Fysikkbygningen øst (kart)
Sem Sælands vei 24
IN-KLU er ikke et fag. Dette er ikke en invitasjon. Dette er vårens utfordring til å lage en podcast om Universell Utforming og Inkludering.
Utfordring: lage podcast på opp til 30 minutter + “readme” med tekst, bilder, video eventuelt noe om prosessen.
Frist: onsdag 15 mai 2019
To klasser: 1. Åpen klasse (alle). 2. IfI studenter og ansatte.
Priser: Gavekort på totalt 25.000 kr, utdeling mandag 3 juni 2019.
Publisering: UDfeed + andre steder.
Winner podcast on Universal Design is available here (only in Norwegian).
From the Autumn 2018, Canvas  will be introduced as the main DLE at University of Oslo. This implies that more students and teachers will have to use the online platform for teaching and learning purposes. Canvas is only one amongst several digital systems in use (e.g. StudentWeb, Inspera, Delivry, Fronter etc.)
Further, a universal design regulation came into force as of January, 1st, 2018. The regulation says that the existent digital learning environments that are to be used in Higher Education have to be universally designed by January, 1st, 2021, whereas the new solutions had to be universally designed as of January, 1st, 2019. , .
What are the challenges with using single or multiple digital learning environments, in Higher Education, that are not universally designed?
Sustainable Development Goal 4 (SDG 4) from United Nations refers to the inclusion and quality of education. This implies providing equal access to all levels of education. The main focus has been on inclusion and accessibility through universal design with a focus on disabilities. We wish to explore the role of inclusion in human-computer interaction (HCI) of digital learning environments with equal access and rights to participate in design and use with a broad focus on disabilities, i.e., inclusion throughout the design process, for learners of all ages, in situations of learning and knowledge development. Digital learning environments are tools employed in educational institutions (from schools to higher education) for teaching and learning purposes, but also in workplaces, edutainment, and e-commerce to support non-routine tasks and complex problem solving. More specifically we ask for positions papers representing different viewpoints on inclusion in education through issues, methods and stories obtained from design experiences and/or from empirical studies in use of digital learning environments, hoping to recruit a diverse group of participants, presenting and discussing examples of failures and/or successes of inclusion in education with technology.