Chetz Colwell, Open University, UK
Matilde Gallardo, Open University UK
Andy Lane, Open University UK
Una Daly, OCW Consor...
Collaborate Window Overview
Audio & Video
Participants
Chat
Today’s Agenda
• Introductions
• Accessibility Needs and Goals
• OER & Accessibility Considerations
• Case Study: Dyslexia...
Welcome
Please introduce yourself in the chat
window
4
Una Daly,
Community College
Outreach Director
OCW Consortium
Chetz ...
Open Education
Accessibility Needs & Goals
5
Una Daly, Community College Outreach Director
OCW Consortium
Sources: UNESCO, William and Flora Hewlett Foundation
6
Open Educational Resources
Teaching, learning or
research material...
What is an Open License?
• Free: Free to access online, free to print
• Open: Reuse, Revise, Remix, Redistribute
• Creativ...
Examples
Includes –
• Course materials
• Lesson Plans
• Modules or lessons
• OpenCourseWare (OCW)
• Open textbooks
• Video...
Characteristics of OER
• Digital
– Easy to customize
– Free distribution
• Open License
– Reuse, Revise, Remix,
• No/Low c...
DIGITAL
+ ACCESSIBLE
OPEN LICENSE
OER Conundrum
10
Need for Accessibility
• ~1 billion worldwide have form of disability
World Report on Disability, 2011
• Disproportionate ...
• United Nations Convention on Rights
of Persons with Disabilities (2006)
– Ratified by 141 countries
• United Kingdom Equ...
Diverse Learner Challenges
• Cognitive learning disabilities
• Sensory or motor impairments
• Language deficits
• Lack of ...
OCWC Accessibility Goals
• Improve learning for all
– Universal, inclusive design
• Help curriculum developers
– Design OE...
Design & Guidelines
• Universal Design for Learning
– Providing multiple means of expression,
representation, & engagement...
Open Textbook Accessibility Reviews
Textbook: Collaborative Statistics
Accessibility reviewed by: Virtual Ability, Inc.
co...
OER,
Accessibility & Strategic Alliances
http://oeraccess.merlot.org
Considering accessibility of OERs
for diverse learners
Chetz Colwell
Institute of Educational Technology
Open University, ...
Introduction
• The Open University (OU) has approx 200,000
students who are mainly studying at a distance
• Approx 20,000 ...
OER accessibility policy
• OU working towards a policy to address
questions such as:
– Is accessibility support in OERs ‘r...
UK legal context
• UK Equality Act requires Universities to avoid
discrimination against disabled people by making
'reason...
Pedagogic context
• Regardless of legal context, the moral position to
enable disabled people to participate in formal
and...
Technical context
• WCAG gives us technical guidance, with
priorities, but lacks learning or legal context
• Authoring too...
In an ideal world
• Authors would fully understand the needs of diverse learners
– And know how to address them
– And not ...
Questions
• If accessibility for diverse learners is required
and not just nice to have, what steps are we
taking towards ...
Developing inclusive practice
through OEP and OER: the
Dyslexia and Modern Languages
project
Matilde Gallardo
The Open Uni...
Overview
 A Staff Development project at the Department of
Languages (OU) in 2013.
 Aimed to:
-raise awareness of SpLD a...
The context
 Second Language Acquisition, SLA, research and
dyslexia; concepts of learning and transferable skills.
 Adu...
The work
Attention
deficit
disorder
Dysphasia
Autistic
spectrum
disorder
Dyspraxia
Dyslexia
Labels and definitions
Aspects of collaboration in the groups
• Roles and responsibilities
• Communication: timing, setting out work, choice of t...
Presentations in Elluminate
Staff Development
LORO
http://open.ac.uk
Resources on the LORO home page
http://loro.open.ac.uk/3353
http://loro.open.ac.uk/3340
http://loro.open.ac.uk/3353/
http://loro.open.ac.uk/3912/
Resource Links
• OER and Accessibility MERLOT Community
– http://oeraccess.merlot.org/
• FLOE Project Handbook
– http://ha...
Questions for Panelists
Contact Info:
Chetz Colwell, Chetz.Colwell@open.ac.uk
Una Daly, unatdaly@ocwconsortium.org
Matilde...
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Accessibility of OERs for Diverse Learners and Guidelines for Dyslexia in Modern Language Learning

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Accessibility of OERs for Diverse Learners and Guidelines for Dyslexia in Modern Language Learning

Join us for this webinar discussion on issues relating to accessibility of OERs for learners with diverse abilities. The discussion will focus on a number of questions such as: Is accessibility support in OERs ‘required’ or just ‘nice to have’? How can we achieve full inclusion of OERs without stifling openness and innovation? This will be set in the wider environment such as legal context, pedagogic agendas, and technical issues.

Results from the Dyslexia in Modern Language Distance Learning staff development project will also be shared. Highlights include publishing the Guide to Good Practice as an OER and the project’s impact on tutor’s engagement with open educational practices and online collaboration.

Presenters:

Dr. Chetz Colwell, Learning & Teaching Development Manager for Accessibility, The Open University
Una Daly, MA, Community College Outreach Director, OpenCourseWare Consortium
Dr. Mathilde Gallardo, Staff Tutor Languages, The Open University
Dr. Andy Lane, Professor of Environmental Systems, The Open University

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  • ELLUMINATE/CCC Conference Opening Script [Start recording…] Welcome to the ________ Webinar for DAY, MONTH, YEAR [sponsored by]. [If applicable] Today’s guests come to us from _______ in ____, ___. I will introduce them shortly, but first I want to go over a few details about this [Elluminate/CCC Confer] session for those who are new to [Elluminate/CCC Confer].DetailsAt the upper left of your screen, you should see the Participants window, which lists the participants in this session. You can use the icons underneath this window to:Raise your hand if you have a question or comment and you wish to speakThere are also happy and sad faces and an applaud icon Below the Participants window is the Chat window to the center-left of this screen where you can type a question or comment into the box at any time. You can also send a private message to another participant at any time, but please be aware that moderators can see all private messages.Below the chat area is the Audio window in the bottom left of the screen. Click on the raised your hand button to let us know you would like to speak. You can use a head set or your phone for audio chat. If you are using a microphone and have been recognized to speak, Click the button with the microphone on it and begin speaking. Remember to click the button again when you finish speaking so that someone else can have a turn. You can control your mic and volume levels with the sliders. And if you are having trouble with your headset or microphone, you can access the Audio Setup Wizard from the Tools menu on the top toolbar. From Tools, select Audio, and then Audio Setup Wizard, and follow the on-screen instructions.[CCC Confer ONLY] If you are using the telephone to speak, Click on the phone handset below the microphone and audio volume sliders. The call-number and pin will then appear in a dialog box.
  • 2011 World Report on Disability (www.who.int/disabilities/world_report/2011/en/) by the World Health Organization provides a comprehensive worldwide perspective on the status of persons with disabilitiesAIM Commission Report (http://aim.cast.org/collaborate/p-s_commission) by the Advisory Commission on AIM in Postsecondary Education for Students with Disabilities)
  • Accessibility of OERs for Diverse Learners and Guidelines for Dyslexia in Modern Language Learning

    1. 1. Chetz Colwell, Open University, UK Matilde Gallardo, Open University UK Andy Lane, Open University UK Una Daly, OCW Consortium Considering OER & Accessibility for Diverse Learners March 11, 2014 1
    2. 2. Collaborate Window Overview Audio & Video Participants Chat
    3. 3. Today’s Agenda • Introductions • Accessibility Needs and Goals • OER & Accessibility Considerations • Case Study: Dyslexia in Modern Language Learning Staff Development • Resource Links • Discussion 3
    4. 4. Welcome Please introduce yourself in the chat window 4 Una Daly, Community College Outreach Director OCW Consortium Chetz Colwell, Manager Accessibility Teaching and Learning Open University Mathilde Gallardo SL/Staff Tutor Modern Languages Open University Andy Lane Environmental Systems Professor Open University
    5. 5. Open Education Accessibility Needs & Goals 5 Una Daly, Community College Outreach Director OCW Consortium
    6. 6. Sources: UNESCO, William and Flora Hewlett Foundation 6 Open Educational Resources Teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution. OER Logo 2012, J. Mello CC-BY
    7. 7. What is an Open License? • Free: Free to access online, free to print • Open: Reuse, Revise, Remix, Redistribute • Creative Commons: less restrictions than standard copyright but author retains full rights.
    8. 8. Examples Includes – • Course materials • Lesson Plans • Modules or lessons • OpenCourseWare (OCW) • Open textbooks • Videos • Images • Tests • Software • Any other tools, materials, or techniques used to support ready access to knowledge 8adapted from Judy Baker’s ELI 2011 OER Workshop cc-by license
    9. 9. Characteristics of OER • Digital – Easy to customize – Free distribution • Open License – Reuse, Revise, Remix, • No/Low cost – Expands access to education Labeled for reuse by MrKCoolsPhotostream
    10. 10. DIGITAL + ACCESSIBLE OPEN LICENSE OER Conundrum 10
    11. 11. Need for Accessibility • ~1 billion worldwide have form of disability World Report on Disability, 2011 • Disproportionate affect on health, education, employment, and poverty World Report on Disability, 2011 • 11% U.S. postsecondary students report disability AIM Commission Report, 2011 • Many experience accessibility barriersAIM Commission Report, 2011 11
    12. 12. • United Nations Convention on Rights of Persons with Disabilities (2006) – Ratified by 141 countries • United Kingdom Equality Act (2010) • Americans with Disabilities Act (1990) • Canadian Human Rights Act (1985) Treaties and Laws
    13. 13. Diverse Learner Challenges • Cognitive learning disabilities • Sensory or motor impairments • Language deficits • Lack of engagement Kersti Nebelsiek CC-BY Source: http://cast.org
    14. 14. OCWC Accessibility Goals • Improve learning for all – Universal, inclusive design • Help curriculum developers – Design OER to be accessible • Empower faculty adopters – Evaluate OER and adapt for accessibility • Build a Community of Practice – Open Univ, MERLOT, Inclusive Design Centre, NFB,. Used with permission from Virtual Ability, Inc
    15. 15. Design & Guidelines • Universal Design for Learning – Providing multiple means of expression, representation, & engagement • Web Content Access Guidelines (WCAG) 2.0 • Perceivable • Operable • Understandable • Robust http://www.cast.org/udl/ 15
    16. 16. Open Textbook Accessibility Reviews Textbook: Collaborative Statistics Accessibility reviewed by: Virtual Ability, Inc. collegeopentextbooks.org merlot.org
    17. 17. OER, Accessibility & Strategic Alliances http://oeraccess.merlot.org
    18. 18. Considering accessibility of OERs for diverse learners Chetz Colwell Institute of Educational Technology Open University, UK
    19. 19. Introduction • The Open University (OU) has approx 200,000 students who are mainly studying at a distance • Approx 20,000 students have declared a disability • OU provides OERs as part of its charter to provide education to the public • OU has range of Open activities: OpenLearn, iTunes U, OER Research Hub, Open Research Online, FutureLearn (MOOCs and platform). • OU has long history of supporting disabled students. Has programme of work to embed inclusion in its curriculum
    20. 20. OER accessibility policy • OU working towards a policy to address questions such as: – Is accessibility support in OERs ‘required’ or just ‘nice to have’? – To what extent should OERs conform to the Web Content Accessibility Guidelines? – How can we achieve full inclusion of OERs without stifling openness and innovation? • Need to consider these in legal and pedagogic contexts
    21. 21. UK legal context • UK Equality Act requires Universities to avoid discrimination against disabled people by making 'reasonable adjustments' • Covers both formal and informal teaching & learning • How do we define what is ‘reasonable’? – No test cases (as yet!) – Some technical guidance on weighing up costs and benefits, e.g. whether it is a core service and whether it affects educational outcomes
    22. 22. Pedagogic context • Regardless of legal context, the moral position to enable disabled people to participate in formal and informal learning • Still need to resolve issues around access to subject areas, such as STEM, Arts, Languages, – These exist in formal teaching, but there may be less resource available for making adjustments in OERs • Floe Inclusive Learning Design Handbook provides useful guidance and techniques but does not help prioritise adjustments or navigate legal contexts
    23. 23. Technical context • WCAG gives us technical guidance, with priorities, but lacks learning or legal context • Authoring tools are beginning to support accessibility, such as OERPub
    24. 24. In an ideal world • Authors would fully understand the needs of diverse learners – And know how to address them – And not feel accessibility stifled their openness or innovation • Institutions would have policies to guide authors and technical developers • Authoring tools would support authors in considering accessibility – E.g. would create / prompt for accessibility-related metadata • Delivery platforms would be fully accessible, e.g. MOOC platforms • Further recommendations are made in Anna Gruszczynska's report: – Creators would be supported with policies and guidance, and strategies for simple fixes – OER projects would address accessibility, etc.
    25. 25. Questions • If accessibility for diverse learners is required and not just nice to have, what steps are we taking towards that ideal world? • Acknowledgments: – Tony O’Shea Poon, Head of Equality, Diversity and Information Rights, OU – Megan Beckett, Siyavula Education (Pty) Ltd.
    26. 26. Developing inclusive practice through OEP and OER: the Dyslexia and Modern Languages project Matilde Gallardo The Open University, UK m.gallardo@open.ac.uk)
    27. 27. Overview  A Staff Development project at the Department of Languages (OU) in 2013.  Aimed to: -raise awareness of SpLD and dyslexia in ML learning -share knowledge and good practice among tutors -work collaboratively to design inclusive ML OER -develop confident practitioners and, by extension, support dyslexic students in their learning goals.
    28. 28. The context  Second Language Acquisition, SLA, research and dyslexia; concepts of learning and transferable skills.  Adult language learners with dyslexia in Higher Education.  Areas of possible difficulties (students and teachers)  Identified gaps:  Lack of subject-specific resources for teachers  Need for greater awareness of the challenges faced by dyslexic adult language learners  Guidelines for course writers, advisers and teachers
    29. 29. The work
    30. 30. Attention deficit disorder Dysphasia Autistic spectrum disorder Dyspraxia Dyslexia Labels and definitions
    31. 31. Aspects of collaboration in the groups • Roles and responsibilities • Communication: timing, setting out work, choice of tools • Differences between individuals: - expectations, personal goals - amount of time - knowledge of subject matter - level of engagement • Sharing work – OER and OEP • Commenting and peer review • Sharing and developing expertise on an area of common interest
    32. 32. Presentations in Elluminate
    33. 33. Staff Development
    34. 34. LORO http://open.ac.uk
    35. 35. Resources on the LORO home page http://loro.open.ac.uk/3353
    36. 36. http://loro.open.ac.uk/3340
    37. 37. http://loro.open.ac.uk/3353/
    38. 38. http://loro.open.ac.uk/3912/
    39. 39. Resource Links • OER and Accessibility MERLOT Community – http://oeraccess.merlot.org/ • FLOE Project Handbook – http://handbook.floeproject.org/index.php/ • Open University OER – http://www.open.ac.uk/about/open-educational-resources/ • OER Research Hub http://www.oerrhub.org • A Guide to Good Practice: Supporting Students with Dyslexia in Modern Languages http://loro.open.ac.uk/3912/ • CCCOER-OCW Open Textbook Reviews – http://www.collegeopentextbooks.org/opentextbookcontent/acces sibility-reviews- • OCW Toolkit Accessibility Issues – http://www.ocwconsortium.org/resources/toolkits/accessibility/ 39
    40. 40. Questions for Panelists Contact Info: Chetz Colwell, Chetz.Colwell@open.ac.uk Una Daly, unatdaly@ocwconsortium.org Matilde Gallardo m.gallardo@open.ac.uk Andy Lane, Andy.Lane@open.ac.uk http://openeducationweek.org

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