Podcasting: engaging disabled and dyslexic students in the creative arts through the medium of podcasting
Hannaford, Lucy and Marsh, Phillip and Matysova, Claire (2011) Podcasting: engaging disabled and dyslexic students in the creative arts through the medium of podcasting. UCA. (Unpublished)
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The following extract is taken directly from the context and background to the study. University for the Creative Arts (UCA) Rochester previously undertook a couple of small-scale pilots using podcasting to support the student induction process and learning and teaching. Both pilots proved successful however the ad hoc approach left lots of questions unanswered, and raised many others, particularly around the collection of materials, storage and usage of podcasts and the management of the whole process.
This project research question was: "Do disabled and dyslexic students feel that podcasting helps them to engage with learning and teaching in Art and Design? And how?"
There were a number of reasons for the focus on disabled and dyslexic students. Firstly, there have been a growing number of dyslexic and disabled students at the Rochester campus over the past few years, therefore, a growing number of these students were accessing support equipment such as Dictaphones with which they would make their own recordings. Secondly, course tutors were also trying to adapt their teaching in response to this growing number of dyslexic and disabled students and had approached all the team members of this research project to find a way of recording there lectures. While we focused on this group of students, it was anticipated that what helped disabled and dyslexic students would help all students engage with learning and teaching.
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