Accessibility of OERs for Diverse Learners and Guidelines for Dyslexia in Modern Language Learning

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Accessibility of OERs for Diverse Learners and Guidelines for Dyslexia in Modern Language Learning Join us for this webinar discussion on issues relating to accessibility of OERs for learners with diverse abilities. The discussion will focus on a number of questions such as: Is accessibility support in OERs ‘required’ or just ‘nice to have’? How can we achieve full inclusion of OERs without stifling openness and innovation? This will be set in the wider environment such as legal context, pedagogic agendas, and technical issues. Results from the Dyslexia in Modern Language Distance Learning staff development project will also be shared. Highlights include publishing the Guide to Good Practice as an OER and the project’s impact on tutor’s engagement with open educational practices and online collaboration. Presenters: Dr. Chetz Colwell, Learning & Teaching Development Manager for Accessibility, The Open University Una Daly, MA, Community College Outreach Director, OpenCourseWare Consortium Dr. Mathilde Gallardo, Staff Tutor Languages, The Open University Dr. Andy Lane, Professor of Environmental Systems, The Open University

Text of Accessibility of OERs for Diverse Learners and Guidelines for Dyslexia in Modern Language Learning

  • 1.Chetz Colwell, Open University, UK Matilde Gallardo, Open University UK Andy Lane, Open University UK Una Daly, OCW Consortium Considering OER & Accessibility for Diverse Learners March 11, 2014 1

2. Collaborate Window Overview Audio & Video Participants Chat 3. Todays Agenda Introductions Accessibility Needs and Goals OER & Accessibility Considerations Case Study: Dyslexia in Modern Language Learning Staff Development Resource Links Discussion 3 4. Welcome Please introduce yourself in the chat window 4 Una Daly, Community College Outreach Director OCW Consortium Chetz Colwell, Manager Accessibility Teaching and Learning Open University Mathilde Gallardo SL/Staff Tutor Modern Languages Open University Andy Lane Environmental Systems Professor Open University 5. Open Education Accessibility Needs & Goals 5 Una Daly, Community College Outreach Director OCW Consortium 6. Sources: UNESCO, William and Flora Hewlett Foundation 6 Open Educational Resources Teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution. OER Logo 2012, J. Mello CC-BY 7. What is an Open License? Free: Free to access online, free to print Open: Reuse, Revise, Remix, Redistribute Creative Commons: less restrictions than standard copyright but author retains full rights. 8. Examples Includes Course materials Lesson Plans Modules or lessons OpenCourseWare (OCW) Open textbooks Videos Images Tests Software Any other tools, materials, or techniques used to support ready access to knowledge 8adapted from Judy Bakers ELI 2011 OER Workshop cc-by license 9. Characteristics of OER Digital Easy to customize Free distribution Open License Reuse, Revise, Remix, No/Low cost Expands access to education Labeled for reuse by MrKCoolsPhotostream 10. DIGITAL + ACCESSIBLE OPEN LICENSE OER Conundrum 10 11. Need for Accessibility ~1 billion worldwide have form of disability World Report on Disability, 2011 Disproportionate affect on health, education, employment, and poverty World Report on Disability, 2011 11% U.S. postsecondary students report disability AIM Commission Report, 2011 Many experience accessibility barriersAIM Commission Report, 2011 11 12. United Nations Convention on Rights of Persons with Disabilities (2006) Ratified by 141 countries United Kingdom Equality Act (2010) Americans with Disabilities Act (1990) Canadian Human Rights Act (1985) Treaties and Laws 13. Diverse Learner Challenges Cognitive learning disabilities Sensory or motor impairments Language deficits Lack of engagement Kersti Nebelsiek CC-BY Source: 14. OCWC Accessibility Goals Improve learning for all Universal, inclusive design Help curriculum developers Design OER to be accessible Empower faculty adopters Evaluate OER and adapt for accessibility Build a Community of Practice Open Univ, MERLOT, Inclusive Design Centre, NFB,. Used with permission from Virtual Ability, Inc 15. Design & Guidelines Universal Design for Learning Providing multiple means of expression, representation, & engagement Web Content Access Guidelines (WCAG) 2.0 Perceivable Operable Understandable Robust 15 16. Open Textbook Accessibility Reviews Textbook: Collaborative Statistics Accessibility reviewed by: Virtual Ability, Inc. 17. OER, Accessibility & Strategic Alliances 18. Considering accessibility of OERs for diverse learners Chetz Colwell Institute of Educational Technology Open University, UK 19. Introduction The Open University (OU) has approx 200,000 students who are mainly studying at a distance Approx 20,000 students have declared a disability OU provides OERs as part of its charter to provide education to the public OU has range of Open activities: OpenLearn, iTunes U, OER Research Hub, Open Research Online, FutureLearn (MOOCs and platform). OU has long history of supporting disabled students. Has programme of work to embed inclusion in its curriculum 20. OER accessibility policy OU working towards a policy to address questions such as: Is accessibility support in OERs required or just nice to have? To what extent should OERs conform to the Web Content Accessibility Guidelines? How can we achieve full inclusion of OERs without stifling openness and innovation? Need to consider these in legal and pedagogic contexts 21. UK legal context UK Equality Act requires Universities to avoid discrimination against disabled people by making 'reasonable adjustments' Covers both formal and informal teaching & learning How do we define what is reasonable? No test cases (as yet!) Some technical guidance on weighing up costs and benefits, e.g. whether it is a core service and whether it affects educational outcomes 22. Pedagogic context Regardless of legal context, the moral position to enable disabled people to participate in formal and informal learning Still need to resolve issues around access to subject areas, such as STEM, Arts, Languages, These exist in formal teaching, but there may be less resource available for making adjustments in OERs Floe Inclusive Learning Design Handbook provides useful guidance and techniques but does not help prioritise adjustments or navigate legal contexts 23. Technical context WCAG gives us technical guidance, with priorities, but lacks learning or legal context Authoring tools are beginning to support accessibility, such as OERPub 24. In an ideal world Authors would fully understand the needs of diverse learners And know how to address them And not feel accessibility stifled their openness or innovation Institutions would have policies to guide authors and technical developers Authoring tools would support authors in considering accessibility E.g. would create / prompt for accessibility-related metadata Delivery platforms would be fully accessible, e.g. MOOC platforms Further recommendations are made in Anna Gruszczynska's report: Creators would be supported with policies and guidance, and strategies for simple fixes OER projects would address accessibility, etc. 25. Questions If accessibility for diverse learners is required and not just nice to have, what steps are we taking towards that ideal world? Acknowledgments: Tony OShea Poon, Head of Equality, Diversity and Information Rights, OU Megan Beckett, Siyavula Education (Pty) Ltd. 26. Developing inclusive practice through OEP and OER: the Dyslexia and Modern Languages project Matilde Gallardo The Open University, UK 27. Overview A Staff Development project at the Department of Languages (OU) in 2013. Aimed to: -raise awareness of SpLD and dyslexia in ML learning -share knowledge and good practice among tutors -work collaboratively to design inclusive ML OER -develop confident practitioners and, by extension, support dyslexic students in their learning goals. 28. The context Second Language Acquisition, SLA, research and dyslexia; concepts of learning and transferable skills. Adult language learners with dyslexia in Higher Education. Areas of possible difficulties (students and teachers) Identified gaps: Lack of subject-specific resources for teachers Need for greater awareness of the challenges faced by dyslexic adult language learners Guidelines for course writers, advisers and teachers 29. The work 30. Attention deficit disorder Dysphasia Autistic spectrum disorder Dyspraxia Dyslexia Labels and definitions 31. Aspects of collaboration in the groups Roles and responsibilities Communication: timing, setting out work, choice of tools Differences between individuals: - expectations, personal goals - amount of time - knowledge of subject matter - level of engagement Sharing work OER and OEP Commenting and peer review Sharing and developing expertise on an area of common interest 32. Presentations in Elluminate 33. Staff Development 34. LORO 35. Resources on the LORO home page 36. 37. 38. 39. Resource Links OER and Accessibility MERLOT Community FLOE Project Handbook Open University OER OER Research Hub A Guide to Good Practice: Supporting Students with Dyslexia in Modern Languages CCCOER-OCW Open Textbook Reviews sibility-reviews- OCW Toolkit Accessibility Issues 39 40. Questions for Panelists Contact Info: Chetz Colwell, Una Daly, Matilde Gallardo Andy Lane,