Assessment, Learning & Teaching Reflections |
Wednesday 4 January
Disabled students comprise 5.39 per cent of the student population and this figure, a probable underestimate due to non-disclosure, is growing. This fact, and the Disability Discrimination Act, caused me to reflect on how eLearning can make learning more accessible and widen participation. Providing multimedia learning resources such as video lectures, streamed practicals, and virtual field trips can deliver a multi-sensory learning experience at a time and place that is convenient for the learner. Learning-object repositories provide free access to a varied array of learning materials to suit different learning styles.
Delivering documents for students with visual impairments is becoming less challenging with, for example, features such as “read out loud” that is now part of the PDF format, and the use of online discussion can facilitate contributions from students who have difficulties with verbal skills in face-to-face settings. Increased opportunities for feedback and communication are an important way of identifying and overcoming specific problems that individual students may have. WebCT provides us with the tools to build access to resources, discussions and feedback into our ‘blended’ delivery. A maxim to consider is that time, energy and innovation invested into building accessible online learning resources will actually benefit all students.
Dr Jill Taylor
Principal Lecturer, Teacher Fellow
School of Health & Human Sciences
