Testing Learning Technologies and Digital Learning Objects for Neurodivergent and Visually Impaired

Testing Learning Technologies and Digital Learning Objects for Neurodivergent and Visually Impaired

📅 Friday 22/05 11:00-12:30h

📍 Workshop Space B

🔎 Needs Analysis

PhD students and researchers in Technology-Enhanced Learning (TEL) increasingly design, evaluate, or study digital learning environments (LMS activities, learning objects, assessments, analytics, AI tools) that are assumed to work for “typical” learners. In practice, higher-education content and assessment formats often create unavoidable barriers for students with ADHD, dyslexia, and partial visual impairment, through high cognitive load, ambiguous instructions, inaccessible visuals, and inconsistent interaction patterns. Interfaces of learning technologies and the learning objects should be accessible and neuroinclusive. The lack of knowledge and application of inclusive design principles is a clear gap between TEL research ambitions (improving learning through technology) and day-to-day course design practices (limited systematic checking, educator training, fragmented institutional processes).

📒 Session Description

Start (10 min): brief framing of barriers for ADHD, dyslexia, and partial visual impairment, plus Universal Design guidelines and the interaction-design rubric (elements + styles). Quick pair/chat prompts: *one barrier in your context* and *what “compliance” means*.

Role-play audit (20 min): groups adopt a persona using cultural probes and audit a sample PPT/PDF + exam questions with the rubric; annotate issues and assign a preliminary score.

Tool testing (20 min): groups test the same artefacts with GenAI (issues, fixes, rubric-aligned score) and run one free automated checker (e.g., Office/PAC/WAVE/axe) to triangulate.

Compare & reflect (25 min): compare human vs GenAI vs automated results; discuss accuracy, omissions, and potential bias; agree a reconciled score and 3 redesign priorities.

Close (15 min): draft a reusable workflow (steps + tools + prompts) and share one insight.

Artefacts: audit matrix, GenAI log, comparison note, redesign shortlist, mini workflow.

💡 Learning Objectives

The participants will learn about:

• explain who neurodiverse learners are, including key categories, definitions, and their common learning challenges
• describe inclusive design principles and why they matter in digital learning contexts
• apply inclusive design principles when designing and evaluating digital learning content and interfaces for neurodiverse learners
• use accessibility assessment tools (including GenAI platforms) and evaluation rubrics to assess digital learning interfaces and learning materials (e.g., PPT, PDF)

Learning outcomes:

• UD-linked barrier vocabulary.
• Completed audit matrix + score for at least one PDF/PPT and exam set.
• Reusable prompt set + tool list.
• Short comparison/reflection note on GenAI vs human audit (incl. bias/limits).