Accessible Inclusive Learning: Foundations

Coughlan, Tim; Lister, Kate; Tai-Seale, Ming; Scanlon, Eileen; Weller, Martin

doi:10.5334/bcg.d

Cited by 10 publications

(10 citation statements)

References 26 publications

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“…This requires more than just access to learning via learning platforms or web conferencing services. The context and nature of each student's learning must also be taken into account (Coughlan et al 2019). For teachers, it could be helpful to establish a greater culture of sharing -on the one hand, to reduce the effort required for lesson preparation, and on the other hand, to establish a learning environment in the university that enables all types of students to participate.…”

Section: Discussionmentioning

confidence: 99%

“…There are multiple concepts of accessibility worldwide. However, in the pedagogical context and with regard to our article, it is relevant to recognise that particular types of learning activities create specific barriers (Coughlan et al 2019). Higher education institutions strive for equal access to teaching materials and teaching scenarios to enable self-determined participation in everyday university life (Knoblich 2020).…”

Section: Conceptional Definitions: Accessibility Digital Inclusion and Digital Dividementioning

confidence: 99%

“…The broader consideration of the term accessibility is also reflected in the approach to promoting accessibility models in education, e.g. Open Universities and Open Educational Resources (OER) (Coughlan et al 2019).…”

Section: Conceptional Definitions: Accessibility Digital Inclusion and Digital Dividementioning

confidence: 99%

See 2 more Smart Citations

Barriers in Times of Digital Teaching and Learning – a German Case Study: Challenges and Recommendations for Action

Ulzheimer

Kanzinger

Ziegler

et al. 2021

Journal of Interactive Media in Education

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The Covid-19 pandemic has raised significant challenges for universities. Digital inclusion "of all learners regardless of their circumstances, learning prerequisites and needs" is a major challenge (Walgenbach, Compes & Lambrich 2019: 9, authors' translation). Starting with accessibility and related concepts such as digital inclusion and digital divide, we intend to create a wider view of barriers in the context of digital teaching and learning. Barriers in online learning environments also arise for people who have previously studied without any barriers (e.g. technical equipment is missing, lack of digital skills). New barriers have been added, and others have been mitigated. For example, the compatibility of family and work has improved in part through asynchronous online formats (Knoblich 2020; Hassel 2020). Digital teaching and learning should enable students to expand their study opportunities and flexibility, not limit them (Traus et al. 2020). This article addresses these and other challenges by quantitatively surveying students and lecturers at the RheinMain University of Applied Sciences about the digital "Corona Semester". As the results show, a barrier rarely comes alone -students who face one barrier in the digital semester also face others. The article provides initial strategies for dealing with new barriers. Our findings point to a low-barrier learning design and financial or technical support measures. We conclude by pointing out that the establishment of a culture of openness is important if we are to support every student in the learning process in the best possible way and enable (digital) participation and learning.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptional Definitions: Accessibility Digital Inclusion and Digital Dividementioning

confidence: 99%

See 1 more Smart Citation

Barriers in Times of Digital Teaching and Learning – a German Case Study: Challenges and Recommendations for Action

Ulzheimer

Kanzinger

Ziegler

et al. 2021

Journal of Interactive Media in Education

View full text Add to dashboard Cite

show abstract

“…As noted previously, in the fluid geographical context in which refugees find themselves as they move on their journeys, some days they may have access to a network connection and others they may not. Therefore, inclusive LMOOC design must contemplate the use of educational resources that can be downloaded and followed offline [Coughlan et al 2019].…”

Section: Principles Of Lmooc Design and Deployment For Displaced Peoplementioning

confidence: 99%

Inclusive Language MOOCs

Read¹,

Sedano²,

Bárcena³

2021

jucs

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This article discusses the application of MOOCs for refugees and migrants in order to help these groups of people develop the language competences and transverse skills which they require to improve their level of social inclusion and possibilities in the labour market, and/or access higher education in the country in which they find themselves or plan to go. Specifically, this research focuses on the way in which Language MOOCs (or LMOOCs [Martín-Monje, Barcena, 2014]) deploy on mobile devices [Read, Barcena 2015] can effectively and advantageously be used by displaced people. The study reported here outlines the design of two LMOOCs of Spanish for immediate needs, based on a previous needs analysis, developed by the ATLAS research group in collaboration with NGOs and refugee support associations in Spain.

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“…For example, debates around the language used to describe disability have led institutions to adopt either 'person first' or 'identity first' language models, both of which may alienate students [9,13]. There is a need for educators, designers and researchers to work with their students, and demonstrate ongoing, 'persistent intent' [14] to improve equity in higher education. However, instead of embodying a social model approach, institutional systems, processes and cultures too often represent an inherently medical model of disability, where individuals are seen as responsible for the problems they face, and must do the work to seek help and remedy these [15].…”

Section: Introductionmentioning

confidence: 99%

Taylor, the Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students

et al. 2021

Self Cite

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Administrative burden in education is a serious issue for disabled students. Form-filling and bureaucracy are ubiquitous in further and higher education, particularly for students who need to disclose a disability and arrange for accommodations and support for an equitable educational experience. Paradoxically, many of these processes are inherently inaccessible for disabled students, and yet completing them can be critical to their success. Artificial Intelligence has potential to alleviate some of the burden imposed by administration and bureaucracy; virtual assistants and chatbots can replace forms with dialogue, without placing additional strain on institutions. However, it is essential that solutions are designed in partnership with disabled students to ensure that students’ needs are met, their concerns addressed, and the final solution is equitable for them. This paper explores a case study of participatory research with disabled students in a large UK distance learning institution, in which participatory research identified an issue of administrative burden for disabled students, and a virtual assistant was designed as a solution using participatory design. It shares the methodology and design process, explores findings from different phases of the research, and shares recurrent themes arising throughout the study. In doing so, it aims to provide a foundation for future participatory research to reduce barriers for disabled students.

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Accessible Inclusive Learning: Foundations

Cited by 10 publications

References 26 publications

Barriers in Times of Digital Teaching and Learning – a German Case Study: Challenges and Recommendations for Action

Barriers in Times of Digital Teaching and Learning – a German Case Study: Challenges and Recommendations for Action

Inclusive Language MOOCs

Taylor, the Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students

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