Jisc RSC Eastern eFair July 2013 'A leg to stand on... (Jisc Techdis, inclusion technology advice)'

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Recently published guidance for disabled students itemises a range of technology based "reasonable adjustments" they should expect to find in any post 16 learning provider.These expectations are based on advice and guidance that has been available to the sector for more than 6 years so learning providers claiming they didn't know wouldn't have a leg to stand on.

Education Technology

A leg to stand on
Technology to know about and
act on before somebody else
does....

Alistair McNaught Senior Advisor

10 percent
10% of your learners are print impaired.
They are helped by network wide tools like:
Mindmapping,
Text to speech,
Structured Word documents,
Colour/contrast switchers,
Audio and video

•
•
•
•
•

?

MyStudyBar? AT Bar? Individual downloads?

9 (x7) free online
accessibility webinars
TechDis Tuesdays - 21
Xerte Fridays - 39
UK online - 3
Attendance by sector since January 2012:
HE% FE% HE & RSC/
Specialist
FE% Service% College%

Other%

Xerte Friday

36

24

1

15

2

23

TechDis
Tuesday

44

19

1

14

14

8

8 questions for
students to ask

How many can you answer
with a confident “Yes”?

6 online accessibility
self assessments
Launched 4 years
ago. Self assessment
survey that allows you
to see your results
anonymised alongside
others.

5 Toolbox themes

Learner focused
resources but also ideal
for staff development
training. All based
around free tools and
technologies.

4 resources for library
staff

• Publisher Lookup site
• eBook platform
•
•

accessibility guidance
Obtaining text
books in alternative formats
Libraries at the heart of learning publication.

3 (x6) learning provider
projects
Making the most of Jisc Resources for inclusive
teaching and learning:
es
servic
J is c C o
ACL,
ry
llections
dviso
A
WBL,
ars
Curriculum based exempl
Specialist Colleges,
kits
Ji s c su p
Tool
ported to
Xerte
FE,
ols
Offender learning
sources
re
Open educational

2 voices

• TechDis Jess and TechDis Jack
• Free for post 16 learning providers AND their
•
•

learners.
With free (eg Balabolka) tools and inbuilt
functionality (eg Word 2010 “Speak text”) offers
high quality text to speech for 4.6 million
learners.
13/42 colleges in SW have downloaded them.

1 leg to stand on
Appropriate use of simple and free technologies
can transform inclusion.
Inclusive practice is good for ALL.
Inclusive practices are a legal right for a disabled
learner.
Disabled learners are getting more aware of what
you could and should be doing.
Jisc TechDis and Jisc RSCs can help you do it.

This document discusses Wikiwijs, a public open educational resource (OER) initiative in the Netherlands that aims to drive educational innovation. It provides background on the Dutch education system and challenges, including a changing landscape with new players and adaptive learning technologies. Wikiwijs serves as an OER platform and repository that supports the creation, sharing, labeling, and discovery of open content. It is part of a larger infrastructure developed by Kennisnet to support open standards and innovation through various elements like authoring tools, metadata, search portals, and community building. Several examples are given of how open and closed resources are being mixed through initiatives like VO-Content, collaborations between open and closed spaces, and portals for

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The document summarizes the findings of the Open Education Licensing (OEL) project conducted by Swinburne and University of Tasmania. The project surveyed 389 university staff about open educational practices and intellectual property issues. It found that while universities are increasingly using open educational resources, there is confusion around copyright and licensing. In particular, respondents were concerned with copyright ownership and the complexity of open licenses. The project developed an OEL Toolkit to address these issues and support open licensing of educational materials.

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Kirsten Thompson

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Mary Ziegler

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Johan Groth

The document discusses IT development in the Swedish educational system. It notes that Sweden has made rapid progress in developing educational infrastructure, with 85% of primary schools and 90% of high schools now using the internet. However, it emphasizes that technological development must be accompanied by changes to organization, administration, and teaching methods. A content-driven approach that focuses on potential applications and gains widespread acceptance among educators has been most effective for IT integration.

Bringing digital literacies to students without internet access

Helen Farley

Helen Farley will discuss projects from the University of Southern Queensland that have introduced educational technologies into correctional centers for incarcerated students without internet access. These projects include deploying USQ's learning management system and tablet computers into 13 correctional centers across Australia. Farley will also report on research with other Australian universities and correctional officers regarding eLearning for incarcerated students. The discussion will provide strategies for using technologies with incarcerated students and insights into issues they face.

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ITC

ariamh

Information and Communication Technologies (ICT) have become a significant area of research globally in recent years. While some schools have effectively integrated ICT to support teaching and learning, others are still in the early stages of adoption. Studies show ICT has a positive impact on student performance in primary schools, especially in English, and schools with higher ICT skills see greater improvements. Pupils and teachers find ICT tools helpful for assignments and supporting students with special needs. Many teachers now incorporate technologies like interactive whiteboards, video conferencing, and virtual learning environments into lessons.

Open Educational Resources: Policy Implications

Oystein Johannessen

The document discusses policy implications of open educational resources (OER) in Norway. It notes a lack of reuse of digital learning resources due to contextualization, lack of ICT skills, and insufficient sharing culture. A new strategy for digital learning resources will address interoperability, intellectual property rights, and use in higher and adult education. Key policy implications include developing a framework for OERs across sectors; strengthening infrastructure, standards, funding and the evidence base; and incentivizing pedagogical innovation and a sharing culture in higher education.

lll

Barry Gregory

The document discusses an e-learning benchmarking project conducted by the Educational Development Unit at Nottingham Trent University. The project involved focus groups and surveys of staff and students to gather data on e-learning practices, support, skills, and attitudes. The results will be used for internal benchmarking and future course marketing. The university also selected a new virtual learning environment called Desire2Learn to replace the previous system and support a rich, flexible online learning environment.

Getting switched on-removing to re-use and sharing

AndyBeggan

The document discusses Open Nottingham, an initiative at the University of Nottingham to encourage open sharing and reuse of educational resources. It aims to remove barriers to open education such as time constraints, copyright concerns, and issues of ownership. Open Nottingham provides support for publishing open educational resources and runs digital literacy workshops to promote understanding of open licensing and how to appropriately reuse open content. The initiative hopes to further open sharing of resources by expanding workshops, publishing openly on its repository, and promoting contributions from staff and schools.

China's interest in open education, OER, MOOCs, and big data

tbirdcymru

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Digital Innovation Oer Theses Pawlowski20091111

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Instructional design next gen

Zoraini Wati Abas, EdD

This document discusses instructional design for next generation learning. It proposes a conceptual framework that enhances education through 21st century tools and pedagogies aligned with Malaysia's philosophy of education and Ministry of Education goals. The framework incorporates open educational resources, teacher-led delivery of content and skills-based resources, and technology-infused learning environments to develop well-rounded, self-directed learners. It recommends providing teachers with adaptable resources and collaborative tools to engage students and transform curriculum and assessment practices. Diagrams depict the proposed next generation learning framework and general process standards for developing teaching and learning resources.

Geraldine Huzar - The Open University and accessibly learning

sherif user group

The document discusses accessibility of online content at The Open University. It notes that 17.1% of the university's students have a disability. Common disabilities impacting online learning include mental health issues, fatigue/pain, learning difficulties, mobility issues, and sight or hearing impairments. The university works to make its online module content, library resources, and databases accessible through clear formatting, screen reader compatibility, captions, and flexibility. However, some content like PDFs, images, videos and tables can present problems. The university works with publishers and provides conversion services to improve accessibility when possible. The challenges of ensuring content is accessible before purchase are also discussed.

IL2008: Fostering Innovation

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Information Literacy in an Open content world: developing guidance for academ...

linzii

Presentation with Alison Mackenzie at LILAC 2011. Discusses the results and trends from two academic staff surveys at Edge Hill University looking at academic staff awareness, use and expectations of open educational resources. Building upon the open content literacy framework by mapping it onto the SCONUL 7 Pillars model of Information Literacy - looking at IL through a ‘lens’ of open content creation. Asks What is the role of librarians in the developing OER/open content agenda? How confident do librarians feel about supporting academics in locating, reusing or remixing content? and How useful are literacy models in supporting understanding and decision-making of colleagues wishing to explore, create, reuse or repurpose open digital teaching and learning content

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