Focused on the future of learning. DESIGNING INCLUSIVE ONLINE LEARNING EXPERIENCES FOR POST- SECONDARY STUDENTS WITH DISABILITIES 27-Feb- 2015 Dr. Sandra.

Focused on the future of learning.

DESIGNING INCLUSIVE ONLINE LEARNING EXPERIENCES FOR POST-SECONDARY STUDENTS WITH DISABILITIES

27-Feb- 2015

Dr. Sandra Law (CLDD)

Agenda• Introduction• Myth of the average student• Approaches to inclusive design• Challenges faced by students and others• Hands-on exercises• Designing in the online environment• Resources available to course developers• Contact Information• Questions

Where is everyone from?

• Please indicate where you are from (your home institution)

What does inclusive design mean to you?

• In a few words or a sentence write what you think of when you hear the word inclusive online learning.

Responsibility for inclusive design?

• Disability services• Faculty• Administration• Production group• Instructional designer• Editor• Visual designer• All of the above

Myth of the average student

ALIS Student Success Stories• https://alis.alberta.ca/hs/ep/pps/psetvid/

postdisabilities.html

Approaches to inclusive design• Inclusive design (focused on digital design)

– recognizes diversity and uniqueness, uses an inclusive process and tools & recognizes broader beneficial impact

• Universal design for learning (UDL)– framework to improve and optimize teaching

and learning for all people based on scientific insights into how humans learn

• Accessibility Standards (W3C’s Web Content Accessibility Guidelines (WCAG), institutional)– technical standards or checklists

Challenges of online instruction• Internet based communications (chat/discussion

boards, audio/video conference)

• Web pages/LMS accessibility

• Document accessibility

• Graphical & multimedia content

• Text overload & language

• ICT function/compatibility

• Instructions & study skills

• Learner support

Statistics – students with disabilities in CanadaDisability/Impairment Percentage of students

Learning disability 41%

Mobility impairment/wheelchair user 23%

ADD/ADHD 21%

Psychological/psychiatric disability 17%

Health/medically related impairment 16%

Deaf/hard of hearing 13%

Difficulty using hands and/or arms 12%

Visual impairment: low vision 11%

Neurological impairment 11%

Speech or communication impairment 3%

Totally blind 2%

Other 1%

Accessibility issues in online learning in Canadian PSE

Problem category % of participants from three groups

Inaccessibility of websites/LMS 20% students with disabilities37% disability service providers24% professors

Inaccessibility of course notes/materials

9% students with disabilities12% disability service providers0% professors

Inaccessibility of audio/video materials

8% students with disabilities7% disability service providers10% professors

Time limits of online exams/assignments

6% students with disabilities11% disability service providers17% professors

From Table 3 in Fitchen et al. (2009)

Designing online in UDL context• Multiple means of representation

– Perception– Language, expressions, and symbols– Comprehension

• Multiple modes of expression– Physical action– Expression and communication– Executive function

• Multiple means of engagement– Recruiting interest– Sustaining effort and persistence– Self-regulation

Means of representation• Present alternatives to text, such as audio

visual• Don’t rely on colour alone in diagrams• Provide alternate formats for graphics,

video, audio (e.g. descriptive text, captions, transcripts)

• When displaying scientific or mathematical symbols online try to use approaches that are accessible to variety of input modes and devices (e.g. MathML)

Example – Don’t solely rely on color or other sensory cues

Example - Check colour contrast

Example - Describe graphics

• Q. Identify the saturated fat below.

Instead: Identify the saturated fat that has a fat chain of 18 carbon, 36 hydrogen and 2 oxygen?

Example - Captioning/transcripts

• https://www.youtube.com/watch?v=AT_IV6KL53A

Example - (MathML) design & IT working together

Example - Math worksheet• Math interactive created with

GeoGebra

Example – OrganiseSystem concept descriptions provide:•The missions, features, capabilities and functions of the system •Major system components and interactions •Operational environment including manual procedures required •Operational modes such as production, backup and maintenance •Interfaces with other systems •Required performance characteristics such as response time, throughput and data volumes •Quality attributes such as availability, reliability and usability •Other considerations such as security, audit, safety and failure modes in emergency situations •Deployment considerations such as acquisition of business data to support the system including data cleansing and loading •The classes of users that will interact with the system •Requirements for support of the system such as maintenance organization and help desk.

System concept descriptions provide:Functional requirements •The missions, features, capabilities and functions of the system•Major system components and interactions •Operational environment including manual procedures required •Operational modes such as production, backup and maintenance •Interfaces with other systems Non-functional requirements •Required performance characteristics such as response time, throughput and data volumes •Quality attributes such as availability, reliability and usability •Other considerations such as security, audit, safety and failure modes in emergency situationsDeployment and Operational Requirements •Deployment considerations such as acquisition of business data to support the system including data cleansing and loading •The classes of users that will interact with the system •Requirements for support of the system such as maintenance organization and help desk.

Hands-on activities• Install the WAVE toolbar. Or access the online tool.• Go into your web browser and disable images and

multimedia (FireFox about:config/permissions.default.image change to 2)

• Visit the MathML/MathJax site and view the content• Visit the site that simulates various visual

impairments (e.g. glaucoma)• Interpret some text as someone with a print-based

disability• Try writing with a mobility impairment.

WebAIM survey - navigation

Modes of Action and Expression• Provide students with options in terms of how

they interact with online content (e.g. alternatives to mouse)

Example – Keyboard functionality• Go to YouTube and open up any video

that interests you.• Use the tab key to move through

interface and arrow keys to adjust settings.

• Try it out with the video below or one of your choosing.

• https://www.youtube.com/watch?v=yaX4iGw-b_Y

Example – Improving multimedia

Exercise• How would you improve this

interactive presentation – in terms of its accessibility and inclusiveness? Based on what you have learned thus far?

Expression and communication• Provide students with option of submitting

their assignments as videos, audios, diagrams, animations, music, comic strips, rather than limiting assignment types to a written essay or MC exams.

Example – 3 minute dissertation

• https://www.youtube.com/watch?v=QfrUCg1S7vk

Multiple tools• Don’t dictate which tools students use

given that not all assistive technology will work with all online tools.

• Use contemporary tools rather than traditional ones, e.g. text-to-speech software, graphing calculators, concept mapping, CAD, mathematical notation software, web apps like wikis

Example – Concept map

Use approaches that build skills and offer graduated levels of supportProvide:• Skill level dependent scaffolds• Examples of differentiated approaches

that achieve same ends but require different skills and strategies

• Differentiated feedback (customized to individual)

• Examples of novel solutions to authentic problems

Example – Pre-calculus modules

Options for executive functionsProvide• Models or examples of the process• Guides and checklists to scaffold goal-setting• Clear objectives and schedules in easy to access location• Guides for breaking large goals into smaller ones• Prompts to show and explain work• Graphic organizers for data collection and organizing

information• Learner with tools to track their own progress• Provide different models of self-assessment

Coding festival

Multiple means of engagement• Provide options for recruiting interest• Provide options for sustaining effort

and persistence• Provide options for self-regulation

Options for recruiting interestOptimize the following• Individual choice and autonomy• Relevance, value and authenticity

Minimize• Threats and distractions

Individual choice and autonomy

Give learners latitude in following areas• Level of challenge• Type of rewards and recognition available• Context for practicing and assessing skills• Tools used for information gathering/production• The appearance of the course materials and

website (e.g. colour, design, layout)• Pace at which they complete tasks and subtasks

ZoomText

• Demo

Relevance, value and authenticity• Vary activities so that they can be

personalized, made culturally relevant, are age and ability appropriate, etc.

• Ensure learning outcomes are authentic and that purpose is clear to participants

• Give learners opportunities for personal reflection

• Design activities that encourage creative problem-solving or that make sense of complex ideas in creative ways

Example - Simulation• Ardcalloch simulation

Example – Citizen Science Projects

Minimize threats and distractions• Creative an accepting environment in your courses• Vary level of novelty or risk by

– Provide charts, calendars, cues that increase predictability– Alerts and previews help learners prepare

• Vary level of sensory stimulation– Number of items presented, factor in bg noise, visual

stimulation– Vary pace of work, length of sessions, provide break times

• Vary social demands for learning or performance• Involve all participants in class discussions

Example – Attention disorders• https://www.understood.org/en/tools/through-

your-childs-eyes/personalize

Attention Simulation• Try completing one of the two simulations of

what it is like to have problems with attention• https://www.understood.org/en/tools/through-

your-childs-eyes/personalize• http://www.pbs.org/wgbh/

misunderstoodminds/intro.html

Helpful organizations• Accessible Campus from the Council of Ontario

Universities• WebAim• Equal Access to Software and Information (EASI)• CAST• Inclusive Design Research Institute• DO-IT (Washington State University)• National Centre on Universal Design for Learning• Universal Design for Learning: Access Project -

Colorado State University

Any questions?

Contact information

• Sandra Law– slaw@athabascau.ca

References• Fitchen, C.S., Ferraro, V., Asuncion, J.V., Chwojka, C.,

Barile, M., Nguyen, M.N., Klomp, R. & Wolforth, J. (2009). Disabilities and e-learning problems and solutions: An exploratory study. Educational Technology & Society, 12(4), 241-256.