Developing and delivering an online
course to support the effective
teaching of literacy through braille
Rory Cobb, RNIB
Dr Steve McCall, University of
Birmingham
Aims
• Develop greater understanding of the skills required
for the effective teaching of literacy through braille
• Learn more about international research and
resources to support the teaching of literacy through
braille
• Increase knowledge of training approaches to
support the professional development of teachers of
students with visual impairments
UK background
• Where braille users learn
• How QTVIs are trained
• Growing concern over standards of
teaching of literacy through braille
– RNIB report 2002
– Birmingham University literature review
2011
Main findings
• Steve to add
Developing the online course
• Funding – £100,000 government grant
• Platform - Moodle course based on existing
RNIB programme
• Developing content - consultation with
teachers
• Writing course materials – specialist authors
• Designing the course structure – range of
learning and assessment approaches
Key decisions
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Access – open or limited?
Fee structure
Duration
Accreditation
Assessment methodology
Accessibility
Videos
Technical and professional support
BLOT course structure
Core units
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Fundamentals of braille literacy
Pre-reading
Early reading
Fluent reading
Implementing braille literacy
Supplementary units
Choose two from:
• Braille maths
• Braille science
• Foreign language braille
• Braille music
• Late beginners in braille
• Learners with additional needs
• Braille learners with English as an additional
language
Online resources
Each unit comprises:
• Self study
• Reader material
• Discussion activity
• Structured portfolio
• Multiple choice quiz
• Example – early reading unit from pilot course
Pilot course
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November 2014 – March 2015
17 students in 3 discussion groups
Confusion at start
Mid course revisions
Course meeting and final evaluation
Pilot course evaluation
The units were relevant to my professional needs
The time was reasonable for the amount of content
The self-study material was relevant
The discussion tasks were relevant
The portfolio tasks were relevant
The unit tests reflected the content of the unit materials
Reader and reference materials were useful
The study of these units will improve my working practice
I feel more confident about teaching literacy through braille
I would recommend this course to other QTVIs
Average
(out of 5)
4.81
2.94
4.5
4.13
4.0
4.13
4.31
4.81
4.69
4.88
Student comments
• “Altogether I thought it was a great course, I have really enjoyed
doing it and feel it has been very beneficial for my work and my
confidence working with and promoting braille”.
• “I have found this course to be both enjoyable and instructive. I
liked the way it combined reading, discussion, portfolio and test
and a complete absence of long essays!
• “I feel every QTVI teaching educationally blind children should
complete the course as the reading materials, discussions and
tasks were so relevant to teaching literacy through braille in
inclusive mainstream schools. I think this it is one of the most
beneficial VI courses I have ever done since the QTVI course.”
Modifications to 2015 course
• Portfolios revised to improve focus and
reduce workload
• Notes
• Applied activities
• Reflection
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Mark scheme for portfolios updated
Training day added at start of course
Course extended by 2 weeks
Timetable re-sequenced
Additional benefits
• Selected content from online course added to
QTVI training programme
• Same template could work for other content,
eg early years, complex needs
What next?
• Would this type of course be relevant in a US
context?
• How might that work?
– Direct access to UK course
– Licence arrangement to develop US version
– Just design your own using BLOT for guidance
• Let us know what you think!
Contact details:
• rory.cobb@rnib.org.uk
• s.mccall@bham.ac.uk