Presentation on theme: "“Good design is like been given learning wings! It means all the hindrances and all the obstacles are just removed, I can just get on with the job at hand.”"— Presentation transcript:
“Good design is like been given learning wings! It means all the hindrances and all the obstacles are just removed, I can just get on with the job at hand.” Natasha, Skills for Access Creating Accessible Learning Materials (CALM)
Background to CALM Project Aims To proactively respond to the duties laid out in the Disability Discrimination Act 2005. To increase staff uptake of the College VLE. To reduce growing requests for note- takers. To raise staff ICT skill levels. To present learning and teaching materials in an accessible, College-branded format. To ensure that all learning and teaching materials are available to students in an accessible, electronic format so that they can be accessed and adjusted as required.
CALM Workshops Accessibility: Why? – The legislative, business and personal case for being accessible. Accessible Layout – Practical advice on how to create accessible documents in Microsoft Word, with reformatting activities. Accessible Content – Examples and resources for creating clear, easy to understand and inclusive content
CALM Resources Disability Rights Commission "Understanding the DDA“ A clear, useful guide for post-school educators on how to improve disability equality and implement relevant parts of the DDA. Disability Rights Commission "Understanding the DDA“ RNIB Clear Print guidelines Simple top tips to follow to make your documents more accessible. RNIB Clear Print guidelines JISC TechDis Accessibility Essentials A series of easy to use guides on how to create accessible materials in a variety of formats. Includes useful ‘how to’ animations. JISC TechDis Accessibility Essentials Plain English guidelines A variety of resources on creating clear, easy to understand documents, free from jargon. Plain English guidelines QELTM Project guidelines A range of tools, resources and case studies on how to create materials with equality and inclusion in mind. QELTM Project guidelines
Staff Feedback Prior to training 1 month after training
Student Feedback “I have a visual impairment so […] having documents in an electronic format saves the hassle of going through people to enlarge files and going to the photocopier; I can just do it myself and magnify it to how I want.” James Hipson, HNC/D Graphic Design student
HMIe Feedback “The college gives high priority to the development and use of ICT to enhance learning and teaching. […] There are sufficient opportunities for staff to participate in staff development in the use of ICT. For example, all teaching staff received ICT training as part of the college’s Creating Accessible Learning Materials (CALM) project. This project and the work of the E-innovations team leader has stimulated staff and learner uptake of the college’s VLE, and improved the quality and accessibility of learning materials.” HMIe Annual Engagement 2009
So far, so CALM Training – CALM(1): 370+ staff attended CALM training [07-09] – CALM(2): Mandatory module as part of academic induction Support – CALM(1): 1100+ complex documents reformatted by CALM team [07-09] – CALM(1): 500+ new units on the College VLE [07-09] – CALM(2): Hand over from CALM team to existing clerical/learning technology support Review – CALM(2): CALM principles embedded into existing quality processes
Featuring CALM… Case Studies iTech Award Winners 2011 – Access & Inclusion JISC Services Case Study: TechDis Conferences 24 Nov 2009 - Capita: Disability Equality in Scotland 18 Jun 2009 - CALL Scotland: ICT & Inclusion 12 Jun 2009 - JISC RSC: Realising the Benefits - 'Best of the West' 27 May 2009 - JISC RSC: e-Inclusion Scotland 20 May 2008 - JISC RSC: Inclusion in e-Learning Forum Presentations 28 Jan 2010 - James Watt College 14 Sept 2009 - Reid Kerr College 10 Jul 2008 - JISC Regional Support Centres (UK) 13 Feb 2008 - Cumbernauld College
Lessons Learned Staff buy-in is essential: – Top down support from managers; – Involve staff when developing the project; – Use subject specific case studies; – Respond to issues: “no time”, “not my job”, etc. Have a clear idea of staff IT levels. Appoint project manager / support staff at the start. Identify your measures of success and report on them! Embed principles into existing practices.
CALM 3 CALM 3 – a reimagining for City of Glasgow College Four 1-hour workshops (online and face-to-face): – Understanding accessibility in learning & teaching – Accessible layout – Accessible content – Inclusive delivery in the classroom Online and printed support materials. Online skills assessments. Bank of inclusive images for vocational areas.
http://www.rsc-scotland.ac.uk/case_studies/media/CALMproject/CALMproject/index.html Jen Fuller | Senior Learning Technologist | City of Glasgow College | t: 0141 566 6222 ext 4415 e: email@example.com@cityofglasgowcollege.ac.uk Thank you!