After the last session, I was quite motivated to go and do some planning around my potential non-disposable assignment…. Which I only plan to utilize in the fall of 2018.
I was struck by the importance of being clear around a number of elements. Hence the Design Checklist becoming important. The structure offered in the checklist ensures that one works systematically and is considering relevant elements in the construction of the assignment. I am terrified that I have included something that is not in the spirit of the non-disposable assignment.
Proposed Assignment: Review of Accessibility to Social Services in Nanaimo
My first idea was to focus on mobility and physical access in Nanaimo as a town. However, when considering dissemination of the information, I realized I would want to focus on social services. This then means utilizing broader notions of accessibility
The image above, taken this week at an agency NOT in Nanaimo, suggests an emotional barrier. It implies that this group of clients will potentially use inappropriate behaviours. The warning stigmatizes all users of this service, and ironically is likely to escalate feelings of anger and powerlessness into abusive behaviour. It does not communicate to the service users that they will find a safe and supportive place within this site.
Learning Outcomes:
– Deepen understanding of notions of accessibility for persons in Nanaimo using social services by considering notions of physical, emotional, linguistic, social and structural barriers
– Enhancing ability to identify barriers to access in all its forms
– Promoting ability to critically analyse not just what existing barriers might be, but how and why these function as barriers.
– Ability to present visual information in an appealing manner
– Ability to integrate text in the presentation
– Ability to source and integrate relevant scholarly texts
– Introduction to use of digital media
– Enhancing group work participation skills
– (Further) develop organizing and presentation skills
– Enhance their knowledge and practice of advocacy
Processes for ongoing feedback and evaluation
– Students in their groups to present in written form 250 words on each type of barrier, utilizing at least 2 relevant academic sources per section to back up any assertions/claims. These papers will be reviewed by another group and edited for further clarity, and then returned to the original group.
– Students to go out and take at least one photo of each type of barrier in/at local social service agencies (represented in notices, pamphlets, stairs, policies, interior design, agency websites etc)
– Students to offer a ‘slide’ presentation to class. Having then seen everyone’s photos, they have another opportunity to take a further 5 photos.
– Photos are then to be uploaded. Students in groups to offer their verbal descriptions of each barrier as well as a discussion of 500 words per barrier. These posts are formally graded.(?)
– Students will in their groups find reading regarding organizing and event planning; and regarding advocacy.
– Students will present three main points to the class
– Students will as a class decide how to organize an event with social service organizations
– Students will organize the event
– Students will host the event
– Each student will do an individual reflection of 750 words evaluating the event as an advocacy exercise, which is formally graded
Further factors:
– Students’ digital confidence, capability and access: Onsite class, thus all have access to library computers…. (Good question in an assignment about access)
I am not sure how to build in
– Student choices- hmmmm, how much do I feel comfortable with?
– Student design- Students are involved in the design of the event, but not of the process as a whole

Photo by Glenn Carstens-Peters on Unsplash

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