Inclusive Design in Canvas: Overview for Disability Studies Seminar
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The document discusses developing inclusive design guidelines for the Canvas learning management system at the University of Auckland. It notes gaps in accessibility capabilities and the opportunity to improve consistency across courses by adopting Canvas-wide guidelines. The project aims to establish minimum accessibility standards, meet legal obligations, and improve the experience of all students, including those with disabilities. Next steps include gaining institutional support, further developing resources and expertise, and addressing technology limitations to fully implement inclusive design practices.
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Inclusive Design in Canvas: Overview for Disability Studies Seminar
- 1. student experience I can’t locate the test date There is no contact address for the lecturer What does sigh la bus mean? Why can’t all the home pages look the same? Are those my grades? Inclusive Design @ University of Auckland: Canvas Guidelines Jackie Ede, Learning Advisor Neda Zdravkovic, Learning Services
- 2. student experience I can’t locate the test date There is no contact address for the lecturer What does sigh la bus mean? Why can’t all the home pages look the same? Are those my grades?
- 3. Grassroots: FMHS, CLeaR, Science, Business, Libraries & Learning Services, Education Encounter a wide variety of staff expertise and capability in creating teaching and learning resources Perceive gaps in capability and resourcing related to inclusive design practice Recognize the opportunity to develop quality and consistency with the widespread adoption of Canvas learning designer & learning adviser experience
- 4. project drivers To achieve quality and consistency: • Accessibility as fundamental, minimum starting point • Proactive positioning to meet future requirements • Uphold international and national obligations (e.g., W3C Guidelines & Kia Orite – NZ Code of Practice) • Improve experience of all students Disability perspective: Growing need – invisibility - poor identification - fear of disclosure – shame
- 11. needs and next steps Working towards a top-down mandate to support University- wide education campaign Continuing to develop resources and expertise Lobbying for support to address technology gaps (eg., closed captions, improved accessibility checker) May approach you for input and assistance – review of review of resources and later participation in education campaign
Editor's Notes
- Jackie Set the scene and context for how some students experience Canvas It may seem accessible to some – as a platform it is conformant to codes which but how student perceive the content .. They don’t define it as a system Goal is to briefly describe the project and showcase resources
- Jackie Set the scene and context for how some students experience Canvas It may seem accessible to some – as a platform it is conformant to codes which but how student perceive the content .. They don’t define it as a system Goal is to briefly describe the project and showcase resources
- Jackie - WHAT - community driven Set the scene and context for how some students experience Canvas It may seem accessible to some – as a platform it is conformant to codes which but how student perceive the content .. They don’t define it as a system Goal is to briefly describe the project and showcase resources
- Jackie Set the scene and context for how some students experience Canvas It may seem accessible to some – as a platform it is conformant to codes which but how student perceive the content .. They don’t define it as a system Goal is to briefly describe the project and showcase resources Disability Programme Success measures Access audit – all university digital technologies and platforms - priority action list Accessibility requirements embedded in all digital development and procurement processes Faculties report 100% course materials accessible by 2020 Confidence and competence in creating accessible content All communications and marketing meet best practice guidelines Kia Orite: Developed by collection of Disability Advisors/Practitioners across NZ - ACHIEVE - tagged to TEC supplementary grant - UoA reports annually against this in order to receive funding. https://www.achieve.org.nz/resources/kia-orite-code-of-practice/ https://www.achieve.org.nz/resources/kia-orite-code-of-practice/best-practice-standards-3-8/ 1.The principles of 'universal instructional design' are used in the development of courses so all students are able to fulfil course requirements with minimal support. 2.They include: Using instructional materials and activities that are accessible and fair, provide flexibility in use and presentation, are easy to understand and clearly presented Strategic Plan 2013-2020: https://cdn.auckland.ac.nz/assets/auckland/about-us/equity-at-the-university/about-equity/safe-inclusive-equitable-university/strategic-plan-2013-2020-web-version.pdf Objective 7 A high quality learning environment that maximises the opportunity for all our students to succeed and provides them with an inclusive, intellectually challenging and transformative educational experience Inclusive teaching and learning guidelines: https://www.auckland.ac.nz/en/about/the-university/how-university-works/policy-and-administration/teaching-and-learning/general/inclusive-teaching-and-learning-guidelines.html 1.Develop interactive environments using teaching and learning technologies appropriate to the context and learning outcomes 2. Provide all course materials in accessible formats for those students unable to access standard print formats, where applicable 3. Service divisions should: Test new technology resources for usability for all students Plus work-in-progress: The Disability Programme and Student Journeys - Digital, Pasifika, Maori, Students with disabilities = focus groups Grounded in policy and strategy; however key driver for change is growing student need: Increasing numbers due to better identification processes at school - data here gives a sense of scale LD Programme registrations - Back in 2003 = 150 - doubled… Student registrations: LD = 283 = 36% with invisible disabilities - lots don’t bother to register after first year Special conditions: LD = 296 = 59% of those students were from the LD Programme Increasing uptake of technology: We’ve assisted 40-50 students apply for technology this year - main one is text to speech - we would like them to be able to use it. Student preferences Many students with invisible disabilities prefer to remain invisible - numbers above are tip of iceberg - reasons are complex Barriers can be temporary - some students experience full inclusion … Grounded in policy and strategy; however key driver for change is growing student need: Increasing numbers due to better identification processes at school - data here gives a sense of scale LD Programme registrations - Back in 2003 = 150 - doubled… Student registrations: LD = 283 = 36% with invisible disabilities - lots don’t bother to register after first year Special conditions: LD = 296 = 59% of those students were from the LD Programme Increasing uptake of technology: We’ve assisted 40-50 students apply for technology this year - main one is text to speech - we would like them to be able to use it. Student preferences Many students with invisible disabilities prefer to remain invisible - numbers above are tip of iceberg - reasons are complex Barriers can be temporary - some students experience full inclusion …
- Work in progress - tool kit - and to be further developed Subject to review simplified to 3 core components – style – structure – content – disability focus lots of our input – what makes a user-friendly home-page? Paper – feedback was that people needed exemplars – experience of good and bad – obstacle canvas course … http://www.canvas.ac.nz/resources/course-design-and-development/#accessibility
- Project- lots of review – shifting from black and white into cream – everybody found it easier - not just disability Multiple means of representation Font-size Text alternatives Linear layout Colour choices Plain English - and consistency of phrasing Rule of thirds
- Project- lots of review – shifting from black and white into cream – everybody found it easier - not just disability Multiple means of representation Font-size Text alternatives Linear layout Colour choices Plain English - and consistency of phrasing Rule of thirds
- Project- lots of review – shifting from black and white into cream – everybody found it easier - not just disability Multiple means of representation Font-size Text alternatives Linear layout Colour choices Plain English - and consistency of phrasing Rule of thirds
- Project- lots of review – shifting from black and white into cream – everybody found it easier - not just disability Multiple means of representation Font-size Text alternatives Linear layout Colour choices Plain English - and consistency of phrasing Rule of thirds
- Project- lots of review – shifting from black and white into cream – everybody found it easier - not just disability Multiple means of representation Font-size Text alternatives Linear layout Colour choices Plain English - and consistency of phrasing Rule of thirds
- Fiona - edit from Top-down mandate to support the education and importance of accessibility into teaching practice to the above