ECE Intersection of Online Learning and Accessibility
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Presentation for ECE in June 2018
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ECE Intersection of Online Learning and Accessibility
- 1. Online Education and Accessibility: Standing at the Intersection ECE 2018 The European Conference on Education Brighton, United Kingdom, Submission 40747 Lori Kressin, MS.Ed. Dr. Kristin Palmer University of Virginia
- 2. Outline • Who we are • We are at an intersection • What is online education? • How do different types of online ed intersect with accessibility • Example if you are registered for an online class you are eligible for accommodations from our office • How do you build content so that you account for variability and inclusion? • Captioning • Accessible resources and documents • Zoom synchronous and how to make that accessible • Asynchronous ADA compliant • From the beginning what is needed – how do you build your online learning content on firm ground vs. Sand • UDL and how to create that across the institution and using online learning as the catalyst to make that happen
- 3. Who are we? • Lori Kressin is the Coordinator of Academic Accessibility • Kristin Palmer is the Director of Online Learning Programs • Report to the Executive Vice President and Provost of UVA
- 4. We are in the Intersection What is online learning? What does it mean to be inclusive? How does accessibility fit into the picture? How do we address this?
- 5. Defining Online Education • Varieties of Teaching with Technology • Where does interaction happen? • Synchronous vs. Asynchronous
- 6. 1. Online All instruction and assessment activities are carried out via the internet. For example, a class meets weekly in Zoom, students read and work on projects through the week and participate in discussions in a forum. 2. Blended Some of the interactions between learners and with the instructor occurs online, some occur in a class setting. For example, a class works through content asynchronously for a period and then meets in-person. 3. Tech-Enabled Class is really a face-to-face class and online tools are just used to host information and resources. For example, instructor uses and LMS and clickers in class. Varieties of Teaching with Technology
- 7. Information may be online but all interaction is face- to-face. Tech-Enabled Course Some interaction is face-to- face but students have required interaction online. Hybrid Courses All instruction, assessment, and interaction is online. Online Courses Where does interaction happen?
- 9. What does it mean to be inclusive? • Inclusion • Synchronous is great! But... • What if some of your students have low-bandwith • What if some of your students can’t hear • Chat rooms are great! But... • What if some of your students use a screen reader or refreshable braille device • What if some of your students have print disabilities such as dyslexia • Asynchronous methods are great! But... • What if students first language is not the language of the instructor • What if your students can’t access the materials
- 10. How does accessibility fit into the picture • Create Accessible Materials • Adding alternative text to images • Pictures • Graphs and Charts • Infographics • Add structure • <H1> - <H6> • Semantic tagging • Chose format wisely • PDF vs. Word vs. HTML • Include Captions for Video and Transcripts for Audio • Include Described Video
- 11. Tying it together - • Plan for accessibility/inclusion when developing the course • Expect variability • Provide multiple methods for students to express knowledge • Be flexible
- 12. Thank you! Questions? Lori Kressin LoriK@Virginia.edu Kristin Palmer @kpatwork Kristin@Virginia.edu
Editor's Notes
- In the synchronous class hosted with Zoom and participants in Africa. Several have such low bandwidth they have turned off their video. These sessions are recorded and then posted with the full video, just the audio channel, and just the text channel so students and access materials they need at their own time to be able to see the content of the class session. In the asynchronous lecture shown, Physics professor Lou Bloomfield is demonstrating a series of experiments to illustrate Newton’s laws. This can be tricky in the classroom because students may not be able to see from where they are seated, they might not be paying attention or looking at the right part of the experiment during the action, or the experiment might not work correctly. Doing the experiment directly in front of the camera and then providing the recording to all students allows students to see the experiment up close with an unobstructed view, rewind and watch again as needed, and guarantees the professor that the experiment the students see is the one that worked and actually illustrated the concept.