Accessibility in Blended Learning for
Care Education
Martyn Cooper, Institute of Educational
Technology, Open University, ...
Me and my institute (IET)
• Systems engineer
by background
– Now an Educational
Technologist
• IET – Leading Ed
Tech Insti...
The Open University
• A Mega-university:
– > 240,000 students
– > 19,000 disabled undergraduate
students
– ~ 1,000 PhD stu...
Faculty of Health and Social
Care
Teaching programmes in
• Nursing and healthcare practice
• Health and wellbeing
• Socia...
Why Accessibility?
Law - Equality Act (2010) /
Disability Discrimination Act (2005)
Educational institutions:
 must not d...
6
Situation prior to SeGA
• Long history of meeting disabled
students needs but significant
challenges:
• Silos / organisa...
History of SeGA
• A long gestation
–Cross unit workshop 2006 – identified issues
–PVC sponsored management consultant 2008...
Technical Accessibility
• UK law is understandably not specific about what
“reasonable adjustments” means in terms of acce...
Accessibility requires an
institutional wide response
Securing Greater
Accessibility (SeGA)
Objectives:
 Clarification of...
Accessibility roles across a
module life-cycle (not all roles shown)
Module Development Enquiry/Registration Module Presen...
Rationale for Module Teams
having overall accessibility
responsibility of modules
• Fundamental to accessibility considera...
Module Accessibility Guides
Example:
U116 Environment:
journeys through a
changing world
Accessibility Guide:
The guide is...
• The OU undertakes its own R&D of online learning
tools as well as adopting these from third parties
• Accessibility cons...
Alternative Formats
• OU has a long history of
providing alternative
formats to print e.g.:
– audio recordings for visuall...
Assistive technology used by students
• The OU operates an Access
Centre (part of a national
network)
• Disabled student c...
IET roles relating to
accessibility and usability
Research
Staff Training (CPD)
Consultancy
Expert Evaluations
End-Us...
What is particular to Care
Education?
• Introduction to a
“Community of Practice”
–Practice based teaching
• Professionali...
The challenges / opportunities
of new technologies in
education
Many disabled students
enabled by on-line
education
It p...
Summary
• Addressing the needs of disabled students often benefits all
Accessibility in
blended teaching and learning
Acce...
Martyn Cooper
Institute of Educational Technology
The Open University
Walton Hall
Milton Keynes
MK7 6AA
WWW: http://iet.op...
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Accessibility in blended learning in care education (final)

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Keynote Presentation to AAATE Workshop 2014 (see: http://www.aaate.net/content/aaate-workshop-2014-information-netherlands )

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Accessibility in blended learning in care education (final)

  1. 1. Accessibility in Blended Learning for Care Education Martyn Cooper, Institute of Educational Technology, Open University, UK martyn.cooper@open.ac.uk
  2. 2. Me and my institute (IET) • Systems engineer by background – Now an Educational Technologist • IET – Leading Ed Tech Institute – Social Science – Technical Innovation – Early adopters – People/Pedagogy /Technology martyn.cooper@open.ac.uk
  3. 3. The Open University • A Mega-university: – > 240,000 students – > 19,000 disabled undergraduate students – ~ 1,000 PhD students (conventional) – ~ 7,000 Tutors (Associate Lecturers) –Supported open and distance learning increasingly Internet based
  4. 4. Faculty of Health and Social Care Teaching programmes in • Nursing and healthcare practice • Health and wellbeing • Social care / Social work • The future is ageing and ‘Longevity Society’ Research includes: • The design and technology issues associated with significant demographic change (technology and aging) • EU project DISCOVER (http://www.discover4carers.eu/) – digital skills for carers See: http://www.open.ac.uk/health-and-social-care/main/
  5. 5. Why Accessibility? Law - Equality Act (2010) / Disability Discrimination Act (2005) Educational institutions:  must not discriminate against a disabled student on the basis of their disability  must make “reasonable adjustments” to meet disabled students’ needs in all aspects of their education  need to anticipate the needs of disabled students OU Mission/Values: “Open to people, places, methods and ideas” “We promote educational opportunity and social justice by providing high-quality university education to all” Equality and diversity have been part of core OU values since its inception Active Undergrad Disabled Students (2014) = 19,000+, 12%
  6. 6. 6 Situation prior to SeGA • Long history of meeting disabled students needs but significant challenges: • Silos / organisational challenges • Responsibilities not clear • Poor integration across units • Move to greater online delivery • Diversity of practice sometimes leading to false expectations by disabled students • Small number of people with specialist knowledge unable to support all Module Teams
  7. 7. History of SeGA • A long gestation –Cross unit workshop 2006 – identified issues –PVC sponsored management consultant 2008 –Workshop discussing conclusions of management consultant April 2009 –SeGA Objectives agreed March 2010 revised November 2010 –Some activity but significant progress only when SeGA project officer appointed June 2011 2006 2007 2008 2009 2010 2011 2012
  8. 8. Technical Accessibility • UK law is understandably not specific about what “reasonable adjustments” means in terms of accessibility of online offerings • However it is widely accepted that the Web Content Accessibility Guidelines WCAG 2.0 [1], a formal recommendation of the web standards body the W3C, is the base line. This has been referenced in accessibility court cases to date • WCAG 2.0 comprehensively covers making online offerings technically accessible but this is only part of the picture in making online learning accessible to disabled students [1] Available at: http://www.w3.org/TR/WCAG20/
  9. 9. Accessibility requires an institutional wide response Securing Greater Accessibility (SeGA) Objectives:  Clarification of responsibility and accountably  Improved access to the curriculum for disabled student  Improved understanding of staff roles and responsibilities  Improved documentation of reasonable adjustments  Reduced overall cost of adjustments  Improved organisational knowledge of enabling accessibility best practice  Improved visibility of the levels of accessibility afforded to students Seeking to make online learning accessible to disabled students requires a response that traverses many roles across the educational institution. BS 8878 Supports this institutional response to accessibility
  10. 10. Accessibility roles across a module life-cycle (not all roles shown) Module Development Enquiry/Registration Module Presentation Module Team (MT): • Overall responsibility • Develop and record reasonable adjustments Developers (LTS): • Technical Accessibility • Alternative formats IET: • Training, Resources • Consultancy • Developmental testing Enquiry Staff: • Communicate module accessibility information • Managing student expectation Student Services: • Disabled student study guidance • Disabled Students Allowances Access Centre: • Needs assessments ALs / Regional Disability Advisors: • Individual disabled student support • Adaptations in presentation Curriculum Access: • Issue resolution • Feedback to MTs IET: • Consultancy
  11. 11. Rationale for Module Teams having overall accessibility responsibility of modules • Fundamental to accessibility considerations in online education are the learning objectives. What we are seeking to make accessible is the learning, not just the technology used to deliver it. In some cases the appropriate response may be to offer an alternative activity to a particular online element in a course • In determining whether a particular accessibility approach is appropriate in a given case one must answer the question: does it enable the learning objectives to be achieved?
  12. 12. Module Accessibility Guides Example: U116 Environment: journeys through a changing world Accessibility Guide: The guide is written primarily for disabled students and will also be useful for those that support them, for example Study Advisors, Associate Lecturers and Disabled Students’ Allowance (DSA) assessors. Contents Introduction General issues Module books Figures and graphs Activities Videos Alternative Resources web page Block-specific issues Conclusion Appendix 1 Standards for testing Appendix 2 Summary of alternative resources and descriptions
  13. 13. • The OU undertakes its own R&D of online learning tools as well as adopting these from third parties • Accessibility considerations should be integrated into the processes of development or procurement – Infrastructure tools affect the offering of many courses – If done well in it can reduce the load on those responsible for particular course elements in making those accessible • Accessibility of Moodle plus other tools in OU’s eLearning infrastructure is an area for continual improvement – There are known deficits – Where problematic for some disabled students every effort is made to address them in subsequent version updates – Where not possible module teams/students advised of work-rounds Accessibility in eLearning Infrastructure wikis ePortfolio
  14. 14. Alternative Formats • OU has a long history of providing alternative formats to print e.g.: – audio recordings for visually impaired and dyslexic students – comb bound versions for students with some physical disabilities • Moving to online learning may reduce the requirement for some alternative formats • Some provision is still seen as key: – XML (for transform to specialised printed versions or electronic file versions) – DAISY (a talking book format developed specifically for print disabled people) – ePub (an open eBook standard) Structured Authoring (XML based) adopted so alternative formats can readily be produced in mainstream production
  15. 15. Assistive technology used by students • The OU operates an Access Centre (part of a national network) • Disabled student can be assessed as to what computing approaches and assistive technology are best likely to equip them for their studies • Students that meet certain criteria qualify for government grants (DSAs) to purchase this equipment • For others the university operates a limited loan scheme
  16. 16. IET roles relating to accessibility and usability Research Staff Training (CPD) Consultancy Expert Evaluations End-User Evaluations Teaching (H810) A visually impaired student evaluating courseware in the lab
  17. 17. What is particular to Care Education? • Introduction to a “Community of Practice” –Practice based teaching • Professionalism –Governed by a professional body • Multi-disciplinary Picture credit: http://richmondtrainingacademy.co.uk/produc t/end-of-life-care/
  18. 18. The challenges / opportunities of new technologies in education Many disabled students enabled by on-line education It presents accessibility challenges for others New technologies require new pedagogies / different types of teaching activities – Interactivity – Group work (forums/wikis) – Social media – Students as content creators – MOOCs
  19. 19. Summary • Addressing the needs of disabled students often benefits all Accessibility in blended teaching and learning Accessibility and usability experts Students with disabilities Technical Developers Educators (Module Teams and Tutors) Student support staff Registration and Enquiry Staff Needs assessors • Accessibility is not just something done in the code or by specialists Researchers
  20. 20. Martyn Cooper Institute of Educational Technology The Open University Walton Hall Milton Keynes MK7 6AA WWW: http://iet.open.ac.uk/ Blog: http://martyncooper.wordpress.com/
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