Designing a Staff Development Course in Inclusive Design for Online Learning

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Pearson, E. (2003). Designing a Staff Development Course in Inclusive Design for Online Learning. International Journal on E-Learning, 2(4), 52-59. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/2103.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

International Journal on E-Learning
ISSN 1537-2456
Volume 2, Issue 4, 2003
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on IJEL

Author

Elaine Pearson, University of Teesside, UK

Abstract

"** Invited as a paper from ED-MEDIA 2002 **" This paper discusses the issues that we consider central to accessible online education, and the design rationale for the development of an exemplary, flexible online course for making accessible online courses. The production of guidelines for making online courses accessible (Pearson and Koppi, 2001), lead to considerations of developing an online course for making accessible online courses. Using the experience and knowledge gained through researching the guidelines, specific issues and skills were identified to undertake inclusive and accessible design of online courses. These were encapsulated into five major themes and incorporated into a series of face to face workshops and an online course, aimed at assisting the academic in understanding both the broader issues of accessibility, and in developing the skills and knowledge for accessible course design. The authors designed and developed the online course by adopting the roles of content expert and instructional designer to ensure that all aspects were considered. The process included the formulation of learning outcomes, assessment criteria and strategies, learning methods, and the alignment of these course components. The online learning strategies included a variation of the cognitive apprenticeship model which was refined following feedback from the prototype face to face workshops. Learner-centred and inclusive design is fundamental and the course is intended to be an exemplar of universal design.

Keywords

• Physical Environments
• Educational Technology
• Instructional Design
• Learning Disabilities

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Do Entry Characteristics of Online Learners Affect Their Satisfaction?
• Disabled Learners’ Experiences of E-learning
• Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
• Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
• Belonging Online: Students' Perceptions of the Value and Efficacy of an Online Learning Community

Tags