Enabling remote access for mobility-impaired students on OU fieldwork courses

Trevor Collins1, John Lea1, Mark Gaved2, Sarah Davies3 and Jessica Bartlett3

1 Knowledge Media Institute2 Institute of Educational Technology3 Department of Environment, Earth and Ecosystems

Purpose: Remote access• Access to difficult to reach locations

–Accessibility: spectrum of approaches

2

inclusive curriculum

exclusive curriculum

Adjusting objectives / outcomes

Adjusting fieldtrips / destinations

Modifying practices

Offering alternatives - surrogates / virtual fieldtrips

(Healey, Jenkins, Leach and Roberts, 2001)

Geoscience fieldwork courses

3

Fieldwork: Problem based learning• Student-centred approach,

students collaboratively solve problems and reflect on their progress –Learning driven by practical

problems–Tutors’ role as facilitators of

learning– Instructional activities to develop

interpretation and reasoning skills 4

Teaching & learning requirements• Inclusive curriculum

–Complete existing course activities (in groups)

• Vicarious fieldwork• See, hear, feel... be there

–Seeing: live photos and video–Hearing: (walkie talkies) VoIP–Feeling: rock samples

5

Remote access

6

Iterative development• Collaborate with tutors and students to find out what

works (experience > functionality + usability)–Spaghetti wiring

• USB and Ethernet cables to Bluetooth and WiFi–Critical voice communication

• Walkie talkies to VoIP servers–Fieldwork in all weathers (rain, hail and shine)

• Clear plastic bags, shades and big screens

7

Portable communications toolkit

8

http://www.youtube.com/watch?v=2baM2JUEI8MHowick Haven (August 2009)

Further information• Enabling Remote Activity project

–http://projects.kmi.open.ac.uk/era• The JISC toolshed

–http://ie-repository.jisc.ac.uk/450 • ERA (VoWLAN) technical report

–http://projects.kmi.open.ac.uk/era/vowlan/report

• Trevor Collins (t.d.collins@open.ac.uk)9