Notes on: Chapter 3: The Fallacy of “Open”

– The shift to open education often lacks interrogation.

– Open is not just about access, but rather a way of “being”.

– The initial goal of the internet was to create an open/democratic space.

– Privilege is a term that refers to the particular accessibility of something.

– It is important to remember that social media platforms were designed for a specific audience, often not minorities or other marginalized groups.

– Social networking platforms help build communities of other like-minded individuals.

– Online academic identity allows for opportunities to collaborate & network that would not normally occur.

– Twitter hashtags are a great example of access points that allow for people to connect with specific communities.

– Being a scholar in the digital age is completely different than traditionally.

– The social media landscape today is not the “democratic” internet we were initially promised.

– “Networked Participatory Scholarship” is an effective model to help with peer review on scholarly work/ articles.

– The risk of open scholarship is inequalities for minorities and marginalized groups.

– Open is NOT good for everyone.

– People supporting open are often privelaged.

– There are things we can do to be more sensitive such as creating inclusive spaces and being self-reflexive.

Resources

Bali, B., Cronin, C., Czerniewicz, L., DeRosa, R. & Jhangiani, R. (2020) Open at the Margins. Rebus Community Pressbooks. Retrieved from: https://press.rebus.community/openatthemargins/

UDL Guidelines: Provide Multiple Means of Representation

Checkpoint 1.1 (Customizing the display of information)

– In digital materials, the display of information is very customizable.

– Digital ≠ accessible but rather equally inaccessible.

– The size, colour, font and contrast of text and images should be flexible.

– The speed and volume of video should be malleable.

Checkpoint 1.2 (Alternatives for auditory information)

– Information conveyed through audio/sound is not equally accessible for all learners.

– Including, subtitles, transcripts and sign language can increase accessibility for audio/ video information.

Checkpoint 1.3 (Alternatives for visual information)

– Visual content is not equally accessible for all learners.

– Implementing audio descriptions, auditory cues and touch equivalents makes visual content more equally accessible.

– Text-to-speech programs are essential in allowing the visually impaired to have equal access to written information.

Checkpoint 2.1 (Clarify vocabulary and symbols)

– All key vocabulary, labels, icons and symbols should have alternative meanings provided.

– Glossaries, information banks, charts and maps are a great way to organize this information.

– Providing additional information or descriptions of symbols, images graphs etc. allow for a more accessible learning experience.

Checkpoint 2.2 (Clarify syntax & structure)

– When the syntax or structure is not obvious, clarification is necessary.

– Highlighting key structural points or explicit elements such as transition terms can elaborate upon structure and syntax for learners.

Checkpoint 2.3 (Decoding text, mathematical notation and symbols)

– Learners need meaningful exposure to symbols so they can comprehend.

– Provide options that reduce the task of decoding symbols through solutions such as text-to-speech and alternative explanations to clarify symbolic meaning.

Checkpoint 2.4 (Promote understanding across languages)

– Accessibility is restricted when language alternatives are not available.

– Providing information in secondary languages (eg: French in Canada) and sign language (ASL) for the visually impaired increases accessibility.

– Providing additional translation tools are also key.

Checkpoint 2.5 (Illustrate through multiple media)

– Classroom materials contain too much text.

– Implementing graphics, images and simulations can help learners better understand the information.

Checkpoint 3.1 (Activate and supply background knowledge)

– Barriers and inequities exist when learners lack the critical background knowledge.

– Activating and referring to prior knowledge helps refresh the content in learners minds.

Checkpoint 3.2 (Highlighting patterns, features, ideas & relationships)

– Expertise comes from knowing what information is critical, unimportant & irrelevant.

– Providing explicit cues and prompts help learners to identify what information is important and not critical increases accessibility.

Checkpoint 3.3 (Information processing & visualisation)

– Giving students strategies to better organize and understand critical information is key in memorization.

– Well designed materials help assist learners in understanding processes, models and text, removing unnecessary details.

Checkpoint 3.4 (Maximize transfer and generalization)

– All learners can benefit from assistance in how to transfer the information they have to other situations.

– Techniques that are designed to heighten the memorability of the information are key in increasing accessibility.

– Some of these strategies include reminders, checklists and graphic organizers.

Resources

The udl guidelines. UDL. (2021, April 9). https://udlguidelines.cast.org