{"id":16768,"date":"2024-01-31T11:15:48","date_gmt":"2024-01-31T11:15:48","guid":{"rendered":"https:\/\/hfd.phee.dev\/blog\/neurodiversity-in-digital-university-teaching\/"},"modified":"2024-02-01T10:44:04","modified_gmt":"2024-02-01T10:44:04","slug":"neurodiversity-in-digital-university-teaching","status":"publish","type":"post","link":"https:\/\/hfd.phee.dev\/en\/neurodiversity-in-digital-university-teaching\/","title":{"rendered":"Neurodiversity in digital university teaching"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]University teaching that promotes or perhaps even celebrates diverse styles of thinking and learning not only creates an inclusive environment, but also offers added value for all teachers and students. In this article, we explore why neurodiversity is crucial in the digital world of higher education and how to practically address the different needs of neurodivergent people in higher education. Individual self-efficacy and a sense of community can be promoted through freedom of choice in dealing with technology and mutual empathy.<\/strong>[\/vc_column_text][vc_column_text]Imagine a university environment that not only imparts knowledge, but also values and nurtures the unique mindsets and potential of everyone in it. Digital university teaching offers plenty of scope to do justice to an important dimension of diversity – neurodiversity. The term “neurodiversity” refers to the fact that people have different brains and nervous systems. People therefore process information from their environment in different ways. <\/span><\/p>\n

(1) <\/strong>This influences, among other things, attention, learning, imagination and communication with each other. Neuroatypical (also known as neurodivergent) people perceive the world and sensory stimuli in a different way to neurotypical people. Neuroatypias include ADHD (approx. 5% of the population), autism (0.6% – 1% of the population), dyscalculia (3-7% of the population), dyslexia (4-8% of the population), synaesthesia (4-5% of the population) and giftedness (approx. 2% of the population)<\/strong>. <\/span><\/p>\n

(2)<\/strong> This also includes an increased sensitivity to environmental stimuli<\/strong> such as smells, noises and light. Overall, around one in five people in Germany live with some form of neurodivergence. A group of people is neurodiverse if one or more members of the group have a different way of functioning in their neurocognitive processing. This article uses specific examples to raise awareness of the importance of neurodiversity in digital university teaching and provide practical guidance.<\/span>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”2\/3″]

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I. Why knowledge of neurodiversity is important in digital university teaching<\/h2>\n <\/div>[vc_column_text]Learning involves absorbing information via sensory channels<\/strong>. People differ in terms of which sensory channels they prefer when learning. Many people are visually oriented and like to learn by observing and seeing. Others learn better aurally by listening and speaking. And kinaesthetically oriented people learn by doing something, feeling something with their hands, perceiving smells or tasting something. Learners can often use a mixture of these sensory channels, but often have a preferred system for perceiving, storing and reproducing data.<\/span><\/p>\n

In addition to hypersensitivity or hyposensitivity of sensory perception<\/strong> (e.g. sensitivity to sound versus only 50% hearing), neuroatypical learning and communication present further challenges that teachers can consciously address. These include, for example, distractibility or difficulties in maintaining concentration for longer, word-finding and language problems, difficulties in dealing with number concepts or reading, or limitations in movement coordination and spatial awareness.<\/span>[\/vc_column_text][\/vc_column][vc_column width=”1\/3″][vc_empty_space height=”45px”]

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"Digital teaching formats should appeal to diverse learning styles, offer accessible content and allow individual adaptations to meet the needs of all students."<\/section>\n
Elli, Asperger autistic<\/section>\n <\/section>[\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]Sometimes neurodivergence also manifests itself in the fact that people find it difficult to direct their behavior towards a goal or that they have difficulty interpreting the body language and facial expressions of other people. All of this can even be accompanied by giftedness and high intelligence with a quick grasp of things. Therefore, “d<\/em><\/strong><\/span>igital teaching formats must appeal to diverse learning styles, offer accessible content and allow for individual adaptations to meet the needs of all students.”<\/i>– Elli, autistic with Asperger’s<\/i><\/strong><\/p>\n

The experiences mentioned below mainly relate to purely online teaching. Most aspects can be transferred to face-to-face events with digital tools. All verbatim quotes are from students and professors from the Bachelor of Science in Computer Science program.<\/span>[\/vc_column_text]

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II. Neurodiversity in digital university teaching: advantages and challenges from the perspective of teachers and students<\/h2>\n <\/div>[vc_column_text]A major advantage of digital teaching is that neurodiversity, i.e. heterogeneous groups with and without neurodivergences, can be taken into account individually. For example, “<\/strong><\/span>alternative presentation methods, interactive elements and flexible learning structures with regard to text, color, sound and control elements. It should be possible to adjust these alternatives according to individual needs so as not to negatively influence the learning process of others.” <\/strong><\/span>– <\/b><\/span><\/i>Max Wilhelm<\/strong><\/p>\n

Digital accessibility means that many different, often conflicting needs need to be taken into account. These go beyond the requirements of the W3C or WCAG standards for accessibility on the Internet (3,4). Accessible (or rather low-barrier) learning platforms are extremely beneficial in order to easily and efficiently implement an inclusive and pleasant learning environment for all. What is particularly remarkable is that there are so many benefits for everyone: <\/span>[\/vc_column_text]

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"A high contrast, for example, makes the website friendlier for color blindness and at the same time easier to understand for neurotypical users. A clear menu looks nice for neurotypical users, but can help certain neurodivergent people not to be overwhelmed.``<\/section>\n
Paul, graduate B.Sc. Computer science<\/section>\n <\/section>[vc_column_text]In addition to this technical flexibility, digital teaching enables independence in terms of space and time, thus creating access to individually adaptable digital learning resources. <\/span><\/p>\n

“Instead of a strict online attendance requirement, for example, lectures could also be recorded so that each student can watch them again at their own pace and, if necessary, with breaks.” – Tatjana<\/strong><\/p>\n

Online teaching makes it easier for people with allergies and sensitive reactions to environmental stimuli such as sounds, smells, touch, colors or light to participate in their studies. At home in self-designed rooms, they encounter far fewer invisible barriers than in public buildings. <\/span><\/p>\n

Digital teaching “<\/strong><\/span>gives me the opportunity to work in my familiar surroundings without any major distractions. It also means I don’t have to travel back and forth, which saves stress and time. For me, it’s a challenge every time I travel to the university and sit in the lecture. I’m really glad that some lecturers have kept the online or hybrid lectures.” – Elli, Asperger autistic<\/strong><\/p>\n

Many students see advantages in the fact that they can concentrate better during virtual appointments and that lectures or meetings are better integrated into their everyday lives. Students confirm this positive effect, regardless of whether they are neurodivergent or not. Less commuting time, direct accessibility and location-independent working play an important role here, as this also helps the chronically ill or people with family responsibilities in particular to progress and learn at their own individual pace. The advantages also outweigh the disadvantages from the point of view of teachers with neurodivergences: <\/span>[\/vc_column_text]

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"Online lectures have the great advantage for me (...) that I can hold the lecture in an environment that suits me and thus avoid the massive exposure to electromagnetic fields at the university."<\/section>\n
Mario, Professor in the Computer Science program<\/section>\n <\/section>[\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]However, there are also some challenges: “<\/strong><\/span>I sometimes find it difficult to notice the loss of connection, as you only have one exam a semester and therefore hardly get any interim feedback. I think the overall disadvantage of online lectures is that you have to have a lot of self-discipline.” – Paul<\/strong><\/p>\n

Other students describe challenges in communication: “<\/strong><\/span>The audiovisual transmission devours some of the gestures and facial expressions, which significantly reduces the personal connection to the lecturer, for example.” – Tatjana<\/strong><\/p>\n

In addition to the difficulties in deciphering facial expressions and gestures, the lack of emotional connection within the group and with lecturers is also cited as an obstacle to mutual understanding. It is important that misunderstandings are cleared up in a personal conversation and that short follow-up questions are possible. Teachers confirm these challenges: “<\/span>The disadvantage of the online format is the lack of contact with the students. Tools for online meetings do allow interaction between the lecturer and the student, but in my experience there is much less exchange than in face-to-face courses.” – Mario, professor on the computer science course <\/strong><\/p>\n

And from the students’ point of view, it is:<\/span>[\/vc_column_text]

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"Apart from the personal contact, I find learning, whether digital or on site, hardly any different. (...) Simply put, a very good lecturer on site is also a very good lecturer digitally."<\/section>\n
Sandra<\/section>\n <\/section>[\/vc_column][\/vc_row][vc_row][vc_column]
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III Solutions for joint communication and social integration<\/h2>\n <\/div>[vc_column_text]Overall, students and teachers want better contact and exchange, regular feedback, good support with self-organization and a pleasant environment that is tailored to their own needs when teaching purely online. How can good bonds and strengthening interpersonal interactions be created in digital teaching?<\/span>[\/vc_column_text]\n
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