Towards a Universally Accessible Laboratory for the Teaching and Learning of Electronic and Computer Engineering

In the teaching and learning of electronic and computer engineering concepts, experiential learning underpins much of the theory learnt. Laboratory-based activities are essential to the student learning experience, enabling the development of a more in-depth understanding of specific theoretical concepts. Those involved in the teaching and learning of the engineering subjects will be familiar with the role and requirements of the laboratory, the requirements of the experiment, the “typical” student profile, and the anticipated laboratory experiment outcomes. Within the laboratory setting, it is typical to design the laboratory and the experiment with a single means of “Engagement” (the “why” of learning), a single means of “Representation” (the “what” of learning), and a single means of “Action and Expression” (the “how” of learning). This is however not necessarily supportive for all students and can in many cases limit or prevent access to learning, particularly for those with disabilities. For institutions delivering laboratory experiments for the “typical” student with single means approach, multiple means now need to be supported. This however is not necessarily easy to achieve. The laboratories considered would include face-to-face (F2F), fully online, and blended learning delivery and participation approaches. A better understanding of accessibility requirements, and the adoption of guidelines and “good practice” approaches, can support the individual academic in achieving the goal of universal access, that is to provide access for all. In this paper, the role of the laboratory experiment in electronic and computer engineering experiential learning is considered, and the need to design and develop laboratory experiments that are accessible to all, presented.