Open is good for science, helps spread ideas and moves them forward, allows access for all and brings new ideas into closed cultures of organisations and businesses. Although the idea of openness is spreading, it is far from the norm.
Web accessibility aims to make web and software resources in general accessible by everyone, no matter ability type or severity of an impairment (W3C, 2018). It is at this stage not clear how to balance accessibility and augmented reality (AR) in learning (Ferdous, 2017). How does this impact learner UX?
Augmented reality provides new opportunities for learning. But how does this go together with the openness of OERs?
What are barriers to open education (Stoffregen et al, 2016) and what are competencies needed (Voß et al, 2018) to benefit from OER in future teaching formats and environments. Particularly in the context of accessible AR learning and vice versa, while also considering learner user experience (Rashid et al, 2017)? How can we make these benefits more clearly to stakeholders, who are important drivers, such as trainers and lecturers? How can the concept get stronger in the world of business knowledge management and continual professional development?
Which potential could arise from an accessible augmented OER learning environment? Coming back to the question how we can get users “on board”, all of them, irrespective of their differences in abilities, while using future AR learning scenarios? Which experiences and expectations do they bring and are they ready “to go open” in these new learning environments?
These are impressions which grew out of recent projects on digital learning in public administration. This talk will reflect what we learned from these projects, how this will impact future teaching and training settings and leads to future open concepts for augmented reality based learning in businesses and organisations. There will be room for discussion.
conversation in open spaces
Ferdous, S.M.S. (2017) Improve accessibility of virtual and augmented reality for people with balance impairments, 2017 IEEE Virtual Reality (VR), Los Angeles, CA, pp. 421-422.
Rashid, Z., Melià-Seguí, J., Pous, R. and Peig, E. (2017) Using Augmented Reality and Internet of Things to improve accessibility of people with motor disabilities in the context of Smart Cities. Future Generation Computer Systems 76, 248-261.
Roeder, I., Severengiz, M., Stark, R. and Seliger, G. (2017) Open Educational Resources as a driver for manufacturing-related Education for Learning of Sustainable Development. Procedia Manufacturing 8 ( 2017 ) 81 – 88.
Stoffregen, J. D., Pawlowski, J. M., Ras, E., Tobias, E., Šćepanović, S., Fitzpatrick, D. and Moebs, S. (2016). Barriers to open e-learning in public administrations. Technological Forecasting and Social Change, 111, 198–208.
Voß, F., Pawlowski, Fries, T. de, Moebs, S., Raffl, C. and Stoffregen, J. (2018). A Competence Framework for Open Educational Resources. The Case of the Public Sector. In L. Uden, D. Liberona & J. Ristvej (Hrsg.), LTEC18 (80–92). India: Springer International Publishing.
W3C (2018). Accessibility. Available at: https://www.w3.org/standards/webdesign/accessibility Accessed 29 Jan. 2019