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Designing for Diversity: Creating Learning Experiences that Travel the Globe

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Workshop Title:
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe

This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.

The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.

There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.

The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.

The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.

Publié dans : Formation, Technologie
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Designing for Diversity: Creating Learning Experiences that Travel the Globe

  1. 1. Designing for DiversityCreating LearningExperiences thatCan Travel theGlobe …Jutta Treviranus, FLOE Project, OCAD UniversityUna Daly, OCW ConsortiumJutta Treviranus, FLOE Project, OCAD UniversityUna Daly, OCW Consortium
  2. 2. Welcome3Una Daly,Community CollegeOutreach DirectorOCW ConsortiumJutta Treviranus,Director, Inclusive Design Research CentreProfessor, OCAD UniversityCanada
  3. 3. We are diverse, we share manythingsWorking with a partner …1.Two ways in which you and yourpartner are different2.Two ways in which you are the same3.For each person, one way in whichyou are unique from anyone else in theroom4
  4. 4. Agenda• Introductions and Understandings• Framing the Conversation• Definitions, Regulations, Guidelines• Diverse Learners• Group Activity 1• Basics for Ensuring Accessibility• Interactivity Accessibility• Communities & Resources5
  5. 5. We all face barriers..• What was your most challenging learningexperience? Why?• What was your most positive learningexperience? Why?6
  6. 6. Summary• What learning barriers and conditions of“learning breakdown” did we discover?• What conditions of “learning delight” didwe discover?• Click Here for Workshop ParticipantsProject GoogleDoc7
  7. 7. Framing the Conversation8
  8. 8. Education is Changing• What we learn• Who we learn from• How we learn• When we learn• What skills and knowledge are of greatestvalue9
  9. 9. In a global knowledgeeconomy•Education becomes moreimportant•Prosperity of societydependent on educationaldevelopment of its members•Requires retooling ofeducational practice•Requires a diversity of learners
  10. 10. Global educationdilemma:• More student diversity – (migration,increase in disabilities)• Less time to prepare curriculum• More curriculum to cover• Difficult to address needs ofaverage student, let alone studentswith disabilities, alternative learningneeds or language barriers.• Increase in marginalized,disenfranchised students
  11. 11. Important relearned insight:• Learners learn differently.• Best learning outcome whenlearning is personalized.• Disability - a mismatch betweenthe needs of the learner and thelearning environment offered• Accessibility – ability of thelearning environment to adjust tothe needs of the learner• How does this address theeducation dilemma?
  12. 12. Collective, Connected Effort…• Growing global pool of diverseresources• Most are “born digital” so they can betransformed and reconfigured –enlarged, spoken, transcribed orreorganized – if a few simple designprinciples are followed• Open license supports the creation ofderivatives, modifications or variants• Can this diversity of resources serve toaddress the needs of the diversity oflearners?
  13. 13. Learning needs that affect learning:•sensory, motor, cognitive, emotionaland social constraints,•individual learning approaches andmotivations•linguistic or cultural preferences,•technical, financial or environmentalconstraints.Image: cc-by-nc-sa The Advocacy Project
  14. 14. Origin of OER: As Public Good(2002)• The open provision of educational resources,enabled by information and communication technologies,for consultation, use and adaptation by a community ofusers for non-commercial purposes• Digitized materials offered freely and openly for educators,students and self-learners to use and reuse for teaching,learning and research15Creative Commons CC-BY license, Dr. Judy Baker
  15. 15. ExamplesIncludes –• Course materials• Lesson Plans• Modules or lessons• OpenCourseWare (OCW)• Open textbooks• Videos• Images• Tests• Software• Any other tools, materials, or techniques usedto support ready access to knowledge16adapted from Judy Baker’s ELI 2011 OER Workshop cc-by license
  16. 16. Characteristics of OER• Digital– Easy to modify– Free to distribute• Open License– Reuse, revise, remix,redistribute• Low cost– Reduce barriers to educationLabeled for reuse by MrKCoolsPhotostream
  17. 17. What is an Open License?• Free: Free to access online, free to print• Open: Shared, usable and re-usable: licensing that is lessrestrictive than standard copyright18adapted from Judy Baker cc-by license
  18. 18. Creative Commons licensing• Works with existing copyright law• Promotes sharing• Internationally recognized• Author/creator can specify re-uses19
  19. 19. Why accessibility?•Recognition of diverse learners•Higher % in developing countries•Higher % in aging populationsSource: U.S. NCES (2011), UNESCO, Equality Challenge Unit (2011),Canadian Journal of Higher Education (2003), World Health Org.Country % withDisabilitiesCanada, 15 yrs or older 14%Indonesia 10-15%United States post-secondary students 11%Worldwide, UN estimate One BillionIndonesia, UN Estimate 400,000
  20. 20. Treaties and Laws•UN Convention on Rights of Personswith Disability (CRPD) - 2007•Indonesia Ratifies CRPD - 2011•Indonesian Laws– Improve Social Welfare (1997)– Human Rights (1999)– Public Services (2009)•Americans with Disabilities Act (1990)•Canadian Human Rights Act (1985)Morguefile.com
  21. 21. Design & Guidelines• Universal Design for Learning• AccessForAll ISO 24751• Web Accessibility Initiative – 3 guidelines• Accessible Digital Office Documents(ADOD)22
  22. 22. Universal Design for Learning• Origins in Universal Design– Embedding Choice for All People in theThings We Design• Provide multiple means for learners to– Express knowledge– Represent knowledge– Engage with knowledgehttp://www.cast.org/udl/ 23
  23. 23. Web Accessibility Initiative• Web Content Access Guidelines– Evaluate web content: Perceive, Operable,Understandable, Robust• Authoring Tool Accessibility Guidelines– Support creation of accessible content• User Agent Accessibility Guidelines 1.0– Designing browser and media players andinteroperability with assistive technology.24
  24. 24. 25
  25. 25. Other forms of diversity• Internationalization– Language, culture• Digital Literacy/Illiteracy• Age-related constraints26
  26. 26. Group Design Round• Get to know and add detail to your learner• Pick a learning goal• Create a learning experience for yourlearner27
  27. 27. The Learning Experience…• Find an OER or OCW course to modify orstart from scratch28
  28. 28. Design the Learning Experience• The content• How the content is presented• How the content is structured, organizedand navigated• Any experiential, interactive, collaborativeelements• Feedback and motivational elements• Assessment and Evaluation29
  29. 29. Discoveries…Click Here for Workshop Participants ProjectGoogleDoc30
  30. 30. Accessibility Tutorial• Use semantic markup– Structural definitions e.g. styles• Annotate non-textual items– Tag Images– Caption Audio & Videos• Label tables and other complexinformation31
  31. 31. Creating Accessible ElectronicDocuments• Picking a standard for access• Semantic Structure: Headings, lists, andstyles• Using Color Effectively• Images and Descriptions• Naming Hyperlinks• Table Headers
  32. 32. Styles in Microsoft Word
  33. 33. Using Colors Effectively• High Contrast– Emphasize differences and similarities• Color “Coding”– Multiple means of representation
  34. 34. High Contrast
  35. 35. Representing with Color• Provide multiple indications of meaningconveyed through color...
  36. 36. Images & Descriptions• A picture is worth a thousand words,but you only need about 7...
  37. 37. Missing Alt Text Example
  38. 38. Content vs. Container• Access capabilities for CONTENT– Access controlled by author• Access capabilities for CONTAINERS– Access not controlled by author• Container limitations must be alleviatedthrough content design when possible.
  39. 39. Naming Hyperlinks• Hyperlinks are navigation aids for ATusers• Do NOT use “Click Here”• Examples– Download course syllabus (MS Word, 78KB)– Submit Assignment #3 Here
  40. 40. Table Headers
  41. 41. Video & Audio• Crowd sourcing video captions• Voice recognition software• YouTube: Easy Do-it-YourselfCaptioning
  42. 42. Voice Recognition Software• Generates transcription file– Dragon Dictate for Mac– Drag Naturally Speaking for PC– Free Apps as well• Requires human editing for accuracy.
  43. 43. YouTube Captioning• Create your own transcription file– Voice recognition software– Write script• Auto-Captions on YouTube– Download the auto-generated file– Correct the captions in file and upload• Use a free Captioning Tool – Capscribe,Magpie, Amara
  44. 44. Interactive Accessibility• ePub3• ARIA• Component Toolkits45
  45. 45. Next Steps• Communities• Resources46
  46. 46. FLOE Project• Global, public infrastructure to deliver a learningexperience that matches each learner’s individual needs• uses AccessForAll ISO 24751 interoperability standard, acommon language for describing learner needs andlabelling resources that meet those needs• support for creating resources amenable totransformation and augmentation• support for filling the gaps• http://floeproject.org• Funded by William and Flora Hewlett Foundation (withfeasibility study funded by US Dept of Education)
  47. 47. Requires...1. information about each learner’s accessneeds,2. information about the learner needsaddressed by each resource, (a11ymetadata effort and schema.org)3. resources that are amenable totransformation, and a pool of alternativeequivalent resources, and4. a method of matching learner needs with theappropriate learning experience
  48. 48. Learning Discovery andRefinement• Learning to learn• Metacognition• Determine what works best and refinethrough use• Data regarding learning strategies thatare most effective for unique learningrequirements
  49. 49. FLOE Video• http://www.openeducationweek.org/floe-animation-for-open-education-week/
  50. 50. Authoring Support• Handbook for authors -http://handbook.floeproject.org• Support within Open Author• Support within OERPub• http://adod.idrc.ocad.ca/ for simpledocument accessibility
  51. 51. Strategic Partners
  52. 52. Exploring the OER-AccessibilityTeaching Commons• Reviewing accessibility info during OER searches– Reviewing info on search results & resource details pages– Locating OER resources that provide accessibility information onthe Finding Accessible OER site• Adding accessibility information for OER resources• Locating accessibility-specific resources, experts, organizationon the OER Accessibility site– The Welcome page offers quick access to resource libraries• Joining the accessibility community• Reviewing accessibility info for MERLOT services– Reviewing the Accessibility Policy page54
  53. 53. Resources55How to handbook on creating accessible learning experiences -http://handbook.floeproject.orgThe Web Accessibility Initiative - http://www.w3.org/WAI/Accessible components for creating interactive Web apps -http://fluidproject.org/A resource site for educators - http://snow.idrc.ocad.ca/FLOE Project Website - http://floeproject.orgFLOE Community Wiki - http://wiki.fluidproject.org/display/fluid/FloeThe Global Public Inclusive Infrastructure - http://gpii.netThe Cloud4All Project -http://cloud4all.infoThe AEGIS Project - http://aegis.idrc.ocad.ca/Information on Assistive Technologies -http://collaborativeportal.atis4all.euRaising the Floor - http://raisingthefloor.org/OER Commons - http://www.oercommons.org/ (look at learner optionstab on upper right)
  54. 54. 56
  55. 55. Jutta Treviranus,jtreviranus@faculty.ocadu.caUna Daly,unatdaly@ocwconsortium.org