What inspired or motivated you to use this tool/resource?
Ed Kelly - One of the new modules that I took over this year was a module looking at digital technologies and learners with ALN. It is a subject I have always had a passion for as I believe that the use of technology can overcome many barriers not just ALN barriers. In fact, in a previous role, I had most of my class dictating their work as opposed to writing so I had seen how powerful technology can be in reducing barriers.
I wanted the module to be a holistic approach to supporting students with ALN including particularly the role of digital technologies but not limited to it. To do this I had 2 very specific requirements:
- a framework to support making work inclusive to all learners
- an up-to-date knowledge of many of the digital technology tools available to our students.
What was your aim in using this tool/resource?
Ed Kelly – I knew I would need some support to achieve these tasks but as a university we have an incredible skillset to draw on. I managed to draw on to amazing resources the University has, firstly the Miles Dyslexia Centre (MDC) and secondly the Learning Technology Team in Digital Services.
To achieve the first task, we used the Universal Design for learning Tool and in terms of digital accessibility we used so many tools it would be difficult to list them all but they included as an example, font selection, subtitling, dictation, heading use, videos, audio files to name but a few!
What did you use the tool/resource for?
Ruth Elliott - The Miles Dyslexia Centre, as part of the School of Psychology and Sport Science, provides training for educators to make them aware of accessibility issues in the classroom and for businesses in the workplace. Their work stems from the challenges faced by individuals with dyslexia and literacy difficulties being unable to access educational materials, assignments, and resources in the workplace using accessible technology.
We suggested using the Universal Design for Learning (UDL) framework to frame the assignment. The UDL has in the past been a controversial framework in education and there are some parts that are still disputed but as an overall framework and used sceptically it is an exceptional tool for approaching inclusivity. UDL provides an additional element of accessibility requiring flexibility in thinking of how tasks are presented, ideas communicated, and completion of work can be expressed. The UDL framework provides a clear breakdown of different aspects of accessibility and inclusivity when designing educational materials. However, the number of options can be overwhelming when first starting out. Adopting ideas such as the ‘plus one’ of accessibility can be a good way to start out using the UDL, by thinking of one more way your resource, task, or presentation can be more accessible and inclusive. Such as adding an audio file to a piece of text or providing different options of assessment to allow individuals to investigate their own area of interest that links to their identity. The collaboration between the MDC and the School of Education allowed us to share our skills in training teachers and education with the technical skills and knowledge around literacy difficulties and learning technologies.
The second requirement was to ensure that we had the latest knowledge about what was available and through which platforms. The MDC run training courses on a variety of specialist software, assistive technology, and creating accessible documents. They work with software using Microsoft Teams, Google Classroom, and specialist technology.
The School of Education has now translated the UDL framework into Welsh for all students at the university to access and across Wales.
How did the tool/resource impact your teaching?
Ed Kelly - Demonstrations and upskilling in the use of accessible technologies were used to form part of the lectures. I could not have achieved this without Bethan Jones – Senior Learning Technologist in the Digital Services who solved nearly all the issues. It is still a frustration that there are a few accessibility options that are significantly harder to provide in Welsh than in English. The theory element of the lectures used the UDL framework to promote flexibility in thinking in terms of how to approach task design, considering variation in how tasks could be completed, options for accessing of resources, multiple forms of representation, and
Ruth Elliott - For staff at the Miles Dyslexia Centre the use of UDL reminded us that our resources need to consider intersectionality and the impacts on individuals with learning differences and disabilities. We are developing our training to consider how to make our own resources more accessible in terms of technology and inclusivity of individuals wider range of needs such as working memory, and executive function.
How well did the tool/resource perform, would you recommend it?
Ed Kelly - The UDL is a good tool for opening the eyes and the mind to different options for accessibility and inclusivity. Additionally, some support and collaboration with colleagues to bounce ideas consider different ways of teaching and learning can be a great way to develop your practice.
Ruth Elliott – Co-creating resources and assignments with the School of Education using UDL has been a great opportunity to increase awareness of accessibility for learners with dyslexia and neurodiversity. Knowing that this understanding is heading out into our local schools to benefit pupils will make our work easier in the future. UDL is a great starting point for accessibility for all.
How well was the tool/resource received by students?
The students did brilliantly and engaged with the module and the accessibility aspects of it. They also challenged me to think about new approaches. It was interesting for me in that it made me examine in myself the issues around accessibility and as I was teaching accessibility it forced me to be a champion for it and model it. This then has spread across all my lectures and me trying to improve my pupils has allowed me to improve myself.
Share a ‘Top Tip’ for a colleague new to the tool/resource
Ed Kelly - As a result of teaching a module on accessibility I now make it an everyday part of what I do. If you are lecturing in English and using PowerPoint don’t ask students if they need subtitles just use them. Approach accessibility over aesthetics, although that font looks great, do you want to isolate someone in your class. Finally, if you want to appraise your own accessibility, try the UDL as a good place to start!
How would I summarise the experience in 3 words?
Enlightening, Engaging and (of course) Accessible!
Recommended reading:
References:
Capp, M. J. (2017). The effectiveness of universal design for learning: a meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807.
Davies, P. L., Schelly, C. L., & Spooner, C. L. (n.d.). Measuring the Effectiveness of Universal Design for Learning Intervention in Postsecondary Education. Journal of Postsecondary Education and Disability, 26(3).
Contact for more information:
Ed Kelly - edp405@bangor.ac.uk
Ruth Elliott - ruth.elliott@bangor.ac.uk
Learning Technology Team - helpdesk@bangor.ac.uk