Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

MOOC Design: Addressing inclusion and accessibility in open online courses

180 views

Published on

Addressing inclusion and accessibility in open online courses by Andy Lane & Rachel Slater, Open University, UK, 25 October 2018

Published in: Education
  • Be the first to comment

  • Be the first to like this

MOOC Design: Addressing inclusion and accessibility in open online courses

  1. 1. Addressing inclusion and accessibility in open online courses Andy Lane - Professor of Environmental Systems Rachel Slater – Senior Lecturer and Accessibility Coordinator OpenupED webinar 25th October 2018
  2. 2. Need for inclusivity Many potential barriers to online courses • Cultural • Language • Previous education • Deprivation index and socioeconomic status • Perception and confidence • Technical • Disability and assistive technology
  3. 3. Need for inclusion and accessibility • Over 11 million in UK with a limiting long term illness, impairment or disability (UK Govt Stats, 2014) • 7% UK undergraduate students in receipt of disabled students allowance (DSA) (HESA, 2018) • Disproportionate affect on health, education, employment and poverty • Around 15% of HE students come from disadvantaged backgrounds suffering multiple deprivations
  4. 4. Treaties and Laws • The UK Equality Act 2010 and the UN Convention on Rights of Persons with Disabilities (2006) help to enforce, protect and promote rights of disabled persons. • These rights cover most areas including: – employment – education • In the UK an education provider has a duty to make ‘reasonable adjustments’ to make sure disabled students are not discriminated against. This could include providing extra support and aids (like specialist teachers or equipment). • 24th September 2018 saw new UK legislation called ‘The Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations arising from the from the EU Web Accessibility Directive (2016/2102). Universities now have to meet an accessibility requirement and publish an accessibility statement on their websites and apps.
  5. 5. The OU and online courses Two questions for you: • What proportion of OU students declare a disability? • How many open and free online courses does the OU offer?
  6. 6. The OU and online courses • Largest university in Europe with ~125,000 undergraduate and postgraduate students studying at a distance in 2016-17 • Largest provider of HE for people with declared disabilities ~24,000 students in 2016-17 • ~14,000 students receiving help with fees in 2016-17 • ~23% live in 25% most deprived areas in 2016-17 • ~50% have low previous qualifications • ~7,000 students studying outside the UK • Provides open education resources (OER) as part of charter to provide education to the public • Range of open resources and online courses: OpenLearn (~900 courses and ~6M visitors in 2016/17) ibooks on iTunes U (0.9M downloads) ebooks (Kindle) on Amazon FutureLearn MOOCs (~100 course presentations and ~400,000 enrolees (2017-18)
  7. 7. The OU, inclusion & accessibility • Mission: Open to people, places, methods and ideas • Student Accessibility Policy – Social model of disability – Promote an inclusive environment – Ensure proactive, anticipatory and responsive processes – Enable effective communication • Long history of supporting disabled students – Inclusivity everyone's responsibility – Dedicated teams: advice, registration, course design, production, delivery and student support • Disability Standard awarded 2016
  8. 8. Technical context • WCAG 2.0 & 2.1 (W3C recommendations) • OU web accessibility guidelines (2014) – Navigation – Titles & structural headers – Text based equivalent for understanding editorial content (video, audio etc) – Keyboard accessible – Alternative formats • Testing – Responsive on mobile devices – Screenreaders – Colours and contrasts
  9. 9. Design challenges for online courses • Working at a screen • Greater use of interactive items • Collaborative activities • Online tuition • Use of links / third party materials • Online practical science / engineering • Use of bespoke software • Peer assessment
  10. 10. Tips for authors • Consider inclusion & accessibility from the outset (mindset is key!) • Good practice in design – Universal design, e.g. multiple means of representation – Language and culture – Study ‘chunks’ – Avoid media hopping – Glossary of key words • Consider all students, use best design for the majority • Then if not accessible provide alternative to achieve equivalent learning • Inform students of potential challenges and adjustments
  11. 11. In an ideal world… • Authors 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. create / prompt accessibility-related metadata • Delivery platforms would be fully accessible
  12. 12. References • HESA (2018) https://www.hesa.ac.uk/news/01-02- 2018/widening-participation-summary • WonkHE (2018) https://wonkhe.com/blogs/creating-a-21st- centurydyslexia-friendly-university/ • UK Govt Stats (2014) https://www.gov.uk/government/publications/disability-facts- and-figures/disability-facts-and-figures#education • OU student accessibility policy https://help.open.ac.uk/documents/policies/accessibility • OU Facts and Figures http://www.open.ac.uk/about/main/strategy-and- policies/facts-and-figures

×