Digital accessibility in the workplace was the topic of discussion at the latest IGNITION Community of Practice event.
The event titled: ‘Inclusive Research: Digital Accessibility in the Workspace Through Participatory Evaluation - Bringing Developers and Target Groups Together’ was hosted by the Faculty of Education and Lifelong Learning at South East Technological University (SETU).
On November 12, this online event brought together academics, researchers, and education professionals committed to enhancing accessibility in education and engaging participatory groups in design and development processes.
The event featured a keynote address by a leading expert in educational inclusion and accessibility, Prof. Benjamin Tannert from Hochschule Bremen City University of Applied Sciences (HSB), Germany. Hosted by Prof. Andreas Teufel, HSB, the event provided stimulating discussions on developing inclusive frameworks for educational and professional environments.
Research presented at the event revealed that developers often lack familiarity with digital accessibility guidelines, while end-users may struggle to articulate their specific needs.
To address this, Prof. Tannert’s Institute for Digital Participation (IDT) is developing accessible digital cultural probes, empowering end-users with more inclusive options. His presentation also highlighted key statistics: 10 per cent of people rely on digital accessibility to work, while 40 per cent benefit from specific features, and ultimately, 100 per cent of users gain from improved accessibility.
Dr Mary Fenton, Head of Department of Education at SETU, joined as a panellist, bringing insights from her own research in education to the discussion held at the event's conclusion.
A recording of this webinar is available here.
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The event is part of the IGNITION Erasmus+ funded project, which aims to enhance digital literacy and inclusion among lecturers, faculty staff, students, and life-long learners across Europe. Project partners include Hanze University of Applied Sciences (The Netherlands); Hochschule Bremen (Germany); Polytechnic Institute of Braganza (IPB)(Portugal); and the SETU Faculty of Education and Lifelong Learning.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.