Blog Post 2

This week we analyzed accessibility and equity in multimedia learning. More specifically, we dissected Kat Holmes’s concept that “disability is a mismatch between ability and environment” to understand that learning struggles do not originate from a flaw in an individual but rather from cleavages in the education system (Holmes, 2020). Moreover, we must create new learning environments that match diverse learning abilities to ensure that all learning methods are included in the educative process. The Global West’s learning system operates predominantly under an outdated medical model that categorizes people who have difficulties learning as needing “special attention.” However, we should not associate the problem with the individual but with the education structure. Consequently, we can apply the “Universal Education Model” to analyze the cleavages within societal contexts and adapt modes of education (FiveMooreMinutes, 2021). 

We can address fixing our education structure by promoting inclusive design. In their blog, Katie Sehl describes “inclusive design” as an approach that shifts away from the “one-size-fits-all” model and replaces it with an environment that addresses barriers and supports a variety of learning styles (Sehl, 2020). It identifies rare needs (edge cases) and designs a solution for these circumstances. Sehl explains that we can break this model down into three simple steps: 

1. Recognizing exclusion

2. Solving for one and extending for many

3. Learning from diversity 

I understand the importance of inclusive design from my years of gymnastics to a variety of children with different learning styles. When coaching, I am aware that children may not all understand instructions in the same manner; hence, it is necessary to reframe directions when necessary to accommodate all learners. Furthermore, as a coach, a part of my job is to help teach children different physical activities and movements. As a result of different physical abilities, I can apply the concept of inclusive design to ensure that everyone feels that they are progressing in their skill sets without feeling frustrated if they cannot accomplish the exercises in the same manner as other kids. Giving them alternative ways to improve their strength, flexibility, confidence, balance etc., allows them to feel accomplished while straying away from the outdated “one-size-fits-all” education model and instead progressing towards universal learning.

I found it interesting to watch Svetlana Kouznetsova’s Ted Talk (2018), which explains the importance of video captioning. She focuses on two main reasons why we should care about providing high-quality captioning and transcription. The first is that millions of people get accessibility through captions and need them for educational purposes. The second is that a much larger audience can be reached when using captions, which can increase a content creator’s return on investment. It is crucial to note that quality is critical when captioning videos since accurate language is necessary to transmit proper messages. More specifically, captions must follow proper grammatical rules, have correct punctuation, include non-speech elements, ensure proper capitalization, have good font size and colour contrast, and should not shy away from exhibiting any profanity displayed in the original format. Without following these principles, a message may not come across in the way that it was initially supposed to. Moreover, Kouznetsova’s argument made clear many of us may need to be more mindful that everyone is different and that our ways of learning and understanding information are not universal to everyone else. As a result, media creators should seek to add captions to all audio sources for equality and accessibility purposes.

After applying a “Text to Speech” tool to my previous blog post, I experienced the importance of accurate translation. When I entered my blog post into Voice Dream, I became aware of certain grammatical issues that I had not considered while writing (for example, comma misplacements), which stood out in an audio format. Furthermore, playing with the different learning mediums allowed me to obtain a thorough grasp of the information presented. Having Voice Dream read me my text, while simultaneously reading it myself, facilitated my ability to focus on and make sense of the content. As a result, I came out of this exercise with a greater appreciation for video captioning and its benefits.

Sketchnoting

To further put multi-media learning into practice, I decided to create a sketchnote on information I recently learned about the BC Ministry of Children and Family Development. This task allowed me to analyze the goals and responsibilities of the Ministry and discern what elements are most vital to add to the paper. Additionally, the drawing component of this experience has also helped me remember the information I decided to incorporate in the sketchnote. Overall, I believe that sketchnoting is a clear and entertaining method for studying new concepts.

Bibliography

FiveMooreMinutes. (2021, October 7). Removing the barriers: Planning for all! YouTube. Retrieved January 31, 2023, from https://www.youtube.com/watch?v=MzL8yMBKM7k  

Holmes, K. (2020). Mismatch: How inclusion shapes design. MIT Press.

Kouznetsova, S. (2018, August 24). How captions increase roi and audience for media creators | Svetlana Kouznetsova | TEDxFultonStreet. YouTube. Retrieved January 31, 2023, from https://www.youtube.com/watch?v=ngKp9MqUGj8

Sehl, K. (2020, October 15). Inclusive Design for social media: Tips for creating accessible channels. Social Media Marketing & Management Dashboard. Retrieved January 31, 2023, from https://blog.hootsuite.com/inclusive-design-social-media/

Voice Dream. (2022, April 27). Reader. Text to Speech Reader. Retrieved January 31, 2023, from https://www.voicedream.com/reader/Watt, M. (2023, January 29). W4: Accessibility and equity. EDCI 337.

Retrieved January 31, 2023, from https://edtechuvic.ca/edci337/2023/01/29/w4-accessibility-and-equity/