Video has traditionally been used in geographical teaching as a means of introducing students to elements of places and peoples that it might not be feasible to encounter at first hand. In relation to fieldcourses, video can be used not only to introduce students to some of main the characteristics of the study area, but it can also be used by the students themselves as a field study tool, recording interviews with key local informants, or creating a video 'poster' for assessment purposes.
On the surface, the viewing and creating of videos would appear to be totally unsuited to visually impaired students. However, this need not necessarily be the case, because many blind and visually impaired people routinely watch TV programmes. The Scottish Sensory Centre (SSC, 2000b) provides useful guidance in three related areas:
Many multimedia simulations make extensive use of graphics, whether they are static images, video sequences or animations (e.g. computer-generated animations). Most of these are inherently inaccessible to blind or low-vision students. Rothberg & Wlodkowski (1998) review techniques for enabling graphics within simulation programs to be converted into narrated audio or text-to-speech output.
Page updated 14 December 2001
GDN pages maintained by Phil Gravestock
© Geography Discipline Network/authors, 2001
ISBN: 1 86174 115 4