Equity of access as well as provision!

Government digital plans are back in the news. Lack of media acknowledgment of digital exclusion continues to exist.  It’s ok to mention exclusion through provision but not through access.  The Guardian makes this distinction explicit. Unemployed/jobseekers to sign on from home  and citizen personalisation of MyGov web services  Quote GB “MyGov dashboard will … allow citizens to shape information for their own needs” and “… manage their pensions, tax credits and child benefits, as well as pay council tax, fix doctors or hospital appointments, apply for schools of their choice and communicate with children’s teachers.”  No GB. This can only happen for those privileged through means of access.

Ofcom announced plans for superfast broadband. While government excludes mention of its own link between digital and social exclusion (Digital Britain), and the implication that those who would benefit most will be denied access,  Ofcom make explicit the equivalent of digital exclusion through lack of service provision.  “…large numbers of homes and businesses are in locations which cannot get any sort of broadband, either because they are too far from an exchange or because the lines are of poor quality.” I have family in rural Holderness with a half MB connection, yet still pay a similar amount as myself for their ISP connection. That’s inequitable but not as much as being denied access to the digital data itself.  

Years of international standards designed to increase web accessibility still fall short of ensuring equal access for assistive technologies.  Open Source, which the government plans to use, is less regulated than traditional ‘closed’ web environments. By definition, open source encourages repurposing. This may be for the common good but if responsibility for accessible content shifts from the designers to the users, then it effectively escapes regulation. Politics of freedom aside, the socially disempowered need support. Web standards were an attempt to ensure equitable access. They might not be 100% effective but remain a matrix against which inclusive design and practice can be measured. We are all living through a digital revolution. There needs to be much greater acknowledgment of the needs of those who stand to benefit most.

Hunt the ICT Strategy

The governments ICT strategy was launched yesterday. Maybe I was looking in the wrong places, but I expected to see a bit more publicity heralding the event. As it was I saw nothing.  Same again today. Not the BBC news, or Technology pages, no mention in the Guardian Online. So I turned to Google and eventually, after following several links to non-government pieces referring to it, I finally arrived at http://www.cabinetoffice.gov.uk/cio/ict.aspx

My point is on the one hand we have a government promoting digital inclusion and on the other it doesn’t seem to be aware of what it’s like to be digitally excluded. Having to search to find its own ICT Strategy suggests it’s not that bothered about it being found. In digital Britain, it won’t be enough to have access, it’s not even the skills and the confidence that makes the difference. It’s the format in which digital information is provided and promoted.  

 Once you get there then Write to Reply encourages audience participation and the text enlarges well – although if you were unfamiliar with the format then navigation becomes problematic. I’d like to see the statutory button called Accessibility. Even if it can’t offer anything alternative it would at least show awareness of the issues. The home page graphic has no meaningful Alt text; ‘Wordle’ doesn’t count; it means nothing if you are unfamiliar with the concept. Again, sometimes it’s what you don’t do that often says more about you that what is done.

Deja vou

As part of the Digital Britain campaign,  Online Basics has been launched, designed to create confidence with using the Internet. Peter Mandelson  says:

Everyone should be a confident user of the internet if they are to participate fully in today’s digital society. Being online brings a range of personal benefits, including financial savings, educational attainment, improved salary prospects and independent living for older people.

Déjà vou! In the 1990s I worked in adult and community education when much the same things were being said about computers. I set up computer courses for the ‘terrified’ (no longer allowed under pc rules) and for teaching literacy and numeracy.  Our software was MS Works, Adobe Pagemaker and Paint and we had multimedia cd-roms. No Internet. You learned the basics about using a computer. Today, as a volunteer support worker, I’m frequently asked to visit a service user who is ‘really good with computers’ to find someone can send and receive emails through a learned sequence of steps; they have no holistic knowledge with which to troubleshoot and may have to wait days or even weeks for someone to sort out a problem.

How realistic is the expectation that you can learn to use the Internet effectively when you have never used a computer? Or is it merely like learning to use a library without really understanding the Dewey classification system (which I don’t). Maybe times are changing and I need to change with them.

But one thing remains the same; digital exclusion is still about access. It would take too much space to list all my criticisms of the site but I would suggest it was designed by an ME-user (Mouse and Eyes) and not tested with alternative users. Why isn’t this site a leading example of digital inclusion? Changing text size fails to alter the menu text, links are indicated with mouse-over and new windows open without warning. Aside from DDA requirements, the typos show a lack of proofreading and an exercise on searching has you keying in tesco.com with a further screen advertising Virgin Atlantic – mmm…neat piece of advertising.

Digital Britain is about digital inclusion and the reports make explicit the links between social and digital exclusions. But unless digital data is provided in formats that enable flexible delivery and content customisation, exclusion will continue across all social strata. We have the technology to enable access; what is needed now is to flip the coin and ensure that content is accessible too. Déjà vou again.

analogue roots, digital futures

Check out the RewindVintageMuseum  Those of us in the digital age, with analogue roots, are a unique generation. We remember a different time, when mobile technology meant a transistor radio. A time before the marriage of the words media and digital. As media technology developed so we possessed it greedily.  Stored away in lofts and attics we probably still do, unable to let go because of the memories it contains. Our first LPs, compilation cassettes, family video tapes and boxes of photograph albums. As analogue evolved into digital, this memorabilia has become archaic. It represents a life that has moved on. We have the media but can no longer access the message.  

Digital media is one dimensional. You can’t get attached to a mp3 track. It isn’t significant like an album cover. There’s no personal investment. A download won’t increase in value or become collectable. Those days are gone.

What will be the memorabilia of the future? An empty digital photo frame? We laugh at the Betamax VCR but it’s got no intrinsic value; like walkmans and ipods it was functional; with that function removed, it’s junk. Like old fridges and washing machines, it begs the question of what to do with redundant technology. Future focus may be on content rather than means of transmission. Single, not multiple, devices could answer problems with waste. Individuality would derive from the customisation of virtual portals, My Space style, meaning we wouldn’t just access digital data, we’d have to learn to work with it too.

A Digital Britain needs to recycle more efficiently. Especially electronics and their packaging. So much of what we throw away this Christmas will end up in landfill. That’s not sustainable practice. The invisibility of virtual delivery has to be something to celebrate; inevitably the next step will be to reduce the means by which we access it.

Teaching in Public

I’ve been reflecting on the concept of Teaching in Public; the proposed theme of the second CERD book. Googling it only returned the C-SAP 2007 Conference Teaching in Public, the Future of HE . It looks like CERD have identified a gap in the market.  So what does Teaching in Public mean? With so little out there then this is an opportunity to offer our own interpretations. Suggested strands are Education as a Public Good, The Student/Teacher Nexus and Teaching as a Public Activity; all retaining the student/teacher dichotomy. 

My interest is the impact of the Internet and the development of OER. For example the Open University’s OpenLearn which includes a course on Creating OER  and an OER wiki Other examples of what I would call Teaching in Public are MIT Open Courseware, TED Talks , Wiki Educator  and Connextions.  Add the P2P virtual university and there’s a lot out there. There are issues around assessment and accreditation but no doubt that the future of higher education is digital. Like it or not we live in a Web 2.0 world. Teaching in Public is a move from pedagogy to folksomony. Traditional educationalists should be feeling afraid. Those yet to engage with the technology should be feeling very afraid.

OER (via the Internet) does more than challenge the status quo of HEIs as the gatekeepers of knowledge. OER (and the Internet) open up communication and access to information; the keys to educational opportunities. The primary issues then become digital divides (ensuring equality of access) and digital controls (transmission via cables rather than humans). Is this where the future of HE lies? If the themes include ‘public good’ and ‘public activity’ then access issues are paramount. Digital data not only requires good bandwidth it’s notoriously inaccessible to anyone with sensory, motor and cognitive impairment.  Along with the employability agenda, will the primary role of the HEI shift from the transmission of knowledge to the critical evaluation and correct acknowledgment of sources that are already freely available?  

I’ve few political bones and even less economic ones so will leave those implications of OER on teaching in public to others more qualified, but will offer this; the move to a digital platform, as envisaged by Digital Britain  is a mass imposition of change in practice, something notorious for creating resistance. If there should develop an underground movement of analogue protestors, what impact would that have on the future of higher education?

do they really mean getting ‘everyone’ online?

I love the idea that Martha Lane Fox is advocating using digital story lines in soap operas to encourage the ‘missing 10 million’ non-engagers to get online.  What a fabulous idea!

At last we can look forward to seeing characters with physical, cognitive and sensory impairment have equal access to the Internet for their shopping and banking and all the other advantages that MLF claims they are missing out on. Soap operas will do what they do best; raise awareness of pertinent, neglected issues and increase pressure on the government to do something about them.

MLF says   It’s often the people facing the toughest times who have the most to gain from what the technology has to offer…and as the internet is rapidly becoming a tool for everyday life we should work together to makes sure everyone can benefit.” I couldn’t agree more. But I fear she is missing the point.

Can I suggest that the more the focus is on providing services online (government, health, education, employment, retail etc) and reinforcing the argument that if you are not part of this digital revolution you are losing out – then the more you are disenfranchising the one group who are already struggling with barriers to participation in most of the aspects of daily life we take for granted.

The Government have even set up a Race Online 2012  website. But lauding the technology as having the potential to help those ‘living in some of the hardest social and economic conditions’  is one thing. Reducing the prohibitive cost of anything other than eyes and mouse mainstream access and legislating effectively to ensure workable accessible digital environments is something else altogether. If the government is serious about getting everyone online for 2012 then they have some radical thinking to do.

seen but not heard

In reply to THES Librarians desperate for e-books

Generic comments like “They [e-books] don’t get stolen, they don’t get their pages ripped out and they are always available when people want them.” demonstrate the ME-Model – a computer user with Mouse and Eyes who often fails to think about those with neither.  Availability is not the same as access and even if Digital Britain’s aim for equal broadband access is realised then this access will always be more equal for some than for others.

The technology used to digitise is only half the story. E-books require an appropriate means of reading them. All too often access is obstructed by the very same technologies used in their creation. Chickens and eggs come to mind. We operate in a sighted world where designers assume the user is seeing rather than listening. With effective screen reading software, digital data has the potential to widen participation and crack open some of the barriers to knowledge acquisition. In reality the technology that enables also disables. There can be nothing more frustrating than knowing the text may well be “available anywhere and anytime” but it can only be seen and not heard.

flawed digital britain

Martha Lane Fox is hoping the Olympic Games in 2012 will do for broadband what the queen’s coronation did for television sales in 1953. The new Digital Champion says not having access to internet exaggerates and exacerbates the problems of the most socially and economically disadvantaged people in the UK.  It’s not clear how this success will be measured. The number of new signers-on at a community centre?  Increased applications for broadband?  Are there plans for new computers to include a broadband connection in the way television sets are licensed?  Neither is it clear how competency will be achieved. Training through family and community responsibility is another vague governmental idealism.  “Get kids training grannies, get all of us kind of plugging into our local communities to try and pull the whole country along. If we all took it on ourselves to train 10, 20 people, the job is done,”

Digital Britain is fundamentally flawed. The rhetoric fails to recognise that the technology is only ever the tool.  Acquisition is not the same as use nor does ownership equate with competence. This is utopian thinking; create the desired environment and the population will respond accordingly.  Issues of diversity, literacy, cognitive and physical abilities, are all typically absent. The RNIB suggest that 1 in 12 of those aged 60 have a sight loss, rising to 1 in 6 by the age of 70; everyday 100 people in the UK begin to lose their sight. The number of people with a degree of visual impairment is expected to more than double in the next 25 years, an increase linked to an ageing population and poor health.  Dyslexia Action suggests 10% of the population have difficulty with reading and writing. Low levels of literacy and numeracy are linked to truancy, disengagement with education is linked to a cycle of unemployment, low income and poor housing – all factors contributing towards the social and economic disadvantage identified by Martha Lane Fox.

 But – rather being negative – it could be that the government is finally serious about targeting those for whom digital data poses the greatest barriers? That Digital Britain is the long awaited acknowledgement of the need for affordable assistive technology, recognition that ALL Internet content should be available in multiple, alternative formats and that ALL computers should have decent magnification and screen reading software installed as standard. If Britain is to become digital then priority has to be given to diversity on a national scale. You can bring the technology to the people but you can’t make them engage. Not without addressing the very same factors that have created the target audience of the report in the first place.

Response to http://bit.ly/e3CEs by Joss Winn

I accept that higher education is on the cusp of change; and that there are multiple drivers. I have no argument with the role of education technology in the future of higher education, or with the potential of the Internet to widen participation, and I fully support encouraging students in becoming self motivated, self directed learners.

I would argue with the use of the word ubiquitous with regard to Internet connection and have several blog posts that do so.  http://tiny.cc/dZRvJ / http://tiny.cc/dP5oY / http://tiny.cc/nK2I9 / http://tiny.cc/5QydY Any further trawling through the current documentation on digital learning may not be the best way to respond to the issues raised. Instead, I would suggest looking backwards as well as forwards.

Titles such as the Future of HE, Harnessing the Technology and Widening Participation in HE have been around for some time. The targets of the past are also similar to those of the present; transforming teaching and learning, engaging hard-to-reach groups; building open accessible systems, offering flexible ways to study, sharing material within and between institutions, encouraging HEIs to work together, make the development of e-learning more affordable etc etc. We have been here before.

The push for embedding VLEs into HE in the 1990s came on the back of promises of improved staff and student experiences but failed to adequately manage the transition process. The sector now hosts a digital divide between staff who demonstrate confidence and competence with the technology and those who have yet to engage. If we take anything forward from this current drive for extending the boundaries of educational technology, and burdening it with ever more ambitious expectations, then it must be attention to the needs of those still at the analogue end of the digital continuum.

Even the nature of this digital debate is divisive as those with the most to offer in terms of understanding the nature of their resistance will not be here. I fully support the setting up of an Open Learning Innovation Fund but suspect it will attract the converted who are all too often unaware of the development needs of those yet to engage. Unless there is focus on the building of bridges, rather than yet more innovation, then the existing digital divide will continue to widen.

The value of blogging is in brevity but at the risk of extending this post into an unrealistic length and testing staying power, I want to show how Rogers http://tiny.cc/Ru4Lk  identifies 5 requirements for successful adoption of innovation which can be usefully applied here.

1. Offers a substantial improvement on the existing situation. For many people online delivery offers very little improvement on f2f delivery. The majority of staff and students like and prefer f2f contact.
2. Compatibility with existing life. There are multiple reasons for resisting the pressure to engage in virtual learning or adding an online dimension to a life; we should be investigating these to better understand barriers to engagement.
3. Ease of adapting. Technology can be complex and if it can go wrong it will; a single failure which experienced users may laugh off can be terminal to tentative steps at engagement.
4. Trialiability. Practice requires access to reliable hardware, appropriate software and effective internet access; not everyone has these – again for multiple reasons. There also needs to be time in which to experiment. With ever increasing workloads, and lifestyle pressures, the opportunity to have supported learning experiences may not be possible.
5. Visibility. Again, if the technology can fail it will and, with new users in particular, it often does. When this failure is visible to other people it can be the greatest deterrent of all. The move from VLEs to blogs, wikis and podcasts is indicative of the increasing complexity of the technology. The more visible that development is then the more the process of engagement is seen as an increasing challenge.

Rogers also identifies five categories of adopters which can be applied.

1. Innovator. Young risk-taker, specialist in the area and in association with other innovators creating a clique of shared practice and ideas. Vocal promoters often have little understanding of the fears and concerns of others who have yet to engage.
2. Early Adopter. Also young risk-taker with specialist knowledge, resilient, copes with failures. May have more insight into the needs of others but it’s well recognized that these leaders work in a vacuum and when they move on their work comes to a standstill and rarely survives.
3. Early Majority. Easily put off, may be reluctant users, but are gradually increasing their engagement at a low level. Success will lead to greater confidence and in time they may become champions in their own departments.
4. Late Majority. Need to see it working first, remain sceptical and take a great deal of convincing. Those who have tried and failed may gradually come to agree in principle to the benefits of online content as a supplement to f2f but will upload material retaining existing formatting. Appropriate interactive, inclusive resources designed to stimulate interest, motivate and engage only happens in small pockets of good practice
5. Laggards. The digital immigrants who find themselves in an alien land of blogs and wikis have multiple reasons for not engaging, all of them valid. Identifying and addressing these will provide valuable information and is a necessary step if the sector is serious about creating digital literacies and moving towards online HE ‘for millions’.

digital data = digital divide

I take the point raised in a comment on a previous post  about digitisation and have been wondering if there’s a chicken and egg situation here. Which came first? The digital data or the means to distribute it? Let me give an example of where I’m coming from when I say digital data is increasing the digital divide.

A Yahoo user group has uploaded a pdf file (single format, no Adobe Reader, another issue) and sent out a group email with a link to the document. To access it the blind user has to go through a process of identifying the link, saving the link, then opening the link, which only then takes them to the login page for the group but that involves logging into Yahoo. A blind person has problems joining a Yahoo group in the first place because that involves a captcha and they can’t see it – or hear it – so someone else has to set it up for them – but when they’re on their own they don’t know their login details – as sighted people we can’t always remember our login details – and they can’t read them – and you can’t multi task with this screen reader so even if you had them stored on an email then to get back to that, then back to the Yahoo login page, would be a lengthy process (and in our fast mouse-click world an incredibly tortuous one). They want to read this file; the email has made it sound interesting and relevant and the whole nature of the group is about self help and empowerment but they can’t access it. The result is ever increasing levels of frustration at being excluded and being dependent on others. I agree that digitisation should be increasing access to the written word, like the printing press revolutionised access to text; but on an individual level that was only so long as you could read the appropriate language. We operate independently in a sighted world but visual impairment (VI) takes away that independence and while digitisation should be widening participation, the reality for VI is that access is hidden behind multiple layers of technology and you can’t separate the two. Chicken or Egg?  Which was my point in saying “increasing digitisation of text is also increasing the digital divide and putting in place yet more barriers to participation”.