Time for digital inclusion at scale

 Useful for intro and rationale  https://pmc.ncbi.nlm.nih.gov/articles/PMC11458047/ https://pmc.ncbi.nlm.nih.gov/articles/PMC11458047/ S ubtitles offer benefits not only to individuals who are deaf or hard of hearing, by enabling them to access the audio content, but also to wider audiences, for example by helping them understand foreign content or unfamiliar accents [1, 2]. Recent research indicates that it is younger generations, particularly Generation Z and millennials, who increasingly choose to enable subtitles, even in countries like the USA or Poland, where subtitling has not been prevalent traditionally [3 –7]. Reasons cited for watching content with subtitles include unclear audio, fast speech rates, background music, challenging accents, the desire to focus, language learning, and not wanting to disturb family members or roommates [8–10]. One notable trend is the practice of watching videos with muted sound on mobile devices, particularly short-form content on socia...

Conceptual frameworks guiding this study:   The social model of disability and inclusive design  Pedagogical content knowledge  Pedagogy as planned, enacted and experienced  Pedagogical Content Knowledge and Its Importance for Teachers Pedagogical Content Knowledge (PCK), a concept first introduced by Lee Shulman (1986), represents the intersection of a teacher’s understanding of subject matter and their knowledge of how to teach that subject effectively. It transcends mere content knowledge and generic pedagogical strategies, focusing instead on the nuanced ways in which subject matter is transformed for teaching. PCK encompasses an understanding of what makes specific topics difficult or easy to learn, the preconceptions and misconceptions learners commonly bring to the classroom, and the most effective strategies for helping students grasp complex concepts (Shulman, 1987). Critically, PCK serves as the foundation of effective teaching, bridging the gap between the...

  Krueger book (Krueger, 1994) Sequence questions to allow from maximum insight. Systematic analysis has two dimensions. The first which is described in this section is the manner by which data are gathered and handled the second include specific processes used by the analyst and is presented in detail in chapter 8. Occasionally moderators prematurely launch into key questions. A more systematic process is to allow participants to become familiar with the topic giving each individual a chance to recollect personal opinions and to listen to the opinions of others in the group. This is then followed up by key questions relating to the court topic of interest and then later followed with the opportunity for a final summary and questions by each participant. Most often focus groups are electronically recorded with additional notes taken by the moderator and assistant moderator. Lack of notes or lack of electronic recordings greatly impede the ability to reconstruct critical parts of th...

October onwards Methodology (first good draft - end of November ) 3 focus groups conducted and transcripts tidy and ready - triangulate coding and analysis across all December/January onwards: Writing: Lit review - including questionnaire info and ENABLED Questionnaire write up - initial draft  Data collection: Min of 6 lessons planned  Semi structured interviews - triangulate analysis  Bring some conclusions together - final thoughts for consideration