Web-based education applied to the hearing impaired students: Anapod

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İstel Ç.

2nd International Congress on Deafness:advances in Oral Modality, Spain: Barcelona., Barcelona, İspanya, 3 - 04 Haziran 2010

  • Yayın Türü: Bildiri / Yayınlanmadı
  • Basıldığı Şehir: Barcelona
  • Basıldığı Ülke: İspanya
  • Anadolu Üniversitesi Adresli: Evet

Özet

Introduction

Using of Internet technology has increased in many fields especially in communication, entertainment, advertisement, media, technology and education.

•It is known that using of web-base education models especially in higher education would provide efficient conclusions in education. 
•“Anapod” application is a new web-based education model in open education as well as formal education.

 

Anapod is a network providing free studying hours, sharing of information among students and self evaluation activities in electronic environment.

•It can be utilized in and out of the classroom.

•It is important repeating  the subject matters in terms of permanency of knowledges and providing learning setting appealing many sense for hearing impaired students.

•Using “Anapod” would provide hearing impaired students to improve their self determination and learn their professional knowledge better.
•Successful applications of Anapod would provide a good example for the education of hearing impaired students in and out of Turkey.

•The volunteer students’ and the instructor’s perspectives about the application of Anapod will also shared with the audience.

•The results would be discussed in the light of the related literature. 

Therefore, the purpose of this study is to demonstrate the Anapod Project procedure applied to hearing impaired students at the course titled as “Building Construction I” derived from the Architectural Drafting Program.


•What were the characteristics of the Anapod applied to hearing impaired students?
•What were the components of the emerged Anapod Model?
•What were the functions of the the emerged Anapod Model?
•What were the opinions of the participants about the Anapod Model ?
•The hearing impaired students

•The instructor

The study is designed as a case study. Case studies make it possible to fully understand the process of Anapod Project. 

•By examining all the participants perspectives through either interviews or observations.

•By determining the related needs in detail.

•By providing supportive data through document analysis. 

•The study is carried out at the School for the Handicapped (SfH) located at the Campus offers professional education to hearing impaired students.

•Considering hearing impaired students’ needs for more repetition of the subject matters the SfH joined to the “Anapod Project” applying two lessons from all departments in the school year of 2009-2010. One of the vocational program is the Architectural Drafting.
•It is a basic compulsory course for Architecture and Architectural Drafting students.

•It’s aims are  to survey building elements and construction stages and improve students’ technical knowledge utilizing various application projects.

•Content of the course “Building Construction I’’ was prepared based on Architecture program. However the materials  are prepared with the support of various software programs such as Flash,Quiz Creator, Crossword Forge,  Powerpoint.

•The materials were designed based on the hearing impaired students’ knowledge and language needs and skills.

Principles of preparing the materials

The materials were prepared concerning the hearing impaired students’ needs:

•More visual materials
•User friendly
•Reader friendly
•Animation and crossword puzzles
•Illustrated dictionary
•Metacognitive features such as self evaluation.
Teaching &Learning Outcomes of the course

.The student will able to explain basic concepts related building.

  1.1.The student explains type of buildings and usage aims of buildings.

  1.2. The student explains construction stages.

2.The student will able to explain properties of building elements and prepare the  drawings.

  2.1.The student explains functions of building elements.

  2.2.The student  explains  types and properties of foundations .

  2.3.She/he prepares foundation plans of buildings.

  2.4.The student expresses properties of different structures walls.

  2.5. The student expresses properties of different structures floors.

  2.6.She /he draws details of foundation, walls and floors.

3.The student will able to explain principles of costruction in mass buildings and  use of the technical knowledges in project drawings.

  3.1.The student explains properties of mass buildings.

  3.2.The student defines building elements of  mass building.

  3.3.The student explain principles of mass building.

4.The student will able to explain types of isolation using  in buildings and use the technical knowledge in drawings of Project.

  4.1.She /he  defines isolation materials using  heat, water, noise and fire and explains usage of place these materials.

  4.2.The student draws measured isolation details.

5.The student will able to explain properties of the carrier systems using in buildings.

  5.1.The student defines construction methods.

  5.2.The student explains properties of  the traditional carrier  systems.



The opinions of the students about“Anapod Model ”
•User friendly  (6)
•Comprehensive content  (6)
•Sufficiency of visual material  (6)
•User friendly dictionary  (6)
•Efficiency of audio-video in learning  (4)
•Appreciation of  the visual design  (6)
•Increasing the motivation  (6)
•Sufficiency of criterion referenced test   (6)
•Sufficiency of quizes  (6)
•Efficiency of “Anapod”  for learning  (6)
The opinions of the instructor about   “Anapod Model”

•Course materials are functional thus the students can use while studying the lesson and doing coursework by themselves.
•Although the language at the material is appropriate to the language level of the students, language supports would provide better compherension by the language art instruction. Interdisciplinary instructions would be useful.
•Utilizing software materials increased the students’ motivation out of classroom.
•Moreover, providing feedback to the students in the classroom made the students more active for their learning.

Introduction

Using of Internet technology has increased in many fields especially in communication, entertainment, advertisement, media, technology and education.

•It is known that using of web-base education models especially in higher education would provide efficient conclusions in education. 
•“Anapod” application is a new web-based education model in open education as well as formal education.

 

Anapod is a network providing free studying hours, sharing of information among students and self evaluation activities in electronic environment.

•It can be utilized in and out of the classroom.

•It is important repeating  the subject matters in terms of permanency of knowledges and providing learning setting appealing many sense for hearing impaired students.

•Using “Anapod” would provide hearing impaired students to improve their self determination and learn their professional knowledge better.
•Successful applications of Anapod would provide a good example for the education of hearing impaired students in and out of Turkey.

•The volunteer students’ and the instructor’s perspectives about the application of Anapod will also shared with the audience.

•The results would be discussed in the light of the related literature. 

Therefore, the purpose of this study is to demonstrate the Anapod Project procedure applied to hearing impaired students at the course titled as “Building Construction I” derived from the Architectural Drafting Program.


•What were the characteristics of the Anapod applied to hearing impaired students?
•What were the components of the emerged Anapod Model?
•What were the functions of the the emerged Anapod Model?
•What were the opinions of the participants about the Anapod Model ?
•The hearing impaired students

•The instructor

The study is designed as a case study. Case studies make it possible to fully understand the process of Anapod Project. 

•By examining all the participants perspectives through either interviews or observations.

•By determining the related needs in detail.

•By providing supportive data through document analysis. 

•The study is carried out at the School for the Handicapped (SfH) located at the Campus offers professional education to hearing impaired students.

•Considering hearing impaired students’ needs for more repetition of the subject matters the SfH joined to the “Anapod Project” applying two lessons from all departments in the school year of 2009-2010. One of the vocational program is the Architectural Drafting.
•It is a basic compulsory course for Architecture and Architectural Drafting students.

•It’s aims are  to survey building elements and construction stages and improve students’ technical knowledge utilizing various application projects.

•Content of the course “Building Construction I’’ was prepared based on Architecture program. However the materials  are prepared with the support of various software programs such as Flash,Quiz Creator, Crossword Forge,  Powerpoint.

•The materials were designed based on the hearing impaired students’ knowledge and language needs and skills.

Principles of preparing the materials

The materials were prepared concerning the hearing impaired students’ needs:

•More visual materials
•User friendly
•Reader friendly
•Animation and crossword puzzles
•Illustrated dictionary
•Metacognitive features such as self evaluation.
Teaching &Learning Outcomes of the course

.The student will able to explain basic concepts related building.

  1.1.The student explains type of buildings and usage aims of buildings.

  1.2. The student explains construction stages.

2.The student will able to explain properties of building elements and prepare the  drawings.

  2.1.The student explains functions of building elements.

  2.2.The student  explains  types and properties of foundations .

  2.3.She/he prepares foundation plans of buildings.

  2.4.The student expresses properties of different structures walls.

  2.5. The student expresses properties of different structures floors.

  2.6.She /he draws details of foundation, walls and floors.

3.The student will able to explain principles of costruction in mass buildings and  use of the technical knowledges in project drawings.

  3.1.The student explains properties of mass buildings.

  3.2.The student defines building elements of  mass building.

  3.3.The student explain principles of mass building.

4.The student will able to explain types of isolation using  in buildings and use the technical knowledge in drawings of Project.

  4.1.She /he  defines isolation materials using  heat, water, noise and fire and explains usage of place these materials.

  4.2.The student draws measured isolation details.

5.The student will able to explain properties of the carrier systems using in buildings.

  5.1.The student defines construction methods.

  5.2.The student explains properties of  the traditional carrier  systems.



The opinions of the students about“Anapod Model ”
•User friendly  (6)
•Comprehensive content  (6)
•Sufficiency of visual material  (6)
•User friendly dictionary  (6)
•Efficiency of audio-video in learning  (4)
•Appreciation of  the visual design  (6)
•Increasing the motivation  (6)
•Sufficiency of criterion referenced test   (6)
•Sufficiency of quizes  (6)
•Efficiency of “Anapod”  for learning  (6)
The opinions of the instructor about   “Anapod Model”

•Course materials are functional thus the students can use while studying the lesson and doing coursework by themselves.
•Although the language at the material is appropriate to the language level of the students, language supports would provide better compherension by the language art instruction. Interdisciplinary instructions would be useful.
•Utilizing software materials increased the students’ motivation out of classroom.
•Moreover, providing feedback to the students in the classroom made the students more active for their learning.