Hartlepool College ShareIT Conference Quick Wins: Using Technology for Inclusion Dr Simon Ball [email_address] Twitter: @simonjball Second Life: Norinbath Rasmuson www.techdis.ac.uk
Can be downloaded from www.techdis.ac.uk/community
Login and navigate to the HE section and Simon’s Presentations - you can download from there and you will have all of the URLs as clickable links. Direct link: http://www.techdis.ac.uk/community/course/view.php?id=98
Download also the Zip files and Extract contents into same folder as you downloaded the PowerPoint. Playing the PPT in Slideshow mode will then open the linked files when clicked.
We all want to be more efficient
We want the student experience to be more valuable, interesting, and inclusive
We want to expand our horizons and be more creative
Where do we get the time?
Where do we get the money?
Part of the solution…
There is no ‘magic bullet’
But technology can:
Be easy to learn and use (i.e. small time investment),
Be free (and/or Open Source),
Provide inclusion opportunities
There is something every one of us can do, and if we all do that something, the result will be very powerful
Online Accessibility Self Evaluation Service
Designed to take you through key elements of your role in terms of accessibility, providing links to further information.
When completed, you can benchmark your own practice against others in the sector.
Xerte: Generator of Accessible Learning Objects (a bit like Articulate, CourseGenie etc); Can be installed but better used via web – use our sandbox to play, and then install on your own server; find out more at www.techdis.ac.uk/getxerte (including ‘Creating your first object’ guide) and have a play in our sandpit www.techdisplayxerte.info
Free tutorials 1pm last Friday of every month: www.techdis.ac.uk/getxertefriday
Generate a QR code freely on the web eg. http://qrcode.kaywa.com - print and stick anywhere
Download and install free QR reading software to your phone
Two example uses: National Star College and Heriot-Watt University
Travel text is read out by a text to speech application running on the phone
HEAT2 mLearning Case Study – Heriot-Watt University
Alasdair Thin – used mobile phone to stream context specific audio information to students with visual impairment
Used camera phone QR codes to push text files to students’ mobiles, used TextAloud to convert this to audio. Moved on to using QR codes to access web url to download audio.
It’s all about using the right tool for each context… Simon Ball [email_address] www.techdis.ac.uk 01904 717580
Inspiration: Inclusive techniques others have implemented
HE Staff (inc. HE in FE) awarded technologies up to £2K (i.e. achievable projects) to uncover or develop an aspect of inclusive teaching.
Some examples you might want to consider…
HEAT example – Reflective Diaries
Hellawell and Priestley
(University of Bradford)
Dyslexic student used
handheld video recorder to
create mini documentaries
providing an opportunity for reflective learning.
These were edited and converted to a format
suitable for playing on PCs, and audio podcasts
produced, to be shared with future students.
HEAT Example – Talking Tactile Tablet
Chevins (Keele Univ.) helped a blind and a VI student to understand Transmission Electron Microscopy. Using a cartoon of a cutaway of the microscope he created a tactile diagram using swell paper. He then used the T3 to add audio commentaries to each part of the diagram, so when touched, a contextual
audio file was enabled.
Cassella (Derby Univ.)
found these were used by
many students with visual
or auditory learning style.
HEAT2: Enabling Remote Activity (ERA): how remote fieldworking can be used to enable students with and without mobility problems to work together to carry out fieldwork.
Winner of Handheld Learning Award
Mobility-impaired student directs field work via mobile network to fellow students
Connectivity and security issues when setting up networks between two different locations remote from main institution.
HEAT2: Investigation of the potential for using PDAs to hold portfolio materials for Midwifery students on placements
PDAs for midwifery students to carry their e-portfolios on
Issues with signing off process
PDA increased tech confidence and aided flexible learning
HEAT3: What’s it worth? Equivalent assessment opportunities – Roehampton University
Began by offering alternate means of assessment to disabled students eg video or audio recordings in place of written work
Raised issues of equivalence – how much footage equates to a 3000-word essay?
Produced an ‘equivalence’ table of over 40 assessment types – further work being done to refine and expand the table.
HEAT3: Using mobile devices and microblogging to analyse student use of learning spaces – University of Leicester
Two groups of students (UG and PG) used the iPod touches for a period of 4 weeks each.
Asked to microblog about where they were and what they were doing, to increase understanding of student use of learning spaces.
Other HEAT projects include:
Evaluating e-book readers for marking student assignments
Use of Mediascapes to enhance mobile-based field learning (urban education)
Evaluating the use of mobile devices to support disabled students