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Universal Design for Accessible Online Courses Presented by Adelina M. Villanti Intern, Student Disabilities Services Supervised by Dr. Carolyn Fallahi

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Fall 2018 ~50 online classes ~200 hybrid classed About 5000 Students taking online classes

This coming fall 2018 CCSU is offering around 50 completely online classes and about 200 hybrid courses. Hybrid classes are a combo of in class and online content. If you estimate it at a conservative 20 students per class that’s about 5000 students taking classes online. That doesn’t even count the number of students enrolled in in- class courses that require blackboard.

+ Struggles for Students with Physical and Psychological Disorders

In any given class theses students may struggle with visual and hearing impairments, physical or motor function limitations, as well as wide variety of mood, behavior, or learning disabilities.

+ Accommodations

Visual Impairments •  Readers •  Magnificati

on Software

•  Alternative Formats

Auditory Impairments •  Speech to

Text Software

•  Note taker/Interpreter

Physical Limitations •  Extra Time

Psychiatric Disabilities •  Distraction

Reduced Areas

•  Flexibility

+ Reasons for Studying Online

n Flexibility

n Limited Interactions

n More time with materials

n Personal agenda

There has been a recent surge in students with disabilities enrolling in online courses. In a study conducted in 2015 by Susana Verdinelli and Debbie Kutner , students and students with disabilities alike were asked why they chose to enroll in online courses:

+ Real Life

n Flexibility n  Physical Disabilities

n  Not having to sit in class at certain times

n  Allowed to sit, walk or rest

n More time with materials n  Learning disabilities

(dyslexia, reading, writing) n  more time to read and turn

in assignments

n Limited Interactions n  Physical and Psychological

(autism, wheelchair bound) n  Stigma avoidance n  Reduces anxiety n  Less communication

n  Individual agendas n  Physical and Psychological

(PTSD, Autism, Cancer) n  can choose how they

interact and engage in class

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Introduction to Universal Design

+ What is Universal Design?

Accommodating the widest variety and number of people throughout the lifespan

+ Universal Design In Education

6% over 40

33% Ethnic Minority

In education, Universal Design is about meeting the needs of a growing diverse population, that includes not only students with disabilities, but those of all ethnic groups, social classes and ages

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Reasons for Studying Online for Students without disabilities: Location - not having to commute Family - balancing children, family and school Flexibility – allowed to make their own schedule

+ Components of Universal Design for Instruction

Equitable Use

Flexibility in Use

Simple and Intuitive

Perceptible Information

Tolerance for Error

Low Physical Effort

Size and Space for Approach and Use

+ Additional Components n Disabilites, Opportunities, Internetworking and

Technology (DO-IT) n  A Community of Learners- promoting interaction and

community among students and between faculty n  Instructional Climate- designed to be welcoming and inclusive

n Center for Applied Special Technology (CAST) n  Multiple means of representation- various ways of acquiring

knowledge n  Multiple means of action and expression- alternatives for

demonstrating knowledge n  Multiple means of engagement- offer challenges and

increase motivation

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Universal Design for Learning Developed in Massachusetts out of concepts from neuroscience

+ Multiple Means of Representation

Syllabus Multimedia Study Guides

+ Syllabus n  Consider making an introductory video:

n  Introduce yourself n  Cover the objectives of the course

n  Show how objectives will directly relate to assignments n  Clearly state your expectations for the class and students n  Give a tour to show the critical features of the online course n  Consider adding additional means of communication such as

frequented professional social media

n  For hard copy syllabi: n  Font is no smaller than 12pt. n  Use a readable font n  Include both bold and color to add emphasis

+ Multimedia n  Include a variety of materials that are accessible:

n Textbooks n YouTube n Blogs n Presentations n Screencasts of lectures n Audio recordings

n Make sure all videos are closed captioned or transcribed

n Consider adding descriptions to photos

+ Multiple Means of Engagement

Variety of type of Discussions

Variety of Homework Assignments

Study Strategies

+ Variety of Engagement n  In course materials

n  Include small group and whole group discussions; stimulate debate

n Use screencasts for lectures n  Include videos

n  In assigned materials n Readings n Exercises n Group projects n Wed searches

+ Multiple Means of Expression

Variety of Assignments

Use of word processing software

Choice in graded assignments

Sufficient time on exams

+ Variety on Assignments

n Graded Assignments n Papers n Exams n Homework assignments n Presentations or videos

n Exams n Exam n Final paper n Presentation n Website

+ What’s Important to Students in Online Courses?

n  Highly Valued n  Email Communication with

Instructor n  Online Grade book n  Instructor Feedback during

and after assignment due

Reduce the number of

team assignments

Increase availability of instructions

and scaffolds

Incorporating instant

messaging

Keep online grade book updated.

Recommendations: n  Not as Valued n  Face-to-Face Meetings n  Scheduled Meeting

Times n  Threaded Discussions n  Team Assignments n  Biography Page

+ Important Elements of Online Class Design

Provide multiple formats of materials

Provide varied course

assignments and graded projects

Make syllabi clear and concise

Include an introduction page to course design

Make consistent weekly or topical

folders

Only include content and assignments

pertinent to course objectives

Encourage student-faculty

contact Incorporate multimedia

Make sure all documents and

media are accessible

+Universal Design in action Blackboard Learn

+ Example of Consistent Structure

+ Use of Narrated Syllabus and ADA Compliant Syllabus

+ Examples of Consistent Scaffolding

+Multiple Means of Representation Use of narrated powerpoint, close captioned video, readable PDF

+ One Step at a Time n Universal Design takes time

n Start with what can be made accessible now n Readable PDF’s n Font 12pt n Readable fonts n Colors and bold for emphasis n Consistent headings and structure n Use WAVE web accessibility tool

n Reorganize online interface to be consistent and structured

n  Incorporate multimedia n Substitute readings for video n Record a lecture

+ Resources at CCSU

n  IDTRC – Instructional Design and Technology Resource Center n Training: Blackboard Learn, Microsoft, Camtasia n Training schedule is on IDTRC website

n Located on 3rd floor of the library

+ Helpful Websites

n  CAST Website n  Universal Design Learning in Higher Education

n  National Design Center for Learning

n  Blackboard Accessibility

n  WAVE Web Accessibility Tool

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Questions?

+ Resources n  Brinkerhoff, J., & Koroghlanian, C. M. (2007). Online Students' Expectations: Enhancing the Fit between

Online Students and Course Design. Journal Of Educational Computing Research, 36(4), 383-393.

n  Chao, I. T., Saj, T., & Hamilton, D. (2010). Using Collaborative Course Development to Achieve Online Course Quality Standards. International Review Of Research In Open And Distance Learning, 11(3), 106-126.

n  Huang, X., Chandra, A., DePaolo, C. A., & Simmons, L. L. (2016). Understanding Transactional Distance in Web-Based Learning Environments: An Empirical Study. British Journal Of Educational Technology, 47(4), 734-747.

n  Linder, K. E., Fontaine-Rainen, D. L., & Behling, K. (2015). Whose job is it? Key challenges and future directions for online accessibility in US Institutions of Higher Education. Open Learning: The Journal Of Open And Distance Learning, 30(1), 21-34. doi:10.1080/02680513.2015.1007859

n  Moorefield-Lang, H., Copeland, C. A., & Haynes, A. (2016). Accessing abilities: Creating innovative accessible online learning environments and putting quality into practice. Education For Information, 32(1), 27-33. doi:10.3233/EFI-150966

n  Pittenger, A., & Doering, A. (2010). Influence of Motivational Design on Completion Rates in Online Self-Study Pharmacy-Content Courses. Distance Education, 31(3), 275-293.

n  Rao, K., Edelen-Smith, P., & Wailehua, C. (2015). Universal Design for Online Courses: Applying Principles to Pedagogy. Open Learning, 30(1), 35-52.

+ Resources n  Rowe, M. (2016). Developing Graduate Attributes in an Open Online Course. British Journal Of

Educational Technology, 47(5), 873-882.

n  Sapp, W. (2009). Universal design: Online educational media for students with disabilities. Journal Of Visual Impairment & Blindness, 103(8), 495-500.

n  Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of Instructors' and Students' Perceptions of the Effectiveness of Online Courses. Quarterly Review Of Distance Education, 11(1), 25-36.

n  Tobin, T. J. (2014). Increase Online Student Retention with Universal Design for Learning. Quarterly Review Of Distance Education, 15(3), 13-24.

n  Vitale, A. T. (2010). Faculty development and mentorship using selected online asynchronous teaching strategies. The Journal Of Continuing Education In Nursing, 41(12), 549-556. doi:10.3928/00220124-20100802-02

n  Verdinelli, S., & Kutner, D. (2016). Persistence factors among online graduate students with disabilities. Journal Of Diversity In Higher Education, 9(4), 353-368. doi:10.1037/a0039791