Supporting inclusion introduction webinar march 5th 2012

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Supporting Inclusion with Technology …

Supporting Inclusion with Technology

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  • I am not the expert on disability/teaching or technology - just on drawing it all together – so you may have heard some or all before. A& I advisor started with the fear that emerging technology was making opportunities less accessible to many - we have been working to improve accessibility and as a result seen the potential to deliver far greater inclusion using that technology. You each can have a role in the key strands that will embed Inclusive practice at the college:
  • What the JISC RSC’s do – for free and two points of contact for more information on this webinar series and other services and resources March 7, 2012
  • This series of 5 webinar will be recorded and made available. In the coming months we will be delivering advice and support on embedding inclusion, locally and nationally. Our focus is whole organisational involvement. Though inclusion seems like a specialist topic there is always something practical that can be done at operational level. In an effort to describe this whole organisational approach we have divided it up into 4 key strands which cross over each other and each role. Creating Accessible Infrastructure and resources – from access to your VLE Make it easy to create accessible handouts in class – Develop staff awareness, confidence and skills Encouraging Learner s to be Independent by providing a much of the assistive technology that could help for everyone not just those who are prepared to disclose a disability Encouraging and embedding Inclusive Practice in the organisation – starting by Self-Assessing and Monitoring practice and even sharing it with others That is a good starting point but to provide you with practical steps you can take right now we have boiled this down in the next 4 webinars ‹ #›
  • Focussing tomorrow on making the best use of the benefits of e-texts Then some staff development on how to make use of the accessibility features in MS programmes using techdis ‘sAE a free resource for all staff Then moving the a focus away from the organisation to the learner and using open source software to maximise access to assistive technology And finishing with a free online resource to get you started on embedding the good practice through the provision These sessions are starters – tasters of the events and resources that we can provide and support you in using ‹ #›
  • What is Your role in the key strands that will embed inclusive practice at the college:   Assessing and monitoring the practice Steering group- joined up policies Creating an Accessible Learning Infrastructure Learning platforms, resources and Curriculum planning – marketing, induction, assessment...impact on teaching aims and IT Promoting learner independence Open Access – as individuals but also across the organisation but removing rather than overcoming barriers Supporting staff skills Staff Development CPD – building confidence and recognise skills make sure they are appropriate. Technical and teaching. October 19, 2011 3
  • Lets start with the big question – Why use technology at all? 51% on facebook 61% 16 year olds have a mobile phone with internet access Talking texting, browsing and reading on screen More likely to play with mobiles that watch TV Laptops, tablets replacing PC’s More can send a text than find a phone number Multi tasking talents BBC news item Jan 2012 http://www.bbc.co.uk/news/education-16475278 rosemary Duff research of 2,770 5-16yr RUN ppt
  • Learners expectations – they use this technology all the time Learners current skills Future skills requirements – if they don’t they probably will have too Innovative and interesting – technology can throw up new ways of interacting that can support good pedagogical principles and keep learners engaged and it can be adapted to suit a wide range of delivery and often it is cheaper Supports differentiation Can be cost effective ‘ Real-life’ learning opportunities – taking learning out of the classroom with mobile and personal devices or just online where learners can access it when they want or need to.
  • Explore Advise specifically for FE and HE as a provider of a service E Act Covers all services, facilities and benefits both educational and non-educational provision...even to the physical environment or leisure activities and students don’t even have to be full time There is a section on Avoiding Discrimination- including established policy.   It mentions that Exclusions may be unlawful if they discriminate or are to the detriment of a learner – not able to receive the service   It addresses cultural and religious awareness consideration in planning and timing as well as curriculum and content. Which again has implications for flexibility of service. http://www.equalityhumanrights.com/advice-and-guidance/new-equality-act-guidance/equality-act-guidance-downloads/ How do I avoid discriminating? http://www.equalityhumanrights.com/advice-and-guidance/guidance-for-education-providers-further-and-higher-education/providing-education-and-access-to-any-benefit-service-or-facility-and-exclusions/how-do-i-avoid-discriminating/ October 19, 2011 5
  • More than Making Reasonable Adjustment Treating a person less favourably because of their disability. Ensure equal access to services for everyone. Technology makes this easy so why not? March 7, 2012
  • Some questions to consider? Apologies for the short-hand here. What if an: Autistic learner finds it hard to cope with last minute changes Learner with health issues can’t attend a lecture VI learner doesn’t have a note-taker HI learner can’t join in group discussion work Learner can’t read the instruction text in class MI learner wants participate in field trip
  • Everything beyond this point is based on one premise – that E-learning has the potential to support more inclusive teaching and learning practice because: It can be flexibly delivered and widely available , the materials are highly portable , easy to store and lend themselves to adaptation and personalisation This flexibility can be used to help meet learners needs across the board without disclosure March 7, 2012
  • Explore e-maturity model using a poll? October 19, 2011 17
  • Explore e-maturity model using a poll? ‹ #›
  • Play on whiteboard ? ‹ #›
  • Delivery based on Disability relies on Disclosure – there are many people who don’t want to disclose and some who would think they had a disability. Thats why I focus on inclusion – which means not unnecessarily excluding anyone – and technology helps us do this In fact we NEED technology to meet the requirements of the Equality Act 2010 This will mean supporting learners but should also mean helping them to study independently – rather than rely on staff – How many are able to support learners fully? So there is a staff development issue here too March 7, 2012
  • These are real examples that illustrates the issues. People relying on note-takers A PDF can be enlarged, reflowed and auto scrolled, as well as read out loud. OneNote allows you to: organise notes into sections Select and copy images and formulae straight into notes Combine text with pen tool for annotation RSCSWEmbeddingInclusionOverview March 7, 2012
  • These are real examples that illustrates the issues. People relying on note-takers A PDF can be enlarged, reflowed and auto scrolled, as well as read out loud. OneNote allows you to: organise notes into sections Select and copy images and formulae straight into notes Combine text with pen tool for annotation RSCSWEmbeddingInclusionOverview March 7, 2012
  • An infrastructure that is designed to facilitate learning. That allows you to add and use multi-media and provide alternative formats. Open to web-based resources that are free and easy to use so learners an teachers can benefit and not relying on or requiring specialist software or skills unless you need to. There are a number of easy access adaptations to the operating system that need not affect the network same goes for allowing some personal devices ‹ #›
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  • http://www.google.com/mobile/goggles/#text ‹ #›
  • What you see here is unbridled use of everyday technology to support learners with LLD in learning and in life Examples are from Oakwood Court IS College – to Oakwood Court using technology TO allow non-verbal learners communicate in the first place. They come from a new course designed to actively use ICT to enhance their non-verbal learners communication opportunities. Featured in last months ISC forum and in a new case study on the EG. Shows using GPS and Google earth to support independent navigation/travel. Skype assignment briefings, Avatars to encourage communication, Voting kits – learner feedback and stats etc October 19, 2011 12
  • Using a Whiteboard to full advantage Mimio or other portable whiteboard to capture notes from flip chart or writing practice for learners so they can revisit it and edit and reuse it and not have to re-type it! October 19, 2011 13
  • http://ed.voicethread.com/products/k12/ voice thread for educators Voice thread alows a digital conversat http://voicethread.com/about/library/category/mathematics/ ion in text sound and pictures and labels – blended learning (slides in mobile learning section?)
  • External websites that can add value fro learners – LexDis for learning strategies that use technology ‹ #›
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  • Xerte demonstration http://www.nottingham.ac.uk/toolkits/play_560 March 7, 2012
  • Some objects that might give you ideas you are encouraged to share March 7, 2012
  • Quick wins Building accessibility into existing PDFs - more tomorrow March 7, 2012
  • One area that units staff skills with learner independence is assistive technology. Helping staff gain confidence so learners can be independent. Try before you buy – learn how Downloadable brochure and booking forms plus a new paperless online version with QR codes linked to detailed information. Encouraging Learner Independence Promoting awareness and support skills Whole organisation involvement Involving learners Recommending Assistive Technology Easy to use Assistive software to support study March 7, 2012
  • We include advise on how the equipment can be used with learners but the main aim is to give staff a chance to gain enough confidence to offer these solutions to learners. If you would like to know more see the brochure above. Contact [email_address] if you wish to borrow a kit. Please offer feedback on the use of the kit so we can share good practice and improve the equipment.  Start a discussion in the NING about the equipment you have used to support learners. You can also fill in a survey at http://www.surveymonkey.com/s/BTYT3WQ Other sources of strategies Strategies – TechDis, Excellence Gateway & LexDis RSC Yorks & Humber http://inclusivity.rsc-yh.ac.uk/ and Scottish A&I Resource Open Universit Inclusive Learning AssitIT Simple rollerball – video using a standard mouse Off table – Thumb activated. Easy use – Flip applications. Back and forth, Search. Ergonomical, right –size mouse. Ideal position for your hands UL disorder. Joystick – Hand resting, finger operated. March 7, 2012
  • Open Source software has several advantages because it is low cost or even free but also because this means it can be freely distributed so anyone can have a copy. JISC RSC have taken this idea a stage further and compiled a suite of programmes that can be used to support study - Magnification, text to speech, dictionaries, time management and planning tools – and bundled them to download onto a memory stick that learners can take away with them. Giving them more independence, lowering their support needs and cutting the cost of assistive software for those users who don’t require specialist programmes. March 7, 2012
  • The suite is extensive with more than 60 programmes to choose from which have been sorted into packages aimed at tutors and learners and a floating palette of programmes that directly support study called MyStudyBar. Planning & Organisation, writing and reading. Somerset college were quick to see the potential and have been very successful in support one of their learners who is dyslexic and Visually Impaired. They have given away more than 300 memory sticks and plan to add MyStudyBar to their student portal. Petroc have already taken that step. March 7, 2012
  • Open source - MyStudyBar and MyVisBar for study independence: free portable support : mind mapping, word prediction, translation , which means they don’t have to rely on anyone else October 19, 2011 14
  • A user can change the background and font colour to suit March 7, 2012
  • Autistic learner finds it hard to cope with last minute changes Text the learner before-hand or email Learner with health issues can’t attend a lecture Record the lecture – VI learner doesn’t have a note-taker note in alt formats available before during and after HI learner can’t join in group work Online conversation – through VLE forum TXT Facebook or voicethread Learner can’t read the instruction text in class Record it in iPadio and create tts to MP3 MI learner wants participate in field trip GPS Google maps Google Earth
  • Moving towards the idea that lectures, notes and assignment briefs and even podcasts might be available on the VLE for everyone. Consider the argument for opening up the network to OS and web-based activities. EduApps includes recording and editing tools to create Rich media alternative formats, why not record your feedback or podcast your lecture, and use online assessments there are some brilliant free quiz makers online –it frees up the teacher to give better feedback but also widens the window for learners who can’t of don’t want to be present in a scheduled group. October 19, 2011 16
  • Explore e-maturity model October 19, 2011 17
  • Self-assessing and making, monitoring and managing policies in a joined up way – RSC SW will guide you through this online tool October 19, 2011 24
  • Accessible e-book readers and platforms. Field trips are often exclusive but GPS based activities can involve wheelchair users and other participants at other locations say by uploading digital evidence to flickr or youtube. Online assessment that can give immediate results. Feeding back on assignments using podcasts or MP4 that give a thorough response. Using data recognition QR codes and GPS to support independent navigation or location activities for VI students. Is it reasonable NoT to use texting to alert an autistic learner to a change of schedule to avoid any behavioural issues that might result from their anxiety. October 19, 2011 38
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  • Strategies – TechDis, Excellence Gateway & LexDis RSC Yorks & Humber http://inclusivity.rsc-yh.ac.uk/ and Scottish A&I Resource Open University Inclusive Learning AssitIT M-20 October 19, 2011 39
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Transcript

  • 1. Supporting Inclusion with Technology JISC RSC SW – Introduction to webinar series Julia Taylor RSC SWwww.rsc-south-west.ac.ukGo to View > Header & Footer to edit RSCs – Stimulating and supporting innovation in learning October 19, 2011 | slide 1
  • 2. JISC RSC SWAdvice and information for providers:FE – ISC – ACL –WBL and HEI• Teaching & Learning• Staff Development• Strategy & Management• E-learning Technology• Learning resources• Accessibility & Inclusionhttp://www.jiscrsc.ac.uk March 7, 2012 | slide 2
  • 3. Supporting Inclusion with TechnologyMarch 6th – Accessible Infrastructure and resources – Make it easy to create accessible resourcesMarch 13th – Support Staff Skills – Develop staff awareness, confidence and skillsMarch 20th – Encouraging Learner Independence – Provide basic assistive technology for everyoneMarch 27th – Encouraging Inclusive Practice – Self-Assessing and Monitoring good practice
  • 4. Supporting Inclusion with TechnologyMarch 6th – Accessible Infrastructure and resources Accessible e-Texts and Alternative FormatsMarch 13th – Support Staff Skills Staff Development - Accessibility EssentialsMarch 20th – Encouraging Learner Independence Available Assistive Technology – OS MyStudyBarMarch 27th – Monitoring Inclusive Practice OASES Online self assessment tool
  • 5. Inclusive Learning PracticeSession Aims: Understand how and whyTechnology can helpAdding Rich media – captions, text alternatives, adding images, symbols, sound, promptsWidening availability – personal and mobile devicesremote access – alternative formats and ATOpening up infrastructure to open source and web
  • 6. Why Use Technology?Did you know?• 51% on facebook• 61% 16 year olds have a mobile phone with internet access• Talking texting, browsing and reading on screen• More likely to play with mobiles that watch TV• Laptops, tablets replacing PC’s• More can send a text than find a phone number• Multi tasking talents 6
  • 7. Why Use Technology? Learners expectations Learners current skills Future skills requirements Innovative and interesting Supports differentiation Can be cost effective ‘Real-life’ learning opportunities Equality Act -
  • 8. Guidance for FE Equality Act and SED any disadvantage that arises from their disabilityGo to View > Header & Footer to edit October 19, 2011 | slide 5
  • 9. Equality Act More than Making Reasonable Adjustment Treating a person less favourably because of their disability.Ensure equal access to services for everyone. Technology makes this easy so why not? March 7, 2012 | slide 9
  • 10. How can e-learning help? VI learner doesn’t have a note-taker Learner with health issues can’t attend a lecture HI learner can’t join in group discussion work Learner can’t read the instruction text in class Autistic learner finds it hard to cope with last minute changes MI learner wants participate in field trip
  • 11. Why Use Technology? E-learning has the potential to support more inclusive teaching and learning practice It can be flexibly delivered and widely available, the materials are highly portable, easy to store and lend themselves to adaptation and personalisation This flexibility can help meet all learners needsGo to View > Header & Footer to edit March 7, 2012 | slide 11
  • 12. E-maturity model. “We don’t have many disabled learners –we deal with each as and when they register”. “Click here for a text only version – Contact us ifyou need enlarged print version”. “Do you have a disability?- Student support
  • 13. E-maturity model. “We have followed WCAG 2.0 Guidelines”. “Staff are trained to be flexible, creative andadaptable with e-learning approaches”. “Disabled learners have tested our systems andbeen consulted in developing our good practice”
  • 14. AspergersAspergerDyspraxia
  • 15. E-maturity modelWhat do we mean by...Disability DisclosureInclusion Not being exclusiveEquality Of service DeliverySupport Independence March 7, 2012 | slide 15
  • 16. E-Maturity Model Student having difficulty taking notes Create screen-readable revision notes or MP3 Create revision notes in MS OneNote (2007)www.lexdis.org.ukMarch 7, 2012 | slide 16
  • 17. E-Maturity Model Student having difficulty taking notes Create screen-readable revision notes or MP3 Create revision notes in MS OneNote (2007)www.lexdis.org.uk Note-taker or even Photocopying handouts Publisher Look-upMarch 7, 2012 | slide 17
  • 18. Accessible InfrastructureUsing Technology – in and out of the classroom Windows Accessibility - Ease of Access Adding Multi-media to enhance learning Providing Alternative Formats Using web-based resources Open source software Accessible Devices
  • 19. Accessible Infrastructure Ease of Access Centre – Magnifier – Narrator – On-Screen Keyboard – Speech Recognition Tablet device Tap & swiping Zoom &Pinch Voice Over Toggling
  • 20. Accessible Infrastructure
  • 21. Communication Through ICTOakwood Court College October 19, 2011 | slide 12
  • 22. What Happens In the ClassroomOctober 19, 2011 | slide 13 Go to View > Header & Footer to edit
  • 23. What Happens Outside the ClassroomVoicethreadhttp://voicethread.com/#q.b8878.i69787 23
  • 24. What Happens Outside the ClassroomLexDis Open University
  • 25. Supporting Staff SkillsFormal and informal CPD: Supporting learners with disabilities - JORUM TechDis ITQ in Accessible Technology Enhancement of Learner Support Programme EG Toolkit for creating accessible materials TechDis Accessibility Essentials and Staff pack
  • 26. Supporting Staff SkillsELS - Enhancement of Learner Support Programme ITQ in Accessible Technology Informal CPD JORUM
  • 27. Supporting Staff SkillsXerteUser Preferences Colour Scheme Screen Size Text Font and Size Text to Speech Keyboard Accessible (Tab - - Space keys)
  • 28. Supporting Staff SkillsCreating Accessible Resources – XerteTypingBrowsing Multi –media contentGo to View > Header & Footer to edit March 7, 2012 | slide 28
  • 29. Creating Accessible Materials TechDis - Accessible Word, PDF,’s PPT’s Doc’s
  • 30. Supporting Staff Skills Making Assistive Technology Available
  • 31. Supporting Staff SkillsEncouraging learner independence Increase Confidence Explore solutions Familiarise Staff Good Practice
  • 32. Supporting Staff Skills Encouraging Learner Independence Promoting awareness and support skills Whole organisation involvement Involving learners Recommending Assistive Technology Easy to use Assistive software to support study
  • 33. Encouraging Learner IndependenceMaking Software AvailableEduAppsAccessApps, Learn & TeachAppsOpen Source Assistive SoftwarePortable on a memory StickNon licensedPersonalisedFreeMarch 7, 2012 | slide 33
  • 34. Encouraging Learner Independence Create and convert – Docs to ePubs SpeedCrunch – keyboard access, colour calculator Tools for producing Multi - media contentMarch 7, 2012 | slide 34
  • 35. Open Source Software Available March 7, 2012 | slide 35
  • 36.  Planning and organisation – Mind Mapping, reminders and prompts Reading & Writing – Background, overlay and text Colour Preferences – Reading masks and guides – Word Prediction – Talking Dictionary, Text-to-Speech, MP3 – Magnification and visual support Go to View > Header & Footer to edit
  • 37. March 7, 2012 | slide 37 Go to View > Header & Footer to edit
  • 38. How can e-learning help? Autistic learner finds it hard to cope with last minute changes Learner with health issues can’t attend a lecture VI learner doesn’t have a note-taker HI learner can’t join in group work Learner can’t read the instruction text in class MI learner wants participate in field trip
  • 39. Focus supporting resources Lecture notes on VLE v Note-takers at lectures Accessible Formats v Scanning books Open Source v Licensed assistive software Force Disclosure v Support learners discretely Any learner can have equal access without: dependence / permission / disclosure
  • 40. E-maturity model. “We don’t have many disabled learners –we deal with each as and when they register”elying on luck. “Click here for a text only version – Contact us ifyou need enlarged print version”okenism
  • 41. E-maturity model. “We have followed WCAG 2.0 Guidelines”eeting Standards. “Staff are trained to be flexible, creative andadaptable with e-learning approaches”wnership for all staff
  • 42. Go to View > Header & Footer to edit October 19, 2011 | slide 24
  • 43. How can technology help? Preparing to teach not respond inclusively Flexible curriculum and course design Technology supports:Remote access, alternative formats, mobile devices, participatory field trips, recorded practical activities, multi-faceted online conversations, pre- emptive and tailored contact, quick assessment results, rich-media feedback and learner involvement and dependence.
  • 44. Supporting Inclusion with Technology Series:March 6th – Accessible Infrastructure and resources Accessible e-Texts and Alternative FormatsMarch 13th – Support Staff Skills Staff Development - Accessibility EssentialsMarch 20th – Encouraging Learner Independence Available Assistive Technology – OS MyStudyBarMarch 27th – Monitoring Inclusive Practice OASES Online self assessment tool
  • 45. RSC SW Accessibility & Inclusionhttp://jisc-rscsw.ning.com/group/inclusivity2 juliataylor@rsc-south-west.ac.uk 01392 205 472
  • 46. www.jiscrsc.ac.uk