Universal design for learning: the importance of offline options for online learners
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The document discusses the necessity of providing offline options for online learners within the context of Universal Design for Learning. It highlights the limitations of fully online courses, emphasizing challenges such as inconsistent internet access and the preference for printed materials among students. Furthermore, it advocates for the integration of offline resources to enhance accessibility, accommodate varying student needs, and promote effective learning strategies.
Universal design for learning: the importance of offline options for online learners
- 1. Rebecca Ferguson, Leigh-Anne Perryman and Simon J Ball CALRG Conference, 2020 Universal design for learning: the importance of offline options for online learners
- 2. H Reflection opportunity Should the OU phase out downloadable study materials, just as we phased out cassettes and videos? #CALRG2020
- 3. Arguments for online only • Printable versions of course materials are time-consuming and expensive to produce – FutureLearn does not have an automatic download option. • Presenting courses on FutureLearn opens them up to students around the world, making them far more accessible than VLE courses. • Printable versions must include the same information as online materials. This limits opportunities to update course materials because printable versions must be updated too. Students and staff benefit from flexibility. • In today’s world (especially in the wake of the pandemic), work and study have moved online, so the ability to work and learn online is not only an important study skill but also an important employability skill. • We are an online university and students expect to study online. • We have to be prepared to leave outdated technologies behind, just as we left cassettes, videos, and CDs behind.
- 5. Digital by default Dr Ross Parry, University of Leicester, 2018
- 6. Digital by design Making ‘Digital by Design’ work Report on an interactive workshop at the 7th eSTEeM Annual Conference 2018 Grahame Danby, Diane Butler and Clem Herman
- 7. Universal design for learning www.cast.org/our-work/about-udl.html
- 9. Research design RQ: What are the benefits to students of offering downloadable versions of online study materials and supporting offline study? Datasets Student postings in course discussion (N=17,158) Post-course student survey (respondents = 30) Experience of 100 postgraduate learners on an online course run by The Open University on the FutureLearn platform. 46 new to OU – ten started OU study in 1998 or earlier.
- 10. Limited access to online materials 6 students planned to study while travelling / on holiday but lacked Internet in taxis, trains, planes and holiday homes. 4 students planned to study at work but Internet access was limited or restricted by firewalls and security regulations. Some locations – for example, parts of Wales and Cornwall – receive no Internet signal. Some buildings and rooms receive no Internet – particularly those with thick walls. Students encountered technical problems, inconsistent coverage from providers, and being bumped off the Internet when others in the building went online. Online is expensive on mobile devices and may be limited for those on contracts, particularly pay-as-you-go contracts.
- 11. Need for offline materials Some students found long files and papers easier to read on an ebook reader. Offline files can be converted into audio files so it is possible to study in different locations. Offline files can be highlighted, annotated or integrated with comments to create a learning journal. Offline materials are searchable. FutureLearn’s lack of a search facility is a problem on an eight-month course. Some students want to make a clear distinction between working online and studying offline.
- 12. Need for printable materials Some students favour offline reading or simply prefer to learn from print materials. Text on a mobile device may be too small to read, and some students struggle to read text on a screen. Limited range of devices – printed materials are accessible when away from a desktop computer. Printable materials offer flexibility. They can be accessed before the course goes live (there is no early access on FutureLearn courses). Self-regulating students may need to start work early or move ahead of the cohort. Some students simply want to take a break from technology.
- 13. Use of transcripts 14 students described ways in which they had combined transcripts and videos – using transcripts as an additional resource rather than a replacement for video. Transcripts can be accessed when online access is not possible due to patchy Interent coverage, bandwidth or data cost. Transcripts can be used in contexts when sound cannot be turned up, for example on a bus or train. Transcripts provide a map of the video resource, enabling students to return to relevant or important sections. Transcripts support understanding. Unfamiilar words can be identified and checked or the whole presentation can be run through Google Translate.
- 14. Context Daily changes such as commuting. Periodic changes such as holidays and work trips. Planned changes such as a house move or change of Internet provider. Unexpected changes such as broken technology and hospital stays. Need for and use of different formats varies according to context. Context changes many times during an eight-month course.
- 15. Affordances Learning design Students approached assimilative and creative tasks in different ways, so their need for offline and print varied. Cognitive opportunities Students associated physical and digital resources with different ways of thinking and studying. Emotional response Students had different emotional responses to online and print materials, which influenced study. Different formats have different affordances for learning.
- 16. H Reflection opportunity Is this study relevant to your work and teaching? What changes might you make as a result of this study? #CALRG2020