Much of the training I deliver now is some form of IT training and I come from a background of delivering a range of basic IT training with a specific focus on the European Computer Driving Licence (ECDL). In my context the main learning objectives are becoming familiar with software, hardware and online resources. There are physical barriers to using a computer for many people as well as the visual barriers of using the screen. There are several hardware and software adaptations that can help remove these barriers including trackball mice, ergonomic keyboards, screen magnifiers and on screen keyboards. When learners getting used to using a computer, there is often a fear and nervousness. In my experience this is more common with older learners who have managed to avoid using computers. This may be more significant for learners with existing mental health issues, or learners who may feel singled out for having to use assistive hardware or software.
For the second part of this activity we have been asked to identify the issues to consider when designing an art history course which includes the ability to analyse visual primary sources as a core component. An art history course has the potential for a number of physical barriers. Will the lessons take place in a dedicated art studio and is it accessible? Will the course require visits to art galleries and how accessible are they? The obvious accessibility issues for an art course are for learners with visual impairments. When discussing colours other seances can be used such as using sounds and music. An image could be upload to a screen with interactive hotspots allowing different sounds to be played when the mouse moves over parts on the image.
Another method is to enhance the colours on the screen. Having a class room with the lights out and curtains drawn, then on a large screen, zooming into a tiny part of an image, can bathe the room in that colour.