Mobile Learning infokit / Accessibility
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Accessibility

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Saved by Doug Belshaw
on August 25, 2011 at 4:27:31 pm
 

One of the least touted features of mobile learning is the amount of accessibility is affords learners. Whilst some, quite rightly, point out the potential for mobile learning to widen the ‘digital divide’ the amount of personalisation devices enable can be liberating for some learners. As John Fairhall from the University of Bradford comments, some smartphones such as the Apple iPhone have “amazing accessbility features” built into them, of which should be made a “bigger deal.” However, he points out, “it’s important that you don’t disadvantage students... unless you’re going to ensure everyone’s got an appropriate mobile device you need to make sure there’s an equivalent PC experience.”

 

There are two important strands to accessibility. The first strand is is accessibility as access to learning and resources, with the second is accessibility as being usable by those who have some form of disability. Whilst institutional purchasing of mobile devices has previously been favoured in order to avoid problems around the ‘digital divide’, such policies may not only be financially unsustainable (see Cost/Benefit) but can also marginalise disabled learners.

 

Planned appropriately (see Strategy), mobile learning experiences can be inclusive, designed to be ‘accessible’ in both ways outlined above. The issues with the first type of accessibility tend to be cultural and financial, whereas with the second type they are overwhelmingly technical. For advice on the latter, JISC TechDis has a wide range of advice and guidance on designing for more inclusive mobile learning. Its model of accessible m-learning asks four important questions:

 

  1. Does it support me? (accessible content)
  2. Can I work it? (accessible interface)
  3. Do I value it? (cultural capital)
  4. Does it engage me? (accessible task)

 

JISC TechDis’ GoMobile! and Upwardly Mobile resources (2009) provide guidance on a range of accessibility issues specifically related to mobile learning. It also has more specific advice on technologies such as e-books and helping those with disabilities choose a mobile device. The JISC Mobile and Wireless Technologies Review (2010) also includes some examples of accessible mobile learning. In addition, the considerations mentioned in Accessibility and mobile and wireless technologies within JISC’s Innovative Practice with e-Learning (2005) remain relevant.

Image CC BY-NC mk*