political

Events this week remind me of Shelia McNeil’s fabulous post on being political – Struggling with my Silence

You’re unaware of getting politicised at first.

It takes a key to unlock the door and this is what higher education does. Helps you see the world a different way – at least, I believe it should.

I’m an educator who’s worked in HE for 18 years as adviser, academic and researcher – so I would think that wouldn’t I?!

As women we’re bought up to be quiet and compliant, regardless of what’s going on around us. I’m thinking #Femedtech and how Catherine Cronin and Frances Bell’s presentation at the #ALT18 conference fired up my resistance to the invisibility of motherhood in the workplace. This is turn led to a couple of ‘coming-out’ posts with regard to feminism e.g. political and critical, a personal reflection

This week I’m left wondering if our complicit silence is part of the problem?

Should I make more noise?

Maybe I’m not political enough.

Maybe I should shout more from the rooftops – look at me – how I got here –  what I offer…

So here it is…

Silent no more!

I was politicised without knowing it. Even working with users of assistive technologies, I made opportunities for digital development without questioning why they were necessary in the first place.

Working for a national Epilepsy charity, I was fascinated by the negative cultural constructions around epilepsy but didn’t question their dissemination.

A decade earlier, my first degree had expanded my knowledge but not my critique, while my first Masters in Gender Studies introduced poststructuralism and postmodernism, but – I later realised – I was grasping them as theoretical concepts without application to real world situations.

It was 2000. A fin de siècle in digital terms but even the significance of that passed me by.

In 2007, the Centre for Educational Research and Development at the University of Lincoln was created from a merger between teaching and learning development with international education leadership.  We kicked off with the Learning Landscapes project followed by Student as Producer while co writing two books The Future of Higher Education Policy, Pedagogy and the Student Experience and Towards Teaching in Public Reshaping the Modern University. During this time, I co-wrote Social Work in a Digital Society, successfully applied for external funding, took the lead in a HEA Change Academy programme, led a whole institution approach to embedding open education and supporting the experience of international students. I developed the Getting Started project from a single school to a whole institution approach to transition, completed a second Masters in Open and Distance Education and started a PhD. I was also researching, publishing and travelling the world presenting and disseminating my practice in inclusive education and supporting the student experience in virtual environments.

This is where I come from.

My politics were informed through the critical pedagogy of Friere, Giroux and hooks. Surrounded by a cohort of revolutionary Marxists, my previous experiences began to make sense. I saw the structures of discrimination but learned to resist understanding class as the ultimate determinant of inequality. Gender, disability, age, ethnicity etc all play their part.

Inequalities still matter to me, as does widening opportunities for accessing higher education, which surely remains a root of social citizenship in the future.

‘…courses of higher education should be available for all those who are qualified by ability and attainment to pursue them and who wish to do so.’ (Robbins, 1963:8)

‘…increasing participation in higher education is a necessary and desirable objective of national policy over the next 20 years. This must be accompanied by the objective of reducing the disparities in participation in higher education between groups and ensuring that higher education is responsive to the aspirations and distinctive abilities of individuals.’ (Dearing, 1997: 101)

‘…the extent to which institutional concerns over status are mutually exclusive with the aims of widening participation is unclear…’ (Evans et. al. (2007:13)

‘Universities have made considerable progress in this area in recent years, but there is more work to be done…more effective evaluation of policies and interventions is needed. We need to improve the use of data in driving future developments and a focus on ‘what works’ underpinned by a robust and systematic use of the evidence.’ ​​(Universities UK, 2018)

Widening participation can only be as successful as the extent to which support for learning and teaching addresses the increasing diversity of student cohorts. The answers lie in enhancing the quality of teaching with the appropriate design of opportunities for active student learning, through a data informed approach to programmes as well as modules.

Once an educator always an educator.

Once the politics are out of the box there’s no squeezing them back in.

For a decade I worked in community development, My time in higher education has been about transferring what I learned about social and digital exclusion to staff and students, in particular in health care and practice placement.  On Monday I facilitated a workshop on the use of social media for students going into professional practice placement. An hour later I learned my role was excluded from the new Directorate structure.

Maybe it’s time to leave the ivory towers and return to the community, taking back some of the lessons from campus, politics and all, going back to my roots.

Hey ho, ho, ho – it will soon be Christmas. The new year might be starting in a different place to what I expected but I’m a great believer in new doors opening when existing ones close. One thing is for sure, if the PhD gets finished sooner rather than later, that can only be a good thing- can’t it?

Keeping the diversity flag flying

The Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations 2018 came into effect on 23rd September. It’s now a legal requirement for all digital resources supporting teaching and learning to be accessible.

Designing for Diverse Learners is a re-purposing of the UK government’s six posters on accessible design to create a single page set of criteria covering the principles of digital accessibility. These are for anyone who writes emails, creates word documents or builds presentations with text and images. Following the guidance anticipates and removes potential barriers to access. Based on years of experience of supporting inclusive practice, working with Jisc TechDis (sadly no longer with us) and with knowledge derived from teaching a range of users of assistive technologies, Lee Fallin and I have collated the basics. These include font size, colour and contrast, justification, link text and alternative formats. If everyone creating digital content follows this advice it would make a huge difference.

We’re in the process of designing a digital home to host the poster and subsequent work. We’ve plans for supporting resources, including a card sort activity and board game. The idea is to create workshops with activities which promote and support the discussion and sharing of a digitally inclusive higher education experience.

In the meantime, an ex-colleague from the University of Lincoln, Marcus Elliott  (now at NTU) has begun to extend the Diversity poster, and shared the output in a blog post Thinking about Diverse  Learners. The work demonstrates the value of a creative commons culture of reuse and repurpose so all credit to Marcus for showing the value of an open approach in this way.

Marcus has taken the NHS Design Principles, based in the NHS constitution, to add an additional page on the Principles of Design (see above).

When it comes to digital accessibility, the NHS are worth exploring. They’ve had a Digital First policy for nearly a decade, spelt out in their Digital Data and Information Strategy.

When I co-wrote Social Work in a Digital Society back in 2011, it was driven by the need for more digitally inclusive health care practice. at a time when the government were moving to put all their information and welfare services online. Back in the day I provided sessions for social work students designed to raise awareness of how service users, often already marginalised and disempowered, are expected to have the digital access and literacies to negotiate an online benefits system. Since then, the NHS have bought in online GP appointments and medical checks from home with digital systems for online consultations.

Universal Credit, designed to incorporate all payments into one, is the government’s move to a digital first provision of welfare. This week there’s  been calls for stopping it. Voices include Sadiq Khan, Lord Mayor of London and Justin Welby, Archbishop of Canterbury on the grounds of it leaving too many people worse off. The parameters of digital exclusion mirror existing discrimination yet nowhere in this week’s media has there been mention of universal credit being a welfare system managed online.

Digital accessibility is about all these things. Digital literacies are not only about readable font and good colour and contrast. They’re about digitally inclusive practice too.

My eyes are tired. Too many evenings and weekends doing data analysis using s software package which does not adequately respond to magnification. I’ve been drafting the thesis chapters to build the framework within which the analysis is located as well as writing blog posts like this one calling for change. It’s a lot of screen time on top of the day job.

For me, tired eyes equates to an increasing reliance on clear digital text. Too often I find unresponsive design and zoom controls being prevented from working effectively. Design trumps accessibility. I’ve said this before and will be saying it again. The steps needed to make digital content accessible are  not difficult.

Seven key principles guide the NHS in all it does. They are underpinned by core NHS values which have been derived from extensive discussions with staff, patients and the public. Marcus is spot on to add these to the Design for Diversity work.

Lee and I have ambitions to have the poster printed and displayed above every photocopier alongside the CLA requirements. To have cards which are on everyone’s notice board or wall. We want to see an institutional digital accessibility strategy based on the principles of the Web Accessibility Initiative; to build time for developing  inclusive practice into the work allocation process, and a greater general awareness of how digital accessibility matters, so much, to everyone.

Because digital inclusion isn’t only about people with disabilities. It’s about temporary disablement through broken bones or sensory impairment. It’s about a socially democratic internet. When my uveitis flares up I need steroid medication. The treatment enlarges the pupils of my eyes, letting in too much light and making me see through a white fog. With resisable. responsive design and clear readable font with good contrast, I can continue to work in digital environments,  Without it I can’t. I’m disabled by the technology which in theory should be creating a more inclusive user experience.

My concern is the new UK legislation will be seen as a set of tick boxes, without the underpinning knowledge of what digital exclusion is really like and the consequences of inaccessible digital design for learners. The student experience should be at the heart of higher education and the new act is an opportunity for change, to ensure digital accessibility is a supported literacy, alongside reading and writing, in order to make the increasingly digital society in which we live and work an inclusive one too.

There is now a law which supports this. Ros Walker from the University of Stirling has written a post for the ALT blog titled Important New /Accessibility Regulations. Its a valuable post well worth reading. I have just one query. Ros writes ‘This work would largely need to be addressed jointly by service providers within the institution such as disability services, web development and IT.’ I would add learning development and academic practice too.

With my colleague Patrick Lynch, we’ve built inclusion into the learning design module of the Postgraduate Certificate in Academic Practice (PCAP) at the University of Hull.  I facilitate a digital inclusion session for our Professional Practice in Higher Education Teaching and Learning module for postgraduates who research and teach. There’s also a workshop in the Learning and Teaching Enhancement Academic Professional as Development Framework (APDF) run by Lee and myself.

Promoting digitally inclusive practice as integral to the enhancement of learning and teaching is the way forward and there is now a law which supports this.

The future is looking bright.

My hope is it’s looking more accessible too.