Blended Learning (entry 3 of 3): Blinding Technology of Online Learning

Article: Blinding Technology of Online Learning – Steve Kolowich http://www.insidehighered.com/news/2010/08/23/accessibility

For the third and final portion of my blended learning blog posts, I have focused on an article by Steve Kolowich, discussing the impact of newer, technology-based learning styles on students with vision impairments.  Although the general consensus about advancements in DE is usually positive, such progressions often overlook the needs of disabled users, therefore, putting them at an increasing disadvantage among their peers.  As Kelly Hermann, chair of the Online Education Special Interest Group at the Association on Higher Education and Disability (AHEAD) explains, although faculty or course developers are always eager to test out new DE tools they, “fail to recognize…where that new tool might create barriers to accessibility”(as cited in Kolowich, 2010, para. 2).

Despite the fact that such concerns put diverse users at an obvious and critical disadvantage, given their learning needs, Kolowich asserts that, unfortunately, “the courts have made little progress toward defining and enforcing accessibility standards for online education in the last decade, even as online degree programs have proliferated and been adopted into mainstream high education” (2010, para. 2).  Overall, this article made me feel conflicted.  On one hand, I understand the importance of advancing DE, and the many benefits given to remote students (flexibility, ease of access, etc.) and feel that this is a process that should continue to flourish.  At the same time, however, I became incredibly angry. Hasn’t education created enough barriers against diverse users already, given the incredibly high cost of tuition?? And now, there are additional hurdles.  For even if a student with a visual impairment is able to afford the expenses associated with a higher education, their experience will still be inadequate when compared to that of their peers!  Kolowich himself draws on this inequality, admitting that, “advocates for the blind are worried that it is becoming harder for the assistive technology used by blind students to keep pace with advances in educational technology” (2010, para. 4). 

Luckily, there are online programs like Moodle, who, according to Kolowich, has, “[set] a new standard for accessibility with the latest version of its online learning portal…allow[ing] individual campuses to customize their portals such that they are accessible to blind students” (2010, para. 6).  At the same time, however, even Moodle has a long way to go.  Although the program itself is accessible, there are still some issues where imported content is concerned.  As most online students (and students in general) know, “[i]mported content is becoming as much a part of online course delivery as the discussion forums and other features governed by the accessibility practices of the learning-management system” (Kolowich, 2010, para. 7).  While this response leaves me feeling somewhat bleak, I am reminding myself that addressing the problem is the first step to rectifying it, leading to steps that will encourage positive change.

In retrospect, this article really made me realize how often I take the convenience of online tools for granted.  Given my status as a student possessing no special needs, and my very own functioning (well, usually functioning) laptop, I feel so incredibly fortunate.  How could I have spent so much time complaining about how long something takes to load? Or the fact that I could only access an article in full-text rather than pdf?  Reading this article has really encouraged me to think critically about my own experience as a user, and the privileges I’ve had as a learner.  Feeling pretty lucky right about now - and more importantly, hoping that more can be done to provide others with more adaptable tools for distance ed.  I know it’s a massive challenge, but learning really should be an equal opportunity.  I wish it was easier to make this a reality.