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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010104915 | LB2395.7 S42 2006 | Open Access Book | Book | Searching... |
Searching... | 30000003483967 | LB 2395.7 S42 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
Most practitioners know that they should make e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be done. E-Learning and Disability in Higher Educationevaluates current practice and provision and explores the tools, methods and approaches available for improving accessible practice.
Examining the social, educational and political background behind making e-learning accessible in higher and further education, this book considers the role of and provides advice for, the key stake-holders involved in e-learning provision: lecturers, learning technologists, student support services, staff developers and senior managers.
Key topics covered include:
the opportunites that e-learning can offer students with disabilities the impact of accessibility legislation, guidelines and standards on current e-learning practices the reliability and validity of accessibility related evaluation and repair tools practical guidelines for 'best practice' in providing accessible e-learning experiences.E-Learning and Disability in Higher Educationis valuable reading for all practitioners and researchers involved in the design and delivery of accessible e-learning in higher, further and distance education.
Author Notes
Jane K. Seale is Senior Lecturer in Educational Innovation in Higher Education at Southampton University, UK
Table of Contents
List of figures | p. vii |
List of tables | p. viii |
1 Introduction: magic fairies and accessibility dust | p. 1 |
Part 1 Contextualizing the scene | p. 7 |
2 Disability and higher education | p. 9 |
3 E-learning, disability and higher education | p. 20 |
4 Accessibility, e-learning and higher education | p. 28 |
Part 2 Surveying the scene | p. 51 |
5 Accessing e-learning: the student's perspective | p. 53 |
6 Planning and developing accessible e-learning experiences: the lecturer's perspective | p. 68 |
7 Designing and developing accessible e-learning resources: the learning technologist's perspective | p. 81 |
8 Supporting the use of accessible e-learning: the student support service perspective | p. 100 |
9 Developing accessible e-learning practice: the staff developer's perspective | p. 112 |
10 Managing accessible e-learning practice: the senior manager's perspective | p. 126 |
Part 3 Conceptualizing the scene | p. 139 |
11 Institutional responses to accessibility: rules, games and politics | p. 141 |
12 Individual responses to accessibility: tools, activities and contradictions | p. 159 |
13 Community responses to accessibility: enterprises, boundary practices and brokers | p. 176 |
14 Conclusions: building bridges | p. 191 |
References | p. 208 |
Index | p. 236 |