Time for digital inclusion at scale

  From an educational design research perspective, Reeves (2006) focuses on a specific iterative cycle to design the research process: problem analysis; solution development; iterative refinement; and reflection to produce design principles (McKenney and Reeves, 2012, p.74). McKenney and Reeves (2012, p.74) The initial phase includes investigating the problem at hand. The central orientation of starting from a problem maybe explicitly stated ( e.g   Ejersbo  et al, 2008; Reeves, 2006) or implied (e.g. McKenney,  Nieveen  & van den Akker, 2006; Reinking & Bradley, 2008). I involves exploring and analysing the existing situation in terms of both current knowledge and  curret  practice. For example,  Bannan -Ritland and  Baek  (2008) describe needs analysis, literature survey, theory development and audience characterisation as steps in this first phase of, in their terms, informed exploration. Similarly, Reinking and Bradley (2008,...

  Multiphase mixed methods research design Given that mixed methods research encompasses multiple phases, its underlying assumptions can vary depending on the specific design employed. Generally, Creswell and Plano Clark (2011) suggest that researchers often adopt pragmatism as an overarching philosophical foundation when strands are conducted concurrently. Divide the overarching objective into distinct, manageable studies or phases. Each phase should target a specific aspect of the broader research objective. Carefully select the type of study for each phase based on the kind of data required and the objectives of that phase. Develop research questions for each phase. Each phase should have its own set of focused research questions that align with its objectives. These questions should be designed to build upon the findings of previous phases and contribute to the larger program. Sequential designs, where one study informs the next, are useful when earlier findings guide the direc...

DBR to explore an implementation (use model in McKenney and Reeves) Pedagogy as planned, enacted and experienced as the process of pedagogy (teaching process) New question to emphasise PCK (Cochran et al, 1993) as influence to inform the analytical framework? The knowledge of: Teachers subject knowledge and how that evolves or can be supported (Q2 and Q1) - analyse answers in relation to the aspects that make up inclusive design and understanding DA - ABLED? - the need to create a training package to address each area. Knowledge of classroom approaches and planning for learning for DA (Q3) Knowledge of how pupils respond and ID responses (Q4) Knowledge of how this could work in context (Q4 How can teachers introduce the subject of digital accessibility awareness into the national curriculum at upper Key Stage 2? PCK for inclusive design instruction and education. https://www.teachaccess.org/resources/fact-sheet-why-teach-accessibility/

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 And these can also be useful if you’re on the design side and you’ve never done anything with ARIA! You might not need it for your role, but it can be helpful to understand, and maybe even to add info into your wireframes when you’re handing them off. - ARIA Authoring Practices Guide (APG) Home from W3C (article) - https://lnkd.in/eJTnik_n  - Up and Coming ARIA from WebAIM (article) - https://lnkd.in/e7EHcbnM  - Using ARIA from W3C (article / long page) - https://lnkd.in/eD3ebAJi - WAI-ARIA Flashcards by Tara-Lee Muise on Brainscape (flashcards) - https://lnkd.in/ewiRTg_i  - What I Wish Someone Told Me When I Was Getting Into ARIA by Eric Bailey (article) - https://lnkd.in/ewDVbpMM  - What the Heck is ARIA A Beginner's Guide to ARIA for Accessibility by Kat Shaw, CPACC (54 minute video on Youtube) - https://lnkd.in/eT85dzse 

Paper:  Teachers’ Beliefs on the Benefit of Collaboration in  Lesson Study (2016) -  Madihah  Khalid, Nor Azura  Hj  Abdullah,  Abdulhameed   Kamoludeen In fact, most of the current major educational reforms call for extensive, meaningful teacher collaboration (Inger, 1993). It was noted that although they might collaborate in performing some duties ( e.g  in extra- curricular activities and school functions), they work individually when it comes to planning and preparing their lessons and materials, and struggle on their own to solve their instructional and curricular problems (Ade  Shahren , 2010). The complexities introduced by a new curriculum or by the need to refine an existing curriculum are challenging. Teacher teamwork stimulates new ideas, promotes coherence in a school's curriculum and instruction and makes these complex tasks more manageable (Khalid et al, 2016) Through collaborative work, teachers’ knowledge (especially peda...

  Teach Access   WebAim/W3C   IAAP CPACC   Others I’d found   Review learning objectives and structure of what I covered and conclude what comes first and last   Researching Pedagogy in Digital Accessibility Education | ACM SIGACCESS Accessibility and Computing Full article: Methods that teach: developing pedagogic research methods, developing pedagogy Useful for cross referencing to survey findings  ERIC - EJ1301723 - Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development, Online Learning, 2021-Jun Hands-on Accessibility Teaching Training for Computer Science Instructors | Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2  – New?     EJ1246240.pdf https://sid.usal.es/idocs/F8/ART10675/Lazar.pdf Proceedings Template - WORD Accessibility in Web Development Courses: A Case Study Accessibility in introductory computer science | ACM SIGCSE Bulletin Accessibil...

  Book: https://books.google.co.uk/books?id=fwc0EAAAQBAJ&pg=PA95&source= gbs_toc_r&cad =1#v= onepage&q&f =false When adopting a pragmatic approach, rather than starting from a particular philosophical position, the choice of using a mixed methods approach and the mixture of methods and procedures used is seen as being driven by works best for answering the research question ( Taskakkori  and  Teddie , 2021; Johnson and Onwuegbuzie, 2004).  Taskakkori  and  Teddie , 1998) further argue that pragmatism itself can instead be employed as the philosophical underpinning for using mixed methods, similarly echoed by others (Johnson and Onwuegbuzie, 2004; Morgan, 2007 The ambitions of interpretive research is to generate understanding through an articulation of the intentions and reasons for action (p.104) Research provides practitioners with different ways of seeing and understanding their practice, referred to as the cultural role of research (...

  Beyond HCI: The need for accessibility across the CS curriculum In a more recent move to define a curriculum Teach Access (Teach Access ref) have put together a framework of topics to be able to teach digital and web accessibility. This framework was developed through synthesizing computing education and accessible computing literature, alongside discussions with subject matter experts in both computing education and accessibility (HCI paper ref). They too order the main principles and learning concepts as defining disability and the barriers people face, the legal frameworks and guidelines for design, followed by implementation and evaluation. As this is predominantly framed around the needs of university level courses they also include a final unit on the accessibility profession and continuous learning, as highlighted by others who have similarly explored learning objectives in higher education contexts (refs). They recognise that it is equally important for teachers to receiv...

As already established through the literature review, teachers are not aware of or raise concerns about the lack of teaching resources or text books (ref), the findings from this study within the school environment echo the same challenges with (numbers %) saying they are not aware of any materials, and blah blah. Findings are also consistent with research into prior educational knowledge, for example WebAIM found that ??% developers had not had any prior educational input during their time in school (WebAIM, 2021; 2023) with blah upholding similar statistics. Findings from this survey indicated the same, with ??% of upper KS2 teachers similarly not covering this with their own educational experience, although ?participants said this was covered in their university education and a further ? selecting this had been part of their schooling. THESE TEACHERS WERE NEW TO TEACHING suggesting that the topic has been more recently acknowledged within a curriculum context.

5 min row/  Lunges /  Squats/  Shoulder taps Bar bell: Russian below knees with bar bells  Above head lifts Bicep curls bar bell Bar bell: Lift lying down bar bell Bent over row Waist to chin lift Behind shoulder lunge/squats Disks: 2 disks round the world 2.5 Tricep extension behind shoulders 5 Halo both ways 5 Waist stretch left/right Core: Knee to elbow core Weighted sit ups/crunches Leg raises Core: Side to side with weight Cycling elbow to knee  Kettlebell swings/butterfly kicks Leg machines: Bench press Hip both/  Top leg/  Bottom leg (Additional) Lat draw down (Additional) Walking - incline (20 mins 3.5 incline)