developing online resources for dyslexic students in art and design

Final Report – June 2003

A project funded by the Art, Design and Communication Learning and Teaching Support Network (ADM Subject Centre)

ADC LTSN Learning and Teaching Project Fund
Funded in June 2002

Dr Julian Malins, Grays School of Art, The Robert Gordon University, Aberdeen, AB10 7QD

Email: j.malins@rgu.ac.uk



A list of key recommendations of the project, of use to colleagues developing online materials is available online.

Project Overview

This project aims to respond to the relatively high incidence of dyslexia amongst students in art and design education, by developing a web-based resource specifically for these students, which also incorporates useful information for teaching staff. There is currently no website dedicated to this issue in art and design education, although text based materials do exist incorporating appropriately focused advice.

The project is led by Dr Julian Malins, Reader at Gray's School of Art in the Robert Gordon University, and involves direct collaboration, within the University, between the School and the Centre for Student Access (CenSA). The project is a key element within a larger CenSA pilot aimed at developing dyslexia support within the University as a whole. In addition to Dr Malins, members of the team include Catherine Samiei, Study and Dyslexia Support Tutor (CenSA) and Lesley Scott, Critical Studies Lecturer (Gray's) who are researching accessibility, learning style and appropriate content. A further team member is employed on contract to provide technical support and develop the online design. Dr Iain Burt, and latterly, John Welsh, have filled this role.

Design of the website raised two clear questions; how to ensure accessibility in online design, and what would constitute appropriate content? However, it became evident from an early stage that the issue of accessibility involved more than one line of research with implications for the design and delivery of content. Theories of dyslexia, current research into learning style and research into computer based design for dyslexics all required study. Initial student feedback also indicated the need for good contemporary graphic design when creating a website for art and design students. The progress of the project now demands an integrated approach to all of these issues. In addition to standard text based approaches, ongoing field studies have been undertaken involving direct consultation with dyslexic students studying at Grays. A visit has also been made to the Department of Vision Sciences at Glasgow Caledonia University, to consult on known problems surrounding dyslexia, reading and vision.

Key Findings and Activities

The key findings and activities of the project to date, foreground the issue of accessibility in web design, the role of learning style and the need for a creative approach in targeting the site specifically at art and design students. Contributory activities include detailed feedback sessions with dyslexic students following design of the early screens and consultation with the Department of Vision Sciences at Glasgow Caledonian University. The report will therefore address issues of design and accessibility first, before outlining progress on the website following student feedback sessions and the outcome of the visit to Glasgow.

Research into Accessibility and the implications of Learning Style

Although it may appear self-evident, it is first useful to outline why accessibility is such a key issue in website design for dyslexic students. There are three areas to consider: theories of dyslexia; research into learning styles; the implications of both for the design of computer based materials. The latter is a relatively new area of research. Each is summarised briefly below.

Theories of dyslexia

Definitions of dyslexia and research into related learning styles involve two contrasting views which can arguably be summarised as negative and positive. The negative focuses essentially on the difficulties or lack of skills in some defined area, while the positive centres on identifying and emphasising strengths in the learning profile which can be built on. Both approaches are relevant and definitions of dyslexia are summarised first.

Difficulties or a lack of skills are emphasised in established theory which attempts to define the underlying causes of dyslexia. While the theories vary, all emphasise some type of deficit in biology, behaviour or cognitive ability. These are known as the "deficit definitions" of dyslexia and indicate that individuals will have weaknesses in one, or a combination of, the following areas:

• Phonological skills. These involve awareness of the phonological component parts of words (e.g. d-o-g), including difficulties in recognising the component sounds in a word and translating these into letters, or in recognising letters and translating these into spoken or written words. Difficulty in recognising phonemes leads directly to a range of problems with reading, spelling and the spoken word.

• Visual recognition and processing. Again problems vary but the processing of visual information can be affected. Letters and words may not be stable. They may blur, move, or form patterns, affecting reading ability and overall reading speed.

• Automaticity. This involves problems with concurrent mental processes required for the development of skills that should become automatic, such as those needed for reading and writing. More conscious effort is required from a dyslexic individual, affecting overall reading and writing skills and processing speed.

• Short term memory. Dyslexia commonly affects the ability to store sounds or information in short term memory, before transferring these into long term memory. Planning, organising, structuring and sequencing are commonly affected skills and, in reading specifically, this creates difficulty retaining the sense of large tracts of text.

This body of theory, therefore, clearly indicates and supports the need for careful and informed consideration when presenting written or spoken text in a website. Dyslexia will impair a varied range of reading, writing and comprehension skills but it should also be added these are not the only skills affected. The ability to navigate through a website can also be impaired as this can often require good recall and sequencing skills.

A further key consideration is the existence of a wide spread of individual difficulties. As stated above, dyslexic individuals will "have weaknesses in one or a combination of" these areas, exhibiting a wide range of different symptoms and different degrees of impairment. The range of difficulties creates a distinct requirement for flexibility and individual choice when accessing the website. Individuals will have different preferences.

Research into Learning Style

The second body of theory involves research into learning style specifically as it applies to dyslexia. There is a range of material which can be consulted emphasising the strengths and abilities of the dyslexic individual, but only a short summary is attempted here. The research aims to improve both student learning and the effectiveness of staff delivery, by raising awareness of personal learning styles.

Although styles will vary, it is increasingly asserted that a dominant learning style, usually described as visually based and holistic, is characteristic of dyslexic individuals. A recent guide for staff published by the London Institute describes “Holistic thinking rather than linear, sequential or analytical thinking” and states that “Visual or spatial skills can be very developed” It further states that commonly, the dyslexic individual will prefer “to consider the whole task and then tackle the parts” and that “the use of imagination, visualisation, 3D, patterns and colours can enhance learning”. The recent study on dyslexia and learning style by Tilly Mortimore (see note 4.) does not reject the idea of a dominant learning style, but is careful to also emphasise individual differences. Her model allows for a range of combinations and she is cautious when she writes;

"There is some evidence that dyslexic students may tend towards:

A wholistic or imaging style either because memory difficulties and weakness in processing verbal information force them to rely on the visuo-spatial channels or through innate strengths in these areas"

She bases further advice on the existence of a varied combination of learning styles, but overall, the prevailing idea is that increased awareness amongst both students and teaching staff, of preferred learning styles, will improve both student learning and the effectiveness of staff delivery. The implication for the website, is that learning theory should be appropriately translated into design and delivery of onscreen materials and that individual choice and flexibility are essential.

A review of resources at the outset of the project, indicated that much existing advice on the accessibility of online materials was general, rather than specific to dyslexia.

Research into the implications of dyslexia for the design of computer based materials

Key resources consulted in October 2002 included the TechDis and Aberdeen University Learning Technology Unit, websites, both of which aim to disseminate information on disability and the use of technology. However, although broad guidelines were available, there was then a shortage of in-depth material on the specific issue of dyslexia and computer based delivery. As a recent project report states:

Whilst guidelines on accessibility and pedagogy do now exist to help developers produce e-learning materials for dyslexic students, they tend to be general in nature, independent of the learning context and do not guarantee accessibility, engagement and inclusivity for everyone.

Concurrent research is addressing this situation, as the TechDis site will evidence, but it was then decided that placing Gray's own dyslexic students at the centre of our study, would be a useful and appropriate strategy to adopt. It would also contribute to ensuring the final design was appropriate to the context of art and design education.

In summary, a review of existing theory and research has proved necessary to establish the basis for accessible design, in line with one of the key project aims. This has led to a requirement for field studies to answer specific questions about online design for dyslexic students, and particularly for those in an art and design context. A summary of student feedback follows.

Student Feedback on Design and Content. October 2002 – April 2003

It was evident from an early stage, that many of the dyslexic students were reluctant to participate in group discussions. An initial invite to 25 students resulted in a response from only 4 and subsequent interviews were carried out on a one-to-one basis. This was an effective but time consuming approach.

Early feedback from four volunteers was used to inform the content and design of a number of prototype screens. The students were asked to critically assess a selection of existing websites and rank a list of suggested topics. Recommendations included: general simplicity and clarity in graphic design; minimum levels of "visual clutter"; use of straightforward words and phrases; avoidance of large blocks of text. Students ranked Time Management and Memory Techniques as the two most valuable topics. Researching, planning and structuring of essays was the next key topic followed by reading strategies and advice on sentence structure and grammar. Producing written work was identified as a key area of concern by all of the students but studio was also an issue. Students requested assistance with interpreting briefs for both studio work and Critical and Contextual Studies. Notetaking and exam techniques were ranked lower as Grays students are graded by continuous assessment. Using this information several prototype screens were then developed.

Consultation on the prototype screens involved one to one interviews with eight students and two members of staff, using a structured questionnaire (Appendix 1). Three top level screens introduced an holistic site map in different formats including: a mind map; a vertical list of topics; a horizontal list of topics. Further screens demanded simple navigation to deeper levels of the structure. The results are fully summarised in Appendix 2.

Overall, this group provided feedback on: navigation; the site map format; topic areas; text and font size; use and design of topic icons; combinations of text and icon, the language used; the audio option; colour of background and text. The holistic mind map format was universally selected over vertical or horizontal lists. The group continually stressed maximum directness and simplicity in the use of language and the design of the icons and were critical of obscurity in either. It was also evident that needs differed and that flexibility was vital. Some students would navigate by icons alone. For reading, some would use the audio, particularly when tired, and others found it a distraction. A final key concern was the request for a strong element of graphic design, as critical in a site for art and design students. This should be "cooler" and less "corporate".

Outstanding problems at this stage included the implementation of colour choice, the provision of audio and the improvement of overall graphic design. A research assistant with computing and graphic design skills has recently been employed to undertake further work on this aspect of the site. Audio and colour are discussed below.

Audio

Several audio options were explored. The first involved the use of real sound attached to sections using Flash. This proved impractical due to the relatively large amounts of memory required and subsequent low download speeds. The use of downloadable MP3 files was also investigated as an option for the main body text on the site. This was also rejected due to the initial memory requirement and increased complexity. The third option has been to provide an audio icon which, when selected, will turn on the computer's own speech engine. This provides maximum flexibility.

Colour

Early decisions on colour were initially deferred pending consultation with the Department of Vision Sciences at Glasgow Caledonian University. As stated, the Glasgow visit was undertaken to find out more about the visually based processing problems associated with dyslexia. The research team were aware of post graduate research being carried out by Nadia Northway into the role of colour and eye movement in dyslexia and Meares-Irlen syndrome. The outcome of the visit was advice on colour and provision of a wider set of principles applicable to online design.

Consultation with the Department of Visual Sciences, Glasgow Caledonia University

Appendix 3 presents a comprehensive summary of the advice provided. On colour, the most effective combinations of colour and text involved reduced tonal contrast, on shades of blue, green or pink. In the following months, the prototype screens were further updated and three different colour options were developed using a blue, green and pink background. These were again discussed with a small number of students.

Half of the original student group were consulted on the three colour options. While the majority preferred the blue screens there was some variation in the individual’s preferred options. These variations were often based on the contrast between the text and the background colour. Broadly the outcome confirmed guidance from the Department of Vision Sciences, that individuals differed and choice was essential

Technically, however, the provision of three separately coloured sites was problematic, particularly with respect to site updates which would have required considerable work. John Welsh has therefore now developed an alternative and, at present, the site makes use of a system whereby a user can, at any time, adjust overall colour and contrast. Currently everything becomes a tone of whichever colour is selected and any change affects the overall site. The ultimate intention, however, is to develop a solution where it will be possible to adjust colour of background, the curved shape elements/icons and the colour of the text. Any colour combination could then be selected as opposed to one colour of different tonal values.

Work is also continuing on the provision of a range of fonts. Comprehensive student assessment and feedback is now required on progress to date, to inform further refinements.

Conclusion and up to date developments including progress on content

Guidelines for accessibility are therefore now broadly established and an audio option provided. It is hoped that both colour and font options will shortly be finalised. The focus has therefore now turned to the development of content for the site. Initial effort has been directed at designing the overall framework to include key topics and sub topics. As per the second key project aim, we have also undertaken a review of published materials specifically designed to support dyslexic students in art and design.

Framework and topic areas

The nine main topic areas in the overall site map are listed below, and each contains two to five sub topics with further sections in each.

• Organising and Memory

• Writing in Art & Design

• Reading and Research

• Lectures and Seminars

• Studio

• Helpful Software and Equipment

• Info for Staff

• Useful Links

In total, there are over 60 resulting sub sections to complete. In addition, there will be two further topic areas in the opening screen which address subjects to be kept separate from those on the overall site map. These are; About the Project, and Help at RGU.

Addition of new or existing content

The addition of content is not a straightforward task. All content will need to be reviewed and transformed to ensure it is accessible and applicable to an art and design context, and much will need original development. For example, advice on references should ideally be relevant to the subject area and will need to be simplified to meet the limitations on language and text. Similarly, general study support advice is available, but will need to be transformed to meet the needs of the art and design student. The role of writing in art and design education is a case in point. It is currently evolving and it is not always the standard approach to essay writing which is required.

Some materials do currently exist which have been designed for an art and design context, but these will also need reviewed to ensure their accessibility. Where such materials are under copyright, agreement will be necessary to incorporate them into the site. Contact has recently been made with the London Institute over a key and useful text by Charmaine McKissock (see note 16) and the response has been very positive. However, accessibility for online delivery will need further consultation with the author.

Overall, it is anticipated that the development of content will require substantial commitment of resources. The drafting of content will continue and further funding will ultimately be sought for a research assistant to input completed content and continue the graphic design of the site.

Project Outcomes

Current project outcomes include:

• The establishment of an overall framework and structure for the website including nine main topic areas and approximately 60 sub-sections.

• Identification of the key principles of design to ensure maximum accessibility and choice for dyslexic students in art and design

• Preliminary evaluation of the resource involving students and staff

Details of dissemination plans

• Inclusion in the Times Higher Education Supplement, Learning Skills in Higher Education, May 23, 2003, Issue No 1

• Poster displayed at the "Arts and Visual Thinking" Conference, Falmouth College of Arts, 18 & 19 September, 2003

• In house presentations / workshops will be arranged to disseminate the knowledge and experience gained from networking and ongoing development and evaluation of resources

• Contributions to appropriate workshops and conferences throughout 2004 – e.g. CADE 2004, the annual joint conference of ADM Subject Centre, PALATINE AND CEBE; the Sixth International British Dyslexia Association Conference, Warwick, 2004

• Final resources will be available to anyone with access to the Internet

Learning and Teaching implications

This project is in line with pending legislation and also with a number of initiatives within Higher Education. In brief, these are designed to eliminate discrimination towards students with disabilities, assist in widening access and improve the student experience of teaching and learning.

Specifically, the project meets the requirements of:

• Part IV of the Disability Discrimination Act, implemented in September 2002. It contributes fully to addressing the legal requirement for “reasonable anticipatory adjustments” within the field of teaching and learning.

• The SHEFCE supported TEACHABILITY project, aimed at making the curriculum more accessible to students with disabilities.

• IDEAS (Integrating Disability in Educational Arenas). IDEAS was a 3-year project aimed at improving support for students with disabilities through staff development and training involving 4 partners: the Robert Gordon University, the University of Aberdeen (including Northern College) and the University of Stirling. The project continues the work established during the IDEAS project.

• The Dearing report (N.C.I.H.E., 1977). The project involves the use and development of technologically based resources as encouraged by the report.

Practically, for students and staff, it provides:

• Confidential 24 hour access to relevant information and advice

• A supportive student-centred resource encouraging independent learning and the development of self confidence

• A staff development resource aimed at developing inclusive teaching methods

Contact point / name for further information

Dr Julian Malins
Grays School of Art
The Robert Gordon University
Aberdeen
AB10 7QD

APPENDIX 1

Questionnaire – Student Feedback

Proto-type Screens


APPENDIX 1

Questionnaire on Format, Icons, Text and Content

Name:

Date:

Degree Course:

What are your comments on the overall appearance of the site?

How would you go from the home page to Manage Your Writing? Demonstrate.

How easy do you think it would be to navigate the site from the Home Page? Is it immediately clear what icons you would click on? If not, why not?

How clear is the wording – ie how easy is it to read / see? Which images do most to clarify the text? Are there any images which you find unhelpful or confusing? Itemise which images are most helpful and which are most unhelpful.

What do you think of the wording? Is it clear what information it will lead to? Itemise which phrases are most helpful and which are most unhelpful

Do you like the audio facility? Would you use it?

List topics in order of interest – ie which you are mostly likely to find useful? Which are least useful?

Why did you choose this order?

Which onscreen format do you like best? ( A = mindmap, B = topics at left hand side, C = topics along the top )

Place the onscreen formats in order of preference. Why did you choose this order?

Any other topics you would add?

What do you think of the card index system?

What do you think the best feature of the web page is?

What do think is the worst (most boring, most unnecessary etc.) feature of the website?


Do you have any additional suggestions / commments on the website design to date?

APPENDIX 2

Student Feedback on Prototype Screens

ADM Subject Centre Project

Summary of recommendations following student feedback on the proto-type screens.

Using a structured questionnaire, comments were sought from a number of dyslexic students at Grays, on a small number of early designs for the overall site structure and home page. The aim was to establish a sound understanding of student needs and a broad set of appropriate principles for site design, giving particular attention to the issue of accessibility. 8 students and 2 members of staff were consulted for this phase of the evaluation, and the following is a summary of comments and recommendations made.

NB Issues relating to colour have not been discussed at this stage and are pending a visit to the Visual Stress Centre at Glasgow Caledonia University. General feedback on provision of a specialised website.

This was universally positive. It was felt a specialised site would give the individual more independence and privacy. Students could contact staff, if necessary, but at a later stage. Initially they would be able to consider their options in private allowing them more personal control. Students also felt that the website could work in conjunction with individual on-site support. Overall appearance of the opening site map (mind map format)

Almost universally, the students found the mind map easy to navigate. They particularly liked the combination of images and text (with specific exceptions -see below for detailed comments)

3 formats were eventually reviewed including a mind map, vertically listed topics and horizontally listed topics. The mind map format was, almost universally, the preferred layout for the home page. Further suggestions were made for improving the mind map format and these included:

• Further definition of the topic areas by adding surrounding ovals so the page looks more like an actual mind map.

• Highlighting of image and text when the cursor is dragged across a topic icon.

• Using drop down boxes with each topic icon, which would include a list of contents for each topic area.

• Don’t open with the overall mind map, but with a simple page including the “openi” icon only. Clicking on that could then lead to the mind map including all the main topic areas.

A small number commented on the corporate or standardised “teaching aid” appearance of the site. They considered that the design needed to be more appropriate to art and design students. Suggestions were a bit vague but the general recommendations were that:

• Simplicity was critical. Both image and text should be reduced wherever possible, so that the overall appearance of the site was uncluttered and wholly clear.

• The design should be “cooler” and less corporate. Gimmicks should be avoided. Illustration might be interesting but simplicity should not be sacrificed.
• Feedback on font size and use of text generally

Almost all commented that the wording was too small and was not that easy to read, largely because the letters had an irregular, faded appearance and the edges were not that well defined.

Although there was not much text at this stage, concern about reading large blocks of text was mentioned intermittently. It was clear that the amount of text in any section, should be carefully considered and that thought should be given to alternatives in the form of maps, diagrams, images and animation. Specific comments on effectiveness of topic icon images

Almost universally, it was agreed that the most effective and clear images were:

Memory

Writing

Lectures and seminars (some didn’t like the figures, but most felt it was clear)

Helpful software (a small number didn’t recognise the mouse)

Useful links

RGU student support (would prefer logo only and change of text)

They were more critical, however, of:

• Reading and research – not recognisable / does not clearly to text

• Staff database - both text and image were unclear here. See below

• Studio - both text and image were unclear here. See below
  

• Interface - both text and image were unclear

• Change palette - O.K. but most would prefer another icon and change of text. “Change colour” and add a fan of default colours ?

• Corporate icon - "ADM Subject Centre" would not help students unfamiliar with this abbreviation. Think about adding “About the Project”. Also, consider a button for enabling immediate feedback on the site.

• Openi logo - This was thought to be in unclear. There was some confusion over the fact that the image was both an I and a 1. One suggestion was to use a visual representation of an eye. (This may not be the final title for the site)

• It was suggested that identical or similar visual symbols should not be used twice. e.g. heads/hands. Icons should be distinct and different, making it easy for students to link a specific image with one topic only.

It was suggested that additional buttons should permit:

• Direct contact with the project team for user feedback and suggestions

• A direct email link to Study Support / Catherine Samiei (this would be most appropriate in the Support at RGU section)

• Specific comments on text used to accompany topics, icons and other imagery

Several problems were highlighted here, predominantly where it was unclear what the topic icon might lead to and where there could be misunderstanding. As with the images, the general principle discussed was simplicity and several recommended reducing the number of words or adding drop down boxes. Comments in respect of each topic title are as follows:

Manage your writing

Few problems but could be simplified. Change to “essay writing” ?

Manage in the studio

This was also wholly misunderstood. The image was considered confusing and most students did not relate their dyslexia to problems in studio, but to problems with memory, writing, reading, research etc. However, once the possible contents were discussed, it was acknowledged that this could be very helpful. Advice on approaching staff, understanding briefs and technical instructions, organising their time and their work, building confidence to speak in crits, were all viewed as important. The title of this section therefore needs thought about. It might be covered by “FAQs in art and design”

Manage your memory

Few negative comments, as above, but could perhaps be changed to “memory techniques” ? This needs some consideration as we also need to incorporate “organisation skills”. “Memory & organising yourself” might be a possibility.

Helpful software

Mostly unproblematic although some students remarked they would need encouraged to consider and use any software.

Useful links

Few negative comments other than requests for a further indication of contents. A drop down box could include this – e.g. top ten websites, email links to support, etc.

RGU student support

Mostly unproblematic, with the exception of comments on the image. What about using “Study Support” as students would recognise the name, or simply “Help at RGU”, with a drop down box of contents.

Lectures and seminars

Mostly unproblematic, except for further requests for an indication of contents – drop down boxes.

Managing reading and research

Only the image was considered an issue. Could be reduced to Reading and Research, with a drop down box of contents added.

Staff database

This was wholly misunderstood and some students thought it provided access to confidential information for staff on the students themselves. It was suggested that it should simply be changed to “information” or “advice” for staff.

Who can use this?

This was also wholly misunderstood and students would have had no interest in opening the page. They felt it was too obvious. However, this topic icon was intended to lead to further information on the experience of dyslexic students and practitioners in art and design, anecdotal evidence and support from peers, interesting information from recent research and a summary of characteristic strengths and weaknesses. Once that was explained, they were very interested, so the topic title needs further thought. A good title and a drop down box of contents should resolve this. Change to “Art, design and dyslexia”?

Suggestions for further topics

Topics which could be covered include the following:

• Organisation and time management skills (Memory section? See above)

• Stress management and confidence building techniques

• FAQs for art and design students (Replace Studio? See above)

• Anecdotal evidence – practitioners and students (Art, design and dyslexia?)

Specifically relating to RGU it might be helpful for students to have advice on making DSA claims for computer equipment and assistive software. Feedback on usefulness of an audio option

With one exception, all welcomed the audio option. Observations included that it would be most useful when tired or under stress, as this contributed to reading difficulties.

Feedback on the Card Index system

All liked the Card Index system and thought it was very clear and easy to navigate. They commented positively on the highlighting feature, which made it easy to see which section you were in and isolated the text on the left hand side, from the linear sequence of topics.

The lettering was the only problem. It was almost wholly unclear. Summary of general principles for site design

Provide a range of options for accessibility, to accommodate individual needs

Maintain simplicity and clarity of in both imagery and text

Generally, avoid visual clutter

Maintain simplicity and directness in use of language

Avoid large blocks of text where possible

Use drop down boxes to clarify contents

Use highlighting to isolate blocks of text visually

Use a large san serif font (min 14) and ensure lettering stands out clearly

Double space lines of text


Appendix 3 -Link to be added shortly