Commonwealth Distance Learning Scholarships

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Are you a citizen of a developing Commonwealth country, refugee or British protected person?

Do you have experience of, or a serious interest in, technology-enhanced learning?

Would you like to gain a Master’s degree with one of the UK’s leading Institutes in digital teaching and learning?

The Open University’s Institute of Educational Technology (IET) has been awarded 10 fully funded Commonwealth Distance Learning Scholarships for citizens of developing Commonwealth countries who wish to study IET’s Masters in Online and Distance Education (MAODE). We are pleased to invite applications for these scholarships.

The closing date for applications is 23:59 (BST) on 12 May 2017.

These Scholarships are funded by the UK Department for International Development (DFID) and are intended to contribute to the development needs of Commonwealth countries by providing training for skilled and qualified professionals in key development areas.

Intended beneficiaries

High-quality postgraduate students who wish to access training not available in their home countries, who wish or need to remain in their home country while they study, and who have the potential to enhance the development of their home countries with the knowledge and leadership skills they acquire.

About the Masters in Online and Distance Education

The Open University Masters in Online and Distance Education is studied wholly online. The Commonwealth Distance Learning Scholarships are for three years’ part-time distance learning, commencing in February 2018. The scholarships will cover the full cost of tuition fees.

It is likely that Commonwealth Distance Learning Scholarship holders will study the following modules, in the order stated. However, there may be some variation in the exact content offered.

Two compulsory 60 credit modules

  • February 2018: H800 Technology-enhanced learning: practices and debates – the first module of the MAODE. This module develops a range of information literacy skills, introduces various educational technology tools and practices, and introduces key debates in educational technology (e.g. the relative contributions of acquisition and participation in learning, situated cognition, OER, the boundaries of institutions and the role of personal learning environments).
  • February 2019: H817 Openness and innovation in e-learning. This module explores OER, Massive Open Online Courses (MOOCs), Learning Design, learning analytics and assessment within an overall focus on openness and innovation.

A further 60 credits, currently drawn from the following modules, though provision may have changed slightly by 2019:

  • October 2019: H818 The networked practitioner. This is a project-based module in which learners explore an aspect of their own professional practice by building a collection of assets (e.g. videos, PowerPoint presentations and/or posters). With their peers, they collaboratively reflect on these assets through forums and then present on their created asset at an online conference.
  • April 2020: H819 The critical researcher: educational technology in practice. This module focuses on developing skills in finding, interpreting and evaluating research and cutting-edge innovations in educational technology, from a global perspective.

Who can apply?

To be eligible for a Commonwealth Distance Learning Scholarship to study the Masters in Online and Distance Education you must:

  • Be a citizen of a developing Commonwealth country, refugee, or British protected person; and
  • Be permanently resident in a developing Commonwealth country; and
  • Hold a first degree of at least upper second class (2:1) standard. A lower qualification and sufficient relevant experience may be considered in certain cases.

Full terms and conditions are available here:

You will also need access to a computer with broadband internet access.  You do not need to be working in technology-enhanced learning but you should be interested in developing expertise in this area.

How to apply



Open and agile: creating IET’s new kid on the block in Open edX

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A sneak preview of Week 2 of H819 The Critical Researcher, viewed in the Open edX studio authoring environment

By Leigh-Anne Perryman, H819 Production Chair

The Open University’s Institute of Educational Technology (IET) is well known for cutting-edge innovations in many fields, including learning design, learning analytics and open research. This year, IET continues to demonstrate its pioneering spirit by designing and authoring its newest module – H819 The Critical Researcher: educational technology in practice – on the Open edX courseware development platform.

Traditionally, The Open University (OU) has authored its modules using a ‘waterfall’ process, whereby individual authors create draft content in Word (or other word processing) documents and then share them with fellow authors and critical readers for comment, before creating a new version based on those comments. This process has worked fairly well but doesn’t allow for authors to see each other’s work ‘as it happens’ and, due to the emailed exchange of word-processed documents, can be quite slow.

Authoring in Open edX is both agile and liberating, allowing authors to imagine and then immediately to create.

I’m currently the module production chair for H819 and have found authoring in Open edX is both agile and liberating, allowing authors to imagine and then immediately to create. In addition, the process saves time compared with traditional module production and allows authors to see each other’s writing in real time. As such, authors can give immediate feedback on their colleagues’ work and very quickly get a clear sense of the overall narrative of a module as it begins to fall into shape. Consequently, we can easily react to developments in the educational technology field, and in the wider world, and update our module content accordingly.

H819 The Critical Researcher focuses both on developing skills in critically interpreting and assessing educational technology-related research, and in designing research studies intended to evaluate teaching and learning strategies. Fellow production chair Liz Fitzgerald (now on maternity leave) and I made the decision to author collaboratively in Open edX based on a shared vision of the benefits of authors being able to see their authored content in the format in which it is likely to be presented to students.

While it took a little time to get used to working in the Open edX environment, it’s really exciting to be able to see the module grow into something like its final shape as we work. It prompts us to try things out, for example innovative ways of setting activities and of presenting multimedia content. Liz and I are convinced we made the right decision in choosing to author collaboratively, and our module team colleagues Ann Jones and Simon Cross are also finding the authoring process much more straightforward and engaging than the traditional alternative.

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Editing H819 content in Open edX

Liz Fitzgerald and I were inspired to use Open edX by Angela Coe, a Senior Lecturer in the Faculty of Science at The Open University. Angela is the module chair for OU module S309 Earth Processes, the first OU module to be authored in Open edX. In a series of interviews (Part 1 and Part 2), Angela discusses ‘how she managed to organise 600 hours worth of content in just a few days’ using the open source platform.

The first block of H819 The Critical Researcher is currently going through a two-stage critical reading process and, once again, the affordances of working in Open edX are clear as critical readers can see the module content in the format in which it will finally be delivered, allowing them to assess the balance between text, images, videos and activities and to evaluate the rhythm of the module from a student’s perspective. As the module grows we will continue to report the story of its creation on this blog.

‘Open Education in an Open Landscape’: The H818 online conference


By H818 tutor Simon Ball

The third annual online conference for the Masters in Online and Distance Education (MAODE) module ‘The Networked Practitioner’ (H818) was held in February 2016. For this conference, every student on H818 is invited to deliver a short presentation on the theme of ‘Open Education in an Open Landscape”, selecting a sub-theme of Inclusion, Innovation or Implementation. The conference audience includes not just the current cohort of H818 participants, but former students, MAODE alumni and staff from The Open University’s Institute of Educational Technology, which manages the MAODE.

Getting there

During the module H818 students undertake a project of relevance to their own context, relating to one of these themes. The experience of undertaking the project usually forms the core of their presentation. Usually, a few of the students have presented online before, more have presented in face-to-face contexts but not online, and a few have not presented at all. So we have a range of experience and a spectrum of confidence!

In the months leading up to the conference we offer students training and coaching, to increase confidence and familiarity with the OULive system used to deliver the conference. Often students practice in small groups, using the OULive system to test out features such as polling the audience, or broadcasting their project resource direct from the web or from their own computer. It is also important that students practice the timing of their presentation as they are limited strictly to their allocated slot, in order to keep the programme on schedule. This can be quite a tricky task initially!

The big day

The conference is divided into three sessions on different days and at different times, to try to best accommodate our international cohort with all their various life commitments. Our opening session this year was on a Saturday afternoon, giving plenty of time beforehand to test out microphones, check slides were loaded, and generally calm any last minute nerves. As conference host I try to put everyone at ease ahead of the scheduled start time, making sure the speakers for the session are as comfortable as they can be. Sometimes we have students with particular anxiety issues, so I keep a separate chat window open with them to make sure they have an opportunity to discuss any difficulties they may be facing, right up to the minute of their presentation. So far everyone has managed to deliver their presentation on schedule!

Opening keynote

In addition to the student presentations we were fortunate to receive three keynote presentations this year from highly regarded experts in open and online education. One of these, from higher education consultant Terry McAndrew, opened our conference. Terry has spent more than a decade working with the Higher Education Academy and its Bioscience Subject Centre, specialising in Open Educational Resources and also accessibility, and his keynote illustrated how open education practices and resources can expand knowledge and skills for everyone. Terry’s relaxed, informal style of presenting online with highly visually stimulating slides really demonstrated well to the student presenters how the format can be used to its best.

Day 1 Student Presentations

Ten students delivered their presentations during the first conference session. The contexts presented included primary schools, secondary schools, further education colleges, higher education institutions, industrial settings and entrepreneurship. The topics covered ranged from creating resources for staff (plagiarism advice, e-portfolios, dyslexia, mechanisms for recording scholarly activity) to the implementation and development of teaching and recording techniques (collaborative forums, flipped classrooms, online learning plans) to training modules for use in the credit management industry.

Afterwards, some of the student presenters provided feedback on their experience:

“I was nervous but really enjoyed presenting.”

“It was immensely useful to get that insight into everyone’s work and the timings were spot on – detailed enough to get insight without going on for too long.”

“It was a little daunting but a good experience which has provided experience of going through the process from abstract through to the presentation.”

Conference back-channel

Although the conference attendees could use a chat pane to ask questions and discuss issues raised, we also recommended the use of a conference back-channel via the Twitter hashtag #H818conf. With almost 300 Tweets using the hashtag it provided a great way for presenters to share core links, and for audience members to discuss further the issues raised in the presentations.

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Selection of tweets from the #H818Conf twitter stream.

Day 2 Conference

The second session of the conference was scheduled for a Monday evening. We had eight student presenters and a keynote this time from Dr Bart Rienties, an expert on learning analytics from the Open University. Bart’s visually arresting presentation covered a range of topics related to learning analytics and open education, providing fascinating insights without delving too deep into the complexities that can be found in this field!

The student presenters in this session covered a range of topics as broad as on the first day, with presentations on resources created to advise staff on copyright, the use of English in report writing, and the teaching of functional skills, as well as presentations covering MOOCs (Massive Open Online Courses) in South Africa and connected with The University of the Third Age, Specific Learning Difficulties, and an alternative approach to online tutorials.

Feedback from the student presenters on the day included:

“This is the first on-line conference I have attended therefore I didn’t know what to expect. I enjoyed the range of talks and felt the atmosphere was positive, friendly and informal.”

“I did enjoy this conference a lot especially how the different projects addressed issues I face and think about. I also enjoyed being part of the conversation via chat and Twitter.”

Using Cloudworks to support the conference

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The conference programme was initially published on Cloudworks:

Every student presenter created a page containing at the very least the abstract for their presentation. Most further enhanced their page with links to their conference poster, their presentation slides or other additional materials. On these pages people could also ask questions about their work – in fact all questions asked during the live conference (whether or not the presenters responded verbally during the conference itself) were also placed onto Cloudworks to allow the students to answer them more fully and link to useful resources etc.

The final day

The last conference session took place on a Wednesday morning. For this session we had  seven student presenters and a keynote delivery from renowned higher education consultant Helen Beetham. Helen’s presentation on ‘From digital capability to digital wellbeing – thriving in the network‘ had to survive the trials of being delivered from a quiet corner of the public library on the Isles of Scilly, but thankfully came through loud and clear! It was a fascinating discussion of who and what a ‘digital learner’ actually is today, and how they consume, participate in, and build their learning.

The student presentations were as diverse as the previous sessions, with topics ranging from the learning of a musical instrument using only OERs, creating an online safety resource for parents, using plagiarism software more effectively, motivating learners, the suitability of digital learning for disabled students, and creating an online learning platform for the green-keeping (golf) industry. As previously the student presentations were of an extremely high calibre, with any nerves being very well hidden and a series of interesting, informative and well-timed presentations being delivered.

Some of the feedback for this session included:

“I was presenting in this session as well as attending as a delegate. My expectations as a presenter were to be given ‘air’ time for my presentation, to receive some interest and support from participants and to be supported through it by Simon both technically and in respect of the question and answer session. These things all happened, thank you, and was very pleased to have achieved it.”

“ I was anticipating a varied mix of student presentations, most of which seemed to be directly relevant to my own interests. I’m very pleased to say that I enjoyed learning about the different projects and I think most of all I noticed some examples of applications and approaches that will inform my future thinking when creating a learning activity.”

And so, looking forward to next year….

Having now organised and chaired three of these conferences, I can say with all honesty that the very high standard set by the initial cohort has been met by both subsequent student groups. Every single presentation has been interesting, professionally delivered, and very well received by the audience. To prove this latter point, we routinely ask attendees to vote for their favourite presentations and over the course of three years every single presentation has received at least one vote (we do check people aren’t voting for their own!). The presentations in each session that receive the most votes receive the H818 Presentation Star Open Badge – these can be seen on the students’ Cloudworks profile pages, alongside the winners of similar Participation Star Open Badges for those students who engage in helpful and supportive interactions in Cloudworks leading up to the conference.

I’m looking forward to welcoming another H818 cohort in the autumn of 2016 and taking them through to next year’s conference, which will take place on February 11th, 13th and 15th 2017 (keep an eye on Cloudworks for the formal announcement in the late autumn). I fully expect more nerves conquered, more hurdles overcome and more great presentations delivered! Organising and chairing this conference remains the highlight of my year, and that is solely down to the enthusiasm, capability and determination of the students. I’ll sign off with one more quote from one of this year’s conference attendees, which makes me feel that it’s all worthwhile:

“All the student presentations I saw were really good. Great ideas and confident presentations. I wish I had seen more. Looking forward to next year.”

One day in the life of an MK newcomer

By John Pettit, MAODE Programme Director

Research at the Institute of Educational Technology feeds into our Master’s programme in numerous ways. For example, the EU-funded MASELTOV project explored the use of mobile technology to help migrants learn a language and develop their understanding of their new cultural context. The Open University – one of 14 partners in the project – trialled the MASELTOV Android app in Milton Keynes in the UK. The Spanish-speaking participants, who had recently come to Milton Keynes from Latin America, were each given a phone loaded with the app. As they moved around Milton Keynes, the app gave them various location-based prompts and opportunities for learning English.

Our Master’s students examine this project within the broad topic of location-based learning – and they also explore some of the issues around data privacy. This is highlighted in, for example, the map showing the path of one of the phones (and presumably one of the participants) that moved around Milton Keynes. Students also get to appreciate the elegance of MK’s gridroads – and those famous roundabouts.

Map of Milton Keynes, showing the path of one of the phones or participants in the MASELTOV trial

Source: Visualisation of geo-context data by JOANNEUM RESEARCH, MASELTOV project (adapted from Google Maps).


H810 Accessible online learning: supporting disabled students – a catalyst for change

Post written by MA in Online and Distance Education student Gemma Holtam

Having a personal and professional interest in how technology can be used can create accessible learning, in September 2014 I enrolled onto the Open University masters level module H810 ‘Accessible online learning: supporting disabled students’.  At the time little did I know of the great effect that this course would have on my professional life and the lives of the students at my institution.  For example, as a direct result of studying this course I was offered a new post, led a funded research projected into creating accessible study skills resources and disseminated the findings of this research at national conferences. I am now involved in creating institutional change with regards to how technology is used to support students who are in receipt of Advanced Learner Support. Furthermore, I am part of the Association for Dyslexia Specialist in Higher Education (ADSHE) working party in relation to inclusive design.

The new job

When I began studying H810 I was working as a Learning Technologist. However, having a background in pastoral support this was an area that I was keen to return to, therefore I applied for a post as a HE Study Skills and Progression Coach. As part of the role involves creating online study skills resources I was able to include the accessible learning resource that I created as part of the H810 assessment criteria within my interview pack.

Funded research project

During the course I was offered a research grant from the East Midlands Centre for Excellence in Teacher Training (EMCETT). This was used to investigate a topic entitled ‘Removing barriers, creating accessible online learning’. The timing of this project coincided with the UK government’s indication that they would be reducing the Disabled Student Allowances funding and placing greater expectations on institutions to provide inclusive learning environments for disabled students. I was able to utilise this research opportunity, and what I had learned on H810, to create an accessible online study skills course. The aim of the course was to increase the accessibility of the study skills provision at my institution, whilst providing examples of good practice to inspire other staff and demonstrate how they can create inclusive learning environments.

As well as disseminating the findings from my project at the EMCETT Practitioner Led Research conference I have also presented my findings at the Association for Dyslexia Specialists (ADHSE) in HE annual conference. A copy of my slides from the ADSHE conference can be seen below. An accessible version of the PowerPoint presentation, which also contains a written commentary, can be downloaded here.

Creating institutional change

I am now working with the college’s Advanced Learner Support team to increase the use of both assistive technology and learning technology across our FE provision. This includes creating video and text-based help guides on the different tools that can be used to support a student’s studies. In addition to this, I am part of the Association for Dyslexia Specialist in Higher Education working party, whose aim is to increase the use of inclusive design in HE.  H810: Accessible online learning: supporting disabled students has certainly been a catalyst for personal and institutional change, with the ultimate outcome of improving the student learning experience.

Open University Disability Conference, 13-14 May 2015: Day 2 report

In the second of two posts Chris Douce, a tutor for the Open University’s Masters in Online and Distance Education module H810 Accessible online learning: supporting disabled students, reports on day 2 of a conference that is very relevant to that module – The Open University 2015 Disability Conference. You can read his report on day 1 here.

Keynote: the disability delusion

The first keynote of the day was by Tom McAlpine OBE who is a chair of a charity called Moodswings (charity website). Tom’s talk began by taking us into the history of the current disability legislation, highlighting that there has been (and continues to be) a stark difference between attention given to physical and mental health disabilities.

He presented the audience with an interesting yet important question which was: ‘who is disabled?’ This question was linked to two philosophies which are connected with the social model of disability; the view that ‘either everyone is disabled, or nobody is disabled’. Another interesting point was about the link between welfare and disability, and extent to which ‘austerity’ is affecting the lives of people who have disabilities: ‘it’s going to be worse than everyone imagined’. The point was made that there should be a ‘proper use of resources’. Individuals, it was argued, should only take as little from the state as they need.

During Tom’s talk, I made the following note: ‘if we’re going to be fair, we shouldn’t pretend that everyone is disabled’. I don’t think this is what he said word for word, but instead, it might be more of my impression of the point that he was trying to get across. It is a view that I, fundamentally, take issue with. It is a view that equates disability with the consumption of resources, and I think that the whole subject is a whole lot more complex. You can have a disability (or an impairment of some kind), and get on with living your day to day life, and may have no recourse to need additional resources. All you might need to get by is a bit of respect and understanding from others who are around you.

Tom’s talk was pretty provocative, and led to quite a bit of debate amongst colleagues who I spoke to. This, I felt, was a sign that the keynote had done its job (irrespective of whether or not I personally agreed with some of the views that were expressed).

Workshop: Student mental health – whose responsibility?

The first workshop I signed up for on the second day was also by Tom. Tom opened by stating that mental health issues may manifest themselves during study, due to change of circumstances or due to things that happen during life. He also mentioned that it is important to consider the difference between pre-existing mental health issues, and that sometimes the pressures of studying may make some students (who may be predisposed to illness) unwell.

Another point I remember was the importance of appropriate boundary setting. This is linked to the point that there are limits to what the university can do: it can only provide help and guidance regarding study and academic issues.

During the talk I made the note: ‘wellness is a continuum’. This was a theme that was highlighted during the London region diversity day that was specifically about mental health issues. This part of Tom’s workshop offered a reminder that everyone can move between and onto different parts of a mental health continuum.

During the workshop, Tom also offered some controversial opinions about certain illnesses and also the roles of some tutors. It was clear that he had particularly strong opinions, and my own opinions (which were also pretty strong) were somewhat different. Education can be difficult whilst at the same time being transformative. My own view is that a positive relationship between a student and a tutor is important (if not essential) to facilitate the exploring of different perspectives and views that can lead to a transformation. I doubt very much that Tom would disagree with this view. Our difference of opinion relates to judgement as to whether a tutor is doing something wrong if a student feels compelled to contact a tutor for support for unexpected issues. My role is then to support that tutor, and to do my best to work with other colleagues to communicate boundaries.

In some respects Tom’s session was more of a chat than a workshop. It was different to what I had expected, but is no better for it; there were many colleagues who were very free to express their opinions about a range of different issues.

During the session, we were reminded of a useful resources, a OU published booklet that is entitled: Studying and staying mentally healthy (OU website). I heard that this resource is going to be made available to all students, not just students who may have disclosed a mental health issues.

Workshop: Universal design for learning – built in accessibility

The final workshop of the conference was facilitated by Heather Mole, who I managed to have a good chat with during the conference. Heather is currently working on a really interesting PhD, which she might have mentioned during her workshop. She has been looking into the privilege of sign-language interpreters, since they cross the boundaries of two different cultures: the Deaf culture, and our hearing culture. This made me reflect about the connections between disability studies, other subjects, and other civil rights areas.

Heather began by playing an excerpt from a short film by Judith Butler and Sunaura Taylor called An Examined Life (YouTube) As the film played, I made notes of the terms ‘normalising standards of our movements’, ‘disability as a political issue’ and ‘talking of language’.

I then remember some discussions about the different models of disability: the social model and the medical model. Heather also mentioned the work of Tom Shakespeare, who is both an activist and a scholar. Another philosophical model that was mentioned was the interactional model, which is an acknowledgement that an actual impairment is important. I understand this model to be a combination of the social and medical models. As Heather was speaking, I realised that I needed to do some reading!

I made an interesting note that accessibility can be thought of in two different ways. There’s the accommodation approach, where there might be the need for an alternative way of doing things. This could be thought of a ‘consumable’ approach. For instance, a module team or a teacher might make a resource that was specific to an individual learner. Another approach is universal design, which can be considered, broadly, as more ‘sustainable’: accessibility is considered from the outset and is considered at the design level.

We were told that a chap called Ron Mace created what is known as seven principles that guide ‘universal’ architectural design. These principles are: equitable use, flexibility in use, simple and intuitive use, tolerance for error, low physical effort, size and space for approach and use, perceptual information (i.e. alarms that offer information through different modalities: they emit a sound and flash at the same time).

These principles can be applied to an educational context; educators can consider both the universal accessibility of their learning resources, and the systems, products or devices which allow the learning resources to be consumed (we might think of ‘products’ in terms of a series of web pages, an ebook, or a physical paper based book).

During this final workshop, we were directed to a couple of websites. One of them was called the Centre for applied special technology group (CAST website). Another organisation that was mentioned was the National Centre on Universal Design for Learning (UDL website).

Final keynote: an accidental comedian

I’ll give a cheeky admission at this point: it was yours truly who gave the final keynote. The keynote had two parts: a story, and then a performance. My point was simple: we can achieve more than we ever thought possible if we offer other people encouragement. In some respects, this is exactly what so many people within the university try to do: academic staff, support staff, and associate lecturers; we do our best to offer encouragement and support for those who are studying.
Final thoughts

One thing that always strikes me about these conferences is the range of different subjects, workshops and speakers. This year there were keynotes that delivered different perspectives, and workshops that presented a broad range of topics. I personally found the workshop about the ‘tech’ particularly interesting (I think because I’m a ‘tech’ sort of guy), and I also found the talk on autism interesting, if only to remind me that there is a wealth of advice and resources that I can draw upon.

There was an implicit theme and an implicit concern that seemed to run throughout the conference: the sense that things have become more difficult for people who have disabilities, and things are going to continue to become even more challenging. The underlying story that catalysed the expression of these concerns was, of course, the recent change in government. Resources, it was argued, are limited, and it’s important to ensure that they are used as effectively and efficiently as possible.

After the conference, I asked myself a quick question, which was: ‘what else could there have been?’, or ‘what would I find really interesting?’ Over the last couple of years, I’ve been increasingly aware of an emerging academic subject called disability studies. Whilst the objective of the conference has strong and really useful practical focus, I can’t help but feel that a more academic perspective might add something to aspects of the conference. Disability studies connect to different civil rights movements, the role of the media, analysis of barriers, and how the situation for people with disabilities is different across the globe.

One thing that was really great, and has always been great, is the presentation of personal perspectives: the student voice is, of course, really important.

Finally, PowerPoint and other resources from the conference (conference materials) are available to internal university people, but if you’re reading this from outside the university, if there’s anything that is of particular interest, don’t hesitate to get in touch.

Reblogged from

Open University Disability Conference, 13-14 May 2015: Day 1 report

Disability symbols

By NPS Graphics, put together by User:Wcommons ( [Public domain], via Wikimedia Commons

In the first of two posts Chris Douce, a tutor for the Open University’s Masters in Online and Distance Education module H810 Accessible online learning: supporting disabled students, reports on a conference that is very relevant to that module – The Open University 2015 Disability Conference.

He writes…

Every year, the university runs an internal conference for staff who are directly involved with supporting students who have disabilities.  This is a series of two posts which aims to share my ‘take’ on the 2015 conference.

I think this must have been either the third or the fourth time I’ve been to this event.  In some respects my involvement (and attendance) is slightly accidental since the conference isn’t technically open to academic staff.  Instead, it’s open for those who help or advise students, or help academic module teams to make sure their modules are as accessible as they could be.

I’m very grateful that the conference organisers have allowed me to attend.  In doing so, I can not only share some of the conference themes to the tutors in the London region that I help to support, but also some of my students who study H810 Accessible online learning: supporting disabled students.

Opening Keynotes

There were two opening keynotes: one by David Knight, and another by Tony O’Shea-Poon.  Unfortunately I missed David’s presentation, since I fell asleep on the train from London and ended up in Coventry.  I did, however, catch the end of Tony’s presentation.  One of the things that I took away from Tony’s presentation was that there are on-going changes to rules due to government policy.  Those that are affected by disablement can be the hardest hit by change.

Workshop: Improving accessibility for all

The first conference event I went to was facilitated by Adam Hyland, Atif Choudhury and Tim Blunt.  They all help to run an organisation called Diversity and Ability (website), or DNA for short.  DNA is a social enterprise created by and led by disabled and dyslexic learners for the sole purpose of providing support, strategies and assistance.

During the workshop we discussed how different apps could be useful and how students could gain an awareness of different study strategies.   We were directed to a resources page on the DNA website which presents a summary of different types of assistive technologies.   Students can uncover different ways of doing their research, composing text and answers, carrying out proof reading and taking notes during class.

It isn’t all about technology – it is also getting people involved, and helping learners to make the best use of technology that is available to them.   It’s also about empowerment and building self-esteem.   It’s also important to connecting different aspects (or issues) together, such as the choice and use of assistive technologies and the development of study skills.  I made a note of an elephant in the room’: there are inherent anxieties that accompany working alone.

A significant part of the workshop was dedicated to looking at different tools such as Evernote and Zotero (which was recently highlighted by JISC, an organisation that supports universities).  Another tool mentioned was Calibre, which I think I might have mentioned in an earlier post that was about using the Kindle for studying.  There was also something called Orato,  an application that allows users to select a portion of text, which is then read out loud by your computer.

Different tools can be used to do different things.  Students are, of course, regularly asked to write assignments and compose essays.  To help with this there are a number of composition tools, such as iThoughts (toketaWare website) and XMind, which are tablet and Mac based.

Another important task, is proofreading.  One tool that could help with this is a product called Grammerly which can be built into Chrome or Firefox browsers.   You might also could also use Google Docs (since iOS devices have text to speech functionality), and CereProc Voices to listen to what you have written.  Apparently you can download two high quality voices: one male, another one female.

Writing and editing is all very well, but is there anything to help with the making of notes in class?  Apparently, there is.  We heard about Sonocent Audio Notetaker, which allows you to visualise different sections of a recording and add annotations sections, so you know where to find stuff.  (I can’t help but think that this might be a really useful research tool for social scientists).  Another tool is called Audionote (Luminant software).

You’ve made notes during your class and have completed all your assignments.  An inevitable part of study is, of course, the exam.  There are, apparently, tools that can help.  The presenters the workshop mentioned a number of flash card tools, such as Studyblue, Quizlet and Anki.  The one they talked most about was Quizlet, since apparently this has a text to speech feature.  Interestingly, some educators have been known to create StudyBlue decks.  As these products were described, I thought to myself, ‘why didn’t I think of creating these tools?’

Revision takes time, which means that time management is important.  To help with this Google calendar was recommended.  It was interesting to hear that Google Calendar could, apparently, be synchronised with Outlook calendars, but this isn’t anything that I have ever tried.

Students also need to organise their files and records.  We were told of a tool called Alfred (Alfredapp website), a productivity tool for Macs.  Other tools that were mentioned included cloud storage tools, such as Google Drive, Drop Box and One Drive.

The remainder of the session was about the referencing tool Zotero. We looked at how to download a reference template (there is one for the OU Harvard format), and apply it to web links, books for which we had the ISBN number for, books that we found on Amazon, and papers from, a ‘a digital library of academic journals, books, and primary sources’.

There was a lot to take in during this session.  I had heard of some of the tools and products before, but not all of them.  One really useful aspect of the session was to learn how Zotero could be used, and also to be talked through the different sets of tools that students could use.  A really important ‘take away’ point was that assistive technology, in whatever form it takes, is always changing.  There is also great value in the ‘free’ or low cost products that exist.  I began to realise that assessors (those people who offer advice for students with disabilities) have a tough job in terms of keeping up with what might be the best tools for learners.

Keynote: Autism and Asperger’s in Higher Education

The second keynote of the conference was given by Lyndsey Draper from the National Autistic Society.  Lynsdey kicked off by giving us an interesting and surprising statistic – that over the last 10 years, disclosure of autism increased by 100%.  Another interesting fact was that autism is the only disability in the UK that has its own specific legislation.

After briefly describing what autism and Asperger’s syndrome is, Lyndsey spoke about some different theories about it.  From what I remember, I understand that there is now a consensus that there is a genetic component.

We were also given some interesting statistics: it affects 2.8 million families and 1.1% of the population.  The diagnosis of women is apparently increasing, but a diagnosis can also be masked by other conditions, such as the eating disorder anorexia, for example.  (I remember reading some research by Simon Baron-Cohen a couple of years ago about a potential link between anorexia and autism; the systematising and food obsession represents a behaviour trait that has parallels with some behaviours that can be observed in autism).

A further interesting point was that how differences can manifest themselves may depend very much on the environment.   Lyndsey made the point that the term Asperger’s syndrome was being replaced in favour of Autistic Spectrum Disorder, or ASD, for short.

As Lyndey was talking, I remembered a phrase from a session that I went to the previous year.  It was: ‘if you’ve met one person with autism, you’ve met only one person with autism’; the point being that everyone is very different.

So, what might the challenges be when it comes to higher education? Students may struggle with social communication, or, specifically, understanding the unwritten rules of communication.  Smalltalk, it was said, can be considered to be illogical or complicated.  Students also might find it difficult to understand the perspectives of others.

These things said, people who have ASD are known to have some key strengths: attention to detail, a methodical approach, good memory for factual information, problem solving skills, numerical skills, and are reliable and resourceful.  As well as having a different way of thinking to others, another strength can be deep specialist knowledge and skills.

From the academic perspective, we need to acknowledge the significance of the social perspective.  There is also an obvious necessity to provide clear unambiguous feedback (which should, of course, be offered to all students too!)  In terms of adjustment, an important activity could be to try to facilitate contact between students and staff, interpret academic speaking and writing, using of checklist and offer clarifications as to what is required.

Workshop: Supporting students with autism in higher education

In addition to the keynote, Lyndsey also facilitated a workshop (which I had signed up to go to).  Like her keynote presentation, it was also filled with really interesting facts.  Apparently, students who have a diagnosis of autism are less likely to drop out than other students, i.e. 6.9% versus 10%.

In terms of the disabled student’s allowance (which is funding from the government to help students to study), students who have ASD may not benefit from the use of technology than other groups of students with disabilities.   Instead, students with ASD benefit from mentors and study support.

In the workshop, we were again given a little bit of history.  We were told about Kanner or ‘classic’ Autism, and Asperger’s syndrome, and the differences between them.  We were then asked about our perceptions and understandings.   A key phrase I noted in my notebook was: ‘everyone is completely different’, and that what is ‘good practice for autism is good practice for everyone’.

In terms of training: clarify roles, such as turn taking and eye contact.  We were offered a challenge: ‘can you imagine how much effort it would be to continually control eye contact all day?’  There is also the challenge of metaphor and idiom.

Other issues that can emerge include anxiety, depression, perfectionism, single focus or attention on something.  Some students might need prompts on how best to manage their own time.

It was time for an activity.  We were asked a question: what difficulties might students have and what strategies might be used to overcome them? On our table we chatted about getting students to talk to each other, the challenge of choosing a module, and the ambiguities of language.

A number of points were mentioned during a plenary discussion.  These were the importance of clear feedback and the need to be consistent and specific, the sharing of good practice, and how some students may need transition support between different institutions and levels of study. At the end of the session we were directed to the National Autistic Society website, should we need more information about anything.

Keynote: Education for a new me

Steve McNeice was once a triathlete.  He took us back to a day when everything in his life changed.  He was out on a swim when he realised that he wasn’t very well.  He told us that he had acquired a profoundly serious bacterial infection.  He went to hospital and fell into a coma.  He woke up seven weeks later, with both legs amputated above the knee.  Apparently 95% of double above knee amputees don’t walk.  Seventeen months later, Steve told us that he walked out of the hospital.

I won’t even try to do justice to Steve’s presentation and the effect that it had, both on myself and others who were in the room.  Here was someone who was talking about how his life had changed dramatically.  He went from being active and able bodied, to having to learn how to walk again.  Despite all this, and as he told us his story, he exuded positivity and good humour.

Apparently some people who use prostetic legs can use up to 300% more energy than able bodied people.  As he talked, he walked up and down at the front of the presentation room.  ‘I swim three times a week, and you see all kinds of people at the pool.’ Steve said.  ‘Some of them look and they think, ‘oh, what a shame’, and then I lap them’.

He told us about the seemingly innocuous challenges of going down stairs, navigating escalators and stepping over things.  All these activities that so many of us take for granted, Steve had to re-learn how to do them.  He shows us numerous video clips where he fell over, negotiating a hill.

‘While I was going through rehab, I was studying for a degree’, he told us.  He studied German.  A part of his illness meant that he became deaf in one ear, and partially lost hearing in another.  An adjustment was the request to sit on a certain side of a room.  One thing that he said he needed to work on was listening: so, he studied German.

‘I used the OU to learn about my condition.  I studied T307, designing for a sustainable future.  I designed some sockets for my prosthetic limb’.  He told us that he took ownership of his lifelong condition by setting lots of educational goals.

Through these OU conferences, I’ve come to seen that having a disability can open doors to new experiences, rather than close them.  Steve told us that he has contributed to events at the house of commons and is a member of the all-party parliamentary limb loss group.

He told us that he is now studying Italian.  He also lectures at different universities to give something back to physiotherapists, the occupation that offered him so much help.  I also noted down the following words: ‘rehabilitation is an on-going process, and something could change at any point’.

Like so many of us at the talk, I was struck by his spirit of determination.  I also took away the thought that, perhaps, I ought to do slightly more to ‘give back’ to the profession that has tried to help me with my own condition or situation.   His talk also emphasised the transformative effect of education.  I couldn’t help but worry that the increase in higher fees this might potentially prevent or deter some students from studying modules and subject that may influence their lives for the better.

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