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Accessible Inclusive Learning: Foundations

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Foundations. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 51–73.

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DOI (Digital Object Identifier) Link: https://doi.org/10.5334/bcg.d
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Abstract

One of the most persistent themes in discussions around technology in education is the idea that technology can affect access to learning. This can be seen as positive or negative, and it is often more complex than it seems. If computers can convert the text in a web page into spoken word, or the spoken words on a video into captions, have we made the learning accessible to deaf or blind students? Most likely we have made an important step in the right direction, but this might be only one challenge in the wider pedagogy and student experience. If MOOCs can teach thousands for free without any cost or entry requirements, does that mean they are increasing access? Perhaps, but are they also creating barriers for some through the pedagogical and technical design? In this chapter we will unpack how these issues have been tackled through research.

Item Type: Book Section
Copyright Holders: 2019 The Authors
ISBN: 1-911529-80-3, 978-1-911529-80-4
Keywords: Learning analytics; Open education; Inclusion; MOOCs; Citizen science Technology-enhanced learning
Academic Unit/School: Institute of Educational Technology (IET)
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
eSTEeM
Health and Wellbeing PRA (Priority Research Area)
Item ID: 68971
Depositing User: Kate Lister
Date Deposited: 13 Jan 2020 12:19
Last Modified: 14 Jan 2020 05:34
URI: http://oro.open.ac.uk/id/eprint/68971
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