The document discusses making open educational resources (OERs) more flexible and inclusive. It argues that most current OERs focus on polished delivery rather than learner engagement, use inflexible formats, and do not support peer learning or translation. The document proposes a model called "one size fits one" that customizes content to individual learner needs and preferences through teaching inclusive design, transforming content, and augmenting OERs with tools for contributions and choosing customized versions.

1. Flexible Learning for Open Education
Inclusive Design Research Centre / OCAD University / Toronto
http://floeproject.org
A project funded by
The William and Flora Hewlett Foundation

2. Most Current OERs
• create the digital equivalent of the “sage on the stage”
• focus on polished delivery not learner engagement
• use inflexible proprietary file formats that confound the
creation of derivatives
• do not support peer learning
• fail to accommodate translation into other languages
and other modalities and delivery on diverse platforms

3. More Contributors
• OER about pooling and sharing educational resources,
about cumulative production and collaborative effort
• invite participation or contributions
• encourage derivatives, tinkering or refinement
• encourage sense of ownership and inclusion in the
process
• shared responsibility that only comes from providing
valued contributions

4. Why not in OER now
• Accessibility seen to constrain creativity and innovation
in both technological and pedagogical approaches
• counter to interactivity or more engaging learning
experiences
• “there aren’t any learners with disabilities using my
resources”
• guidelines for complying too complex and confusing or
impossible to achieve

5. The problem with One-Size-Fits-All
• excludes learners that do not fit the categories --
treated as a homogeneous group
• ignores the multiplicity of needs and skills that affect
learning
• compromises the learning experience for many of the
learners the services are intended to serve
• ghettoizes education for students with disabilities - less
sustainable, more costly

6. A New Definition of Disability
Mismatch between the needs and preferences
of the user and the system or environment

7. Individual Needs & Preferences Matter
reasons for mismatch
• sensory, motor, cognitive, emotional and social constraints
• individual learning styles and approaches
• linguistic or cultural preferences
• technical, financial or environmental constraints

8. We All Experience Mismatch
• Cultural (don’t speak the language)
• Contextual (hard to concentrate in noisy class)
• Environmental (hard to learn without materials)
• Temporary (an iPod and no earbuds)
• Persistent (vision impairment)

9. We All Experience Mismatch
• Some examples of sensory contexts and states:
• Can see well. Susan wears corrective lenses so she can
see near 20/20
• Can’t see at all. Casey is blind; Haylee doesn’t have
power at home
• Can’t see colors well. Gilbert is wearing sunglasses;
Jami is color blind
• Can’t hear well. Galen is studying at a loud coffee shop;
Marty has a hearing impairment

10. A New Definition of Accessibility
Ability of the system or environment to
accommodate the needs and preferences of
each individual user

11. Solution: One-Size-Fits-One
• User experiences that adjust to specific needs,
preferences, contexts, environment, and
culture
• Transform content to accommodate needs and
preferences
• UI: layout, color, size, contrast, complexity
• Device: mobile, tablet, desktop Web
• Alternatives: audio, video, images, transcript

12. One-Size-Fits-One
Making Learning Tools Inclusive
Teach Transform Augment
for content creators, consumers, and platforms

13. One Size Fits One
Making Learning Tools Inclusive
Teach Transform Augment
Text, audio,
video, Crowd-
Mobile, Accessibility
captions, sourcing Checking Tool
Easier-to-read
transcripts alternatives
+
Inclusive Learning
Handbook
find
AccessForAll Individual User transform
Metadata Profiles Preference replace
Matching contribute

14. Teach
techniques for making content inclusive

15. Simplification/reduction
Teach
content alternatives, transformations, and customizations
[Skimming/skipping]
Font style Notation narration
Smartphone 'net browser
Mobile
Larger text Structured text content
SMS
Black-and-white
Word spacing
Text White-on-black
Telephone audio
Slower/faster motion/an
Text spacing
Character spacing Higher contrast
Phone service
Interaction Switch frien
Automated telephone system
Line spacing Larger (input) targets
Table of contents Yellow-on-black
Keyboard
Simplified/single column Layout Self-voicing Underlined/highlig
Single/multiple pages
OER content
Language
Closed caption audio
ePub
Regionality
me adjustment Audio Export Slowdown
Closed captioned video
Audio transcript Description
bient noise filtering
Print PDF
Transcript Image Size
Video Structured transcript
Structured transcript
Audio descriptions
Contrast Size
Transcript Video transcript
Slowdown Interactive transcript
[Skimming/skipping]
[Skimming/skipping]
Interactive transcript
Contrast

16. Transform
customize text & layout

18. Augment
embed tools for contributing and choosing derivatives

19. Augment
supporting global infrastructure
http://gpii.net/
http://floeproject.org