About me…

About Me in 2011

The wheels of publication grind slowly then gather speed. Within a week I received copyright documents for two journal articles with acceptance of a third.  I’m excited about these because they share the common theme of digital exclusion and I’m hoping they’ll stimulate some relevant and appropriate discussion and debate. Watling, S. (2011) Digital Exclusion; coming out from behind closed doors in Disability and Society 26 (4). pp. 491-495. http://www.informaworld.com/smpp/content~content=a937582608~db=all~jumptype=rss Watling, S. (2011) Digital Exclusion: Potential Implications for Social Work Education in Social Work Education, Vol 30:1 DOI: 10.1080/02615479.2010.539605 http://www.informaworld.com/smpp/content~db=all~content=a932850579 Watling, S. and Crawford, K. (2011) Digital Exclusion: implications for human services practitioners in Journal of Technology in Human Services, 28:205–216, 2010 http://www.informaworld.com/smpp/content~db=all~content=a936327881 One side effect has been the blunt introduction to the realities of publisher monopoly over the OER (Open Educational Resources) movement. The philosophy underpinning Creative Commons and the interests of commercial publishing companies are not the best of friends. As soon as I work out how to link to the university of lincoln repository from here, the articles to look out for – one way or another – will be listed below:

About me in 2010

 May 2010 – it’s a busy year, hence an update that’s over four months late! Following on from last year I’ve designed a staff development workshop looking at inclusive design with digital environments. Selecting content that’s generic, interesting and useful has been a challenge. Using the title Introducing Inclusive Practice with Digital Data I’ve settled on these key points

• 17% of people born with an impairment that disables them; 83% acquire one in later life
• Technology can help fill the gaps and enable independence
• We need to work with the technology not against it
• Diversity = Difference
• Inclusive practice is about changes for some that improve access for all

Digital technology is a fast moving environment. WAI 1.0 has been superseded by WAI 2.0. WCAG 1.0 was HTML specific and provided three priorities or levels of conformity.

• Priority 1 or Level A was a basic requirement for some groups to be able to use web documents.
• Priority 2 or Level AA conformance indicated better accessibility and removal of significant barriers to accessing the content.
• Priority 3 or Level AAA checkpoints provided improvements to web content accessibility.

WCAG 2.0 represents a substantial shift in philosophy and a change from guidelines to four principles – POUR

• Perceivable
• Operable
• Understandable
• Robust

Understanding these principles means understanding more about the user end of web accessibility. A step forward from the tick box approach of WAI 1.0. it asks web content providers to not just apply but to understand the reasons for the application. This is the philosophy underpinning the workshop.“The Web is not a barrier to people with disabilities, it is the solution. The web has the potential to revolutionize the day-to-day lives of millions of people with disabilities by increasing their ability to independently access information, communication, entertainment, commerce, and other aspects of life that most people take for granted.”   http://webaim.org/articles/pour/

About me in 2009

The new year sees a change of emphasis for this blog which will have an increased focus on inclusive design; particularly in relation to content uploaded to the Blackboard VLE.

The legal part: education institutions now have an obligation under Part IV of the Disability Discrimination Act (DDA 1995, SENDA 2001) not to discriminate against any student by denying them access to the provision of services. The JISC Legal Accessibility Guide for eLearning Authors (link opens in new window) gives the best overview. The DDA states that the ‘responsible body’ is the governing body of the institution but employees can be personally liable if they ‘knowingly aid an unlawful act’. The implication for day-to-day practice is: individuals uploading electronic documents should be proactive in anticipating potential barriers to access thus ensuring users with a disability are not placed at a substantial disadvantage compared to those who do not have that disability. Where content is provided in a single format for example an audio file, a reasonable adjustment is called for and an alternative format or delivery method, or an alternative learning experience, should be made available. In this case, providing a text transcript is an example of reasonable adjustment.

In addition to Part IV of the DDA, institutions also have obligations under the Disability Equality Duty (DED) to promote equality and access. The University of Lincoln Disability Equality Scheme. Policies and practice with regard to teaching and learning content should incorporate reference to external standards (WCAG 1.0 and 2.0) and sector guidelines (TechDis; Skills for Access links open in new windows) and measures put in place to embed an institution wide strategy with regard to inclusive design.

Identifying potential barriers, and making reasonable adjustments to practice, can make a difference to the student experience not just for those students with physical or cognitive impairments but to all students. This inclusive approach forms the basis of my philosophy with regard to access issues and inclusive design. The university supports the social model of disability which suggests that barriers can be culturally created rather than being the sole result of individual impairment. The benefits of working towards inclusiveness can be demonstrated by curb ramps designed for wheelchairs which are now used and appreciated by all pedestrians with prams or other devices with wheels. This is a clear example where changes for some can create a better living experience for everyone and often, when it comes to electronic documents and digital data, it is the small changes which can make the most difference.

In 2009 I’ll be continuing to support the creation and maintenance of online areas fr teaching and learning with a particular interest in distance delivery, induction activities, learning development and pre registration opportunities for preparation for higher education. I’m also continuing work on the development and design of templates for formative assessment ‘inter-activities’.Sadly, Classical Allsorts has come to an end but it was a fabulous experience and my thanks go to Siren Radio for letting me loose in the recording studio.

My extra-curricular work project this year is the value of reflective space and helping establish provision for this on campus. See http://learninglab.lincoln.ac.uk/blogs/sue/labryinths/ for some background information. On my life side of the work/life balance (but mentioned here because there are connections) I’m now working as a volunteer for the Hull and East Riding Institute for the Blind (HERIB) supporting people with visual impairment in their use of computers and accessing the Internet through screen reading software. See http://learninglab.lincoln.ac.uk/blogs/sue/herib/ for more details.

 

Hello there. My name is Sue Watling and I work at the Centre for Educational Research and Development at the University of Lincoln. My background is in adult and community education and my first role at the university was in widening participation where I worked to establish virtual links between schools and partner colleges. I currently work in a development capacity looking at enhancing the quality and content of distance and online delivery. My projects include:

• research into the student experience of online learning
• developing templates for formative interactive assessment activities
• accessibility guidelines for the production of electronic documents
• help and support information for the Blackboard VLE
• the pegagogical advantages of Web 2.0 tools
• SLLUG – Second Life Lincoln User Group
• pre-registration/induction processes for distant learners

Other work related aspects of my life include studying for the MA in Open and Distance Education with the Open University. Over the summer of 2008 I hosted Classical Allsorts: all sorts of music by all sorts of composers; a weekly radio show on Sunday afternoons between 4.00 – 5.00 on the University of Lincoln radio station Siren 107.3 FM.  Every show had its own Mozart Moment because research has shown that listening to certain types of music can help attain a state of relaxed alertness known as the ‘alpha state’ and this is thought to be beneficial to effective study. So listening to Mozart makes you smarter! Other regular slots includes a Composer of Choice and the Classical Allsorts ‘Soft Spot’ where I played some of the most beautiful and relaxing music ever written. Classical Allsorts with Siren Radio.

• Episode 1 http://blackboard.lincoln.ac.uk/bbcswebdav/xid-207051_1
• Episode 2 http://blackboard.lincoln.ac.uk/bbcswebdav/xid-207052_1
• Episode 3 http://blackboard.lincoln.ac.uk/bbcswebdav/xid-207053_1
• Episode 4
• Episode 5 http://blackboard.lincoln.ac.uk/bbcswebdav/xid-207054_1
• Episode 6 http://blackboard.lincoln.ac.uk/bbcswebdav/xid-207055_1
• Episode 7 http://blackboard.lincoln.ac.uk/bbcswebdav/xid-207056_1
• Episode 8 http://blackboard.lincoln.ac.uk/bbcswebdav/xid-207057_1

Classical Allsorts Playlists Playlist week 8 Mussorgsky, Night on Bare Mountain Dukas, The Sorcerer’s Apprentice Mozart, Magic Flute Overture Ravel, Fairy Garden Holst, Uranus The Magician Debussy, Clair de Lune Beethoven, Moonlight Sonata Peer Gynt, Hall of the Mountain King Playlist week 7 Rachmaninov , Prelude in G Minor Charpentier, Prelude from Te Deum Orff, Carmina Burana, O Fortuna Elgar, Cello Concerto,1st movement Delibes, Flower Duet Debussy, Golliwogs Cakewalk Debussy, Girl with the Flaxen Hair Debussy, Arabesque 1 Beethoven , Symphony 5,1st movement Myers, Cavatina Vaughn Williams, Lark Ascending Playlist Week 6 Strauss, Thunder & Lightening Polka Vivaldi, Four seasons – Autumn Wagner, Ride of the Valkyries Puccini, excerpt from Nessun Dorma Puccini, Turandot, Nesson Dorma, Mozart, Marriage of Figaro, overture, Tarrega, Recuerdos de la Alhambra Saint Saens, excerpt from symphony 3, Saint Saens, excerpt from violin concerto 3 Saint Saens, Carnival of the Animals Introduction + Royal March of the Lions + Hens & Cockerels + Wild Asses + Tortoises + Elephants + Fossils + Finale Telemann, Trio Sonata in G min, first movement Massenet, Thais, Meditation, Chopin, Cello Sonata, Largo, Tchaikovsky, Violin Concerto, Finale Playlist Week 5 Schubert, March Militaire Prokofiev, Romeo and Juliet, Dance of the Knights Holst, Planet Suite , Mars Mozart, Symphony 40, 1st movement Tchaikovsky, Swan Lake, Dance Espagnole Grieg, Peer Gynt, Morning Grieg, Peer Gynt, Anitra’s Dance Grieg, Peer Gynt, Hall of the Mountain King Bach, Toccata and Fugue, 1st movement Liszt, Consolation 3 Paganini, Centone di Sonate, op 64 no 2, Adagio Playlist Week 4 Strauss-Egyptian March Handel -Water Music Tchaikovsky-1812 Overture Khachaturian -Spartacus Britten-Young Persons Guide to the Orchestra Mozart-Divertimento in D, Minuet and Trio Beethoven-Violin Sonata 7 opus 30 no 2 Finale Rimsky Korsakov-The Flight of the Bumble Bee Rimsky Korsakov-Mlada Suite Rimsky Korsakov-Scheherazade, The Sea and Sinbad’s Ship Vivaldi-Flute Concerto in D Major Chopin-Nocturne in E flat major Nielsen-The fog is lifting Playlist Week 3 Khatchaturian Gayane Offenbach Orpheus in the Underworld Tchaikovsky Nutcracker Suite Mozart Eine kleine Nachmusic Mascagni Cavalleria Rusticana Ravel Piano Trio 2nd movement Elgar Salut d’amour Elgar Enigma variation 10 Elgar Pomp and Circumstance no 1 Bach Brandenberg Concerto 3 Beethoven Moonlight Sonata Faure Apre un Reve Brahms Piano Concerto 1 Playlist Week 2 Brahms, Hungarian Dance 1 Glinka, Ruslan and Ludmilla, Overture Vivaldi, Four Seasons, Spring Beethoven, Piano Sonata 2, Presto Mozart , Horn concerto 4, last movement Berlioz, Symphony Fantastique, March to the Scaffold Mussorsky, Pictures at an Exhibition, Promenade + Tuileries + Marketplace at Limoges + Promenade + Great Gate of Kiev Rodrigez, Concerto de Arengiez, 2nd movement Saints Saens , The Swan Rachmaninov, Vocalise Bruch, Violin Concerto 1 (finale) Playlist Week 1 Handel Arrival of the Queen of Sheba Haydn Symphony 34 in D minor, 2nd movement Schubert Musical Moments, No 3 in F minor Mozart A Musical Joke, finale Strauss Trish Trash Polka Bach Goldberg Variations, Aria Bach Orchestral Suite no 2 in B minor, finale (Badinerie) Bach Double Concerto two violins and strings (Vivace) Sibelius The Lemminkainen suite, Return of Lemminkainen Clarke Prince of Denmarks March (Trumpet Voluntary) Frank Panis Angelicus Vivaldi Four Seasons – Winter, 2nd movement (Largo) Faure Pavane SaintSaens Symphony 3 Organ, finale (Maestoso)