CS4ODFL WS/Knowing your ODFL communications ecosystem/The Roles of Technology, Media and Assistive Technologies in ODFL Communications

=The Roles of Technology, Media and Assistive Technologies in ODFL Communications.= We are living in a technical era. It is an era of accelerated technological progress characterised by new innovations whose rapid application and diffusion typically cause an abrupt change in society, education being no exception. As teachers in this technical era, we must embrace the current emerging technology, accepting its sophisticated nature, and be able to use more avenues for innovative online teaching. The online environment is becoming more conducive to teaching and learning due to our devices becoming more connected and multimedia capable, and the shift from the web being a static content environment where end users are the recipients of information to one where they are active content creators.

The use of emerging technology in ODFL Communications
For some instructors, integrating technology into their teaching can be an overwhelming task. Although technology is constantly changing, it has the ability to:


 * manipulate streams of meaningless data.
 * repeat itself endlessly.
 * help make learning more efficient by controlling large amounts of data quickly.
 * make learning effective by providing a wealth of resources and allowing students choices.
 * operate in environments where humans cannot.
 * connect people who could not otherwise connect cheaply or easily.
 * provide means to improve students’ acquisition of basic skills and content knowledge.
 * motivate students.
 * work quickly and objectively.
 * strengthen and complement teachers’ preferred instructional approaches.
 * help to change the vision of a classroom as a room with four walls that depends solely on the teacher for information.

Using technology for instructional goals
The illustration below shows a few ways in which we can integrate new, emerging technology in our ODFL ecosystem for communicating our instructional goals.

Use of Assistive Technology in ODFL
When planning to integrate technology in your teaching, one vital aspect to consider is the use of assistive technology. Your proactive approach in incorporating assistive technology will make your content accessible to all your learners by default including those who:


 * have a learning disability
 * are in a location where they cannot play or hear audio
 * are not native English speakers and need written-word formats to support understanding
 * have a physical disability
 * are blind or have low vision
 * have poor contrast vision
 * are deaf or hard of hearing
 * are colour blind and cannot differentiate between certain colours
 * are using a device with monochrome display
 * have a form of cognitive disability

Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customised, that is used to increase, maintain, or improve the functional capabilities of someone with a disability. The term does not include a medical device that is surgically implanted or the replacement of such a device.

The benefits of access to technology for students with disabilities include:


 * being able to bridge ideas
 * sequential practice to master concepts step by step
 * control over their environment
 * timely feedback
 * access to multimodal (visual, auditory, tactile, and kinesthetic) and multi-intelligence materials

Teachers need to understand why and how to use assistive technologies to help students effectively. For example, access is an important issue for students who are visually impaired or physically challenged. Simple solutions to access problems range from making the text in the web browser bigger so that sight-impaired students can see it to providing a special large mouse that needs only a light touch to work. Here is a list of few assistive technology ideas and their functions.

Assistive Technologies and their Functions

Different tools have different accessibility standards that often evolve  as technology changes. The best  thing you can  do  is search for  accessibility guidelines for  the  tool you  wish  to use. Also keep in mind the  tools  that  your  learners might use,  such  as screen readers. A screen reader is an assistive device that attempts to  convey what   is  on  screen to  people with various sight and reading issues. Different screen reading devices have  different abilities to  convey what  is on  the screen,  so  try   to  keep   tools   like  that   in  mind  when designing course materials.

Here are a few places to start further learning about accessibility:


 * WebAIM has website design accessibility training, evaluation, and certifications that are also applicable to online courses.
 * W3C also has an entire site dedicated to web accessibility – including lessons, guides, and validation tools.
 * Introduction to Web Accessibility and W3C Standards
 * Understanding Accessibility: WCAG’s 13 Guidelines with Kasey Bonifacio
 * WebAIM also has a very good Screen Reader Simulation (along with  other simulation tools) that  helps you experience what  it is like to use a screen reader.

Media for communication in the online environment
The use of technology in enabling communication in the online teaching and learning context classifies it as media. Media can be in the form of broadcast or communicative; single or rich; and synchronous or asynchronous. The role it plays in online teaching essentially depends on its function in helping teachers and learners connect and collaborate in an online environment. Media also plays an important role in providing learners with a sense of community, thus minimising isolation, and making the learning experience more meaningful. It helps in bonding and sharing information, while allowing learners to be heard and understood. Learning Management System (LMS) messaging function, email, text and phone calls are some accessible avenues that can be utilised in communicating with online learners. Social media is also becoming increasingly popular in ODFL communication as a valuable pedagogical medium. For example, Twitter, YouTube, Facebook, and other sites are structured to encourage collaborative discussion and creative thinking beyond the confines of the classroom.

Watch the video below for insights into how some teachers have managed to utilise social media to communicate and connect their students to the course content and the world.

By Carleton University

Once you have gained knowledge on the media and technological tools that are available to you, you can begin to plan your ODFL communication. Your plan will begin with analysing the features of the different media and looking at the pros and cons of using each. This will assist you in selecting suitable tools for your teaching context.