Beyond AccommodationsIncorporating Universal Design for Learning in Online Courses

Dr. Alexis Petri UMKC Institute for Human Development

petri@umkc.edu

KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award 0929212. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

Beyond Accommodations - Goals

• Online teaching and learning offers opportunities to design courses accessible to all students.

• Accessibility is more than making reasonable accommodations such as extra time for tests.

• Like curb cuts for education, accessibility enhances teaching and learning for everyone.

Case: Innovation, Resources, Culture, Inclusion

Martha’s Vineyard

Everyone Here Spoke Sign Language

• 17th century – early 20th century• Martha’s Vineyard• Extremely high rate of profound hereditary

deafness (1 in 25 in some towns)• Vineyarders born deaf did not see

themselves as a group apart• Everyone spoke sign language (25 out of 25)

– And not just when communicating with someone who was deaf

What changed?

Unpack the case

• How is the unique situation on Martha’s Vineyard relevant to online learning? Learning analytics?

• How can we think about accessibility in online teaching and learning as inclusion of a broad array of learners?

• What are the spontaneous, cultural benefits of designing courses that are accessible to all students?

• How do we conceptualze UDL as a strategy to support all students in their learning?

For Consideration – National DataInstitution and student characteristics

2-year 4-year Public Private np

Highest education of parent = high school diploma or less

47.7% ± 0.41%

41.9%± 0.48%

66.1% ± 0.43%

8.4%± 0.28%

Worked full time 49.3% ± 0.54%

41.7% ± 0.63%

67.3% ± 0.43%

7.8%± 0.37%

Some type of disability reported 46.0% ± 0.82%

44.1% ± 0.79%

66.2% ± 0.85%

9.9% ± 0.56%

Percent who took any distance education courses and reported some type of disability

32.2%

UNIVERSAL DESIGN FOR LEARNING1. Equitable use2. Flexibility in use3. Simple and intuitive use4. Perceptible information5. Tolerance for error6. Low physical effort7. Size and space for approach

and use8. Community of Learners9. Instructional Climate

What? How? Why?Multiple means of representation

Multiple means of action and expression

Multiple means of engagement

Gather, categorize, & identify

Express ideas, plan, & perform

Motivation, engaged learning, & persistence

Source: CAST (http://www.cast.org/our-work/about-udl.html#.VZxGAvlVhBc)

Representation

• Clear objectives, instructions, expectations for each session

• Design accessible content and get support from college/university resources

• Make use of text-to-speech tools• Use accessibility features built in to

BlackboardSource: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus-website-is-redesigned.html#.VpMRgCpViko

Action and Expression

• Students are supported so they understand assignments– Narrated video to clarify steps involved in an assignment

• Students have options for collaborating in small groups• Students have ways to contribute during discussions– Class notes: 2-3 students per session take class notes and share– Individual presentation and sharing work with each other

Source: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus-website-is-redesigned.html#.VpMRgCpViko

Engagement• Reduce anxiety to promote engagement

– Communicate frequently – Encourage self-reflection– Discussion boards can be overwhelming – also consider

summarizations, highlighting critical points, and facilitating discussions

• Design assignments to encourage use of multimedia• Encourage sharing

– Back channel were students can make comments, pose questions to each other as part of course communications

• Offer choices for participationSource: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus-website-is-redesigned.html#.VpMRgCpViko

Emotion and Learning

Source: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus-website-is-redesigned.html#.VpMRgCpViko

Emotion and LearningACTION MULTIPLE MEANS

OF REPRESENTATION

MULTIPLE MEANS OF ACTION AND

EXPRESSION

MULTIPLE MEANS OF ENGAGEMENT

ADJUST ACTIVITY Offer alternative forms of information; allow for tools such as text-to-speech

Multiple tools for composition – written, voice recording, multimedia

Add choice whenever possible; create learning communities

SUPPORT LEARNER Introduce info progressively

Promote reflection; monitor progress; feedback

Embed self-checks; make purpose explicit; clear expectations

Source: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus-website-is-redesigned.html#.VpMRgCpViko

SATISFACTION

• Students appreciate organization and clarity– (more than cleverness it seems)

• Students appreciate flexibility – Often taking online courses because they

need it • Satisfaction leads to increased comfort– Leads to engagement?– Leads to persistence?

ACCESS• Online courses promote it• Aspects used and appreciated by wide

array of students– Think curbcuts

• Leverage tools/developments to promote access

• How would captions promote access to students who do not have visual impairment?

DESIGN, CLEAR IS MORE

• Content, navigation, visual• Learner-centered• Organized• Clear• Consistent• Visual clarity

• How might investing in accessible course design save you time?

Other UDL Design Tips

1. Content first then design2. Simple, consistent navigation3. Accommodation statement 4. Have practice tests, assignment uploads available5. Model and teach discussion board etiquette6. Make sure documents are accessible7. If it’s auditory make it visual; if it’s visual make it auditory

Resources

• Course Accessibility Checklist. Retrieved from http://enact.sonoma.edu/content.php?pid=218878&sid=2032869

• Simulation - Distractibility– http://webaim.org/simulations/distractability-sim.html

• Simulation - Low Vision– http://webaim.org/simulations/lowvision

• Video – Using a Screen Reader– https://www.youtube.com/watch?v=2j2x2miPPDQ

References

• CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus-website-is-redesigned.html#.VpMRgCpViko

• Groce, N.E. (2009). Everyone here spoke sign language. Harvard UP• Romm, C. (Sept 25, 2015). The life and death of Martha’s Vineyard Sign

Language. The Atlantic Monthly. Retrieved from: http://www.theatlantic.com/health/archive/2015/09/marthas-vineyard-sign-language-asl/407191/

• U.S. Dept of Education (2013). National Center for Education Statistics, 2011-2012. National financial aid study.