My role – e-learning, accessibility an a postgraduate module with the Open University


H810 Activity 1.3

My role and context in education.

Without knowing it or going into teaching I have always found myself inclined to teach – an inclination towards being an educator. (I enjoy being a lifelong learner, always a student of something whether sport, writing, history, drawing and even performance. An interest in video production took me into corporate training, carrying kit around Windscale in my teens, shooting video at university, and learning from a BBC producer and members of the trade association the IVCA until I established myself as a professional director and writer. I have worked on every kind of training video production: health and safety in the nuclear power industry, legal training, driving a 4×4, induction in the Crown Prosecution Service, Asthma Awareness for patients and GPs, IT security and ‘Green’ driving for the Post Office, careers and education choices for 14 year olds, management training and so on. These were usually facilitated and often supported with workbooks. In due course they became interactive and eventually (a backwards step for a decade) migrated to the Web. However, I had no formal understanding of the theory of education, of learning design or of interactive and online learning in particular until starting with the OU.

How these relate to accessibility and online learning.

In many cases creating accessible content is a requirement which in the past meant either the inclusion of subtitles or a signer in vision for those with a hearing impairment or disability. For computer based learning, which in its broadest sense takes in desktops, laptops, tablet and smartphones, with increasing sophistication are we at times restricting access to some if not many disabled people?

What would I like to achieve from the module (H810).

Concluding module to gain the Masters in Open and Distance Education (MAODE) with graduation in 2013.

  1. Practical understanding of the issues.
  2. To help plan how the e–learning we produce meets the requirements of the DDA especially where this is a client request.
  3. Helping to ensure that consideration is given to accessibility at the briefing and design stages and that such efforts are costed then applied as scripts are written and learning designs developed.
  4. Provide support to colleagues when making accessibility a point in e–learning proposal documents.
  5. Informed discussions with disabled people I know (colleagues, friends and swimmers) and what they make of accessibility online provision.
  6. The ‘Montessori’ effect – by thinking how to improve access and communicate more clearly all learners will benefit – the confident e–learning designer may be the one who leaves out the bells and whistles.
About these ads
Tagged with: , , , , , , ,
Posted in Accessibility, e-Assessment, E-Learning, e-Portfolio, Evaluation, Forum Threads, H800: Technology Enhanced Learning - practices and debates, H807: Innovations in E-Learning, H808: The E-Learning Professional, H810: Accessible Online Learning, Innovations, Learning, Learning Design, M-learning, MA in Open & Distance Education, Training

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Categories
Calendar
September 2012
M T W T F S S
« Aug   Oct »
 12
3456789
10111213141516
17181920212223
24252627282930
Follow

Get every new post delivered to your Inbox.

Join 651 other followers

%d bloggers like this: