Question shaping

Aim: Educating our next generation to be digitally inclusive.

Question: What can school children be taught to be able to identify and apply basic digital accessibility principles that can support others in the digital world.

Sub questions:

  • How do learners respond to the new topic of digital accessibility awareness
  • What aspects of permanent, temporary and situational disability needs and barriers can children identify (Microsoft model and card sorting)
  • What digital solutions can school children identify for a range of disability needs (demonstration of solutions and persona exercises to match solutions)
  • What basic principles of digital accessibility can school children apply to create inclusive digital content. (Create a poster that could be put on a display as well as uploaded for people to read online/digitally)
  • What level of confidence can school teachers gain to teach the basic principles of digital accessibility 

Justify the questions in the literature review.

Based on multidisciplinary of disability and digital skills. Studies suggest having the conceptual understanding first to underpin the why before the how. Empathy studies back this up as it has more impact.

Why chosen upper key stage 2 age range (Piaget, disability studies (empathy) and online safety taught age).

Inclusive design - universal design knowledge and considerations from the offset rather than an add-on or afterthought. Disability knowledge focus - as currently it’s not working as just a set of technical specifications and automation, the awareness gets lost.

Regs place the emphasis of responsibility onto the public body for all websites and online services they create and those they procure from a third party.

Inclusive design model by Microsoft - recognisable brand to trust and learn from - Microsoft guidance etc

Targeted at web devs with complex info with slow progress, building from the basics upwards and the Responsibility of everyone. Basics prevent complex fixes.

Relate to real-life issues in our society such as the challenges around digital accessibility for disabled people and how it is embedded into society or culture. Laws and legal frameworks are a great place to start with to understand the needs of the digital world, how it’s implemented in society and how that might need to be portrayed or taught in the classroom.

Can the more basic low hanging fruit be adopted by school children. Team teach but teacher bit by bit take over by the final iteration. Simpler stuff easy to adopt

Three rounds of the same curriculum:

  • First round will be a useful prototype just to see what young people at key stage 2 can do with the three teaching activities available on Learn to Enable. (How do learners respond to the new topic of digital accessibility awareness - pre/post survey, interviews with teachers and students, student assessment activity results)
  • Second round will take more of a refined approach based on (learner and teacher) reflections and feedback from round one, this may alter the activities, resources and introductions to the topic. (Look specifically at refining activities for the teaching of digital accessibility awareness to add to a toolkit)
  • Third should be a more informed, refined and appropriate level of topics and activities (teacher might take over at this point based on a toolkit of teaching the subject) (What level of confidence can school teachers gain to teach the basic principles of digital accessibility)

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