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Fellowship report -
OERs and accessibility issues
        Anna Gruszczynska
     Sheffield Hallam University
The story so far...
- Started off with the aim of exploring the visual aspects of
OERs - changed track and became much more interested in
accessibility issues
- The revised project examines approaches to accessibility
within UKOER programme as well as barriers and
enablers to embedding accessibility within OERs
- Accessibility refers to the ability of web-based resources to
be viewed, navigated and read by everyone, including
learners with additional needs, which may be due to auditory,
visual, mobility, and/or cognitive impairments
- The ethos of open education and open access emphasises
the need to widen access and remove educational barriers,
including any barriers related to accessibility
Good intentions
Scoping exercise: review of UKOER1 (29 projects)
and UKOER2 (23 projects) plans and final reports
  – accessibility was rarely mentioned or
    incorporated within the project workflow, usually
    as an afterthought, resulting in costly
    retrofitting
  – if addressed at all, accessibility was frequently
    positioned within the realm of good intentions
    which were frequently thwarted by lack of
    necessary resources in terms of staff time or
    project funding
Expert interviews
- "perfectly accessible" resource does not
exist - necessary to negotiate learner
expectations and provide for user preferences as
much as possible
- bottom-up approach preferable to the
impossible task of controlling resources centrally
- there is a need to ensure that creators are
using metadata accurately so that it is easy to
locate accessible practices
- another solution would be to rely on social
networking tools to flag up resources which are
accessible
- "openness allows you to find something that
isn't inaccessible"
Accessibility and OERs survey
- Targeted education professionals - 94
respondents
- Majority based in the UK and involved in
teaching and research within higher education
sector
- Approximately half have worked on an OER
project in the past three years
- Full report available from
http://oeraccessibility.pbworks.com
Gruszczynska score final report
Embedding accessibility within
       OER initiatives (2)
– Lack of tech support for faculty to make online
  content accessible
– Accessibility issues can be very differently
  prioritised in resource challenged environments
  such as sub Saharan Africa
– Our requests for a more accessible interface to the
  repository delayed the project significantly as
  despite having produced many repositories it
  appeared that the developers had not considered
  accessibility in any depth. Our original plans to
  include an audio-recorded commentary with each
  resource deposited were not taken up by the
  resource providers.
Importance of accessibility features
When searching for            Factors influencing the
resources                     choice of resource
1. easily available           1. clear description which
   alternative file formats      indicated accessibility
2. ability to customise          features
   settings                   2. recommendation from
3. transcript                    colleague
When designing resources      3. endorsement by a
1. transcript                    specialist body (such as
                                 JISC TechDis)
2. ability to customise
   settings
3. easily available
   alternative file formats
Conclusions (1)
- There are a number of relatively simple
strategies that could greatly enhance the
accessibility of OERs
- There is a need to address accessibility
features of platforms where OERs are
deposited
- Resource creators should use metadata
accurately so that it is easy to locate accessible
practices
Conclusions (2)

- Responsibility for ensuring the accessibility of
OERs should not be seen solely as that of
resource creators - there is a need to provide
adequate support and resources
- Accessibility issues are complex and should
not be discussed in isolation from other OER-
related issues such as copyright or academic
practices related to sharing resources
- Accessibility issues should be explicitly
addressed within UKOER projects
Comments? Questions?
- You can contact me at
a.gruszczynska@shu.ac.uk
- For more information, please visit
http://oeraccessibility.pbworks.com/
- And finally, watch out for the ACTOER
(Accessibility Challenges and Techniques for
Open Educational Resources) JISCTechDis
project http://actoer.referata.com

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Gruszczynska score final report

  • 1. Fellowship report - OERs and accessibility issues Anna Gruszczynska Sheffield Hallam University
  • 2. The story so far... - Started off with the aim of exploring the visual aspects of OERs - changed track and became much more interested in accessibility issues - The revised project examines approaches to accessibility within UKOER programme as well as barriers and enablers to embedding accessibility within OERs - Accessibility refers to the ability of web-based resources to be viewed, navigated and read by everyone, including learners with additional needs, which may be due to auditory, visual, mobility, and/or cognitive impairments - The ethos of open education and open access emphasises the need to widen access and remove educational barriers, including any barriers related to accessibility
  • 3. Good intentions Scoping exercise: review of UKOER1 (29 projects) and UKOER2 (23 projects) plans and final reports – accessibility was rarely mentioned or incorporated within the project workflow, usually as an afterthought, resulting in costly retrofitting – if addressed at all, accessibility was frequently positioned within the realm of good intentions which were frequently thwarted by lack of necessary resources in terms of staff time or project funding
  • 4. Expert interviews - "perfectly accessible" resource does not exist - necessary to negotiate learner expectations and provide for user preferences as much as possible - bottom-up approach preferable to the impossible task of controlling resources centrally - there is a need to ensure that creators are using metadata accurately so that it is easy to locate accessible practices - another solution would be to rely on social networking tools to flag up resources which are accessible - "openness allows you to find something that isn't inaccessible"
  • 5. Accessibility and OERs survey - Targeted education professionals - 94 respondents - Majority based in the UK and involved in teaching and research within higher education sector - Approximately half have worked on an OER project in the past three years - Full report available from http://oeraccessibility.pbworks.com
  • 7. Embedding accessibility within OER initiatives (2) – Lack of tech support for faculty to make online content accessible – Accessibility issues can be very differently prioritised in resource challenged environments such as sub Saharan Africa – Our requests for a more accessible interface to the repository delayed the project significantly as despite having produced many repositories it appeared that the developers had not considered accessibility in any depth. Our original plans to include an audio-recorded commentary with each resource deposited were not taken up by the resource providers.
  • 8. Importance of accessibility features When searching for Factors influencing the resources choice of resource 1. easily available 1. clear description which alternative file formats indicated accessibility 2. ability to customise features settings 2. recommendation from 3. transcript colleague When designing resources 3. endorsement by a 1. transcript specialist body (such as JISC TechDis) 2. ability to customise settings 3. easily available alternative file formats
  • 9. Conclusions (1) - There are a number of relatively simple strategies that could greatly enhance the accessibility of OERs - There is a need to address accessibility features of platforms where OERs are deposited - Resource creators should use metadata accurately so that it is easy to locate accessible practices
  • 10. Conclusions (2) - Responsibility for ensuring the accessibility of OERs should not be seen solely as that of resource creators - there is a need to provide adequate support and resources - Accessibility issues are complex and should not be discussed in isolation from other OER- related issues such as copyright or academic practices related to sharing resources - Accessibility issues should be explicitly addressed within UKOER projects
  • 11. Comments? Questions? - You can contact me at a.gruszczynska@shu.ac.uk - For more information, please visit http://oeraccessibility.pbworks.com/ - And finally, watch out for the ACTOER (Accessibility Challenges and Techniques for Open Educational Resources) JISCTechDis project http://actoer.referata.com