Workplace approaches to teaching digital accessibility: establishing a common foundation of awareness and understanding

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Frontiers in Computer Science Pub Date : 2023-10-13 DOI:10.3389/fcomp.2023.1155864
Sarah Lewthwaite, Sarah Horton, Andy Coverdale
{"title":"Workplace approaches to teaching digital accessibility: establishing a common foundation of awareness and understanding","authors":"Sarah Lewthwaite, Sarah Horton, Andy Coverdale","doi":"10.3389/fcomp.2023.1155864","DOIUrl":null,"url":null,"abstract":"Accessibility in the digital world is a shared responsibility, requiring a common foundation of awareness and understanding. However, little is known about how digital accessibility can be effectively taught, and research on workplace teaching and training in accessibility is highly scarce, despite its crucial role in building accessibility capacity in the workforce. This paper considers workplace accessibility pedagogy to focus on aspects of foundational education, characterized as a pedagogically informed set of teaching strategies, cultivated through organizational and workplace cultures and practices. It contributes an analysis and synthesis of pedagogic research with 55 experienced accessibility educators in higher education and the workplace, in the UK and internationally, drawing on insights from expert panel methods including interviews, forums and focus groups. We find that digital accessibility is identified as a necessary core competency for an inclusive digital world. We examine the prevalent approaches that experienced workplace educators use to establish foundational awareness and understanding of accessibility to enable learners to achieve core learning objectives. We report the challenges that workplace educators face, negotiating different contexts and working practices and adapting foundational learning experiences to meet the pedagogic demands of different roles, responsibilities, and specialist advancement. In doing so, we demonstrate that establishing a common foundation of awareness and understanding is the basis for a pedagogic framework for digital accessibility education, with relevance for both workplace and academic settings.","PeriodicalId":52823,"journal":{"name":"Frontiers in Computer Science","volume":"254 1","pages":"0"},"PeriodicalIF":2.4000,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Computer Science","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3389/fcomp.2023.1155864","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 0

Abstract

Accessibility in the digital world is a shared responsibility, requiring a common foundation of awareness and understanding. However, little is known about how digital accessibility can be effectively taught, and research on workplace teaching and training in accessibility is highly scarce, despite its crucial role in building accessibility capacity in the workforce. This paper considers workplace accessibility pedagogy to focus on aspects of foundational education, characterized as a pedagogically informed set of teaching strategies, cultivated through organizational and workplace cultures and practices. It contributes an analysis and synthesis of pedagogic research with 55 experienced accessibility educators in higher education and the workplace, in the UK and internationally, drawing on insights from expert panel methods including interviews, forums and focus groups. We find that digital accessibility is identified as a necessary core competency for an inclusive digital world. We examine the prevalent approaches that experienced workplace educators use to establish foundational awareness and understanding of accessibility to enable learners to achieve core learning objectives. We report the challenges that workplace educators face, negotiating different contexts and working practices and adapting foundational learning experiences to meet the pedagogic demands of different roles, responsibilities, and specialist advancement. In doing so, we demonstrate that establishing a common foundation of awareness and understanding is the basis for a pedagogic framework for digital accessibility education, with relevance for both workplace and academic settings.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
数字化无障碍教学的工作场所方法:建立意识和理解的共同基础
数字世界中的无障碍是一项共同责任,需要有共同的认识和理解基础。然而,人们对如何有效地教授数字可及性知之甚少,关于可及性的工作场所教学和培训的研究非常缺乏,尽管它在建设劳动力的可及性能力方面发挥着至关重要的作用。本文认为工作场所无障碍教学法关注基础教育的各个方面,其特点是通过组织和工作场所文化和实践培养的一套教学策略。它对英国和国际上55位在高等教育和工作场所经验丰富的无障碍教育工作者的教学研究进行了分析和综合,并借鉴了专家小组方法(包括访谈、论坛和焦点小组)的见解。我们发现,数字无障碍被确定为包容性数字世界的必要核心竞争力。我们研究了经验丰富的职场教育工作者用来建立对可及性的基本认识和理解的流行方法,使学习者能够实现核心学习目标。我们报告了职场教育者所面临的挑战,如何在不同的环境和工作实践中进行谈判,如何调整基础学习经验,以满足不同角色、责任和专业发展的教学需求。在此过程中,我们证明了建立一个共同的意识和理解基础是数字无障碍教育教学框架的基础,与工作场所和学术环境相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Frontiers in Computer Science
Frontiers in Computer Science COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
4.30
自引率
0.00%
发文量
152
审稿时长
13 weeks
期刊最新文献
Quantum annealing research at CMU: algorithms, hardware, applications Pneumonia detection by binary classification: classical, quantum, and hybrid approaches for support vector machine (SVM) Lived experience in human-building interaction (HBI): an initial framework The impact of architectural form on physiological stress: a systematic review Care-full data, care-less systems: making sense of self-care technologies for mental health with humanistic practitioners in the United Kingdom
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1