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Sounds in European E-Learning - SEELGrant Agreement No.: 2014-1-DE02-KA200-001631

Project No.: 2014-1-DE02-KA200-001631Sounds and audios in learning processes

Research PaperIntellectual Output No. 1 –A7

SEEL BOOK

SEELSEEL BOOK Condensed Version not for

Printed Publication

Sound in European E-Learning

P1 University Paderborn – UPB Germany

Project Title Sound in European E-Learning

Project Acronym SEEL

Reference Number 2014-1-DE02-KA200-001631

Project Duration 01.09.2014 – 31.08.2016

Project Partners P1 University Paderborn – UPB (Germany)P2 Ingenious Knowledge – IK (Germany)P3 Základní škola – ZSC (Czech Republic)

P4 Colegiul Tehnic Ion I. C. Bratianu – CTI (Romania)

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any

use which may be made of the information contained therein.

Sounds in European E-Learning - SEEL

Grant Agreement No.: 2014-1-DE02-KA200-001631

Project No.: 2014-1-DE02-KA200-001631

Design Guideline



Research PaperIntellectual Output No. 1

Visual Impaired in Germany - P1, UPB – Germany

SEEL BOOK

Table of content

Editorial

1. Introduction

1.1 Definition of visual impairment

1.1.1 Legal oriented classification

1.1.2 Medical oriented classification

1.1.3 Pedagogical oriented classifications

1.2 eLearning - a very short overview

2. Description of the SEEL Project

2.1 Aims and Objectives of SEEL

2.2 The SEEL sound database

2.3 SEEL Learning Micro Units

3. Situation of visual impaired in Europe

a. CZ

b. RO

c. DE

4. (Students!) Experiments of sound in education (Screenshots and

short description)

a. Every partner provide descriptions

5. Teacher Training (Short description of every partner + pic)

6. Course creator (Screenshot and short description)

7. Future overview and impacts, recommendations

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Editorial

In this book, we introduce the European Project SEEL- Sounds in European E-Learning- and

the impact of sound in eLearning contexts, Face-to Face Learning and the challengec and

chances of audios for visually impaired learners.

Marc Beutner and Jennifer Schneider, Paderborn 2016

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1. Introduction

Learners, especially visual impaired learners receive a big part of information by

hearing and feeling (cf. LANG 2008, 204 f). Thus, hearing represents an

important and partly compensating approach of information intake (cf.

HUDELMAYER ET AL. 1985, 169). Regarding to PERLETH/EFFINGER

(2001, 148) auditory information are deeper processed with increasing visual

impairment. Therefore, visual impaired people can make a good use of pure

acoustical information. This may lead to a discharge and an improvement of the

learning success (cf. IBID., 150). The World Health Organisation, which work

focus on the topic of visual impairemnet, too published on their website some

overviews of research results of their own studies (WHO, 2016):

Figure: http://www.who.int/mediacentre/factsheets/fs282/en/

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285 million people are estimated to be visually impaired worldwide

39 million are blind and 246 have low vision.

About 90% of the world's visually impaired live in low-income settings.

82% of people living with blindness are aged 50 and above.

Globally, uncorrected refractive errors are the main cause of moderate and severe visual impairment; cataracts remain the leading cause of blindness in middle- and low-income countries.

The number of people visually impaired from infectious diseases has reduced in the last 20 years according to global estimates work.

80% of all visual impairment can be prevented or cured.



Project No.: 2014-1-DE02-KA200-001631

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Before this book go deep in the topics of the European Project SEEL, the

situation of visual impaired learners in the different countries of the consortium

and the results of Online Survey, it is necessary to start with some theoretical

backgrounds and definitions.

1.1Definition of visual impaired person

Visual impairment is the general term for the terms of high-grade visual

impairment and blindness and summarizes diverse types of not or different

seeing (cf. HUDELMAYER 1975, 17 f; cf. WALTHES 1999, 165; cf.

BORCHERT 2007, 40). The classification and definition of these terms is set

different.

In general, the measurement of eyesight – also known as Visus – for the

distance under consideration of correction tools underlies the definition (cf.

HOFER 2008b, 28).

Regarding to the visual impairment is anticipated a substantial reduction

of sight which is based on changes of the organ of sight (eye, visual

nerve, visual centre in brain) and usually results in a permanent, serious

and extensive disability in different areas of life (RATH 1997, 162).

Fundamental, persons are classified as visual impaired if their visual ability is

between total blindness and normal sight (cf. RATH 1987, 13 f).

Below are introduced several classifications of visual impairment to illustrate

the heterogeneity of those terms.

1.1.1 Legal oriented classification

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Project No.: 2014-1-DE02-KA200-001631

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The legal basis defines visual impairment as a disability of sight. The

classification is dependent of the visual acuity under consideration of correction

tools. Moreover, losses of the visual field and the field of vision are included

(see AHP Nr. 26 (4)).

In addition, persons are classified as blind in the case that their visual acuity on

none of their eyes is more than 0,02 (1/50) (cf. § 76 Abs. 2a Nr.3 BSHG, AHP

Nr.23 (2)).

As high-grade visual impaired people are classified if their visual acuity is not

more than 0,05 (1/20) on none of their eyes or if they have other disabilities of

their visual function (cf. AHP Nr.23 (2), (5)).

1.1.2 Medical oriented classification

Visual impairment is defined in Germany after RATH (1987, 19 f) which

consists on base of the BUNDESARBEITSGEMEINSCHAFT FÜR

REHABILITATION (1984) and refers to DEUTSCHER BILDUNGSRAT (1973)

(BUNDESARBEITSGEMEINSCHAFT FÜR REHABILITATION 1984, 140

ff; DEUTSCHER BILDUNGSRAT 1973, 36, 39/40, cit. in RATH 1987, 19 f).

There are 4 levels of visual function, according to the International

Classification of Diseases -10 (Update and Revision 2006):

normal vision

moderate visual impairment

severe visual impairment

blindness.

Moderate visual impairment combined with severe visual impairment are

grouped under the term “low vision”: low vision taken together with blindness -6-



Project No.: 2014-1-DE02-KA200-001631

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represents all visual impairment

(http://www.who.int/mediacentre/factsheets/fs282/en/; 2016.

1.1.3 Pedagogical oriented classifications

The KULTUSMINISTERKONFERENZ DER LÄNDER (KMK) suggested a

classification which better fit to the pedagogical requirements (cf. WALTHES

2014, 57; cf. WALTHES 1999, 166). They described in the year 1998:

Blind children and adolescent cannot or just to a lesser extent learn on the base

of visual impressions. They receive information from the environment in

particular through hearing and the sense of touch as well as the sense of the skin,

the smell and the taste (KMK 1998, 3).

Moreover, children and adolescent with a visual impairment can use their

restricted sight. In many situations they are dependent on special assistance.

They need special instruction, special needs education and technical assistance.

This can also be necessary for visual impairment of lower grade like for

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exists if one eye has a visual acuity of 0,3 - 0,0067 and the other one 0,3 or less.

Low vision/visual impairment

A high-grade visual impairment is present insofar as the visual acuity on one eye is 0,5 and on the second 0,5 or less.

High- grade visual impairment

Blindness is given if the better eye has a visual acuity of 0,02 or less.

Blindness

http://www.who.int/mediacentre/factsheets/fs282/en/



Project No.: 2014-1-DE02-KA200-001631

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impairment of both eye’s sight or for monocular vision“ (IBID., 3).

1.2 eLearning – A very short overview

To define eLearning it is necessary to know, that there is not that one definition,

that can be quote as the most popular one. Relating to the European SEEL

project, the consortium take into account different explanations of eLearning

and provide a short overview of some different definitions.

On the one hand eLearning can be defined very broad. It supports learning by

electronic or digital media. Therefore, you will find a lot of different terms and

methods that are used in combination with eLearning.

Garrission points out that “the term e-Learning came into use in the mid 1990

along with the developments in the World Wide Web and intrests in

asynchronious discussion groups.” (Garrison 2011, p.2)

He defines:

“E-Learning is formally defined as electronically mediated asynchronious and

synchronious communication for the purpose of constructing and confirming

knowledge.” (Garrison 2011, p.2)

Clark and Mayer state that eLearning with focus on graphics and audios like

this:

“Some e‐LEARNING DESCRIBES graphics using word in both on-‐screen text

and audio narration in which the audio repeats the text. We call this technique

redundant on-‐ screen text because the printed text (the on-‐screen text) is

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Project No.: 2014-1-DE02-KA200-001631

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redundant with the spoken text (the narration or audio).” (Clark / Mayer, 2008 p.

133)

In Germany -for instance- you will find (on the German education server) some

methodical basics for E-Learning. They differentiate between:

Blended Learning

Social Learning and Web2.0

Mobile learning

Serious Games, Game Based Learning, Simulations and Webquests

As you see there are a lot of different possibilities what eLearning might be and

it depend on what kind of eLearning you focus.

Therefore, it also exist a huge range of multimedia principles like:

“1. Sequencing principle

2.Fidelity principle

3.Variablilty principle

4. Individualization principle

5.Training wheels principle

6.Completion-‐strategy principle

7.Redundancy principle

8.Self-‐explanation principle

9.Self-‐pacing principle

10.Temporal split attention principle

11.Spatial split attention principle

12.Signaling principle

13.Modality principle

14.Component fluency” (Maerrienboer / Kester 2005 , p. 78-‐79)

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Project No.: 2014-1-DE02-KA200-001631

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And even within these methodical basics there are many different methods. For

instance Blended Learning (see e.g. Driscoll 2002).

Blended Learning is a combination of traditional learning and eLearning and

tries to combine the advantages of both. But Blended Learning says nothing

about how to design your eLearning phases. You could use elements of social

learning or mobil learning within Blended Learning approaches. Important for

the question how to use sounds in eLearning is the concretization of eLearning

methods or designs.

There are a lot of questions which are important in the case you would like to

design eLearning. On the one hand it is important to clarify the understanding of

learning and the learning goals. On the other hand it important to have a look at

possibilities.

For the creation of eLearning scenarios there are almost no limits. Therefore you

could be creative and ask yourself what is the best way to achieve the learning

goals and how could sounds and music support this way? In literacy there are

many guidelines and hints how to create learning scenarios. In Germany there

are a lot of very popular didactical approaches (cf. Blankertz 1991; Klafki 1963

and 1985; Heimann 1962; Heimann et al. 1965; and even more). For eLearning

there are also some didactical approaches. Very popular is the instructional

design (cf. Gagne et al. 2005).

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Project No.: 2014-1-DE02-KA200-001631

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Especially for Game Based Learning Prensky (2001) identified ten challenges:

• Twitch speed vs. conventional speed

• Parallel processing vs. linear processing

• Graphic first vs. text first

• Random access vs. step by step

• Connected vs. standalone

• Active vs. passive

• Play vs. work

• payoff vs. patience

• Fantasy vs. reality

• Technology-‐as-‐friend vs. technology-‐as-‐foe (Prensky 2001, 52)

In this case you see (the first point), there is a direct link to audios and sounds.

But you also recognize that the designing of E-‐Learning setting depends on

many factors.

The attempt to give an answer to the question how sounds and audios could be

integrated in E-‐Learning settings depends on the didactical approach.

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Project No.: 2014-1-DE02-KA200-001631

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2 Description of the SEEL Project

The project SEEL – Sounds in

European E-Learning (2014-1-DE02-

KA200-001631) is a European

Erasmus+ project in the key action

‘Cooperation for innovation and the

exchange of good practices’, action

‘Strategic Partnerships’. SEEL focuses

the field of vocational education and

training (VET).

Picture: Final SEEL Meeting in Paderborn,

Germany

The project started on the 1st of

September 2014 and its duration

is 24 months. The project

language is English.

Project partners are four partners

from the three countries

Germany, Romania and Czech

Republic.

Figure: de.wikipedia.org/wiki/Liste_der_Hauptst%C3%A4dte_Europas

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Project No.: 2014-1-DE02-KA200-001631

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In this case, the consortium consists of an university, a technology-oriented

partner for innovative education programs and two development and

implementation schools.

The project aims to develop:

research results in the field of using sound and audio elements in e-

learning settings with a specific focus on vocational education and

training

open learning materials for integration into OER learning opportunities

(Open Educational Resources)

a training course on the use of sound and audio elements in learning

contexts as well as

the so-called SEEL-Learning Solution Network, a partnership that is

committed to long-term issues of the integration of audio elements in

learning processes.

The project SEEL will examine opportunities for using sound in e-learning

settings as a way of enhancing the learning experience and supporting learners.

Special attention will be paid to visually impaired learners. The consortium will

build model implementations and publish them along with scientific articles, on

the website and in handbooks to support future improvements in the

development of open learning content and other types of eLearning applications.

You can find more

detailed information

about the SEEL

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Project No.: 2014-1-DE02-KA200-001631

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project, the consortium and especially about the project results and outcomes at

our project website: Figure: SEEL website

2.1 Aims and Objectives of SEEL

The SEEL project consortium intends to research and develop ways of taking

advantage of sound to enhance learning in eLearning settings. In summary, the

consortium create sample implementations such as instructional videos, audio

lessons, interactive online lessons, exercises, and serious games, test them in

different learning settings, and turn them into model implementations through

the required redesign phases. Special attention will be paid to visually impaired

learners for whom acoustic perception is even more important than for other

learners.

Therefore, the consortium developed an

online sound database, which allows all interested teachers and

learners to download the open licensed audios and sounds. The

consortium published the online database under “Creative Commons

License”1.

1 Creative Commons License: „Use Creative Commons tools to help share your work. Our free, easy-to-use copyright licenses provide a simple, standardized way to give you

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https://creativecommons.org/share-your-work/licensing-considerations/


http://seel.eduproject.eu/



Project No.: 2014-1-DE02-KA200-001631

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One of the main aims were to develop online learning scenarios,

which were tested in Romanian and Czech schools. The content of the

scenarios are related to mathematics, vocabularies in Spanish language

and economical topics.

Moreover, evaluation and testing were focused, too. The consortium

developed an

quantitative online survey for teachers and learners with

the target to generate answers about acceptance, usefulness and

general information about the use of sounds in learning and teaching

environment.

Quantitative online survey for the testing of the learning

scenarios. Learners and teachers had the opportunity to evaluate the

learning scenarios. The results are integrated in a detailed handbook

for teachers as well as in national evaluation- testing reports.

2.2 The SEEL sound database

To support learning and teaching scenarios with sounds and audios, the

consortium developed an online sound database with at least more than xxx

tracks. The consortium provided the audio files as Open Educational Resources

under an open license.

permission to share and use your creative work— on conditions of your choice. You can adopt one of our licenses by sharing on a platform, or choosing a license below.” https://creativecommons.org/share-your-work/; status: 23.07.2016.

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https://creativecommons.org/share-your-work/

https://creativecommons.org/share-your-work/#platform






Project No.: 2014-1-DE02-KA200-001631

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“Open Educational Resources (OERs) are any type of educational materials that

are in the public domain or introduced with an open license. The nature of these

open materials means that anyone can legally and freely copy, use, adapt and re-

share them. OERs range from textbooks to curricula, syllabi, lecture notes,

assignments, tests, projects, audio, video and animation. (UNESCO, 2016)2

The SEEL consortium decided on the open license provider Creative Common

License, especially the standard Attribution-ShareAlike 4.0 International (CC

BY-SA 4.0). This means you are allowed to share (copy and redistribute the

material in any medium or format) and adapt (remix, transform, and build upon

the material) the audio-file.

But you have to provide adequate attribution ( provide the name of the creator:

“SEEL Consortium” and the name of the material, a copyright notice, a license

notice, a disclaimer notice, and a link to the original material an this website)

and you are only allowed to ShareAlike (in case that you remix, transform, or

build upon the material, you must distribute your parts as well as a free OER

with regard to CC BY-SA 4.0).

The main target group of the online sound database are teachers and trainers in

the field of vocational and general education, who deal with eLearning or create

own eLearning approaches for their classes and courses.

The SEEL Online Sound Database

2http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open- educational-resources/what-are-open-educational-resources-oers/; status: 23.07.2016

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http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/

http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/



Project No.: 2014-1-DE02-KA200-001631

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Figure: SEEL Online Sound Database (http://seel.eduproject.eu/?page_id=317)

2.3 SEEL Learning Micro Units

One of the main outcomes of the European project SEEL are the online learning

micro units. The pedagogical and didactical experts leaded by Prof. Dr. Marc

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http://seel.eduproject.eu/?page_id=317



Project No.: 2014-1-DE02-KA200-001631

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Beutner from the University of Paderborn developed three different online micro

units related to the topics:

Mathematics

Vocabulary

Economics

The following graphics describes the building of an exemplary learning micro

unit of the SEEL consortium:

Figure : SEEL learning unit, Example of the structure

Structure of the SEEL Learning Micro Unit

(1)Every SEEL learning unit starts with a warm welcome and a short

introduction to the learning unit. This first online video has a timeframe

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Project No.: 2014-1-DE02-KA200-001631

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of about 2 minutes and helps the learners to prepare themselves to the

following learning seccion.

(2)After that, a video started with explanation around the topic. Depending

on the content the speaker introduce the learner to the different subjects,

targets and aims.

(3)Shortly after the explanation, which needs a timeslot of 3 to 4 minutes the

learner will be made familiar with the tasks to do.

(4)Depending on the tasks the learners should prepare the task on a paper

and pencile version for themselves or as a knowledge test, which means

the learner have to memorize vocabularies without any tools.

(5)At least the learning micro unit ends with a final online video with some

final information, which can be changed and added individually.

The consortium provided the online learning units as Open Educational

Resources under the Creative Commons License, too. Therefore, the units are

available for every interested learner, teacher and trainer under the following

link:

The following extracts of the SEEL online micro unit, document the process of

the self- learning phase:

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http://seel.eduproject.eu/microunits/doku.php?id=start



Project No.: 2014-1-DE02-KA200-001631

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(1)Go on the link which provides you to the online micro unit and select

your prefered language:

(2)Select between the different topics of the learning unit as well as between

the three different forms:

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Project No.: 2014-1-DE02-KA200-001631

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a. Only speech

b. Sound 1

c. Sound 2

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(3)Click on the first video and listen and whatch to the introduction of the

micro unit.

(4)After the introduction video the learner has the opportunity to select the

next video: Aims

After and during a video: the learner has the opportunity to skip, and

repeet a video as often he or she wants to see and hear it! Therefore, the

learner has to click on the buttons: Back or next

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(5)The next learning video is the main learning video for the learner. In this

unit he or she gets the main imput, lessons learned and content.

(6)The next video of the micro unit is one of the final videos which tests the

learning outcomes of the learners. The learner will be invited to answers

questions and to solve given tasks. It depends on the selected micro unit if

the learner should use paper and pen or just his memory.

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Project No.: 2014-1-DE02-KA200-001631

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3 Situation of visual impaired in Europe

Short introduction!

3.1 Situation of visual impaired in Germany

Blindnes and visual impairment is part of our society. Society has to provide

support for blind and impaired people to integrate them into schools and

working life. The World Health Organization differentiate between for levels of

visual function and defines Blindness and visual impairment in the following

way:

„There are 4 levels of visual function, according to the International

Classification of Diseases -10 (Update and Revision 2006):

normal vision

moderate visual impairment

severe visual impairment

blindness.

Moderate visual impairment combined with severe visual impairment are

grouped under the term “low vision”: low vision taken together with blindness

represents all visual impairment.“ (WHO:

http://www.who.int/mediacentre/factsheets/fs282/en/)

All over the world there are more than 280 million people blind or visual

impaired. (http://www.who.int/blindness/GLOBALDATAFINALforweb.pdf?

ua=1)

In Germany there were overall about 350 thousand people blind or visual

impaired (see figure 1). But these classification number must been seen

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critically. Because there exist other estimations which are much higher. For

instance the club for blind and visual impaired explains that it is very hard to

estimate how many blind and visual impaired people lives in Germany.

Figure 1: Blindness in Germany

(Statistisches Bundesamt. n.d. Anzahl der Sehbehinderten* in Deutschland nach

Art der Behinderung im Jahr 2013. Statista. Zugriff am 10. September 2015.

Verfügbar unter

http://de.statista.com/statistik/daten/studie/247948/umfrage/anzahl-der-

sehbehinderten-in-deutschland-nach-schwere-der-behinderung/.(

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No matter what numbers are right it is important to integrate those people into

society. That means that every person should have access to education.

Furthermore in Germany each person should be educated in an individual way.

The Federal Republic of Germany has a differentiated network of consulting and

educational institutions that have the mission to teach blind and partially sighted

people in a suitable way. The institutions and schools should promote the skills

of competences in a way that allows them to work and participate in our society.

It could be differentiated between the particular methodology and didactics as

well as the disability specifically designed learning environment and

organization. On the one hand general school knowledge and professional

knowledge and skills are taught. On the other hand specific knowledge and

methods for blind and visually impaired students are taught. For instance:

the Braille,

the use of magnifying vision aids or

specific computer peripherals

In Germany blind and visual impaired could visit regular schools or school for

people with special needs. The actual trend is, that blind and visual impaired

pupils should visit the regular schools. In general there are two different options

for blind or visual impaired pupils.

The first option is education in the general school system. This is meant with

inclusive education. The reality is different. On the one hand there exist a single

inclusion in schools with a relatively small number of students who are blind or

visually impaired. But on the other hand there are also efforts to establish focus

schools. Such schools has a focus on the support of a group with a certain

disability. The reason for that is to become a expert in a specific field of

inclusion. In that case specialized schools could improve their specific

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knowledge and learning condition in long term. But there is a lot of critic against

such schools because it is against inclusion.

In public schools special education teachers are employed to support the other

teachers. In a class could be up to five pupils with a disability. The total number

of pupils in such a class should not be larger than 25 pupils. The “Förderbereich

Sehen” (support for pupils with blindness, visual impairment or with significant

disturbances of the central processing of visual impressions) will promote

currently blind pupils with teachers from schools for blind and visually impaired

pupils. The resources of these schools are (further) used in this way.

This care and support is called since the school year 2014/15 in NRW

"collaborative learning”. Classes have the same curricular and therefor the same

goals. If there are further special needs the pupils will educate in a specific way

with a special curriculum.

In North Rhine-Westphalia there exists twelve schools which are specialized on

pupils which are blind or visually impaired. These schools work together with

the general schools to foster the idea of inclusion.

The Curriculum for pupils with a visual impairment aims to promote the pupils

in specific areas:

perception promotion,

techniques, tools / computer,

orientation & mobility

every day skills,

social skills,

specific for writing and reading.

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Furthermore there should be a strong cooperation of all stakeholders (pupils,

parents, teachers, ophthalmologists / opticians, other institutions).

The second option is to go to a school with a focus on special need. There are in

North Rhine-Westphalia twelve schools with a focus on visual impairment. If

somebody want to visit such a school it requires the parents wish or/and the

assignment by the school authorities.

At these schools there are differences in the educational programs and areas of

work. There are primary and secondary school classes, so that pupils could

achieve simple or qualified secondary school levels. At some schools the pupils

could even achieve their A-levels.

In the special schools the subjects and teaching content according to the

elementary and secondary school policies and educational programs are issued.

The priorities are set at the schools.

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