The Wider Context

3a: Understanding and Engaging with Legislation

As a lecturer embedding technology into accounting and finance education, I recognise that my professional responsibilities extend beyond pedagogy to include strict adherence to legislative frameworks that shape and govern my practice. One of the most critical frameworks is the Equality Act 2010, which mandates that higher education institutions provide reasonable adjustments to ensure equitable access for all learners (UK Government, 2010). This is not a mere compliance exercise; it is a fundamental principle that informs every decision I make about learning design and delivery. My approach reflects the CMALT principle of understanding the interplay between technology and learning, as accessibility legislation directly influences how I use digital tools to create inclusive environments. In Business Analytics I, for example, Bloomberg training is a central feature of the curriculum. However, I recognise that students have varied needs, preferences, and access conditions. To ensure inclusivity, I provide all Bloomberg training resources in multiple formats. This includes video walkthroughs supplemented with detailed, step by step PDF guides, which are particularly useful for learners who experience connectivity issues or prefer to work offline. This practice not only complies with accessibility standards but also demonstrates my commitment to inclusivity and reflective practice, aligning with CMALT values of enabling learning for diverse groups of students. Similarly, I ensure that all Zoom recordings are captioned and that Microsoft Sway presentations are exported as downloadable PDFs. These measures directly support learners with hearing impairments, neurodiverse profiles, or low bandwidth access, illustrating a proactive approach to anticipating barriers before they arise, rather than merely responding to them.

My legislative awareness also extends to General Data Protection Regulation (GDPR) compliance, which is critical in technology enhanced learning environments. Interactive platforms such as Mentimeter and Kahoot play a major role in promoting engagement and participation in my modules. However, I take care to explain to students that their participation in these platforms is anonymous, clarify how their data will be processed, and seek informed consent before any activity. This transparency builds trust and models ethical digital behaviour, reflecting the CMALT principle of professional responsibility and empathy towards learners. By demonstrating this in practice, I not only ensure compliance but turn what might seem like a procedural requirement into a teachable moment on data ethics and digital professionalism. In Bloomberg based sessions, I also follow institutional guidelines on data storage and anonymisation when downloading large datasets. Furthermore, I explicitly teach students about their GDPR obligations when handling financial datasets, embedding compliance as a core element of their professional identity. This integration of legal frameworks into teaching aligns strongly with the CMALT principle of reflective practice informed by ethical considerations. While legislative compliance can often be perceived as a bureaucratic necessity, I view it as a powerful enabler of trust, confidence, and engagement in digital learning. One student with dyslexia shared feedback that having Bloomberg tutorials available in both video and PDF formats significantly reduced anxiety and enhanced comprehension by allowing cross referencing between the two formats. This feedback underscores that accessibility is not about ticking compliance boxes; it is about removing barriers proactively and fostering equitable learning opportunities. Similarly, my decision to openly discuss GDPR and data ethics during live sessions has fostered a culture of transparency and professionalism. Students begin to appreciate why anonymous participation in Mentimeter polls matters, or why data anonymisation is critical not as institutional requirements, but as integral to their future roles in accounting and finance, where data integrity and confidentiality are central professional values.

Despite these successes, challenges persist. Keeping up to date with evolving legislation and institutional policy remains demanding. A recent example involved adapting my Sway based learning materials to meet updated digital accessibility standards on colour contrast. Initially, I found the process challenging, as it required sacrificing some design choices in favour of accessibility compliance. However, this experience reinforced the importance of designing for accessibility from the outset rather than retrofitting changes later, an insight that now shapes my future design processes. This reflective adjustment aligns with the CMALT principle of continuous professional development, as I actively seek opportunities to improve my digital practice in response to emerging requirements. Another ongoing challenge is fostering consistent compliance among colleagues. While most colleagues are supportive of accessibility and GDPR practices, there is variability in awareness and confidence, which sometimes results in inconsistent application across the department. To address this, I have begun sharing GDPR templates, accessibility checklists, and captioning guidelines during departmental meetings to promote good practice. These initiatives reflect my commitment to the CMALT value of sharing effective practice and collaborating with others to improve learning. Looking forward, I intend to formalise this support through structured workshops, where staff can co create inclusive teaching strategies and share innovations in digital accessibility.

My future plans extend beyond compliance towards true universal design for learning (UDL). I aim to collaborate with the university’s Digital Accessibility Group to pilot adaptive assessment formats that allow students to select from equivalent options aligned with the same learning outcomes. For example, students could choose between a written case study, an oral presentation, or a Qlik dashboard project, ensuring assessments leverage students’ individual strengths while maintaining academic rigour. This approach not only reflects CMALT principles of inclusivity and flexibility but also promotes learner autonomy and engagement, creating equitable pathways to success for all students. My engagement with legislative frameworks has evolved from simply following institutional policies to embedding legal and ethical principles into a culture of inclusivity and professionalism. Whether it is ensuring captions on recorded content, anonymising interactive polling, or sharing best practice templates, these actions go beyond meeting minimum legal obligations. They represent a deliberate pedagogical strategy to enhance trust, equity, and digital competence. By aligning my teaching with the CMALT values of empathy, evidence informed practice, and commitment to inclusivity, I ensure that legislative compliance becomes an enabler of innovation rather than a constraint. Moving forward, my focus will be on developing adaptive, inclusive assessments and expanding collaborative initiatives to strengthen digital accessibility across the institution, reinforcing my belief that technology should serve as a bridge to opportunity, not a barrier to learning.

References

• Association for Learning Technology (ALT). (2021) CMALT: Certified Membership of ALT – Guidelines for Candidates and Assessors. Available at: https://www.alt.ac.uk/certified-membership.

• European Union (2016) General Data Protection Regulation (GDPR). Available at: https://gdpr-info.eu/.

• Information Commissioner’s Office (ICO). (2018). Guide to the General Data Protection Regulation (GDPR). https://ico.org.uk/for-organisations/guide-to-data-protection/guide-to-the-general-data-protection-regulation-gdpr/

• Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education, 3(3), 715–742. https://doi.org/10.1007/s42438-021-00249-1

• UK Government. (2010). Equality Act 2010. HMSO. https://www.legislation.gov.uk/ukpga/2010/15/contents