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Accessibility of Distance Education: Evaluating the Impact of AT & UD
Roger O. Smith, PhD, RESNA Fellow
Aura Hirschman, MS, CRC
Carly Golden, BS
View: Presenter’s Options, Including Universal Access Features
Or: Begin Presentation
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 2
Workshop Overview
I. R2D2 Center & Existing Materials
II. Practical Application & ExamplesIII. Introduction to DETA & GoalsIV. DETA Goal 7V. DETA Tool DevelopmentVI. Next StepsVII. FeedbackVIII. Wrap up
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 3
I. Rehabilitation Research Design & Disability (R2D2) Center
What lead to our participation in the DETA Project?
3 MODEL DEMONSTRATION PROJECTS TO IMPROVE
THE QUALITY OF HIGHER EDUCATION FOR STUDENTS WITH DISABILITIES
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 4
I. R2D2 Center Existing Materials
1. Project IMPACT – Strategies to integrate
assistive technology into the post-secondary setting
2. ACCESS-ed – Universal Design in Education
with resources for accessibility and measurement of
accessibility, a website, and campus infusion
strategies (DARCs)
3. UD ITEACH - Documenting accessibility
barriers, diagnosing institutional needs, and
Identifying accessibility and usability issues in
existing and emerging educational technologies
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 5
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 6
II. Practical Application & Examples
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 7
II. LMS
A learning management system (LMS) is a software application for the
administration documentation tracking reporting delivery
of electronic educational technology (also called e-learning) education courses or training programs (e.g. Moodle, D2L, Blackboard, etc.).
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 8
II. KEY ISSUES in the ACCESSIBILITY OF DISTANCE EDUCATION (DE)
Accessibility of the learning management system (tasks)
Accessibility of the actual course content (and delivery) (interventions)
Skill of the student in using (the technology and) their assistive technology (demographic)
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 9
II. Ten Simple Steps Toward Universal Design of Online Courses
1: Develop content first, then design.2: Provide simple, consistent navigation.3: Include an accommodation statement. 4: Choose CMS tools carefully. 5: Model and teach good discussion board etiquette.
Project PACE - http://ualr.edu/pace/tenstepsud/#top
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 10
II. Ten Simple Steps Toward Universal Design of Online Courses
6: Use color with care. 7: Provide accessible document formats.8: Choose fonts carefully.9: Convert PowerPoint™ to accessible HTML.10: If it's auditory make it visual; if it is visual make it auditory.
Project PACE - http://ualr.edu/pace/tenstepsud/#top
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 11
II. Examples in the Field
Students with alternative text accommodations PDF text to speech (Bad PDF, Good
PDF) Students can convert their own text
(using Read&Write Gold software)
Blind students using JAWS Use of updated software Skill set
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 12
III. DETA: Determining Access in Distance Education
“The National Research Center for Distance Education and Technological
Advancement (DETA) at the University of Wisconsin-Milwaukee, funded by
the U.S. Department of Education’s Fund for the Improvement of
Postsecondary Education, seeks to foster student access and success
through evidence-based, cross-institutional online learning practices and
technologies. Moreover, the DETA Research Center looks to identify and
evaluate effective course and institutional practices in online learning,
including competency-based education, specifically addressing
underrepresented populations.”
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 13
III. DETA: Determining Access in Distance Education- Objectives
1. Understand and determine distance education outcomes
2. Identify practices (instructional and institutional) that impact those outcomes
3. Conduct rigorous, interdisciplinary, and standardized research to identify outcomes and influences on all students, including those with disabilities.
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 14
III.DETA Goals
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 15
IV. DETA Center- Goal 7
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 16
IV. DETA Center- Goal 7
“Goal 7, specifically, aims to create tools to prompt educators to incorporate and evaluate the level of accessibility components built into their designs and to develop the infrastructure to tease out, not only what works, but what works and what doesn’t, for students with disabilities.”
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 17
IV. DETA Center- Goal 7
Activity 1: Embed disability specific questions/data fields within research instrumentation
Activity 2: Create curricular disability accessibility assessment tools
Activity 3: Identify which interventions impact learning for which types of disabilities
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 18
V. DETA Tool Development
Developing taxonomies:
1. Demographics
2. Student Tasks
3. Accessibility Interventions (UD)
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 19
1. Demographics
Understanding the student background What type of impairment/disability? How severe is the impairment/disability? What AT/other interventions are they
implementing to manage their disability?
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 20
1. Demographics- Minimal Data Set Excerpt
Visual Impairment Hearing Impairment Intellectual Impairment/Learning
Disability Psychological Disorder Upper Extremity Impairment Lower Extremity Impairment Overall Body Impairment (e.g.
fatigue/weakness) Mobility Impairment Language Impairment (expressive or
receptive) Sensory Impairment/Environmental
Sensitivity Behavioral Limitation Blindness Deafness
Technology & Modifications Vision and Reading Aids
Auditory/speech output devices
Screen readers Optical character
recognition (OCR) systems
Screen magnifier/enlarger
Manual/electric page turners
Speaker phone Audio textbooks
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 21
1. Demographics- Scoring Scale
Scale: Application to myself Question: This descriptor
applies to me Always (2) Sometimes (1) Does not apply (0)
Scale: Impairment level Question: This impairment
significantly affects me Always (2) Sometimes (1) Does not affect me (0)
Scale: Level of modification Question: I use this
modification/assistive technology Always (2) Sometimes (1) Never (0)
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 22
2. Student Tasks
Understanding what is required of a DE student in order to be successful Required Course Activities Course Management Skills Tasks required for all students (not specific
to a student with a disability)
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 23
2. Student Tasks- Minimal Data Set Excerpt
Course Activities Types of instructional media delivery (direct
& indirect) Slideshows Audio Files Readings Videos Website links
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 24
2. Student Tasks- Scoring Scale
Scale: Level of requirement of activity Question: In this course, this activity
was required Always (2) Sometimes/electively (1) Never/not used/not applicable (0)
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 25
3. Availability of Accessibility Interventions
Understanding UD interventions utilized in a course to make it more accessible for all students Time interventions Media interventions Social interventions Motor interventions
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 26
3. Availability of Accessibility Interventions- Minimal Data Set Excerpt
Media Visual media alternatives
Pictures, illustrations, photographs, diagrams, documents, and other static information
Readings and other static text information Materials screen reader compatible Font sizes alterable Readings Optical Character Recognition (OCR) compatible Textbooks provided in electronic format Braille screen display/printer output compatible
Pictures, illustrations, and other static non-text information Equivalent text descriptions (EqTD) provided for pictures,
graphics
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 27
3. Availability of Accessibility Interventions- Scoring Scale
Scale: Availability Question: In this
course, this intervention was available Always (2) Sometimes/only upon
request (1) Not available/do not
know (0) Not applicable (question
not scored)
Scale: Usage Question: In this
course, this intervention was used Always/consistently (2) Sometimes (1) Not used at all (0)
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© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 28
VI. Next Steps
Minimal Data Set taxonomies into scorable assessments- for students
Full taxonomies for thorough assessment tools
Accessibility and Universal Design Information Tool (AUDIT) development
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 29
VII. Feedback
Evaluate Minimal Data Sets What’s missing?
What AUDITs need to be developed specifically for DE?
What direction does accessibility in DE research need to be going?
What tools should we develop to determine access in DE?
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
Questions?
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© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu 31
Resources- Universal Course DesignEquity and Excellence in Higher Education's Universal Course Design (UCD) Web site
http://www.universalcoursedesign.org/home
Universal Course Design Tutorials
http://www.universalcoursedesign.org/ucd-tutorials (Copyright, the University of Massachusetts Boston. The Equity and Excellence in Higher Education project is funded by the US Department of Education, Office of Postsecondary Education (P333A050051). The contents of the website do not necessarily reflect the official position of the US Department of Education.)
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Making Online Teaching Accessible (2010) - Norman Coombs
© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
Acknowledgement
The DETA Center and this work are supported in part by the U.S. Department of Education, grant number 1894-0006. The opinions contained in this publication are those of the grantee and do not necessarily reflect those of the U.S. Department of Education and the University of Wisconsin-Milwaukee.
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© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
R2D2 Center Contact Information
Web: www.r2d2.uwm.edu Email: [email protected] Voice: (414) 229-6803 TTY: (414) 229-5628
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© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
Copyright
Presenters may choose to use these slides as a stand alone presentation or use all or a subset of the slides in another presentation.
Slides may be displayed and duplicated, as long as the copyright information and credit to the authors is maintained.
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© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
Presenter Options: Including Universal Access Features
The “speaker notes” function in PowerPoint is used as a universal access feature. The speaker notes contain long text descriptions of
the graphics, because it was not feasible to do this with PowerPoint’s ALT text function to provide access for people with disabilities, including vision and cognitive impairments.
The notes can also be used to prepare a presenter for delivering the slides.
Where graphics repeat, the descriptions for graphics only describe what has changed from the previous slide.
Unfortunately, current versions of the free PowerPoint Viewer do not support “speaker notes.”
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© 2012 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
Presenter Options:Viewing Speaker Notes
Using the “Slide Show” view In Windows, right click on the slide in use or use
the context key to bring up the menu, and then select “speaker notes”
On a Mac, using Ctrl + Click on the slide and select “speakers notes” from the menu.
The notes can also be seen as a part of the “Normal” view or directly by using the “Notes Page” view.
When in “Normal” view, F6 can be used to switch between the slide, notes, and outline panes respectively.
• Go back to the opening presentation slide
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