HILT 2019 Conference: Making Peer Learning Accessible | Summary and Q&A

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November 7, 2019
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Harvard University
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HILT 2019 Conference: Making Peer Learning Accessible

TL;DR

This session discusses the intersection of peer learning, accessibility, and tools in education, emphasizing the importance of creating an inclusive and accessible learning environment.

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Questions & Answers

Q: How can teachers make their classroom activities more accessible?

Teachers can start by making space for students to disclose their specific accessibility needs, providing a quiet space for those who need it, and using two forms of communication (e.g., writing and speaking). Additionally, teachers can create accessible handouts and use high-contrast media.

Q: How can tools be made more accessible for students?

One way is to choose accessible tools, such as those that follow WCAG 2.1 standards. For those building tools, using UI toolkits and following conventions can ensure accessibility. Finally, adopting accessible practices while using tools, such as using simple language and being descriptive, helps enhance accessibility.

Q: What are some practices for facilitating semester-long group projects?

Teachers can facilitate group formation online, allowing students to self-sign up or choose groups based on interests. It is important to establish norms for face-to-face or online meetings and encourage accessible collaboration. Providing accessible assignment details and creating a shared digital space for collaboration are also crucial.

Summary & Key Takeaways

  • The session focuses on the integration of peer learning, accessibility, and tools in education.

  • It explores ways to enhance accessibility teaching practices and make peer learning activities more accessible.

  • Specific examples of peer learning activities are discussed to demonstrate the application of accessibility practices and tools.

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