The e-Learning Experiences of Disabled Learners
Table of Contents
- The e-Learning Experiences of Disabled Learners
- Overview
- The LEXDIS Project
- LEXDIS: Objectives
- Defining the LEXDIS Participatory Approach
- Origins of the LEXDIS method
- Nothing about me, without me
- Slide 8
- Overview of Participatory Phases
- Phase One
- Phase Two
- Phase Three
- Data and analysis
- Narratives of exclusion
- Can't use technology, even if wanted to
- An example: Stacey
- Accessibility is a pedagogic & resource issue as much as it a design issue….
- Can use technology, but choose not to
- Can use technology, but choose not to
- Stigmatisation
- Stigmatisation: Focus group discussion
- Narratives of inclusion
- Digital agility
- Confidence levels
- Familiarity levels
- Support requirements
- Slide 27
- Digital decisions: cost-benefit analysis
- Cost-benefit analysis: an example
- Digital decisions and inclusion
- Discussion and Questions
- Overview
- Evaluation of methodology
- Illustrative quotes: commitment
- Continued and expanded participation
- Evaluation of methodology
- The challenges of using participatory approaches
- Labelled participation
- Labelled participation
- Empowered participation
- Empowered participation
- Discussion and Questions
Text and Images from Slide
Empowered participation
- We are concerned about how disempowering it might it be for LEXDIS participants if JISC and the ALT community dismiss the project findings as unrepresentative of other students?
- We would urge that this investment should not be dismissed carelessly due to slavish adherence to positivist notions of generalisability derived from quantitative research.
- We would argue, that for qualitative research such as the LEXDIS project we should not think in terms of empirical generalisability, but rather in terms of theoretical generalisability
- where links are made between the results from a particular study, the professional judgement of users of the study and the wider literature.