The Experts below are selected from a list of 20025 Experts worldwide ranked by ideXlab platform
Butler-rees Angharad - One of the best experts on this subject based on the ideXlab platform.
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Teaching Accessibility in Computer Science and Related Disciplines
'Language and Psychoanalysis', 2020Co-Authors: Lewthwaite Sarah, Coverdale Andy, Butler-rees AngharadAbstract:Background: Imperatives for Digital inclusion mean there is growing demand for graduates with the knowledge and skills to produce Digital services that are accessible to disabled people and older populations. Accessibility is mandated by a body of laws that constitute Digital disability rights, and internet use among disabled people is increasing (ONS, 2019). However, a lack of progress in the delivery of accessible mobile web-based services, tools and resources mean disabled and older people face persistent Digital barriers. There is a pressing need to develop Accessibility capacity in the Digital workforce. To this end, this systematic literature review seeks to establish what is empirically known about the effective teaching and learning of Digital Accessibility through the lens of pedagogy. Methods/Design: The review will consider research (1999-2019) which focuses on the teaching and learning of Digital Accessibility in higher education and the workplace. The focus is on how pedagogy is enacted - the pedagogic practice of teaching - rather than curriculum development or other activities that relate to planning or governance. Two databases will be searched, using identified keywords. To identify further papers, backward- and forward- citation analysis is used. Researchers will work iteratively with the data, to ensure no loss of context through data extraction. A narrative synthesis of the findings will be presented. Discussion: The review will collate literature on the pedagogy of Accessibility education, reporting on how the teaching or learning of Digital Accessibility is effectively undertaken. It will identify the empirical basis for Accessibility pedagogy.
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Teaching Accessibility in computer science and related disciplines: a systematic literature review and narrative synthesis protocol
'Language and Psychoanalysis', 2020Co-Authors: Lewthwaite Sarah, Coverdale Andrew, Butler-rees AngharadAbstract:Background: Imperatives for Digital inclusion mean there is growing demand for graduates with the knowledge and skills to produce Digital services that are accessible to disabled people and older populations. Accessibility is mandated by a body of laws that constitute Digital disability rights, and internet use among disabled people is increasing (ONS, 2019). However, a lack of progress in the delivery of accessible mobile web-based services, tools and resources mean disabled and older people face persistent Digital barriers. There is a pressing need to develop Accessibility capacity in the Digital workforce. To this end, this systematic literature review seeks to establish what is empirically known about the effective teaching and learning of Digital Accessibility through the lens of pedagogy.Methods/Design: The review will consider research (1999-2019) which focuses on the teaching and learning of Digital Accessibility in higher education and the workplace. The focus is on how pedagogy is enacted - the pedagogic practice of teaching - rather than curriculum development or other activities that relate to planning or governance. Two databases will be searched, using identified keywords. To identify further papers, backward- and forward- citation analysis is used. Researchers will work iteratively with the data, to ensure no loss of context through data extraction. A narrative synthesis of the findings will be presented.Discussion: The review will collate literature on the pedagogy of Accessibility education, reporting on how the teaching or learning of Digital Accessibility is effectively undertaken. It will identify the empirical basis for Accessibility pedagogy
Mike Wald - One of the best experts on this subject based on the ideXlab platform.
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completion comments and repurposing a Digital Accessibility mooc
International Conference on Computers Helping People with Special Needs, 2018Co-Authors: E A Draffan, Manuel Leon, Abi James, Saud Aljaloud, Mike WaldAbstract:The ‘massive’ and ‘open’ nature of Massive Open Online Courses (MOOCs) can provide powerful dissemination tools to raise awareness of topics in need of public attention, such as Digital Accessibility and its impact on assistive technology users. The subject is a wide-ranging one when taught from the point of view of those who may have sensory, physical and/or cognitive impairments coping with a myriad of Digital activities on a daily basis. These may range from creating and viewing documents, surfing the web to using a mobile or a washing machine. An analysis of the interactions and learning experiences of those who completed the FutureLearn Digital Accessibility MOOC was conducted, using a combination of statistical and qualitative methods. Preliminary results indicate a progressive loss of participants over time, which is to be expected with MOOCs. However, certain measures such as the number of comments per participant, completed steps, and the “likes” count suggest a relatively high degree of engagement from this particular learning community. After examining the topics that triggered most participation, a suggestion has been formulated to repurpose parts of the course in order to exploit its most engaging sections and offer alternative forms of support for those activities that required more explanation.
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a personal reflection on developing a Digital Accessibility mooc compared to developing a traditional course
International Conference on Computers Helping People with Special Needs, 2016Co-Authors: Mike WaldAbstract:This paper presents a personal reflection on developing a ‘Digital Accessibility’ MOOC as part of the Erasmus+ MOOCAP project and comparing the process to developing a traditional course on the same topic. The few people who currently teach about Accessibility on expensive face to face courses at a few universities are currently only reaching a very small number of people whereas many tens of thousands can learn through a MOOC.
Lewthwaite Sarah - One of the best experts on this subject based on the ideXlab platform.
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Teaching Accessibility in Computer Science and Related Disciplines
'Language and Psychoanalysis', 2020Co-Authors: Lewthwaite Sarah, Coverdale Andy, Butler-rees AngharadAbstract:Background: Imperatives for Digital inclusion mean there is growing demand for graduates with the knowledge and skills to produce Digital services that are accessible to disabled people and older populations. Accessibility is mandated by a body of laws that constitute Digital disability rights, and internet use among disabled people is increasing (ONS, 2019). However, a lack of progress in the delivery of accessible mobile web-based services, tools and resources mean disabled and older people face persistent Digital barriers. There is a pressing need to develop Accessibility capacity in the Digital workforce. To this end, this systematic literature review seeks to establish what is empirically known about the effective teaching and learning of Digital Accessibility through the lens of pedagogy. Methods/Design: The review will consider research (1999-2019) which focuses on the teaching and learning of Digital Accessibility in higher education and the workplace. The focus is on how pedagogy is enacted - the pedagogic practice of teaching - rather than curriculum development or other activities that relate to planning or governance. Two databases will be searched, using identified keywords. To identify further papers, backward- and forward- citation analysis is used. Researchers will work iteratively with the data, to ensure no loss of context through data extraction. A narrative synthesis of the findings will be presented. Discussion: The review will collate literature on the pedagogy of Accessibility education, reporting on how the teaching or learning of Digital Accessibility is effectively undertaken. It will identify the empirical basis for Accessibility pedagogy.
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Teaching Accessibility in computer science and related disciplines: a systematic literature review and narrative synthesis protocol
'Language and Psychoanalysis', 2020Co-Authors: Lewthwaite Sarah, Coverdale Andrew, Butler-rees AngharadAbstract:Background: Imperatives for Digital inclusion mean there is growing demand for graduates with the knowledge and skills to produce Digital services that are accessible to disabled people and older populations. Accessibility is mandated by a body of laws that constitute Digital disability rights, and internet use among disabled people is increasing (ONS, 2019). However, a lack of progress in the delivery of accessible mobile web-based services, tools and resources mean disabled and older people face persistent Digital barriers. There is a pressing need to develop Accessibility capacity in the Digital workforce. To this end, this systematic literature review seeks to establish what is empirically known about the effective teaching and learning of Digital Accessibility through the lens of pedagogy.Methods/Design: The review will consider research (1999-2019) which focuses on the teaching and learning of Digital Accessibility in higher education and the workplace. The focus is on how pedagogy is enacted - the pedagogic practice of teaching - rather than curriculum development or other activities that relate to planning or governance. Two databases will be searched, using identified keywords. To identify further papers, backward- and forward- citation analysis is used. Researchers will work iteratively with the data, to ensure no loss of context through data extraction. A narrative synthesis of the findings will be presented.Discussion: The review will collate literature on the pedagogy of Accessibility education, reporting on how the teaching or learning of Digital Accessibility is effectively undertaken. It will identify the empirical basis for Accessibility pedagogy
Kerry Falloon - One of the best experts on this subject based on the ideXlab platform.
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blind academic library users experiences with obtaining full text and accessible full text of books and articles in the usa
Library Hi Tech, 2019Co-Authors: Adina Mulliken, Kerry FalloonAbstract:The purpose of this paper is to explore a topic where blind participants expressed significant concern: obtaining full text and accessible full text.,This qualitative study includes 18 open-ended telephone interviews with blind academic library users in the USA. The study uses the viewpoint that understanding blind peoples’ perspectives is essential for equal Accessibility.,Locating full text via link resolvers seemed problematic. Inaccessible articles and complications and delays creating accessible versions of print books limited participants’ use of materials. Enabling technologies and services were highlighted.,Caution should be used when generalizing from this study due to its sample size and methodology. The study is not a web Accessibility test, which would analyze coding, nor a usability test, which would observe users. Additional research would be ideal; however, libraries should not wait to attend to Accessibility.,In addition to improving Digital Accessibility, to address difficulty obtaining full text, libraries could offer to locate full text for blind users and implement SmartLinking and single sign on authentication. To deal with inaccessible full text, libraries could work with disability offices to obtain accessible materials and to convert materials to accessible format. DRM free HTML or EPUB e-books can have Accessibility advantages. Outsourcing conversion to accessible format can also help. Libraries could offer reader service to assist blind users locating relevant sections of books to convert.,Compared to previous studies, this study includes a larger number of blind screen reader users; describes some unique issues; and includes blind users’ own interpretations.
Weiqin Chen - One of the best experts on this subject based on the ideXlab platform.
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increasing faculty s competence in Digital Accessibility for inclusive education a systematic literature review
International Journal of Inclusive Education, 2021Co-Authors: Way Kiat Bong, Weiqin ChenAbstract:The use of information and communications technology (ICT) in higher education institutions has increased in the past 20 years. While ICT has brought many benefits to students and faculty, research...
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Using MOOCs to Promote Digital Accessibility and Universal Design, the MOOCAP Experience.
Studies in health technology and informatics, 2018Co-Authors: John Gilligan, Weiqin Chen, Jenny DarzentasAbstract:The recently completed Massive Open Online Course for Accessibility Partnership project (MOOCAP), had the twin aims of establishing a strategic partnership around the promotion of Universal Design and Accessibility for ICT professionals and of developing a suite of Open Educational resources (OERs) in this domain. MOOCAP's eight university partners from Germany, Norway, Greece, Ireland, the UK and Austria have a significant history in developing and providing courses in the domains of Universal Design and Accessibility, as well as leading research and advocacy roles within Europe. The MOOCAP project consisted of two phases: the development of an introductory MOOC on Digital Accessibility and the delivery of set of online courses with more in-depth and focused learning topics. During the lifetime of the project over 10,000 students signed up for these courses. This paper reflects on the challenges of creating and delivering MOOCs, especially in topics around Digital Accessibility and Universal Design. It considers the outcomes, impacts and legacies of the project. Based on our experiences of integrating these materials into our courses and on feedback and project evaluations, this paper will assess the potential of MOOCs to promote Universal Design for ICT and other professionals, while pointing up the possible trials and opportunities of such activities.