Monday VU

 Encounters with children- reactions or how you’ve explained 

What do you wish that kids knew about your own disability - prevention of avoiding you as a human 

Types of resources- personas, case studies, avatar 

If BBC Bitesize was to create resources for children based on ENABLED what would you like to see

If you were co producing BBC Bitesize how or what content would you create and why - consider what you’d make for ENABLED

At scale - positive impact if done right 

At scale if representation wrong (negative narrative versus superhero and where in between)

Child friendly ways to portray or explain disability 

Humans who are equal but just interface with the world differently 

Knowledge of current teaching or training around aspects of ENABLED 


I hope you don’t mind me messaging you, I’ll also send a group email, but I’m on a coach trip this morning so not near my computer.until much later tonight. I wanted to give you an early heads up so you can prepare.

I’d like to explore the following in our session in Bromsgrove on Monday. Sorry it’s a bit short notice but these additions have come off the back of focus group sessions I ran on Thursday and yesterday and you guys are my final group in the series. The additions are because I wanted to follow up on really useful points made by others. 

Original session:

  • Your thoughts from what you were sent to read. Did anything of interest from the teacher findings stand out to you? Did you write any thoughts or notes?
  • In the other ENABLED 1 page handout was there anything missing you think needs covering as part of the learning components? 
Extras:
  • What do you wish kids knew so they didn’t turn into adults who might feel awkward around disability and do you have any experience of that?
  • What basic digital skills could kids learn that could potentially make a big difference to how you navigate the digital world, maybe the SCULPT skills for example? What would you prioritise as something vital?
  • Consider a BBC Bitesize coproduction scenario, what type of content or activities would you advise for impactful kids learning about the concepts related to digital accessibility, consider each of the ENABLED learning components.
  • Anything you’d like to add that I haven’t covered or maybe not considered 



Comments

Post a Comment

Popular posts from this blog

Pragmatism as ontology and epistemology

Ontological and Epistemological Position This research is grounded in a  pragmatic paradigm , which embraces methodological pluralism and foregrounds the research question as the primary driver of methodological choices. Rather than aligning exclusively with either a positivist or interpretivist worldview, pragmatism offers a flexible ontological and epistemological stance that recognises the value of both objective and subjective understandings of educational practice. Ontologically , pragmatism rejects rigid dualisms between realism and relativism, instead adopting a  situated, action-oriented ontology  that acknowledges both the existence of observable educational phenomena (such as curriculum structures or pedagogical practices) and the constructed meanings that teachers and learners ascribe to them. In this study, teacher readiness to teach digital accessibility is understood not as a fixed trait, but as a dynamic construct shaped by contextual, experiential, and sys...
Read more

PCK as conceptual framework

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...
Read more

Another set of thematic analysis papers

Braun and Clarke (2021);  Massey, 2011;   Trainor and Bundon (2021); Byrne (2022); Peel (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Braun and Clarke (2021) Following procedure is not a guarantor for doing  ‘ good TA (p.329) TA does  –  we believe  –  offer a distinct way of working with qualitative data, and that, although it shares some features in common with other approaches that seek to identify  ‘ patterns ’  in data (e.g., grounded theory, interpretative phenomenological analysis [IPA] or qualitative content analysis), it is nonetheless a method (or cluster of methods) in its own right. (p.330) Through this writing, developing a TA website, 1  and teaching, our understanding of the (evolving) landscape of TA (as we see it)   has deepened, as has our clarification of where our approach  ‘ fits, ’ and what   elements are most vital to quality (reflexive) TA, and why. In ...
Read more