Time for digital inclusion at scale

 A key point to make after reading is that of Cam Beaudoin  ‘Prioritize the voices of people with disabilities in the conversation. Accessibility shouldn't just be about compliance and technical standards; it's about making things usable and accessible for everyone.’ Emphasis on the WCAG standards and technical adherence and very little about the people and user testing, it’s a good point to make because web developers are caught up so much in technical compliance that can be measured with automated tools, how often do they really explore real people, real experiences and user journeys. The web regulations have turned accessibility into a technical checkbox activity, yet automated checkers only show half the story. You could be 100% compliant on an automated tool but a website might not be usable properly for real people whose real-life experience automated checkers are trying to emulate. A good point to explore teaching methods, is it technical learning needs or learning abou...

  INCLUDE Reflections - the future defined - Sean Bracken https://www.youtube.com/watch?v=P8bzqTVtEW0 Focus on 'action' in research Masters Degree in UDL - Larlanco Multiple means of action and engagement - exploring the application of universal design in learning INCLUDE's network of educators and researchers. Social justice - the right to access - concept of digital citizenship International journal for universal design and universal design for learning Dreamstudio - AI text to image studio How might learners create culturally sustainable inclusive resources  - collaborative learning - cooperative learning - problem based learning - dynamics of a learning space/environment Living and learning is more inclusive and sustainable conducive to physical and mental wellbeing. Ron Mace - developed centre for universal design - bit it no longer exists - the centre was Ron Mace  - important for this not to be invested in one place or person - ownership needs to be developed in a ...

G3ICT https://g3ict.org/index.php/actions/assetCount/download?id=eVJE%40UGiH2R2v3JeBkP4qZ5nr6go571kUc%24k6%400klhY%3D Explore a range of reports in grey literature to analyse the wider challenges of training. Progress and skills in society- UK and wider. Collate and collate in folder and excel sheet. Reports of intentions and motivation verses the skills situation. Infancy in society as a topic. Explore what skills are being taught - digital perspective or inclusion perspective. Are they in digital reports or EDI.  Any findings about WHY progress is slow (from digital perspective)

  https://thisiswcag.com/ York student: https://www.yorkpress.co.uk/news/19397457.blind-york-student-wins-5k-claim-inaccessible-loan-form/

Themes emerging from reading Why we haven’t addressed mainstream adoption. Conceptual images of the problem of skills adoption. Complexity, ease/difficulty of skills perception. Mainly WCAG focused messaging and training at that level.  Relevance to own context and whose responsibility. Progress is slow even with it being legal requirement need. Not in the mainstream. Empathy is vital to understand and appreciate the context of applying digital accessibility. These elements fit particularly well with technology acceptance model as variables of success/failure. Also the theory of innovation-asking why is it not happening, reverse the TAM model back to potential causes. (Perception, attitude, simplicity) Technology acceptance model as a wider theory or framework to design questions and analysis of data. Based/adapted from behaviour acceptance model. Engagement and lack of it about perception of usefulness and complexity. Would aiming learning around empathy and contextual unders...

 A great way to spend a day off by mapping ideas. Interestingly giving me a great opportunity to see what needs to be done for my own learning as well as my research. Time to make a to do list. Meeting with Cary’s to go through the primary school curriculum to help place my ideas. More contacts to confirm. Meeting to discuss my request to drop to 4 days a week now organised so hopefully I have time on my hands from 1 April to fit in essential contact time with stakeholders.

  https://include.wp.worc.ac.uk/ INCLUDE: The International Collaboratory for Leadership in Universally Designed Education

Intro Young people are our future and our next generation. They are not just consumers, but creators and contributors to our digital society. This can be in the content they create for school work to the content they create or post on social media or those they interact and transact with online. Student success is about educating them with the skills to be an inclusive digital citizen. Statistics suggest that 1 in 5 people now have some form of disability  More widely the remit is (perm, temp and situational). Social responsibility to ensure everyone has full access and equal opportunities. The social model of disability.  Universal design and digital accessibility. Community impact - as a community we can be aware of what we can do look after one another’s needs. This research sits within the backdrop of equality, diversity and inclusion and supported by Legal (equality act, WCAG, international similar legal requirements). Business - future economy (purchasing power/segment o...

  7pm 16/02/23 Kate Sonka, Executive Director of Teach Access, to develop a further understanding of why teaching accessibility to our students is as important as teaching accessibly. Teach Access envisions a fully accessible future in which students enter the workforce with knowledge of the needs of people with disabilities and skills in the principles of accessible design and development, such that technology products and services are born accessible. First slide useful to frame an intro/rationale for my research and proposal.

?? Primary school awareness, secondary the skills? Research plan ideas - Based on my previous work: P:430 (of paper/book chapter linked to below) Predictive and Advisory Nature of DBR To further characterize DBR it is helpful to classify research aims in general (cf. Plomp and Nieveen 2007): • To describe (e.g., What conceptions of sampling do seventh-grade students have?) • To evaluate (e.g., How well do students develop an understanding of distribution in an instructional sequence?) • To advise (e.g., How can secondary school students be supported to learn about correlation and regression?) Research projects usually have one overall aim, but several stages of the project can have other aims. For example, if the main aim of a research project is to advise how a particular topic (e.g., sampling) should be taught, the project most likely has parts in which phenomena are described or evaluated (e.g., students’ prior knowl- edge, current teaching practices). It will also have a part in wh...

  https://ijds.org/Volume12/IJDSv12p107-121Goff3105.pdf https://www.researchgate.net/profile/Seyum-Getenet/publication/317807755_Design-Based_Research_in_Doctoral_Studies_Adding_a_New_Dimension_to_Doctoral_Research/links/5951e66a0f7e9b329234ddc5/Design-Based-Research-in-Doctoral-Studies-Adding-a-New-Dimension-to-Doctoral-Research.pdf?origin=publication_detail https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/4810/research.pdf https://eclass.uowm.gr/modules/document/file.php/MATHMAST103/%CE%A0%CE%BF%CE%B9%CE%BF%CF%84%CE%B9%CE%BA%CE%AE%20%CE%91%CE%BD%CE%AC%CE%BB%CF%85%CF%83%CE%B7%20%CE%94%CE%B5%CE%B4%CE%BF%CE%BC%CE%AD%CE%BD%CF%89%CE%BD/%CE%95%CE%BD%CE%B4%CE%B5%CE%B9%CE%BA%CF%84%CE%B9%CE%BA%CE%AC%20%CE%AC%CF%81%CE%B8%CF%81%CE%B1%20%CF%80%CE%BF%CE%B9%CE%BF%CF%84%CE%B9%CE%BA%CE%AE%CF%82%20%CE%B1%CE%BD%CE%AC%CE%BB%CF%85%CF%83%CE%B7%CF%82/Designed%20based%20research.pdf

  https://www.imperial.ac.uk/engineering/departments/electrical-engineering/study/phd/timeline/ http://www.missendencentre.co.uk/phd/Dirk%20Frans%20Detailed%20Timetable%20for%20doing%20PhD.pdf https://www.enago.com/academy/wp-content/uploads/2022/02/InfographicPhDTimeline_LI-converted.pdf https://lifesciences.exeter.ac.uk/pgr_handbook/academic_progress/mphil_phd_psy/ https://www.prospects.ac.uk/postgraduate-study/phd-study/how-to-write-a-successful-research-proposal Summary: First   year   searching   for   sources/resources, preparing   and   testing   data   collection,   plus   refining research   question,   drafting   literature   review, sketching   chapters. Second   year,   bulk   of   data   collection   in   first   half,   or research,   second   half   analysis   and   drafting   core chapters. Third   year   any...

 Hi Helen Wilson (Brady)! There are a couple of very good playlists you should look at. This particular video is part of the "Don't be afraid of...accessibility' series: https://www.youtube.com/watch?v=5H1JGdqLrWo&list=PLWSYD-KxdDxvxYQ2UHixf6vvlbhvUzXNB&ab_channel=Silktide And there are some more resources on various accessibility topics in our accessibility training playlist here https://www.youtube.com/watch?v=287mLmuamoM&list=PLWSYD-KxdDxsgf16rlLlotPHo2LLo0EGr&ab_channel=Silktide Finally, there's another playlist with long-form (>1hr) webinars, including some really useful in-depth training on Forms, PDFs, accessibility for content editors, and more: https://www.youtube.com/watch?v=ffxwEyBcdf0&list=PLWSYD-KxdDxsJ4CatSfVrPtr5msxlX11s&ab_channel=Silktide We're aiming to do 1 new video per week on average - feel free to subscribe and share!

Interesting study echos my own experience of the word accessibility’ putting people off. So if you asked in a survey the same questions of  What is accessibility’ or ‘What is design for everyone’ would you get completely different answer for each and different perspectives. Language matters to frame the topic and make it relatable so everyone will engage. Useful considerations for designing learning. Perceptions of nothing to do with me, it’s complex and an IT thing

 Blooms taxonomy for planning learning objectives. What themes and findings can help plan for learning? Early ideas based on findings.

Framed by the social model of disability  I argue that we are not preparing our next generation with the basic awareness or knowledge to be digitally inclusive. https://disabledpeoplesarchive.com/wp-content/uploads/sites/39/2021/01/001-FundamentalPrinciplesOfDisability-UPIAS-DA-22Nov1975.pdf Intro that we live in a digital by default world where we rely on digital as a primary channel of communication and transactions. Early laws coming in e.g. web regulations, not just UK but internationally. Beyond web regs we need the basics of reasonable adjustments to ensure everyday content has at least the basics applied. Until reasonable adjustments are explicitly described in equality act in terms of our digital world we may struggle because people may not know what that baseline looks like. People need standards or benchmarks. The issues will be explored and then discussed in the literature review. We currently have a training deficit in the curriculum and in workplaces for the developmen...

  To be able to include basic digital accessibility principles in the curriculum ‘what requirements, considerations and support are needed?’ A student and teacher perspective. What type of teaching tools and resources can facilitate the learning the basics principles of digital accessibility in schools to help promote awareness of inclusive digital content practices.