partnering with the instructional design & development team to promote accessible instruction...
TRANSCRIPT
Partnering with the Instructional Design & Development Team
to Promote Accessible Instruction
Candida Darling, Disability Resource Center DirectorPaula Michniewicz, Instructional Designer
Robert Lindsay, Assistant Director of Instructional Design & Media Services
Salt Lake Community College
Presentation Outline• SLCC background/overview of journey• Guided small group discussion with opportunities to
discuss/brainstorm • Leave with strategies for building partnerships at
your institution to implement system-wide change
SLCC background• Over 60,000 students • 10 campuses throughout Salt
Lake County• 1:20 faculty to student ratio • 75% of instructors are adjunct• Emphasizing elearning: flipped
classroom, hybrid, online
Universal Access Committee• Executive cabinet established a standing committee in 2012• 30 members (designated by VP of Student Services)
• Key administrators• Faculty• Staff• Student leadership
• Emphasizes cross-college collaboration and shared responsibility
Universal Access Work Groups• ADA policy• Accessible instruction• Accessible technology• Physical access• Universal access study• SLCC transition plan
Universal Access Study• Survey distributed to all SLCC employees in March 2012• 366 responses– 129 Faculty– 212 Staff– 25 Administrators
Faculty Results• 25% check their web content for accessibility• 32% check readings they assign for accessibility• 28% know where to find resources for creating
accessible instructional materials• 23% feel adequately trained to make technology
accessible
Shared Responsibility• It’s not just one office or department • Discussions with Director of eLearning and an
internship led to the re-design of the DRC website (after a faculty poll)
• Faculty wanted Just-In-Time resources
eLearning Team• With the help of the DRC, the eLearning team committed to
the principles of UDL (summer 2013)– All new online courses will be accessible– When existing online courses are revised, we will make
them accessible– A hope to have authority to audit and update all courses in
the future
eLearning Team• Created its own committee to define accessibility standards
for online courses• Published a style guide for the team• Partnered with a transcription service • Held a series of brown-bag sessions to train the entire
eLearning team• All new team members are taught UDL principles
Other eLearning Teams• Our commitment to UDL is not shared by instructional design
teams at our sister institutions. They believe: – UDL is overkill – Accommodation should only occur when requested, which is
rare– Students with disabilities usually choose not to take online
courses, so there’s no need to design for their needs
Instructional Designer View
The eLearning Director asked us to create UDL best practices for instructional designers and media developers.
The UDL Perspective
If we follow UDL principles from the beginning to create instruction, then we won’t have to alter courses for individual accommodations.
ID/MD best practices categories (#1)
1. Headings in Canvas pages
Best Practices #22. Use styles in Word docs and PowerPoint presentations - headings - paragraphs - tables• If formatted correctly, then conversion to a PDF is no problem
Best Practices #33. Use alt tags with images<img src =”cows.jpg” alt= mother cow nursing a calf >
Best Practices #44. Video Captions
Principles of UDL• Multiple means of presentation• Multiple means of engagement• Multiple means of expression
Collaborations (DRC, eLRN & faculty)
• Tutorials created by intern• Re-design of faculty section of DRC website• UDL videos for faculty• UDL panel discussions• UDL series (captioning, STEM, etc.)• FTLC 1000 module
Future Collaborations• English department self-assessment of online courses
using a checklist • Teaching circle• eLearning strategic plan
Small Group Time• Identify current and potential partners• Who can help you give more exposure to faculty?• Who has influence with faculty?
– Are they a “champion” on campus (i.e. a faculty member that you can pull in)?
Come Back Together to Share
Small Group Again• How would you start a conversation with any of
these people/groups/departments?• What questions would you ask?• What can you do for them?• What can you do with them?
Come Back Together to Share
DRC/eLRN Similarities
• We both focus on improving the quality of instruction (using UDL and ID principles) to help students learn better (DRC sees ID as part of UA, and eLearning sees UA as a part of ID).
• We provide services to faculty who aren't always aware that we can help them.
• The true target audience of our services is the students, not the faculty.
DRC/eLRN Similarities• We find it challenging to advertise our services to faculty.• Some faculty perceive us as outsiders because we speak a
lingo that is different from their lingo.• Our solutions often involve technology (assistive technology,
online technology).• We try to teach faculty "to fish" but some see these
requirements as unnecessary, costly, extra work.
Wrap-up and Reflection"Until one is committed, there is hesitancy, the chance to draw back, always ineffectiveness. Concerning all acts of initiative (and creation), there is one elementary truth the ignorance of which kills countless ideas and splendid plans: that the moment one definitely commits oneself, then providence moves too. A whole stream of events issues from the decision, raising in one's favor all manner of unforeseen incidents, meetings and material assistance, which no man could have dreamt would have come his way. I learned a deep respect for one of Goethe's couplets: Whatever you can do or dream you can, begin it. Boldness has genius, power and magic in it!" - William Murray
Contact Information• Candida Darling, Disability Resource Center Director
• Paula Michniewicz, Instructional Designer– [email protected]
• Robert Lindsay, Assistant Director of Instructional Design & Media Services– [email protected]