cell Phone Use and Fitness in College Students" by Kent State University

3. Number of times features were
commented upon
• Survey in 2009, 230 disabled students from UK, USA &
Japan – 59% were 16-25 years old
• Email, alarm, prediction and vibration most used after
calls, followed by calendar/reminders, internet and
camera.
0
10
20
30
40
50

4. 2006 -8
Facebook
Wikipedia,
Netbooks, i
Phones
Internet
access via
mobiles
2009 - 2010
Twitter
eBooks &
Kindle
Android
smartphones
The iPad!
2011-12:
Tablets of all
shapes
Social Media
meets
collaborative
learning
Google
Chrome book
2013:
MOOCs
3D printing
Wearable
technology
Flipped
classroom
2014 +:
Technology –
powered
Education
combining:
- online,
- traditional
- collaborative
learning
- Learning
analytics
- Personal
content
How are students coping in
quickly changing world of
education and technology?

5. Mobile Phone survey (2011)
Accessing their websites
on a mobile device
(number of visits in one
month):
• iPhone: 1199
• Android: 502
• iPad: 488
• iPod: 154
• Other: 178
80% of those who
responded had a smart
phone. Of that 80% the
breakdown was as
follows:
• Android: 42.3%
• Blackberry 34.6%
• iPhone: 11.5%
• Windows: 3.8%
• Other: 7.7%
(http://www.in-traction.com/mobile-browsing-a-student-survey/)

6. How are students coping in a
rapidly changing world of
education and technology?
Possible ways to answer this question:
• Quantitative….Survey of students in receipt of DSA 2007-
2012
– 12.8% of students with SpLD had access to AT prior
to university
• Qualitative…. LexDis project to collate technology
strategies from disabled students
(http://www.lexdis.org.uk)

7. Explore
options
Functional
Response
Personal
Changes
Evaluations
and
Feedback
Personal
Perceptions
Functional
Demands
Environment and Context
Home Education or Work Community
External Support
Personal
Resources
Technology
Choices
Adapted from the
Human Function
Model (Melichar &
Blackhurst, 1993).

8. DSA Survey 2011-12
• “I didn't have a laptop or PC and struggled with to use
university comouters as it takes me a long time to work
through assignments etc! Having my laptop means i can
work in my own time anywhere i need and i can use the
software that was given to help. It also meant i could use
this stuff on school placements.” (Student with SpLD)

9. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Hardware Software
Frequency of use of assistive technology by
students with SpLDs
Not at all
Occasionally (less than
once a month)
Sometimes (less than
once a week)
Often (more than once a
week)
Used Daily

10. What are students using
their hardware for?
58% of students with SpLD made comments about their hardware
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%

11. What benefits do using the software
provide students with SpLD?
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%

12. What additional technology did
the students feel could help?
19% of students with SpLD made comments about additional technology
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%

13. Comments about requirements
for portable devices:
“An iPad. I have since self
funded for one and it really
helps. I use it to take notes
sketching internet and for
keynote presentations. I also
use the reminder facility and
calendar for short term
memory.”
“a smart phone/
iPad of some kind
which is light and
easy to carry
round with me
which would help
me organise
myself.”
“a tablet …it would be very useful to have
been able to use this during lectures and
practicals to take notes and to access
notes/research that I have prepared in
advance.”

15. Note-taking Strategies
“The [tablet] was invaluable in the
field as it allowed me to take notes
and complete spreadsheets of
field results …I managed ok typing
one handed.
(Speech recognition user)
“I don’t like pens and papers! Too
much waste and extra cost. I’ve
been using my iPad with a stylus
and several note taking/drawing
apps so far. I synchronise all my
notes with iCloud and I’m perfectly
happy
(student struggling with
pain and fatigue)
I find if I use the Live Scribe with
the ear buds just hanging loosely
round my neck, then the
microphone from the pen does not
pick up the scratching when
writing, but still records the lecture
or meeting”
“I have found AudioNotetaker very useful for gathering
quotes from audio recordings when interviewing people
as well as recording and making note from lectures.

16. Organisation strategies
“I use Evernote for making
checklists. If I have a large piece of
coursework or many subjects areas to
revise. I break each task down, make
a list and tick off each task as I
complete it. There is always a sense of
satisfaction when looking at a list full of
ticks!”
“I was given an iPhone that
I use for calendars, calls,
texting with speak select,
camera shots of articles
using image to text and
video capturing of
lectures. I use it to
organise everything and
sync with iCloud so I can
view and work online from
my desktop as well.

17. Proof reading strategies
“Text to speech is really useful when you are
writing and proofreading – it makes me stop
when I leave out words and when I create
words that don’t exist., I was given Texthelp
Read and Write Gold and I use the scanning
for my manuscripts. Add the picture to Word
and make comments in the margins.”
“I find I have to take a break before I read
my work again and even so I often think I
have written something that is not there or
miss words out so I like to have the text
highlighting on when listening to it reading
back.”

18. Students as Agile
Technology (AT) Users
Needs (e.g. Curriculum
tasks, activities, setting, social
communication, access and independence)
Strategies and Technology Choices (e.g.
Assistive / Productivity / mobile /free and
online)
Considerations (e.g.
time, skills, personalisation, training, attitude
and preferences, available
technology, costs)
AT
User
Research
Strategies
Evidence
Based
choices

19. Note of caution….
• Some portable devices may look similar but provide very
different user experiences and personal preferences run
deep!
• Recent studies have shown that while students find e-book
and portable devices beneficial, they are still under-taking
much of their studying on laptop or desktop computers.
• Each update, device change, app trial and technology
based strategy can take time to learn – make the offer of
anything new meaningful and in the context of study skill
requirements.

20. Thank You
E.A. Draffan and Abi James, ECS Accessibility Team
http://access.ecs.soton.ac.uk
With thanks to all the
students who took
part in the DSA survey
and continue to support
the LexDis Project
http://www.lexdis.org.uk/