Applied deaf aesthetics toward transforming deaf higher education

Area of Science:

• Deaf Studies
• Educational Technology
• Curriculum Design

Background:

• Deaf aesthetics is a theoretical framework to improve deaf education through multimodal pedagogy.
• Deaf teachers and students desire deaf aesthetics, but current instructional formats often lack these elements.
• Existing instructional delivery methods in deaf education require enhancement to incorporate deaf aesthetics.

Purpose of the Study:

• To empirically evaluate the contribution of deaf aesthetics to course redesign.
• To investigate how deaf aesthetics can be effectively integrated into instructional materials.
• To explore the potential of deaf aesthetics in prompting and sustaining educational interactions.

Main Methods:

• A mixed-methodology, multi-method case study approach was employed.
• The study involved the empirical evaluation of deaf aesthetics in a course redesign process.
• Instructional slide decks were revised to incorporate deaf aesthetics and multimodal elements.

Main Results:

• Deaf aesthetics were successfully integrated into instructional slide decks, enhancing multimodal elements.
• The redesigned course demonstrated potential for improved educational interactions.
• The study provided insights into the practical application of deaf aesthetics in curriculum development.

Conclusions:

• Deaf aesthetics can effectively enhance multimodal pedagogy and curricular experiences in deaf education.
• Instructional designers and educators can utilize deaf aesthetics to create more engaging learning environments.
• Further research is needed to fully understand the impact of deaf aesthetics on deaf and deafblind learners.