teaching

In this article I consider how we might respond positively and creatively to one student’s seemingly impossible accessibility challenge. We use this as a way to drive innovation for all, rather than simply hurdling an individual problem.

The question “should I routinely record my lectures?” is a badly posed proxy for the much more important challenge of accessibility. Lectures are most often messy mixtures of different types of learning activity, each of which is better done (for accessibility and effectiveness) in different formats, media and modes. In this article we consider how to describe and choose different types of activity, and when to record or not.