TechDis Senior

Management Briefing 1
TechDis Self Assessment Resource for Senior Managers
Background Areas identified for action

Resources in digital format offer higher levels of
independence, flexibility and personalisation to users
than most traditional resources. Within any part of a
learning organisation (for example, a section, a
faculty, a school, or a department) it is possible to:
From the three matrices overleaf it should be
possible to identify a range of areas for improvement,
some requiring time, others money, but many needing
little more than improved communication and cultural
awareness.

◗ Audit existing learning resources. It is suggested that the following approach is taken:

◗ Audit the staff skills in creating, uploading or using
digital materials with learners.
◗ Audit the infrastructure the materials will reside in.
Together, these three audits can help estimate the
‘accessibility potential’ of an area or department for
which a Manager may have responsibility.
The checklist overleaf provides the opportunity to
estimate ‘accessibility readiness’ as measured by the
learner’s ability to access materials independently
and modify the way the materials are presented.
Clearly, this is only one aspect of accessibility
readiness but it is arguably an important one
because it brings accessibility into the sphere of
influence of mainstream staff and capitalises on
existing initiatives to exploit e-learning in education
and training.
1) Identify areas where enhanced accessibility
benefits (column 3) would be easy to implement.
Set specific action targets for these with
appropriate staff.
2) Identify key areas where there were more
substantial difficulties in meeting the criteria.
Consider which organisational plan strategically is
relevant to this criterion.
Annotate this plan to include the accessibility
benefits of meeting the criteria.
3) Ensure changes made in 1) and 2) are recorded,
communicated and actioned appropriately to
provide documented evidence of your accessibility
awareness and actions.

By undertaking this exercise, it should be possible to

map the ways in which a Manager could add
organisational accessibility awareness to the
experiences of learners with accessibility needs,
giving rise to a more inclusive approach to the
provision of learning materials.

TechDis, The Higher Education Academy Building, Innovation Way, York Science Park, York YO10 5BR.
Tel: 01904 717580 Fax: 01904 717505. helpdesk@techdis.ac.uk. www.techdis.ac.uk

TechDis is an advisory service of JISC, the Joint Information Systems Committee

© TechDis 2006 Page 1
 Criteria

1. Existing e-learning resourses

Accessibility Ways to enhance

Criteria Self assessment
benefits to learners accessibility benefits

The organisation i. Learners have access ◗ Ensure most learning

has a VLE (virtual to resources outside
learning timetabled sessions.
environment)
or Intranet. ii. Resources in digital
format can be
displayed in a range
of ways.
materials (handouts etc)
are available on the
learning platform.
◗ Ensure learning platform is
available “off campus” or
from alternative venues.

The VLE or Intranet i. Disability recognised as ◗ Accessibility statement

has an accessibility important. gives practical advice on
statement. personalising resources.
ii. Disabled learners know
what to expect. ◗ A named contact is
provided in case of
difficulties.

Resources on the i. Basic good practice ◗ Ensure all documents/

VLE are designed within documents handouts are structured
to a good quality benefits all disabled and with inbuilt styles to
and encompass a non-disabled learners. maximise accessibility.
range of media.
ii. A range of media ◗ Promote good
increases the likelihood accessibility practice with
of learner engagement images, sound and
and facilitates the multimedia, using
application of personal appropriate advice (e.g.
preferences, TechDis website).
irrespective of disability.

Accessibility is i. Increased likelihood of ◗ Ensure any accessibility

an element in the resource being
procurement useable with assistive
policies for online technology.
resources.
ii. Increased ability to
personalise to needs
or preferences.
features are promoted to
learners.
◗ Ensure supporting
technologies are
available (e.g. sound cards
on computers for audio
support).

© TechDis 2006 Page 2

 2. Staff skills and training

Accessibility Ways to enhance

Criteria Self assessment
benefits to learners accessibility benefits

New staff are given i. Staff are more likely to ◗ Train staff in the
an induction make materials accessibility benefits of
programme into the available in electronic resources in digital
learning platform format if they are formats.
(VLE, Intranet etc). confident at uploading
it and finding it again. ◗ Train staff in the basic
accessibility features of
the learning platform so
they can support learners
with accessibility needs.

IT training is i. Staff are more likely to ◗ For any software specific

available to create materials in training, train staff in the
teaching staff. electronic format if built in accessibility
training is available. features of the software
so they can adapt it for
ii. Staff are more likely to learners.
develop wider skills
(e.g. with images, ◗ For any “medium-specific”
sound, video) if training training – e.g. images,
is available. audio – train staff in the
accessibility benefits,
barriers and possible
adjustments (see TechDis
website for details).

ILT/e-learning Broadening staff ◗ Clarify the general

training is available pedagogical skills enables accessibility benefits of
to staff. them to respond more e-resources –
flexibly and imaginatively customisability,
to the needs of disabled portability, flexibility.
learners.
◗ Consider the accessibility
benefits or barriers of
different e-learning
approaches.

© TechDis 2006 Page 3

 3. e-Learning infrastructure

Accessibility Ways to enhance

Criteria Self assessment
benefits to learners accessibility benefits
Computers with i. Learners can expect ◗ Ensure staff are aware of
appropriate more materials in existing free resources
software are digital format if with inbuilt accessibility –
available for staff to resources to create e.g. NLN materials, and
create and upload them are readily that they understand the
resources. available. potential of accessibility
features to support a
variety of learning styles.

◗ Ensure staff are aware of

the range of free resources
that can support their own
use of digital resources.

The infrastructure i. Staff are likely to create ◗ Make explicit to staff the
supports staff in more digital resources accessibility benefits of
using materials with if they can easily access these technologies.
learners – e.g. them in teaching.
bookable computer
rooms, data- ii. As learners are
projectors, exposed to materials
interactive their confidence in
whiteboards etc. accessing and using
them outside lessons
increases.

The infrastructure i. Digital resources can ◗ Make available information

supports learners be personalised more on changing the
in using digital readily. appearance of materials
resources in (see TechDis Accessibility
independent ii. Digital resources can Essentials www.techdis.
learning. be more easily ac.uk/accessibility
accessed via assistive essentials).
technologies.
◗ Make cheap or free
assistive technology
available across the network
(e.g. Text to Speech).

◗ Have a system by which

disabled learners can
clearly identify which
computers will support
their accessibility needs.

The accessibility i. Making disabled ◗ Involve disabled people in

pros and cons of learners aware of the testing of systems.
the learning accessibility benefits
platform (VLE/ allows them to ◗ Test systems using different
Intranet) have been minimise the barriers to assistive technologies.
identified and use.
◗ Explore the relevant
communicated.
ii. Making disabled learners discussion lists on user
aware of potential groups relating to your
difficulties can minimise platform.
frustration by finding
work-arounds in
advance of problems.

© TechDis 2006 Page 4