Monthly Workshop Series15 November 2018

ACCESSIBILITY AND UNIVERSAL DESIGN FOR

LEARNING (UDL)

PRESENTER

GALEN DAVISDirector of Faculty Development The Learning House

LEARNING OBJECTIVESBy the end of this session you should be able to:• Identify the primary laws and standards that apply to accessibility in online

education.• Describe how UDL takes a broader approach to “accessibility.”• Explain how to incorporate multiple means of representation into the

online postsecondary classroom environment.• Explain methods of incorporating multiple means of action and expression

into the online postsecondary classroom. • Identify various ways to engage students based on learning preferences

and motivation.

AGENDA

1. Laws and Standards2. UDL: The Basics3. The Recognition Network4. The Strategic Network5. The Affective Network

1. LAWS AND STANDARDS

US REHABILITATION ACT: SEC. 504

• Prevents discrimination

• Requires reasonable accommodation

US REHABILITATION ACT: SEC. 508

• Added to address growing reliance on technology

• Related to government procurement process

• Represents a societal obligation to ensure access

THE AMERICANS WITH DISABILITIES ACT (ADA)

• Defines “person with a disability”

• Requires accessibility of:

– Public facilities

– School programs

• Results in a “proactive obligation”

WEB CONTENT ACCESSIBILITY GUIDELINES (WCAG)

• Designed by the Worldwide Web Consortium (W3C)

• Lists accessibility standards

• Has 3 levels of compliance– A

– AA

– AAA

Standard for higher education

VIDEO ACCESSIBILITY

• To meet AA standards, videos:

– Must include captions

– Must include an audio description ORadequately describe all visuals with narration

Source: World Wide Web Consortium. (2018, June 5). Web content accessibility guidelines (WCAG) 2.1. Retrieved from https://www.w3.org/TR/WCAG21/

STRATEGIES TO PROACTIVELY ENSURE VIDEO ACCESSIBILITY

• Write scripts

• Script/narrate every piece of relevant visual information

• Read your script out loud

2. UDL: THE BASICS

WHAT IS UDL?

• Instructional design framework• Acknowledges individual students’ preferences• States that preferences arise from:

– Disabilities– Cultural differences– Preferred methods of communication– Past educational/life experiences

UDL GOES BEYOND ACCESSIBILITY

• Accessibility– ensures adherence with the law

– focuses specifically on students with disabilities

• UDL– is a framework for a flexible learning environment

– focuses on the learning differences of all students

DESIGN FOR THE MARGINS

• The “average” student is a myth

• Focus on the ends of the learning spectra

Learning Preferences

Verbal Visual

Active Reflective

Sequential Global

Sensory Intuitive

Theoretical Concrete

“Average”

UDL NETWORKS

1. Recognition network– Representation of materials

2. Strategic network– Skills and strategies

3. Affective network– Caring and prioritizing

Provide multiple means of representation

Provide multiple means of action and expression

Identify engagement methods based on learning preferences and motivation

3. THE RECOGNITION NETWORK

MULTIPLE MEANS OF REPRESENTATION

• Students must be able to perceive information

• Different students value different formats

INCLUDE ALTERNATIVE REPRESENTATIONS

• Consider developing equivalent variations– Audio, video, text, graphics, etc.

• Must be equivalent• Strategies:

– Include during course enhancement– Focus on “pain points”– Leverage OERs

SCAFFOLD SKILLS AND KNOWLEDGE

• Develop a course map• Gauge student knowledge,

misinformation, and bias– Prior knowledge assessments– Introductory discussion threads

• Point out links between information directly– Module introductions

PROVIDE CONTEXT

• Review– Activate prior knowledge

• Preview– Provide guidance on consuming the material

• Motivate– Connect it to the real world or future content

4. THE STRATEGIC NETWORK

MULTIPLE MEANS OF ACTION/EXPRESSION

• Offer choices about how students demonstrate learning

• Ensure that you address the needs of all skill levels

• Intentionally address goal-setting

BE FLEXIBLE WITH YOUR ASSESSMENTS

• Consider the learning objective• Allow students to choose how they

demonstrate competence• Avoid discussing medium in

rubrics/instructions• Provide examples from previous courses• Include authentic assessments whenever

possible

SUPPORT THE NEEDS OF ALL

• Plan for variance in skill level amongst students

– Offer opportunities for remediation

– Offer opportunities to learn more if desired

TEACH GOAL-SETTING

• Encourage students to choose how to manage goalsetting process, e.g.:

– Paper based planner

– Checklists provided by instructor

– Online tools

5. THE AFFECTIVE NETWORK

A MODEL FOR MOTIVATION

Learning and Performance

LEADS TOGoal-

directed behavior

LEADS TOMotivation

Value

Expectancy

VALUE

Attainment value Intrinsic value Instrumental value

EXPECTANCY

Outcome expectancy Efficacy expectancy

HELPING STUDENTS IDENTIFY VALUE• Connect material to what students value

– Icebreaker/introductory activities– Current events

• Assign authentic tasks• Be flexible in your assessment descriptions• Demonstrate enthusiasm and encouragement

– Module introductions– Feedback

HELPING STUDENTS FOSTER EXPECTANCY• Build positive – but realistic – expectations

• Ensure awareness and availability of help resources

• Be clear in your goals and expectations

– Netiquette

– Rubrics

– Module size

• Offer opportunities for reflection

CONCLUSION

TAKEAWAYS

• Be aware of accessibility laws and guidelines, but leverage your instructional designer to ensure a proactive approach.

• Address the recognition network by:– Creating equivalent alternative representations of material

– Scaffolding skills and knowledge

– Providing context

TAKEAWAYS (CONT.)

• Address the strategic network by:– Allowing and encouraging alternative submissions for assessments– Offering supplemental and remedial materials– Encouraging students to plan and set goals

• Address the affective network by:– Enhancing perceptions of value (intrinsic, attainment, instrumental)– Building perceptions of expectancy (outcome, efficacy)

DISCUSSION AND QUESTIONS

GALEN DAVISDirector of Faculty Development and Video Production

ReferencesCAST. (2014, November 12). UDL guidelines: Theory and practice. Retrieved from

http://www.udlcenter.org/aboutudl/udlguidelines_theorypracticeMueller, J. (2016). Why use authentic assessment? Retrieved from

http://jfmueller.faculty.noctrl.edu/toolbox/whydoit.htmWorld Wide Web Consortium. (2018, June 5). Web content accessibility guidelines

(WCAG) 2.1. Retrieved from https://www.w3.org/TR/WCAG21/

gdavis@learninghouse.com