Successes and challenges of supporting product design education for deaf and hard of hearing learners during a pandemic: a case study

Siena, FL ORCID: https://orcid.org/0000-0002-6908-7365, Russell, S, Malcolm, R, Brook, E, Cutts, A, Martin, L and Naik, K, 2022. Successes and challenges of supporting product design education for deaf and hard of hearing learners during a pandemic: a case study. In: Bohemia, E, Buck, L and Grierson, H, eds., DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, 8-9 September 2022. London: The Design Society. ISBN 9781912254163

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Abstract

The impact of the COVID-19 pandemic on Higher Education has been considerable, none more so for practical/vocational subjects such as Product Design. However, consider being deaf/hard-of-hearing (D/HOH) whilst being forced to study predominantly online, with reduced practical in-person teaching opportunities, being socially distanced, and having to contend with face coverings limiting your ability to hear and lip read. The everyday challenges for D/HOH students in higher education is constantly demanding, but the global pandemic exacerbated this, presenting significant educational challenges. This paper presents a case study focused on the 2020/21 academic year whereby we examine the challenges and successes of supporting a product design student with Auditory Neuropathy Spectrum Disorder (ANSD) and permanent bilateral severe-profound hearing loss. The scope of this paper presents the learner arrangements for their product design education and highlights methods of managing the blended learning/teaching environment in combination with the use of British Sign Language (BSL) interpreters, electronic/handwritten notetakers and accompanying technologies. Numerous challenges were presented ranging from, managing rapidly developing online learning tools, adapting personal protective equipment to facilitate lip reading, managing multiple recording technologies to facilitate captioning/transcription, amongst others. The perspectives of the learner are presented, with reflections on how different session types, timetabling, delivery methods, etc., affected their day-to-day learning. Recommendations are made for improved collaboration with student support staff (i.e., BSL interpreters and electronic/handwritten note takers) and the need to implement digital technologies to facilitate the optimal blended learning and socially distanced teaching environment.

Item Type:	Chapter in book
Description:	Paper presented at the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University, London, 8-9 September 2022.
Creators:	Siena, F.L., Russell, S., Malcolm, R., Brook, E., Cutts, A., Martin, L. and Naik, K.
Publisher:	The Design Society
Place of Publication:	London
Date:	2022
ISBN:	9781912254163
Identifiers:	Number Type 10.35199/epde.2022.38 DOI 1597394 Other
Rights:	Copyright © 2022 The Design Society. All rights reserved.
Divisions:	Schools > School of Architecture, Design and the Built Environment
Record created by:	Linda Sullivan
Date Added:	13 Sep 2022 13:23
Last Modified:	13 Sep 2022 13:25
URI:	https://irep.ntu.ac.uk/id/eprint/47022

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