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
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong le...Andreas Meiszner
Introduction to the NetGeners.Net pilot course.
The full title of this pilot course is “NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong learning knowledge and information societies”.
A pilot course in the light of free and open education!
This course is free: free to attend without any charge, free of cost for books or other materials, free for anyone independently of prior education; and free in terms of your personal time commitment that you decide to dedicate to it (Though we would like you to spend on a minimum 2 hours per week). The only thing you will need is a PC and internet access.
Participants of this course can expect tutoring (support), but will not receive any official degree awarding certificate or credit points from the course team.
This course starts at the 17th of March, though later participation is possible. If you are interested in the course than sign up now for free to secure individual mentorship and support!
We also invite you to provide us with some initial feedback on what you think could be improved, to report bugs (means to tell us what still doesn’t work as it should), to suggest further learning projects, or to submit already existing ones to our course category.
Further information is available at:
NetGeners.Net website
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
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong le...Andreas Meiszner
Introduction to the NetGeners.Net pilot course.
The full title of this pilot course is “NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong learning knowledge and information societies”.
A pilot course in the light of free and open education!
This course is free: free to attend without any charge, free of cost for books or other materials, free for anyone independently of prior education; and free in terms of your personal time commitment that you decide to dedicate to it (Though we would like you to spend on a minimum 2 hours per week). The only thing you will need is a PC and internet access.
Participants of this course can expect tutoring (support), but will not receive any official degree awarding certificate or credit points from the course team.
This course starts at the 17th of March, though later participation is possible. If you are interested in the course than sign up now for free to secure individual mentorship and support!
We also invite you to provide us with some initial feedback on what you think could be improved, to report bugs (means to tell us what still doesn’t work as it should), to suggest further learning projects, or to submit already existing ones to our course category.
Further information is available at:
NetGeners.Net website
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
Presentation during Open Access Week celebrations at Wits University, Johannesburg, South Africa
Goal of the presentation: Address broader aspects of openness in higher education
Converting to Open Resource Texts - American Honors Faculty Conference 2016American Honors
By Ann Gerrity, Kilgore College
Instructor - Speech
Co-presenter: Shital Chheda
American Honors Instructional Designer
Visit facultyconference.americanhonors.org
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
Presentation during Open Access Week celebrations at Wits University, Johannesburg, South Africa
Goal of the presentation: Address broader aspects of openness in higher education
Converting to Open Resource Texts - American Honors Faculty Conference 2016American Honors
By Ann Gerrity, Kilgore College
Instructor - Speech
Co-presenter: Shital Chheda
American Honors Instructional Designer
Visit facultyconference.americanhonors.org
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
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.
7Cs of Learning Design: How it really happens - UNISA Benchmark Workshoptbirdcymru
This description of practical 7Cs of Learning Design training was presented for delegates of University of South Africa, 24 February 2014 at University of Leicester
Chisholm Institute presentation - Neil MorrisNeil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
The marketing gives an insight into the features of this app that make it different from various other apps in the same sector. It focuses on unique points that will be helpful to market .
Teaching Accessibility and Inclusive Design in Higher Education Curriculum: B...Howard Kramer
In 2015 tech firms such as Yahoo, Facebook, Dropbox and LinkedIn announced that they will develop standard language that lets applicants ‘know that having accessibility knowledge is "preferred" to land a job. Come to this session to learn how why and how you should include accessibility and inclusive design topics in tech, media and computer science courses.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Ud in-curriculum-4 accessu-2019
1. Student Benefits andTeaching Resources for
Including Accessibility/Inclusive DesignTopics in
University Courses
AccessU 2019
Howard Kramer
University of Colorado-Boulder
hkramer@colorado.edu, 303-492-8672
3. Agenda
• New arguments for teaching about UD and
accessibility
• Research that explains the dearth of teaching about
UD
• Results of survey on the benefits of teaching about
UD
• Examples & tools for including UD content in
curriculum
• Resources for teaching about UD/accessibility
• More about grant project - UDUC
• Q & A
4. My Background & Projects
Howard Kramer
PI for Promoting the Integration of Universal Design
into University Curricula (UDUC), CU-Boulder
Teach Universal Design for Digital Media
Accessing Higher Ground: Accessible Media, Web &
Technology Conference
6. Career Benefits
•In 2015 tech firms such asYahoo,
Facebook, Microsoft, Dropbox and
LinkedIn announced that they will develop
standard language that lets applicants
“know that having accessibility knowledge
is preferred” to land a job.
Changing landscape for accessibility skills
in tech and design
7. WCAG: 299 jobs
ADA: 1000+
Accessibility: 1000+
C++: 1000+
IT Security: 1000+
9. Why the Gap?
•Post-secondary IT programs update their
curricula every 4 to 5 years
•Curriculum standards boards – late in
adding accessibility as a component
• Association of Computer Machinery’s (ACM) –
added accessibility only in 2017
• ABET – just recently added accessibility
10. Why the Gap?
•Shinohara, Kawas, Ko and Ladner (2017) –
surveyed 1800+ faculty in Information
Technology & Information Science fields
• most critical barriers to teaching accessibility
• clear and discipline-specific accessibility
learning objectives
• the lack of faculty knowledge about
accessibility
• difficulty recruiting persons with disabilities
• difficulty engaging students
12. Survey Overview
• Target audience: Current students or recently
graduated students (up to 3 years) who have
taken tech, design, computer science or media
design courses
• Distribution: email invite sent to faculty at
colleges around the country to pass along to
programs and schools
• First round: beginning of the year
• Completed responses – first round: 88
• Second round: February to present – 114 total
14. 4. Were there topics related to Universal Design
and/or accessibility for persons with disabilities
addressed in a college-level course you completed?
15. 5. Please tell us the reasons why you did not take
any classes that addressed Universal Design or
accessibility topics
16. 6. Would you have been interested in taking
courses with these topics if they were offered?
17. 8. Was the primary focus of the course Universal
Design and/or accessibility or were these topics a
component of a course with a broader scope?
18. 9. On a scale of 1 to 5, with 1 indicating “no value” and 5
indicating “crucial,” please rate the usefulness of taking a
course with topics that included Universal Design and/or
accessibility.
19. 10. Were there any topics included in the material on Universal
Design or accessibility that you found to be particularly
valuable?
31. SurveyTakeaways
• May be a significant number of students interested in
Universal Design and accessibility topics but unable to
take courses
• At least based on the respondents who took this survey,
courses with these topics are highly valued.
• Colleges and universities would likely find an enthusiastic
response if they offered more courses with these topics.
• Including courses with these topics has notable work or
career benefits.
• For those teaching courses, the responses provide
guidance on what topics or class activities students find
the most valuable.
32. Resources to Introduce and Convey
Accessibility Issues
• WAI – Accessibility Perspectives
• https://www.w3.org/WAI/perspectives/
33. Resources to Introduce and Convey
Accessibility Issues
• WAI – How people with disabilities use the web
• https://www.w3.org/WAI/intro/people-use-
web/stories
34. Real examples of individuals using
AssistiveTechnology
•Tommy Edison – the Blind Film Critic
• https://www.youtube.com/watch?v=c0nvdiRdehw
•S—t people say to blind people
• https://www.youtube.com/watch?v=4uk8pwEHMBE
36. 7. When happy
with your
settings, either
tap Accessibility
in top left of the
screen or press
your device’s
Home to return
to the Home
screen.
iPhone
37. 5 Popular Accessibility Features
1. Magnification
2. Text to speech
3. Negative colors/Color
adjustment/Invert
4. TalkBack/Voice Assistant
5. Interaction Control
Android
Using talkback gestures:
http://www.apps4android.org/?p=4147
38. Books & Curriculum Material
• AWeb for Everyone: Designing
Accessible User Experiences
• Norman, David A.The Design of
EverydayThings (2002).
• InterACT with Web Standards: A
holistic approach to web design,
Anderson, et. al.
40. Aspects of Course that particularly
effective at promoting UD
• Demographic assignment
• Emphasis on multi-faceted benefits – mobile,
SEO, etc.
• AT User Interview
• Use of screen reader and other evaluation tools
• Opportunity for them to redesign a site of their
choice
41. No BookVersion
WAI – How people with
disabilities use the web
https://www.w3.org/WAI/i
ntro/people-use-web/
Universal Design for
Digital Media (eBook)
http://www.uduc.org/res
ources.php
42.
43. Teach Access - Initiatives
• Include accessibility in tech job requirements
• Conduct faculty training
• Provide guest speakers from tech companies for
the classroom
• Develop training tutorials on accessibility
Other Resources / Projects
45. W3C WAI Resources
•Before and After Demonstration (BAD)
•Web AccessibilityTutorials
•Developing Presentations andTraining
•Business Case for Accessibility
Other Resources / Projects
46. W3C WAI Resources
•Business Case for DigitalAccessibility -
https://www.w3.org/WAI/business-
case/#groups
Other Resources / Projects
47. W3C WAI Resources
•WAI developed curricula – in development
https://w3c.github.io/wai-
curricula/curricula/introduction/
Other Resources / Projects
48. UDUCTrack at AHG 2018
(Videos & Audio)
• Teaching Accessibility: Case studies of courses that
include accessibility topics in their curricula
• http://bit.ly/casestudies_AHG
49. UDUCTrack at AHG 2018
(Videos & Audio)
• Access videos and audio from any day of the schedule
• https://accessinghigherground.org/schedule-2018/#cs_2018-11-
16
50. Promoting the Integration of UD Content into
University Curriculum (UDUC)
Other Resources / Projects
51. Promoting the Integration of UD Content into
University Curriculum (UDUC)
Other Resources / Projects
52. Promoting the Integration of Universal
Design into University Curricula (UDUC)
Opportunities for Collaboration
• Sharing of Resources
• E-text book
• Joining UDUC network/mailing list -
http://uduc.org/faqs.php
• Distributing surveys to students – benefits of
taking classes with Inclusive Design and
accessibility topics
53. Accessing Higher Ground
Conference
Basics of Inclusive Design for Online Education
• https://www.coursera.org/teach/inclusive-design/
Free Coursera MOOC
Accessible Media, Web &Technology
•November 18 – 22, 2019
•Westin Hotel - between Boulder & Denver
•http://accessinghigherground.org
•RFP: due April 19, 2019