Module 3 Blog - Hypermedia and the Deaf

Hypermedia is becoming a globally consistent and practiced learning strategy in schools.  Simple searches for videos yield examples from all over the world made by students of all ages and abilities.  According to the research, hypermedia promotes learning while motivating students (Roblyer & Doering, 2013) allowing them “to summarize and display information and knowledge using a combination of text, video, animation, music, graphics, and sound effects” (p. 179).

Roblyer and Doering (2013) define hypermedia as “the ability to get from one media/information element to another” (p. 174).  This cannot be more necessary across all media settings than for the Deaf and Hard of Hearing (D/HH) as it “enables instruction adapted for learners’…needs” (p. 176).  Commercial software, such as YouCaption, enables real-time closed captioning of spoken text in a variety of media and settings including PowerPoint, classrooms, sporting events, religious services, live broadcasts, online meetings, and special events (CPC Computer Prompting & Captioning Co., 2012).  This software can be vital in the classroom setting as it alleviates the human factor of a sign-language interpreter (though the interpreter is invaluable to the communication, comprehension, and cognitive academic language acquisition needs of the student) and the unforeseen problems and issues around his or her physical presence.

There are four types of multimedia authoring, but the most important for D/HH students is Type 3, Hypermedia Production Software.  The instructional uses in the classroom for D/HH students take the place of many traditional strategies and allows for the creation and display of knowledge through video portfolios, documentation of knowledge and school activities, and visual literacy instruction (Roblyer & Doering, 2013, p. 192).  Given that visual tools are necessary when working with D/HH students and/or teachers, the ability to create and demonstrate independent high order thinking and problem-solving skills is vital.  An example of hypermedia production is Web Studio 5.0 (Back To The Beach Software, 2013).  D/HH students will be able to demonstrate content knowledge and technology literacy in an authentic manner by creating personal websites that document knowledge, comprehension, work samples, projects, interviews, reflections, and feedback from peers and instructors.  In addition, D/HH students can create video links of interpreted and/or closed-captioned (CC) material to accommodate for below grade level academic language deficits. 

  

An example of a D/HH multimedia production is Top 5 tips for communicating with Deaf young people available at https://www.youtube.com/watch?v=BvutvFjROZc.  Though this particular example involves advanced animated media production techniques and is produced by a professional company, York Digital Arts, it was made by young Deaf students aimed at improving communication in the classroom and in general when working with these students.  This is just a glimpse of the potential uses for deaf students using hypermedia production software.  The uses of hypermedia production for D/HH students to independently create and demonstrate knowledge is limitless.

Back To The Beach Software. (2013).  Web Studio 5.0 [software].  Available 

     from http://www.webstudio.com/

CPC Computer Prompting & Captioning Co. (2012).  YouCaption: Captions as you speak

     [software].  Available from http://www.cpcweb.com/youcap/

Roblyer M. D., & Doering, A. H. (2013).  Integrating educational technology into teaching (6^th

     ed.).  Upper Saddle River, NJ:  Pearson Education Inc.