Addressing social barriers requires more than technology

As Dr. Ross Paul, president of Laurentian University, comments:

The lesson seems increasingly to be that a majority of students served by open universities are more interdependent than independent, and that the institutions have a tremendous responsibility to take this into account in the design and development of their course delivery systems... The only appropriate response is a fully developed program aimed at the specific needs of a specific target group, and one which is fully integrated into the educational institution. Even at the most basic levels, not considering much deeper issues of curriculum and knowledge control, this is a considerable challenge.. .

If institutions.. are to be more successful in the future in attracting and keeping disadvantaged students, they must emphasize practical solutions to overcoming barriers to learning faced by specific populations, rather than attempt to apply a fixed technological solution to every problem ...This demands an institution that is flexible, open and forever requisitioning the way it operates. An open university will not live up to its name very long if it institutionalizes its technology-- if, as is so often the case, its way of doing things becomes as rigidly applied as traditional classroom teaching.¹⁴

Reconciling accessibility, budgets and technology

The question arises about how educational providers can reconcile commitments to provide genuine access, and the level of customization and support that this requires, with both the climate of cutbacks and the structural demands of new learning technologies.

While some new learning technologies offer the potential for increased interaction and flexibility for learners, virtually all new technologies require increased investment in staff time. For example, computer conferencing can be used for ongoing discussions that can enable learners to build on each others' knowledge and experience. But this medium also requires significant amounts of staff time to structure and facilitate the conference, as well as an investment by learners in access to the technology. If this technology is introduced to save time and money, it may be disappointing on that score.

The challenge at the institutional level is how to take advantage of new technologies without sacrificing the interests of those whom it has traditionally sieved. While some may make special provisions to ensure technologies are available, others may find it difficult to maintain existing, accessible programs and meet the staffing and budget requirements of new technologies. Some institutions may resolve this by deciding to serve only those who have access to the new technologies.

There is a risk that there will be "have" and "have not" learners, and "have" and "have not" educational providers, in terms of those that can afford and use new learning technologies and those that cannot. For example, voluntary and community organizations operating on minimal budgets may find many technologies beyond reach.

While many educational providers are investing in new technologies, a number of questions remain about how these are to be used and whether they will improve genuine accessibility in the long run. Here are some specific questions that can be addressed to these providers:

• Who will have access to programs offered by this technology, and how does that compare with who had access to these programs before this technology was introduced, in terms of numbers, gender ratio, location, financial requirements, and so on?
  
  
• What has been invested in this technology, and how will this cost be covered--by sponsors, by learners, or by the institution?
  
  
• If learners are required to have access to a particular technology in order to take a course or program, how can they gain access to this technology and to training in how to use it?
  
  
• As an educator, what support is available to help me learn to use this technology for instructional purposes?
  
  
• What is the total investment in computers and software at this institution? What is the investment in part time instructional staff?