Presentation for the CALRG Conference 2014 at the Open University in the UK. It considers how our models of disability impact attitudes and solutions to accessibility. It argues that although limited theories of learning help in the design of learning activities. Integrating the two promotes accessibility in e-learning. This approach is exemplified by considering remote labs and learning analytics.

1. Models of Disability, Models of Learning,
Accessibility and Learning Technologies
Martyn Cooper, IET, CALRG 2014

2. Models of Disability
Medical Model
• Disability defined by the underlying medical condition
Social Model
• Disability viewed as an artefact of the way society is organised
Post-Social Model
• We are all disabled – it is a matter of degree and how
Functional Model
• Not defining disability but how functionally interact with
computer environment (or context in question)

3. Implications of Models of
Disability Adopted
• Our models of disability affect our attitudes
–Medical Model promotes personal blame
–Social Model looks to society for cause of problems
• They dictate where we look for solutions
• They provide a framework for accessibility
–Social Model applied to e-learning implies adaptability
–Functional Model facilitates interface design

4. Models of learning [Mayes & De Freitas]
• Socratic rhetoric
– Learning through argument
• Behaviourism
– Ivan Pavlov (1849-1936)
highlighted the importance of
stimulus for learning
– John Watson (1878-1958),
behaviour and learning as part of
nervous ‘wiring’
– B. F. Skinner (1904-1990)
extended the behaviourist
approach, we are a black box
upon which experience and
conditioning are written. ‘Operant
conditioning’ and ‘shaping
behaviour’.
• Constructivism
– John Dewey (1859-1952), who
questioned traditional
epistemology, instead came to
believe that:
• “…the theory of knowledge must
begin with a consideration of the
development of knowledge as an
adaptive human response to
environing conditions aimed at an
active restructuring of these
conditions.”
– Further reference should be
made here to the work of
Seymour Papert, Piaget and
Vygotsky

5. Models of learning cont.
• The Laurillard
conversational model
– Learning as an active process
and dependant on interaction
– The learning process as a kind of
conversation (c.f. Socrates)
– Classification system based on
the type of interaction between
instructor and student when a
particular medium is used, and
raises issues about the nature of
feedback, goals and control of
student learning
• “Learning through acquisition”
(teacher as storyteller/lecturer)
only uses part of her model
• “Guided discovery” requires all
conversational components
• Cognitive Learning Theory
– How cognitive skills develop. Albert
Bandura (1986) “Social
Foundations of Thought and
Action: A Social Cognitive Theory”
• Computational Theories of
Learning
– Computational theories of learning:
derive from AI and metaphors of
computer science
• Cybernetic model
– Cybernetics dependent on the
concept of feedback - central to the
idea of assessment of learning.
Cycles of learning and evaluating
learning towards the goal.

6. Other Models of Learning
• Situated Learning
• Action learning
• Andragogy
• Communities of practice
• Instructionism or
instructivism
• Learning styles
• Motivation
• Problem-based learning
• Socially-mediated
learning
• …
• Critique
– “All models of learning are
‘crap’”
• Think what they are trying to
model
– The are so many!
– All are partial / limited
– They have utility but need to
understand their limits

7. Models of Learning and
Accessibility
Model of Learning
• Behaviourism
• Constructivism
• The Laurillard conversational
model
Implication for Accessibility
• The importance of stimulus
– How would Pavlov’s dogs learnt
that food was neigh if they could not
hear the bell?
– The importance of providing stimuli
for learning in different modalities.
• The disabled student needs full
access to the environmental
context of the learning
• Accessibility of all the media
used to support the different
conversations must be
addressed

8. Tools, Models of Learning and
Accessibility
• There are many tools to help
construct learning
objects/modules
–These are often based on a
chosen learning theory
– Few if any of them embed
features and prompts that
promote accessibility
–This is a huge strategic loss
of opportunity

9. Example – Remote Labs
PEARL

10. Example – Learning Analytics
Learning
Theory
• Cybernetic
• Behaviourism
Accessibility
• Scaffolding
• Performance
Integration
• Overcoming Accessibility
Challenges
• Improved Retention / Attainment

11. References
• Mayes, T., & De Freitas, S. (2004). JISC e-learning models desk
study. Stage 2: Review of e-learning theories, frameworks and
models.
http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learni
ng%20Models%20(Version%201).pdf
• Laurillard, D. (1993) Rethinking university teaching, Routledge,
London.
• Seale, Jane and Cooper, Martyn (2010). E-learning and
accessibility: an exploration of the potential role of generic
pedagogical tools. Computers and Education, 54(4) pp. 1107–
1116.
• Martyn Cooper’s Blog:
http://martyncooper.wordpress.com/2009/03/09/accessibility-and-
learning-theories/

12. Institute of Educational Technology
The Open University
Walton Hall
Milton Keynes
MK7 6AA
http://www.open.ac.uk/iet/main/