Part II: Universally-Designed Course Materials

1. Part II:Universally-Designed Course Materials Applying the UDL principles

2. Two sides of the UDL coin Students with Diverse Learning Needs Students with Disabilities Mainstream Technologies Assistive Technologies Usability Accessibility

3. Mandates vs. UDL • Legal Mandates • Address individual needs • UDL approach • Speaks to diverse types of learners • Benefits many students beyond those with disabilities • More timely access; equivalence • Proactive vs. Reactive

4. What makes a document Universally Designed? • Searchability • Copy and Paste • Bookmarks or an Interactive Table of Contents • Text to Speech capability • Accessibility • Keyboard access, alternative to images, etc.

5. Microsoft Word, Universally Designed

6. MicrosoftWord • Dos • Add alternative text to images and objects • Specify column header rows in tables • Use styles in long documents • Use short titles in headings • Ensure all heading styles are in the correct order • Use hyperlink text that is meaningful • Use simple table structure • Include closed captions for any audio or video • Increase visibility for colorblind viewers • Don’ts • Avoid using blank cells for formatting • Avoid using repeated blank characters • Avoid using floating objects • Avoid image watermarks

7. Things you can do for Word documents • Present Information in Multiple Ways • Images, Tables, etc. • Organizing and Adding Style • Content, Structure and Presentation • “Structure” enables navigability • Headings, Lists, Table headers • Other things you can do • Save documents in multiple formats • Make hyperlinks informative • Simplify readability

8. Content, Structure, and Presentation • Content • The actual information you are providing in a document: text, images, videos, or multimedia. • Structure • The organization of content is structure: headings, lists, tables, emphasis, etc. • Presentation (Styles) • One can add style rules to structural elements to give documents a particular appearance. Return

9. Word demo • Open unstyled Word doc (w/ image and table) • Should include other readability issues, too • View Navigation pane • MS Accessibility checker • Add headings • Add alt text • Repeat MS Accessibility checker

10. Images and Alt Text • Alternative text for images should describe the meaning, based on context ? Ice Cream manufacturer Girl Scouts of America My niece's blog Diversity website

11. Microsoft PowerPoint, Universally Designed

12. MicrosoftPowerPoint • Dos • Add alternative text to images and objects • Specify column header rows in tables • Use hyperlink text that is meaningful • Use simple table structure • Include closed captions for any audio or video • Increase visibility for colorblind viewers • Ensure that the reading order of each slide is logical • Ensure that all slides have unique titles • Don’ts • Avoid using blank cells for formatting

13. PowerPoint demo

14. Adobe PDF, Universally Designed

15. Adobe PDF • Dos • Create PDFs from electronic sources, not scanned images • When scanning is unavoidable, apply OCR • Add bookmarks when not already present • Where feasible, add tags • Check for accessibility • Don’ts • Discard accessibility features when “optimizing” a PDF • Prohibit selecting and copying text • Prohibit printing

16. Adobe PDF Demo Scanned OCR and Tags

17. Make Your Own PDF - Results Accessibility Search-Ability Copy/Paste Bookmarks Text to Speech Print to PDF Save As PDF Adobe PDF Plugin

18. Scanned PDF Results Accessibility Search-Ability Copy/Paste Bookmarks Text to Speech Scanned PDF Scanned PDF with OCR OCR and Tags

19. Video Captions

20. Alternative Text for Video Transcripts • A written or text-based record of dictated or recorded speech. May contain additional relevant information, such as descriptions or comments. Captions • A transcript is timed to display with the video track, it displays on screen as a caption. Descriptive Audio • The narration of key visual elements in a video or multimedia product.

21. What is captioning? • Captions are on-screen text descriptions that display a video product's dialogue, identify speakers, and describes other relevant information. • Captions are synchronized with the video image so that viewers have equivalent access to the content that is originally presented in sound.

22. Captioning Models • Disability services office • on-demand, hopefully in time • In-house, fee-based, centralized service • Complete outsourcing • Mixed model (some of the work outsourced) • DIY (the “yourself” may be individual faculty or their departments)

23. Course content that may require captioning • YouTube • Instructional DVD’s • VHS – Yikes!

24. Lecture Capture

25. Lecture Capture Systems • Captions and/or Transcripts • Searchability • Navigation Options • Keyboard Accessibility • Example

26. Learning Management Systems

27. LMS as repository • You may not be able to change the system . . . but you can make the course materials you store there usable and accessible. • Also, think about consistency of design and navigation

28. Two sides of the UDL coin Students with Diverse Learning Needs Students with Disabilities Mainstream Technologies Assistive Technologies Usability Accessibility

29. Two sides of the UDL coin Students with Diverse Learning Needs Students with Disabilities Mainstream Technologies Assistive Technologies Usability Accessibility

30. UDL Tech Tutorials • Microsoft Word • Styles and Headings • Images • PowerPoint • Adobe PDF • Video Captioning • HTML • E-Text http://accessproject.colostate.edu

31. Thank you! Craig Spooner Professional Development Coordinator ACCESS Project http://accessproject.colostate.edu craig.spooner@colostate.edu 970-491-0784 Marla Roll Director, Assistive Technology Resource Center Assistant Professor, Department of Occupational Therapy www.atrc.colostate.edu Marla.Roll@colostate.edu 970-491-2016