Models of disability, models of learning, accessibility (calrg2014)
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Transcript of Models of disability, models of learning, accessibility (calrg2014)
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Models of Disability, Models of Learning, Accessibility and Learning Technologies
Martyn Cooper, IET, CALRG 2014
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Models of DisabilityMedical Model
• Disability defined by the underlying medical condition
Social Model• Disability viewed as an artefact of the way society is organised
Post-Social Model• We are all disabled – it is a matter of degree and how
Functional Model• Not defining disability but how functionally interact with
computer environment (or context in question)
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Implications of Models of Disability Adopted
• Our models of disability affect our attitudes–Medical Model promotes personal blame –Social Model looks to society for cause of problems
• They dictate where we look for solutions
• They provide a framework for accessibility–Social Model applied to e-learning implies adaptability–Functional Model facilitates interface design
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Models of learning [Mayes & De Freitas]
• Socratic rhetoric– Learning through argument
• Behaviourism– Ivan Pavlov (1849-1936)
highlighted the importance of stimulus for learning
– John Watson (1878-1958), behaviour and learning as part of nervous ‘wiring’
– B. F. Skinner (1904-1990) extended the behaviourist approach, we are a black box upon which experience and conditioning are written. ‘Operant conditioning’ and ‘shaping
behaviour’.
• Constructivism– John Dewey (1859-1952), who
questioned traditional epistemology, instead came to believe that:• “…the theory of knowledge must
begin with a consideration of the development of knowledge as an adaptive human response to environing conditions aimed at an active restructuring of these conditions.”
– Further reference should be made here to the work of Seymour Papert, Piaget and Vygotsky
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Models of learning cont.• The Laurillard
conversational model – Learning as an active process
and dependant on interaction– The learning process as a kind of
conversation (c.f. Socrates) – Classification system based on
the type of interaction between instructor and student when a particular medium is used, and raises issues about the nature of feedback, goals and control of student learning• “Learning through acquisition”
(teacher as storyteller/lecturer) only uses part of her model
• “Guided discovery” requires all conversational components
• Cognitive Learning Theory– How cognitive skills develop. Albert
Bandura (1986) “Social Foundations of Thought and Action: A Social Cognitive Theory”
• Computational Theories of Learning– Computational theories of learning:
derive from AI and metaphors of computer science
• Cybernetic model– Cybernetics dependent on the
concept of feedback - central to the idea of assessment of learning. Cycles of learning and evaluating learning towards the goal.
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Other Models of Learning• Situated Learning• Action learning• Andragogy• Communities of practice• Instructionism or
instructivism• Learning styles• Motivation• Problem-based learning• Socially-mediated
learning• …
• Critique– “All models of learning are
‘crap’”• Think what they are trying to
model
– The are so many!– All are partial / limited– They have utility but need to
understand their limits
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Models of Learning and AccessibilityModel of Learning• Behaviourism
• Constructivism
• The Laurillard conversational model
Implication for Accessibility• The importance of stimulus
– How would Pavlov’s dogs learnt that food was neigh if they could not hear the bell?
– The importance of providing stimuli for learning in different modalities.
• The disabled student needs full access to the environmental context of the learning
• Accessibility of all the media used to support the different conversations must be addressed
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Tools, Models of Learning and Accessibility• There are many tools to help
construct learning objects/modules–These are often based on a
chosen learning theory– Few if any of them embed
features and prompts that promote accessibility
–This is a huge strategic loss of opportunity
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Example – Remote Labs
Functional Accessibility
Access to Learning
Experiments
Laurillard Model
PEARL
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Example – Learning AnalyticsLearning Theory
• Cybernetic• Behaviourism
Accessibility
• Scaffolding• PerformanceI
ntegration
• Overcoming Accessibility Challenges
• Improved Retention / Attainment
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References
• Mayes, T., & De Freitas, S. (2004). JISC e-learning models desk study. Stage 2: Review of e-learning theories, frameworks and models. http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version%201).pdf
• Laurillard, D. (1993) Rethinking university teaching, Routledge, London.
• Seale, Jane and Cooper, Martyn (2010). E-learning and accessibility: an exploration of the potential role of generic pedagogical tools. Computers and Education, 54(4) pp. 1107–1116.
• Martyn Cooper’s Blog: http://martyncooper.wordpress.com/2009/03/09/accessibility-and-learning-theories/
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Institute of Educational TechnologyThe Open UniversityWalton HallMilton KeynesMK7 6AA
http://www.open.ac.uk/iet/main/