Notes on Seale Chapter 9

Developing Accessible E-learning Practice - The Staff Developers Perspective.

The questions for guiding the reading for this chapter weren't really that relevant to me but I have made the following notes and observations.

Accessibility is an issue which requires organisational change across the board. Communication, information and training will be key to facilitating effective change.

Staff developers need to design and deliver effective programmes but also need to consider how they are promoted to staff to generate interest and enthusiasm.

Different stakeholders will require information and training on different issues that are specific to their role as well as general accessibility awareness training. It is likely that providing specific examples of students with difficulties (e.g. case studies) and subject/department specific issues (e.g. for accessibility in art and design) will help to personalise the issue and put it into context.

A blended learning approach is likely to be most successful. Workshops to raise awareness coupled with ongoing face to face training and online materials for just-in-time learning. A disadvantage of workshops is that "staff may see the issues as an add-on or afterthought rather than an integral part of the process" (Seale, 2006). While this may be true, it is unfortunate that at an organisational level accessibility has actually been an add-on or an after-thought which has resulted in this accessibility. In addition to awareness workshops, specific training and online materials the subject of accessibility should be integrated into all areas of training such as using the VLE etc.

Understanding the impact of specific disabilities and the practical considerations of using assistive technologies is a key element. It is also useful for staff to understand the consequences of these outside of the own department context. For example, student support staff need to know how assistive technology can be used to assist access to a VLE but also how the VLE itself works and any built in accessibility features such as customisation so that they can show the students they are supporting.

Bringing together stakeholders to discuss the content of training and different areas for consideration is likely to help improve the effectiveness of accessibility awareness training. Likewise, communicating with different stakeholders on their needs and expectations from training gives a sense of ownership and will likely be more receptive to the training at later stages.

Accreditation and qualifications may encourage staff to engage more readily with disability awareness training. Recognising the achievements and professional development of staff will generate a more positive response. A coercive approach instigating compulsory training is unlikely to be well received.

Practical advice on creating accessible resources should be included in training, not just reasons why they should be produced.