More papers for liv rev pt3

 Putnam et al, 2015 (empathy paper)

The unifying theme was to teach with the goal of cultivating empathy with end users by giving learners an embodied experience of using inaccessible content (Putnam et al, 2015)

The most desired learning outcome expressed by teachers of accessibility was the importance of students embracing the message of diversity (Putnam et al, 2015)

By far the most common and effective approach was to facilitate direct interaction with people with disabilities because the experience of disability is difficult to fully appreciate from a book learning perspective (Putnam et al, 2015)

Another common approach was to simulate disability barriers to foster and build empathy (Putnam et al, 2015)

When interviewing teachers, the activities they had tried that had been unsuccessful, they commonly mentioned how difficult it was to engage students when discussing legal and technical topics, highlighting that shifting to a focus on building empathy was much more effective (Putnam et al, 2015)

Inal, 2023

Simulated the role of individuals with motor impairments using keyboard navigation (Inal, 2023)

Results showed that empathy exercises effectively raised accessibility awareness of participants especially as this was their own user journey experience (Inal, 2023)

Focusing on only technical aspects such as evaluating digital content against guidelines such as WCAG is not adequate to achieve raising awareness (Inal, 2023)

Accessibility education requires helping learners empathise with the needs of people with accessibility requirements (Inal, 2023)

Empathy exercises are essential to sensitising learners to the significance of addressing accessibility (Inal, 2023)

Empathy exercises can help to frame attempts to understand users and the importance of the guidelines (Inal, 2023)

Students compared their own experiences of using digital content against that of those who navigate and engage with it from only using a keyboard to navigate a website. Students were asked to reflect on their experience and the barriers they faced (Inal, 2023)

This experience changed their perspective and attitudes towards accessibility (Inal, 2023)

Building empathy and understanding is necessary for inclusion in the digital society (Inal, 2023)

Empathy affects the awareness of learners (Inal, 2023)

Attitudes also changed towards accessibility using simulation and empathy exercises (Inal, 2023)

Empathy and simulation forces learners to immerse themselves into the perspective of those whose interaction patterns with digital content differ (Inal, 2023)

After empathy exercises the learners changed their attitudes towards websites from positive to negative (Inal, 2023)

Learners will consider and adopt accessibility practices when they believe adopting accessibility is beneficial towards the quality of digital content for end users (Inal, 2023)

Empathy exercises can expose learners to the challenges individuals with disabilities encounter in the digital society (Inal, 2023)

Empathy Studies like this highlight the synergy between empathy and accessibility (Inal, 2023)

Nicolle and Maguire, 2019

Empathic modelling is the method whereby an individual, using various props and scenarios, is able to simulate the deterioration of physical or perceptual abilities in everyday scenarios (p.2) (Nicolle and Maguire, 2019)

Empathy based exercises encourage students to think about how we can take our senses and abilities for granted (Nicolle and Maguire, 2019)

It is important to remind students that this is only a simulation and does not enable them to fully understand the impact of a disability, as learners can take devices off or return to their own norm at the end of the session (Nicolle and Maguire, 2019)

Blindfolded learners (Tomberg paper similarities)

The result and aim of empathetic modelling is that learners will apply their knowledge to create more accessible and usable experiences for those with disabilities (Nicolle and Maguire, 2019)

Shi et al, 2020

Accessibility labs as an easy to adopt activity (Shi et al, 2020)

Provide background and supplementary materials, for example, YouTube videos of students with disabilities discussing how inaccessible content has inadvertently impacted them (Shi et al, 2020)

Five different labs and activities addressed the topics of deaf/hard of hearing, colour blindness, blindness, dexterity issues and cognitive impairments (Shi et al, 2020)

Findings indicated that empathy creating materials have a positive impact on students attitudes on the importance of creating accessible materials (Shi et al, 2020)

Horton, 2020

Empathy based teaching needs to be supported by the legal requirements, empathy alone does not constitute action to address what is needed to be done in digital content, teaching the technical and legal standards is just as important (Horton, 2020)

Mancilla and Frey, 2021

Common barriers relate to uncaptioned videos, unclear navigation, lack of image alt text and poor colour contrast (Gladhart, 2010; Burgsthaler, 2015).(Mancilla and Frey, 2021)

Most accessibility practices can be grouped by the four major disability categories of vision, hearing, mobility and cognitive impairments (Mancilla and Frey, 2021)

Given the value captioning adds for learners, it should be a standard practice topic in accessibility course development (Mancilla and Frey, 2021)

Motor impairments often refers to limited use of the hands and to demonstrate this keyboard navigation simulates how assistive technologies interact with digital content (Mancilla and Frey, 2021)

Creating content for visual impairments can be especially challenging to understand (Mancilla and Frey, 2021)

Microsoft products have features to check accessibility for example accessibility checkers or means to add headings and alt text (Moorefield Lang, 2019) (Mancilla and Frey, 2021)

Assistive technology is ineffective if the content is not designed to be accessible (Acosta, Zambrano- Miranda and Lujamoya - check this name, 2019) (Mancilla and Frey, 2021)

Microsoft office is one of the most popular and recognised tools for making digital content (85%) (Mancilla and Frey, 2021)

In online learning, for example, video content comprises over a third of online activities (refs) (Mancilla and Frey, 2021)

Respondents reported that there were some low-level effort accessibility principles such as links, headings, colour contrast, colour use and plain language or easy to read fonts (Mancilla and Frey, 2021)

Standard practices in accessibility training could include the basic principles of captioning, alt text, colour contrast, headings, links and plain language (Mancilla and Frey, 2021)

Recommendations were to use micro learning resources such as a repository of training references, guides and templates to model best practices (Mancilla and Frey, 2021)

It is recommended to focus on the most common applications used and principles that address the most common accessibility barriers (Mancilla and Frey, 2021)

Chen, 2022

Teachers expressed wishes for training that is personalised and customised to their needs and level of knowledge (Bong and Chen, 2011) (Chen, 2022)

Professional development programmes inspired by Gilligan (2020) and Marrou et al (2022) focus on concepts of accessibility, awareness of laws and regulations, barriers faced by those with disabilities, how to create accessible content and tools to help with accessibility (Chen, 2022)

Presentations, simulations and scenarios for addressing common accessibility barriers and errors. Hands on exercises for participants to practice what they have learned, e.g. barrier identification and problem solving strategies (Chen, 2022)

Include role play activities so participants can play different roles (Chen, 2022)

Bustamante et al, 2018

This work identifies the competencies that a teacher must know to be able to create accessible educational digital content (Bustamante et al, 2018)

There is a lack of training proposals for educators on how to create accessible educational digital (Bustamante et al, 2018)

The paper refers to the ADOD project for creating accessible documents which recommends a series of techniques (Bustamante et al, 2018)

The recommendations are based on the WCAG guidelines including non-text elements to include alt text and decorative items, checking colour contrast, hyperlinks, headings, reading order, bookmarks and avoiding scanned documents (Bustamante et al, 2018)

Acts as a repertoire of competencies and knowledge that any educator who uses technology should have (table p.1543)(Bustamante et al, 2018)

Also complemented by guidance for those who create video and audio content (Bustamante et al, 2018)

It is hoped with this knowledge that some way in the future educators can transmit this type of accessibility awareness on to their students, in order to have future generations that will produce changes for the benefit of all (p.1546) (Bustamante et al, 2018)

Gilligan, Chen and Darzentas, 2018

Using day in the life stories, which aren’t as developed as detailed personas but can add some real-life meaningful scenarios (Gilligan, Chen and Darzentas, 2018)

Concluded that these ‘day in the life’ stories were a positive inclusion in the course and helpful in developing an appreciation of the challenges people with a disability face in digital content (Gilligan, Chen and Darzentas, 2018)

Post course survey highlighted that videos were especially popular learning materials (Gilligan, Chen and Darzentas, 2018)

Descriptions from people with disabilities, who give their personal accounts of how shortcomings in digital content impact them (Gilligan, Chen and Darzentas, 2018)

Personal stories are powerful in learning experiences, especially when learners can contribute their own experiences as part of the teaching and learning experience (Gilligan, Chen and Darzentas, 2018)

Engagement can be optimised through thought provoking day in the life stories and everyday accounts or scenarios that are relevant or meaningful to the learners (Gilligan, Chen and Darzentas, 2018)