1 / 9

Enabling remote access for mobility-impaired students on OU fieldwork courses

Enabling remote access for mobility-impaired students on OU fieldwork courses. 1 Knowledge Media Institute 2 Institute of Educational Technology 3 Department of Environment, Earth and Ecosystems. Trevor Collins 1 , John Lea 1 , Mark Gaved 2 , Sarah Davies 3 and Jessica Bartlett 3.

uriah
Télécharger la présentation

Enabling remote access for mobility-impaired students on OU fieldwork courses

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Enabling remote access for mobility-impaired students on OU fieldwork courses 1 Knowledge Media Institute 2 Institute of Educational Technology 3 Department of Environment, Earth and Ecosystems Trevor Collins1, John Lea1, Mark Gaved2, Sarah Davies3 and Jessica Bartlett3

  2. Purpose: Remote access • Access to difficult to reach locations • Accessibility: spectrum of approaches Adjusting objectives / outcomes Adjusting fieldtrips / destinations Modifying practices Offering alternatives - surrogates / virtual fieldtrips inclusive curriculum exclusive curriculum (Healey, Jenkins, Leach and Roberts, 2001)

  3. Geoscience fieldwork courses

  4. Fieldwork: Problem based learning • Student-centred approach, students collaboratively solve problems and reflect on their progress • Learning driven by practical problems • Tutors’ role as facilitators of learning • Instructional activities to develop interpretation and reasoning skills

  5. Teaching & learning requirements • Inclusive curriculum • Complete existing course activities (in groups) • Vicarious fieldwork • See, hear, feel... be there • Seeing: live photos and video • Hearing: (walkie talkies) VoIP • Feeling: rock samples

  6. Remote access

  7. Iterative development • Collaborate with tutors and students to find out what works (experience > functionality + usability) • Spaghetti wiring • USB and Ethernet cables to Bluetooth and WiFi • Critical voice communication • Walkie talkies to VoIP servers • Fieldwork in all weathers (rain, hail and shine) • Clear plastic bags, shades and big screens

  8. Portable communications toolkit http://www.youtube.com/watch?v=2baM2JUEI8M Howick Haven (August 2009)

  9. Further information • Enabling Remote Activity project • http://projects.kmi.open.ac.uk/era • The JISC toolshed • http://ie-repository.jisc.ac.uk/450 • ERA (VoWLAN) technical report • http://projects.kmi.open.ac.uk/era/vowlan/report • Trevor Collins (t.d.collins@open.ac.uk)

More Related