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Problematizing the inclusion agenda in higher education: Towards a more inclusive technology enhanced learning model

机译：纳入高等教育中的纳入议程问题：走向更具包容性的技术，增强学习模型

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The focus on inclusive approaches to higher education and increasing availability of educational technologies designed to enhance student communication and collaboration has led to new opportunities for widening participation and improving the learning outcomes of students from diverse backgrounds. However, despite the potential, the principles of inclusive education are often applied in ways that serve to further disenfranchise the very students the approach seeks to support. This paper draws on research undertaken through funding support provided by the Australian Government, Office for Learning and Teaching in presenting the case for teachers to adapt their learning and teaching strategies to address an increasingly diverse student population and to adopt more transformative pedagogical approaches to engaging all students with “difference”. This paper explores issues of particular relevance to the design of technology enhanced learning that is inclusive of the diverse needs of higher education students with disabilities, however, the term “diverse students” is preferred, acknowledging the transient nature of some disabilities, the varying ways in which individuals choose to identify, the multiple layers of equity overlap, and the benefits of inclusive design of technology enhanced learning for all students. The inclusive education approach presented in the paper incorporates accessibility, usability, personalization and transformative pedagogy within a holistic model, as well as strategies for implementation at the institutional, program and individual student level. This paper concludes by arguing for more transformative approaches to understanding diversity and strategies for implementing inclusive design of technology enhanced learning in the higher education context.
机译：重点关注高等教育的包容性和增加教育技术可用性，旨在加强学生的沟通和合作，导致了扩大参与和改善不同背景学生学习成果的新机会。然而，尽管有潜力，但包容性教育的原则往往适用于有助于进一步脱离的学生寻求支持的学生。本文通过澳大利亚政府，学习和教学办公室提供的资金支持，提出了教师，以适应其学习和教学策略来解决越来越多样化的学生人口，并采取更多变革的教学方法来实现更多的学习和教学方法，并采用更多的转型性教学方法学生“差异”。本文探讨了与技术的设计的特殊相关性，增强了学习，这些学习包括多样性对残疾的高等教育学生的多样化需求，但是“多元化的学生”一词是首选，承认某些残疾的瞬态性质，不同的方式其中，个人选择识别，多层股权重叠，以及包容性设计的好处增强了所有学生的学习。本文介绍的包容性教育方法纳入了整体模型中的可访问性，可用性，个性化和转型性教育学，以及在机构，计划和个人学生层面实施的策略。本文通过争论更加转化的方法来争论以了解在高等教育背景下加强学习的全能技术的多样性和战略来争论更加变革的方法。

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    《First Monday》 |2015年第9期|共16页
  • 作者

    Denise Wood;

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