Online accessibility evaluation - Learning Technologists/Staff Developers

1. Online Accessibility Audit: e-Learning Staff/Staff Development/Learning Technologists

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1. Welcome to the RSC SW Scotland Online Accessibility Self Evaluation Service.

The first issue we need to resolve is: Why are you here?

To provide you with a further insight into this evaluation process please take a minute to watch a short video which explains more about this process. . This kind of structured self evaluation can provide you with a wealth of useful information. It can act as:

1. A reality check: cheaper than an accessibility consultant, yet maps to the core business of education institutions, in a way that is pragmatic and realistic, not legalistic or recommending you reach for unachievable ideals.

2. A means of risk reduction: becoming well versed in, and acting upon, pragmatic advice and guidance on the use of technology to enhance accessible and inclusive practice (potentially benefiting all learners) reduces the risk of falling foul under Equalities legislation. No guidance can prevent legal challenges from being made, but understanding accessibility principles and adopting inclusive practices can help to prevent this eventuality. This will only be true, however, if you take on board the findings of this survey and discuss each question in context - treating it as a checklist will achieve little.

3. A source of pertinent resources: you will be directed to relevant and useful free staff training materials, free software and services. Embedding these into your existing policies, processes and procedures will enhance your overall culture of inclusion.

So first of all, it would be helpful for you to identify exactly why you are undertaking this self evaluation (tick as many as appropriate and add to the free text box if required)

Welcome to the RSC SW Scotland Online Accessibility Self Evaluation Service.

The first issue we need to resolve is: Why are you here?

To provide you with a further insight into this evaluation process please take a minute to watch a short video which explains more about this process. . This kind of structured self evaluation can provide you with a wealth of useful information. It can act as:

1. A reality check: cheaper than an accessibility consultant, yet maps to the core business of education institutions, in a way that is pragmatic and realistic, not legalistic or recommending you reach for unachievable ideals.

2. A means of risk reduction: becoming well versed in, and acting upon, pragmatic advice and guidance on the use of technology to enhance accessible and inclusive practice (potentially benefiting all learners) reduces the risk of falling foul under Equalities legislation. No guidance can prevent legal challenges from being made, but understanding accessibility principles and adopting inclusive practices can help to prevent this eventuality. This will only be true, however, if you take on board the findings of this survey and discuss each question in context - treating it as a checklist will achieve little.

3. A source of pertinent resources: you will be directed to relevant and useful free staff training materials, free software and services. Embedding these into your existing policies, processes and procedures will enhance your overall culture of inclusion.

So first of all, it would be helpful for you to identify exactly why you are undertaking this self evaluation (tick as many as appropriate and add to the free text box if required) To raise my own personal level of awareness of accessibility and inclusion issues.

To learn how to consider accessibility and inclusion issues in the institutional policy / process / procedural context.

To find links to further resources on accessibility / inclusion.

To help reduce the risk of my institution being challenged legally under disability discrimination legislation.

To benchmark my/our practice against that of others who have undertaken the self evaluation already.

Any other reasons?

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2. The JISC TechDis Service is centrally funded to advise post 16 and higher education on the effective use of technology to support an accessible and inclusive experience for students and staff. To do this, JISC TechDis works closely with a wide range of:

Sector agencies (e.g. Regional Support Centres,JISC services),
Funding Councils (e.g. The Scottish Funding Councils,
Disability related groups (e.g. RNIB, AbilityNet),
Other relevant organisations (e.g. The Publishers Association, Awarding Bodies).

Each year the JISC TechDis team contributes to several hundred events across the UK in the FE/HE sector. Over 50,000 copies of the JISC TechDis Accessibility Essentials series have been distributed (alongside over 1 million downloads), and they are now embedded in the national e-Guide training programme.

To give us an idea of the awareness in the sector of our activities, please tell us whether you had heard of JISC TechDis prior to learning about the existence of this Online Accessibility Self Evaluation Service.

Prior to hearing about this Online Accessibility Self Evaluation Service:

The JISC TechDis Service is centrally funded to advise post 16 and higher education on the effective use of technology to support an accessible and inclusive experience for students and staff. To do this, JISC TechDis works closely with a wide range of:

Sector agencies (e.g. Regional Support Centres,JISC services),

Funding Councils (e.g. The Scottish Funding Councils,

Disability related groups (e.g. RNIB, AbilityNet),

Other relevant organisations (e.g. The Publishers Association, Awarding Bodies).

Each year the JISC TechDis team contributes to several hundred events across the UK in the FE/HE sector. Over 50,000 copies of the JISC TechDis Accessibility Essentials series have been distributed (alongside over 1 million downloads), and they are now embedded in the national e-Guide training programme.

To give us an idea of the awareness in the sector of our activities, please tell us whether you had heard of JISC TechDis prior to learning about the existence of this Online Accessibility Self Evaluation Service.

Prior to hearing about this Online Accessibility Self Evaluation Service: I had heard of JISC, but not JISC TechDis.

I had never heard of JISC or JISC TechDis.

I knew the name JISC TechDis but didn't know much about it.

I had seen/used a few JISC TechDis resources.

I was quite familiar with JISC TechDis and its resources.

Any comments?

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3. The JISC TechDis Senior Management Briefing Series (distributed to FE) and the Technology Change for Inclusion Briefing ("12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture" - distributed to HE) have made a series of recommendations regarding staff development, e-learning and learning technologies, as have several other key documents.

Prior to commencing this survey, have you seen or read any of the following documents? We are wanting to ascertain the effectiveness of the dissemination process and evaluate whether particular briefings have had particular currency. This could inform follow up approaches.

	Unaware of this resource	Aware but have not read it	Aware and have read it	Aware, have read it, and have acted upon it
Senior Management Briefing 1: e-Learning as an Accessibility Investment	*The JISC TechDis Senior Management Briefing Series (distributed to FE) and the Technology Change for Inclusion Briefing ("12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture" - distributed to HE) have made a series of recommendations regarding staff development, e-learning and learning technologies, as have several other key documents. Prior to commencing this survey, have you seen or read any of the following documents? We are wanting to ascertain the effectiveness of the dissemination process and evaluate whether particular briefings have had particular currency. This could inform follow up approaches. Senior Management Briefing 1: e-Learning as an Accessibility Investment Unaware of this resource	Senior Management Briefing 1: e-Learning as an Accessibility Investment Aware but have not read it	Senior Management Briefing 1: e-Learning as an Accessibility Investment Aware and have read it	Senior Management Briefing 1: e-Learning as an Accessibility Investment Aware, have read it, and have acted upon it
Senior Management Briefing 2: Roles and Responsibilities	Senior Management Briefing 2: Roles and Responsibilities Unaware of this resource	Senior Management Briefing 2: Roles and Responsibilities Aware but have not read it	Senior Management Briefing 2: Roles and Responsibilities Aware and have read it	Senior Management Briefing 2: Roles and Responsibilities Aware, have read it, and have acted upon it
Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture	Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture Unaware of this resource	Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture Aware but have not read it	Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture Aware and have read it	Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture Aware, have read it, and have acted upon it
Policy guidance on reasonable adjustments	Policy guidance on reasonable adjustments Unaware of this resource	Policy guidance on reasonable adjustments Aware but have not read it	Policy guidance on reasonable adjustments Aware and have read it	Policy guidance on reasonable adjustments Aware, have read it, and have acted upon it
JISC TechDis Accessibility Essentials Series	JISC TechDis Accessibility Essentials Series Unaware of this resource	JISC TechDis Accessibility Essentials Series Aware but have not read it	JISC TechDis Accessibility Essentials Series Aware and have read it	JISC TechDis Accessibility Essentials Series Aware, have read it, and have acted upon it
JISC TechDis Staff Packs	JISC TechDis Staff Packs Unaware of this resource	JISC TechDis Staff Packs Aware but have not read it	JISC TechDis Staff Packs Aware and have read it	JISC TechDis Staff Packs Aware, have read it, and have acted upon it
Xerte Learning Object Development Tool	Xerte Learning Object Development Tool Unaware of this resource	Xerte Learning Object Development Tool Aware but have not read it	Xerte Learning Object Development Tool Aware and have read it	Xerte Learning Object Development Tool Aware, have read it, and have acted upon it
Upwardly Mobile - getting started in inclusive mobile learning	Upwardly Mobile - getting started in inclusive mobile learning Unaware of this resource	Upwardly Mobile - getting started in inclusive mobile learning Aware but have not read it	Upwardly Mobile - getting started in inclusive mobile learning Aware and have read it	Upwardly Mobile - getting started in inclusive mobile learning Aware, have read it, and have acted upon it
Obtaining textbooks in alternative format	Obtaining textbooks in alternative format Unaware of this resource	Obtaining textbooks in alternative format Aware but have not read it	Obtaining textbooks in alternative format Aware and have read it	Obtaining textbooks in alternative format Aware, have read it, and have acted upon it

Please state whether the organisation you work for is chiefly involved in delivering higher education, further education, adult and community learning, work-based or employer learning, offender learning, or other sector.

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4. How well do the following statements describe staff attitudes to e-learning in your institution?

	Majority would agree	More would agree than disagree	More would disagree than agree	Majority would disagree	Don't know
e-Learning is a top down initiative	*How well do the following statements describe staff attitudes to e-learning in your institution? e-Learning is a top down initiative Majority would agree	e-Learning is a top down initiative More would agree than disagree	e-Learning is a top down initiative More would disagree than agree	e-Learning is a top down initiative Majority would disagree	e-Learning is a top down initiative Don't know
e-Learning is a bottom up initiative	e-Learning is a bottom up initiative Majority would agree	e-Learning is a bottom up initiative More would agree than disagree	e-Learning is a bottom up initiative More would disagree than agree	e-Learning is a bottom up initiative Majority would disagree	e-Learning is a bottom up initiative Don't know
e-Learning is to do with enhancing teaching and learning	e-Learning is to do with enhancing teaching and learning Majority would agree	e-Learning is to do with enhancing teaching and learning More would agree than disagree	e-Learning is to do with enhancing teaching and learning More would disagree than agree	e-Learning is to do with enhancing teaching and learning Majority would disagree	e-Learning is to do with enhancing teaching and learning Don't know
e-Learning is to do with improving accessibility and inclusion	e-Learning is to do with improving accessibility and inclusion Majority would agree	e-Learning is to do with improving accessibility and inclusion More would agree than disagree	e-Learning is to do with improving accessibility and inclusion More would disagree than agree	e-Learning is to do with improving accessibility and inclusion Majority would disagree	e-Learning is to do with improving accessibility and inclusion Don't know
e-Learning is difficult and takes more time	e-Learning is difficult and takes more time Majority would agree	e-Learning is difficult and takes more time More would agree than disagree	e-Learning is difficult and takes more time More would disagree than agree	e-Learning is difficult and takes more time Majority would disagree	e-Learning is difficult and takes more time Don't know
e-Learning is easy and saves time	e-Learning is easy and saves time Majority would agree	e-Learning is easy and saves time More would agree than disagree	e-Learning is easy and saves time More would disagree than agree	e-Learning is easy and saves time Majority would disagree	e-Learning is easy and saves time Don't know

Please add any comments you wish to make

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5. JISC TechDis and several other sources have produced publications and guidance making recommendations about the accessibility of institutional websites. One of the most telling measures of an institution's culture with regard to accessibility is how it utilises its website with regard to supporting or promoting access. As a 'shop window' the accessibility of your website gives an impression of the inclusiveness of your institution, and much good practice can be overshadowed by an inaccessible website.

Please open the front page of your institution’s (or department's if appropriate) website in a new window.

Please check whether the following information is available within 3 clicks or less from the home page. The JISC TechDis guidance relating to this is mainly in SMT briefing 4 on accessible marketing.

On your website, is the following information obviously accessible in 3 clicks or less from the main homepage? (If you take longer than 30 seconds to find it, the answer is 'no'!)

	Yes	No
Information about how to change the appearance of the webpages (e.g. font sizes/colour).	*JISC TechDis and several other sources have produced publications and guidance making recommendations about the accessibility of institutional websites. One of the most telling measures of an institution's culture with regard to accessibility is how it utilises its website with regard to supporting or promoting access. As a 'shop window' the accessibility of your website gives an impression of the inclusiveness of your institution, and much good practice can be overshadowed by an inaccessible website. Please open the front page of your institution’s (or department's if appropriate) website in a new window. Please check whether the following information is available within 3 clicks or less from the home page. The JISC TechDis guidance relating to this is mainly in SMT briefing 4 on accessible marketing. On your website, is the following information obviously accessible in 3 clicks or less from the main homepage? (If you take longer than 30 seconds to find it, the answer is 'no'!) Information about how to change the appearance of the webpages (e.g. font sizes/colour). Yes	Information about how to change the appearance of the webpages (e.g. font sizes/colour). No
A named contact for information on support for disabled learners.	A named contact for information on support for disabled learners. Yes	A named contact for information on support for disabled learners. No
Information about the technologies available to support learning (VLE, Interactive Whiteboards etc)	Information about the technologies available to support learning (VLE, Interactive Whiteboards etc) Yes	Information about the technologies available to support learning (VLE, Interactive Whiteboards etc) No
Information about the assistive technologies available for learners.	Information about the assistive technologies available for learners. Yes	Information about the assistive technologies available for learners. No
A copy of the institution’s Disability Equality Scheme/Statement (or Single Equality Scheme if you have merged several equality elements into a single document).	A copy of the institution’s Disability Equality Scheme/Statement (or Single Equality Scheme if you have merged several equality elements into a single document). Yes	A copy of the institution’s Disability Equality Scheme/Statement (or Single Equality Scheme if you have merged several equality elements into a single document). No
Prospectus: An electronic version of the prospectus (e.g. available as web pages or as downloadable PDF document) readily accessible without having to ask.	Prospectus: An electronic version of the prospectus (e.g. available as web pages or as downloadable PDF document) readily accessible without having to ask. Yes	Prospectus: An electronic version of the prospectus (e.g. available as web pages or as downloadable PDF document) readily accessible without having to ask. No
Prospectus: Information about either alternative formats available or how to personalise the electronic copy.	Prospectus: Information about either alternative formats available or how to personalise the electronic copy. Yes	Prospectus: Information about either alternative formats available or how to personalise the electronic copy. No

Any comments?

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6. Resources in electronic format are the most flexible and easily personalised of all resources - a range of guidance exists on providing accessible documentation, including Accessibility Essentials and WebAIM , so we want to check how far this kind of information has permeated.

Your institution's learning platform has the potential to make learning resources more widely accessible. We want to see the extent to which that potential has been fulfilled.

Does the user induction to your network / VLE include an introduction to accessibility features or personalisation options?

Resources in electronic format are the most flexible and easily personalised of all resources - a range of guidance exists on providing accessible documentation, including Accessibility Essentials and WebAIM , so we want to check how far this kind of information has permeated.

Your institution's learning platform has the potential to make learning resources more widely accessible. We want to see the extent to which that potential has been fulfilled.

Does the user induction to your network / VLE include an introduction to accessibility features or personalisation options? Yes

Don't know

Any comments?

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7. Are there clear links to instructions for staff or learners on how to personalise their view of the resources onscreen when viewing the following? (eg changing background colours, changing text size and automatically reflowing text etc).

	Yes	No	Don't know
Web Pages	*Are there clear links to instructions for staff or learners on how to personalise their view of the resources onscreen when viewing the following? (eg changing background colours, changing text size and automatically reflowing text etc). Web Pages Yes	Web Pages No	Web Pages Don't know
PDF Files	PDF Files Yes	PDF Files No	PDF Files Don't know
Documents	Documents Yes	Documents No	Documents Don't know

Any comments?

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8. What proportion of departments/faculties/schools/subject areas have a critical mass of core resources in electronic formats?

What proportion of departments/faculties/schools/subject areas have a critical mass of core resources in electronic formats? All departments/faculties/schools/subject areas achieve this

Most departments/faculties/schools/subject areas achieve this

Some departments/faculties/schools/subject areas achieve this

No departments/faculties/schools/subject areas achieve this

Don't know

Any comments?

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9. The use of learner's own devices can be a powerful tool for engagement and inclusion and can help to support planning, organisation, recording etc. They also carry content for learning, consolodation and revision. JISC TechDis provide supporting guidance. Please assess your organisation in terms of training provision for the following:

	We already provide training.	We are planning training.	We have not considered this.	Don't know.	We ban the use of mobiles.
Using mobile devices for providing anytime/anyplace content for learners.	*The use of learner's own devices can be a powerful tool for engagement and inclusion and can help to support planning, organisation, recording etc. They also carry content for learning, consolodation and revision. JISC TechDis provide supporting guidance. Please assess your organisation in terms of training provision for the following: Using mobile devices for providing anytime/anyplace content for learners. We already provide training.	Using mobile devices for providing anytime/anyplace content for learners. We are planning training.	Using mobile devices for providing anytime/anyplace content for learners. We have not considered this.	Using mobile devices for providing anytime/anyplace content for learners. Don't know.	Using mobile devices for providing anytime/anyplace content for learners. We ban the use of mobiles.
Using mobile devices for recording evidence.	Using mobile devices for recording evidence. We already provide training.	Using mobile devices for recording evidence. We are planning training.	Using mobile devices for recording evidence. We have not considered this.	Using mobile devices for recording evidence. Don't know.	Using mobile devices for recording evidence. We ban the use of mobiles.
Using mobile devices for collaborative activities.	Using mobile devices for collaborative activities. We already provide training.	Using mobile devices for collaborative activities. We are planning training.	Using mobile devices for collaborative activities. We have not considered this.	Using mobile devices for collaborative activities. Don't know.	Using mobile devices for collaborative activities. We ban the use of mobiles.

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10. Using free software like Camstudio, Audacity, Wink and Xerte it is possible to create audio and multimedia resources which, by their very presence, help to make the offering of resources more varied and therefore more accessible to a wider range of users. Which of the following best describes staff training in this area?

	Not in training plan	To be rolled out soon	Delivered to under half teaching staff	Delivered to over half teaching staff	Don't know
Sound recording tools eg Audacity	*Using free software like Camstudio, Audacity, Wink and Xerte it is possible to create audio and multimedia resources which, by their very presence, help to make the offering of resources more varied and therefore more accessible to a wider range of users. Which of the following best describes staff training in this area? Sound recording tools eg Audacity Not in training plan	Sound recording tools eg Audacity To be rolled out soon	Sound recording tools eg Audacity Delivered to under half teaching staff	Sound recording tools eg Audacity Delivered to over half teaching staff	Sound recording tools eg Audacity Don't know
Screen capture tools eg Camstudio	Screen capture tools eg Camstudio Not in training plan	Screen capture tools eg Camstudio To be rolled out soon	Screen capture tools eg Camstudio Delivered to under half teaching staff	Screen capture tools eg Camstudio Delivered to over half teaching staff	Screen capture tools eg Camstudio Don't know
Presentation tools eg Wink	Presentation tools eg Wink Not in training plan	Presentation tools eg Wink To be rolled out soon	Presentation tools eg Wink Delivered to under half teaching staff	Presentation tools eg Wink Delivered to over half teaching staff	Presentation tools eg Wink Don't know
Learning Object tools eg Xerte	Learning Object tools eg Xerte Not in training plan	Learning Object tools eg Xerte To be rolled out soon	Learning Object tools eg Xerte Delivered to under half teaching staff	Learning Object tools eg Xerte Delivered to over half teaching staff	Learning Object tools eg Xerte Don't know

Please add any further comments

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11. Assistive technologies are often regarded as expensive and specialist packages for specific, identified learners. In practice many learners can benefit from using these tools and free and Open Source tools can provide useful tasters for organisations to inform their procurement strategies. For details of some of the free and Open Source software available see our list of free and Open Source applications and EduApps

There can, however, be issues with effective deployment, training and marketing of the assistive technologies available.

JISC TechDis defines assistive technologies in this context as tools and technologies that support learners in a range of different ways.

Please note we have omitted assistive technologies that are likely to be of use only to specific individuals – e.g. JAWs, SuperNova, and switch and AAC systems. The technologies covered below have wide applicability to disabled, non-disclosed disabled and non-disabled learners.

How widely available are the following 'assistive' technologies in your institution? Please select as appropriate - you can choose several responses per row if applicable

	On main desktop on all staff PCs.	On main desktop on all student PCs.	On specialist PCs in particular locations.	In network folder for specified learners.	In network folder for specified staff.	On laptops issued to specified learners.	On laptops issued to specified staff.	Don't know.
Mind mapping software	*Assistive technologies are often regarded as expensive and specialist packages for specific, identified learners. In practice many learners can benefit from using these tools and free and Open Source tools can provide useful tasters for organisations to inform their procurement strategies. For details of some of the free and Open Source software available see our list of free and Open Source applications and EduApps There can, however, be issues with effective deployment, training and marketing of the assistive technologies available. JISC TechDis defines assistive technologies in this context as tools and technologies that support learners in a range of different ways. Please note we have omitted assistive technologies that are likely to be of use only to specific individuals – e.g. JAWs, SuperNova, and switch and AAC systems. The technologies covered below have wide applicability to disabled, non-disclosed disabled and non-disabled learners. How widely available are the following 'assistive' technologies in your institution? Please select as appropriate - you can choose several responses per row if applicable Mind mapping software On main desktop on all staff PCs.	Mind mapping software On main desktop on all student PCs.	Mind mapping software On specialist PCs in particular locations.	Mind mapping software In network folder for specified learners.	Mind mapping software In network folder for specified staff.	Mind mapping software On laptops issued to specified learners.	Mind mapping software On laptops issued to specified staff.	Mind mapping software Don't know.
Text-to-Speech software	Text-to-Speech software On main desktop on all staff PCs.	Text-to-Speech software On main desktop on all student PCs.	Text-to-Speech software On specialist PCs in particular locations.	Text-to-Speech software In network folder for specified learners.	Text-to-Speech software In network folder for specified staff.	Text-to-Speech software On laptops issued to specified learners.	Text-to-Speech software On laptops issued to specified staff.	Text-to-Speech software Don't know.
Word Prediction software	Word Prediction software On main desktop on all staff PCs.	Word Prediction software On main desktop on all student PCs.	Word Prediction software On specialist PCs in particular locations.	Word Prediction software In network folder for specified learners.	Word Prediction software In network folder for specified staff.	Word Prediction software On laptops issued to specified learners.	Word Prediction software On laptops issued to specified staff.	Word Prediction software Don't know.
Personal organisation software (Online diary/alarms /reminders, etc.)	Personal organisation software (Online diary/alarms /reminders, etc.) On main desktop on all staff PCs.	Personal organisation software (Online diary/alarms /reminders, etc.) On main desktop on all student PCs.	Personal organisation software (Online diary/alarms /reminders, etc.) On specialist PCs in particular locations.	Personal organisation software (Online diary/alarms /reminders, etc.) In network folder for specified learners.	Personal organisation software (Online diary/alarms /reminders, etc.) In network folder for specified staff.	Personal organisation software (Online diary/alarms /reminders, etc.) On laptops issued to specified learners.	Personal organisation software (Online diary/alarms /reminders, etc.) On laptops issued to specified staff.	Personal organisation software (Online diary/alarms /reminders, etc.) Don't know.
Dictionary software	Dictionary software On main desktop on all staff PCs.	Dictionary software On main desktop on all student PCs.	Dictionary software On specialist PCs in particular locations.	Dictionary software In network folder for specified learners.	Dictionary software In network folder for specified staff.	Dictionary software On laptops issued to specified learners.	Dictionary software On laptops issued to specified staff.	Dictionary software Don't know.
Screen magnification facility	Screen magnification facility On main desktop on all staff PCs.	Screen magnification facility On main desktop on all student PCs.	Screen magnification facility On specialist PCs in particular locations.	Screen magnification facility In network folder for specified learners.	Screen magnification facility In network folder for specified staff.	Screen magnification facility On laptops issued to specified learners.	Screen magnification facility On laptops issued to specified staff.	Screen magnification facility Don't know.
Sound recording software	Sound recording software On main desktop on all staff PCs.	Sound recording software On main desktop on all student PCs.	Sound recording software On specialist PCs in particular locations.	Sound recording software In network folder for specified learners.	Sound recording software In network folder for specified staff.	Sound recording software On laptops issued to specified learners.	Sound recording software On laptops issued to specified staff.	Sound recording software Don't know.
Voice recognition software	Voice recognition software On main desktop on all staff PCs.	Voice recognition software On main desktop on all student PCs.	Voice recognition software On specialist PCs in particular locations.	Voice recognition software In network folder for specified learners.	Voice recognition software In network folder for specified staff.	Voice recognition software On laptops issued to specified learners.	Voice recognition software On laptops issued to specified staff.	Voice recognition software Don't know.

Any comments?

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12. What training is available on these 'assistive technologies' if any? (Choose all that apply)

What training is available on these 'assistive technologies' if any? (Choose all that apply) Learners work it out themselves.

Staff work it out themselves.

Learner support/disability support staff train learners.

Learner support/disability support staff train staff.

IT/Network staff train learners.

IT/Network staff train staff.

Learning Technologists train learners.

Learning Technologists train staff.

Staff are trained via staff development sessions (perhaps using disability support, IT or learning technology staff).

Online training resources are available for all users and staff (video clips, screenshots etc) via the learning platform

Don't know

Other (please specify)

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13. How are these 'assistive' technologies marketed? (Select all that apply)

How are these 'assistive' technologies marketed? (Select all that apply) Individual learners informed via disability / dyslexia assessments.

Particular cohorts informed (eg basic skills students or all dyslexic learners).

Some learners informed (i.e. in some parts of the organisation).

All learners informed.

Some staff informed (i.e. in some parts of the organisation).

All staff informed.

Don't know

Any other channels? Please specify.

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14. JISC TechDis and partner organisations have collaborated in creating a wide range of free staff development resources on accessible and inclusive use of technology. How have these featured in staff development in your institution?

	Used extensively	Used occasionally	Plan to use this academic year	Aware of resource but no plans to use	Unaware of resource
TechDis Staff Packs	*JISC TechDis and partner organisations have collaborated in creating a wide range of free staff development resources on accessible and inclusive use of technology. How have these featured in staff development in your institution? TechDis Staff Packs Used extensively	TechDis Staff Packs Used occasionally	TechDis Staff Packs Plan to use this academic year	TechDis Staff Packs Aware of resource but no plans to use	TechDis Staff Packs Unaware of resource
Accessibility Essentials Series	Accessibility Essentials Series Used extensively	Accessibility Essentials Series Used occasionally	Accessibility Essentials Series Plan to use this academic year	Accessibility Essentials Series Aware of resource but no plans to use	Accessibility Essentials Series Unaware of resource
SimDis	SimDis Used extensively	SimDis Used occasionally	SimDis Plan to use this academic year	SimDis Aware of resource but no plans to use	SimDis Unaware of resource
WatchWords Deaf Awareness for Teachers	WatchWords Deaf Awareness for Teachers Used extensively	WatchWords Deaf Awareness for Teachers Used occasionally	WatchWords Deaf Awareness for Teachers Plan to use this academic year	WatchWords Deaf Awareness for Teachers Aware of resource but no plans to use	WatchWords Deaf Awareness for Teachers Unaware of resource
Xerte Learning Object Development Tool	Xerte Learning Object Development Tool Used extensively	Xerte Learning Object Development Tool Used occasionally	Xerte Learning Object Development Tool Plan to use this academic year	Xerte Learning Object Development Tool Aware of resource but no plans to use	Xerte Learning Object Development Tool Unaware of resource
AccessApps	AccessApps Used extensively	AccessApps Used occasionally	AccessApps Plan to use this academic year	AccessApps Aware of resource but no plans to use	AccessApps Unaware of resource
Guidance on reasonable adjustment	Guidance on reasonable adjustment Used extensively	Guidance on reasonable adjustment Used occasionally	Guidance on reasonable adjustment Plan to use this academic year	Guidance on reasonable adjustment Aware of resource but no plans to use	Guidance on reasonable adjustment Unaware of resource

Any comments?

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15. JISC TechDis has produced a wide range of training resources to support learning providers, for example the Accessibility Essentials Series and JISC TechDis Staff Packs. These have gone into all UK colleges and universities but the right people are not always aware of them. This question helps us identify both gaps in staff awareness and gaps in our provision.

What sort of training is available for staff in the following areas?

	Not available	Available on request with sufficient notice.	Available through regular staff development sessions.	Available online via the institutional network or learning platform.	Available through external courses.	Don't know
Awareness of the effect of different disabilities on teaching and learning.	*JISC TechDis has produced a wide range of training resources to support learning providers, for example the Accessibility Essentials Series and JISC TechDis Staff Packs. These have gone into all UK colleges and universities but the right people are not always aware of them. This question helps us identify both gaps in staff awareness and gaps in our provision. What sort of training is available for staff in the following areas? Awareness of the effect of different disabilities on teaching and learning. Not available	Awareness of the effect of different disabilities on teaching and learning. Available on request with sufficient notice.	Awareness of the effect of different disabilities on teaching and learning. Available through regular staff development sessions.	Awareness of the effect of different disabilities on teaching and learning. Available online via the institutional network or learning platform.	Awareness of the effect of different disabilities on teaching and learning. Available through external courses.	Awareness of the effect of different disabilities on teaching and learning. Don't know
Using the in-built accessibility features in Windows and Word.	Using the in-built accessibility features in Windows and Word. Not available	Using the in-built accessibility features in Windows and Word. Available on request with sufficient notice.	Using the in-built accessibility features in Windows and Word. Available through regular staff development sessions.	Using the in-built accessibility features in Windows and Word. Available online via the institutional network or learning platform.	Using the in-built accessibility features in Windows and Word. Available through external courses.	Using the in-built accessibility features in Windows and Word. Don't know
Creating accessible documents.	Creating accessible documents. Not available	Creating accessible documents. Available on request with sufficient notice.	Creating accessible documents. Available through regular staff development sessions.	Creating accessible documents. Available online via the institutional network or learning platform.	Creating accessible documents. Available through external courses.	Creating accessible documents. Don't know
Creating accessible presentations (e.g. using Microsoft PowerPoint).	Creating accessible presentations (e.g. using Microsoft PowerPoint). Not available	Creating accessible presentations (e.g. using Microsoft PowerPoint). Available on request with sufficient notice.	Creating accessible presentations (e.g. using Microsoft PowerPoint). Available through regular staff development sessions.	Creating accessible presentations (e.g. using Microsoft PowerPoint). Available online via the institutional network or learning platform.	Creating accessible presentations (e.g. using Microsoft PowerPoint). Available through external courses.	Creating accessible presentations (e.g. using Microsoft PowerPoint). Don't know
Using technology to provide a more varied experience for users (e.g. sound recording, video etc)	Using technology to provide a more varied experience for users (e.g. sound recording, video etc) Not available	Using technology to provide a more varied experience for users (e.g. sound recording, video etc) Available on request with sufficient notice.	Using technology to provide a more varied experience for users (e.g. sound recording, video etc) Available through regular staff development sessions.	Using technology to provide a more varied experience for users (e.g. sound recording, video etc) Available online via the institutional network or learning platform.	Using technology to provide a more varied experience for users (e.g. sound recording, video etc) Available through external courses.	Using technology to provide a more varied experience for users (e.g. sound recording, video etc) Don't know

Approximately what percentage of staff have accessed each of these types of training in the last year

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16. Given what you have learned about the JISC TechDis Service previously or during this evaluation process, please suggest up to 3 ways in which the RSC could support you, bearing in mind the terms of our remit (use of technology to support accessibility and inclusion) and the need for sustainability.

Given what you have learned about the JISC TechDis Service previously or during this evaluation process, please suggest up to 3 ways in which the RSC could support you, bearing in mind the terms of our remit (use of technology to support accessibility and inclusion) and the need for sustainability.

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17. Next steps / actions:
As a result of undertaking this self evaluation:
What will you do next?
Who will it involve?
How will you advertise it?
How will you measure success?

Next steps / actions: As a result of undertaking this self evaluation: What will you do next? Who will it involve? How will you advertise it? How will you measure success?

18. Please enter any further comments you wish to make below.

Please enter any further comments you wish to make below.

Online accessibility evaluation - Learning Technologists/Staff Developers

1. Online Accessibility Audit: e-Learning Staff/Staff Development/Learning Technologists

*4. How well do the following statements describe staff attitudes to e-learning in your institution?

*7. Are there clear links to instructions for staff or learners on how to personalise their view of the resources onscreen when viewing the following? (eg changing background colours, changing text size and automatically reflowing text etc).

*8. What proportion of departments/faculties/schools/subject areas have a critical mass of core resources in electronic formats?

*12. What training is available on these 'assistive technologies' if any? (Choose all that apply)

*13. How are these 'assistive' technologies marketed? (Select all that apply)

*14. JISC TechDis and partner organisations have collaborated in creating a wide range of free staff development resources on accessible and inclusive use of technology. How have these featured in staff development in your institution?

*17. Next steps / actions:As a result of undertaking this self evaluation:What will you do next?Who will it involve?How will you advertise it?How will you measure success?

18. Please enter any further comments you wish to make below.

*
4. How well do the following statements describe staff attitudes to e-learning in your institution?

*
7. Are there clear links to instructions for staff or learners on how to personalise their view of the resources onscreen when viewing the following? (eg changing background colours, changing text size and automatically reflowing text etc).

*
8. What proportion of departments/faculties/schools/subject areas have a critical mass of core resources in electronic formats?

*
12. What training is available on these 'assistive technologies' if any? (Choose all that apply)

*
13. How are these 'assistive' technologies marketed? (Select all that apply)

*
14. JISC TechDis and partner organisations have collaborated in creating a wide range of free staff development resources on accessible and inclusive use of technology. How have these featured in staff development in your institution?

*
17. Next steps / actions:
As a result of undertaking this self evaluation:
What will you do next?
Who will it involve?
How will you advertise it?
How will you measure success?