Hoorah! I've just sent in TMA01. I had a horrendous job keeping to the word count ... so much I wanted to say and so little space to say it. I had the arduous task of cutting 510 (!) words out of my first draft but I got there in the end, and I think I covered all the points I was supposed to. Hopefully :)
I'm going to have a rest from study now until after the weekend (I may even attempt some DIY on Sunday) and then begin block 2 in ernest. I have a week's annual leave coming up at the end of October so I want to try and get a little ahead of myself before then so I don't have too much catching up to do afterwards.
... exactly what it says on the tin. A blog for little bits of stuff that I learn along the way or generally find interesting. Most likely ever-so-slightly geeky learning technology bits and bobs.
Thursday, 16 October 2008
Wednesday, 8 October 2008
Learning Outcomes in your Context (Week 5 - Activity 1.1)
What are the issues in achieving learning objectives in your context?
I need to make sure the online materials I produce are accessible, written using compliant code and following best practices, with multimedia in accessible formats (or with alternative formats available). Michaels case study highlighted the benefits of having all materials available digitally and how this very much helps with his visual impariment. A lot of my work is linked with getting information online and so fits in with that practice.
Are there fundamental challenges for students with particular impairments in the subject that you teach?
I don't teach a particular subject, I support teaching staff who teach pretty much every subject! The challanges thier disabled students are likely to encounter with the multimedia learning materials I produce are ones that are linked to computer/multimedia use in general.
What would you need to consider if you were designing a module in art history that includes the ability to analyse visual primary sources as a core competence?
Analysing visual primary sources as part of an art history module is likely to provide challenges for visually impaired students. However, Michael's case study highlighted the fact that this would need to be assessed on an individual student basis. Although Michael was blind, he had been able to see until he was in his twenties and also had prior knowledge of some art work that had been described to him by his academic tutor. Verbal descriptions of visual sources might help visually impaired students with this core competence, as might the opporunity to discuss the source with a support worker and ask questions about the resource they were required to analyse.
I need to make sure the online materials I produce are accessible, written using compliant code and following best practices, with multimedia in accessible formats (or with alternative formats available). Michaels case study highlighted the benefits of having all materials available digitally and how this very much helps with his visual impariment. A lot of my work is linked with getting information online and so fits in with that practice.
Are there fundamental challenges for students with particular impairments in the subject that you teach?
I don't teach a particular subject, I support teaching staff who teach pretty much every subject! The challanges thier disabled students are likely to encounter with the multimedia learning materials I produce are ones that are linked to computer/multimedia use in general.
What would you need to consider if you were designing a module in art history that includes the ability to analyse visual primary sources as a core competence?
Analysing visual primary sources as part of an art history module is likely to provide challenges for visually impaired students. However, Michael's case study highlighted the fact that this would need to be assessed on an individual student basis. Although Michael was blind, he had been able to see until he was in his twenties and also had prior knowledge of some art work that had been described to him by his academic tutor. Verbal descriptions of visual sources might help visually impaired students with this core competence, as might the opporunity to discuss the source with a support worker and ask questions about the resource they were required to analyse.
Monday, 6 October 2008
Accessability history (Week 4 - Activity 3.1)
Make notes in your blog about the circumstances that lead to the successful implementation of assistive technology.
After reading the week 4 resources a couple of things stuck out as being particularly significant to successful implementation of assistive technology.
- Finance. Assistive technologies very often require significant additional investment, either on the part of the institution or the individual learner (Worcerster College for the Blind had ongoing financial difficulties throughout it's history, Léonie mentioned the cost of Screen Reader technology)
- Customisation/Adaptation. Disabled students may adapt thier computer, use additional hardware and even change thier desk to make using technology easier. Customisation options within software are also beneficial, for example allowing the user to change colours, sizes and layouts of software.
- Assumption. Don't make assumptions about what a disabled person may or may not be able to do. Each individual will have different needs, which we've mentioned briefly in previous weeks, so consultation is key.
Thursday, 2 October 2008
Student Strategies (Week 4 - Activity 1.1)
Time Pressures
I identified the following experiences that would be common to many students starting higher education. Depending on the individual these experiences may be more pronounced for disabled students.
Good Practice
- Having to double check arrangements
- Researching available assistive technologies
- Planning accessible routes around campus
- Finding alternative temporary support while waiting for long term solutions to be arranged
- Waiting for course materials in alternative formats
- Alternative assessment arrangements (extra time, separate rooms, breaks etc.)
- Alternative emergency procedures (vibrate/flashing light alarms, assembly points)
- Working from home rather than on campus
- Getting used to independant living
- Being able to make contact with friends and family (phone lines, internet connection)
- Proof reading / reading aloud
I identified the following experiences that would be common to many students starting higher education. Depending on the individual these experiences may be more pronounced for disabled students.
- Feeling nervous, venerable and homesick.
- Tiredness and lack of sleep / trouble sleeping in new surroundings.
- Culture Shock.
- Meeting and dealing with new people.
- Feeling confused about what they should be doing, where they should be and what is expected of them.
- Becoming independent.
- Delays in allocation of Disabled Student Allowance (DSA), or delays in the delivery of DSA funded equipment.
- Mobility issues that cannot be resolved due to listed buildings etc.
Good Practice
- Institutions making anticipatory decisions when producing materials
- Institutions making arrangements in advance of the arrival of disabled students
- Institutions accommodating alternative learning methods/activities
Other Issues
- Choosing accessible courses/modules
- Ensuring access to suitable local healthcare for medical treatment