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/LTcxMzgzND
U3NA
• Excellence in Inclusivity: http://inclusivity.rscyh.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 Hattersley
Essential Skills Resource Centre,
Centre for Lifelong Learning
University 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
Principles
Accessible 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
Accessible
content
Does it
support me?
Accessible
interface
Can I work
it?
Cultural
capital
Do I value
it?
Accessible
task
Does it
engage me?
Adapted from JISC, A Model of Accessible M-Learning:
http://www.jisctechdis.ac.uk/pages/detail/floating_pages/A_Model_of_Acce
ssible_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
Electronic alternatives
Screen shot from Freemind (free mindmap software)
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Enabling tools and
approaches
• 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).
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 Stuff
http://www.qrstuff.com/
Developed at Poll Everywhere
http://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 Hattersley
Essential Skills Resource Centre
024 76574558
S.Hattersley@warwick.ac.uk