Time for digital inclusion at scale

 Making communications accessible doesn't have to be complicated. This National Inclusion Week, discover the practical tools that can transform how you reach your audiences.  Our resources break down accessibility into actionable steps - whether you're creating digital content, planning campaigns, or engaging with diverse communities. Clear print guidelines, captioning requirements, and inclusive language tips are all at your fingertips. Add these to your comms toolkit: 1. Accessibility standards- https://lnkd.in/eZfDDMZ7 2. Accessible by default resources - https://lnkd.in/eHWvuUWZ 3. Inclusive and accessible resources - https://lnkd.in/ewt7dbAF 4. Co-creation: Working with diverse audiences - https://lnkd.in/eNvjafZ2 5. Accessible comms learning and resources - https://lnkd.in/eSFDX3UC

  https://rise.articulate.com/share/2cW0exTz_c0DYaLeJT-YFQ34tO5FusGl#/ Points  for consideration: The examples used can be repetitious e.g. adding captions  and electric toothbrushes were used three times I really liked the use of mini-quizzes/ matching up games to make sure there was a good understanding. Some areas would benefit from these maybe e.g. digital accessibility tools A small point, but to access the accessibility menu on MS the windows and U buttons need to be pressed  at the same time . My autistic mind found it too vague. Personally, I don’t like videos and play them faster than normal, as they are painfully slow in my opinion. I thought the videos selected really added to my learning though. The W3C digital accessibility videos seemed slightly overwhelming in number and I thought, where is the alternative way to access this information? It then popped up when I pressed continue. Maybe that continue button needs to be removed/ altered so the informatio...

Reference and publication pages of key researchers: Sarah Lewthwaite and Co https://www.southampton.ac.uk/people/5xdz97/doctor-sarah-lewthwaite#publications https://teachingaccessibility.ac.uk/publications/ https://teachingaccessibility.ac.uk/library/ https://www.youtube.com/@TeachingAccessibility Rachel Adler https://rachelfadler.com/publications.html Devorah  Kletenik https://www.sci.brooklyn.cuny.edu/~kletenik/publications.php https://academicworks.cuny.edu/bc_oers/10/ - activity idea Kristen Shinohara https://dl.acm.org/profile/81319501668/publications?Role=author Catherine Baker https://dl.acm.org/profile/81458642818/publications?Role=author Yasmine  Elglaly https://dl.acm.org/profile/81548446356/publications?Role=author Kyrie  Zhixuan  Zhou https://dl.acm.org/profile/99661197764/publications?Role=author Kate  Sonka https://www.youtube.com/watch?v=lZn8IvZqTn4 https://www.researchgate.net/scientific-contributions/Kate-Sonka-2199556045 Claire Kearney-Volpe ht...

 I’m back with a quick accessibility tip - if you’ve heard accessibility people talking about screen readers but you don’t actually know what they are or how they work then this post is for you!  Here are a few videos where people show how they use a screen reader on a computer or a phone.  You can hear what they sound like and get a better understanding of why the structure of a page matters so much for assistive technology! - This is how blind people use an iPhone! by Molly Burke (YouTube short) - https://lnkd.in/exTh7qQ4  - How A Screen Reader User Accesses The Web from Smashing Magazine (1 hour 13 minute video on YouTube) - https://lnkd.in/gpBHRYaf  - Screen Reader Demo for Digital Accessibility from UCSF Documents & Media Photography (5 minute video on YouTube) - https://lnkd.in/eCjbSBSq   - How Blind People Type + Use Phones by idkrossplay (YouTube short) -  https://lnkd.in/efB72iRH

  #STRATEGIES TO PERFORM A MIXED METHODS STUDY Almeida (2018). Cresswell  & Clark (2011) that state “mixed methods research is a research design (or methodology) in which the researcher collects, analyzes, and mixes (integrates or connects) both quantitative and qualitative data in a single study or a multiphase program of inquiry” The classical approach to categorize mixed methods designs organizes them into two major categories (Creswell et al., 2003): sequential and concurrent. The sequential  design organizes the process into two stages: in an initial stage, either the qualitative or quantitative data are collected; then, in a second stage, other data type is collected. On the other side, in concurrent design establish that all both types of data are collected during the same stage. One of the main reference works on mixed methods  research was presented by Creswell & Clark (2007), which introduce the phases in the process of mixed methods research and pr...

  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...