1. A.P.T. CONFERENCE 2015, FLIPPING THE CLASSROOM 7 TH JULY 2015 University of Greenwich, Greenwich, London, UK

2. A GROUNDED THEORY DESIGN AND IMPLEMENTATION OF A COURSE TO SUPPORT STUDENTS WITH DISABILITIES USING TABLET COMPUTERS AND SMARTPHONES AT THE LONDON SCHOOL OF ECONOMICS AND CANTERBURY CHRIST CHURCH UNIVERSITY, UK Simon Hayhoe, (Canterbury Christ Church University / London school of Economics) Kris Roger (London School of Economics) Sebastiaan Eldritch-Boersen (London School of Economics) Linda Kelland (London School of Economics)

3. INTRODUCTION The reason for the study, aims and objectives

4. THE MOTIVATION FOR THE STUDY The Disabled Students Allowance (DSA) - grant for students aged 18 years and over in English and Welsh higher education Amongst other things, supports provision of assistive technologies April 2014 – England & Wales Minister for Universities and Science proposed cuts to DSA A number of universities are already preparing alternative means to support disabled students in future

5. AIMS & OBJECTIVES OF THE STUDY Investigate alternative to assistive technologies Develop education on mainstream technologies Evaluate devices, and how to employ them Explore the most effective training

6. CONTEXT OF THE STUDY Literature and policies that provide context to the study

7. METHODOLOGY OF STUDY & DESIGN A Grounded Methodology approach

8. GROUNDED THEORY CYCLE OF ANALYSIS Open Coding: Initial examination of theories & evaluation of mobile devices Axial Coding: Staff and student consultation & Design of curriculum Selective Coding: Evaluation of course & Material available through Moodle Initial, unrefined hypothesis developed at this stage

9. OPEN CODING Initial pilot phase of study

10. SAMR PYRAMID OF INCLUSION Traditional Separate Assistive Technology Inclusive Technology

11. INCLUSIVE TECHNICAL CAPITAL (ITC) MODEL “Inclusive technical capital can be defined as practice which uses inclusive mainstream technologies to promote inclusion in further forms of social, cultural and financial capitals, through enabled habitus in education and training.” Hayhoe, S. (in press). A position paper on the development of inclusive technical capital by students with disabilities through the use of mobile technologies, In A. Robertson with R. Jones- Parry (Eds.). Commonwealth Education Partnerships: 2015/16. Cambridge: Commonwealth Secretariat & Nexus Strategic Partnerships.

12. SUMMARY OF FINDINGS OF THE EVALUATION OF APPLE IOS AND ANDROID Both systems have relatively similar inclusive accessible settings Have similar potential for enhancement rather than transformation of tasks Both operating systems still need to develop their functions

13. AXIAL CODING PHASE Staff and student consultations

14. CONSTRUCTION OF SURVEYS AND CONSULTATION Initial surveys of students (n = 18) and staff (n = 34) Not statistically significant Discussions conducted between key personnel Support for neuro-diverse student LTI Officers assistive technologies

15. AN OVERWHELMING MAJORITY OF DISABLED STUDENTS USE MOBILE DEVICES

16. MOSTLY PAPER BASED MATERIALS ARE MADE AVAILABLE AFTER LECTURES, ELECTRONIC MATERIAL LESS SO

17. LECTURERS MOSTLY MAKE ELECTRONIC MATERIAL AVAILABLE DURING LECTURES, BUT NOT SIGNIFICANTLY SO

18. STAFF SURVEY ANALYSIS Many of the lecturers and tutors were aware of students with disabilities Learning difficulties were cited more than physical impairments Lecturers and tutors are aware of students with disabilities using mobile devices Lecturers and tutors on the whole did not mind being recorded

19. APPLE AND ANDROID DEVICES USED MORE THAN OTHERS

20. DEVICES MOSTLY USED TO ACCESS, RESEARCH AND COMMUNICATE, AND TO RECORD TO A LESSER EXTENT

21. ALL STUDENTS WHO EXPRESSED A PREFERENCE SAID THEY PREFERRED MOBILE DEVICES

22. RESULTS OF THE STUDENT SURVEY & DISCUSSIONS WITH RELEVANT STAFF The initial survey showed that there was motivation to use mobile technologies Support staff: Students would like a course based on study skills Discrete sessions on specific topics

23. SELECTIVE CODING

24. WE HYPOTHESISED THAT Model based on three primary study skills – note taking, recording of lectures and mind mapping. Students would want to attend discrete study skills sessions Students would want to access materials via a Virtual Learning Environment (VLE) to support their sessions

25. THE COURSE Sessions from October 2014 to January 2015  diaries of the experience were recorded  an online evaluation of students was conducted Evaluation limited  It was concluded that the survey had little significance A record of the hits and access dates on the Learning Management System (LMS) recorded

26. ATTENDANCE OF CLASSES WAS VERY SMALL, AND FLUCTUATED

27. MOODLE STATISTICS SHOWED A DIFFERENT PICTURE Number of students registered on the Moodle system = 24 All but 2 of the students accessed the material Materials were accessed well into the new year, after the course and evaluation had finished Statistics appeared to show that websites on specific apps, and to a lesser extent video recordings of sessions, were popular

28. BREAK DOWN OF NOTE-TAKING STATISTICS

29. FINDINGS Students did not attend the sessions in numbers This meant that there was little impact on the student bodies: At the LSE feedback was it was patronising to have a separate course At CCCU students said it was difficult to physically attend the sessions There was greater access of the materials on the LMS

30. CONCLUSION Overall findings and possible future directions

31. CONCLUSIONS Students do prefer using mainstream mobile devices There is a demand for training and support It was found that students from the universities did not like to attend separate classes It was difficult to time sessions to allow all to attend Students with disabilities feel comfortable accessing materials via the VLE