Accessibility in the context of UKOER pilot phase

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The document discusses accessibility issues related to open educational resources (OERs) in the context of the UK OER programme pilot phase. It outlines some key OER-specific accessibility challenges including unknown user contexts, lack of quality control when resources are repurposed, and inability to control accessibility in different environments where resources are used. The document also analyzes how accessibility was approached during the UK OER pilot phase, noting it was often an afterthought due to cost and time constraints. It recommends producing specific OER accessibility guidelines and promoting tools to help create accessible resources.

Formation Design Technologie

Accessibility issues in the context of UK Open Educational Resources programme Anna Gruszczynska, C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics)

Overview ,[object Object],[object Object],[object Object],[object Object]

OER-specific accessibility issues (1) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Accessibility in UKOER pilot phase (1) ,[object Object],[object Object]

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Accessibility in UKOER pilot phase (3) ,[object Object],[object Object],[object Object]

Accessibility in UKOER pilot phase (4) ,[object Object],[object Object],[object Object],[object Object]

Barriers and enablers to accessible OERs: business case ,[object Object],[object Object],[object Object],[object Object]

Barriers and enablers to accessible OERs: The power of the open ? ,[object Object],[object Object],[object Object],[object Object]

UKOER2: Communities of (accessible) practice? ,[object Object]

Recommendations ,[object Object],[object Object],[object Object]

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Accessibility in the context of UKOER pilot phase

1. Accessibility issues in the context of UK Open Educational Resources programme Anna Gruszczynska, C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics)

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Notes de l'éditeur

addressing accessibility issues took up a significant chunk of partners’ time and resources devoted to the project (Pearce, 2010).
could be embraced as liberating and empowering for the learners as it
palpable sense of an engaged community which incorporates all project teams involved within the programme, interested scholars, bloggers and consultants and to an extent the wider international OER community. As mentioned earlier, the use of the CoP term is widespread by those involved in the UK OER programme. The term is applied to embrace a very diverse body of stakeholders from different backgrounds (higher/further education institutions, subject centres, professional associations, the student body) involved in the joint enterprise of developing open educational resources and exploring the meanings of openness (Chin, 2010; Tiedau, 2010).