Programme

09:45	Registration
10:15	Welcome Peter Tinson (UCISA Executive Secretary)
10:20	Mainstreaming Equality and Diversity: Information Services are the key enablers Sal Cooke (JISC TechDis)
11:05	The JISC TechDis HEAT scheme – a case study using QR codes that raises key issues for IS managers Simon Ball (JISC TechDis)
11:35	Embedding the DDA in institutional strategies - challenges and opportunities Sara Marsh (University of Bradford)	Abstract Presentation
12:05	Accessibility and Mobile Learning Stuart Walker (University of Bradford)	Abstract Presentation
12:35	Lunch
13:30	Student use of technologies to support their online learning EA Draffan (University of Southampton)	Abstract Presentation
14:15	The disabled student experience at Cardiff University Alison Charles (Cardiff University)	Abstract Presentation
14:45	Refreshments
15:05	Is accessibility accessible? Simon Tindall (Desire2Learn) and Angela Trikic (Nottingham Trent University)	Abstract Presentations - Simon Tindall Angela Trikic
15:50	Closing remarks Peter Tinson (UCISA Executive Secretary)

Abstracts

Embedding the DDA in institutional strategies - challenges and opportunities - Sara Marsh, University of Bradford

The University of Bradford is working on an institution-wide project to promote accessibility and inclusivity in policy and practice, with a particular focus on the Learning, Teaching and Assessment Strategy. This session will explain the background to our project, summarise the opportunities we have taken to improve practice, and assess the challenges still to come.

Accessibility and Mobile Learning - Stuart Walker, University of Bradford

The mobile technological revolution is growing at a tremendous rate.

Users appear to demand ever increasing power to access information and services. A well designed flexible mobile device could be viewed as emancipatory technology for disabled people as well as increasing usability and functionality for all users. However, unless information is accessible and the devices themselves offer manageable and flexible functionality a useful tool can be rendered ineffective or even worse a barrier. We would argue that there are increasingly moral, economic, and in many countries legal reasons, why the needs of Disabled People should be addressed in relation to such technologies.

We will explore the accessibility issues related to mobile learning. We will outline the current legal and pedagogical issues that affect this in the United Kingdom (UK) educational sector. The broad principles discussed, however, will be globally applicable. We will examine qualitative data from a longitudinal case study, exploring the use of mobile devices for the delivery of learning and assessment at the University of Bradford, UK. Current and future developments for accessible practice for multi-platform and ubiquitous learning will be discussed, along with the authors' suggestions for an accessible learning object lifecycle.

The disabled student experience at Cardiff University - Alison Charles, Cardiff University

Information Services in Cardiff University takes a holistic view of the provision it makes for the disabled student, looking at the whole experience from assistive hardware and software to the accessible curriculum in information literacy and staff training and development.

This session seeks to explain the structure we have in place to deliver an inclusive service, our progress and successes to date and the challenges still to be resolved.

Is accessibility accessible?

Simon Tindall, Desire2Learn
It has been said if a company is claiming its solutions are accessible it is unlikely they actually understand what accessibility means. Desire2Learn introduce this session with a suppliers view of tackling accessibility within its product design. At Desire2Learn, we see accessibility as a constant work in progress, and attempt to reach beyond the recognised industry standards, and build accessibility into the core of the product rather than as an additional afterthought or add on module.

Angela Trikic, Nottingham Trent University
Nottingham Trent University has taken an institution wide approach to accessibility. This is reflected not only in its choice of underlying technology platforms. An equal focus is given to the accessibility of the VLE to disabled people as on the ways the VLE supports the authoring of accessible content by all authors, regardless of technical expertise. This session will outline a sustainable approach, outlining the structure, policy, guidelines, training and awareness programmes which are aimed to get staff to consider accessibility issues in their content design and learning.

Student use of technologies to support their online learning - EA Draffan, University of Southampton

At one time technology was considered marginal to learning and teaching practice, now most institutions talk about eLearning, which from ranges the virtual learning environment (VLE) with course information and blended learning to distance learning where entire courses are online.

To some making these types of curricula content accessible for all students is a complex issue but in fact the most often used medium for teaching and learning - that of printed textbooks - could be considered the most inaccessible. It is hard for those with print difficulties such as low vision or specific learning difficulties like dyslexia to access paper based text without the use of other technologies such as magnification, coloured overlays or scanning optical character recognition programs to enlarge the text or have it read by a computer. By digitising content, teaching resources can become interactive and accessible to many more students.

Computer based text separates the content from the display element allowing for increased flexibility. What is seen can be embellished with audio files or text to speech. Learning support components with summaries and keyword highlights can be embedded and hypermedia can lead to further interaction and increased enjoyment of the learning experience.


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