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ICS Subject Centre 10 th Annual Conference

ICS Subject Centre 10 th Annual Conference. Smarter, Better, Faster, Stronger: Inclusive use of technology in teaching ICS Dr Simon Ball simon@techdis.ac.uk www.techdis.ac.uk. This presentation…. …can be downloaded from www.techdis.ac.uk/community

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ICS Subject Centre 10 th Annual Conference

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  1. ICS Subject Centre 10th Annual Conference Smarter, Better, Faster, Stronger: Inclusive use of technology in teaching ICS Dr Simon Ball simon@techdis.ac.uk www.techdis.ac.uk

  2. This presentation…. • …can be downloaded from www.techdis.ac.uk/community • Login and navigate to the HE section and Simon’s Presentations - you can download from there and you will have all of the URLs as clickable links • Direct link: http://www.techdis.ac.uk/community/course/view.php?id=93

  3. Inclusive Use of Technology:Smarter, Better, Faster, Stronger • Work it harder make it better, Do it faster makes us stronger,More than ever, hour after hour,Work is never over • Daft Punk ‘Harder, Better, Faster, Stronger’ • We need to work Smarter, not Harder - Can we save ourselves and our students work, use Better tools for the job and make systems Stronger, by inclusive use of technology?

  4. Smarter: Make use of the services available to you – like JISC TechDis • JISC advisory service (HE and FE) providing advice and guidance on inclusive use of technology. • Working at policy level, institutional strategy level, and practitioner level. • Much advice and guidance available for practitioners to improve practice (see next slide) but now we have reached a stage where we need management and policy to further enable inclusive use of technology • Many free JISC services available – JISC InfoNet, Netskills, JISC Digital Media, JISC Legal, Procureweb…

  5. 10 Handy resources for practitioners to enhance inclusive use of technology • Accessibility Essentialswww.techdis.ac.uk/accessibilityessentials • Teaching Inclusivelywww.techdis.ac.uk/getTeachingInclusively • Free Softwarewww.techdis.ac.uk/getfreesoftware • Library Guides www.techdis.ac.uk/getlibraryguides • Alternative Formats www.techdis.ac.uk/getaltformat • Assistive Technologieswww.techdis.ac.uk/getATreport • Case Studies (HEAT scheme)www.techdis.ac.uk/getheatscheme • Getting started: Mobile Learning www.techdis.ac.uk/upwardlymobile • Creating Accessible Learning Objects: www.techdis.ac.uk/getxerte • Web2.0 Evaluation Tool www.techdis.ac.uk/getweb2access

  6. Better: Improvements to practice • HEAT scheme • Funded by JISC and HEA • Staff awarded technologies up to £2K (i.e. achievable projects) to uncover or develop an aspect of inclusive teaching. • www.techdis.ac.uk/getheatscheme • Some examples you might want to consider…

  7. Creating an accessibility/usability testing facility for students – Manchester Met. University • Students learning software design, web design, e-learning design are taught accessibility principles but have little chance to evaluate other than using automated tools • Facility gives them chance to obtain first hand user feedback • Students were very animated during session and referred to facility as an ‘eye opener’ • Assessment suggests this year’s cohort have a much deeper understanding of usability

  8. Supplementing Learning and Teaching Through Mentoring Avatars – Ulster University • Avatars available 24/7 at times when human staff unavailable • Trialled with groups of volunteers – due for wider rollout this coming term • May be of particular benefit to students with Asperger’s • Further work needed to integrate more fully with existing systems

  9. What’s it worth? Equivalent assessment opportunities – Roehampton University • Began by offering alternate means of assessment to disabled students eg video or audio recordings in place of written work • Raised issues of equivalence – how much footage equates to a 3000-word essay? • Produced an ‘equivalence’ table of over 40 assessment types – further work being done to refine and expand the table.

  10. Using mobile devices and microblogging to analyse student use of learning spaces – University of Leicester Two groups of students (UG and PG) used the iPod touches for a period of 4 weeks each. Asked to microblog about where they were and what they were doing, to increase understanding of student use of learning spaces.

  11. Other HEAT projects include: • Evaluating e-book readers for marking student assignments • Use of Mediascapes to enhance mobile-based field learning (urban education) • Evaluating the use of mobile devices to support disabled students • Over 80 projects in total • www.techdis.ac.uk/getheatscheme

  12. Faster: Technology in everyday practice aids inclusion There are many technologies available that are easy to use, require no installation (therefore anyone can use on any machine) and can add significantly to the inclusivity of your everyday practice. For example…

  13. Everyone could be using these: • Audacity: Audio recorder; Portable version available; Good tutorials on Youtube and Videojug • Screentoaster.com: Screen capture; web-based tool; similar to Camstudio (which requires install) • Dspeech: Automated audio of text; Portable version available; voices not great but picks up others from PC • Robobraille.com: Send a Word document off to britspeech@robobraille.com, get an MP3 back! • Readthewords.com: Automated audio of text; much better voices (some ! E.g. Charles, Nina)

  14. Access Apps • See www.techdis.ac.uk/getaccessapps • You can choose full package for a 2 GB memory stick or smaller ‘Lite’ version • Provides via a single menu over 50 tools that run from memory stick – so will run on any PC • Now part of larger EduApps suite • = (Access Apps + Learn Apps + Teach Apps) • http://www.rsc-ne-scotland.ac.uk/eduapps/compare.php

  15. These are not as simple to learn, but can aid inclusivity substantially • WINK: Portable version available; Produces more flexible presentations, with image selection, flexible audio and captioning, subtitling and so on • Xerte: Generator of Accessible Learning Objects (a bit like Articulate, CourseGenie etc); Can be installed but better used via web; find out more at www.techdis.ac.uk/getxerte (including ‘Creating your first object’ guide) and have a play in our sandpit www.techdisplayxerte.info (username techdis, password jisc) [if display error occurs use IE, hit F5 to refresh and try again]

  16. QR Codes • Generate a QR code freely on the web eg. http://qrcode.kaywa.com - print and stick anywhere • Download and install free QR reading software to your phone • www.mobile-barcodes.com/qr-code-software/ • Two example uses: National Star College and Heriot-Watt University

  17. Travel text is read out by a text to speech application running on the phone

  18. HEAT2 mLearning Case Study – Heriot-Watt University • Alasdair Thin – used mobile phone to stream context specific audio information to students with visual impairment • Used camera phone QR codes to push text files to students’ mobiles, used TextAloud to convert this to audio. Moved on to using QR codes to access web url to download audio.

  19. Stronger: making sure inclusive practice is facilitated by policy • 12 Steps Towards Embedding Inclusive Practice with Technology as a Whole Institution Culture • Sent to all Pro-Vice Chancellor (Academic/L&T) or equivalent – along with copies to be given to the heads of Staff Development, Learning Technology, IT/Networks and Disability Support. • So far feedback 78 +ve, 1 -ve

  20. 12 Steps to Inclusive Practice with Technology: 1 to 3 • Step 1: Deputy / Pro-Vice Chancellor (or equivalent) forms inclusive practice action team. • Step 2: Department/Faculty Heads facilitate gathering and sharing of good practice. • Step 3: Relevant parties ensure achievable inclusive practice is signposted within Learning and Teaching handbook.

  21. 12 Steps to Inclusive Practice with Technology: 4 and 5 • Step 4: Learning and Teaching Strategy reviewed to explicitly refer to inclusive practice principles. Staff Development Head ensures provision of contextual exemplars and guidance. • Step 5: Heads of IT, Learning Technology and Disability Support ensure free and Open Source technologies are made as widely available as systems allow, and the use of memory sticks is encouraged.

  22. 12 Steps to Inclusive Practice with Technology: 6 to 8 • Step 6: Learning, Teaching and Assessment Policy adjusted to facilitate the use of specialist technologies and ensure that they are appropriately supported. • Step 7: D/PVC ensures Procurement and Estates Managers fulfil legislative duty to involve disabled users. • Step 8: D/PVC facilitates management collaboration to overcome technology territoriality.

  23. 12 Steps to Inclusive Practice with Technology: 9 and 10 • Step 9: Inclusive practice action team ensures Equality Scheme works practically and is not just statement of intent. • Step 10: Inclusive practice action team embeds inclusive practice into HR, administration, information management and procurement functions.

  24. 12 Steps to Inclusive Practice with Technology: 11 and 12 • Step 11: Senior management review of funding to ensure inclusion through mainstream improvements. • Step 12: Inclusive practice action team acknowledge the ongoing nature of the process. • Full paper, briefing and FE version all available from www.techdis.ac.uk/getTCI

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