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Universal Design plus E-Learning in Higher Education

Universal Design plus E-Learning in Higher Education. Roberta Thomson , M.A., UDL Faculty/Toolkit, Project Coordinator, McGill University roberta.thomson2@mcgill.ca. Jillian Budd , M.A., Adaptech Research Network and McGill University jbudd@dawsoncollege.qc.ca.

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Universal Design plus E-Learning in Higher Education

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  1. Universal Design plus E-Learning in Higher Education Roberta Thomson, M.A., UDL Faculty/Toolkit, Project Coordinator, McGill University roberta.thomson2@mcgill.ca Jillian Budd, M.A., Adaptech Research Network and McGill University jbudd@dawsoncollege.qc.ca Catherine Fichten, Ph.D., Co-Director, Adaptech Research Network, Dawson College, McGill University catherine.fichten@mcgill.ca McGill UDL: Canadian Perspectives, Montreal, QC, May 2015

  2. Learning Objectives • Understand • The role of ICTs in student learning • Specific tech solutions • How to apply 8 key course design questions • Aware • Online library free/inexpensive technology 2 #UDLictMcGill

  3. Engage & Express • Share your thoughts and input throughout this presentation #UDLictMcGill 3

  4. Potential “…just because a course is digital does not ensure that it is usable by everyone or that it is accessible to all” (Berkowitz, 2008) 4

  5. Potential “… in the rush to integrate technology into teaching, instructors and those responsible for designing, supporting, and implementing e-learning often fail to think about the specific accessibility requirements of students with different needs” (Bissonnette, 2006) 5 #UDLictMcGill

  6. Three Key Components Learner Variability Course Components Accessible E-learning Tools and their Features Blending UD, E-Learning, and ICTs Accessible Learning Environments 6 #UDLictMcGill

  7. Course Design Questions 1. Are the barriers in the course considered for the diversity of learners? 2. Has accessibility of LMS/CMS been considered? 3. Are platforms used by mobile devices considered? 4. Are digital versions of course material accessible and useable? 7 #UDLictMcGill

  8. Course Design Questions 5. Are there options for engagement with course content and objectives? 6. Can students demonstrate what they learned through accessible ICTs or e-learning tools? 7. Have learning modules/activities been validated for access and usability with institution’s access technologist? 8. Have all stakeholders been considered in ICT related decisions? 8 #UDLictMcGill

  9. Post-Secondary Stakeholders 1. 2. 3. 4. 5. Students Disability service providers Access technologists Instructors using e-learning Campus e-learning professionals who lead and select e-learning products Vendors: develop/sell e-learning products to institutions Others? 6. 7. 9 #UDLictMcGill

  10. Engage & Express • Who are other stakeholders? • #UDLictMcGill 10 #UDLictMcGill

  11. Concerns & Barriers • Compatibility between e-learning and students’ ICTs is not considered • High cost of ICTs • Inadequate opportunities to try ICTs before purchasing • Adaptech Research Network alternatives • Free or inexpensive ICTs adaptech.org/downloads 11 #UDLictMcGill

  12. Your Suggestions • Software for the Adaptech Free and Inexpensive web site, especially android and Apple apps #UDLictMcGill 12 #UDLictMcGill

  13. Questions & Contact Roberta Thomson roberta.thomson2@mcgill.ca Jillian Budd jbudd@dawsoncollege.qc.ca Catherine Fichten catherine.fichten@mcgill.ca www.adaptech.org 13 #UDLictMcGill

  14. Extra Information

  15. Training & Support • Instructors may need training on • Using their LMS/CMS • How students with different access needs use ICTs • How to employ UD in designing • Course materials • Teaching methods • Evaluation • Build in reflection time pre and during course 15

  16. Learning Management Systems (LMSs) • Desire2Learn, Blackboard, Moodle, Vclass… • Varying degree of customization • Material presentation – chunk into modules • Course calendar – link all modules/evaluations • In-person and virtual office hours • Use student-view feature to verify usability 16

  17. Syllabus • First contact with a course • UD course syllabus includes • photo or captioned video introducing the instructor • course tour in printed or captioned video formats • link to instructions on how to use the LMS/CMS • description of multiple pathways to attain objectives • information on how to arrange for specific needs • presented in accessible format • embed links to outside sources 17

  18. Lectures • Presentation in accessible format • Font size and color contrast is sufficient • Don’t use color as the only way to convey content • Avoid automatic slide transitions • Use clear language • Reading order of text boxes that are not part of the native slide layout • screen reader usually reads these last 18

  19. Lectures • Video • Captioned • Player controls are accessible • Embedded audio • Include a transcript • Post presentations online in timely manner • Accessible text based format (not PDF) • Use Creative Commons • http://creativecommons.org/licenses/ • Record lecture and caption • Post on LMS: students view at own time and pace 19

  20. Textbooks • E-text in accessible format provides options • Portability among devices • Laptops, tablets, e-readers, smartphones • Publishers may use proprietary formats • restrict accessibility for certain students • no option to select text for reformatting or use with screen reader • may use complicated navigation schemes • Before selecting an e-textbook talk to the vendor • accessibility • usability 20

  21. Documents • Provide in advance • In accessible, useable formats • Use alt text for images and tables • Caption videos • Described video • Avoid scanned paper to pdf or image • OCR document to make accessible 21

  22. Communication • On-line communication • Email, Skype, Adobe Connect, discussion forum, chat • Asynchronous – individual time and pace • Self-review of content and grammar • Synchronous – real time chat room, IM • More access and usability challenges • Provide multiple means of engagement • Audio, video, text 22

  23. Communication In-Class • Synchronous tools not all UD • Audience response tools (clickers) • Some clickers have small screens • Surveys not all universally designed • UD requires engagement alternatives 23

  24. Evaluation • Multiple pathways to achieving course objectives • Reduce barriers of paper, speeded testing • Build in extra-time • “Late day bank” for submission 24

  25. Evaluation • Provide options • Written papers • Virtual group projects • Online tests • Blogs • Portfolios • Mind/concept mapping • Discussion forums • Audio recording • Hands-on demonstrations • Student presentations • Online oral exams through Skype • Course participation in-class, online 25

  26. Resources AccessDL http://www.uw.edu/doit/Resources/accessdl. html http://www.adaptech.org/en/research/fandi Adaptech Research Network: Database of Free and Inexpensive CAST http://www.udlcenter.org/aboutudl/udlguideli nes http://www.uw.edu/doit/CUDE/ Center for Universal Design in Education JISC TechDis Inclusion Technology Advice Province of Ontario: Making your Website Accessible: http://www.jisctechdis.ac.uk/techdis/resourc es/accessiblecontent http://www.mcss.gov.on.ca/en/mcss/progra ms/accessibility/info_sheets/info_comm/web site.aspx http://www.udluniverse.com UDL Course Changes sections of UDL-Universe WebAIM http://webaim.org/techniques/powerpoint/ Web Content Accessibility Guidelines http://www.w3.org/WAI/intro/wcag 26

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