A user experience perspective on the challenges and opportunities for providing accessible online learning experiences. Presented at A11yBos 2014, 10th May.
Sacred Heart University - Accessibility in Blackboard courses digitallearningSHU
The document discusses accessibility in Blackboard courses. It defines accessibility as creating environments that can be used by people with disabilities. The principles of universal design aim to benefit all users by modifying environments for accessibility. Blackboard has several features that can improve accessibility, including My Blackboard, adaptive release, and test exceptions. The document provides tips for instructors on how to make their Blackboard courses more navigable, organized, and accessible through use of descriptive text, fonts, colors, and images.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
Results from a Survey to Measure the Benefits of Accessibility and Universal ...Howard Kramer
Results from a Survey to Measure the Benefits of Accessibility and Universal Design Topics in Course Curricula
(plus teaching resources for including accessibility/UD Topics in University Courses)
AHEAD 2021
The document defines e-learning as a means of education that incorporates self-motivation, communication, technology and flexibility. It then enumerates the advantages of e-learning such as customized learning, learning anywhere and anytime, lower costs. The disadvantages include needs for equipment, lack of face-to-face interaction and technical challenges. Finally, the benefits of e-learning in academe are discussed such as accommodating different learning styles, eliminating geographical barriers and increasing access and affordability.
Who Should Be Involved in Your Campus' IT InitiativePatrick Loftus
When it comes to accessibility on your campus, whose responsibility is it to establish and uphold an accessibility initiative?
On-campus accessibility should be a campus-wide, shared responsibility, but it can be daunting to think about where to begin. Over the last five years, Oklahoma ABLE Tech has worked with over 20 institutions across Oklahoma to build an ambitious project focused on accessibility in higher education. They’ve worked to identify the roles and responsibilities of the many departments in a university that touch accessibility.
In this webinar, Rob Carr, the Accessibility Coordinator at Oklahoma ABLE Tech, will present on the various jobs and responsibilities that are required in implementing a well-rounded accessibility program. He'll also provide you with the necessary tools to begin conversations for a campus-wide accessibility initiative.
Topics will include:
Where to begin your journey towards accessibility compliance
Roles and responsibilities required for implementing an accessibility initiative
How to frame the conversation to illustrate the campus-wide necessity for accessibility
The question remains: To OER or Not to OERLisaBellDavis
The document discusses the question of whether to use open educational resources (OER) or not. It defines OER as freely accessible and openly licensed documents and media that can be used for teaching, learning, and research. Some of the advantages of OER include reduced costs for students, access to materials before and after class, and resources tailored specifically for the student population. However, some drawbacks are that instructors do not profit from OER, the validity of information is sometimes questionable, searching for resources can be cumbersome, and cheating may occur more easily if all students have access to the same open materials.
These are the slides that I used during my presentation at the CC of Spokane eLearning Academy. Kudos to my team at Lumen for your generosity and creativity.
Sacred Heart University - Accessibility in Blackboard courses digitallearningSHU
The document discusses accessibility in Blackboard courses. It defines accessibility as creating environments that can be used by people with disabilities. The principles of universal design aim to benefit all users by modifying environments for accessibility. Blackboard has several features that can improve accessibility, including My Blackboard, adaptive release, and test exceptions. The document provides tips for instructors on how to make their Blackboard courses more navigable, organized, and accessible through use of descriptive text, fonts, colors, and images.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
Results from a Survey to Measure the Benefits of Accessibility and Universal ...Howard Kramer
Results from a Survey to Measure the Benefits of Accessibility and Universal Design Topics in Course Curricula
(plus teaching resources for including accessibility/UD Topics in University Courses)
AHEAD 2021
The document defines e-learning as a means of education that incorporates self-motivation, communication, technology and flexibility. It then enumerates the advantages of e-learning such as customized learning, learning anywhere and anytime, lower costs. The disadvantages include needs for equipment, lack of face-to-face interaction and technical challenges. Finally, the benefits of e-learning in academe are discussed such as accommodating different learning styles, eliminating geographical barriers and increasing access and affordability.
Who Should Be Involved in Your Campus' IT InitiativePatrick Loftus
When it comes to accessibility on your campus, whose responsibility is it to establish and uphold an accessibility initiative?
On-campus accessibility should be a campus-wide, shared responsibility, but it can be daunting to think about where to begin. Over the last five years, Oklahoma ABLE Tech has worked with over 20 institutions across Oklahoma to build an ambitious project focused on accessibility in higher education. They’ve worked to identify the roles and responsibilities of the many departments in a university that touch accessibility.
In this webinar, Rob Carr, the Accessibility Coordinator at Oklahoma ABLE Tech, will present on the various jobs and responsibilities that are required in implementing a well-rounded accessibility program. He'll also provide you with the necessary tools to begin conversations for a campus-wide accessibility initiative.
Topics will include:
Where to begin your journey towards accessibility compliance
Roles and responsibilities required for implementing an accessibility initiative
How to frame the conversation to illustrate the campus-wide necessity for accessibility
The question remains: To OER or Not to OERLisaBellDavis
The document discusses the question of whether to use open educational resources (OER) or not. It defines OER as freely accessible and openly licensed documents and media that can be used for teaching, learning, and research. Some of the advantages of OER include reduced costs for students, access to materials before and after class, and resources tailored specifically for the student population. However, some drawbacks are that instructors do not profit from OER, the validity of information is sometimes questionable, searching for resources can be cumbersome, and cheating may occur more easily if all students have access to the same open materials.
These are the slides that I used during my presentation at the CC of Spokane eLearning Academy. Kudos to my team at Lumen for your generosity and creativity.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
The document discusses establishing a Digital Accessibility Center at Portland State University to help faculty create accessible online content for students. The center would provide services like consulting, reviewing documents and websites for accessibility, transcribing audio/video, and reviewing online courses. This supports PSU's commitment to compliance with accessibility policies and allowing all students to learn by ensuring course materials are accessible to students with disabilities.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
This document discusses learning management systems (LMS), content management systems (CMS), and learning content management systems (LCMS). It defines each term and outlines their key differences. An LMS is focused on managing how individuals participate in e-learning programs, tracking learner data. A CMS is concerned with how content for e-learning is created, published, and tracked. An LCMS is an integrated solution that provides a multi-user environment for developing, storing, reusing, delivering, and managing digital learning content from a central repository.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
Northern Illinois University developed competency-based self-paced online workshops to introduce faculty to online teaching technologies as part of their online faculty certification process. The workshops allow faculty to learn about online teaching at their own pace through online modules that cover identified technology competencies. The self-paced model makes the training scalable and flexible and accommodates faculty with different experience levels and availability. The workshops are designed to be mobile-optimized and publicly available without logins so faculty can access just-in-time learning resources.
15 Years After an OCR Suit: NC State’s Accessibility RefreshPatrick Loftus
In 1999, NC State University entered into a voluntary resolution resulting from three complaints filed from the Department of Education Office for Civil Rights (OCR). The resolution agreement resulted in the creation of a campus-wide IT accessibility policy, an accessibility coordinator position, and other essential accessibility resources that were relevant at the time.
But what does accessibility at NC State University look like 15 (actually 17) years later? After so much time, it would be easy to fall behind or fail to maintain the established accessibility standards.
In this session, Grey Reavis (University IT Accessibility Coordinator) and Rebecca Sitton (Assistive Technology Coordinator) will look at how they are creating a proactive strategy to address the current risk areas on campus.
Topics will include:
The history of accessibility at NC State
The OCR complaints and the major initiatives that came out of them
NC State's risk assessment process and current initiatives
How awareness of OCR complaints influences campus climate and changes
NC State's campus-wide accessibility policy
Faculty training
Working to make accessibility a proactive priority on campus
Different software programs aim to serve as virtual teachers and guides for language learning, though they cannot fully replace human teachers. Software seeks to accommodate different learning styles, help students develop their learning independently, and make students responsible for progressing through language levels. When existing CALL programs are unsuitable, teachers and students should explore ways to adapt the materials to better fit needs, as adapting materials also benefits future learners. Establishing flexible learning environments using technology allows for social and interactive language learning anywhere.
This document summarizes Blackboard's presentation on accessibility. It discusses 3 parts of Blackboard's solution to improve accessibility: content platforms, consultation, and Blackboard Ally. Blackboard Ally automatically checks content for accessibility issues, provides alternative formats, and gives instructors feedback to improve. It also provides institutions reports on course content accessibility. Blackboard is committed to accessible platforms like Collaborate, Learn, and Moodlerooms. They provide consultation services like auditing courses and creating accessibility plans. The presentation addresses challenges for students, instructors, and institutions and emphasizes the importance of accessibility for all learners.
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
The document discusses making the Moodle learning platform more accessible. It began with a project to improve Moodle accessibility based on focus groups with disabled students and staff. The project is using the Adaptable theme, which addresses many issues, and working with an organization to develop recommendations. Key areas of concern include cluttered content, emphasis, layout, navigation, usability, awareness of features, personalization options, text formatting, and consistency. Recommendations are presented to address login, navigation, the dashboard, and course editing based on accessibility and usability principles.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Webquests are educational activities where students are organized into groups and assigned roles to complete a project using online resources. The projects require students to analyze, synthesize, and share information on a topic. They are designed to have students focus on using information, rather than just copying it. Typical parts of a Webquest include an introduction, tasks for students to complete, a process for students to follow, a list of resources for students to use, an evaluation, and conclusions. The goal is for students to develop research and information handling skills through guided online research.
Online Learning Resource Accessibility in a LunchtimeDavid Sloan
Presentation given at the University of Dundee's eLearning Symposium on 8 June 2012, focusing on some key techniques for assessing and addressing potential accessibility barriers in online learning resource.
Technology to support inclusion for distance learnersnewlearning
This document discusses accessibility in the online learning environment for distance learners with disabilities. It notes that distance learning allows those with disabilities to study at their own pace and in a controlled environment with fewer barriers. However, barriers to supporting distance learners with disabilities include being unable to provide technology support, unknown disability statuses, and a variety of technologies used. The document recommends overcoming these barriers through inclusive content design, remote support services, and informing learners of freely available resources to promote accessibility.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
The document discusses establishing a Digital Accessibility Center at Portland State University to help faculty create accessible online content for students. The center would provide services like consulting, reviewing documents and websites for accessibility, transcribing audio/video, and reviewing online courses. This supports PSU's commitment to compliance with accessibility policies and allowing all students to learn by ensuring course materials are accessible to students with disabilities.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
This document discusses learning management systems (LMS), content management systems (CMS), and learning content management systems (LCMS). It defines each term and outlines their key differences. An LMS is focused on managing how individuals participate in e-learning programs, tracking learner data. A CMS is concerned with how content for e-learning is created, published, and tracked. An LCMS is an integrated solution that provides a multi-user environment for developing, storing, reusing, delivering, and managing digital learning content from a central repository.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
Northern Illinois University developed competency-based self-paced online workshops to introduce faculty to online teaching technologies as part of their online faculty certification process. The workshops allow faculty to learn about online teaching at their own pace through online modules that cover identified technology competencies. The self-paced model makes the training scalable and flexible and accommodates faculty with different experience levels and availability. The workshops are designed to be mobile-optimized and publicly available without logins so faculty can access just-in-time learning resources.
15 Years After an OCR Suit: NC State’s Accessibility RefreshPatrick Loftus
In 1999, NC State University entered into a voluntary resolution resulting from three complaints filed from the Department of Education Office for Civil Rights (OCR). The resolution agreement resulted in the creation of a campus-wide IT accessibility policy, an accessibility coordinator position, and other essential accessibility resources that were relevant at the time.
But what does accessibility at NC State University look like 15 (actually 17) years later? After so much time, it would be easy to fall behind or fail to maintain the established accessibility standards.
In this session, Grey Reavis (University IT Accessibility Coordinator) and Rebecca Sitton (Assistive Technology Coordinator) will look at how they are creating a proactive strategy to address the current risk areas on campus.
Topics will include:
The history of accessibility at NC State
The OCR complaints and the major initiatives that came out of them
NC State's risk assessment process and current initiatives
How awareness of OCR complaints influences campus climate and changes
NC State's campus-wide accessibility policy
Faculty training
Working to make accessibility a proactive priority on campus
Different software programs aim to serve as virtual teachers and guides for language learning, though they cannot fully replace human teachers. Software seeks to accommodate different learning styles, help students develop their learning independently, and make students responsible for progressing through language levels. When existing CALL programs are unsuitable, teachers and students should explore ways to adapt the materials to better fit needs, as adapting materials also benefits future learners. Establishing flexible learning environments using technology allows for social and interactive language learning anywhere.
This document summarizes Blackboard's presentation on accessibility. It discusses 3 parts of Blackboard's solution to improve accessibility: content platforms, consultation, and Blackboard Ally. Blackboard Ally automatically checks content for accessibility issues, provides alternative formats, and gives instructors feedback to improve. It also provides institutions reports on course content accessibility. Blackboard is committed to accessible platforms like Collaborate, Learn, and Moodlerooms. They provide consultation services like auditing courses and creating accessibility plans. The presentation addresses challenges for students, instructors, and institutions and emphasizes the importance of accessibility for all learners.
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
The document discusses making the Moodle learning platform more accessible. It began with a project to improve Moodle accessibility based on focus groups with disabled students and staff. The project is using the Adaptable theme, which addresses many issues, and working with an organization to develop recommendations. Key areas of concern include cluttered content, emphasis, layout, navigation, usability, awareness of features, personalization options, text formatting, and consistency. Recommendations are presented to address login, navigation, the dashboard, and course editing based on accessibility and usability principles.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Webquests are educational activities where students are organized into groups and assigned roles to complete a project using online resources. The projects require students to analyze, synthesize, and share information on a topic. They are designed to have students focus on using information, rather than just copying it. Typical parts of a Webquest include an introduction, tasks for students to complete, a process for students to follow, a list of resources for students to use, an evaluation, and conclusions. The goal is for students to develop research and information handling skills through guided online research.
Online Learning Resource Accessibility in a LunchtimeDavid Sloan
Presentation given at the University of Dundee's eLearning Symposium on 8 June 2012, focusing on some key techniques for assessing and addressing potential accessibility barriers in online learning resource.
Technology to support inclusion for distance learnersnewlearning
This document discusses accessibility in the online learning environment for distance learners with disabilities. It notes that distance learning allows those with disabilities to study at their own pace and in a controlled environment with fewer barriers. However, barriers to supporting distance learners with disabilities include being unable to provide technology support, unknown disability statuses, and a variety of technologies used. The document recommends overcoming these barriers through inclusive content design, remote support services, and informing learners of freely available resources to promote accessibility.
Global Considerations in Creating an Organizational Web Accessibility PolicyDavid Sloan
A short study of digital accessibility legislation and standards diversity and trends in Australia, Brazil, China, India and South Africa, and implications on global organisational policy. Presented at W4A 2014, Seoul, 7th April.
Engaging industry and the public sector in accessible, inclusive designDavid Sloan
Talk delivered to Scottish Usability Professionals' Association on 24 May 2011, focusing on developments in web and ICT accessibility, barriers to adoption and how these can best be addressed.
Legal Update: How to Avoid Jail-Time. Making Digital Resources Accessible. Raymond Rose
Keynote for the TxVSN speaks volumes conference 7/31/2014
The three major online learning organizations' standards each specify that online courses must be accessible. The standards don't explain what that means. The Wikipedia definition of access does not provide an adequate definition to ensure compliance with federal civil rights legislation. In the process of developing a new publication on access for iNACOL Ray has researched the latest relevant complaint and compliance reports, and case law. He discovered that some of the previous interpretations on meeting accessibility were inaccurate.
Implementing Universal and Inclusive Design for Online Learning Accessibility3Play Media
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
This training manual provides an overview of a 3-day training course to prepare facilitators for distance learning. The training will cover establishing an online presence, communication skills, organization, and engagement strategies. It will also review theories of distance learning and technologies for collaboration. Participants will learn about facilitating synchronous vs. asynchronous environments and managing issues. By completing the training, facilitators will be assessed on their ability to effectively facilitate a distance learning course.
This document outlines a 3-day training manual for facilitators of online education. The training will cover establishing an online presence, managing an online classroom, engaging learners, and using various technologies and platforms. Trainees will learn communication strategies, create rules and expectations, design instruction, and provide feedback. The training will assess facilitation skills and evaluate effectiveness. Mentoring, faculty development, and resolving technology issues are also addressed.
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
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.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
The document discusses blended learning, which combines face-to-face classroom sessions with online learning. It defines blended learning and explores its theoretical foundations. Factors like learner types, conditions for learning, course design, implementation, and potential issues are examined. The conclusion compares blended and fully face-to-face courses, noting blended learning can increase participation and learning retention but may pose technological or self-directed challenges for some students.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
This document provides an introduction to e-learning, including definitions, benefits, elements, instructional strategies, models, and industry. It outlines 10 learning objectives related to understanding e-learning concepts and ROI. Key benefits highlighted are learner-centric access, flexibility, collaboration, and cost savings. Challenges discussed include the initial costs and integrating technologies. Models of e-learning range from gaining access to taking autonomy in online learning. ROI and Kirkpatrick's levels are frameworks for evaluating e-learning programs.
Designing Quality Learning for Online and Distance EducationGreig Krull
The document discusses key factors for designing quality online and distance learning. It identifies 8 quality factors to consider: learning environment, learning pathway, teacher presence, feedback, activities and assessments, information presentation, social presence, and background of technology. The presentation emphasizes using sound instructional design principles, customizing content appropriately for students, and facilitating effective interactions between students and teachers.
Open Educational Resources (OER) are teaching and learning materials that are freely available for public use. OER provide benefits like reduced costs for students, increased access to quality educational materials, and help with course preparation and retention. However, challenges include ensuring the quality of OER materials, sustaining high-quality continuous resources, and meeting accreditation requirements across institutions. Going forward, educational institutions need broader commitment to creating, using, and collaborating on OER as well as establishing processes to search, apply, and share OER.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
This document provides information about a blended learning workshop, including its objectives, models of blended learning, benefits, and recommendations. The workshop aims to explain what blended learning is, why it is needed, how to implement it, necessary digital skills, and potential barriers. Blended learning combines face-to-face instruction with online learning and has benefits such as increased flexibility, accessibility, and opportunities for independent learning. Models discussed include flipped classroom, flex, and station rotation. Recommendations include using blended learning to develop language skills for talented and disabled students and ensuring online assessments are reliable.
This document provides information about a blended learning workshop, including its objectives, models of blended learning, benefits, and recommendations. The workshop aims to explain what blended learning is, why it is needed, how to implement it, necessary digital skills, and potential barriers. Blended learning combines face-to-face instruction with online learning and has benefits such as increased flexibility, accessibility, and opportunities for independent learning. Models discussed include flipped classroom, flex, and station rotation. Recommendations include using blended learning to develop language skills for talented and disabled students and ensuring online assessments are reliable.
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
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2. What we plan to do
• Take a user experience (UX) perspective to
accessibility and online learning
• Current challenges
• Key aspects of a strategy for delivering
accessible online learning experiences
3. What we ask you to do
• Contribute your own experiences
• Ask us questions
• Share the session
5. Online learning has substantial potential to make
education more accessible, including to people with
disabilities.
6. Optimizing the learning experience for people with
disabilities can lead to enhancements for other
learners.
7. There may be pedagogic justification to require certain
levels of sensory, motor and cognitive capability in
learners.
But educational organizations have an obligation not to
discriminate against learners or instructors with
disabilities.
8. Defining an accessible online
learning experience
Photo credit: Flickr user @mikecogh https://www.flickr.com/photos/mikecogh/7691519996/
9. The journey a learner with a disability takes
through a learning program, accessing and
interacting with learning
resources, communicating with the instructor
and their peers, and demonstrating the skills
and knowledge acquired.
10. Constraints
• Authoring tools and platforms
• Preserving educational validity
• Diversity in learner
background, location, engagement and learning
styles
• Instructor perspective on accessibility
11. Keystones of an accessible
online learning experience
Photo credit: Flickr user @53825985@N02 https://www.flickr.com/photos/53825985@N02/9075524312/
12. Navigation
• Learners can navigate through an online learning
system efficiently and effectively
– Regardless of input device used or assistive technology
• Key destinations are prominently identified
– Course material
– Grade books
– Discussion areas
13. Media accessibility
• Graphic and video content is accessible to
people who can’t see it
• Audio content is accessible to people who
can’t hear it or understand it
• Media can be controlled and manipulated by
people regardless of input device used
14. Forms
• Learners with disabilities can understand the
layout and functionality of forms such that
they can enter or select appropriate data for
each control
• Learners with disabilities can successfully
access feedback when submitting an answer
15. Communication
• Learners with disabilities can receive
notifications of essential messages
• Learners with disabilities can participate fully
in online discussions with their peers and
instructors
16. Personalization
• Learners with disabilities can independently
configure the display and behavior of a system
according to their needs
– Visual display
– Ordering of content
– Timing settings
• Configuration options are easy to find, easy to
change, and reliable
17. Assessment
• Learners with accessibility needs can make the
appropriate adaptations before taking a
summative test
• Tests focus on intended learning outcomes in
a fair way to learners with disabilities
19. Current learning platform support
• Accessibility support is inconsistent!
• Hadi Rangin and colleagues reviewed four
popular learning management systems and
found flaws in each
– In accessibility to learners and instructors
• MOOC platforms also have limitations
21. Tools need to support accessible authoring
• Tools that help instructors create:
– Static content
– Video and audio
– Interactive features – quizzes, tests
• Tools that help students navigate to and
interact with learning resources
23. Vendors
• Eliminate or mitigate accessibility barriers present in
learning platforms and in educational material
• Focus on supporting accessible authoring
– Course authoring and management tools should be
accessible
– Learning resource authoring systems should optimize
accessibility
24. Learning technologists
• Research and document the nature of current problems
• Configure LMS and courseware tools to minimize output
of inaccessible content
• Train instructors to use tools with accessibility in mind;
and to focus on the learning experience holistically
• Include accessibility in procurement/selection criteria for
new systems, tools and resources
25. Instructors
• Use authoring tools with accessibility in mind
• Be creative in using multiple approaches to
help your learners achieve the same learning
objectives
• Monitor your learners’ performance for
potential accessibility problems
26. Learners
• Learn how to configure the learning platform
to make it work best for you
• Ask for learning resources in accessible format
• Report accessibility problems
• Communicate with your peers in an inclusive
way
27. Everyone
• Co-ordinate efforts to pressurize platform and
resource providers to raise their accessibility
game
• Be specific in what is needed and what
success looks like
29. The future: a standards approach?
• IMS Access For All
• Standardizing:
– Accessibility in learner profiles
– Accessibility in learning and assessment resource descriptions
– How this information can work together to support customized
experiences
• Success relies on gathering and maintaining accurate
information
30. Delivering accessible online learning
experiences is a multi-
faceted, complex challenge requiring a
holistic approach – but one worth
taking.