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Open for whom: At the Intersection of UDL & Open Practice

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Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?

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Open for whom: At the Intersection of UDL & Open Practice

  1. 1. AT THE INTERSECTION(S) OF UDL & OPEN PRACTICE Bonnie Stewart University of Windsor Third Pan-Canadian Conference on Universal Design for Learning Open for Whom?
  2. 2. who here uses the web?
  3. 3. ■ Me.
  4. 4. a story of the web.
  5. 5. https://www.flickr.com/photos/davefoord/18555275093
  6. 6. but I want to talk specifically about ideas of ACCESS…
  7. 7. about what the infrastructure of the web makes possible ….and for whom.
  8. 8. think : pair : share what is one form of access the web has made possible for you? who has gotten to share in that access? who hasn’t?
  9. 9. architecture of Web 2.0
  10. 10. participatory communities
  11. 11. 6 years as a blogger 13,530 non-spam comments / links from readers
  12. 12. I started experimenting with open education https://www.flickr.com/photos/7304209@N02/16515490143
  13. 13. "For the first time in human history, two related propositions are true. One, it no longer is possible to store within the human brain all of the information that a human needs. Second, it no longer is necessary to store within the human brain all of the information that humans need. Education needs to be geared toward the handling of data rather than the accumulation of data.” - Berlo, 1975 knowledge abundance
  14. 14. open ■ sharing of ideas ■ sharing of resources ■ licensing of resources ■ sharing of teaching practices & challenges
  15. 15. open enables financial access
  16. 16. open enables geographic/regional access …and new perspectives
  17. 17. online = people
  18. 18. …I also started experimenting with UDL
  19. 19. UDL opened up the way I saw learning design http://www.udlcenter.org/aboutudl/take_a_tour_udl
  20. 20. gate or barrier? BOTH.
  21. 21. visuals & video instead of *just* readings
  22. 22. (…also, step beyond the usual suspects FOR the readings)
  23. 23. “Nothing about us, without us” works as a guide for ALL kinds of learning & discussions
  24. 24. https://dschool.stanford.edu/resources/liberatory-design-cards open resources can support inclusive design & access
  25. 25. offer alternative means of representing ideas
  26. 26. focus = CHOICE if we equate print with “learning,” we create a staircase to nowhere.
  27. 27. video assignments (eep!)
  28. 28. Reframe rubrics so learners can produce artifacts that make sense for their fields (including a gang sign tattoo .ppt from an officer training instructor) https://www.flickr.com/photos/stevendepolo/4129400323
  29. 29. authentic audiences
  30. 30. access across hierarchies https://elearningstuff.net/2018/08/31/drawing-some-pictures-at-altc-and-beyond/#more-8797
  31. 31. make evaluation more formative & peer-based
  32. 32. expand the stories we tell about learners. & behaviours.
  33. 33. to help learners build digital literacies, not just for platforms & tools, but with participatory practices
  34. 34. http://giphy.com/gifs/40s-chattanooga-1941-W2S0SZbeFBZK
  35. 35. Open practice UDL digital spaces & tools enable access TO more, FOR more students.
  36. 36. in spite of the web
  37. 37. misinformation
  38. 38. sensationalism
  39. 39. people with unfounded & unreflexive opinions
  40. 40. participatory practices pushed out of the picture
  41. 41. . fair. it’s my JOB to teach learners how to deal with knowledge abundance.
  42. 42. BUT. there’s a shift that has me concerned about what the web makes possible. and for whom.
  43. 43. Information organizations, from libraries to schools and universities to governmental agencies, are increasingly being displaced by a variety of web-based "tools" as if there are no political, social, or economic consequences of doing so. - Noble (2018) https://nyupress.org/9781479837243/algorithms-of-oppression/ Information organizations, from libraries to schools and universities to governmental agencies, are increasingly being displaced by a variety of web-based "tools" as if there are no political, social, or economic consequences of doing so. - Noble (2018) https://nyupress.org/9781479837243/algorithms-of-oppression/
  44. 44. ALERT ALERT ALERT ALERT ALERT ALERT ALERT ALERT ALERT ALERT ALERT We’ve handed over control of our data, our identities, & our shared public infrastructures, including democracy. We are outsourcing knowledge-making & governance to AI. And to the people that build it.
  45. 45. And many in power still think this is a good idea.
  46. 46. Reputational metrics ALWAYS limit equitable access… stratification is what they’re FOR
  47. 47. do we just abandon ship?
  48. 48. do you have a doorbell? a smart appliance? a learning management system?
  49. 49. our systemic problem: reducing complex issues to countable answers
  50. 50. but our focus on access & inclusion can be a form of resistance.
  51. 51. we need to understand and USE the participatory, collective structures of the system we are IN.
  52. 52. Open practice UDL ”it’s here they’ve got the range & the machinery for change” – DEMOCRACY, L. Cohen
  53. 53. we can take back the infrastructure of the web. #prosocialweb
  54. 54. sometimes it’s better to put SOMETHING out there – imperfect though it may be
  55. 55. a subversive hope.
  56. 56. thank you. @bonstewart.

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