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  • Accessible Inclusive Learning: Foundations

    Tim Coughlan, Kate Lister, Jane Seale, Eileen Scanlon, Martin Weller

    Chapter from the book: Ferguson, R et al. 2019. Educational visions: The lessons from 40 years of innovation.

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    One of the most persistent themes in discussions around technology in education is the idea that technology can affect access to learning. This can be seen as positive or negative, and it is often more complex than it seems. If computers can convert the text in a web page into spoken word, or the spoken words on a video into captions, have we made the learning accessible to deaf or blind students? Most likely we have made an important step in the right direction, but this might be only one challenge in the wider pedagogy and student experience. If MOOCs can teach thousands for free without any cost or entry requirements, does that mean they are increasing access? Perhaps, but are they also creating barriers for some through the pedagogical and technical design? In this chapter we will unpack how these issues have been tackled through research.

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    How to cite this chapter
    Coughlan, T et al. 2019. Accessible Inclusive Learning: Foundations. In: Ferguson, R et al, Educational visions. London: Ubiquity Press. DOI: https://doi.org/10.5334/bcg.d
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    This is an Open Access chapter distributed under the terms of the Creative Commons Attribution 4.0 license (unless stated otherwise), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. Copyright is retained by the author(s).

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    This book has been peer reviewed. See our Peer Review Policies for more information.

    Additional Information

    Published on Dec. 18, 2019

    DOI
    https://doi.org/10.5334/bcg.d


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