Warm up activity

• Take a post-it note and write your definition of ‘inclusive’ on it. Use more than one post-it if you like.

• Join colleagues on your table and discuss your ideas

• Re-present them in an accessible format (as instructed!).

Key weblinks

• Techdis: www.techdis.ac.uk• Poll

http://www.polleverywhere.com/multiple_choice_polls/LTcxMzgzNDU3NA

• Excellence in Inclusivity: http://inclusivity.rsc-yh.ac.uk/index.php?q=home

• http://screencast.com/t/jN4CKBXbFWH writing•  http://www.screenchomp.com/t/R3Xwxdnzu spelling• http://www.screenchomp.com/t/FKRgAC6dt6TV fractions

• VLE http://www.warwick.ac.uk/go/literacy

Key iPad apps

Inclusive technology for learning

Sara HattersleyEssential Skills Resource Centre,

Centre for Lifelong LearningUniversity of Warwick

Learning outcomes

• To consider what we might mean by accessibility and inclusive technology.

• To discuss some broad principles which can enable learning to take place for all.

• To explore a number of tools/approaches which might promote accessibility in learning, related to the principles.

• To consider how technology could be used in an inclusive way in your practice.

What is accessibility?

• Accessibility is a general term used to describe the degree to which a product, device, service, or environment is available to as many people as possible. Accessibility can be viewed as the "ability to access" and benefit from some system or entity.

• Accessibility is strongly related to universal design when the approach involves "direct access". This is about making things accessible to all people (whether they have a disability or not).

Source: http://en.wikipedia.org/wiki/Accessibility

PrinciplesAccessible and inclusive learning is....

• Accounting for a range of individual learning styles and preferences and offering a choice.

• Using tools and approaches which are enabling and compatible with learners’ specific needs and/or equipment.

• Using readily available resources and materials.

• Building flexibility into curriculum design and delivery.

• A strong relationship between the learning outcomes and the tools/methods used.

Model of accessible learning

Adapted from JISC, A Model of Accessible M-Learning: http://www.jisctechdis.ac.uk/pages/detail/floating_pages/A_Model_of_Accessible_m-learning

Styles and preferences

• Making materials available in a number of formats (e.g. printable handout, podcast, slideshow).

• Offering a choice of method to achieve the same learning outcome (e.g. video recording, electronic mind map etc).

• Collaboration between learners

Screen shot from Freemind (free mindmap software)http://freemind.sourceforge.net/wiki/index.php/Main_Page

Electronic alternatives

• Using formats which are accessible and promote readability (e.g. font choice and size, screen definition etc).

• Ensuring materials work with other accessibility tools (e.g. screenreaders).

• Making materials available in a number of formats (e.g. printable handout, podcast, slideshow).

Enabling tools and approaches

Accessible text

The Accessibility toolbar for Word – ‘DAISY’ function

Audio, visual and mobile alternatives

Flexibility in curriculum design and delivery.

• Virtual learning environments / Intranets• Blended study approaches• Different ‘roles’ using technology• Allowing differing access to learning materials

in class.

VLEs for increased learner access

Readily available resources and materials.

• Recording devices – laptops, MP3 players etc• The Internet – endless possibilities!• Mobile technologies – many learners have

smartphones• ‘Office’ packages – very commonly understood

and used.• Learners’ own devices – phones, MP3s,

laptops – but always with their consent.

Mobile technologies

Developed at QR Stuffhttp://www.qrstuff.com/

Developed at Poll Everywherehttp://www.polleverywhere.com/

Learning outcome and tool ‘match’

• Start with the learning outcome and consider which technology can best support this.

• Or start with the technology and consider how it could enhance an existing learning outcome.

• Always using technology in a purposeful way, never as a gimmick.

Final reflection

“There is a world of difference between, on the one hand, offering courses of education and training and then giving some students who have learning difficulties some additional human or physical aids to gain access to those courses, and, on the other hand, redesigning the very process of learning, assessment and organisation so as to fit the objectives and learning styles of the students.”

Tomlinson, Inclusive Learning, FEFC, 1996

Sara HattersleyEssential Skills Resource Centre

024 76574558

S.Hattersley@warwick.ac.uk