1. UNIVERSAL DESIGN FOR
EDUCATIONAL
TECHNOLOGY:
Usable learning environments for all
students
2. Workshop Presenters
Web
tools Equity
Online
courses
Kelly Hermann, Lisa Rapple, M.Ed
Director, Office of Curriculum Instructional
Collegewide Disability Designer
Services SUNY Empire State College
SUNY Empire State College Center for Distance Learning
A shared vision for online
courses
3. Agenda for today…
Setting the stage
Legal landscape
Access matters…to ALL
Stocking
your toolbox
Common tools and potential pitfalls
Evaluating courses and tools
…and how do you fix the problems you find?
Some hands on practice
Resources
4. Please fill in the blank:
“But, Kelly, we have always
done our courses this way.
And ___ ___ _____ ____
__ _____ ______”
6. Part 1 Setting the stage
Legal mandates, recent cases and what we
now know we need to do to ensure
accessibility.
7. First, what are we talking
about?
Disability Major life activity
Results from a Those tasks or
medical, things we need to
psychological, or do on a daily basis
cognitive diagnosis to conduct the
business of life
Imposes a limit on a Examples –
person’s ability to reading, thinking, wa
perform one or more lking, breathing, lear
major life activities ning, etc.
8. Other definitions…
Functional Reasonable
accommodations
limitation
The restriction Modifications made
imposed by the to the course to
symptoms or allow a student with
manifestations of a disability to have
the disability equal access to the
The tasks a person learning activities
has difficulty and to demonstrate
completing because what he/she has
of the effects of the learned.
disability
9. Legal responsibilities…
Section 504 of the These require
Rehabilitation Act of institutions which
1973 receive federal funds
Americans with to ensure that all
Disabilities Act of 1990 courses, programs or
activities of the
ADA Amendments Act institution are
of 2008 accessible to students
Also, keep in mind any with disabilities.
applicable state
laws, such as the NYS All provide:
Human Rights Law Protection from
discrimination on the
basis of disability
Reasonable
accommodations
10. A note about Section 508
Section 508 does contain standards and
guidelines
HOWEVER –
They only apply to the websites and software
procurement plans of the federal government
UNLESS your state has adopted the 508
guidelines as state law. (NY has)
Be wary of those vendors who assure you their
product is 508 compliant
Additional guidance should be forthcoming
from the Department of Justice (ANPRM
closed, Jan. 2010)
11. Federal happenings…
Joint Dear Colleague Letter re: Ebook readers
http://www2.ed.gov/about/offices/list/ocr/letters/colleague
-20100629.html
Penn State – National Federation of the Blind
http://www.nfb.org/nfb/NewsBot.asp?ID=702&MODE=VI
EW
Google Apps – Northwestern, NYU
CA State Google accessibility project:
http://ati.calstate.edu/mod/book/view.php?id=280
Follow-up to Dear Colleague letter – FAQ document
http://www2.ed.gov/about/offices/list/ocr/docs/dcl-ebook-
faq-201105.html
12. Other communications…
Blinding Technology of Online Learning, Inside
Higher Ed
2010 EDUCAUSE: IT Accessibility Constituent
Group formed
5/2011 Inside Higher Education: Elaborating on
Online Accessibility
5/11 EDUCAUSE Blog posting: Developments to
Watch: Federal Accessible Instructional
Materials (AIM) Commission
My Conversion Experience on Accessibility, Inside
Higher Ed blog
13. Which disabilities are covered?
There are many ways that
a disability can impact a
student’s use of
Not just about technology:
Anxiety
those students
Social issues
who cannot
Side effects of medication
see or hear. Processing of language and
text
Comfort with independent
learning
14. What technology use is
covered?
Email to and from students
Online and blended learning courses
Course companion websites
Electronic files shared with students
Twitter feeds, blog sites, You Tube videos
Textbook companion websites
Google documents
Etc….
15. Part 2 Accessibility Matters… to
ALL
Universal Design for Learning –considerations
for course design when using Web tools.
16. Importance of design
“… the more a (design) needs to be
accommodated, the less universally designed
it is, because if it was well designed to begin
with for a broad array of students, it would not
need all those accommodations to make it
appropriate for these students who are
struggling.” -- Skip Stahl (CAST)
18. Why Universal Design?
A scientifically valid curricular
framework
A strategy for making decisions about
learning with web tools that plans for
diverse learners.
An impetus to provide the learner
multiple ways to access, participate
and progress in their learning.
19. What is Universal Design?
Architectural concept
developed by Ron
Mace, a wheel chair
user
His idea was novel in
1985.
Today, we don’t
recognize it when we
see it because it is so
much a part of our every
day lives.
Not just for individuals
with disabilities – all
benefit!
20. Seven guiding principles
•Equitable Use
•Flexibility in Use
•Simple & Intuitive Use
•Perceptible
Information
•Tolerance for Error
•Low Physical Effort
•Size & Space for
Approach & Use
21. The Curricular Framework of
UDL
Revolves around individual variability.
disability.
Encourages you to provide multiple ways
for:
Presenting content to the learner
Asking learners to present what they
learned
Engaging learners in learning activities
22. Presenting Content to the
Learner Curricular Framework: Representation
Design for All Learners:
PRACTICAL APPS: Key information is equally
WHO BENEFITS:
perceptibleAssists learners with: sensory
Provide variable features; text
size, volume, speed, zoom.
to all learners or
disabilities (e.g., blindness
Provide text Language/symbols/icons are
deafness); learning disabilities
equivalents, captions, visual/e (e.g., dyslexia); language or
clear.
motional descriptors for cultural differences, multiple
prosody. Pre-teach and embed learning styles.
support for
vocabulary, symbols, & BONUS: it allows all learners to
unfamiliar references within the make connections within, as well
text. Access competent read- as between, concepts.
aloud readers and Text-to-
speech software.
23. Learners present what they
learned Curricular Framework: Expression
Design for All Learners:
PRACTICAL APPS:
Allow alternative navigation
WHO BENEFITS:
Learners express their knowledge
or chats, web
interaction with tool.
through interactive web tools & social
media; discussion forums,
Assists learners with:
physical
design, annotation
tools, storyboards, Offer students a choice dysgr
comic disabilities, blindness,
strips, animation presentations aphia, or various kinds of
Allow learners to choose the multiple executive function
Support executive functioning
media; such as challenges.
text, speech, drawing, illustration, design,
film, music, visual art, or video that
suites their abilities. BONUS: Learners are
prepared with 21st century
Learners have the opportunity to choose
what best interfaces with their particular media skills and are
assistive technology. realistically challenged.
Give clear direction and deadlines.
Scaffold for planning and strategy
24. Learners engage in learning
activities
Design for All Learners: Curricular Framework: Engagement
PRACTICAL APPS: Recruit Interest BENEFITS:
WHO
Engage learners with
Sustainthat
authentic, real-world activities
effort Assists learnersare motivated.
and they with variation
in the way
persistence Individual affect is influenced
have relevant value.
by neurology, culture, personal
Be conscious of novelty, sensory
Encourage Self-regulation and
and social demands.
relevance, subjectivity,
background knowledge, along
Foster collaboration and with a variety of other factors
communication; communities of BONUS: Rich adult learning
learners. experiences are employed.
Personal journaling to self-
regulate, receive feedback and
monitor progress.
25. Part 3 Evaluating courses and tools
Finding the problems and fixing them!
26. Principle 1: Equitable use
Guidelines:
Provide the same
means of use for all
users: identical
Thedesign is whenever possible;
useful and equivalent when not.
Avoid segregating or
marketable to stigmatizing any
people with users.
diverse abilities. Provisions for
privacy, security, and
safety should be
equally available to all
users.
Make the design
appealing to all users.
27. Equitable use in practice:
Questions to ask when evaluating a tool or course:
How are the features supposed to be used?
Do the design elements separate users of varying
abilities from the other users?
Does the language used to instruct users on the use of
the tool or component segregate users?
Example:
“Module at a glance” introductory page to a new unit
that lists all readings, activities, discussions and
assignments for that particular unit to serve as the
student’s “home base” for that unit.
28. Principle 2: Flexibility in Use
Guidelines:
Provide choice in
methods of use.
The design Accommodate right-
accommodates a or left-handed
wide range of access and use.
individual Facilitate the user's
preferences and accuracy and
abilities. precision.
Provide adaptability
to the user's pace.
29. Flexibility in use in practice:
Questions to ask when evaluating a tool or
course:
What options does the tool/course component
give the user?
Is it obvious that there are multiple ways to access
the material?
Can the user repeat a task or activity? Is it
possible to advance ahead?
Example:
– offers multiple ways for the user to
Voicethread
post a comment, either using audio, video, or text
30. Principle 3: Simple and Intuitive
Use
Guidelines:
Eliminate unnecessary
complexity.
Be consistent with user
Use of the design is expectations and
easy to intuition.
understand, regardless Accommodate a wide
of the user's range of literacy and
experience, knowledge, language skills.
language skills, or Arrange information
current concentration consistent with its
level importance.
Provide effective
prompting and feedback
during and after task
completion.
31. Simple & intuitive use in
practice:
Questions to ask when evaluating a tool or
course:
How much text is there on the page?
Are key pieces of information buried or well
distinguished?
Does the user receive feedback when making a
selection or advancing to a new component?
What type of language is used in the
directions/commentary? Is it consistent with other
parts of the course/tool?
Example:
Symbols and icons used – such as the “envelope”
for mail.
32. Principle 4: Perceptible
Information
Guidelines:
The design Use different modes for
communicates redundant presentation of
necessary essential information.
information Provide adequate contrast
effectively to the between essential information
user, regardless and its surroundings.
Maximize "legibility" of essential
of ambient
information.
conditions or
Differentiate elements in ways
the user's
that can be described
sensory Provide compatibility with a
abilities. variety of techniques or devices
used by people with sensory
33. Perceptible information in
practice:
Questions to ask when evaluating a tool or
course:
What audio/visual media are used? Is the
information presented in more than one type of
media?
What color is the text? The background? Is there
contrast between the two?
Have alt tags and other descriptions been
provided where appropriate?
Example:
On MSNBC.com, videos are embedded within an
article about the same topic so users can choose
34. Principle 5: Tolerance for Error
Guidelines:
Arrange elements to
minimize hazards and
errors: most used
The design minimizes elements, most
hazards and the accessible; hazardous
elements
adverse consequences eliminated, isolated, or
of accidental or shielded.
unintended actions. Provide warnings of
hazards and errors.
Provide fail safe
features.
Discourage unconscious
action in tasks that
require vigilance.
35. Tolerance for error in practice
Questions to ask when evaluating a tool or
course:
Does the user receive a prompt or some other
type of feedback when a choice has been made?
Are there means provided to “undo” and action?
Are warnings provided if an action cannot be
undone?
How is the interface arranged? Is there enough
differentiation between the buttons/prompts to
reduce error in choice?
Example:
Moodle discussion forums – a post will not appear
for 5 minutes and the user has 30 minutes to go
36. Principle 6: Low Physical
Effort
Guidelines:
Allow user to
maintain a neutral
The design can be body position.
used efficiently and Use reasonable
comfortably and with operating forces.
a minimum of Minimize repetitive
fatigue actions.
Minimize sustained
physical effort.
37. Low physical effort in practice:
Questions to ask when evaluating a tool or
course:
How many clicks does it take to get to where the
user needs to go?
Is the interface cluttered? Are there decorations
and design elements that take up more room and
make the user scroll through more “stuff” to get to
the desired information?
Has the interface been designed to be easy to
read?
Examples:
Wordprediction or auto-correct – available on
most smart phones, allows the user to reduce
38. Principle 7: Size & Space for Approach
& Use
Guidelines:
Provide a clear line of
sight to important
elements for any seated
Appropriate size and or standing user.
space is provided for Make reach to all
approach, reach, manip components
ulation, and use comfortable for any
regardless of user's seated or standing user.
body size, posture, or Accommodate
mobility variations in hand and
grip size.
Provide adequate space
for the use of assistive
devices or personal
assistance
39. Size and space (etc) in practice:
Questions to ask when evaluating a tool or
course:
How clustered together are the icons/buttons?
Where is the text positioned on the page? Can the
user see a good portion of the text without having
to scroll?
Can the size of the display be modified?
Example:
Lefthand navigation on a page – allows the text to
rise up to the top of the page rather than being
buried under a top navigation bar
40. If I use universal design…
WRONG!!
A universally
it means I will designed, course, train
have no ing or workshop or
website is the best
no access start you can ask for
issues? Right? and will eliminate
some people’s needs
to request
accommodations but it
is not the answer to all
access issues
41. Part 4 Accessibility Matters … for you
Your turn. Take a look at these pairs of tools
and give us your evaluation on how they
meet or don’t meet the seven principles of
universal design.
42. Evaluating tools
Do web tools “make the grade”?
1. Voicethread vs. Slideshare
2. Evernote vs. Diigo
3. Twitter vs. Wordpress blog
4. Prezi vs. Power Point
5. Facebook vs. PB Works wiki
6. Google Docs vs. Dropbox
7. Skype vs. Elluminate
44. DO-IT
University of Washington:
Disabilities, Opportunities, Internetworking, Technolog
y
http://www.washington.edu/doit/
Wealth of resources regarding the use of
technology and computers for students with
disabilities
Many resources related to universal design and
how to incorporate the principles into teaching
and learning
45. Firefox - Fang
Add in that you can download for Firefox
browser
Screen reader emulator
Allows you to see how the screen reader will read
the text of the website to the student
Useful to see how much other information the
student has to listen to before she/he can get to
your content.
46. Web AIM
Web Accessibility in Mind (Web AIM)
Multiple resources on their site, including
informational articles, blogs, and simulators
Screen reader simulator:
http://webaim.org/simulations/screenreader
Allows you to experience what it would be
like to use a screen reader to access the
computer.
47. Web2Access
Provides tests and ratings for common web
tools
Developed by the University of Southampton
in the UK
Also provide information related to various
disabilities and how certain web tools rate for
individuals with that particular diagnosis.
http://www.web2access.org.uk/
48. Web Accessibility for All
Program provides a wide array of information
and tutorials related to how to design
accessible activities
Tutorials are included for the proper formatting
of MS Power Point and MS Word documents
Other tutorials for popular programs – such as
SPSS
http://www.cew.wisc.edu/accessibility/
49. There’s an app for that…
Vision Sim
http://www.brailleinstitute.org/MobileApps/VisionSi
m.aspx
SoundAMP R
http://itunes.apple.com/app/soundamp-
r/id318126109?mt=8
Dragon Naturally Speaking
http://itunes.apple.com/us/app/dragon-
dictation/id341446764?mt=8
50. Final note…
“So, it’s a delicate line around accessibility
to eliminate the barrier while maintaining
the challenge.” – Skip Stahl
Hinweis der Redaktion
Perception: Offer customizable display, auditory and visual alternatives.Same information through alternate sensesAllow users to enlarge text/images, turn up sound, text-to-speech, speech-to-text. Language and symbols: Clarify vocabulary and symbols, syntax and structure, illustrate with multiple media. (e.g., vocabulary, key terms, symbolic alternatives)Comprehension:Scaffold, chunk info, minimize distractions, highlight big ideas, feedback; graphic organizers, concept maps.Language and symbols: Learners vary in their facility with different forms of representation – both linguistic and non-linguistic. Vocabulary that may sharpen and clarify concepts for one learner may be opaque and foreign to another. An equals sign (=) might help some learners understand that the two sides of the equation need to be balanced, but might cause confusion to a student who does not understand what it means. A graph that illustrates the relationship between two variables may be informative to one learner and inaccessible or puzzling to another. A picture or image that carries meaning for some learners may carry very different meanings for learners from differing cultural or familial backgrounds. As a result, inequalities arise when information is presented to all learners through a single form of representation. An important instructional strategy is to ensure that alternative representations are provided not only for accessibility, but for clarity and comprehensibility across all learners.
Physical action: seamless interface with common assistive technologiesallow navigation or interaction with a single switch, through voice activated switches, expanded keyboards and othersProvide alternate keyboard commands for mouse actionBuild switch and scanning options for increased independent access and keyboard alternativesProvide access to alternative keyboardsCustomize overlays for touch screens and keyboardsSelect software that works seamlessly with keyboard alternatives and alt keysExpressive skills and fluency: no medium of expression that is equally suited for all learners or for all kinds of communicationCompose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations) Current media tools provide a more flexible and accessible toolkit with which learners can more successfully take part in their learning and articulate what they know.Executive function :UDL framework embeds graduated scaffolds for learning to set personal goals that are both challenging and realistic.Post goals, objectives, and schedules in an obvious placeProvide prompts and scaffolds for planning and strategy development Provide models or examplesProvide guides and checklists
Physical action: seamless interface with common assistive technologiesallow navigation or interaction with a single switch, through voice activated switches, expanded keyboards and othersProvide alternate keyboard commands for mouse actionBuild switch and scanning options for increased independent access and keyboard alternativesProvide access to alternative keyboardsCustomize overlays for touch screens and keyboardsSelect software that works seamlessly with keyboard alternatives and alt keysExpressive skills and fluency: no medium of expression that is equally suited for all learners or for all kinds of communicationCompose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations) Current media tools provide a more flexible and accessible toolkit with which learners can more successfully take part in their learning and articulate what they know.Executive function :UDL framework embeds graduated scaffolds for learning to set personal goals that are both challenging and realistic.Post goals, objectives, and schedules in an obvious placeProvide prompts and scaffolds for planning and strategy development Provide models or examplesProvide guides and checklists