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Improving Accessibility of Academic Content with Course Assessments

Learn about UDAL initiative promoting equitable access, inclusive practices, and active learning. Support resources for faculty include workshops, feedback, and accessibility checklists. Course Accessibility Assessments offer timely, instructive feedback to improve course documents and overall design.

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Improving Accessibility of Academic Content with Course Assessments

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  1. Improving Accessibility of Academic Content with Course Assessments Ana Thompson CPACCOffice of Digital Learning & Innovation (DLI)

  2. Universal Design for Active Learning (UDAL) UDAL is UW Bothell Office of Digital Learning & Innovation Universal Design Learning initiative. It comprises principles, research and best practices of Universal Design for Learning (UDL) with added emphasis on learner engagement and flexible learning environments, both digital and physical. UDAL promotes: • Equitable access to electronic materials • Use of inclusive practices in course design and pedagogies • Active learning and engagement

  3. What is inclusion? “Inclusion is not simply about physical proximity. It is about intentionally planning for the success of all students” – thinkinclusive.us

  4. How do we support faculty? • Workshops, blog posts, events • 1 on 1 assistance (in person, via phone or Zoom) • Accessibility 101 Online(Jun 2019) • 5-day Workout • Ally online materials • Canvas Accessibility Checklist • Course Accessibility Assessments

  5. Course Accessibility Assessments

  6. Timely and instructive feedback “The studies related to feedback underscore the importance of providing feedback that is instructive, timely, referenced to the actual task, and focused on what is correct and what to do next (Hattie & Timperley, 2007; Shute, 2008). They also address the use of attributional and metacognitive feedback.” (Dean, 2012)

  7. Assessments Phases Phase 1 - Focused on course documents • Syllabus • Readings (usually PDFs) Phase 2 - Review, recommend, assist • Usability • Quality Matters • Re-design

  8. Sample Process for Phase 1 • Faculty referral or contact • Meeting over course documents • Documents review (format, contrast, etc.) • Offer guidance and assistance on • Accessible formats (HTML, Office docs, OCR/tagged PDF) • High quality scans best practices / coordinate with library services

  9. Sample Results for Phase 1 • Remediated PDFs (OCR, tagged) • Well-formatted Office documents • Ally training • Rx librarians assistance • online articles with HTML / PDF / audio format

  10. Sample Process for Phase 2 • Continue from phase 1 or faculty contact / request • Look at basics • Navigation • Home page • Course organization • Ideas / options • Review using Quality Matters rubric

  11. Sample Results for Phase 2 • Redesigned home page • Simplified course navigation • Added new activities • Increased use of Canvas pages • Updated syllabus • Experienced use of current / new tools • Added formative assessments • Used UDL to reevaluate student artifacts options

  12. Questions? Ana Thompson CPACC Adobe Certified Accessible PDF Trainer Office of Digital Learning & Innovation thomana@uw.edu

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