scholarly journals Reframing Web Accessibility in Post-Secondary Education: Examining the Role of the Educator in the Curation and Creation of Accessible Digital Course Content

2021 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Kim Ashbourne
Keyword(s):  
Learning Environments ◽  
Web Accessibility ◽  
Information Design ◽  
Mediated Learning ◽  
Post Secondary Education ◽  
Secondary Educators ◽  
Course Content ◽  
Post Secondary ◽  
Design For Learning

Web accessibility is emerging as a key issue and opportunity for educators in post-secondary institutions (Brown, 2018; Gronseth, 2018). Many factors affect web accessibility, yet little literature examines web accessibility factors relative to literacy, pedagogy, course culture, course content curation and information design for learning— areas that rest firmly within an educator’s domain. What facets are specifically relevant to post-secondary educators? The conference presentation, this proceeding, and a subsequent article for the OTESSA journal that addresses the broader construct of digital accessibility, invite critical engagement with web accessibility practices, accessible course content, and the digital accessibility of technology-mediated learning environments. Together and individually, they offer educators various points of entry that are relevant to praxis and seek to ignite discussions and interventions that build educators’ agency and self-efficacy to co-create accessible courses with students with (and without) disabilities.

Adult Millennials

2018 ◽  
pp. 1898-1916
Author(s):  
Brian Bourke
Keyword(s):  
Online Learning ◽  
Secondary Education ◽  
Adult Learners ◽  
Learning Environments ◽  
Millennial Generation ◽  
Generational Status ◽  
Post Secondary Education ◽  
Online Learning Environments ◽  
Post Secondary ◽  
Distinct Subpopulation

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1381-1403
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1316-1338
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

scholarly journals The key role of tutors in Mathematics Learning Support – A report of the 10th annual IMLSN workshop

2016 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Kirsten Pfeiffer ◽  
Anthony Cronin ◽  
Ciarán Mac an Bhaird
Keyword(s):  
Secondary Education ◽  
Mathematics Learning ◽  
Short Description ◽  
Support Network ◽  
Learning Support ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Successful Event

In this article we give a short description of the 10th Annual Workshop of the Irish Mathematics Learning Support Network (IMLSN) Workshop. The workshop theme was ‘The key role of tutors of mathematics and statistics in Post-Secondary Education’. We briefly describe the aim of this workshop, discuss the presentations, and we close with some brief conclusions on this very successful event.

scholarly journals Post Secondary educators can increase educational reach with Universal Design for Learning

2017 ◽  
Vol 5 (1) ◽  
pp. 27-36
Author(s):  
Kimberly Coy
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Design Stage ◽  
Environment Design ◽  
Barriers To Learning ◽  
Secondary Educators ◽  
Post Secondary ◽  
College And University ◽  
Design For Learning ◽  
Learning Environment Design

Meeting the needs of a variety of learners in college and university settings is of vital importance. By designing courses infused with Universal Design for Learning (UDL) principles, guidelines and checkpoints; professors and instructors create environments targeted toward meeting the educational needs of a wider variety of students. UDL works most effectively at the design stage. This paper aims to support learning environment design by presenting ten specific strategies for infusing UDL within post-secondary courses at the university level. These strategies will include: identifying barriers to learning, alternatives for participating during class time, effective alternative assessments based on construct relevance and UDL meta cognitive goals and transparency.

The Potential of Distance Education for the Inclusion of Students in Higher Education

2021 ◽  
pp. 379-401
Author(s):  
Carla Freire ◽  
Catarina Mangas ◽  
Rogério Costa ◽  
Adriana Lage Costa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Virtual Learning Environments ◽  
Educational Institutions ◽  
Face To Face ◽  
Design For Learning

We live in a changing world, where the role of educational institutions is being transformed. The available technologies allow new conditions to access learning; however, as they evolve very fast, sometimes it is challenging to track this evolution regarding the changes that entail to all of us, which may contribute to a digital divide if it is not well addressed. This chapter intends to present distance education as a reliable modality to include students in higher education. For that, it presents the universal design for learning and its crucial role to make inclusive virtual learning environments. Like every modality that exists, there are some challenges that need to be addressed, as well as some benefits that allow to see the potential of this modality to learning, overcoming some adversities that may occur, like the lack of time to go to face-to-face education or even the need of social isolation by risk of getting a disease.

Adult Millennials

2014 ◽  
pp. 62-78 ◽  
Author(s):  
Brian Bourke
Keyword(s):  
Online Learning ◽  
Secondary Education ◽  
Adult Learners ◽  
Learning Environments ◽  
Millennial Generation ◽  
Generational Status ◽  
Post Secondary Education ◽  
Online Learning Environments ◽  
Post Secondary ◽  
Distinct Subpopulation

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

Adult Millennials

2014 ◽  
pp. 126-142
Author(s):  
Brian Bourke
Keyword(s):  
Online Learning ◽  
Secondary Education ◽  
Adult Learners ◽  
Learning Environments ◽  
Millennial Generation ◽  
Generational Status ◽  
Post Secondary Education ◽  
Online Learning Environments ◽  
Post Secondary ◽  
Distinct Subpopulation

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

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