Sheryl Burgstahler sherylbuwedu Hadi Rangin hadir uwedu Sheryls First Online Course First online learning course at UW 1995 Coinstructor Dr Norm Coombs Title Adaptive Technology for People with Disabilities ID: 385789
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Slide1
Accessibility Training for Online Educators
Sheryl Burgstahler •
sherylb@uw.edu
Hadi
Rangin
•
hadir
@
uw.eduSlide2
Sheryl’s First Online Course
First online learning course at UW
, 1995
Co-instructor Dr. Norm Coombs
Title: Adaptive Technology for People with Disabilities
Technology: Email, discussion list, Gopher server, telnet, file transfer protocol
Mailed materials: publications, captioned & audio described VHS videosSlide3
Presentation objective
Compare and contrast two options for providing accessibility training to online learning
instructors,
content
developers,
& program administratorsSlide4
Factors
I
ncreasing
numbers of learning opportunities
delivered online & online tools
Increasing diversity on postsecondary campuses legislation to ensure equal access for people with disabilities world-widecivil rights complaints about inaccessible design of ITSlide5
A Goal for Online Learning
Courses & programs that
are welcoming to, accessible to,
& usable
by all potential students,
including those with
disabilities Slide6
Stakeholders
Students
Instructors
Online course designers
IT technical & support personnel
Disability service providersCampus leadersLearning management system (LMS) providersSlide7
Most Common Accommodations for Online Courses at UW
Alternate testing
extended
time, permission to use speech-to-text software like Dragon
Accessible instructional
materials audio books, accessible filesAvg 26k pages evaluated each quarter
Captioning
5.5 hours of video/
wk
= $10,395/quarterSlide8
Two Online Courses
Rutgers University
University of
IllinoisSlide9
Rutgers University
Instructor: Sheryl Burgstahler
Background
Target:
Online instructors, course designers, program administrators
Format: Online, asynchronous, universally designedLMS: eCollege
Length:
6
weeks,
noncreditSlide10
Prerequisites, Rutgers
L
ow level of technical expertise required
Students are
expected to
engage about 2 hours per weekSlide11
Student Objectives, Rutgers
D
escribe diversity, accommodations, potential IT/course access challenges & solutions, AT, UD, civil rights, legislation, accessible IT guidelines/standards
D
escribe accessible & usable design of online content
(e.g., for content design, web pages, multimedia, file formats)Be aware of roles & resources regarding the creation of accessible online coursesSlide12
Instructional Strategies, Rutgers
Modules with overview content & links to videos & resources
Discussions—post message & respond to at least one other message
Joint development of
webliography
Project, with extended time optionSlide13
Evaluation, Rutgers
Students reported gains in
knowledge
about access challenges, legal issues, & making
courses
accessibleStudents expect to apply what they learnedChallenges for instructor: wide variety of technology skills of students
materials not available in accessible format
c
overing so much content in 12 total hoursSlide14
University of Illinois
Universal Design for Online Learning
Instructors:
Hadi
Rangin, Marc ThompsonBackgroundTarget: Instructors & Course DesignersFormat: Online, asynchronous, universally designed
LMS: Moodle
Length: 8 weeks, 3 creditsSlide15
Prerequisites, Illinois
B
asic
familiarity with Word, PowerPoint,
& Adobe
Acrobat applications &, ideally, with an HTML authoring tool Plan to engage about 10 hours per weekSlide16
Students Objectives, Illinois
D
escribe UD principles
for online learning, how people with disabilities access
IT, & potential
accessibility/usability issuesDiscuss basic course considerations & best practices for distance learningDiscuss UD practices for the web
C
reate
usable
& accessible
content in HTML, Word, PowerPoint
& PDF Slide17
Instructional Strategies, Illinois
Modules with overview content & links to videos & resources, including “OPTIONAL” content
Discussions—post message & respond to at least one other message
Hands-on experiences in developing accessible content
ProjectSlide18
Evaluation, Illinois
S
tudents reported gains in
knowledge
Students demonstrated skills
in making courses accessibleStudents expect to apply what they learned
Challenges for instructors:
addressing issues related to wide variety of tech skills
students who do not engage 10 hours/weekSlide19
Lessons Learned
Model UD in the delivery of the course
An asynchronous mode offers flexibility
Tailor instruction to specific stakeholders & consider offering multiple short courses
Assign
projects relevant to student rolesMake expectations clear RE linked resourcesExpect variability in student technical expertise & give adequate individual supportSlide20
Resources
Sheryl Burgstahler,
sherylb@
uw.edu
Hadi
Rangin, hadir@uw.edu
>
AccessDL
www.uw.edu
/
doit
/programs/
accessdl