Adapting online learning resources for all: planning for professionalism in accessibility
Online resources for education offer opportunities for those with disabilities but also raise challenges on how to best adjust resources to accommodate accessibility. Automated reconfiguration could in principle remove the need for expensive and time-consuming discussions about adaptation. On the ot...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Association for Learning Technology
2012-12-01
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| Series: | Research in Learning Technology |
| Subjects: | |
| Online Access: | http://www.researchinlearningtechnology.net/index.php/rlt/article/view/18699/pdf_1 |
| _version_ | 1818262040299438080 |
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| author | Patrick McAndrew Robert Farrow Martyn Cooper |
| author_facet | Patrick McAndrew Robert Farrow Martyn Cooper |
| author_sort | Patrick McAndrew |
| collection | DOAJ |
| description | Online resources for education offer opportunities for those with disabilities but also raise challenges on how to best adjust resources to accommodate accessibility. Automated reconfiguration could in principle remove the need for expensive and time-consuming discussions about adaptation. On the other hand, human-based systems provide much needed direct support and can help understand options and individual circumstances. A study was carried out within an EU-funded accessibility project at The Open University (OU) in parallel with studies at three other European universities. The study combined focus groups, user-testing, management consultation and student survey data to help understand ways forward for accessibility. The results reinforce a holistic view of accessibility, based on three factors: positioning the university as a positive provider to disabled students; developing processes, systems and services to give personal help; and planning online materials which include alternatives. The development of a model that helps organisations incorporate professionalism in accessibility is described, though challenges remain. For example, a recurrent difficulty in providing adequate self-description of accessibility needs implies that a completely automated solution may not be attainable. A more beneficial focus, therefore, may be to develop systems that support the information flow required by the human “in the loop.” |
| first_indexed | 2024-12-12T18:56:48Z |
| format | Article |
| id | doaj.art-a9dafb40cd674fc497da1016671b7ac7 |
| institution | Directory Open Access Journal |
| issn | 2156-7069 2156-7077 |
| language | English |
| last_indexed | 2024-12-12T18:56:48Z |
| publishDate | 2012-12-01 |
| publisher | Association for Learning Technology |
| record_format | Article |
| series | Research in Learning Technology |
| spelling | doaj.art-a9dafb40cd674fc497da1016671b7ac72022-12-22T00:15:13ZengAssociation for Learning TechnologyResearch in Learning Technology2156-70692156-70772012-12-0120011710.3402/rlt.v20i0.18699Adapting online learning resources for all: planning for professionalism in accessibilityPatrick McAndrewRobert FarrowMartyn CooperOnline resources for education offer opportunities for those with disabilities but also raise challenges on how to best adjust resources to accommodate accessibility. Automated reconfiguration could in principle remove the need for expensive and time-consuming discussions about adaptation. On the other hand, human-based systems provide much needed direct support and can help understand options and individual circumstances. A study was carried out within an EU-funded accessibility project at The Open University (OU) in parallel with studies at three other European universities. The study combined focus groups, user-testing, management consultation and student survey data to help understand ways forward for accessibility. The results reinforce a holistic view of accessibility, based on three factors: positioning the university as a positive provider to disabled students; developing processes, systems and services to give personal help; and planning online materials which include alternatives. The development of a model that helps organisations incorporate professionalism in accessibility is described, though challenges remain. For example, a recurrent difficulty in providing adequate self-description of accessibility needs implies that a completely automated solution may not be attainable. A more beneficial focus, therefore, may be to develop systems that support the information flow required by the human “in the loop.”http://www.researchinlearningtechnology.net/index.php/rlt/article/view/18699/pdf_1inclusionstudents with disabilitiesservicespersonalisationevaluationvirtual learning environmentsEU4ALL |
| spellingShingle | Patrick McAndrew Robert Farrow Martyn Cooper Adapting online learning resources for all: planning for professionalism in accessibility Research in Learning Technology inclusion students with disabilities services personalisation evaluation virtual learning environments EU4ALL |
| title | Adapting online learning resources for all: planning for professionalism in accessibility |
| title_full | Adapting online learning resources for all: planning for professionalism in accessibility |
| title_fullStr | Adapting online learning resources for all: planning for professionalism in accessibility |
| title_full_unstemmed | Adapting online learning resources for all: planning for professionalism in accessibility |
| title_short | Adapting online learning resources for all: planning for professionalism in accessibility |
| title_sort | adapting online learning resources for all planning for professionalism in accessibility |
| topic | inclusion students with disabilities services personalisation evaluation virtual learning environments EU4ALL |
| url | http://www.researchinlearningtechnology.net/index.php/rlt/article/view/18699/pdf_1 |
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