The development of accessibility practices in e-learning: new roles for learners and teachers?
Seale, Jane (2005) The development of accessibility practices in e-learning: new roles for learners and teachers? In, EdMedia 2005, Montreal, Canada, 27 Jun - 02 Jul 2005. Norfolk, VA, AACE4906pp, 4856-4860.
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Description/Abstract
Disability Discrimination Acts in several countries have charged those working with multimedia, hypermedia and telecommunications in the education with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how these groups might develop practices to produce accessible electronic materials this paper will summarise a recent review of the accessibility literature; identify key issues that may influence the “accessibility” practices of learning technologists and interpret these emerging issues using Wenger’s theory of Communities of Practice (Wenger 1998). The implications of the review for the potential roles of both learners and teachers in developing “accessibility practices” will be highlighted and discussed.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Related URLs: | |
| Keywords: | e-learning accessibility |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning University Structure - Pre August 2011 > School of Education |
| Item ID: | 18137 |
| Date Deposited: | 28 Oct 2005 |
| Last Modified: | 02 Mar 2012 13:47 |
| Contributors: | Seale, Jane (Author) |
| Date: | 2005 |
| Status: | Published |
| Publisher: | AACE |
| URI: | http://eprints.soton.ac.uk/id/eprint/18137 |
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