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Accessibility & Universal Design for Learning in Online Teaching

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Webinar with accessibility tips for online instruction, course development, inclusive teaching practices, and more.

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Accessibility & Universal Design for Learning in Online Teaching

  1. 1. ACCESSIBILITY & UNIVERSAL DESIGN IN ONLINE TEACHING
  2. 2. Your Presenters: Jacqueline L. Frank Instruction & Accessibility Librarian Dean Adams Director of CFE
  3. 3. OUTLINE • Why Accessibility Matters: Access as Success • Challenges to accessible online learning • Accessibility vs. UDL: What’s the Difference? • Accessibility best Practices • Live Demo in Word and D2L • Universal Design for Learning (UDL) best practices • Strategies for incorporating UDL: What does it look like in practice? • Universal Design Cheat Sheet from UIT • Captioning videos and presentations • More pedagogy strategies
  4. 4. WHY ACCESSIBILITY MATTERS: (CDC)
  5. 5. WHY ACCESSIBILITY MATTERS: CONT. (Access Lab) (Microsoft Inclusive Design Toolkit)
  6. 6. WHY ACCESSIBILITY MATTERS: EVERYONE BENEFITS • Accessibility Benefits Everyone • Curb cuts • Closed Captioning in noisy environments; to follow along in lecture • Automatic door openers • Listening to lectures or webinars while walking the dog
  7. 7. WHY ACCESSIBILITY MATTERS: ACCESS AS SUCCESS Student success hinges on access
  8. 8. CHALLENGES TO ACCESSIBLE ONLINE LEARNING • Switch to online was not optional in Spring 2020 • Time • New technology • Shift in thinking • Now I have to think about accessibility?! • and so much more! • Flip Side: Opportunities • Create materials and lessons that are more accessible from the start • Leverage reusable, accessible, online content
  9. 9. ACCESSIBILITY VS. UDL • What’s the Difference? • Accessibility has historically been about offering a [hopefully equal] alternative • UDL is about designing the experience to eliminate any barriers so an alternative is not needed
  10. 10. ACCESSIBILITY VS. UDL CONT. (The UDL Project)
  11. 11. ACCESSIBILITY BEST PRACTICES: WCAG 2.0 • WCAG 2.0 (Web Content Accessibility Guidelines) • Perceivable • Operable • Understandable • Robust • Levels: • A (minimum) • AA (most common) • AAA (highest standards) (WCAG 2.0)
  12. 12. ACCESSIBILITY BEST PRACTICES: CONT. • Perceivable* • Alt-text for images • Captions and Transcripts • Heading Styles • Table Headers • High Color Contrast • Color alone doesn’t convey meaning • Underline links *not a complete list; for a full list, see (WCAG 2.0 Checklist by WebAim)
  13. 13. ACCESSIBILITY BEST PRACTICES: CONT. 2 • Operable* • Keyboard Use Only • Descriptive Link Text • Understandable* • Clear, concise, language • Avoid or explain jargon • Spell out acronyms • Avoid abbreviations • Robust* • HTML Markup, to enhance compatibility with assistive technologies *not a complete list; for a full list, see (WCAG 2.0 Checklist by WebAim)
  14. 14. DEMO: CREATE ACCESSIBLE WORD DOCS • Headers • Alt-text • Descriptive Link Text, underlined • Color – Contrast & Meaning • Header Row in Tables • Accessibility Checker • Save as PDF
  15. 15. DEMO: CREATE ACCESSIBLE D2L CONTENT • Headers • Alt-text • Descriptive Link Text • Color – Contrast & Meaning • Header Row in Tables
  16. 16. UNIVERSAL DESIGN FOR LEARNING (UDL) “Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people.” –CAST • Eliminates barriers from beginning • Recognizes various learning styles • Offers options for students that fit their learning styles and preferences, including using assistive technologies (CAST UDL Framework)
  17. 17. UDL CONT. • CAST Guidelines • Engagement • “Stimulate interest and motivation for learning.” • Representation • “Present information and content in different ways.” • Action & Expression • “Differentiate the ways that students can express what they know.” (CAST UDL Framework)
  18. 18. UDL CONT. 2 • Engagement* • Involve learners in setting their own academic goals • Allow learners to participate in the design of assignments & activities • Facilitate self-reflection • Representation* • Offer alternatives for audio/visual information: captions & transcripts • Promote understanding across languages: avoid jargon, acronyms, & abbreviations • Action & Expression* • Optimize access to assistive technologies: Keyboard use, Headers, etc. *not a complete list; for a full list, see (CAST UDL Framework)
  19. 19. STRATEGIES FOR INCORPORATING UDL • What does UDL look like in practice? UDL Cheat sheet from UIT • Image description (alt text) on images = “what would you tell someone if you could not show the image?” • Headings are important! Don’t fake them with bold text • Link text should make sense on its own. click here = FAIL • Color. Do not rely on color alone to establish meaning • Convert documents to webpages, when possible. Use HTML pages, not PDFs, DOCX, PPT… • Transcripts and Closed Captioning must be used on videos and audio • Color contrast greater than 4.5 to 1. Contrast FAIL. (Universal Design Cheat sheet from UIT)
  20. 20. STRATEGIES FOR INCORPORATING UDL, CONT. • What does UDL look like in practice? Captions • Live Captions in PPT, Tips: • Describe what’s on the screen, to be included in the captions • Enunciate clearly • Speak loudly & close to mic • Limit background noise • Accents & speed of speech factor into accuracy of auto-captions • Captions for recorded video • Same tips as above • Chunk videos into smaller sections
  21. 21. STRATEGIES FOR INCORPORATING UDL, CONT. 2 • What does UDL look like in practice? Pedagogical strategies • Use questionnaires, ask about accessibility needs • Designate note taker for the class, or share your instructor/lecture notes • Cut extraneous material • Write clearly and succinctly • Avoid pronouns: “This section of the river,” “that region,” and “these nodules” are meaningless to students who can’t see what you’re referring to • Uniquely identify and annotate all figures and illustrations • If you use repetition, use it both deliberately and economically • Consider reducing screen time • Other suggestions from the audience: add to chat! (Moore, 2014. and Hamraie, 2020.)
  22. 22. RESOURCES • Hamraie, Aimi. "Accessible Teaching in the Time of COVID-19." Mapping Access, https://www.mapping- access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19?fbclid=IwAR3M- YVn9BiUvljVeGhEdu-Q0F28yPGXyMZfF6OvjoMDrEXaCu_ezIvkABk. Accessed 18, March 2020. • Moore, Emily A. " Improve Accessibility in Tomorrow's Online Courses by Leveraging Yesterday's Techniques." Faculty Focus, https://www.facultyfocus.com/articles/online-education/improve-accessibility- tomorrows-online-courses-leveraging-yesterdays-techniques/. Accessed 4 May, 2020. • “Remember Accessibility in the Rush to Online Instruction: 10 Tips for Educators.” National Deaf Center on Postsecondary Outcomes, https://www.nationaldeafcenter.org/news/remember-accessibility-rush- online-instruction-10-tips-educators. Accessed 5, May 2020. • Burgstahler, Sheryl. (2017) “ADA Compliance for Online Course Design.” EDUCAUSE, https://er.educause.edu/articles/2017/1/ada-compliance-for-online-course-design. Accessed 5, May 2020. • W3C resources for creating accessible presentations • MSU Web & Digital Communications Universal Design Cheatsheet • WCAG 2.0
  23. 23. CONCLUSION • MSU Library Research & Instruction Guide. • Video tutorials & Self-guided lessons that can be used as assignments • Additional webinars and resources for instructors • Links to the next guide with Accessibility Resources • MSU Library Accessibility & Instruction Guide. • Accessibility Best Practices & Resources • How to create accessible Word Docs and PDFs • Ask the Library. • Email us • Chat when we are online • Schedule virtual appointments
  24. 24. UDL SLIDES CHECK  Minimum 24 sans serif font  Use of bullets/numbers for lists  Correct reading order  Sufficient color contrast  Plain language  Alt Text for images  Descriptive links
  25. 25. THANK YOU! Questions?

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