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We build tools to help others. We teach through example, with tools that are geared toward simplifying and demonstrating difficult concepts.\n
Flexible Learning for Open Education Inclusive Design Research Centre / OCAD University / Toronto http://ﬂoeproject.org A project funded by The William and Flora Hewlett Foundation
Most Current OERs• create the digital equivalent of the “sage on the stage”• focus on polished delivery not learner engagement• use inﬂexible proprietary ﬁle formats that confound the creation of derivatives• do not support peer learning• fail to accommodate translation into other languages and other modalities and delivery on diverse platforms
More Contributors• OER about pooling and sharing educational resources, about cumulative production and collaborative effort• invite participation or contributions• encourage derivatives, tinkering or reﬁnement• encourage sense of ownership and inclusion in the process• shared responsibility that only comes from providing valued contributions
Why not in OER now• Accessibility seen to constrain creativity and innovation in both technological and pedagogical approaches• counter to interactivity or more engaging learning experiences• “there aren’t any learners with disabilities using my resources”• guidelines for complying too complex and confusing or impossible to achieve
The problem with One-Size-Fits-All • excludes learners that do not ﬁt the categories -- treated as a homogeneous group • ignores the multiplicity of needs and skills that affect learning • compromises the learning experience for many of the learners the services are intended to serve • ghettoizes education for students with disabilities - less sustainable, more costly
A New Deﬁnition of DisabilityMismatch between the needs and preferences of the user and the system or environment
Individual Needs & Preferences Matter reasons for mismatch• sensory, motor, cognitive, emotional and social constraints• individual learning styles and approaches• linguistic or cultural preferences• technical, ﬁnancial or environmental constraints
We All Experience Mismatch• Cultural (don’t speak the language)• Contextual (hard to concentrate in noisy class)• Environmental (hard to learn without materials)• Temporary (an iPod and no earbuds)• Persistent (vision impairment)
We All Experience Mismatch• Some examples of sensory contexts and states: • Can see well. Susan wears corrective lenses so she can see near 20/20 • Can’t see at all. Casey is blind; Haylee doesn’t have power at home • Can’t see colors well. Gilbert is wearing sunglasses; Jami is color blind • Can’t hear well. Galen is studying at a loud coffee shop; Marty has a hearing impairment
A New Deﬁnition of Accessibility Ability of the system or environment toaccommodate the needs and preferences of each individual user
Solution: One-Size-Fits-One• User experiences that adjust to speciﬁc needs, preferences, contexts, environment, and culture• Transform content to accommodate needs and preferences • UI: layout, color, size, contrast, complexity • Device: mobile, tablet, desktop Web • Alternatives: audio, video, images, transcript
One-Size-Fits-One Making Learning Tools InclusiveTeach Transform Augmentfor content creators, consumers, and platforms
One Size Fits One Making Learning Tools Inclusive Teach Transform Augment Text, audio, video, Crowd- Mobile, Accessibility captions, sourcing Checking Tool Easier-to-read transcripts alternatives +Inclusive Learning Handbook ﬁnd AccessForAll Individual User transform Metadata Proﬁles Preference replace Matching contribute