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| Friday, 22 July 2005: 10:00 AM-10:45 AM | |||
| Yerba Buena Salon 13 (San Francisco Marriott) | |||
| M-1: ALERT: CMS and Disabled Students – Promoting Inclusive Practice | |||
| Detailed Description: | Guidelines have been developed from case studies undertaken as part of the UK government funded project ALERT (Accessibility in Learning Environments and Related Technologies) to help faculty enhance the understanding of disabled students through their use of CMS software in a range of learning activities. This session focuses on the pedagogical, practical, and strategic recommendations from these guidelines to enable disabled students to participate in more flexible, inclusive learning. | ||
| Presentation Format: | Showcase | ||
| Topic: | Enabling learning: Effective instructional practices and flexible design models | ||
| Target Audience: | Academic Technology Directors, Course Designers, E-learning Managers, Faculty and Other Instructors, Institutional Research and Assessment Staff, K-12 Educational Staff, Senior Administrators | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | CMS are an intrinsic part of flexible learning and teaching and play a vital role in enabling disabled students to attain learning objectives and pedagogical outcomes. But variations in use of CMS software by academic staff affect the equity of disabled students' experience. In this session, guidelines based on faculty and student case studies collected as part of a UK government funded project will exemplify aspects of CMS use where faculty decisions ensure a more inclusive curriculum. These guidelines make recommendations for a pro active approach to meeting disabled students' needs. Themes within the guidelines include various aspects of teaching and learning and the use of a range of ‘etivities' within a CMS, such as role play, discussion boards and synchronous chat sessions. The guidelines are designed for use by academic and academic support staff such as learning technologists, staff developers and disability support staff, and consider the following areas: · provision of lecture support materials · use of synchronous discussion tools · use of asynchronous discussion tools · use of online assessment · consistency of use of the CMS · technical aspects · training needs Group discussions within this session will focus on using the guidelines for inclusive curriculum development and institutional change. Delegates will consider aspects of staff development and support as well as adapting practice and policy in flexible design. Attendees of the session will also be invited to evaluate and provide feedback on examples of e-tivities in a range of subjects within a CMS, based on the recommendations of the guidelines. This will enable participants to consider the implementation of the points within their flexible and adaptive curriculum guidelines.
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| Session Leader: | Barbara Newland University of Bournemouth | ||
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