1. Video about Moodle focused on three concepts: the Why, the What and the How.
- LMS – eight categories: Medical, healthy brain, learning etc.
- Five main benefits:
– Can access material at any time they want to
– Physical disability: It provides a comfort zone that is easily accessible and voice to text.
– Visual impairment: Adaptive tools
– Hearing impairment: It makes life easier, because they can get lectures with subtitles
– Psychiatric disabilities: Comfort zone – two main factors that is flexibility and convenience. This platform is far better than commuting, also adults prefer tech.
2. Many tools are available to make things more accessible.
- The Why: Background must be perceivable, operable, understandable and robust to work with.
- Usability – quality of teaching, learning. Effective dimension – stimulation
- The What: Categorising – Present in Moodle.
- The How: Strategic task.
- Benefits: Meeting legal and regulatory requirement for people with disabilities.
- Implementation: How to engage target.
- Practical: Consistent navigation with the option for keyboard only navigation, also use descriptive links and be aware of colour use, and to design site consistently e.g. left straight border. Have transcript and captions, e.g. text transcript for podcast, which Jens can help provide.
Form labels in place of placeholders. Jens shows a good contrast example. Have clear and straight forward language.
An overview where the user can see where they accessed last time with a timeline feature – A course overview: How far you are in the course.
Remember to achieve older material by dragging and dropping. Enhance text – be able to play text with audio speak.
If you have questions you can write to Jens on firstname.lastname@example.org
3. Discussion is about what the participants are going to do in their individual country
The participants got fifteen minutes to discuss minimum three points:
- What can you take from here?
- What to do in your country to involve teachers?
- What to do in your country to involve students?
Group Macedonia: They will work in Skopje, and what they have taken with them is strategies to solve problems. To involve teachers, they suggested including all staff and integrating Moodle, also they will take a systematic approach and have to change a lot of things. To involve students, they suggested preparing conference and material, they highlight that they have to take a step by step approach and divide obligation.
Group Portugal: It is not an easy, so their first step is to get good infrastructure for eLearning, while the next step is about teachers not being ready to handle students, so people from social care must communicate with students. They must find out how to get people from different backgrounds to work together. They emphasised the content on Moodle must fit students and that there is no easy fix, since it is a difficult task and communication from both sides is necessary.
Group Lithuania: They decided to take a more pragmatic approach by looking at plugins – they want to do a hands-on approach. Making courses for students and give them assignments and task, then ask for feedback after look at Moodle. They also suggested doing more advertising towards teach.
Communication: In terms of vision – what to do and why – Stick to a vision long enough for it to become true, and remember to be the change you want to see.
Group Denmark: There is a huge difference between how Denmark approach eLearning and how partner countries do it. Henrik suggested that we made a new Erasmus+ project that focuses on creating an EU pub for teachers to get help, we need to establish direct support to facilitate all this info – probably do it in Erasmus 2020. There is a lack of dissemination in Universities, so we need to analyse who and how to make them interested. Henrik emphasizes that this is not a grand solution, but part of a long process.
It was suggested that maybe Portugal could maybe be responsible for the Erasmus+ project.
4. Final Briefing by Aleksandra
- She thanked Henrik for the workshop.
- She informed the participants that they should send boarding passes and hotel bills to her
- Intellectual output: She reminded participants that the first part hopefully will be complete at the end of July, and informed the participants that they have to translate it to their native language. She also said that they are going to compile it as a book on the website of the project, and also make printed book for partners of the project.
- Euro-pass certificates will be sent the week after the workshop.
- Intellectual output 2: LMS creation – where Henrik has been appointed the supervisor – We need to contextualise everything.
- Intellectual output 3: Mobile app that needs to have the native languages of all the partners in it.
- Intellectual output 4: She told us that we are not far enough in the process to have any plans for it.
Summarised by Hüseyin Koc
Photos (mainly) by Asta Slapikaitė