Accessibility and OER:   Status and Issues for Higher            EducationGerry Hanley, MERLOT and Cal. State University  ...
Gerry Hanley, Ph.D.Executive Director, MerlotSenior Director, Academic TechnologyServicesCalifornia State University, Offi...
Una T. Daly, M. Ed.Community College ManagerOpen Courseware Consortium
Mark A. Riccobono, M.S. Ed.Executive Director, Jernigan InstituteNational Federation for the Blind
Agenda• Digital, Accessible, and Open is Now• Existing Efforts with OER & Accessibility• Building the Community• Issues to...
Digital Information Age
Origin of OER: As Public Good                              (2002)• The open provision of educational resources,  enabled b...
Characteristics of OER• Digital  – Free distribution  – Easy to customize• Open License  – Reuse, Revise, Remix• Low cost ...
ExamplesIncludes –  •   Course materials  •   Modules or lessons  •   Open CourseWare (OCW)  •   Open textbooks  •   Video...
OER Expands Access• Access is a core value of open education  – OER producers need training• Support all Learners  – Life-...
Post-Secondary Students• U.S. enrolled students with any disabilities    – 707,000 students (2008-09)          • 50 percen...
Diverse Learner Challenges• Cognitive learning disabilities• Sensory & motor  impairments• English language deficits• Lack...
OER and Accessibility                Projects•   FLOE Project                 Image: Tom Richardson CC-BY•   Community Col...
FLOE Project• Inclusive Learning Design  – Providing resources needed to enable inclusive    access to personally relevant...
100 Open Textbook Accessibility           Reviews Textbook: Collaborative Statistics Accessibility reviewed by: Virtual Ab...
Bookshare & Diagram Center• Largest accessible online library  – Expanding reading options for print disabled  – Membershi...
Building a Community of                 Practice• Opportunity to collaborate with others  interested in OER & Accessibilit...
OER & Accessibility             Teaching Commons• in partnership with Merlot, OCW, and NFB  – Find centers and organizatio...
MERLOT Collection           Curation• Meta-data scheme for contributing  accessibility tags for OER  – Allows contribution...
Where do we go from here …• Higher Education’s role in making OER  accessible• Eliminating barriers to good accessibility ...
What can Higher Ed do?• Articulate business case  for accessible OER• Establish effective strategies for  driving accessib...
Business Case• Equal access to programs, services, or  activities is required by federal law.• Faculty need awareness, tra...
Digital Promises Accessibility• Misconception that because something is  "digital" it is "accessible”• Accessibility needs...
Digital Guidelines & Law• World Wide Web (W3C), WCAG 2.0  – Perceivable, Operable, Understandable, Robust• Section 508 Ele...
Universal Design Principles• Designed to be used by  everyone (no adaptation)• Benefits all ages & abilities   – Curb cuts...
Document Formats• ePUB3 document standard   – Converts directly to DAISY   – Reflows for mobile devices• PDF often inacces...
Higher Education Strategies•   Establish institution-wide policies & practices•   Support strong standards•   Provide facu...
Oregon State University• Commits to ensuring equal access to all University programs,  services and activities provided th...
Barriers to Accessibility• Rate of adoption of OER• Lack of open dialogue• Educational materials created and funded  outsi...
User Feedback:          Closing the Loop• Students need to be asked  what works and faculty, too!                         ...
Open Dialogue• Everyone is responsible for accessibility not  just the offices of disability.  – Communities of Practice  ...
Call to Action• Accessibility needs to be a priority for OER  creation and adoption.• Higher Education Community drives ac...
Thank you for coming• CSU, MERLOT, OCWC, NFB, and others are  committed to openly sharing so other institutions  can impro...
Comments/Questions  http://oeraccess.merlot.org                                   John_C_Abell_CC-BY-NC-SA_Flickr• Contact...
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Sloan-C Merlot 12: OER and Accessibility Higher Education Status and Issues

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Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.

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  • https://openeducationalresources.pbworks.com/w/page/24836860/What%20are%20Open%20Educational%20Resources
  • Atkins, D. E., J. S. Brown and A. L. Hammond, 2007. A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities , Report to The William and Flora Hewlett Foundation.
  • Learning styles, dyslexia, attention deficit disorder, etc.
  • Some wonderful projects but none have built the community of practice
  • Examples: images, videos, audio tracks need text alternatives to be accessble. When creating learning materials, it is necessary to know how to build in accessibility e.g. alt text labels for images in PPT When accessibility is implement correctly, learning materials (web sites, documents, LMS, PPTs) work well with AT and thus are accessible for all learners.
  • Sloan-C Merlot 12: OER and Accessibility Higher Education Status and Issues

    1. 1. Accessibility and OER: Status and Issues for Higher EducationGerry Hanley, MERLOT and Cal. State University Una Daly, Open Courseware ConsortiumMark Riccobono, National Federation of the Blind Sloan-Merlot 2012 1
    2. 2. Gerry Hanley, Ph.D.Executive Director, MerlotSenior Director, Academic TechnologyServicesCalifornia State University, Office ofthe Chancellor
    3. 3. Una T. Daly, M. Ed.Community College ManagerOpen Courseware Consortium
    4. 4. Mark A. Riccobono, M.S. Ed.Executive Director, Jernigan InstituteNational Federation for the Blind
    5. 5. Agenda• Digital, Accessible, and Open is Now• Existing Efforts with OER & Accessibility• Building the Community• Issues to Resolve & Call to Action
    6. 6. Digital Information Age
    7. 7. Origin of OER: As Public Good (2002)• The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes• Digitized materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research Creative Commons CC-BY license, Dr. Judy Baker 7
    8. 8. Characteristics of OER• Digital – Free distribution – Easy to customize• Open License – Reuse, Revise, Remix• Low cost – Expand access to education
    9. 9. ExamplesIncludes – • Course materials • Modules or lessons • Open CourseWare (OCW) • Open textbooks • Videos • Images • Tests • Software • Any other tools, materials, or techniques used to support ready access to knowledge Creative Commons CC-BY license, Dr. Judy Baker 9
    10. 10. OER Expands Access• Access is a core value of open education – OER producers need training• Support all Learners – Life-long – Developing Countries – Regardless of Disability
    11. 11. Post-Secondary Students• U.S. enrolled students with any disabilities – 707,000 students (2008-09) • 50 percent attend public 2-year colleges. • 30 percent attend public 4-year colleges• CSU students enrolled with disabilities – 10,500 students (2011-12)U.S. Dept of Ed., Students with Disabilities at Degree-Granting Postsecondary Institutions., June 2011
    12. 12. Diverse Learner Challenges• Cognitive learning disabilities• Sensory & motor impairments• English language deficits• Lack of engagement Image: Kersti Nebelsiek CC-BY Source: cast.org
    13. 13. OER and Accessibility Projects• FLOE Project Image: Tom Richardson CC-BY• Community College Open Textbooks• Benetech’s Bookshare Project• Diagram Center• UK Higher Education Academy/JISC
    14. 14. FLOE Project• Inclusive Learning Design – Providing resources needed to enable inclusive access to personally relevant, engaging learning opportunities for the full diversity of learners and content producers
    15. 15. 100 Open Textbook Accessibility Reviews Textbook: Collaborative Statistics Accessibility reviewed by: Virtual Ability, Inc. http://collegeopentextbooks.org
    16. 16. Bookshare & Diagram Center• Largest accessible online library – Expanding reading options for print disabled – Membership-based, free to qualified students – Expanding choices of access technology • Now available on eReaders and smart phones• Diagram Center – Office of Special Education (DOE) • Focus on faster and easier creation of accessible image descriptions for students.
    17. 17. Building a Community of Practice• Opportunity to collaborate with others interested in OER & Accessibility – Find Accessibility Information – Share Accessibility Expertise Image: Happy Rower CC-BY – Contribute to Online Collection of Resources
    18. 18. OER & Accessibility Teaching Commons• in partnership with Merlot, OCW, and NFB – Find centers and organizations for consulting services – Find OER on accessibility topics • Tools, Training, Policies, Strategies, Universal Design for Learning – Find OER with accessibility information – Find members with accessibility expertise http://oeraccess.merlot.org
    19. 19. MERLOT Collection Curation• Meta-data scheme for contributing accessibility tags for OER – Allows contribution of expertise, freely and easily with attribution• Curates collection of accessible OER with a variety of tools and processes – Supports faculty looking for accessible OER http://oeraccess.merlot.org
    20. 20. Where do we go from here …• Higher Education’s role in making OER accessible• Eliminating barriers to good accessibility practices• Call to action
    21. 21. What can Higher Ed do?• Articulate business case for accessible OER• Establish effective strategies for driving accessibility
    22. 22. Business Case• Equal access to programs, services, or activities is required by federal law.• Faculty need awareness, training and tools to select and create accessible OER• Save time and $$ by designing accessible OER instead of retrofitting it
    23. 23. Digital Promises Accessibility• Misconception that because something is "digital" it is "accessible”• Accessibility needs to be designed into digital learning materials• Accessibility standards ensure materials work with assistive technology.
    24. 24. Digital Guidelines & Law• World Wide Web (W3C), WCAG 2.0 – Perceivable, Operable, Understandable, Robust• Section 508 Electronic & Info Technology• Universal Design for Learning
    25. 25. Universal Design Principles• Designed to be used by everyone (no adaptation)• Benefits all ages & abilities – Curb cuts in sidewalk – Close captioning video – Screen readers Image: colorblindPicaso cc-by--nc: 3/11/2010 25
    26. 26. Document Formats• ePUB3 document standard – Converts directly to DAISY – Reflows for mobile devices• PDF often inaccessible – Structural markups missing – Primarily print format – Does not reflow
    27. 27. Higher Education Strategies• Establish institution-wide policies & practices• Support strong standards• Provide faculty training• Establish chief accessibility officer• Validate products being used or purchase• Share knowledge & expertise across institutions
    28. 28. Oregon State University• Commits to ensuring equal access to all University programs, services and activities provided through information technology (IT). Unless an exemption applies … all colleges, departments, offices and entities will: – Use University web page designs that are consistent with the W3C’s Web Content Accessibility Guidelines 2.0 (WCAG) Level AA. For further information … visit the University’s Information Technology Accessibility website. – Disseminate electronic documents and multimedia on web pages that are consistent with this policy.
    29. 29. Barriers to Accessibility• Rate of adoption of OER• Lack of open dialogue• Educational materials created and funded outside of higher education• Lack of good accessibility meta-data and testing rubrics• Feedback from users – closing the loop
    30. 30. User Feedback: Closing the Loop• Students need to be asked what works and faculty, too! Image: Daniel Steger CC-BY• Organizations outside higher education can offer support• Faculty and staff need to be intentional in supporting accessibility
    31. 31. Open Dialogue• Everyone is responsible for accessibility not just the offices of disability. – Communities of Practice • 23 CSU Accessibility Officers share info informally – Shared Governance Strategy • All stakeholders participate in establishing accessibility criteria and self-evaluation
    32. 32. Call to Action• Accessibility needs to be a priority for OER creation and adoption.• Higher Education Community drives accessible OER thru policies and strategic funding.• Contribute to the Open Dialogue
    33. 33. Thank you for coming• CSU, MERLOT, OCWC, NFB, and others are committed to openly sharing so other institutions can improve their delivery of accessible education to all.• Participate in OER-Accessibility Community – Become a member so others can find you – Contribute materials so others will find them – Reach out with questions and responses to your community of friends – Invite your colleagues to a social learning community.
    34. 34. Comments/Questions http://oeraccess.merlot.org John_C_Abell_CC-BY-NC-SA_Flickr• Contact Info: – Gerry Hanley, ghanley@calstate.edu – Una Daly, unatdaly@ocwconsortium.org – Mark Riccobono, MRiccobono@nfb.org

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