Institutional change for improving accessibility in the design and delivery of distance learning – the role of faculty accessibility specialists at The Open University

Slater, Rachel; Pearson, Victoria K.; Warren, James P.; Forbes, Tina

doi:10.1080/02680513.2015.1013528

Cited by 33 publications

(31 citation statements)

References 3 publications

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“…In virtual course design, it is paramount to ensure that everyone has access to and benefits from the services of the virtual platform and the course contents (García & Ortega, 2010;Slater, Pearson, Warren, & Forbes, 2015). According to Colombian Statutory Law 1618 of 2013 (Congreso de Colombia, 2013), accessibility is the "set of conditions and pertinent measures that information facilities and services must comply with to ensure access for persons with disabilities under equal conditions".…”

Section: Udlmentioning

confidence: 99%

A MOOC on universal design for learning designed based on the UDL paradigm

Nieves¹,

Moya

Soldado³

2019

AJET

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This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.

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Section: Udlmentioning

confidence: 99%

A MOOC on universal design for learning designed based on the UDL paradigm

Nieves¹,

Moya

Soldado³

2019

AJET

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“…A OU, desde a implantação da Lei da Igualdade em 2010 (OU, 2010) nas IES no Reino Unido, que passou a exigir das universidades condições que evitem a discriminação e que forneçam condições de maior e melhor acesso à educação, tem priorizado investimentos em tecnologias com acessibilidade e infraestrutura adequada (Slater, Pearson, Warren, & Forbes, 2015). c) Na perspectiva da adoção das diretrizes de acessibilidade convencionadas internacionalmente, o estudo realizado por Linder et al (2015) indica que inúmeras IES nos EUA carecem de infraestrutura básica para ampliar as condições de acessibilidade no elearning.…”

Section: Discussão Dos Resultadosunclassified

Desenho Universal para Aprendizagem, Acessibilidade Web, Usabilidade no e-Learning e Usabilidade Pedagógica

Silva

Gomes²,

Souza³

2017

R Est Inv Psico y Educ

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Este artigo analisou os conceitos – “Desenho Universal para Aprendizagem”; “Acessibilidade na Web”; “Usabilidade no e-learning”; e “Usabilidade Pedagógica” – com o objetivo de identificar a articulação destes conceitos no contexto do Ensino a Distância (EaD) notadamente no e-learning destinadas ao aperfeiçoamento de Ambientes Virtuais de Aprendizagem. Para lograr este intento utilizou-se a metodologia de revisão sistemática da literatura fundamentada em Tranfield, et. al (2002). A pesquisa usou como lócus as bases científicas: Scopus, Web of Science e Google Scholar, no intervalo de 2012 a 2017. Nas pesquisas identificaram-se inicialmente 96 artigos em que foram selecionados, após uma análise preliminar, 14 artigos cujo conteúdo constituiu o corpus de suporte a este texto.

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“…Being aware of this challenge, the Open University, since 2012, is raising awareness and bringing about an institutional change to curriculum design (Slater et al, 2015). Using a learning analytics approach, Cooper et al (2016) investigated those OU modules in which accessibility was a dominant factor in determining the completion rates of disabled students and focussed on the remedial efforts of those modules.…”

Section: Disability and Accessibility In The Lifelong Learningmentioning

confidence: 99%

Accessibility of MOOCs: Understanding the Provider Perspective

Iniesto¹,

McAndrew²,

Minocha³

et al. 2016

Journal of Interactive Media in Education

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Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to offer flexibility of learning and benefits to all, irrespective of disability. Experience in providing accessible online learning at distance universities suggests that this can be best achieved through understanding different roles and the options in planning for adjustments to be made. To effectively apply similar approaches to MOOCs, it is necessary to understand the various viewpoints and roles of stakeholders and how these impact on accessibility. This includes educators who create materials and facilitate learning, and technologists who develop and maintain platforms. In this paper, we report the results from a study involving semi-structured interviews to investigate the perceptions and accessibility-related processes of MOOC platform accessibility managers, platform software developers and designers, and MOOC accessibility researchers. Our results show the awareness that MOOCs can be valuable for disabled learners, and indicate that legislation acts as a driver for accessibility. However, our investigations suggest limited progress to date in either producing universally accessible MOOCs, or tailoring MOOCs to meet the needs of individual learners with disabilities.

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Institutional change for improving accessibility in the design and delivery of distance learning – the role of faculty accessibility specialists at The Open University

Cited by 33 publications

References 3 publications

A MOOC on universal design for learning designed based on the UDL paradigm

A MOOC on universal design for learning designed based on the UDL paradigm

Desenho Universal para Aprendizagem, Acessibilidade Web, Usabilidade no e-Learning e Usabilidade Pedagógica

Accessibility of MOOCs: Understanding the Provider Perspective

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