Workshop Title: Designing for Diversity: Creating Learning Experiences that Can Travel the Globe This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities. The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity. There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop. The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered. The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.

2. Designing for Diversity
Creating Learning
Experiences that
Can Travel the
Globe …
Jutta Treviranus, FLOE Project, OCAD University
Una Daly, OCW Consortium
Jutta Treviranus, FLOE Project, OCAD University
Una Daly, OCW Consortium

3. Welcome
3
Una Daly,
Community College
Outreach Director
OCW Consortium
Jutta Treviranus,
Director, Inclusive Design Research Centre
Professor, OCAD University
Canada

4. We are diverse, we share many
things
Working with a partner …
1.Two ways in which you and your
partner are different
2.Two ways in which you are the same
3.For each person, one way in which
you are unique from anyone else in the
room
4

5. Agenda
• Introductions and Understandings
• Framing the Conversation
• Definitions, Regulations, Guidelines
• Diverse Learners
• Group Activity 1
• Basics for Ensuring Accessibility
• Interactivity Accessibility
• Communities & Resources
5

6. We all face barriers..
• What was your most challenging learning
experience? Why?
• What was your most positive learning
experience? Why?
6

7. Summary
• What learning barriers and conditions of
“learning breakdown” did we discover?
• What conditions of “learning delight” did
we discover?
• Click Here for Workshop Participants
Project GoogleDoc
7

8. Framing the Conversation
8

9. Education is Changing
• What we learn
• Who we learn from
• How we learn
• When we learn
• What skills and knowledge are of greatest
value
9

10. In a global knowledge
economy
•Education becomes more
important
•Prosperity of society
dependent on educational
development of its members
•Requires retooling of
educational practice
•Requires a diversity of learners

11. Global education
dilemma:
• More student diversity – (migration,
increase in disabilities)
• Less time to prepare curriculum
• More curriculum to cover
• Difficult to address needs of
average student, let alone students
with disabilities, alternative learning
needs or language barriers.
• Increase in marginalized,
disenfranchised students

12. Important relearned insight:
• Learners learn differently.
• Best learning outcome when
learning is personalized.
• Disability - a mismatch between
the needs of the learner and the
learning environment offered
• Accessibility – ability of the
learning environment to adjust to
the needs of the learner
• How does this address the
education dilemma?

13. Collective, Connected Effort…
• Growing global pool of diverse
resources
• Most are “born digital” so they can be
transformed and reconfigured –
enlarged, spoken, transcribed or
reorganized – if a few simple design
principles are followed
• Open license supports the creation of
derivatives, modifications or variants
• Can this diversity of resources serve to
address the needs of the diversity of
learners?

14. Learning needs that affect learning:
•sensory, motor, cognitive, emotional
and social constraints,
•individual learning approaches and
motivations
•linguistic or cultural preferences,
•technical, financial or environmental
constraints.
Image: cc-by-nc-sa The Advocacy Project

15. 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
15
Creative Commons CC-BY license, Dr. Judy Baker

16. Examples
Includes –
• Course materials
• Lesson Plans
• Modules or lessons
• OpenCourseWare (OCW)
• Open textbooks
• Videos
• Images
• Tests
• Software
• Any other tools, materials, or techniques used
to support ready access to knowledge
16adapted from Judy Baker’s ELI 2011 OER Workshop cc-by license

17. Characteristics of OER
• Digital
– Easy to modify
– Free to distribute
• Open License
– Reuse, revise, remix,
redistribute
• Low cost
– Reduce barriers to education
Labeled for reuse by MrKCoolsPhotostream

18. What is an Open License?
• Free: Free to access online, free to print
• Open: Shared, usable and re-usable: licensing that is less
restrictive than standard copyright
18adapted from Judy Baker cc-by license

19. Creative Commons licensing
• Works with existing copyright law
• Promotes sharing
• Internationally recognized
• Author/creator can specify re-uses
19

20. Why accessibility?
•Recognition of diverse learners
•Higher % in developing countries
•Higher % in aging populations
Source: U.S. NCES (2011), UNESCO, Equality Challenge Unit (2011),
Canadian Journal of Higher Education (2003), World Health Org.
Country % with
Disabilities
Canada, 15 yrs or older 14%
Indonesia 10-15%
United States post-secondary students 11%
Worldwide, UN estimate One Billion
Indonesia, UN Estimate 400,000

21. Treaties and Laws
•UN Convention on Rights of Persons
with Disability (CRPD) - 2007
•Indonesia Ratifies CRPD - 2011
•Indonesian Laws
– Improve Social Welfare (1997)
– Human Rights (1999)
– Public Services (2009)
•Americans with Disabilities Act (1990)
•Canadian Human Rights Act (1985)
Morguefile.com

22. Design & Guidelines
• Universal Design for Learning
• AccessForAll ISO 24751
• Web Accessibility Initiative – 3 guidelines
• Accessible Digital Office Documents
(ADOD)
22

23. Universal Design for Learning
• Origins in Universal Design
– Embedding Choice for All People in the
Things We Design
• Provide multiple means for learners to
– Express knowledge
– Represent knowledge
– Engage with knowledge
http://www.cast.org/udl/ 23

24. Web Accessibility Initiative
• Web Content Access Guidelines
– Evaluate web content: Perceive, Operable,
Understandable, Robust
• Authoring Tool Accessibility Guidelines
– Support creation of accessible content
• User Agent Accessibility Guidelines 1.0
– Designing browser and media players and
interoperability with assistive technology.
24

25. 25

26. Other forms of diversity
• Internationalization
– Language, culture
• Digital Literacy/Illiteracy
• Age-related constraints
26

27. Group Design Round
• Get to know and add detail to your learner
• Pick a learning goal
• Create a learning experience for your
learner
27

28. The Learning Experience…
• Find an OER or OCW course to modify or
start from scratch
28

29. Design the Learning Experience
• The content
• How the content is presented
• How the content is structured, organized
and navigated
• Any experiential, interactive, collaborative
elements
• Feedback and motivational elements
• Assessment and Evaluation
29

30. Discoveries…
Click Here for Workshop Participants Project
GoogleDoc
30

31. Accessibility Tutorial
• Use semantic markup
– Structural definitions e.g. styles
• Annotate non-textual items
– Tag Images
– Caption Audio & Videos
• Label tables and other complex
information
31

32. Creating Accessible Electronic
Documents
• Picking a standard for access
• Semantic Structure: Headings, lists, and
styles
• Using Color Effectively
• Images and Descriptions
• Naming Hyperlinks
• Table Headers

33. Styles in Microsoft Word

34. Using Colors Effectively
• High Contrast
– Emphasize differences and similarities
• Color “Coding”
– Multiple means of representation

35. High Contrast

36. Representing with Color
• Provide multiple indications of meaning
conveyed through color...

37. Images & Descriptions
• A picture is worth a thousand words,
but you only need about 7...

38. Missing Alt Text Example

39. Content vs. Container
• Access capabilities for CONTENT
– Access controlled by author
• Access capabilities for CONTAINERS
– Access not controlled by author
• Container limitations must be alleviated
through content design when possible.

40. Naming Hyperlinks
• Hyperlinks are navigation aids for AT
users
• Do NOT use “Click Here”
• Examples
– Download course syllabus (MS Word, 78KB)
– Submit Assignment #3 Here

41. Table Headers

42. Video & Audio
• Crowd sourcing video captions
• Voice recognition software
• YouTube: Easy Do-it-Yourself
Captioning

43. Voice Recognition Software
• Generates transcription file
– Dragon Dictate for Mac
– Drag Naturally Speaking for PC
– Free Apps as well
• Requires human editing for accuracy.

44. YouTube Captioning
• Create your own transcription file
– Voice recognition software
– Write script
• Auto-Captions on YouTube
– Download the auto-generated file
– Correct the captions in file and upload
• Use a free Captioning Tool – Capscribe,
Magpie, Amara

45. Interactive Accessibility
• ePub3
• ARIA
• Component Toolkits
45

46. Next Steps
• Communities
• Resources
46

47. FLOE Project
• Global, public infrastructure to deliver a learning
experience that matches each learner’s individual needs
• uses AccessForAll ISO 24751 interoperability standard, a
common language for describing learner needs and
labelling resources that meet those needs
• support for creating resources amenable to
transformation and augmentation
• support for filling the gaps
• http://floeproject.org
• Funded by William and Flora Hewlett Foundation (with
feasibility study funded by US Dept of Education)

48. Requires...
1. information about each learner’s access
needs,
2. information about the learner needs
addressed by each resource, (a11y
metadata effort and schema.org)
3. resources that are amenable to
transformation, and a pool of alternative
equivalent resources, and
4. a method of matching learner needs with the
appropriate learning experience

50. Learning Discovery and
Refinement
• Learning to learn
• Metacognition
• Determine what works best and refine
through use
• Data regarding learning strategies that
are most effective for unique learning
requirements

51. FLOE Video
• http://www.openeducationweek.org/floe-animation-for-open-
education-week/

52. Authoring Support
• Handbook for authors -
http://handbook.floeproject.org
• Support within Open Author
• Support within OERPub
• http://adod.idrc.ocad.ca/ for simple
document accessibility

53. Strategic Partners

54. Exploring the OER-Accessibility
Teaching Commons
• Reviewing accessibility info during OER searches
– Reviewing info on search results & resource details pages
– Locating OER resources that provide accessibility information on
the Finding Accessible OER site
• Adding accessibility information for OER resources
• Locating accessibility-specific resources, experts, organization
on the OER Accessibility site
– The Welcome page offers quick access to resource libraries
• Joining the accessibility community
• Reviewing accessibility info for MERLOT services
– Reviewing the Accessibility Policy page
54

55. Resources
55
How to handbook on creating accessible learning experiences -
http://handbook.floeproject.org
The Web Accessibility Initiative - http://www.w3.org/WAI/
Accessible components for creating interactive Web apps -
http://fluidproject.org/
A resource site for educators - http://snow.idrc.ocad.ca/
FLOE Project Website - http://floeproject.org
FLOE Community Wiki - http://wiki.fluidproject.org/display/fluid/Floe
The Global Public Inclusive Infrastructure - http://gpii.net
The Cloud4All Project -http://cloud4all.info
The AEGIS Project - http://aegis.idrc.ocad.ca/
Information on Assistive Technologies -
http://collaborativeportal.atis4all.eu
Raising the Floor - http://raisingthefloor.org/
OER Commons - http://www.oercommons.org/ (look at learner options
tab on upper right)

56. 56

57. Jutta Treviranus,
jtreviranus@faculty.ocadu.ca
Una Daly,
unatdaly@ocwconsortium.org