Walking the walk and talking the talk in training sessions is an important factor in adult learning. So when running a course on digital access, the course designer and facilitator needs to think about both their learners as well as the learners of those taking the course. The way to do this was the subject of an interesting Masters study in Canada using ethnographic techniques. The conclusion lists some useful points that every course designer and trainer should think about regardless of the topic.
In her introduction, Keshia Goodwin makes some pertinent points, “The result of a design is dependent on the outlook of the designer, and the design process they use. In very general terms, standard designs follow the standard design iteration process: define the problem, collect information, brainstorm and analyse, develop, test, revise, repeat. The designer continues this process until the design performs as expected. There may, or there may not be feedback from the potential user of the design while the designer tests for solutions.”
“While developing my design I learned that not only did the learners need to be aware of what an end user may need; I, the instructor, needed to be conscious of, and accommodate learning barriers to my end users. I needed to be inclusive in my instructional approach, and, be accommodating to what my audience may need when I delivered training. The design, at that point, had come full circle, being inclusive and accessible to learners, and to the learner’s future audience”
The title of the study is, Inclusive Access: An Inclusive Design Approach to Digital Accessibility Skills Training