Accessibility

Accessibility can have different meanings for different people and contexts. In HyFlex, we define accessibility as providing options for the learners so that they can access content, ideas and collaborations through whichever mode they choose and at a time and place they choose.

The reason that accessibility is a priority for a HyFlex environment is because of digital technology.  Accessibility is possible in previously inconceivable ways due to network capabilities, software and hardware. With the rise in access to networked technologies, there has been an increase in enrolment into post-secondary formal education by groups of people who would previously not have been able to do further study. For example, people with children are now more likely to return to study because they can access the learning experiences from home, asynchronously, at a time and in a place that fits their other commitments. The ubiquitous nature of the internet and the way in which anyone can produce “learning” materials has facilitated access to informal learning experiences, from how to knit to how to change a tyre, to learning philosophy.

Another aspect of accessibility is the way that learning experiences are designed. Technologies that support different learner needs have increased and become more widely accepted as the norm. This includes assistive technologies such as text-to-speech software, voice recognition, reading pens, proofreading software, the ability to adjust text size and colour, virtual reality and augmented reality. Those designing learning experiences now have easier access to audio and video creation materials, including captioning, thereby offering the learner a variety of modes to access the content and ideas.

An area of learning design that is perhaps less considered is the asynchronous experience. There is often an assumption that synchronous experiences are the lifeblood of learning, in which the teacher interacts in real time with the learner. However, current technologies provide asynchronous experiences that not only provide high-quality interactions but also allow the learner to choose when and how they will interact.

When designing for HyFlex you may observe that there are overlaps in the principles of Universal Design for Learning (UDL):

• Engagement: the why of learning
• Representation: the what of learning
• Expression: the how of learning (Rose & Meyer, 2006)

Each of these is considered and presented to the learner through numerous means. Barriers should be anticipated in order to circumvent them early. Learning goals and objectives should always be clear and achievable through various pathways.

If you are already using UDL principles, you will find that you are either in a HyFlex environment or very close to it. If you are new to UDL, we encourage you to explore the online resources further.

HyFlex learning and teaching provides accessibility for all because:

• The learning design provides equivalent experiences no matter how students access the materials
• Students are encouraged to connect and interact with peers, teachers and content through accessing mode of choice
• Flexibility in relation to modes and time frames is a focus

Typical examples of design for accessibility include:

• providing content in different formats, e.g., a PDF as well as a video. This caters to the diversity of the learner cohort and provides entry points to content in ways that are meaningful to everyone.
• ensuring no students are left behind through shared resources in reliable places, e.g., a recording of the synchronous session for students not present to review; a handout provided in an on-campus class also available to online students or asynchronously from the same time
• making sure that transcripts, captions, text are provided for multimedia content to be inclusive of learners needs.
• designing courses in a manner that is flexible in relation to timeframes of completion, including assessment deadlines.

References

Rose, D. H., & Meyer, A. (2006). A practical reader in universal design for learning. Harvard Education Press.