New insights into translation-oriented, technology-intensive localiser education: accessibility as an opportunity

In this article we look for new insights into the teaching of localisation by defining the academic field as a translation-oriented and, at the same time, technology-intensive discipline. This definition encourages us to reconcile the main objectives of both areas by integrating a user-centred, human-computer interaction approach, where verbal and non-verbal communication of meaning and affordances is central. Disciplinary and technological challenges are reviewed and confronted with some of our strategies to cope with them. By embracing the above holistic definition, and incorporating accessibility as a key factor both for the practice and the teaching of localisation, we try to make the most of the linkages between technology, communication, social and user needs, as well as professional and research-driven translatorial action

Using MOOCs to Promote Digital Accessibility and Universal Design, the MOOCAP Experience

The recently completed Massive Open Online Course for Accessibility Partnership project (MOOCAP), had the twin aims of establishing a strategic partnership around the promotion of Universal Design and Accessibility for ICT professionals and of developing a suite of Open Educational resources (OERs) in this domain. MOOCAP\u27s eight university partners from Germany, Norway, Greece, Ireland, the UK and Austria have a significant history in developing and providing courses in the domains of Universal Design and Accessibility, as well as leading research and advocacy roles within Europe. The MOOCAP project consisted of two phases: the development of an introductory MOOC on Digital Accessibility and the delivery of set of online courses with more in-depth and focused learning topics. During the lifetime of the project over 10,000 students signed up for these courses. This paper reflects on the challenges of creating and delivering MOOCs, especially in topics around Digital Accessibility and Universal Design. It considers the outcomes, impacts and legacies of the project. Based on our experiences of integrating these materials into our courses and on feedback and project evaluations, this paper will assess the potential of MOOCs to promote Universal Design for ICT and other professionals, while pointing up the possible trials and opportunities of such activities

Technology for nurture in large undergraduate statistics classes

We report here on a practitioner study of a first year undergraduate service course that aligns a webbased, student-lecturer communication system with the mathematical curriculum. The report presents and analyses data from students and from the lecturer and outlines the nature of the technical interface. We indicate how communication of the students’ affective learning needs had a positive influence on the professional development of the lecturer himself. Furthermore, we claim that success of mathematics/statistics teaching that integrates emotional responses from learners is intimately related to the knowledge, skills, beliefs and values of the lecturer

An Investigation Into The Accessibility Of Massive Open Online Courses (MOOCs)

Massive Open Online Courses (MOOCs) are an evolution of open online learning that enables people to study online and for little or no cost. MOOCs can provide learners with the flexibility to learn, opportunities for social learning, and the chance to gain new skills and knowledge. While MOOCs have the potential to also bring these benefits to disabled learners, there is little understanding of how accessibility is embedded in the creation of MOOCs. The goal of this research has been to understand the accessibility barriers in MOOCs and to develop processes to identify and address those barriers. In the extant literature, the expectations of disabled learners when they take up MOOCs are not discussed and studies on MOOCs that report demographic data of learners do not consider disabled learners. However, disabled learners can face difficulties in accessing MOOCs, and certain learning designs of MOOCs may affect their engagement, causing them to miss out on opportunities offered by MOOCs. Technologies and the learning design approaches for MOOCs need to be as accessible as possible, so that learners can use MOOCs in a range of contexts, including via assistive technologies. This research has investigated the current state of accessibility in MOOCs. It has involved the following: Interviews with 26 MOOC providers; including software developers, accessibility managers, inclusion designers, instructional designers, course editors and learning media developers; Comparative quantitative survey data involving disabled and non-disabled learners participating in 14 MOOCs; Interviews with 15 disabled learners which have captured their experiences; and An accessibility audit was devised and then used to evaluate MOOCs from 4 major platforms: FutureLearn, edX, Coursera and Canvas. This audit comprises 4 components: technical accessibility, user experience (UX), quality and learning design; 10 experts were involved in its design and validation. This research programme has yielded an understanding of how MOOC providers cater for disabled learners, the motivations of disabled learners when taking part in MOOCs, and how MOOCs should be designed to be accessible for disabled learners. A range of barriers to accessibility in MOOCs have been identified, and an accessibility audit for MOOCs has been proposed. An open online learning environment should take into account learners’ abilities, learning goals, where learning takes place, and the different devices learners use. The research outcomes will be beneficial to MOOC providers to support the accessible design of MOOCs, including the educational resources and the platforms where the MOOCs are hosted. The ultimate beneficiaries of this research project are MOOC learners because accessible MOOCs will help support their lifelong learning and provide re-skilling opportunities

Health information dissemination among undergraduate students in Zimbabwe with particular reference to the National University of Science and Technology : a study in developing an integrated framework for health information dissemination

University students in Zimbabwe lack immediate access to accurate health information. There is lack of explicit and integrated structures for disseminating health information to students in Zimbabwe. This inductive study proposes a needs-based, integrated information dissemination framework for promoting health amongst students at the National University and Science and Technology (NUST). The study assessed the health information needs of students and evaluated existing health information dissemination methods at NUST in developing a framework for disseminating health information. The study is informed by the Salutogenetic Theory of health which culminated into an integrated theoretical framework that combines information dissemination and behaviour change theories. A case study strategy was used to gather data within the pragmatic paradigm of grounded constructivism. The population comprised of undergraduate students, the Dean of Students, the Student Counsellor, and the Nursing Sister. Within-method triangulation with complementary data gathering instruments was used to improve reliability of data. Questionnaires, interviews and focus group discussions were used to gather data. A sample of 426 students and 3 members of staff participated in the study. Qualitative and quantitative content analysis was used to determine the confounding factors that informed the design of the framework. The data was supplemented with health information dissemination principles and procedures drawn from literature. The findings reveal that students need health information on a wide range of health topics. Students prefer mobile electronic media, workshops, qualified health professionals, and peers for their health needs. There are significant gaps between the strategies that are being used by NUST to disseminate health information and the health information needs of the students. The university is using traditional information dissemination media and channels that are not in line with the needs of the students. NUST needs to use more interactive and ICT based information dissemination methods. There is also a need for staff recruitment, training and infrastructural development. The proposed framework emphasizes the need for integration of activities, a viable policy, health information literacy training and the use of a mix of persuasion techniques

Innovative learning in action (ILIA) issue three: Employability, enterprise & entrepreneurship

The theme of the 3rd issue of ILIA is Employability, Enterprise and Entrepreneurship, reflecting the University of Salford’s Learning and Teaching Strategy and our Goal “To produce graduates with the skills, creativity, confidence and adaptability to succeed in the labour market and make a meaningful contribution to society”. The creativity, problem solving and change orientation this implies recognizes Salford’s distinctive strengths in this regard, and provides us with a conceptualization of employability which embraces enterprise and entrepreneurship, manifest in the form of selfemployment, but equally relevant to those working within organizations i.e. to intrapreneurship. The contributions to this edition provide us with examples of excellent practice demonstrating how practitioners at Salford have responded to the challenge of providing a quality learning experience for our students. Consideration of the papers and snapshots reveal how colleagues have embedded employability into teaching and learning and assessment strategies, and into frameworks of student support, in differing and innovative ways, across the institution. As this edition of ILIA goes to print work is underway to develop an Employability Policy and Strategy for the University. Designed to provide a coherent and progressive approach to Employability, Enterprise and Careers Education and Guidance, this Strategy will be able to build on the good practice evident both in this edition of ILIA and across the institution. ILIA therefore has once again provided us with a range of perspectives on a key area of curriculum design and development. It also has provided an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration