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Accessible Inclusive Learning: Foundations
| Content Provider | Semantic Scholar |
|---|---|
| Author | Coughlan, Tim Lister, Kate Seale, Jane Scanlon, Eileen Weller, Martin |
| Copyright Year | 2019 |
| Abstract | One of the most persistent themes in discussions around technology in education is the idea that technology can affect access to learning. This can be seen as positive or negative, and it is often more complex than it seems. If computers can convert the text in a web page into spoken word, or the spoken words on a video into captions, have we made the learning accessible to deaf or blind students? Most likely we have made an important step in the right direction, but this might be only one challenge in the wider pedagogy and student experience. If MOOCs can teach thousands for free without any cost or entry requirements, does that mean they are increasing access? Perhaps, but are they also creating barriers for some through the pedagogical and technical design? In this chapter we will unpack how these issues have been tackled through research. |
| File Format | PDF HTM / HTML |
| DOI | 10.5334/bcg.d |
| Alternate Webpage(s) | https://www.ubiquitypress.com/site/chapters/10.5334/bcg.d/download/3897/ |
| Alternate Webpage(s) | http://oro.open.ac.uk/68971/1/Accessible%20online%20learning%20foundations.pdf |
| Alternate Webpage(s) | https://doi.org/10.5334/bcg.d |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
