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Southampton Education School. The pedagogy of accessibility education. Sarah Lewthwaite @ slewth s.e.Lewthwaite@soton.ac.uk. Centre for Research in Inclusion, 12 June, 2019. Pedagogy and accessibility. Accessibility:
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Southampton Education School The pedagogy of accessibility education Sarah Lewthwaite @slewth s.e.Lewthwaite@soton.ac.uk Centre for Research in Inclusion,12June, 2019
Pedagogy and accessibility Accessibility: • requires a unique mix of conceptual understanding, procedural knowledge and technical competence • has distinct pedagogic challenges • lacks pedagogic content knowledge • lacks pedagogical culture Pedagogic content knowledge is necessary to build and scale expertise effectively.
The pedagogy of accessibility education Developing Pedagogic Content Knowledge (Shulman,1986). • Trainers and peer-educators may be strong in content knowledge, but lack pedagogic knowledge: a rich teaching repertoire that can be applied to accessibility. • Pedagogy may be implicit or unreflected: ‘invisible pedagogy’ (Bernstein, 1976) Accessing teachers’ expertise require dialogic, collaborative research methods to establish community knowledge and collective understandings.
The pedagogy of accessibility Characteristics of accessibility learning and teaching in the research literature (Lewthwaite and Sloan, 2016). • 23 papers, 3 introductions to thematic sessions, 2 posters, 1 PhD Thesis • Initial pedagogic themes include: • Using tools, standards • Active pedagogies focused on Problem/project based learning • Embedding in HCI • Approaches understood to facilitate empathy • Involving people with disabilities
The pedagogy of accessibility Key challenges: • Small and fragmented literature, lack of systematic debate, investigation and cross-citation • ‘Best practice’ discourses can proscribe limited pedagogic practices Developing pedagogical culture: • Build a community-level discussion • Connecting disciplines and sharing research beyond academy • Creating diverse research and teaching spaces • Additional cross-case research
Next steps: Teaching Accessibility in the Digital Skill Set Deliver a new body of Pedagogic Content Knowledge for accessibility education, to support teacher development and enhance digital skills in the workforce. Forge new collaborations and dialogue between academia and industry to develop pedagogical culture and teacher networks. Deploy innovative ‘methods that teach’ to catalyse expert, teacher and learner participants through the research process. http://TeachingAccessibility.Soton.ac.uk
References Bernstein, B. (1975) Class and Pedagogies: Visible and Invisible. Educational Studies, 1:1, 23-41. Lewthwaite, S. and Sloan, D. (2016) Exploring pedagogical culture for accessibility education in computing sciences. Proceedings of the 13th Web for All Conference. https://dl.acm.org/citation.cfm?id=2899490 Nind, M. and Lewthwaite, S. (2018): Methods that teach: developing pedagogic research methods, developing pedagogy, International Journal of Research & Method in Education.https://doi.org/10.1080/1743727X.2018.1427057 Shulman, L. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher. 15, 4-14. Wagner, C., Garner, M. and Kawulick, B. (2011) The state of the art of teaching research methods in the social sciences: towards a pedagogical culture. Studies in Higher Education. 36 (1)L 75-88.