applying universal design to improve accessibility online (166227770)

7/29/2019 Applying Universal Design to Improve Accessibility Online (166227770)

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Center for Distributed Learning

Amy Sugar

Nancy Swenson

EDUCAUSE SE May 2013

http://goo.gl/x3J IJ

http://goo.gl/x3JIJ

http://goo.gl/x3JIJ




• Context of online learning at UCF

• Accessibility Support Model for Online Courses

• Incorporating Universal Design principles toimprove the accessibility of online courses




• 1996 – enrollment 26,325

• First online course delivered at UCF

• 2011 – enrollment 58,508

• 27,000 took at least one web or video–based course• 13% students took at lease one fully online course

• 29% of UCF’s SCHs are generated online

• 2012 – enrollment 59,509

• 28,960 took at least one web or video–based course

• 14% students took at lease one fully online course

• 33% of UCF’s SCHs are generated online




Number of Students Registered with SDS at UCF by Year




Disability Category Fall 2004 Fall 2011

Attention Deficit 129 316

Learning Disability 125 311

Hearing Disability 20 43

Mobility Disability 42 37

Physical Disability 27 89

Speech Disability 4 4

Visual Disability 23 39

Multiple Disabilities 68 227


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• Accommodations

• Face to face – clear plan and procedures

• Online – new way of providing accommodations• How and by whom was no longer clear

• Requests handled on case-by-case basis

• Increase in multimedia elements

• Systematic process was needed



• Senior level campus administrators• Meetings to identify roles and responsibilities

• CDL

• Researched what others were doing• Created a CDL Accessibility “Big Picture” Group

• Identified media used by faculty online and typicalaccommodations requested

• Identified internal workflow

• SDS• Involved and consulted throughout



• Enable faculty to apply Universal Design for Learning

(UDL) principles when developing new online courses

• Address the needs of diverse learners

• Less time spent retrofitting courses when accommodation

requests are received

• All students benefit (e.g., ESOL students benefit from video

captions)



• Proactive approach to address diverse student population

• Physical differences

• Visual differences

• Cognitive differences

• Hearing differences

• Learning differences

• Attention differences

• Age differences

• Language differences



• Required

• IDL6543 - to design and develop an M or W course

• ADL5000 - to teach an M or W course

• Optional

• Faculty Seminars in Online Teaching

• Tech Time

• Instructional Design Consultations• Faculty Center for Teaching and Learning sessions

http://teach.ucf.edu/professional-development/faculty-seminars/





• Addressed throughout the course

• Online module on accessibility and UDL

• Project based course: Build Your Course Activities

• Content, interaction, assessment

• One-on-one consultations with instructional designer

• Module and Course rubrics

• Peer Review

http://teach.ucf.edu/pedagogy/design-of-an-online-course/evaluation/





• Use the most accessible materials when possible (e.g., HTML)

• Format course materials to improve accessibility (e.g.,headings, alt text)

• Formatting Guidelines

• Search for materials that are in an accessible format (e.g.,videos with captions)

• Keep accessibility and UDL in mind when choosing multimediaelements

• Include a Syllabus statement related to accessibility andidentify resources available to students

http://teach.ucf.edu/resources/document-formatting-guidelines/





• UCF Provost letter

• Sent annually to raise awareness and identify support

services

• Teaching Online Resources• Accessibility Tips

• Creating Accessible Course Content

• Professional Development

http://teach.ucf.edu/files/2011/02/ADA_Letter_from_Provost.pdf

http://teach.ucf.edu/resources/accessibility-tips/

http://teach.ucf.edu/resources/creating-accessible-course-content/







• Legacy Courses and Faculty

• Attended faculty development years ago

•Designing and developing courses for years

• Adding their own content including media that has

developed over the years




• Address in two ways

• Faculty member requests course review for accessibility

• Instructional Designer recommends course review for

accessibility

• Services offered

• Accessibility Evaluation of Content

• Performed by Usability Checker

• Report provided to ID

• ID and Faculty member come up with a plan




• CDL developed accommodation workflow

• Identified tasks and responsibilities of CDL, SDS, faculty

• Identified CDL teams that would make the

accommodations

• Identified a point person within CDL to oversee and

coordinate all efforts inside and outside the unit

• Identified one team to coordinate all accommodation

efforts (within CDL and with SDS)




• More efficient in meeting the needs of Students withDisabilities

• Improved Communication Across Campus

• Within CDL

• With all units who support faculty

• Benefits of regular meetings

• Identify potential problem areas

• Improve processes

• Increase efficiency

• Increased Faculty Awareness




• UCF Provost letter

• Accessibility Tips

• Creating Accessible Course Content

• Formatting Guidelines

• IDL6543 Module and Course rubrics

• Faculty Seminars in Online Teaching

• Professional Development Pathways








http://teach.ucf.edu/professional-development/pathways/

http://teach.ucf.edu/professional-development/pathways/

















• DO-IT

• Universal Design in Education: Principles and Practices

• Checklist for Inclusive Teaching

• The Center for Universal Design in Education

• CAST • UDL Wheel

• UDL Guidelines Version 2.0

• WebAim

• CANnect • Seven Principles of Universal Design

• EnACT UDL Syllabus Rubric

http://www.washington.edu/doit/CUDE/ude_onlinetut.html

http://www.washington.edu/doit/Brochures/Academics/ud_edu.html

http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html


http://www.cast.org/

http://udlwheel.mdonlinegrants.org/

http://www.udlcenter.org/aboutudl/udlguidelines

http://webaim.org/

http://www.cannect.org/accessibility-tips.html

http://projectone.cannect.org/universal-design/seven-principles.php

http://enact.sonoma.edu/content.php?pid=218878&sid=2032318

http://enact.sonoma.edu/content.php?pid=218878&sid=2032318

http://projectone.cannect.org/universal-design/seven-principles.php

http://www.cannect.org/accessibility-tips.html

http://webaim.org/

http://www.udlcenter.org/aboutudl/udlguidelines

http://udlwheel.mdonlinegrants.org/

http://www.cast.org/


http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html

http://www.washington.edu/doit/Brochures/Academics/ud_edu.html





Amy [email protected]

Nancy [email protected]

Presentation and resources available at http://goo.gl/x3J IJ

mailto:[email protected]


http://goo.gl/x3JIJ

http://goo.gl/x3JIJ



applying universal design to improve accessibility online (166227770)

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