“Good design is like been given learning wings!

It means all the hindrances and all the obstacles

are just removed, I can just get on with the job

at hand.”

Natasha, Skills for Access

Creating Accessible Learning Materials (CALM)

Background to CALM

The Challenges• Equalities Agenda: Disability; Age; Race;

Gender

• Complex needs: additional learning

support; social; financial

• Attainment; Achievement; Retention

• Student Expectations

Background to CALM

Project Aims• To proactively respond to the duties laid out

in the Disability Discrimination Act 2005.

• To increase staff uptake of the College VLE.

• To reduce growing requests for note-takers.

• To raise staff ICT skill levels.

• To present learning and teaching materials

in an accessible, College-branded format.

To ensure that all learning and teaching

materials are available to students in an

accessible, electronic format so that they

can be accessed and adjusted as required.

CALM Project - Timeline

+

CALM Workshops

• Accessibility: Why?

– The legislative, business and personal case for being accessible.

• Accessible Layout

– Practical advice on how to create accessible documents in Microsoft Word,

with reformatting activities.

• Accessible Content

– Examples and resources for creating clear, easy to understand and inclusive

content

CALM Resources• Disability Rights Commission "Understanding the DDA“ A clear, useful guide

for post-school educators on how to improve disability equality and implement relevant parts of the DDA.

• RNIB Clear Print guidelines Simple top tips to follow to make your documents more accessible.

• JISC TechDis Accessibility Essentials A series of easy to use guides on how to create accessible materials in a variety of formats. Includes useful ‘how to’ animations.

• Plain English guidelines A variety of resources on creating clear, easy to understand documents, free from jargon.

• QELTM Project guidelines A range of tools, resources and case studies on how to create materials with equality and inclusion in mind.

Staff Feedback

• Prior to training

• 1 month after training

Student Feedback

“I have a visual impairment so […] having documents in an electronic

format saves the hassle of going through people to enlarge files and going

to the photocopier; I can just do it myself and magnify it to how I want.”

James Hipson, HNC/D Graphic Design student

HMIe Feedback

“The college gives high priority to the development and use

of ICT to enhance learning and teaching. […] There are

sufficient opportunities for staff to participate in staff

development in the use of ICT. For example, all teaching staff

received ICT training as part of the college’s Creating

Accessible Learning Materials (CALM) project. This project

and the work of the E-innovations team leader has

stimulated staff and learner uptake of the college’s VLE, and

improved the quality and accessibility of learning materials.”HMIe Annual Engagement 2009

So far, so CALM

• Training

– CALM(1): 370+ staff attended CALM training [07-09]

– CALM(2): Mandatory module as part of academic induction

• Support

– CALM(1): 1100+ complex documents reformatted by CALM team [07-09]

– CALM(1): 500+ new units on the College VLE [07-09]

– CALM(2): Hand over from CALM team to existing clerical/learning technology support

• Review

– CALM(2): CALM principles embedded into existing quality processes

Featuring CALM…Case Studies• iTech Award Winners 2011 – Access & Inclusion• JISC Services Case Study: TechDis

Conferences• 24 Nov 2009 - Capita: Disability Equality in Scotland• 18 Jun 2009 - CALL Scotland: ICT & Inclusion• 12 Jun 2009 - JISC RSC: Realising the Benefits - 'Best of the West'• 27 May 2009 - JISC RSC: e-Inclusion Scotland• 20 May 2008 - JISC RSC: Inclusion in e-Learning Forum

Presentations• 28 Jan 2010 - James Watt College• 14 Sept 2009 - Reid Kerr College• 10 Jul 2008 - JISC Regional Support Centres (UK)• 13 Feb 2008 - Cumbernauld College

Lessons Learned

• Staff buy-in is essential:

– Top down support from managers;

– Involve staff when developing the project;

– Use subject specific case studies;

– Respond to issues: “no time”, “not my job”, etc.

• Have a clear idea of staff IT levels.

• Appoint project manager / support staff at the start.

• Identify your measures of success and report on them!

• Embed principles into existing practices.

CALM3

CALM3 – a reimagining for City of Glasgow College

• Four 1-hour workshops (online and face-to-face):

– Understanding accessibility in learning & teaching

– Accessible layout

– Accessible content

– Inclusive delivery in the classroom

• Online and printed support materials.

• Online skills assessments.

• Bank of inclusive images for vocational areas.

http://www.rsc-scotland.ac.uk/case_studies/media/CALMproject/CALMproject/index.htmlJen Fuller | Senior Learning Technologist | City of Glasgow College | t: 0141 566 6222 ext 4415

e: jen.fuller@cityofglasgowcollege.ac.uk

Thank you!