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ERIC Number: EJ845867
Record Type: Journal
Publication Date: 2006
Pages: 21
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-1449-5554
A Contextualised Model of Accessible e-Learning Practice in Higher Education Institutions
Seale, Jane
Australasian Journal of Educational Technology, v22 n2 p268-288 2006
In the accessible e-learning community there are very few original metaphors, theories and models that have been developed to try and describe, explain and develop "best" practice. This paper will explore the extent to which existing accessibility models can help to develop our conceptualisations of accessible e-learning practice, and outline a proposal for a new contextualised model of accessible e-learning practice. The key components of this model are accessibility stakeholders, accessibility drivers, accessibility mediators and stakeholder responses. The value of this model in helping to develop accessible e-learning practice in higher education is that it challenges researchers and practitioners to recognise that focusing solely on the drivers of accessibility (accessibility legislation, guidelines and standards) is not an effective strategy for developing and changing practice. If practice is to develop and e-learning be made optimally accessible we need to understand how stakeholders' responses to accessibility are influenced by the context in which they are operating, a context in which both accessibility drivers and mediators operate. (Contains 1 figure.)
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A