4 Comments

  1. Ian Davis
    6/24/2021
    Reply

    This is one of the most accurate and useful accounts of the TEL response to the pandemic I had seen this year. It describes a model of collaboration and is a fine contribution to GAAD. I intend to share it as widely as I can.

    • Fiona MacNeill
      6/24/2021
      Reply

      Thank you Ian – this is such a fantastic comment to receive. I am really glad that you found this post useful. That truly makes all the difference as I believe it is integral to our practice as Learning Technologists (and my own personal practice) to share what we learn. The pandemic has provided new opportunities for collaboration and that has helped to bring objectivity to the work we do, particularly in support of accessibility, and to provide ideas for what we should be aiming for next. This comment has made my day!

  2. Jane Davis
    6/24/2021
    Reply

    I have read this reflection with interest but have been disappointed to see no specific reflection that considers the impact of our situation on the increasing cohorts of neurodiverse students. The Open University continues to be one of the few institutions that recognise the impact of ASD and associated differences and yet this period of enforced remoteness provides an epic opportunity for more traditional establishments to recognise the ways in which they might address their inclusivity deficits. So much more to say …

    • Fiona MacNeill
      6/25/2021
      Reply

      Thank you for taking the time to leave this comment Jane. We did touch on the experience of neurodiverse students during the discussion (around question 5), including the benefits and challenges presented by online learning. This post is a top-level overview of the discussion and due to the level of multitasking I was engaged in, I have undoubtedly missed some of the nuance of the discussion in this reflection. I can confirm that both DL and TEL have been thinking very deeply and been taking active steps to provide strategies and advice to better support neurodiverse students. This is a major reflective area in my own practice and something that I raise in multiple contexts in terms of supporting greater inclusivity.

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