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Inclusive Design and Accessibility Education at the University of Dundee

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Information about Inclusive Design and Accessibility Education at the University of Dundee
Education

Published on March 17, 2009

Author: sloandr

Source: slideshare.net

Description

Presentation given by David Sloan at a workshop on Utilising Best Practice in ICT Design for All Teaching, held at Middlesex University on June 26 2008
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Inclusive Design and Education at the School of Computing, University of Dundee David Sloan Middlesex University, 26th June

Research focus Department of Applied Computing established by Prof. Alan Newell in 1980 Since then has become one of the world’s largest research groups in the area of disability and technology Current themes include: Assistive and healthcare technologies Interactive systems design See http://www.computing.dundee.ac.uk/ac_research/ for more details

Department of Applied Computing established by Prof. Alan Newell in 1980

Since then has become one of the world’s largest research groups in the area of disability and technology

Current themes include:

Assistive and healthcare technologies

Interactive systems design

See http://www.computing.dundee.ac.uk/ac_research/ for more details

Teaching Inclusive Design Accessibility and inclusive design is pervasive throughout taught degrees: BSc Hons Applied Computing: A component of all 3 first year courses, 2 of 4 of second year courses, 5 of 8 third year courses 10 of 11 final year courses MSc Applied Computing: 3 of the 7 courses

Accessibility and inclusive design is pervasive throughout taught degrees:

BSc Hons Applied Computing:

A component of all 3 first year courses,

2 of 4 of second year courses,

5 of 8 third year courses

10 of 11 final year courses

MSc Applied Computing: 3 of the 7 courses

Developing empathy first We believe that students need the chance to empathise with diverse users Meeting them Talking to them Understanding their needs (and what they don’t need) THEN we can introduce ‘technical’ accessibility So guidelines, standards etc are applied with an understanding of WHY they are important

We believe that students need the chance to empathise with diverse users

Meeting them

Talking to them

Understanding their needs (and what they don’t need)

THEN we can introduce ‘technical’ accessibility

So guidelines, standards etc are applied with an understanding of WHY they are important

Other activities Involvement in inclusive design initiatives - iDesign, UTOPIA Research and consultancy in accessibility and inclusive design - Digital Media Access Group Clients in education, healthcare, technology, financial sectors… UoD’s Web Accessibility Advisory service All experiences that help to inform and influence teaching

Involvement in inclusive design initiatives - iDesign, UTOPIA

Research and consultancy in accessibility and inclusive design - Digital Media Access Group

Clients in education, healthcare, technology, financial sectors…

UoD’s Web Accessibility Advisory service

All experiences that help to inform and influence teaching

Challenges Helping students acknowledge the diversity of diversity ..age is not a reliable indicator of capability Avoiding seeing accessibility purely as an exercise in compliance Encouraging a thoughtful approach to inclusion Understanding why accessibility is not considered as widely as we might expect Awareness of business resistance The value of a pragmatic approach to inclusive design; that is audience-sensitive

Helping students acknowledge the diversity of diversity

..age is not a reliable indicator of capability

Avoiding seeing accessibility purely as an exercise in compliance

Encouraging a thoughtful approach to inclusion

Understanding why accessibility is not considered as widely as we might expect

Awareness of business resistance

The value of a pragmatic approach to inclusive design; that is audience-sensitive

Key components of the Dundee approach We are lucky to have a culture of inclusive design - but staff do their best to share experiences with students Research inspired projects; anecdotes and stories Encouraging contact between students and diverse users Accessibility theme through most courses - so never optional! Accessibility not rewarded with extra marks - instead marks deducted for its absence So it is treated as a basic requirement, not a negotiable extra

We are lucky to have a culture of inclusive design - but staff do their best to share experiences with students

Research inspired projects; anecdotes and stories

Encouraging contact between students and diverse users

Accessibility theme through most courses - so never optional!

Accessibility not rewarded with extra marks - instead marks deducted for its absence

So it is treated as a basic requirement, not a negotiable extra

More information www.computing.dundee.ac.uk

www.computing.dundee.ac.uk

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