Posters and the situated environment

 A useful thought and relevant document to read on learning by posters on walls

https://files.eric.ed.gov/fulltext/EJ983927.pdf

As well as Lave and Wenger situated learning theory? 

Thought process:

Throughout childhood we all learn, either in the classroom, a situation or by what is in our physical environment. This is that very first step of initial basic awareness, possibly even before the Blooms ‘knowledge’ and recall stage.

Being aware of something doesn’t mean you ‘know’ it or have any ‘knowledge’ especially the first time you see it, but could relate to something you already know a bit a about and become one of those things you know of.

I’d be interested to know or understand any levels of awareness in school children, college students or university students about digital accessibility.

I’d be interested to see the impact of posters to help feed basic knowledge and awareness. That walking past a recognisable poster every day, does it have impact, what can people recall or remember?

What reinforcement could also support it? With teachers also walking past it, would that resonate too?

Interesting to see if this has any impact to develop a very baseline of awareness.

What if that poster had a recognisable brand that when people see it they get prompted to recall and remember the knowledge.

Poster, QR code to website, App, sub-brand posters e.g. visual- colour contrast, alt text or media ‘video and sound’ or structuring documents with headings for assignments. Checkers to see ‘how inclusive is your work (aligned to Gavin’s work and future functionality)

Posters, were you inclusive today, think digital, think everyone - vibe. 

Investors in people type brand or posters, We are proud to support the ‘learn to EnAble’ basics.

Contacts:

Kellie Mote, the FE/HE research context?

Blended learning consortium (Amy Hollier - HOW College)

Schools? AbilityNet? Local Authorities


Comments

Post a Comment

Popular posts from this blog

Lit review sequence

  Sections : Background and context (set the scene/ rationale) Social model of disability The legal context for digital accessibility Conceptual perspectives for defining digital accessibility  The problem- the lack of accessible content causing barriers - the wider lack of knowledge AND  need for teaching about DA awareness (social responsibility and for social model to work) The teaching of digital accessibility   Not formally on the curriculum  Where is digital accessibility currently taught/how (uni and workplace) - then the gaps of knowledge prior to uni and the workplace - yet all are using and creating digital content already. Best approach found was to integrate it across the curriculum and reinforce - needs to be taught earlier in schools and then built upon - no papers in school apart from 2 The need for the primary education context and why upper KS2 - establishing the earliest opportunity to introduce and explore the topic to then build upon Cross re...
Read more

Teach Access Repository and Facebook research link

Image
 #Educators, do your students know what assistive technology means? From tactile maps to screen readers, #AssistiveTechnology includes a number of devices that enable and foster the inclusion of people with disabilities. The Teach Access Curriculum Repository (TACR) has various resources designed to build out your courses and introduce your students to these types of technologies.  Go to the TACR (https://lnkd.in/gWMxzk2e) and check out the presentation slide deck on assistive technology and the assignment for using a screen reader, under the Psychology section.    #BackToSchool #Accessibility #Inclusion #ScreenReader #AssistiveDevices #Psychology #Disability #Disabilities #A11y https://teachaccess.org/curriculum-repository/ Facebook research post: PhD Thesis Writing Process: A Systematic Approach—How to Write Your Introduction To download complete article, use the link: https://files.eric.ed.gov/fulltext/ED590321.pdf https://files.eric.ed.gov/fulltext/ED590321.pdf?f...
Read more

Notes from original proposal

Text taken from original proposal to unpack/expand: The barriers and ‘unlearning’ highlighted during SCULPT were potentially framed by prior complex  beliefs and understandings and ‘unlearning’ or ‘retrofitting’ skills (Youngblood, 2010). As Gu (2010, p.340) explains “a large part of human and professional knowledge can hardly retain its original meaning when it is divorced from the contexts in which it was constructed and produced.” This made me consider that these skills should potentially be taught at the point these original meanings are constructed and that happens at a much younger age. To understand when it would be appropriate to introduce the basics of awareness and skills in school, I considered the age when young people develop digital skills (Department for Education, 2013) as well as an understanding of what it means to be disabled and children’s perceptions for those with disabilities (Boer et al, 2012).  In a literature review Babik & Gardner (2021) found th...
Read more