How can you align E-Learning assessments with dyslexic learners?

To align E-Learning assessments with dyslexic learners, employ strategies like offering alternative formats (audio, video), using clear fonts and layouts, providing ample time for completion, offering predictive text or spell-check tools, and allowing for oral responses or multimedia submissions. Break tasks into smaller chunks, offer frequent breaks, and provide supportive feedback. Additionally, offer flexibility in assessment methods and consider individualized accommodations based on learners' needs. Regularly review and revise assessment designs based on feedback and insights from dyslexic learners to ensure inclusivity and effectiveness.

We are not there yet: What little I have learned about dyslexia essentially told me that I know next to nothing about this strange phenomenon. I was fortunate enough to have a dyslectic student who was very open and informative about his situation; and I decided that the only thing I could do was to ask him to contact me in person whenever necessary. I never figured out how to emulate this in e-learning material.

Remember that dyslexia is a spectrum, and accommodations may vary for each individual. It's essential to engage in open communication with dyslexic learners, understand their specific needs, and provide personalized support to create an inclusive e-learning environment.

To align E-Learning assessments with dyslexic learners, assessments must contain media which will help them participate fully. Some of these media are audio, video, graphics, captions, screen readers etc.

Here are some tips to consider when designing assessments for learners with diverse needs: - Offer different ways for learners to express their knowledge. Avoid formats like drag-and-drop or multiple-choice questions with similar answers. - Ensure that all hyperlinks are well-described and linked to further readings. Dyslexic learners may struggle with unclear or ambiguous links. - Provide a list of essential reading materials to help learners navigate the course content. - Allow for additional time for reading and processing information. By implementing these simple strategies, you can help create a positive and productive learning experience for all your students.

I agree totally some pointers here are; Font and Formatting: Use dyslexia-friendly fonts (e.g., Arial, Verdana) and avoid italics or highly stylized fonts. Ensure adequate spacing between lines and paragraphs. Visual Aids: Incorporate visual aids like diagrams, charts, and images to aid comprehension and provide alternative ways to convey information. Structured Layout: Organize assessments with clear headings, bullet points, and numbered lists to help dyslexic learners navigate through the content. Use of Color: Be mindful of using color to convey information and ensure sufficient contrast between text and background colors for readability.

Font size and type, and background colour, can greatly affect people with dyslexia. Formats that allow users to alter these elements are ideal, not only for dyslexic users but for other users with vision-related difficulties. Following the guidelines in WACG2.1 will assist dyslexic learners, as well as learners with a host of other difficulties.

Allow alternative methods for dyslexic learners to demonstrate their understanding. Some examples of alternative assessments are oral presentations, multimedia projects, or hands-on activities. Allow extra time to process information and formulate responses, incorporating visual supports such as images, and infographics. Enable spell-checking tools to assist with spelling difficulties. This will accommodate diverse learning styles and abilities.

I agree and with the online learning academy we are creating assessments will not be time bound to allow for learners to complete in a time suitable to them and their needs.

I observed human behavior probably from day 6 of my human existence. I worked with students and other learners since 1976. Just having a conversation or an online discussion with an individual or group of learners, as questions like, how could one’s learning experience improve? Or what might be a better way to…ask this question? Assure all in this learning experience understand the concept of_____?…etc…