Designing Accessible Open Educational Resources
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The document summarizes a presentation on designing accessible open educational resources. The presentation agenda includes goal setting, discussing the intersection of openness and accessibility, an inclusive design activity, an introduction to the BC Open Textbook Accessibility Toolkit, a hands-on activity, and a debrief. The presentation discusses inclusive and universal design principles, how designing for inclusivity benefits a wide range of users, and the BC Open Textbook Accessibility Toolkit for evaluating and improving the accessibility of open educational resources.
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Designing Accessible Open Educational Resources
- 1. Designing Accessible Open Educational Resources • Amanda Coolidge • SFU Harbour Centre, Vancouver • October 19, 2015 @acoolidge Unless otherwise noted, this work is licensed under a Creative Commons Attribution 3.0 Unported License. Feel free to use, modify or distribute any or all of this presentation with attribution
- 2. Title of Presentation Agenda • Goal Setting: What are we trying to accomplish today • What is the intersection of Open and Accessibility? • Opening Activity • Inclusive and Universal Design • Introduction to the BC Open Textbook Accessibility Toolkit • Hands- On Activity • Debrief and Wrap up
- 3. What’s our Goal? Goal! L'urlo dell'altro portiere by Fabiana is CC BY NC SA.
- 4. Opening Activity Fear & Anticipation by Martin Hartland is CC BY NC SA
- 5. Inclusive and Universal Design Designing for inclusivity not only opens up our products and experiences to more people with a wider range of abilities. It also reflects how people really are. All humans are growing, changing, and adapting to the world around them every day. We want our designs to reflect that diversity . - Inclusive Design, Microsoft
- 11. Resources: http://opentextbc.ca/accessibilitytoolkit/ http://www.pcc.edu/resources/instructional-support/access/Audioandvideoaccessibility.html http://www.pcc.edu/resources/instructional-support/access/Audioandvideoaccessibility.html https://wiki.fluidproject.org/display/fluid/%28Floe%29+Video+Player Portland Community College Video: To Care and Comply https://www.youtube.com/watch?v=eks3r-nE9lU&feature=youtu.be http://www.microsoft.com/en-us/design/inclusive http://oregonstate.edu/accessibility/multimedia http://www.whatdesigncando.com/blog/2014/10/22/need-know-inclusive-design/ http://www.microsoft.com/en-us/design/inclusive
Editor's Notes
- Presentation title slide… following the opening slide (containing the large Open Textbook project logo).
- Would anyone like to share what their goals of attending this workshp are? To leave the workshop with an understanding of HOW to make educational materials accessible for all audiences. Why OER and Accessibility? Why not just accessibility? Because when working in the open which sets a mandate to ensure that all students have access to education, we want to ensure that we are truly making education materials that are ACCESSIBLE to ALL students.
- On large flipchart or white board have two columns, one labeled fear of Open and other labeled fear of accessibility. Under each column have different shapes (5 different shapes) on the header. Hand out 2 stickynotes to each participant. Different colours. Ask participants to write down their fears of open on one sticky note and their fears of accessibility on the other sticky note. Once participants have written their fears down, ask them to come up –one at a time- to the board and say their fear aloud and put the sticky note under a shape. First person puts the sticky under the first shape. The next person goes up and if their fear is the same place it under the first person’s fear and if new, place it under the next shape. Once all participants have put their fears up: Now that we have all identified our fears, we are going to park them for the remainder of the workshop. Working on creating accessible open educational materials means that we need to focus on the creation, on what we CAN do to make changes not what we can’t do. We will re-visit the fears at the end of the workshop.
- Show video: http://www.microsoft.com/en-us/design/inclusive How does this link in with accessibility? Portland Community College Video: To Care and Comply https://www.youtube.com/watch?v=eks3r-nE9lU&feature=youtu.be
- BC Open Textbook Accessibility Toolkit and Hands on Activity Showcase the BC Open Textbook Accessibility Toolkit http://opentextbc.ca/accessibilitytoolkit/
- Images Participants get into pairs. One participant has the Terry Fox image and the other person as his/her back to the other person. Describe has to describe image to the other person and ask that person to identify who this person is. In pairs write out your alt-text description- what would be the best descriptor for the audience? Use a caption For Web Pages: Your caption must be associated with the image, so make sure to properly add a caption using the 'figcaption' html tag. (Requires HTML editing.) For MS Word and PowerPoint: Right clicking on the image and select Add Caption. Describe the image in surrounding text If it is adequately described in surrounding text (including text-based tables), just add a short alt text label or description, so it's clear what the image is and the student can correlate the image with the description. Link out to a web page with a longer description If the image cannot be adequately described in one or two brief sentences of alt. text, and it cannot be described sufficiently in the surrounding text, use the 'longdesc' attribute. Requires HTML editing. Piece of art or abstract art: 1 . the physical presence of the work—the compositional and material elements that comprise style. 2 . the intellectual, emotional, and spiritual power of the work. A work of art is rarely self-explanatory. To experience and understand a work of art, a viewer needs background information and analysis of the subject matter, artist, materials and techniques, as well as the historical and cultural context. Maps: Do same activity as with images, just now with Maps. In pairs determine best way to describe the map. A map can be made accessible by using different levels of descriptive text. The first, a short description, is useful for describing the first level of instructional meaning. The second, a longer description that includes tabular data, is used to convey all of the information available in the map. When and why are short descriptions and long descriptions used? A long description may be required given the nature and complexity of the image and the information it conveys. Even when a long description is used, a short description may still be necessary. A caption or a short description should provide enough information for the reader to decide whether to read the long description or not. If the caption conveys sufficient information and is live text, not embedded in the image, a short description may not be needed. Listen to a screen reader review a website Jaws reading an inaccessible website: https://www.youtube.com/watch?v=IvkDb_InUlE&feature=youtu.be Jaws reading an accessible website: https://www.youtube.com/watch?v=Y7G6XPNPukI How to we make tables accessible?- discussion What helps in developing weblinks?- discussion Group work: What is the most common form of multimedia you use in your setting? And what do you think would be most appropriate for one to use to make the content accessible? What is essential for multimedia (video and audio) http://www.pcc.edu/resources/instructional-support/access/Audioandvideoaccessibility.html https://wiki.fluidproject.org/display/fluid/%28Floe%29+Video+Player
- Revisit the fears- can we remove some of these? Now that you have the tools, resources, and the beginning understanding of HOW to make resources accessible and made available in the open- can we remove some of these fears? Time cost quality- pick 2 Time >> quality >> cost