#BbWorld15 part three; presentations

The focus on reimagining education to fit broader cohorts – reshaping itself for students rather than students reshaping themselves to fit traditional offerings – is making tangible differences to approaches to virtual learning and a number of presentations at BbWorld15 included digital accessibility. The sessions were well attended and offered pragmatic frameworks where the rationale for changing practice was a given. Sessions had less emphasis on the ‘why’ and more about the ‘how’. It’s like the reality of widening participation to an eclectic student base, including people with varying disabilities and impairments, is accepted almost without question. Of particular note was the high profile given to veterans returning to education. Diversity was not openly questioned. Instead I found a genuine interest in how to ensure inclusive practice with online learning resources.

Henrietta Spiegel offered steps to make Word, Excel, PowerPoint and PDF formats accessible and included useful examples of the rubbish generated by YouTube’s automatic captioning system. Come on Blackboard. Invest in voice recognition software and you’ll be onto a winner. Marlene Zentz, from the University of Montana, had student Aaron Page demonstrating Jaws screen reading software. Thanks Aaron. For anyone not understanding the value of technology for visual impairment, you may have taken them over the learning threshold with your real life examples of what happens if Heading Styles and meaningful text links are not used. It isn’t technically difficult. It just means use Heading Style 1,2,3 etc in MS Word and avoid the words ‘click here’ in a URL. No pictures unfortunately.  I’m hoping all the presentation slides will soon be available online.

David Rathburn from the University of Cincinnati was a allocated a 5.15 slot but it was still well attended. This was the only session I saw which provided a handout – a useful reminder of how helpful this when information and experience overload in developing! I nearly cheered out loud (but I’m British) to see the quote from Tim Berners Lee on how the ambitions of the early internet pioneers was to create a digital democracy.  Sad therefore that nearly 30 years on, digital divides are wider and more invisible than ever before. However, if digital educators can ‘get it’ then the future is is potentially a more inclusive one.

For me, accessibility sessions like these are inspiring. Digital inclusion is not difficult, it just needs a shift in alignment from assuming everyone operates in digital environments in the same ways you and your immediate colleagues do and a more critical ‘think before you link’ approach when uploading content to VLEs.

Closely associated to the subject of inclusive practice is multimedia. Many of these sessions were standing room only which emphasises the value being placed on audio and video learning resources. I liked the idea of using a video in site announcements and discussion threads. Blackboard have recently acquired VoiceThread so it would be useful if some of VT’a simplicity was incorporated into Bb. My TELEDA courses have raised a number of multimedia type issues. Many academic staff don’t have access to a webcam or a microphone or even a quiet place to make recordings; something reaffirmed by others here this week.  (One session I missed was about developers carrying their tools in backpacks – not ideal but maybe a potential solution.)

A Poll carried out within one session – image on the right below – also reaffirmed the on campus digital divides I’m looking to narrow and bridge with my research showing an almost nil representation at the conference from academics/faculty.

A multimedia explosion has been created from the affordances of user generated content, the shift of media production from professional to amateur and from fixed studio to mobile (and personal) devices. Blended delivery and flipped learning are all creating pressure for more interactive resources. A starting point is to raise awareness of OER content and efficient ways of embedding multimedia into Blackboard sites. The next step is to look at creating our own. You don’t need to be a professional – content can be ‘good enough’ to still be effective. It’s the learning design rather than technical expertise which makes the difference.

Part of the problem is the need to rethink the traditional boundaries between ‘technology training’ and ‘teacher education’.  This was the subject of my presentation and there is more information on this in #Bbworld15 Part Four.

Print impairment – the language of hope

visual impairment logo

A new phrase has appeared in JISC World. Print impairment. It describes difficulty with accessing text-based resources. Alistair McNaught writes ‘Between 10-13% of people in the UK … have difficulty accessing text-based resources, varying from dyslexia through to visual impairments and motor difficulties.’

The source of this figure is uncertain. 2020 Vision is cited but they have no reference. The RNIB estimate over 2 million people experience sight loss  while Dyslexia Action say approximately 10% of the population is thought to be dyslexic with a total of two million people severely affected. There will be cross overs between these estimates and also all those who’ve not been counted.  Print impairment is likely to be more prevalent than we realise.

The JISC post is about digital exams. Rather than extra time, extra readers, extra rooms or DIY digital versions of exam papers, the Ofqual (Office of Qualifications and Examinations Regulation) now  requires ‘awarding bodies to offer digital copies of exam papers for print-disabled learners’. Here the language reverts to the D word which is a shame. More on this at later.

Digging through the literature the initiative appears directed at schools but the JISC paper Making the most of accessible exam papers highlights potential problems which are applicable anywhere technology is used for education. The files provided by awarding bodies will be available as PDF so the onus is on the institution to ensure compatibility with assistive reading tools and support for the accessibility features of Adobe Reader. As with all things digital, this is not without complications. Laptops used during exams must meet the security requirements of awarding bodies and staff who teach and support learning will need confidence with operating in assistive technology environments.  While JISC suggest ‘Extra time taken in updating staff skills and giving learners good technology training should be outweighed by the reduced support needs of learners.’ anything which involves additional work load plus digital engagement is likely to be unpopular. The paper recommends disability support teams  ‘train learners to make the most of examination papers in PDF format.’ The term ‘train learners’ is terrible. What happened to educate? But aside from the pedantics, this suggestion replicates and reinforces what has always been wrong with disability education – the responsibility for accessible practice is seen as belonging elsewhere. It’s something which is done by a few for a few rather than inclusion being a mainstream philosophy and practice. The term print-impairment offers hope but print-disability takes us right back where we started from.

At least the post re-acknowledged the value of digital environments. It isn’t possible to over emphasise these.  Digital text provides the ability to change colours, magnify text and images and navigate swiftly through a document – things that significantly reduce the barriers for people with print impairments. What isn’t mentioned is content has to be designed inclusively for this to happen!

These are key messages which are still largely unheard and unacknowledged. As always the message from JISC World looks good on the surface but dig deeper and the potential for inclusive practice risks erosion from a lack of understanding about the inclusive value of digital resources and the wider – even greater – challenge of resistance to change.

Flipping the institution as a risk?

Flipping the Institution: Higher Education in the Post Digital Age  happens July 7th at the University of Greenwich. It’s the 13th Academic Practice and Technology (APT) Conference and the focus is on the challenges facing the post digital university in the post digital age. My presentation is ‘e-learning, e-teaching, e-literacy; enhancement versus exclusion’. Like my ASCILITE paper on e-teaching craft and practice, it takes the staff rather than student perspective, much of which has derived from the TELEDA courses. These offer a privileged insight into the influences on colleague’s attitudes and behaviours towards technology. Not only have they highlighted the divide between the technology innovators and the rest of us, they have reinforced how our use of technology is personal – it reflects how we are – which makes the development of any consistent approach a challenging prospect.

I don’t claim to be an innovator or early adopter to use the language of Rogers (2003 5th ed). Anyone who works with me knows if the technology can go wrong then it’s me it goes wrong with. I’m an advocate because of its potential  for widening participation, for flexible 24/7 access and for users of assistive technology. Digital data has the potential to be customised to suit any individual requirements but in order to achieve this, resources and environments have to support inclusive practice and the principles of universal design.

TELEDA2 – Social Media and e-resources – is nearly over.  The Learning Blocks are finished, portfolios have been submitted and as the whole TELEDA experience draws to a close, I’m looking back over the past three years. It’s been a roller coaster trip full of highs and lows which I guess is in the nature of innovation.  Each course included an inclusive practice learning outcome:

Reflect upon, and demonstrate a critical awareness of inclusive practice in relation to online teaching and learning resources, communication and collaborative working with and between students

This was my way of raising awareness of the value of online learning. Sometimes this worked. Sometimes it didn’t. TELEDA has given much to reflect on with regard to my own practice. It suggests a key challenge facing the post digital university in the post digital age is the amount of resistance towards the use of virtual environments as anything other than electronic pin boards as well as widespread misunderstandings around issues of accessibility.

e-literacy is complex. It’s personal and political. When it comes to technology for education I realise I’m in a different place. We all are. The way we see and use technology is an extension of how we live and everyone is unique.

If e-learnng and e-teaching are to have value there needs a shift in ethos towards seeing virtual environments as enablers rather than chores. Technology fads arrive driven with the enthusiasm of the few. Always there is the hope of a magic key which makes a difference to perception and use.  I started out seeing the flip as an opportunity to revisit enhanced use of VLE like Blackboard. Not I’m not so sure. I wonder if the risk is to return to seeing the VLE as a place to store content, rather than the interactive, collaborative and equitable learning experience it has the potential to be.

Appy-Hour, pedagogically speaking

Apps image borrowed from http://www.sassyjanegenealogy.com/wp-content/uploads/2013/05/apps-image.jpg

Technology is a great change-agent. Over the past two decades internet access has influenced teaching and learning, some would say disrupted it, by challenging traditional pedagogical patterns and relationships.  Students can be directed to information sources rather than their teachers being that source, offering the potential for more autonomous learning. Traditional text and images are being supplemented or replaced by audio and video while investments continue to be made to educational technology infrastructures. Yet evidence of impact on learning itself remains scarce.

Now there’s a new kid on the block. Apps for supporting education. Jisc is taking a lead on promoting mobile and linking it to inclusive practice.

‘…the ability for learners to personalise their device, to have it constantly set up for their use, removes a barrier to learning. Far from providing a hindrance, therefore, mobile learning is a great boon to students with disabilities. http://www.jisc.ac.uk/guides/mobile-learning/mobile-learning-myths

At a time when institutions are needing to consider their duty to make reasonable adjustments, in particular with regard to the provision of teaching and learning resources due to proposed changes to the DSA, JISC are suggesting APP-Awareness might help.

‘Smart phones and tablet devices can provide students who have physical, cognitive or sensory limitations with a portable alternative to specialist hardware and software.’ http://www.jisc.ac.uk/blog/are-you-using-mobile-technologies-to-support-inclusive-practice-10-apr-2015 

Aside from personal views on determinist approaches to educational technology and the danger of BYOD being digitally divisive, I see this as a step in the right direction. Jisc have created opportunities to talk about accessibility and the app-potential for ‘personalisation features that can be changed to suit learner preferences’ (op.cit.)

For Apps to work, the content they’re working with has to be inclusive. This means barriers to App-access have to be identified and removed. To be App-aware is to consider accessibility and take it seriously.  Apps might even be the way to reconsider the whole issue of access and digital divides.

So I’d say Go JISC. Go Mobile. Let’s all get Appy.

Shades of grey and white

The IDER (Inclusive Digital Educational Resources) Working Group meets again this week. It’s time to think about making recommendations. The process will be helped by recent agreement on the Blackboard Required Standards which include Accessibility but what will this look like in practice?

Accessibility is not a popular subject. Already there are comments about this representing more work. I’m trying to say it’s not additional – it’s more like a different way to do what’s already being done. The loss of TechDis has further diminished the status of accessible online content. The Excellence Gateway Toolkit for Accessible Learning Materials has been archived,  as has the BBC My Web My Way site  while the RNIB’s Web Accessibility Centre seems to have got lost, along with the University of Salford’s Skills for Access which promoted accessible multimedia. The second set of guidelines from the Web Accessibility Initiative are less intuitive than the first and British Dyslexia Association and AbilityNet appear to be the only organisations still offering specific guidance on font, colour and contrast etc. The move is towards personalisation; the idea being individual users will customise their browsers to suit their own requirements. It makes sense but content creators need to ensure this can happen for examples one of the problem areas is PDF. People like PDFs because they are uneditable and the format looks the same on all applications but locking it down makes it less flexible. You need Adobe Acrobat to make visual changes, which is not free, and using it is neither easy nor intuitive

There is also the problem of web resources which are not downloadable. I have a problem with grey text on a white background. It seems increasingly popular and I’m not sure why. The British Dyslexia Association’s advises us to use dark on light e.g. ‘Use dark coloured text on a light (not white) background’ and ‘Most users prefer dark print on a pale background.’ AbilityNet say ‘If using a light-coloured type, make sure the background colour is dark enough to provide sufficient contrast.’  BDA also say ‘Avoid white backgrounds …White can appear too dazzling.’ Yet B/W is ok for me. I can tone it down using the screen brightness. It’s grey on white which is the problem.

This reinforces how there’s no one size fits all solution. One answer may be to raise awareness of the diversity of ways users might want to access digital resources and support that diversity with inclusive practice guidelines while also promoting how to change browser settings. I’m not a huge fan of the DIY approach. The image below shows some of the steps needed to change text colour . There are multiple windows requiring local knowledge, for example how do you know if you need the Colours, Font or Accessibility button on the Internet Options menu and once you’ve made the change for one website, it can create inappropriate changes for others.?

BATA grey text changes

I don’t know what the answer is and with the gradual dilution of sector wide support for inclusion and accessibility, I wonder if anyone does. I’ve over 20 years of experience with ICT and can still get lost online. It seems too easy an option to say appearance can be configured in your browser, or expect people to understand the need for providing alternative formats. Unless you’ve experienced the frustration of digital exclusion for yourself, persuading colleague to change behaviour is going to be a challenge. However, the proposed changes to the DSA, and the need for institutions to revisit the duty to make reasonable adjustments to the provision of information and resources, means someone has to do it and for me the IDER Working Group is in an ideal position to explore these issues and reach some workable conclusions. In  the meantime, if anyone has any useful suggestions around promoting and achieving inclusive digital practice please do feel free to get in touch. All suggestions are welcome 🙂

Watch this spotlight!

spotlight image from http://www.clker.com/cliparts/Y/O/W/O/P/J/spotlight-md.pngAccessibility is no longer backstage but now waiting in the wings. It can’t be long before inclusive practice steps centre stage under the spotlight. The DSA is changing and the government says it expects higher education institutions to cover additional costs through their duty to make reasonable adjustments.

These are interesting times. The soapbox is out from the corner, getting dusted down, ready for action.

In 2000, the Sydney Organising Committee for the Olympic Games (SOCOG) was taken to court for failing to make its website accessible to people with sight loss on three grounds; lack of ALT text associated with images, lack of alternative text for image maps and the use of JavaScript for navigation.

Some vision-impaired users could not access ticketing information, event schedules or postings of event results and SOCOG was found to have acted in a discriminatory and unlawful manner. http://itd.athenpro.org/volume9/number2/arch.html

No cases have reached court in the UK. When the RNIB served BMIBaby with legal papers in 2010 for failing to ensure its website could be used by blind and partially sighted users they settled out of court. It’s hard to find any mention on the internet of the time Tesco took down its accessible website overnight, excluding those were homebound and dependent on shopping online. The general view is a successful court case is required to set the precedent. Until then it’s business as inaccessibly usual. But the situation might be turning.

A week ago, ‘Advocates for the deaf on Thursday filed federal lawsuits against Harvard and M.I.T. saying both universities violated antidiscrimination laws by failing to provide closed captioning in their online lectures, courses, podcasts and other educational materials.’ http://www.nytimes.com/2015/02/13/education/harvard-and-mit-sued-over-failing-to-caption-online-courses.html?_r=0

At the same time, in the UK,  the Irwin Mitchell law firm is seeking permission for a Judicial Review of the proposals by the Secretary of State for Business, Innovation and Skills (BIS) to limit the support offered by the  DSA on behalf of two students, one is hearing impaired and hoping to begin university in September 2015 and a current student with autism, who receives DSA and claims be able to provide ‘invaluable information to the Secretary of State about the impact of changing DSA on disabled students’. Both claim students themselves should have been consulted about the changes while Secretary of State Vince Cable has said he has “no such duty to consult individuals” even though they will be directly affected. http://www.bataonline.org/news-events/Legal-challenge-to-DSA-cut-backs

There is renewed interest in the provision of digital information. The proposed changes to the DSA offers opportunities to revisit the arguments for inclusive practice. It may be enforced compliance with the law rather than being adopted voluntarily but sometimes the means is worth the ends and digital inclusion is worth it – isn’t it?

Reasonable adjustments; have you made yours?

cadbury creme egg image from http://www.subbyscent.co.uk/2014/04/how-do-you-melt-yours.html

This week the Inclusive Digital Resources Working Group met for the first time. The aim of this group is to make recommendations for ensuring all students/staff have access to accessible and inclusive digital resources for learning and teaching. One of the drivers for the formation of this group is changes to the DSA (Disabled Student Allowance) which will remove additional technology support for students with dyslexia and other conditions. Peter Willets announced the changes in April 2014 saying ‘The need for some individual non-medical help (NMH) may be removed through different ways of delivering courses and information. It is for HEIs to consider how they make both anticipatory reasonable adjustments and also reasonable adjustments at an individual level.’  Greg Clark in September 2014 added ‘alternative provision in the form of university provided services such as printing services and books and journals in electronic format to be considered as alternatives’ and included the reminder ‘Universities should discharge their duties under the Equality Act to make reasonable adjustments to accommodate disabled students.’ The changes will come into effect for September 2016.

Neither statement mentions the principles of universal design whereby changes for some create improvements for all.  This is a shame because inclusion lies at the heart of the matter. It involves thinking beyond your own experience and considering diversity. Access to digital resources is a bit like the old Cadbury’s crème egg question How do you eat yours? We all have our own ways of working in online environments. The problems arise when assumptions are made which don’t take into account individual difference.

The key to reasonable adjustments is choice. Digital data supports personalisation. There is no one size fits all way of designing documents and presentations so the best alternative is uploading versions which can be customised to suit individual preference. The user should be able to change the size, shape and colour contrast to whatever works for them Where users can’t adjust content, it’s down to individuals to make reasonable adjustments like not placing text over an image and providing textual equivalents and user controls to multimedia.

Design is a political act. Putting content into the public domain involves decisions which determine access. This is power and with power comes responsibility. Reasonable adjustments to the provision of teaching and learning resources is not just about students with disabilities, its about maximising the affordances of virtual learning environments and improving access for everyone. The Inclusive Digital Resources Working Group will be contacting student reps, collating advice on best practice and making recommendations to the Learning Development and  Environment Standing Group which reports  to the Education and Student Experience group.  The principle of reasonable adjustments is an opportunity to go back to basics, to review the minimum requirements for digital content and rethink what its means to be digitally literate.

So, on the question of reasonable adjustments – how will you be making yours?

 

 

ASS up your videos

image from http://www.sph.umich.edu/computing/web/training/youtube-captions.html

Now Youtube is owned by Google, there’s been a rethink about transcripts. Google uses the text from text alternatives in their search technology resulting in a new interest in ensuring inclusive practice. Only they don’t call it this – nor do they use the word accessibility – this is about being searchable and sharable. Put them together with accessibility and what have you got? that’s right – ASS.

YouTube/Google’s automatically generated captions are gibberish. The times when they make a weird sort of sense are often insulting or rude. The database is clearly not censored. Captioning companies claim increased viewing (thereby selling) figures to persuade us textual equivalents are worthwhile investments. Not only for the hearing impaired (and presumably anyone without the necessary access to headphones, speakers etc) subtitles and closed captions have the potential to open up your content to larger audiences, including speakers of other languages. Here is another example of inclusive design arriving through the back door. But so long as it arrives…

It isn’t clear how much google are investing in speech to text technology; they probably own all the captioning companies anyway. For now the onus is on the video producer to ensure their content is ASS – Accessible, Searchable and Sharable. Browser diversity makes it a challenge to provide one size fits all guidance but here are my seven steps to ASS up your video content in YouTube.

1. In the Creator Studio (under the profile menu top right of the YouTube screen) select Edit on the video to be captioned.

YOUTUBE edit video

2. Select Subtitles and CC from the top navigation bar. The first time you edit a video you’ll be asked to set video language.

YOUTUBE set language

3. Choose English (United Kingdom). I found English Automatic offers caption boxes but not the menu with the transcripts options.

YOUTUBE English United Kingdom

4. Click the English (United Kingdom) button to open the menu and select Transcribe and set timings.

YOUTUBE transcripts buttons

5. Two choices – either play the video and type – the option at the bottom to pause video while typing is a useful tool – or copy and paste text directly in from a text file. Either way, when complete, click the Set Timings button.

YOUTUBE transcripts box

6. It looks like setting the timings goes on forever but after a few minutes, click on the English (United Kingdom) box again.

YOUTUBE setting timings

 

 

7. This reopens the caption boxes with the text in them. Here you can check and edit. Click the Publish button to complete the task.YOUTUBE showing captions

There are other ways to add text;  you can upload a transcript file but it needs to be saved as a text file first and there are formatting rules to follow. I tried typing in captions as the video played but lost them a couple of times when saving. In places YouTube seems to conflate captions, subtitles and transcripts which can be confusing initially but the 7 steps above, where you use the Transcript and set timings options to import text as captions/subtitles, worked well for me. The Set Timings function appears reliable although browser settings might create some small differences in following this guidance.

There you go – ASS up your videos today!

 

 

reflections on anomalies

leg in a splinted boot

It’s been a strange week. Immobilised and restricted; never has the A15 in winter seemed such an attractive prospect. Did I really complain about leaving at 6.15 am and often not getting home till past 7.00 pm? It must have been another life. It was. This is my second week with a broken ankle. I’m trying to be good and R.E.S.T. When I broke a bone in my foot two years ago I walked on it and only stopped when the surgeon threatened to put my whole leg in pot. Half a pot is bad enough. This time I’m booted not potted. It’s heavy and high off the ground making one leg lower than the other. At this rate I’ll have hip trouble too – oh wait, I forgot – I’m supposed to be R.E.S.T.I.N.G.

Time off work and the internet are oxymoronic. This is a 21st century anomaly. I can’t walk but I can use a laptop. Broken bones are not illnesses. They’re huge inconveniences, taking away your independence, making you reliant on family and friends to go anywhere and the Asda online shopping van for wine, but I’m not ill. Frustrated and upset but not ill.

Life carries on regardless. To colleagues on TELEDA I’ve always been an email or a Blackboard learning object. My Internet Outlook keeps most of me connected and phone calls fill in the gaps. I have social media although being home alone you realise there’s not much social about it. What’s missing is real life interaction and digital avatars can never take the place of human bodies. As government and institutions adopt ‘digital first’ policies and ever more public services go online, the future looks bleak in terms of empathy. While I’m out and about I’m the first to appreciate the convenience of the internet for enabling me to fit additional tasks into the day but it’s different when it’s the only form of interaction you have. However, inclusion beats exclusion hands down because it’s digital inclusion which enables to me to stay connected when the other aspects of my life have become broken.

Flipping the classroom; e-learning for the digital university

The Simpsons image of a flipped classroom image from http://constructingkids.com/2013/09/11/why-flipped-learning-still-only-runs-version-1-9/Time for renewed interest in Academic Digital Literacies is nigh. The principles of flipped learning are one of the ten reports in the OU’s third edition of Innovating Pedagogy. Suddenly the flip is all the rage, It’s popping up in conferences and being talked about in high places. It’s too early to say if interest in the flipped classroom go the way of other initiatives – flip in and flip out – with the transmissive lecture remaining a key pillar of a higher education experience – but if not, then the VLE’s time might finally have arrived.

Flipping learning involves releasing content prior to lectures. Reluctance to upload slides and notes before lectures still exists but the practice has been a recommendation for some time. Research shows it supports learning and fears of students not turning up can be allayed by keeping relevant content back for the face-to-face experience. The preferred medium for flipping is video; either recordings of lectures or alternative lecture-related resources with contact time being used for interactive discussion and group work.

There are a number of reasons why current interest in the flip might catch on:

  • The ability to rewind and repeat: internationalisation is often cited but while this might be helpful for those with English as a second language, user controlled video is useful for all.
  • Changes to the DSA: starting September 2015 this will require institutions to revisit the provision of teaching resources. Accessible text, image, audio and video, which can be customised to suit the user requirements, has long been a strength of digital materials. Flipped learning is an opportunity to revisit the design and delivery of online content and ensure inclusive practice guidelines are followed.
  • The Single Equality Act: requires a proactive approach; no one should have to request content in an alternative format – it should be provided from the start.
  • User generated content: increasing quality of video and audio recorded on handheld mobile devices, and presented via free video editing apps, supports low budget ‘good enough’ production. DIY multimedia has become a reality.
  • Academic digital literacies: the learning curve is getting steeper for those still reluctant to engage in digital ways of working but institutional interest in flipped learning may well lead to recognition that the adoption academic digital literacies requires investment in CPD time and resources.

Closer to home, Lincoln is installing a streaming media server with a site-wide license for camtasia relay; software supporting screen capture and voice over. Editing functions are limited but you can top, tail and chop. A multimedia powerpoint has become perfectly possible with educational licenses for the full Camtasia Studio less than £100.

Lincoln also has Blackboard Collaborate with the ability to record live synchronous video teaching with an interactive whiteboard, sharing desktop and internet tour facilities. A webcam, microphone and speakers is enough to get you started.

Lastly, there is the new Inclusive Digital Educational Resources working party which I’m chairing; under the Learning Support and Environment Standing Group. The remit is to come up with a set of recommendations to feed back to the Education and Student Life Committee for ensuring the digital learning environment at Lincoln is a fully accessible digital university.

Flipping the classroom might well become e-learning for the 21st century university.