balancing pedagogy, interactivity, and accessibility: a faculty-it support partnership (176860652)
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7/27/2019 Balancing Pedagogy, Interactivity, and Accessibility: A Faculty-IT Support Partnership (176860652)
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Universal Design for Learning in Higher
Education
Kara Zirkle, IT Accessibility Coordinator, Assistive Technology
Initiative Office
Balancing access with
innovation…
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Assistive Technology Initiative
MissionTo help provide individuals with disabilities an
accessible university environment by supporting
access to all technological, architectural, and educationalresources available at George Mason University through:
n the incorporation of assistive technologies
n the provision of technical support
n and the development of university-wide strategies for
universal access.
7/27/2019 Balancing Pedagogy, Interactivity, and Accessibility: A Faculty-IT Support Partnership (176860652)
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Statement of the Problem
n Increasing numbers of student’s with disabilities enteringhigher education
n Greater implementation of online/e-learning technologies in
higher education classrooms
n Some of the issues...
n TechSmith Camtasia vs. Adobe Captivate
n Interaction vs. Accessibility – How do you find a middle ground?
n Designing: Compatibility of Technologyn Document and 3rd party tools and Website Accessibility
n Inaccessible e-learning technologies (i.e., LMS, supplemental
materials) implemented in the classroom
n Videos not captioned and/or audio-described at beginning of course
n Inaccessible course textbooks
7/27/2019 Balancing Pedagogy, Interactivity, and Accessibility: A Faculty-IT Support Partnership (176860652)
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Universal Design for Learning
n Universal Design for Learning (UDL) encourages three
basic principles (“Universal Design for Learning | K12
Academics,” n.d.):
n Multiple means of representation to give learners various ways of
acquiring information and knowledge,
n Multiple means of expression to provide learners alternatives for
demonstrating what they know, and
n Multiple means of engagement to tap into learners' interests,
challenge them appropriately, and motivate them to learn.
7/27/2019 Balancing Pedagogy, Interactivity, and Accessibility: A Faculty-IT Support Partnership (176860652)
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HOW ARE WE WORKING TO IMPLEMENT UDL?
What we did – Accessibility Makeover
• ATI was able to caption videos and
provide a link to an accessible YouTube
video.
• Links to captioned and non-captioned
videos were provided in the modules
allowing for a Universal Design for learners to choose the desired format.
Interactive quizzes were used in Camtasia
so to provide similar experience the
content was provided in a way that the
students used the LMS quiz rather than
the built in quiz feature of the screen
capture.
• Document accessibility was addressed by
checking Microsoft Word, PPT and Adobe
PDF documents using Build-in
accessibility.
• Resources were made available so
students could change document formats
using free conversion to meet the desired
format for accessibility.
After Accessibility was implemented
During the Meeting we covered:
• The process of captioning and how
many videos would need to be
captioned.
• Accessible video players (YouTube)
• Differences between Camtasia or
Captivate and the Pros/Cons of each
• Document accessibility
• Course Modules and how to make them
interactive yet accessible
Most importantly since we reviewed the
course mid-way through creation:
• Reviewed areas and discussed ideas on
how to build in accessibility WITHOUT
re-creating the entire course.
Before Accessibility was implemented
21
7/27/2019 Balancing Pedagogy, Interactivity, and Accessibility: A Faculty-IT Support Partnership (176860652)
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Baseline Design Considerations for
Accessible Course Materials
Visual Impairments:
n Provide descriptions for all meaningful graphics (images, charts,
graphs, SmartArt, objects)
n Provide descriptions for videos where visual content is important
to understanding subject matter.
n Use simple tables. when possible
n Choose applications that support keyboard navigation and are
compatible with screen readers
Hearing Impairments:
n Provide captions all videos
n Provide transcripts for audio only
Cognitive, Neurological Impairments:
n
Use consistent navigation, tab order, appropriate language level
7/27/2019 Balancing Pedagogy, Interactivity, and Accessibility: A Faculty-IT Support Partnership (176860652)
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Summary of AccessibilityReview Process
As a result, the course is now designed so that not only students with
disabilities can access the material, but also ESL students can benefit
from captioned videos and transcripts, non traditional learners can choose
between viewing PPTs or listening to videos and mobile users can access
material of their choice based upon the internet connection at that time.
Discussed
alternatives with
faculty to include
accessibility
Tested course
areas for
accessibility
Met with faculty
member to
discuss course
design
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Common Resources used for
Accessibility
n PC Microsoft Office 2010-2013 use the
built in Accessibility Wizard
n Use PDF Read Out Loud on AdobeReader to see if the document will r ead
correctly
n Use Mac Text to Speech or VoiceOver tosee if the document will read correctly
n Test Websites for Accessibility - Wave
n Free document conversion Sensusaccess
What you can do as a Faculty member with technology you already have
7/27/2019 Balancing Pedagogy, Interactivity, and Accessibility: A Faculty-IT Support Partnership (176860652)
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Contact Information
Kara Zirkle, IT Accessibility
Coordinator
Email: [email protected]
Phone: 703-993-9815
For more information please visit
our websites:
n ATI Office: http://ati.gmu.edu
n Web Accessibility Information:
http://webaccessibility.gmu.edu