Case Studies

1. University of Brighton: Students’ Understanding of Instructions/Essay titles

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The Problem
Some students prefer detailed instructions whilst others find the details confusing.
The Solution
Bespoke recommendations made for students who have difficulties understanding and interpreting long essay titles or complex instructions. The request is that students are able to arrange extended tutorials with their module tutors so the tutors break down the essay titles into manageable chunks and the student is then aware of what is expected of them.​
The Result
The student is then assessed on their subject knowledge not their ability to understand and interpret ambiguous essay titles/questions

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2. Combined Universities: Flipped Lectures – Access for D/deaf and Hearing Impaired Students

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Background
Universities are starting to use the ‘flipped lecture’, i.e. a pre-recorded lecture is placed on the University’s online learning site and students access it prior to attending their taught class. The taught class they attend is then more discussion based, as the bulk of the ‘lecture’ has already been delivered.
The Problem
The Disability Team at Brunel University London shared through the NADP JISCMail​ forum that they have encountered an issue with the audio aspect of the ‘flipped lecture’ method. They reported that D/deaf and hearing impaired students could not access the recording that had been placed on the virtual learning site together with the PowerPoint slides. Brunel were using Panopto and trying to resolve this concern by having Notetakers log onto the online learning site and take a set of notes from these flipped lectures.
Proposed Solutions
A member of staff from Southampton University responded to their request for assistance to offer some guidance. They said that Panopto has the ability to display time-synced captions alongside a video. Captions can also be added manually but they need to be in the correct format. However, they suggested that lecturers may want to think about providing a separate transcript instead, as that can be useful to a wider group of students who have problems with note-taking or those who prefer not to watch a video. If staff have access to Camtasia for screen capturing then this has a built in captioning tool using Windows speech recognition. Although this is not perfect recognition, it is easier to edit than start from scratch. Similarly, if lecturers are willing to put videos on a private YouTube channel then the interface for editing automated captions is simple and easy to use.

Southampton University also reported that they are trialling a platform called Synote that runs in parallel with Panopto. Synote was developed at Southampton University and provides transcripts via speech recognition. It is aimed at students who need assistance with note-taking.

Panopto
Camtasia
Synote

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3. University of Brighton: IP/UDL with Visiting Lecturers

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​Background
Brighton and Sussex Medical School (BSMS) use a large number of professional Visiting Lecturer’s (VL’s) and clinicians teaching in a clinical environment.
Problem
VL’s and Clinicians often have no prior teaching qualifications and limited experience as they often only teach a couple of lectures for year. Due to this, lectures might not be provided in a manner which the School or students would expect and confidentiality concerns mean that it would be rare for disabled students to have any recommended adjustments from Learning Support Plans shared with VL’s/Clinicians.
The Solution
BSMS provide all teaching staff – including VL’s and Clinicians with a template Power Point slide with the BSMS logo and recommended font and font size. They also provide training packs which give suggestions of planning, preparing lecture resources and tips of presentation and delivery (see NADP site – ‘resources to support colleagues’)
The Result
VL’s and Clinicians get support and guidance from the school to provide high quality teaching to students that is standardised across the curriculum and ensures standards of quality and accessibility for all students.

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