In a previous blog post, I discussed the method I used to collect data, which involved utilising an online survey form to address the research problem in this ARP. The purpose of this project is to evaluate the awareness of students and staff regarding the assistive technology tools offered by UAL and to simultaneously enhance awareness to foster a more inclusive learning environment at the university.
For this analysis, I focused on Questions 3 and 4 of the survey, which asked participants if they were aware of the full range of AT tools and software provided by UAL and how they learned about them. While most respondents indicated some level of awareness, a significant proportion—28.13%—were not aware of these tools at all:
Question 3: Are you aware of the full range of accessibility tools and software provided by UAL?
The data also revealed that the majority of respondents who were aware of the tools learned about them during Induction/Welcome Sessions. Specifically, 11 respondents mentioned becoming aware of AT tools during their first month at UAL through these sessions. Additionally, 9 respondents cited a mix of sources, including the UAL website, induction sessions, lecturers, academic support, and fellow students.
Question 4: How did you first learn about the accessibility tools available at UAL?
These findings highlight several patterns regarding awareness of AT tools at UAL:
- Induction/Welcome Sessions play a crucial role in raising awareness among new students and staff.
- Multi-channel communication—spanning online platforms, faculty, and peer interactions—appears effective in reaching a broader audience.
While many participants demonstrate some awareness of the available accessibility tools, there is still significant room for improvement in ensuring that all members of the UAL community are fully informed about these resources. This survey also reveals that information about AT tools is disseminated through various channels, but not consistently or effectively. The primary sources of information were:
- Induction/Welcome Sessions (34.38%)
- A combination of UAL Website, Induction, Lecturers, Academic Support, and Fellow Students (28.13%)
While induction sessions appear to be the most effective single channel, the reliance on multiple sources suggests that information is not uniformly distributed across all potential touchpoints. This inconsistency can lead to gaps in awareness, especially for those who missing specific sessions or don’t actively seek out information through all available channels.
Usage and Effectiveness
In Questions 8 to 10 of the survey, participants were asked to rate the effectiveness of the accessibility software and tools they have used and to share whether these tools have impacted their learning experience at UAL. The results indicated that the majority 68.8%, found the assistive technology (AT) tools effective in their teaching and learning (T&L) experience. When combined with those who rated the tools as very effective, this figure rises to 78.2%. These findings highlight the importance of raising awareness among students and staff about the usefulness and significance of AT tools. While the tools are largely meeting user needs, there is an opportunity to convert neutral users into positive ones by addressing targeted improvements and enhancing support mechanisms.
Question 8: How would you rate the overall effectiveness of the accessibility software and tools you have used?
Question 10: How have the accessibility software and tools impacted your learning experience at UAL?
On the other hand, when analysing data related to the ease of accessing and using AT tools, we have mixed experience of the responses among participants. A significant 19 of respondents reported a neutral experience, indicating neither strong satisfaction nor dissatisfaction. Among the remaining participants, 7 found the tools easy to access and use, while four reported difficulty in using them, and only two rated the tools as very easy to access and use. These findings suggest that while the tools are generally accessible, there is considerable room for improvement in enhancing the overall user experience such as:
- Streamlining access procedure
- Enhancing support documentation
- Improving user interfaces
- Providing better guidance for tool usage
Question 9: How easy is it to access and use the accessibility software and tools provided by UAL?
Word Clouds Visualisation
The word cloud visualisation reveals several significant patterns in the discussion of accessibility tools at UAL. “Software” emerges as a dominant term, highlighting its fundamental role in providing accessibility solutions. The prominence of “awareness” and “accessibility” suggests these are key areas of focus within the institution. Staff and student engagement appears as a crucial theme, with both terms featured prominently in the visualisation.
The word cloud emphasises the importance of support systems, with terms like “provide,” “support” and “inductions” indicating established mechanisms for assistance. The presence of words like “beneficial” and “better” points to a focus on positive outcomes and continuous improvement. Terms such as “barriers” and “publicity” suggest ongoing challenges in communication and access that need addressing.
Participant Insights
When I asked about suggestions for improving the Assistive Technology (AT) software and support at UAL, the survey responses highlighted key areas where awareness and utilisation of these resources could be significantly improved. Below is a detailed analysis of the participants’ perspectives:
Participant 3:
“I’m surprised we have a good range of accessibility tools provided access from UAL, which some students and staff are not aware of. It would be beneficial to broadcast the software and tools we provide.”
This response highlights a critical gap between the availability of accessibility tools and awareness among the university community. Although UAL offers a comprehensive range of assistive technologies, the lack of widespread awareness diminishes their potential impact. Rebekah suggests that broadcasting or promoting these tools more effectively could bridge this gap, ensuring that both students and staff are better informed about the resources at their disposal.
Participant 12:
“More publicity and advertising it better.”
This response reiterates the need for increased visibility of AT software. The response reinforces the idea that awareness campaigns, advertisements, or promotional efforts could significantly enhance the reach and impact of these tools. This aligns with Participant 3’s point, emphasising that a lack of awareness, rather than availability, is the primary barrier.
Participant 21:
“Inductions on the variety of accessibility software, and basic training in identifying accessibility barriers and the appropriate software for support.”
This response brings a different perspective, emphasising the importance of education and training. While awareness campaigns are crucial, it also suggests that structured inductions and training sessions could provide a more comprehensive solution. By educating both students and staff on the variety of tools available and their applications, as well as helping them identify accessibility barriers, UAL could empower its community to utilize these resources more effectively.
Emerging Themes
From these responses, several themes emerge:
Lack of Awareness:
Many students and staff are unaware of the wide range of assistive technologies available at UAL. This indicates the need for more targeted awareness initiatives, such as email campaigns, posters, or workshops, to disseminate information.
Importance of Promotion:
Both participant 3 and 12 emphasise the value of advertising and publicity. A structured communication strategy could include case studies, testimonials, and regular updates about AT tools through newsletters, social media, or on-campus digital displays.
Training and Education:
Participant 21 suggestion highlights the importance of providing training sessions to both students and staff. Inductions could focus on demonstrating the functionality and benefits of various tools while also addressing how they can overcome accessibility barriers in academic and administrative settings.
Proactive Engagement:
Beyond making information available, UAL could adopt a proactive approach by engaging directly with its community through workshops, webinars, or accessibility fairs. These events could showcase AT tools and provide hands-on experience.
Practical Implementation
The findings of this project highlight a clear need for a centralised hub that combines all Assistive Technology (AT) information currently dispersed across various UAL platforms, such as the university website, student portal, library, and IT services. Students have expressed a preference for a single, easily accessible location where they can find comprehensive information about AT tools.
After evaluating various platform options to ensure compatibility with UAL’s existing digital ecosystem, I have chosen SharePoint as the platform for the centralised hub. SharePoint integrates seamlessly with Microsoft tools, which are widely used at UAL, and allows students and staff to access it conveniently using their UAL credentials. This integration ensures quick and secure access without additional technical barriers.
Moreover, the Learning Technology (LT) Department already manages a SharePoint page for specialised software such as SPSS and Lectra, where students can request and download premium software. Building the AT hub on this existing infrastructure will streamline the process, making it even easier for students to find the relevant tools and information they need. This approach leverages familiar systems while promoting efficiency and accessibility for the UAL community.
Limitations
One significant limitation of this research is the limited size of the sample used to gather responses. The survey, while distributed across UAL, may not have reached a sufficiently broad and diverse audience. As a result, the insights derived from the data could lack generalisability to the entire university population. This issue is particularly critical in a university setting, where the needs, experiences, and awareness of Assistive Technology tools can vary significantly across different faculties, departments, and roles.
Another critical limitation is the scope of feedback gathered through the survey. While the survey aimed to capture suggestions for improving awareness and utilization of AT software, the open-ended nature of the questions may have led to feedback that varied widely in detail and focus. Some participants provided thoughtful and actionable suggestions, while others offered brief or vague responses. This inconsistency in the depth of feedback limits the ability to draw clear, actionable conclusions from the data.
For instance, responses like “more publicity and advertising” or “inductions and training” highlight general areas for improvement but lack specifics on how these actions should be implemented. These types of responses, while valuable, require further exploration to develop targeted solutions.
The third major limitation of this research is the limited exploration of training and implementation strategies for Assistive Technology tools. While the survey responses highlighted the importance of training and inductions, the research did not delve deeply into how these programs could be effectively designed, delivered, and evaluated. This is a significant gap, as training and implementation are critical components of any effort to improve awareness and utilisation of AT software.
Future research could address this limitation by conducting pilot studies or trials of different training and implementation strategies. For example, a pilot program could test the effectiveness of different training formats, such as workshops, online tutorials, or peer-led sessions, in increasing awareness and utilization of AT tools. Surveys and interviews with participants could then be used to evaluate the impact of these programs and identify areas for improvement. By experimenting with different approaches, UAL could develop a training strategy that is both effective and adaptable to the diverse needs of its community.
Future Research
Based on the findings of this study which reveal a need of centralised hub where students and staff can access comprehensive information and resources related to Assistive Technology (AT). This project focuses on developing such a hub to streamline resource discovery, making it faster and more efficient.
In the future, it would be interesting to investigate how AT tools and software can be more effectively integrated into teaching and learning practices. This could include providing information about designated rooms, spaces, and desktops equipped with AT software across UAL campuses. Additionally, envisioning a system where students can easily book training sessions or one-to-one tutorials on using AT tools directly through the hub would further enhance accessibility and inclusivity, ensuring students can access support when they need it most.
Conclusion
This findings highlighted the critical need for a centralised resource hub at UAL, focusing on Assistive Technology (AT) for students and staff. The project aims to address the current fragmentation of resources, streamlining access to essential information and tools. By doing so, it not only simplifies the searching process but also promotes increased awareness and utilisation of AT resources across the university.
Looking ahead, there’s significant potential to expand this initiative. Future developments could integrate AI to Assistive Technology tools more deeply into teaching and learning practices. For instance, implementing systems that provide information about AT-equipped spaces on campus could greatly enhance accessibility. Additionally, incorporating features that allow students to book training sessions or one-on-one tutorials directly through the hub could revolutionise support delivery, ensuring timely and personalized assistance.
In essence, this project represents a crucial step towards fostering a more inclusive and supportive learning environment at UAL. By addressing existing gaps and exploring future opportunities, it demonstrates the university’s commitment to empowering its community through accessible and effective AT solutions.