MOOCS and OERs



 Paper by Greg Gay - Canadian focused on AODA

  • Massive Open Online Courses (MOOC)
  • Open Educational Resources (OERs)

Descriptive - Course structure components described in the paper.

Justification - content and activities to support the introduction and integration of digital accessibility topics over a range of subject areas, with encouragement for others to reuse the content to add accessibility related topics into their teaching.

Computing and citizenship 

James Duckhouse - could this be used in T-level at Worcester, could him/his students help me do it?

Summarise throughout papers analysis that the key components suggested by the literature are: then list them.

Describe the benefits (pedagogical and authentic learning) of each activity.

Inform the development of the activities and materials on the platform. Make some examples as described in literature.

Explore the 10 year old capabilities to do these.

Break course down for differentiation into:

  • Introductory principles for accessibility awareness (universal design, citizenship, equality)
  • Basics digital skills awareness for everyday content (everyday and what web developers do)
  • Digital accessibility basic principles in the workplace (convince a company, legal context, audit)
  • Digital accessibility basics for web developers and document creation (computing/HCI/computer science curriculum)

Bitesize style with downloadable activity sheets for teachers/learners 

Describe activities and their pedagogical benefits.

Organise content against authentic learning outputs.

Pre and post course surveys - MS forms

Test the course against learning outputs - plan activities to feed into this - learner reflections - what they have learned about digital accessibility 

Use their work to identify knowledge and course usefulness, interviews, lesson observations (lesson study)

Support the introduction of digital accessibility awareness in schools.

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