The Signing Earth Science Dictionary (SESD) Project

Presented byJudy Vesel, Principal Investigator

Judy_Vesel@TERC.edu

Funded in part by the National Science FoundationGrant #GEO-0913675

Project Partners & Web Site

TERC: A research and development organization located in Cambridge, MA

Vcom3D: Developers of the SigningAvatar® assistive technology

Signing Math & Science Web Site: http://signsci.test.terc.edu/index.html

http://signsci.test.terc.edu/plugin_installer.html

Goals & Objectives

• Research, develop, and disseminate an illustrated interactive 3D dictionary of ~750 standards-based Earth science terms and definitions for high school students who are deaf and hard of hearing and whose first language is sign.

Goals & Objectives

• Evaluate the extent to which use of the SESD furthers command of the language of Earth science and the ability to study Earth science independently.

• Build a robust avatar lexicon of signed Earth science terms that developers, educators, and professionals can use when generating signed Earth science materials.

UDL Design Principles

The SESD incorporates the three principles of Universal Design for Learning (UDL).

1)Provide access to information in a variety of ways.

2)Incorporate multiple methods for users to express their acquired knowledge.

3)Provide a series of solutions to challenge, motivate and engage users.

UDL Web Page Features

An SESD Web Page

The Avatar Characters

SESD iPod Pages, Part 1

SESD iPod Pages, Part 2

Classroom Evaluation

• The intent of the evaluation is to begin to assess the degree to which use of the SESD helps students develop knowledge of the key vocabulary being studied. A secondary intent is to inform any necessary revision of the SESD before widespread dissemination.

Vocabulary/Content

• Vocabulary learning outcomes are assessed by changes in students’ pre-/ post-use ability to sign and understand the 10 Earth science terms identified by the teacher as most important for mastering the unit content.

• Content learning outcomes are assessed by changes in students’ pre-/ post-use ability to use/define the 10 terms.

Demographics of Treatment Groups

Vocabulary/Content-related Gains

Independence

Experiences of Teachers

• It gives students an entirely new form of learning. Otherwise, all that is available to them is to watch me.

• Being able to play with the settings and see what worked with various students was very useful.

• It allows students to take responsibility for their learning by enabling them to fill in vocabulary gaps so they can understand.

Experiences of Students

•I really like it. It's amazing. I don't have any negative about SESD. SESD is cool and I like the deaf avatar.

•It helps me understand more. I can see and learn different signing.

•I understand the signing. I like to see the signing on the computer

Next Steps

1. Continue classroom testing in schools for the deaf and mainstream classrooms.

2. Complete the mobile version.

3. Incorporate human narration and create a Spanish version.

4. Publish via the Vcom3D online store and iTunes.