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Accessibility in Online Course Design

Accessibility in Online Course Design. DE (CETL) & DRC. Outline of Today’s Session. Overview of Universal Instructional Design (UID) WHY apply UID to your course/s? WHAT are the limits of UID? Educational Accommodation Processes @ CC

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Accessibility in Online Course Design

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  1. Accessibility in Online Course Design DE (CETL) & DRC

  2. Outline of Today’s Session • Overview of Universal Instructional Design (UID) • WHY apply UID to your course/s? • WHAT are the limits of UID? • Educational Accommodation Processes @ CC • HOW/WHERE to begin to apply UID? (Checklists for materials) • Next steps: Community of Practice?

  3. Universal Instructional Design (1) “Universal Instructional Design (UID) is an approach to designing course instruction, materials and content to benefit people of all learning styles without adaptation or retrofitting. UID provides equal access to learning, not simply equal access to information. UID allows the student to control the method of accessing information while the instructor monitors the learning process and initiates any beneficial methods. …It should be noted that UID does not remove academic challenges; it removes barriers to access.” From: Universal Design for Learning.Ohio State University

  4. Universal Instructional Design (2) “Universal Instructional Design (UID) is an approach to teaching that consists of the proactive design and use of inclusive instructional and evaluation strategies. This approach provides academic access to a broad range of learners, including students with disabilities, while: • maintaining academic standards […] • reducing the need to having to retrofit after a course is already underway ” From: FAIR (Facilitating Accessible Instruction & Resources). UVic.

  5. WHY Apply UID? UID = proactively considering: • Learning & physical disabilities. • Mobile access. • Operational considerations.------------------------------------ • Legal requirements/obligations • “Good business”

  6. WHY Apply UID? (cont’d) Consider the “low hanging fruit” or Tier 1 issues in course design and delivery: ** Your experiences and your learners’ experiences in accessing course materials are not always the same. ** Identify the likely barriers and mitigate against them.

  7. WHAT are the Limits of UID? Potential to be overwhelmed by “just one more thing”. UID cannot meet all needs; educational accommodation may be required.

  8. Educational Accommodations Student Processes: • Info Session; provide DRCmedical documentation. • Intake Appointment w/ DRC. Educational Accommodation form. • Faculty Notification letter. • Receipt from purchase of required text/s.

  9. Educational Accommodations Faculty Responsibilities. Includes: • Textbooks/Course Materials.Identify to DRC students who need special format.* • Exams – planning & design* *Opportunities for pro-activity

  10. HOW/WHERE to Begin? • UID: The “Tier 1” of removing barriers. • Instructional design – assignments, activities, exams, instructions, etc. • Course Materials checklists. E.g.: • Images • Audio • Video • Documents • Educational Accommodation: “Tier 2”

  11. In Closing & Next Steps… • Q & A. • Expressions of interest in establishing a Community of Practice @ CC and opportunities for problem-based discussions..? For example: • Exam design/planning: Timing for all vs. growing reliance on accommodations? Locked-down browsers vs. screen-readers? • Piloting Checklists for feedback …?

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