DDIG Meeting – 16 March 2004 1

Presentation by Dr Stephen Hibberd School of Mathematical Sciences, University of Nottingham

MELEES – an environment to support dyslexic students?

Project Team: Dr Stephen Hibberd, Dr Cliff Litton Claire Chambers, Matthew Heath, Peter Rowlett

University of Nottingham E-learning Development Funded project

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Background perspective• University of Nottingham• School of Mathematical Sciences

• MELEES – Implementation 2002-2004• Examples of MELEES environment• Case studies – monitoring and feedback• MELEES – Dealing with learning disabilities

Overview

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Background“ The University of Nottingham welcomes applications from all students. Our aim is to provide a high level of support and guidance from the moment you first enquire to the moment you graduate.”

part of disability statement (2002) • University Web Site – Significant investment in a new CMS system to roll-out at least AA conformance on Main and School web sites• Study Support Centre - offer specific assistance to students with disabilities that affect their academic studies• Office of Disability Issues – making the physical environment accessible• Staff and Educational Development Unit (SEDU) Project – Models, Methods and Materials: Departmental Strategies for supporting Disabled Students (case studies in selected Schools) Sessions on disability issues to new staff (PGCHE) and staff development• Disability Liaison Officer (DLO) – coordinate liaison in each School

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Background Statistics I

University wide - students declaring a disability:2001/2 – 6.3%, 2001/2 – 8.2%, 2002/3 – 4.7%

Disability statistics by School (undergraduate) 2002/3

School Total % declaredMathematical Sciences 441 6%

Chem. & Env. Eng 285 8%Civil Eng 318 8%Elec & Elec 429 8%Mech, Mats, Man Eng 734 10%Built Eviron. 634 8%

Chemistry 430 10%Physics & Astron. 413 8%

University 15491 7%

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Background Statistics II

Disability type by School (undergraduate) 2002/3

School Total % dyslexic % visually % unseenimpaired disability

Mathematical Sciences 33 17 3 64

Chem. & Env. Eng 26 31 4 58

Civil Eng 30 50 0 40

Elec & Elec 36 33 11 42

Mech, Mats, Man Eng 85 50 0 38

Built Environ. 57 40 4 46

Chemistry 50 24 1 63

Physics & Astron. 35 26 4 41

University 1304 26 3 51

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MELEES is a web-based environment to support non-specialist mathematics students taking University level mathematics

Service Mathematics provision at Nottingham

Foundation 3 modules 50 students (per Semester) Engineering

First Year 12 modules 800 students (per Semester) Engin. Built Env. Physics, Chemistry

Second Year 6 modules 400 students (per Semester) Engineering

Third/Fourth Year 5 modules 300 students (per Session) Engineering

UNiM 5 modules 100 students (per Semester) Engineering

Lectures remain a well-tested and successful approach to Mathematics teaching. MELEES is to help provide a

comprehensive programme of support to enable high quality learning.

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Rationale

• information about the mathematics provision and individual modules;

• supports the transition to University level mathematics;

• learning materials and motivation to support lectures;

• comprehensive and coordinated access to module specific materials;

• provide access to external learning and self-assessment materials;

• motivation through links to their subject curriculum;

• helping students refine their own learning strategies;

• provision of a framework for feedback, information and dissemination to

students, their lecturers, teaching support and client schools.

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Phase 1: Pilot implementations for Session 2002-3Autumn Semester: 1 moduleSpring Semester: 4 modules

Feedback from web-logs and email student questionnaire

Implementation

Phase 2: For the Session 2003-4 the provision extended to 18 modules (all first and second year modules – approx. 2000 students, ~20 teaching staff); enabled by:• ‘generic’ module template• guidance on ‘good practice’ • informing and involving module teaching staff• minimum core requirements for each module• exemplar materials available to module staff• project support to module conveners

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WebCT underpins the Environment as the Content Management System (CMS) – individual student configuration

Access to MELEES is through internet access on or off campus

Trial version URL: www.maths.nottingham.ac.uk/melees

Username: melees 2003, password: melees 2003

Examples of MELEES environment

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Examples of MELEES environment

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Examples of MELEES environment

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Examples of MELEES environment

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Examples of MELEES environment

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• 1910 new students, over 72,000 hits1910 new students, over 72,000 hits

• Approx 1,380 students logged in after the end of formal teachingApprox 1,380 students logged in after the end of formal teaching

• Over 170 hours spent viewing general support workbooksOver 170 hours spent viewing general support workbooks

• Over 100 responses to email survey prior to examOver 100 responses to email survey prior to exam

• 97% perceived it to be helpful97% perceived it to be helpful

• Extremely positive feedback from lecturers and students.Extremely positive feedback from lecturers and students.

Dissemination - Phase 2

83%

4%

13% Regular MELEESuser

Logged in once

Never logged on

Usage of MELEES

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• The best module website I have available to me.

• All inclusive, well organised web site, a perfect example on excellent teaching resources, which other modules could follow

• A brilliant, useful website, that has helped a lot. It is the most organised, professional module I have been lectured.

• Very useful, as I have access in my room, and it’s easy to look up if I am stuck with anything.

• Good job! Thanks a lot for creating the MELEES website! I feel much more convenient for collecting useful information if there’s no lecturer at hand! Do wish you go on making the site better!

Student Feedback - Phase 2

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Disability Case Study I

Partially sighted student having difficulty reading some documents

• Best format identified

• Key documents converted

• Separate area created and populated with different format

• Individual access to area

• High contrast for ease of use

• Continued liaison with student for future modules

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Disability Case Study I

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Disability Case Study II – Student usage

No. of sessions

Strategy Average CW mark

CW test Overall mark

Student 1 10 (270 hits)

Download 44/50 1/27 42%

Student 2 14 (258 hits)

View on screen

41/50 2/27 44%

Student 3 9(108 hits)

Download/print

49/50 10/27 44%

Group average

(90 hits) 41/50 15/27 54%

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Student Tracking Facility

Student strategies can be deduced from usage information

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Disability Support in MELEES

Extend MELEES by focussing on implementation of an e-learning environment and evaluation of ‘good practice’ for the support of students who have dyslexia or are partially sighted, with a focus on mathematical formulae, algebraic manipulation and graphical display. {extension to MELEES project – to December 2004}

1. Dedicated URL to access the CMS system - user-friendly to disability students and detailing relevant local information. (eg replacement of FLASH animations, larger icons, info. to teaching staff)

2. Local and other briefing documents available to teaching staff on ‘disability issues’ (eg Disability issues in mathematics – Heath & Rowlett 2004)

3. Simple mechanism for disabled students to enable access to individually configured mathematical resources

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4 Module templates on MELEES to be configured to ‘good practice’ guidelines.

5. Best practice guidelines, suggestions and examples (made readily available in ‘teaching resources’ to teaching staff on MELEES as a resource)

6. Enable special provisions made for individual students to be reusable to others.

7. Enable monitoring of learning preferences of disability students to be monitored to provide evidence-base for further developments.

8. To enable effective evaluation of the teaching provision to students with disabilities (inclusiveness)

Disability Support in MELEES