OU blog

Personal Blogs

Page: 1 2 3 4
Design Museum

H818 - 69 - again

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 30 May 2014, 07:03

That's two 69s in the same week - from the OU this is so far from a distinction of 84+ not to warrant consideration, whereas from the University of Birmingham 69 is one mark short of their hurdle of 70 to call it a distinction (my previous effort for them got me to 67).

Was I ever cut out for writing about about education? Is it too 'wishy-washy' for me?

By comparison I find far higher scores achievable in subjects such as History, Geography and even Art. I like the essay/assignment where you pick ONE question from twelve or more and get on with it, whereas repeatedly with the OU I find I am not picking one question, but having to answer 60 questions each with a sentence or word, and then somehow hold this together in a compelling narrative. At least that is how the MAODE has panned out, and H818 in particular. 

Art is a performance, once you can demonstrate the required skill levels the 'grade' is subjective. 

The exception to this was the research into e-learning module where a 93 in an TMA had my tutor saying 'you are made for this kind of thing'. I should have been a barrister, that's what. 

 

 

 

Permalink Add your comment
Share post
Design Museum

Moving on ...

Visible to anyone in the world
Edited by Jonathan Vernon, Tuesday, 11 Jun 2013, 11:18

DSC02608.JPG

Here in Lewes we shut the town centre down for a march as often as we can.

It all stems from 5th November. We had only been here a couple of months and we were enrolled in a Bonfire Society. That was 13 years ago.

The town also has a Moving on parade for all primary schools in the district, not just the town, but from outlying villages. The town centre is closed to traffic and kids, dressed up, carrying banners and whatnot on a theme, march through town and end it with a party in the Paddock - a large field, formerly part of the earthworks around the 11th century Lewes Castle.

DSC06296.JPG

It helps to make an occasion of something when we move on. We're rather good at it:

  • Christenings
  • Marriage
  • Death
  • Birthdays
  • Anniversaries
  • Graduation

I'm down for Brighton or will try to enroll in Versailles for my graduation. I skipped my first nearly three decades ago. I just didn't feel like moving on. I hadn't felt I'd had an education to justify the fuss. My fault, not theirs. I put in the hours and came out with an OK degree but that isn't why I'll remember my undergraduate years.

I should mark moving on, and away from this blog. It logs, day by day, and in the background countless pages of hidden notes. It has carried me through the Masters in Open & Distance Education.

H809, my bonus track, will mark the end.

For this reason I am migrating most of the content and the journey it records to an external blog.

My Mind Bursts

From time to time I'll post a note at the bottom of the page to say this is where it'll be from June.

My moving on.

By May, I'll also know if the next few years have been set up. We'll see. I may even be back at the OU in some capacity. I rather

Permalink
Share post
Design Museum

H810 EMA AWAY !!!!

Visible to anyone in the world

The final, final, final, final assignment of my Masters in Open and Distance Education (MAODE) ... or just the beginning?

Deep breath, bath and shave. Then ponder 'what next?'

Permalink 4 comments (latest comment by Jonathan Vernon, Tuesday, 15 Jan 2013, 05:23)
Share post
Design Museum

H810 End of Module Assignment - done!

Visible to anyone in the world
Edited by Jonathan Vernon, Sunday, 13 Jan 2013, 10:15

I have never finished an assignment within a few hours of the deadline - it has taken, what 16 assignment and five modules to reach the stage with my FINAL assignment that I am satisfied with my fifth draft and can upload FIVE days ahead of the deadline.

If only I had understood the need to get to this stage, give or take a few days, many months ago ... to get on top of the subject in good time.

I have a week to decide whether to follow H809 on research methods ... with a view to beginning a PhD in September 2013!!!

Nothing ventured, nothing gained.

My PhD topic might be on user generated content used in social learnign or the development of virtual companion (artificiual intellifence) to support people with dementia or recovering from a stroke.

Or I get a proper job sad

Permalink 2 comments (latest comment by Jonathan Vernon, Monday, 14 Jan 2013, 08:09)
Share post
Design Museum

H810 - How to turn 13 issues into 3 for our End of Module Assignment

Visible to anyone in the world
Edited by Jonathan Vernon, Sunday, 6 Jan 2013, 21:13

Courtesy of browsing through my own and two other tutor groups, and looking at the lists produced by a couple of student friends who did H810 in 2010 and 2011 I've developed this 'long list' of 13 issues. I wanted to eliminate concepts and models, which were distracting me. I struggled repeatedly to get these in any order until I did two things:

1) put the issues into my context, knowing the set up and people, what could or would result in something happening for the better in relation to delivering any learning, let alone accessible e-learning for those for whom there are barriers from a variety of known impairments or disabilities

2) create a table of all 13 issues and compare one to the other as less or more important IN MY CONTEXT.

My chosen context is the coaching and teaching of swimming in the UK - with e-learning available for teachers, coaches, club officials, parents and athletes.

I particularly want to thank Simon Carrie who has my point 3 as his first issue - I hadn't given it a moment's thought but in my context, and no doubt in the context of most of us, it cearly is very important - people and tools cost time and money.

(The ones I am likely to pick for the EMA are highlighted - skewed by the needs and practices of my chosen context)

1 Objecti(ive) - The importance of and scoping of the objective as means to an outcome
2 Subject - Significance or role of the subject (student/lecturer) User Centred Design. Involve users in the design.
3 Incentives - Incentives to invest
4 Universal Design - Universal Design/Equity
5= Novice 2 Expert - The role of the novice to learn, participate and develop expertise.
5= Framework for change - A framework for change - An Activity Systems as a model for analysis and action
7 Tools - Role of tools - assistive, web pages, equipment and 'design for all'.
8 Contradictions - Contradictions , conflicts of problems with the actions between components of a recognised activity system
9= Rules - The role of rules (legalese and guidelines) - informal and formal
9= History - What the history of such efforts says about what should be done next and what can be achieved in the future.
11= Division of labour - Division of labour - who is responsible, who is the broker?
11= Community - The community as a ‘community of practices’ or a constellation of connections that engage and participate.
13 Game-like - Game-like play between institutions

What are your thoughts? In your context? How would you prioritise or word these issues? Are there more still (probably).

The two other contexts that interest me are from the point of view of an e-learning agency and from a client point of view.

For the latter - Object(ive) as everyone works to the brief once this is written with clear objectives, universal design for those for whom design as an expressions of creativity and problem solving is important. Tools as agencies are expected to come up with a 'clever' technical response. Framework for change - as in a consultancy capacity the agency will be expected to offer some actionable plan.

For the former - Incentives (as performance Improvement), Rules (legal and mission compliance) and division of labour (who does what) are likely to be significant.

 

Permalink 4 comments (latest comment by Jonathan Vernon, Thursday, 10 Jan 2013, 22:37)
Share post
Design Museum

A note here on the learning process and the online learning experience

Visible to anyone in the world
Edited by Jonathan Vernon, Saturday, 12 Jan 2013, 13:33

I'm still thinking this through so share it here - actually I'm finding support from fellow MAODErs who did H810 in 2010 and 2011 as our tutor group is so exceptionally quiet sad.

I've also been following other tutor groups and can't wonder why some of these groups weren't merged some time ago for the benefit of all - putting us in silos isn't working, which shows the lack of flexibility in this 'system'. One caveat, I know from past experience that there will always be some who care to be more active online than others - I recall being part of one tutor group where some six of the 12 were highly engaged online on other platforms anyway so that anything any of us posted was immediately picked up by the others.

Just a note here on the learning process and the online learning experience

Having the opportunity to share thoughts, get it wrong, be corrected, think through the complexities and come to your own conclusions is surely a vital part of learning online? Indeed, using tools such as this, the blog ... and the wiki are what differentiates online learning in 2012/2013 compared to distance learning of a decade ago or more when you got a box of books and DVDs through the post with some instructions on what to read and when to hand in an essay. (Decades ago I've had a file insert sent in the post each month, or an audio cassette - self-directed learning requiring a huge amount of will power).

So, for anyone who wishes to consider why some issue are more important than others, and to clarify the difference between an issue, a model or a concept, here are my thoughts on what to take from Chapters 11,12 and 13.

Having cut out the duplications and overlaps and categorised the 'issues' I can only find ten. I would have thought one way or another THREE can be selected for the EMA from these. The next step is to rank them. I've loaded these into a table and cross-referenced each. I could write 500 words on each - the problems is to write 1800 or so on each of three.

From Chapter 11

1 Game-like play between institutions
2 Investment
3  The role of rules  (legalese and guidelines) - informal and formal


From Chapter 12

4  Role of tools
5 Significance  or role of the subject (student/lecturer)
6 The importance of and scoping of the objective as means to an outcome.
X Rules (see above)
X Community (see below)
7 Contradictions , conflicts of problems with the actions requires between components of  a recognised activity system
8  The role of the novice  to learn, participate and develop expertise.
9 What the history of  such efforts says about  what should be done next and what can be achieved in  the future.


From Chapter 13

10  The community  as a ‘community of practices’ or a constellation of connections that engage and participate.

Permalink
Share post
Design Museum

Paralympics Classification System

Visible to anyone in the world
Edited by Jonathan Vernon, Sunday, 30 Dec 2012, 13:03

Paralympics Classification System

 

Permalink
Share post
Design Museum

H810: Seale Chapter 13 : issues identified in relation to creating accessible e-learning for students with disabilities

Visible to anyone in the world
Edited by Jonathan Vernon, Thursday, 3 Jan 2013, 23:08

Bill%2520Murray%2520Groundhog%2520Day.JPG

Fig.1 Groundhog Day staring Bill Murray

At what point does the protagonist in the film 'Groundhog Day' -  TV weatherman Phil Connors played by Bill Murray - unite the Punxsutawney community? How does he do it? And what does this tell you about communities of practice? (Wenger 1998)

Chick%2520Peas%25201.JPG

Fig. 2. Chick Peas - a metaphor for the potential congealing effect of 'reificaiton'

Issues related to creating accessible e-learning

Pour some dry chickpeas into a tall container such as a measuring jug add water and leave to soak overnight. The result is that the chickpeas swell so tightly together that they are immovable unless you prize them out with a knife - sometimes the communities of practice are embedded and immovable and the only answer could be a bulldozer - literally to tear down the buildings and start again.

'Congealing experiences into thingness'. Seale (2006:179) or derived from Wenger (1998)

This is what happens when 'reification causes inertia' Wenger in Seale (2006:189).

'Reification' is the treatment of something abstract as a material or concrete thing. Britannica, 2012.

To ‘reify’ it to thingify’. Chandler (2000) , ‘it’s a linguistic categorization, its the conceptualization of spheres of influence, such as ‘social’,’educational’ or ‘technological’.’ (ibid)

'Reification creates points of focus around which the negotiation of meaning becomes organized'. Seale (2006)

It has taken over a century for a car to be tested that can take a blind person from a to b - the huge data processing requirements used to scan the road ahead could surely be harnessed to 'scan the road ahead' to make learning  materials that have already been digitised more accessible.

Participating and reification - by doing you give abstract concepts form.

1) Institutional and individual factors need to be considered simultaneously.
2) Inclusivity (and equity), rather than disability and impairments, should be the perspective i.e. the fix is with society rather than the individual.
3) Evidence based.
4) Multifaceted approach.
5) Cultural and systemic change at both policy and practice levels.
6) Social mobility and lifelong learning were ambitions of Peter Mandelson (2009).
7) Nothing should be put or left in isolation - workshops with children from the British Dyslexia Association included self-esteem, literacy, numeracy, study skills and best use of technology.
8) Encouraging diversity, equity of access and student access.
9) Methods should be adapted to suit the circumstances under which they are being applied.
10) Technical and non-technical people need to work together to tackle the problems.
11) A shared repertoire of community practices ...
12) Design for participation not use .... so you let the late arrivals to the party in even if they don't drink or smoke (how would you integrated mermaids?)
13) Brokering by those who have multiple memberships of groups - though the greater the number of groups to which they belong the more likely this is all to be tangential.
14) Might I read constellation and even think collegiate?
15) If we think of a solar system rather than a constellation what if most are lifeless and inaccessible?
16) Brokers with legitimacy may cross the boundaries between communities of practice. Wenger (1998)
17) Boundary practices Seale (2003)

John%2520Neill%2520CBE.JPG

Fig. 3. John Niell, CBE, CEO and Group Chairman of UGC

Increasingly I find that corporate and institutional examples of where a huge change has occured are the product of the extraordinary vision and leadership of one person, who advocates putting the individual at the centre of things. Paying lip service to this isn't enough, John Neil CBE, CEO and now Chairman of the Unipart Group of Companies (UGC) called it 'The Unipart Way'.

REFERENCE

Britannica (2012) Definition of reification. (Last accessed 22 Dec 2012 http://www.britannica.com/EBchecked/topic/496484/reification)

Chandler, D (2000) Definition of Reify. (Last accessed 22 Dec 2012 http://www.aber.ac.uk/media/Documents/tecdet/tdet05.html)

Seale, J. (2006) E-Learning and Disability in Higher Education: Accessibility Research and Practice, Abingdon, Routledge; also available online at http://learn2.open.ac.uk/ mod/ subpage/ view.php?id=153062 (last accessed 23 Dec 2012).

Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.

Permalink
Share post
Design Museum

Balancing on a thin line - Thoughts from a study of Swedish voluntary leaders in children’s football.

Visible to anyone in the world
Edited by Jonathan Vernon, Monday, 18 Nov 2013, 13:34

Learning and identity

The concepts of learning and identity are closely interwoven and seen as a social process of making meaning, primly inspired by the situated learning. (Wenger 1998)

Identity is not only about our self image or other people’s image of ourselves, it is our way of living our everyday life, it is the layers of experiences and interpretations that we have made by participating in social practices (Wenger 1998) the nature of participation, power, enterprise, mutual engagement and sociality, shared repertoire, and identity

‘Legitimate peripheral participation is not itself an educational form, much less a pedagogical strategy or a teaching technique. It is an analytical viewpoint on learning, a way of understanding learning. We hope to make clear as we proceed that learning through legitimate peripheral participation takes place no matter which educational form provides a context for learning, or whether there is any intentional educational form at all'.
(Lave and Wenger 1991, page 40).

Communities of Practice was developed by considering a wide range of apprenticeship learning situations, from traditional tailors through to participation in communities such as alcoholics anonymous.

Learning is thus characterised as a process of changing participation, from initial peripheral participation of the apprentice or, more generally, newcomer to the practices to the fuller participation available to a 'master' or old timer in the practices.

Wenger (1998) identifies three essential features:

  • mutual engagement
  • a joint enterprise
  • a shared repertoire.

Engaging in practice over a period of time develops a shared repertoire of practices,
understandings, routines, actions, and artefacts (Wenger 1998).

Participation in communities of practice is not only about learning to do, but as a part of doing, it is about learning to be (Lave and Wenger 1991)

Firstly, it shifts the focus from teaching to learning and the practices the learner engages in (Adler 1998). 

Secondly, it recharacterises the role of the teacher as not primarily being a holder of knowledge but an expert in the practices of a subject based community. The teacher exemplifies for the learner how to legitimately participate in these practices.

Thirdly, as a situated theory of learning it helps to explains the issue of a lack of ‘transfer’ of knowledge from school to non-school contexts (see Evans 2000; Lave 1988; Lerman 1999, for a discussion of this issue).

Fourthly, it recognises the intimate connection between the ‘subject’ practices and the pedagogical practices and therefore helps us to understand why different pedagogies not only influence the amount that is learned but also what is learned. The acquisition (Lave 1988) or representational model (Seely Brown and Duguid 1989) of learning in school contexts distinguishes between what the students are to learn or to ‘acquire’, and the means by which this learning occurs. A division is made between subject and pedagogy.

Fifthly, it highlights the extent to which educators are not imparting knowledge nor even only helping their students to engage in particular social practices but rather to become particular types of human beings. Thus it opens avenues of inquiry to understand learners' patterns of identification and non-identification with schools mathematics (see for example, Boaler 2000)

The community of practice model, based on the metaphor or actuality of apprenticeship learning identifies three basic positions that participants take up.

These can be referred to in the following way:

  • master/old-timer/expert,
  • journeyman/established-member/adept,
  • apprentice/newcomer/novice.

 

However, it is clear that the basic positions in a classroom are not like this, there is generally a single teacher and a relatively large number of pupils. Moreover, the trajectory of participation of the student is not to become a teacher (Adler 1998; Lemke 1997; Lerman 1998).

One way of reconceptualising or extending Communities of Practice is to consider learning as taking place in 'ecologies of practices' (Boylan 2004)

REFERENCE

Adler, J. (1998) "Lights and limits: Recontextualising Lave and Wenger to theorise knowledge ofteaching and of learning school mathematics." In Situated Cognition and the Learning of Mathematics, ed. Anne Watson, 161-177. Oxford: Centre for Mathematics Education, University of Oxford Department of Educational Studies.

Boaler, J. (2000) "Mathematics from another world: Traditional communities and the alienation of learners." Journal of Mathematical Behaviour 18, no. 3: 379-397.

Boylan, M (2004) Questioning (in) school mathematics: Lifeworlds and ecologies of practice PhD Thesis. Sheffield Hallam University

Herting, K (2006) Balancing on a thin line - Thoughts from a study of Swedish voluntary leaders in children’s football. AARE’s 36th Annual International Education Research Conference Adelaide Australia November 27 -30 2006

Lave, J, and Wenger.E (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Lemke, J. (1997) "Cognition, context, and learning: A social semiotic perspective." In Situated Cognition: Social, Semiotic, and Psychological Perspectives, ed. David Kirshner and JamesWhitson, 37-56. Mahwah, NJ: Lawrence Erlbaum Associates.

Lerman, S. (1998) "Learning as social practice: An appreciative critique." In Situated
Cognition and the Learning of Mathematics, ed. Anne Watson, 33-42. Oxford: Centre for
Mathematics Education, University of Oxford Department of Educational Studies.

Seely Brown, J, and P. Duguid. (1991) Organisational learning and communities of practice: Toward a unified view of working, learning and innovation. Accessed November 2000. Available from http://www.parc.xerox.com/ops/members/brown/papers/orglearning.htm.

Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.

Permalink
Share post
Design Museum

H810 Activity 36.1 Make notes in response to the following questions:

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 4 Jan 2013, 13:45
  1. What artefacts inside and outside your organisation have created (or could create) points of focus for you and your colleagues when it comes to developing accessible learning resources?

Examples of internal artefacts might include a policy, an inaccessible resource that a student has complained about or a new module outline that you are developing.

Examples of external artefacts might include an article you have read, a proprietary authoring tool or guidelines on a website.

(AGENCY = a 50 or less web agency that specialises in the creation of e-learning. Some the 'Kall-Kwik' for e-learning, what would have been leaflets, posters, linear video or afternoon workshops turned into e-learning on a tight budget and schedule - slick production in a team of six+ specialists - previously linear video for facilitated workshops, or video with a workbook, then interactive on disc, before moving to intranets and online.)

(CLIENT = a national or multinational of 10,000+ employees hungry for training, both compliance and management training. Keen to exploit e-learning tools and eagerly trying to use social learning too. I have worked for very many and inside a few.)

Professionally I have worked 20 years in the latter and 2 years in the former.

(SWIMMING = from the perspective of a 1000+ club that is five clubs in one offering: teaching and competitive swimming, mastes, waterpolo and disability swimming. As a coach and club officer I have been involved in teaching, coaching, swimming, implementing change and undertaking every four years a mamoth audit called 'Swim21' that leads to the creation of an Improvement Plan. Equity, Disability and Child Protection, Data Protection and Personal Development are key relevant issues)

AGENCY -  Style Guide, ISO 9000?, Web Usability, Training, Experience, Exposure …

CLIENT - Style Guide, Mission, Vision, Corporate Responsibility …

SWIMMING - Improvement Plan for Swim21, Disability Officer Role Description, National Disability Classification for competitive swimmers, CPD as workshops and online. Two groups of for disabled swimmers. Regional hub. +ve/-ve outcomes of the Paralympics.

  1. Are there any artefacts that you think you and your colleagues have over-relied on or misused to the point that they are now negatively influencing your practice? If so, why do you think this is?

AGENCY - JAWS Screenreader, the browser will sought it out …  a PDF once we’ve finished.

CLIENT - policy and a person, Style Guide

SWIMMING - Swim21, the experience of those working with disabled people.

  1. Is there any evidence for mutual engagement, joint enterprise or shared repertoire in the community (or communities) you belong to?

AGENCY - none

CLIENT - token, until you see Take3 video

SWIMMING - with local special needs schools, severe disabilities, dyslexia and in mainstream.

  1. What has influenced whether or not the people in your community are all working in pursuit of the same accessibility enterprise or objective?

AGENCY - None

CLIENT - HR by organisation

SWIMMING - forcing hand to get one or one or two into an equity course, more onto disability and as a requirement onto child protection which is relevant.

  1. Seale discusses the development of accessibility within an organisation as the creation of a constellation of practice rather than a community of practice. How helpful do you think this approach is?

AGENCY - piecemeal, turn it on like a switch, distraction for the most junior.

CLIENT -  probably

SWIMMING - Yes, with the ASA the sun, outlying planets and their satellites.

Yes, as the efforts of one trying to be everyone and be everywhere doesn’t work, not will a constellation of people in silos.

  1. Do you think that the model shown in Figure 13.1 on page 182 would be useful as a trigger for discussion within your organisation?

The McKinsey model also highlights the fact that, in creating whole organisational change, attention must be paid to different elements of the organisation. This supports our findings about the need to take a multi-pronged approach, be systematic and holistic, take an embedded approach, and target multiple institutional functions. May and Bridger (2010:96) The Seale (2006) puts people into silos.
wOhgQDScZW1CVLZp-CEPPukk4ri8mnc--5J4yVM5Zy7Kw6RI65ExQzCrAdYOyBEn94jbyhzC6E7i6cp2TeMtdIXgaCFPzWGPeyCpKm8GmrvqE5QS5GB5J85ottTyQecpq9gyfBE5QQoiXqOAedFiwV0ldo62di6A5NIDsPUB2eJpuKv2cuhnN08G2nSnR3lPBljNFXrYkz0eG9QJ14uH1uqDdAm7pGlSBh1gll8M

I find the constellation of communities works as a metaphor that might be a children’s round-about or the petals of a flower. It gets everything into one place, but it doesn’t suggest how they interact. The MsKinsey 7S model on the other hand, developed by a global management consultancy and regularly applied to organizational and team problems, is a tool that can be understood and applied in your context to help identify and solve complex problems.

See The McKinsey 7S Framework, Mind Tools (1995–2009) http://www.mindtools.com/pages/article/newSTR_91.htm

  1. Would it enable you and your colleagues to identify what changes or developments are needed and why they are needed?

AGENCY - yes, if a crisis occurs or there is a budget to stand back and take a look at what is going on.

CLIENT - bottom line and society …

SWIMMING - audit, action team, top to bottom, holistic, time … introduce, understand, apply.

  1. Would the labels on the figure be different for your organisation? If so, how and why?

Yes, because none of my contexts are in Higher Education. I look at the diagram, then at a room full of people. Many people will be in several ‘communities’ so the model quickly breaks down.

REFERENCE

May, H. and Bridger, K. (2010) Developing and Embedding Inclusive Policy and Practice in Higher Education, York, The Higher Education Academy; also available online at http://www.heacademy.ac.uk/ assets/ York/ documents/ ourwork/ inclusion/ DevelopingEmbeddingInclusivePolicyPractice_ReportFinal.pdf (last accessed 28 August 2012).

Seale, J. (2006) E-Learning and Disability in Higher Education: Accessibility Research and Practice, Abingdon, Routledge; also available online at http://learn2.open.ac.uk/ mod/ subpage/ view.php?id=153062 (last accessed 28 August 2012).

Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.

 

Permalink
Share post
Design Museum

H810 Activity 37.1 Identify three issues that are of most relevance or of most interest to you. Write two or three paragraphs about each of these three issues.

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 4 Jan 2013, 17:10

1) Engagement with all

Bringing about effective change in inclusive policy and practice is less to do with the
specific method or approach employed and more to do with ensuring that a range of
stakeholder groups is sought and an appropriate range of methods or approaches are
used that are fit for purpose by being both relevant to the context and to the particular
groups they seek to engage. May and Bridger (2010:99)  Having a diverse team, with different roles, views and experiences, can contribute to an initiative’s success. (ibid)

Seale%2520Chapter%252013%2520Table%252013.2.JPG

Fig. 1 A constellation of accessible e-learning practices.

2) No single method as a panacea

A variety of methods are needed to facilitate inclusive policy and practice. No one
method is sufficient, particularly given the nature and scale of change required to bring
about inclusive policy and practice. May and Bridger (2010:98)

McKinsey%25207S%2520Framework.JPG


Fig.2. McKinsey 7S model from the May and Bridger (2010:96)

3) Institutional and individual factors


A key finding of this study has been that sustainable and effective inclusive cultural change will only come about through institutions focusing simultaneously on both institutional and individual factors.  May and Bridger (2010:05)

 

Brofenbrener%2527s%2520Ecological%2520Model%2520CH13.JPG

Fig.3. A representation of Bronfenbrenner’s ecological model of development



Permalink
Share post
Design Museum

H810 Activity 35 Chapter 12 Tutor Forum Response

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 2 May 2014, 13:25

Hi Adam, yes I agree that 'responsibility' comes up and that is what I come across even before people start to look at the tools - eyes glaze over on the discovery that there are many tools and lengthy guidelines and they'll conclude that it is potentially not worth the effort for them or the client ... in certain contexts - sports have strict guidelines relating to accessibility, as do places of education ... workplace education is another matter and I sometimes wonder if people just don't think there could possibly be anyone in their workforce who could have a disability that would prevent them using the internet ... otherwise how could they do their job. A number of charities have paid for an insightful video that introduces the viewer to a dozen or so people with disabilities in the workplace to understand where assistance and support comes from. We should remember that many have been on top of this themselves, often being early adopters of the technology for the benefits it brings to them - they don't need help necessarily, but could probably show you a few things if you need to personalise a browser.

I've had an incling that Engestrom has something interesting to say and I've misquoted him and convinced people that it means x, when it actually means y with no one wanting to correct me. As I indicated above to Christopher I wanted to crack this once and for all, especially as I am in the final weeks of the MAODE.

This therefore is essential reading. Find a case history that you might be familiar with and take it from there. These are thorough case studies from beginnign to end of consultancy like projects he and his team have undertaken for, amongst others, a TV production company, a court, a regional health service in Finland - so hospitals, specialist clincs and GP surgeries ... courts and think and several others.

Engeström.Y (2008) From Teams to Knots: Activity-theoretical studies of Collaboration and Learning at Work. Learning in doing: Social, Cognitive & Computational Perspectives. Cambridge University Press. Series Editor Emeritus. John Seely Brown.

This brings it up to date.

Engeström.Y (2011) Learning by expanding: ten years after (last accessed 19 Dec 20-12) http://lchc.ucsd.edu/mca/Paper/Engestrom/expanding/intro.htm

My take on it includes drawing up an activity system on a large piece of board and adding some chess pieces - to get it into my head that all these nodes are people dealing with oither people even if they manifest themselves as tools or rules - someone wrote or designed them, and someone effectively holds the 'keys. Also to remind myself of the historical point of view .. a half eaten Toblerone.

Various manifestations of this in my Blog.

http://learn1.open.ac.uk/mod/oublog/viewpost.php?u=jv276&time=1355917285&post=0

If you want to share thoughts and have time to get your head around it do please get in touch. It is my hope that I can research, construct and use an Activity System for real. I just think it is a way to get inside a subject thoroughly to understand the actions that are working and those that are misfiring or getting stuck, blocked or shredded.

Permalink
Share post
Design Museum

H810 - Navigation Tips for students with visual impairments

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 4 Jan 2013, 16:50

Google%2520Docs%2520Navigation.JPG

Fig.1. Google Docs help center - navigation

I was looking for a way to an an Umlaut to the name 'Engestrom' in Google Docs help but instead stumble upon something far more valuable in relation to access to e-learning for students with disabilities - navigation short cuts. These apply to how a person with sight impairment might move through a text and so, like basic web usability, informs on best practice when it comes to writing, proof reading and lay-out, i.e. editing with a reader with a visual impairment in mind.

Somehow the clear way the guide is laid out caused the penny to drop in a way that hasn't occurred in the last three months however many times I have observed, listened to, read about or tried to step into the shows of a student with a visual impairment.

Web usability recommends a way of laying out text that is logical, clear and suited to the screens we use to access content from the web. This logic of headings and multiple sub-headings, let alone plain English in relation to short sentences as well as use of paragraphs makes reading not only easier for those with no disability, but assists those with varies degrees of visual impairment as content is then better able to respond to standard tools of text enlargement and enhancement, but also of screen readers that work best when reading through text.

What assistive technology does, a control that doesn't require a mouse and keeps a manageable set of keys under the fingers rather than needing to run back and forth across the keyboard, is to reduce the above commands to actions that a visually impaired or blind person can then use to control their web viewing experience.

Permalink
Share post
Design Museum

Activity Systems are repeated, uneven and discontinuos

Visible to anyone in the world
Edited by Jonathan Vernon, Monday, 17 Dec 2012, 17:51

DSC06465.JPG

Fig.1. Activity Systems as a chronological, though broken sequence. Fruit & Nut Toblerone (Kuutti 1996)

To understand Activity Systems I produce tables and charts - I annotate these then revise initial drawings until I have something that is clear. I may fill several sheets. My conviction is that Activty Systems have a great deal to offer when it comes to trying to understand how actions are playing out, producing contradictions and confict.

DSC06441.JPG

Fig.2. A detail from an annotation of the Activity Sytem I am working on in relation to accessibility and e-learning.

DSC06443.JPG

Fig. 3. Detail showing where the idea of the half-eaten Toblerone came from. An Activity System has to be seen as a broken chronology of Activity Systems.

REFERENCE

Engeström, Y (2008) From Teams to Knots. Activity-theorerical studies of Collaboration and Learning at Work. Learning in doing: Social, Cognitive & Computational Perspectives. Cambridge University Press. Series Editor Emeritus. John Seely Brown.

Kuutti, K. (1996) Activity theory as a potential framework for human–computer interaction research. In B. Nardi (ed.) Context and Consciousness: Activity Theory and Human–Computer Interaction. Cambridge, MA: The MIT Press, pp. 17–44

Seale, J. (2006) E-learning and Disability in Higher Education: Accessibility Research and Practice

 

Permalink
Share post
Design Museum

H810 : Accessibility in e-learning as an activity system

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 4 Jan 2013, 16:32

Engestroms%2520systems%2520model%2520of%2520activity.JPG

Fig. 1 Seale (2008) chapter 12 on activity systems in relation to accessibility in e-learning as an Activity System

DSC06436.JPG

Fig. 2 From the chapter - annotations, animation and notes

DSC01592.JPG

Fig.3 Another way of looking at Activity Systems 1

DSC01594.JPG

<Fig.4 Another way of looking at Activity Systems 3

REFERENCE

Engeström , Y (2008) From Teams to Knots. Activity-theoretical studies of Collaboration and Learning at Work. Learning in doing: Social, Cognitive & Computational Perspectives. Cambridge University Press. Series Editor Emeritus. John Seely Brown.

Kuutti, K. (1996) Activity theory as a potential framework for human–computer interaction research. In B. Nardi (ed.) Context and Consciousness: Activity Theory and Human–Computer Interaction. Cambridge, MA: The MIT Press, pp. 17–44.

Seale, J. (2006) E-learning and Disability in Higher Education: Accessibility Research and Practice

Permalink
Share post
Design Museum

Access to work

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 2 May 2014, 11:31

Access to work 

Site Improve 

Permalink
Share post
Design Museum

Fighting for a child with autism to attend a school with small class sizes

Visible to anyone in the world
Edited by Jonathan Vernon, Wednesday, 12 Dec 2012, 11:29

In the US laws in relation to provision of appropriate learning for students with disabilities applies to the individual's needs. In this case the Supreme Court eventually upheld the parents of an autistic child's decission to use private education. (i.e. enforceable Civil Rights)

http://specialedpost.com/2012/11/29/courts-uphold-rule-that-fape-must-mean-smaller-class-size/

In the UK the law relates to provision of appropriate accommodations by an education authority. The challenge for appropriate provision is therefore with the authority's to provide rather than with the individual needs of the child to be met. So to accommodate a student with severe mobility impairments the authority would be found to be wanting if it couldn't provide.

Such an issue would play out differently in the UK - provision would have to be made by an education authority in their region and a decission taken centrally whether to accommodate a particular student with disability in a mainstream or specialist school. Policy and provision would be different from region to region leading to what we call the 'post code lottery'.

The interplay between institutions treats the student like a ball that they too often drop, or don't even bother with - policy being what matters rather than the person.

Permalink 6 comments (latest comment by Jonathan Vernon, Thursday, 13 Dec 2012, 10:17)
Share post
Design Museum

H810 : Activity 32 Blogs on accessibility and disability in learning

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 4 Jan 2013, 19:02

BLOGS ON ACCESSIBILITY

Disability in business

http://disabilityinbusiness.wordpress.com/
Jonathan, who has a degenerative spinal condition which means he uses a wheelchair and has carers to assist him, has first hand experience of the challenges faced by people living with disabilities – especially in the business world. “I used to run multi-million pound companies and I’d go with some of my staff into meetings with corporate bank managers and they’d say to my staff, ‘it’s really good of you to bring a service user along’, and I’d say, ‘hang on, I’m the MD –  it’s my money!’ 

Disability Marketing

http://drumbeatconsulting.com/

Michael Janger has a passionate interest in products and technologies that enable people with disabilities to enjoy a better quality of life, and works with businesses to effectively market and sell these products to the disability market.

Think Inclusive

http://www.thinkinclusive.us/start-here/
I think there are two basic assumptions that you need in order support inclusion (in any context)

  1. All human beings are created equal (you know the American way) and deserve to be treated as such.
  2. All human beings have a desire to belong in a community and live, thrive and have a sense of purpose.

The important takeaway…when you assume people want to belong. Then is it our duty as educators, parents, and advocates to figure out how we can make that happen.

Institute of Community Inclusion

http://www.youtube.com/communityinclusion
For over 40 years, the Institute for Community Inclusion (ICI) has worked to ensure that people with disabilities have the same opportunity to dream big, and make their dreams a fully included, integrated, and welcomed reality. ICI strives to create a world where all people with disabilities are welcome and fully included in valued roles wherever they go, whether a school, workplace, volunteer group, home, or any other part of the community. All of ICI's efforts stem from one core value: that people with disabilities are more of an expert than anyone else. Therefore, people with disabilities should have the same rights and controls and maintain lives based on their individual preferences, choices, and dreams.

Cerebral Palsy Career Builders

http://www.cerebral-palsy-career-builders.com/discrimination-definition.html

How to deal with the following:

  1. Bias
  2. Presumption
  3. Myth
  4. Skepticism
  5. Prejudice
  6. Discrimination
Permalink Add your comment
Share post
Design Museum

Vegetative patient Scott Routley says 'I'm not in pain'

Visible to anyone in the world
Edited by Jonathan Vernon, Monday, 10 Dec 2012, 21:08

Coma%2520Patient%2520Communicates%25201.JPG

Fig.1. Using scanning a doctor communicates with Scott Routley  who has been in a coma for over ten years (BBC, 2012)

Using scanning a doctor communicates with Scott Routley who has been in a coma for over ten years (BBC, 2012)

Invaluable to this patient but opening all kinds of possibilities in relation to responding to a stimulus through thought alone.

If this patient 'learns' how to communicate further than this surely is technology enhanced learning on the very out fringes of the extreme. In practice an engineer might describe this as 'testing to destruction' - lessons are learnt from such cases.

See more on Panorama http://www.bbc.co.uk/programmes/b01ny377

Asked to think about the future of learning and for disabled students in particular, I couldn't help but consider the most extreme forms of e-learning with severely disabled patients - those beyond our reach the 'brain dead' while those in a vegative state coming within reach - and is this state is one we go into under general anaesthetic, one from which a person does occassionally recover.

Coma%25206.JPG

Fig.2. A new brain scanner helps completely paralysed people to spell words

I don't want to be a guinea-pig in such a set up, but what if having been kept 'alive' say after a car accident I tell those who have stirred me to communicate that I wish I had died on the roadside all those years ago? Do they remove the technology and well me into a side room until I die of natural causes decades later? (This was the scenario in a black and white ante-war movie of the 1930s ... I think. Recall the detail of the film and would love its name if you know it).

I don't mean to be flippant, but could this technology be used to talk with animals ... or give us the sense that we are ? If attached to such devices in our sleep, might dream actions be turned into real ones?

Coma%25205.JPG

Fig.3. Real-life Jedi: Pushing the limits of mind control (BBC 2012) Last accessed 10 Dec 2012

http://www.bbc.co.uk/news/technology-15200386

And who gets there hands on this extremely expensive kit? Anyone willing to be a guinea-pig? The children of billionaires? Or in time - everyone with a need.

If in your 90s you are reduced to this state could you or would you want to extend life if it could be enriched in this way? Pushing humans into a stage that is more than just one foot in the grave - you are, in every sense, living as if buried alive? And if this could be realistically be sustained for decades?

Depends on the person I suppose.

 

Permalink Add your comment
Share post
Design Museum

Simplicity in all things - less to go wrong

Visible to anyone in the world
Edited by Jonathan Vernon, Sunday, 9 Dec 2012, 22:12

Einstein%25202.JPG

Over three months of H810 Accessible Online Learning and I'm reducing the lessons I've learnt to a few words - simplicity is one of them. Why? Might be the second - e-learning that does stuff because it can but is the equivalent to turning the Yellow Pages into a pop-up book with a scratch card for smell might win a pitch, but will it work in the ling term?

 

Permalink 3 comments (latest comment by Jan Pinfield, Monday, 10 Dec 2012, 11:05)
Share post
Design Museum

What communicating with a person in a vegetative state can do for e-learning

Visible to anyone in the world
The self-drive car will allow those with sight, mobility and other disabilities to travel when and where they want for the first time - had accessibility laws been enforced 100 years ago how far would cars have got? The self-drive computer is a decade away - this is a computer controlled by the user's thoughts - something already trialled by communicating with people in a vegatitive state - will this be the ultimate degree of accessibility? Legislation and policy sets the bar overwhich institutions must step - this bar should be raised constantly to strive to keep not too far behind what is possible. From time to time it would be valuable for someone to reach way beyond, this will be achieved by working with disabled students, the case of the patient in a vegative state the most extreme example - knowledge gained in that extreme example offering insights that could be used in the general population and of course with people who are far less disabled than this extreme.
Permalink
Share post
Design Museum

Lego Education

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 4 Jan 2013, 19:37

Bill%2520Furniss%2520%252B%2520UKCC3%25208NOV08%25201.jpg

Fig.1. Coach training with Bill Furniss, Nottingham

The Amateur Swimming Association, who train all our swimming teachers and coaches up to the highest level through the Institue of Swimming, have a hundred or so Open Learn like modules that take typically 2-3 hours to do including things like 'Coaching Disabled Athletes' and 'Working with athletes with learning difficulties'. And other important refresher modules such as child protection.

Paralympics%2520LEXI%2520C4%2520SNIP.JPG

Fig.2. Learning for disabled students needs to be tailored to their specific needs

As we have now seen on H810 : Accessible Online Learning - far more so than in the general population, there are specific and complex needs. The general disability awareness for sport says, 'see the ability not the disability, play to their strengths' - as a coach you have to identify strengths from weaknesses.

TBT%2520BR%25201.JPG

Fig.3. Using an endless pool to examine swimming technique

Once you are working with an athlete then you find you need more specific knowledge on a, b, or c - which might be an amputee, someone with cerebral palsy, or no hearing. Each person is of course very different, first as a person (like us all), then in relation to the specifics of their disability so a general course for tutors and teachers then becomes a waste of time.

Lego%2520Learning%2520Institute%25201.JPG

Fig.4. Lego Education using Lego Techniks

If we think of this kind of e-training as construction with Lego Techniks, then once you're past the introduction a 'set of bricks' should be used to assemble more specific answers and insights - even getting users - in this instance a coach and athlete, to participate in the construction based on their experience i.e. building up hundreds of case studies that have an e-learning component to them. The Lego Educational Institute are an astute bunch, their thinking on learning profound, modern and hands on.

Perhaps I should see what I can come up with, certainly working with disabled athletes the coach to athlete relationship is more 1 to 1 than taking a squad of equally 'able' swimmers. Then apply it to other contexts. And Lego are the ones to speak to.

'Lego Education' are worth looking at.

The thinking is considered, academic and modern - written in language that is refreshingly clear and succinct given the subject matter. The idea of 'flow' - Mihaly Csikszentmihalyi - is included while the 'Four Cs' of learning is a good way to express the importance of collaborative, self-directed construction and reflection:

  • Connect
  • Construct
  • Contemplate
  • Continue

 

 


Permalink 5 comments (latest comment by Jonathan Vernon, Friday, 7 Dec 2012, 23:41)
Share post
Design Museum

H810 : Do you need help getting around?

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 7 Dec 2012, 16:54

IMG_3883.JPG

Fig.1. Signage plonked in your face as you exit the tube station at Tower Hill

My antennae are out for anything and everything to do with accessibility - this caught my eye because there is no mention of disability or accessibility - nor should there be. I find phrases like 'disabled persons' or, instead of the icons such as these -  words like 'wheel-chair user', 'blind' or 'visually impaired' and 'deaf' as out-moded and inappropriate as efforts to define 'people of colour'.

I rather liked the 'older old' which I say in something yesterday - by anyone's reckoning Rupert Murdoch at 82 is 'old' whereas his mother who died yesterday was certainly 'older old'. Given how long-lived we are becoming Shakespeare's 'Seven Ages of Man' ought to be rephrased as 'the nine (or ten) ages of ... 'persons' (yuk)

I rather like 'oldies' too - but do they?

The relevance of this two-fold: the integration rather than the segration of disability into the population - at many levels we are all just 'people' and the language should reflect this; universal language as well as universal design - so understanding at what 'levels' words also need to be chosen with care. As this sign does so well there is no need or value in defining the need by labelling people with certain disabilities, at deeper levels then yes, clarifying and responding, for example to a visual impairment and then refining this to the blind, legally bling, sight impaired, short sighted and so on is necessary. Getting the context right matters. Giving it some thought - and having people in place to give it this thought - helps.

FURTHER LINKS

Transport for London

Transport and access to public services

Transport for London - Disability Guides

Mayor of London Access Policy

 

 

Permalink Add your comment
Share post
Design Museum

H810 Activity 27.4 : Alternative formats

Visible to anyone in the world
Edited by Jonathan Vernon, Friday, 4 Jan 2013, 19:49

Read this web page and consider to what extent the six challenges mentioned are addressed in your context:

Mis-Adventures in Alt Format (Stewart, 2007)
http://www.altformat.org/index.asp?id=119&pid=222&ipname=GB

Pick one challenge and write a paragraph in your tutor group wiki explaining how it is relevant to your context.  
____________

Developing a total picture of how Alt Format fits into the broader discussion of curricular reform and modernization will help insure that we do not continue to live on the margins of the educational mainstream. (Stewart, 2007)

'Universal Design for Learning'

Challenges in relation to Alternative Formats:

  1. How does the provision of Alt Format fit into other emerging models for data management and delivery?
  2. How do we build systemic capacity to meet the projected needs for Alt Format and Accessible Curricular Materials?
  3. How do we align the divergent Alt Format efforts occurring on an international bases so that they minimize redundancies and duplicative efforts?
  4. How do we move beyond the current focus on Blind and Visual disabilities to a more holistic model of access for the gamut of print disabilities?
  5. How do we develop the level of technological literacy in students with print disabilities that will be necessary for them to benefit from the technological evolutions that are occurring in curricular access?
  6. How do we involve all of the curricular decision makers in the process of providing fully accessible materials?

In my context


1) How does the provision of Alt Format fit into other emerging models for data management and delivery?

With the digitization of everything a further step to ensure content is also accessible should be taken at the time of conversation or creation. I’m not aware in an agency where this ever occurs and when there is a client request the response is a simple one - word or PDF formats, or look to the browser of platform where the content will sti.

2) How do we build systemic capacity to meet the projected needs for Alt Format and Accessible Curricular Materials?

Is there a more appropriate agent to handle the conversion and delivery of electronic content on a given campus or system of campuses? I’d probably consider the Open University itself, or the Business School where I worked for a while. I know the disability officer, but his role was more to do with access and personnel and visitors to the building then meeting student needs - which I presume comes under Student Services.

3) How do we align the divergent Alt Format efforts occurring on an international bases so that they minimize redundancies and duplicative efforts?

Whilst efforts can and have to be made to improve access universally might the fine detail be left to address either group issues by working with representatitives of associations for, for example, the blind, dyslexia, cerebral palsy and other groups ? Learning from then improving such practices and tackling access for people from these groups for specific subjects and specific levels on a strategic basis knowing that complete coverage is the goal?

‘A plan for the development and incorporation of emerging technologies in a holistic and self-sustaining model is incumbent. These emerging systems must be based on flexibility and economies of scale if we are ever going to get in front of the issues of materials access.’ (Stewart, 2007)

4) How do we move beyond the current focus on Blind and Visual disabilities to a more holistic model of access for the gamut of print disabilities?

Doesn’t cover everyone who would benefit and would benefit other groups, such as non-native language populations, remedial groups and as an alternative for any user who may prefer or benefit from the text record.

5) How do we develop the level of technological literacy in students with print disabilities that will be necessary for them to benefit from the technological evolutions that are occurring in curricular access?

In many anecdotal reports, less than 10% of the incoming students to higher education have ever had any realistic exposure to the access technologies they will need to be successful in adult education and in the world of work. (Stewart, 2007)

Current studies suggest the opposite, that students with disabilities who gain so much from having a computer to access resources, that they are digitally literate. There are always people who for all kinds of reasons have had less exposure to or are less familiar with the technology -whether or not they also have a disability.

6) How do we involve all of the curricular decision makers in the process of providing fully accessible materials?

The original authors never have a say or make a contribution to the reversioning of content for use by disabled students.

This method of access often times results in the retrofit of existing materials, or the creation of alternative access methods that are not as efficient or well received in the general classroom environment. (Stewart, 2007)

For a truly effective model to be developed the original curriculum decisions should be made in a context of understanding the needs of all learners, and in particular those learners who do now have visual orientation to the teaching and learning process. (Stewart, 2007)

-----------------------------------------------------------------------------------------------------------

Interview analysis revealed five personal factors that appeared to influence students’ decisions about technology use:

  1. a desire to keep things simple,
  2. a lack of DSA awareness,
  3. self-reliance,
  4. IT skills and digital literacy,
  5. a reluctance to make a fuss.

The three most talked about factors were desire to keep things simple, IT skills and digital literacy. Seal and Draffan (2010:455)

‘The are many ways of making and communicating meaning in the world today.’ Conole (2007:169)

The kind of problems students with disabilities now face are different - less whether content has been made available in a digital format, but how good the tools and services are to access this content.

  • accessibility of websites and course/learning management systems (CMS)
  • accessibility of digital audio and video
  • inflexible time limits built into online exams
  • PowerPoint/data projection during lectures
  • course materials in PDF
  • lack of needed adaptive technologies.

Students also mentioned technical difficulties using e-learning and connecting to websites and CMS, problems downloading and opening files, web pages that would not load, video clips taking too long to download, poor use of e-learning by professors and their own lack of knowledge  working with elearning.

For most groups of students, solving e-learning problems by using non e-learning solutions was also popular.

During the last decade there has been tremendous development and interest in e-learning on campus. While our research shows the many benefits of e-learning, such as the availability of online course notes, there are also problems. Chief among these are problems related to inaccessibility of websites and course management systems. (Fitchen et al 2009:253)

Digital Agility

Results suggest that an important personal resource that disabled students in the study drew on when using technologies to support their studies was their ‘digital agility’. Seal and Draffan (2010:449)

Use of assistive technologies

Many students with disabilities have, since 2007, developed strategies for the use of both specialist assistive technologies (e.g. IrisPro, quill mouse, Kurzweil, Inspiration or Dragon Dictate) as well as more generic technologies (e.g. mobile phone, DS40 digital recorder, Google) Seal and Draffan (2010:450)

Seal and Draffan (2010:451) therefore suggest that disabled students have the kind of ‘sophisticated awareness’ that Creanor et al. (2006) described when they talked about effective learners being prepared to adapt activities, environments and technologies to suit their own circumstances. This contradicts somewhat the arguments of Stewart who argues that disabled students are behind other students in terms of developing digital literacies.

The digital agility of the students, identified in the study, is significant in terms of encouraging practitioners not to view all disabled students as helpless victims of exclusion. Digital inclusion does not always have to be understood through the dual lenses of deficits and barriers. Seal and Draffan (2010:458)

REFERENCE

Conole, G and Oliver, M (eds)  2007. Contemporary perspectives in E-Learning Research. Themes, methods and impact on practice.

Fichten, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Barile, M., Nguyen, M. N., & ... Wolforth, J. (2009). Disabilities and e-Learning Problems and Solutions: An Exploratory Study. Journal Of Educational Technology & Society, 12(4), 241-256.

Seale,J., Draffan,E.A. (2010) Digital agility and digital decision-making: conceptualising digital inclusion in the context of disabled learners in higer education, Studies in Higher Education, 35:4, 445-461

Stewart, R (2007) Mis-Adventures in Alt Format

Permalink
Share post
Design Museum

Blown away by my LAST TMA Result!!!!

Visible to anyone in the world
Edited by Jonathan Vernon, Wednesday, 5 Dec 2012, 06:42

Mowden%2520Swimming%2520Shield.JPG

Fig. 1. Won some team shield - age 12 years and 9 months

Over the last 34 months I have watched as various folk have posted news of a TMA success - the most important lesson and life lesson I have learnt through the OU (this time round) is to stick with it come what may.

This result doesn't win me clients, but as I stop for the day and set out into the night to meet folk who might be part of a team or might even be clients I can so with growing confidence.

'89'

I look at it and want to call my Mum.

We're discussing criticism and feedback in a forum on Linkedin - E-Learning Global Network.

I am inclined simply to shower someone with praise - they can figure out where it isn't up to scratch but the lift will do them wonders.

Stick with it. It takes time.

Somewhere I've posted how I felt going into this. 'In the flow'

Mihaly Csikszentmihalyi

Find the support to get through the stumbles and bad decissions. This either comes from internal strength or external support - this could be the institution, might be your family.

An EMA and the MA is done.

 

Permalink 4 comments (latest comment by Jonathan Vernon, Wednesday, 5 Dec 2012, 18:22)
Share post
Page: 1 2 3 4

This blog might contain posts that are only visible to logged-in users, or where only logged-in users can comment. If you have an account on the system, please log in for full access.

Total visits to this blog: 5204651