Exploring pedagogical culture for accessibility education in Computing Science
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Exploring pedagogical culture for accessibility education in Computing Science
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What do we know about effective methods for teaching accessibility? This presentation given at the W4A conference in Montreal shares initial findings from a review of published work on pedagogy and accessibility, with a focus on computing science.
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Exploring pedagogical culture for accessibility education in Computing Science
- 1. Exploring pedagogical culture for accessibility education in Computing Science Sarah Lewthwaite @slewth David Sloan @sloandr W4A 2016, Montreal, April 11th 2016
- 2. Research context • There are growing industry demands for accessibility skills and knowledge – Teachaccess.org, IAAP certification • Socio-technical focus of accessibility presents specific educational challenges • This means more focus on quality of accessibility education • Lots of discussion on what to teach…
- 3. …but our focus is on the question of how to teach accessibility
- 4. Finding out about accessibility pedagogy • Pedagogical Content Knowledge (PCK): what do we know about effective ways to teach a specific subject? • Examine the literature focusing on teaching of accessibility in computing science: – 23 papers, 3 introductions to thematic sessions, 2 posters, 1 PhD thesis – Initial analysis of emerging themes from papers found
- 5. Characteristics of accessibility learning and teaching • Literature is small, dominated by first-person reflections • Initial themes include: – Using tools, standards – Problem/project-based learning – Embedding in HCI – Raising empathy – Involving people with disabilities
- 6. Limited pedagogical content knowledge. No significant pedagogical culture for accessibility…yet.
- 7. Challenges to the field • Changing nature of accessibility • Visibility of accessibility in the curriculum – Integrate or specialise? • Focus on standards can limit evolution of pedagogy • Limited discussion, comparison, development of methods means limited pedagogical culture and PCK • Capacity-building
- 8. Building a Pedagogical Culture • Engaging with pedagogical literature, sharing results • Build a community-level discussion • Rewarding enhanced quality of teaching • Creating diverse research and teaching spaces
- 9. Next steps • Deeper thematic analysis of the literature • Maintaining a living collection of the literature – Current location: http://eprints.soton.ac.uk/388799/ • Exploring how we can document and share effective teaching methods • Build links with related project at RIT
Editor's Notes
- Searched the Web of Science bibliographic database Search string: “accessibility AND (teaching OR learning OR education OR training OR instruction OR “professional development”)” 2500 results returned; hand examined to discount publications out of scope. Amongst these, many papers about the accessibility OF teaching and learning for students with disabilities. Far fewer about teaching accessibility. PCK – a term developed by Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4- 31. Dave – note, someone might raise ‘TPCK’ technological pedagogic content knowledge. This is useful for understanding how technology might be used in a particular domain. I would respond that we’ve focussed on initial principles – this more contextual analysis might follow next.
- Literature dominated by first person reflections and individual contexts (one class or cohort, one course)
- Arguably it is the lack of pedagogical culture that results in lack of visible PCK. If we build a teaching/learning culture we gain deeper knowledge of the PCK of accessibility.
- Question for audience: Where should a live collection/reference list go?