Adapting online learning resources for all: planning for professionalism in accessibility

dc.creator	Patrick McAndrew
dc.creator	Robert Farrow
dc.creator	Martyn Cooper
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:35:51Z
dc.date.available	2015-07-20T22:35:51Z
dc.identifier	10.3402/rlt.v20i0.18699
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/a9dafb40cd674fc497da1016671b7ac7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22927
dc.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.”
dc.language	English
dc.publisher	Co-Action
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/18699/pdf_1
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 20, Iss 0, Pp 1-17 (2012)
dc.subject	inclusion
dc.subject	students with disabilities
dc.subject	services
dc.subject	personalisation
dc.subject	evaluation
dc.subject	virtual learning environments
dc.subject	EU4ALL
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Adapting online learning resources for all: planning for professionalism in accessibility
dc.type	article