Opening ceremony presentation hosted by the symposium committee.

Robert Frisina is a professor of communication sciences at Rochester Institute of Technology's (RIT) National Technical Institute for the Deaf (NTID). Dr. Frisina will provide his perspective on the use of instructional and access technologies within deaf education. He holds a faculty appointment in the Department of Otolaryngology at the University of Rochester Medical Center. He holds the Ph.D. in Audiology and Psychology. He was Director of the Hearing and Speech Center at Gallaudet University as well as Dean of its Graduate School. He is the founding director of NTID. Most recently, he is the founding director of the International Center for Hearing and Speech Research.

Despite the fact that Deaf people can use a variety of communication technology tools to communicate with each other and the wider world, little is published about how these tools are utilized and to what extent. The purpose of this study was to examine the types and kinds of usages Deaf people make using different communication technologies such as cell(mobile)phones, textphones, faxes, e-mail, video telephones, etc., in Greece.

Video Web blogs are very popular in the deaf community. With VoiceThread, a Web-based collaborative network, users can upload video and leave video comments. How can this new exciting online technology benefit deaf students? This presentation will demonstrate how the Clerc Center uses VoiceThread as an instructional tool with deaf students.

We will discuss the challenges India faces in providing deaf people access to education within its multilingual society and the exciting possibilities that technological advances offer to transform deaf education in India. In particular we will focus on captioning, sign language interpreting, and Internet availability.

Speech-to-text support services are growing rapidly in popularity and use. While it is easy for most people to envision what a verbatim class transcript includes, many people do not know or understand what a meaning-for-meaning transcript includes. A common misconception about meaning-for-meaning transcription is that it's a summary or dumbing down of the message. In reality, a meaning-for-meaning transcript contains a concise and thorough message, richly detailed and in full English grammar. This presentation will describe the process and product of meaning-for-meaning speech-to-text services, as well as examine methods to quantitatively analyze the completeness, accuracy, and readability of a resulting transcript.

This presentation provides a history of Rochester Institute of Technology Online Learning's accessibility strategy with Adobe Connect, including a demonstration of real-time captioning using a custom extension to display C-Print in live Web meetings. Recommendations and effective practices for faculty and staff to consider when using real-time Web technologies will be shared.

Blended learning merges classroom instruction with online interaction using text-based discussion boards. Communication access is enhanced in blended courses, it is proposed, because online discussion boards allow deaf and hard-of-hearing students to interact directly with their peers in written English-inside and outside of class-without messages going through a third party.

This paper provides a study that compares the effectiveness and perception of different artificial representations of sign language (identified as animation, notation and video systems) by the Deaf community. The research was conducted in order to understand the benefits and drawbacks of these systems, and to identify what it is that determines a system's level of success over another, despite their varied technical abilities.

The safety of people with disabilities is often disproportionately compromised during emergencies. As more people with disabilities use wireless devices, it is important to ensure the devices have accessible formats. This presentation discusses emergency messaging techniques to disseminate accessible emergency alerts, warnings and information in a timely manner.

The Online Learning Department at RIT is collaborating with NTID to study various components of mainstreamed online and blended learning courses. One significant discovery has been that the increase in frequency of online interactions levels the playing field and increases satisfaction, especially among deaf and hard-of-hearing students.

This paper illustrates the use of Virtual Sign Animated Pedagogic Agents (VSAPAs) in providing the concept of Computers and Communication advice in response to D/HH students' activities in computer-based learning. It gives a detailed discussion of the techniques involved and their development. The learning environment with VSAPA will be illustrated during the presentation.

Learn how to create links from an English text to videos and pictures of its ASL translation! This workshop will guide you through a simple process that finally gives visual learners similar access to print as auditory learners have in resources like audio books. You will be able to take video or picture clips of words, phrases or full texts of ASL and hyperlink them to a text that has been scanned or typed into PowerPoint. A similar technique using the SMARTnotebook program will also be briefly introduced.

With the proliferation of digital video, demonstrated by the runaway popularity of YouTube, the medium will increasingly become an essential part of a teacher's toolbox. This presentation takes a fresh look at the role of digital video in teaching and learning and at new techniques to utilize the medium in the classroom.

How can deaf and hard-of-hearing Czech university and college students best acquire knowledge of English language? Is there any universal way to teach students around the world? This paper will look at how tertiary level hearing impaired students can improve their English language skills by using different learning methods and latest technologies. The presentation focuses mainly on teaching English sentence structure to hard-of-hearing students and its proper use.

RIDBC Teleschool uses videoconferencing and digital media technologies to provide educational services to deaf and hard-of-hearing children living in remote areas of Australia. Videoconferencing is supported by the in-house production of innovative multimedia instructional resources. The use of videoconferencing, portable media programs, and Web-based resources will be demonstrated.

During 2007 a Deaf project team based at the Scottish Sensory Centre worked to find 250 signs for scientific terms used in schools. We will examine the linguistic processes that occurred as we agreed on signs, and assess the educational impact of the project, drawing on evidence from deaf school pupils, teachers of deaf children and educational interpreters.

We will explore the use of student response systems (clickers) to enhance learning and engagement. Clickers are remote-controlled keypads that record responses to instructor-posed questions. Results are immediately graphed in PowerPoint. Clickers can be used to gauge student comprehension, conduct quizzes, administer game-based exercises, and facilitate lively discussions.

The NTID Center on Access Technology was established in 2006 to investigate, evaluate, and report on the most effective and efficient use of access technologies and train individuals in their use in order to accelerate the widespread implementation of best practices within deaf education at the postsecondary level. This presentation will provide a report on progress to date.

This demonstration is an opportunity to experience and explore the online version of the American Sign Language Video Dictionary and Inflection Guide. The CD-ROM was published at NTID in 2002, and about 10,000 copies are now in use throughout the US. As a Web application, it is now available to anyone in the world with a broadband Internet connection.

This program will talk about the internationalization of network education for the deaf which includes three aspects: 1. Construction of an International Education Teaching Assisted Network System for the Deaf 2. Integration of Classes, Laboratories and Workstations 3. Discussion of Existing Problems.

Korea Employment Promotion Agency for the Disabled (KEPAD) started a course for the deaf, known as Mechatronics, with the support of PEN-International, in 2006. Faculty members developed a Web-Based Training(WBT) system and have been applying it in class along with other teaching materials. This helped maximize the outcome of teaching and learning.

Koolkidssign.com is a developing Web site for students who are deaf and hard of hearing, their teachers, and their peers. A large component of the Web site is educational games for deaf and hard-of-hearing students. General education teachers looking for information about children who are deaf and hard of hearing will find instructional strategies. There are also lesson plans and step-by-step instructional technology tutorials for both general and deaf education teachers. Under development is a section for hearing students to facilitate communication with signing peers.

A scheme that realizes a network of higher education for deaf students via the Internet is presented in this paper. It is based on the analysis of Chinese higher education of the deaf in conjunction with the working intention between Changchun University and Juanyi Jin Feng corporation. The blueprint of applying and implementing is given in detail.

Video interpreting has been slower to take root among employers and businesses. Challenges to and opportunities for the use of video phones in the workplace are discussed in this session. Presenters will suggest strategies and future trends in enhancing deaf professionals' use of video relay services and video relay interpreting.

This paper presents the results of feasibility and efficacy studies of physical world hyperlinking for maximizing membership in the inclusive education of deaf/hard-of-hearing (D/HH) students developed by the authors, where the student uses a cell phone to take a photo of a 2d barcode on a field trip exhibit and the phone's internal software recognizes it and automatically directs the phone's Web browser to the target Web site where the exhibit is detailed in ASL.

This poster session will showcase mobile technologies projects that are being developed and piloted through the Louisiana Initiative for Technology Exploration with the Deaf (LIFTED). Focus is on providing Deaf-friendly, location-relevant multimedia presentations triggered through GPS, 2D barcodes, and/or RFID technologies.

CART is a word-for-word translation of the spoken word into written text. Come and learn about the benefits of both onsite and remote CART. You will see a remote CART demonstration and learn the philosophy and technological aspects of getting started. CART is a student success tool...one word at a time.

The BMSTU poster session will cover these topics. 1. Accessible environment in professional education of the deaf and hard-of-hearing people at BMSTU. 2. Social rehabilitation of the deaf and hard-of-hearing people in integrated education environment at BMSTU. 3. Global and regional education networking - PEN-International - PEN-Russia - for those person who are deaf and hard of hearing. 4. A future starts today and belongs to all people - different aspects of deaf and hard-of-hearing students' life at BMSTU.

The purpose of the Technical Signs in Context Program Series project is to increase student success. Technical sign terminology is presented in DVD format embedded in the context of a lecture. Content specific vocabulary and phrasing can be accessed through accompanying links. Users can angle between the signed content and supplementary visual media. Both experienced interpreters and Deaf faculty and staff model sign choices in the context of a technical lecture. Important note: The sign models are not intended to be an exclusive standard of technical sign vocabulary. The project was intended for classroom interpreters to provide them with the skill-building tools necessary to interpret discipline-specific technical terminology and concepts. These technical sign-related resources can also augment faculty/staff sign skills development. Additionally, students can utilize the program to preview and review content material. This current series serves as a prototype. A second series of this project is proposed as follows: Technical Signs in Context: Deaf Professor Lecture Program Series.

Speech-to-text systems provide support services to many deaf and hard-of-hearing students in general education classrooms, producing text-only displays. Tablet PC technology expands the capacity of speech-to-text support, providing text and graphical information. This presentation demonstrates C-Print™ tablet software and discusses research trials conducted using the tablet.

Core courses that introduce abstract concepts such as programming are challenging to deaf learners. A cognitive connection between the abstract concept and the real world meaning needs to occur for learners to be able to apply what they learn. The focus of this topic is to demonstrate a supplemental software-based instructional tool as an alternative approach to teaching and tutoring complex subjects such as Java. The supplemental was developed toward deaf students to match a visual learning style and attempts to bolster the performance of deaf students in relating abstract concepts to real-world examples. The term deaf will be used to refer to both deaf and hard-of-hearing students.

Videophones and Video Relay Service (VRS) open a wide array of opportunities for schools and agencies serving deaf students and consumers. This presentation discusses some of these opportunities and the essential elements of the infrastructure needed for a successful visual communication network. These elements include equipment, training, policies, educational programs, and relationships with providers.

Vision 3D utilizes radio frequency identification (RFID) to provide young Deaf children with exploratory environments that connect digital representations with physical objects. Tagged items are waved by a RFID reader to automatically launch multimedia presentations focused on language acquisition (ASL, contextual videos, and printed English). Session will demonstrate the technology and share pilot study results.

This session will have relevance for middle school through postsecondary educators and administrators. It will include a discussion of the advantages of using a number of technologies to teach mathematics. There will be a demonstration of technologies including Texas Instruments TI-nSpire, SmartView for interactive white boards (SmartBoards), Math Gallery for the SmartBoard, and on-line products such as MathXL that are being used at NTID to teach a wide range of mathematics courses.

The historic Accessibility for Ontarians for Disabilities Act was passed into law in June, 2005 and will see the development, implementation and enforcement of accessibility standards in removing and preventing barriers for individuals with disabilities. Societal attitudes have been a leading barrier to achieving equity and inclusion. This new legislation will ultimately lead to a postsecondary environment where the principles of universal design are applied in curriculum planning and delivery. One of the ways that George Brown College in Toronto is responding to the challenges of barrier removal and prevention is by implementing a Captioned Media & E-text Policy. This session will highlight the best practices and strategies integral to this Policy that have been developed to raise the awareness of all faculty and staff with respect to implementing new measures for meeting the accommodations needs of Deaf, Deafened and hard-of-hearing students and students with disabilities.

Imagine...a class where technology, academic ASL, literacy, and creative thinking are integrated to create an entertaining, informative, and educational news show that benefits the whole school community. This presentation will discuss how the Wildcat News 43 (WCN43), a weekly news show at Kendall Demonstration Elementary School (KDES), accomplishes that vision.

Vcom3D, Inc. is a leading research and development company whose focus is on creating tools that make curriculum accessible to Deaf and Hard-of-Hearing students in their native language. Recently, we developed a proof-of-concept system for creating and delivering animated stories utilizing 3D avatars that use the full range of facial expressions, nuances and body language of American Sign Language. The presentation will include a demonstration of our current research projects and a discussion of how 3D animated avatars can be easily integrated into curriculums to help reduce the delay in language development that is common among Deaf/HoH students.

This research project is to evaluate three different speech to text systems: (1) CART; (2) C-Print; and (3) ASR speech-to-text transcription for accuracy in rendering the lecturer's presentation, students' comprehension of lecture content, ease of use from the perspective of presenter and students, and cost benefit of each system. Since the method of displaying information is crucial in the learning process, we are evaluating three methods of presenting text and non-text content in close visual proximity; a heads up display of generated text; a PC-based system allowing text streaming with non-text content, e.g. Powerpoint; and the same composite display projected on a screen.

This session will have relevance for middle school through postsecondary educators and administrators. It will include a discussion of the advantages of using a number of technologies to teach mathematics. There will be a demonstration of technologies including Texas Instruments TI-nSpire, SmartView for interactive white boards (SmartBoards), Math Gallery for the SmartBoard, and on-line products such as MathXL that are being used at NTID to teach a wide range of mathematics courses.

Eight students reading below grade level receive special language tutoring and improve their vocabulary and reading skills. They progress through a series of ASL/English exercises on the computer that accelerates their language development and provides full documentation of their progress. Students read, write, take ASL comprehension tests and increase English vocabulary using a self tutorial on the computer.

A new version of the signlinking technique is available that features fewer files to manage and better performance from the previous version shown at a previous symposium. In addition, Signlink Studio 2.0 is presented in the context of a sign language-based content management/forum tool that has numerous potential educational and Vlog uses.

I will give a formal presentation on Assessing the Impact of Technology in 30 minutes. An additional 10 minutes will be reserved for questions and comments. I want to take this opportunity to meet some specialists in special education. My coordinating presenter Han Yumin will distribute writing materials and give lantern-slide show as an assistant.

NTID's new Sprint Relay Experimental Distance Learning/Access Demonstration Lab is a resource for experimenting with innovative adaptations of current and emerging technologies in reaching out to remote learners who are deaf and hard of hearing. The presentation includes an overview of the Lab's technological capabilities and demonstration of two works in progress.

Using laptop computers with participant involvement, presenters will demonstrate establishing and monitoring in-class IM discussion groups, review and assessment sessions and out of class discussion/study groups.

Come and experience iTransition: It's All About Me!-- a series of four highly interactive e-Learning modules created by PEPNet to assist students with their successful transition from high school to college. This presentation will give participants an overview of the iTransition curriculum and access to learning objectives, lesson plans, and resource materials for each section.

A challenge facing Black Ethnic Minority (BME) deaf people is developing apt communication skills in order to have access to education. However, the language needs can be complex as they are often using several facets of several languages. With our research we have tried to understand how to approach the learning needs of this particular community type with a design to Deaf friendly material specifically for BME Deaf people.

Eleven deaf and hard-of-hearing professionals in education and social service professions were interviewed about their career mobility experiences. Their stories as deaf professionals navigating the career ladder were gathered and analyzed, and common themes identified in the areas of technology, interpreting, communication, attitudes, educating others, networking, the deaf community, career choices, and strategies for success. This presentation will discuss the findings of this study, with an emphasis on how the use of various technologies has affected their career mobility experiences.

The two presenters have created scores of multimedia Web sites used to teach deaf students at NTID. They showcase past projects and demonstrate how even teachers who are relative design novices may take advantage of free or almost free Web 2.0 resources and services to create multimedia lessons that engage student interest and promote learning.

The presenters will describe an online art and design project combining voice-interpreted and captioned American Sign Language videos with visual art in a multimedia format to explain technical terms commonly used in instruction on art and design. The resulting product is used by the coordinating presenter as a learning resource in her classes in the Department of Arts & Imaging Studies at the National Technical Institute for the Deaf.