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Accessibility features of this presentation:This presentation utilizes content available in the outline view--certain text boxes have been “sent to back” to include all relevant information (alt tags, additional notes and context for slides). A screen reader user will only need the outline view of the presentation and will not need to look at the alt tags or notes on individual slides. Some repetitive information about certain slides does exist in the notes view to benefit viewers who are sighted.
Headline
Where Self-Discovery Meets Collaboration: Lessons From Accessible Pedagogy Consulting
Alaina F. BeaverUniversal Instructional Design ConsultantOffice of Information Technology
Ice-breaker:
Describe a time when learning was difficult for you.
•What was the context?
•How did you feel?
Overview of the session
•Lessons learned•Behind the scenes: consulting•Feedback so far•Metrics, measures of success•Plans for the future•Closing activity: try it out!
Lessons Learned
1.Figure out the context; know audience
2.Be a good listener (hear the fears)3.Be agile4.Have resources, build resources5.Follow up6.Reflect, then plan aheadIt’s all about building relationships!
Getting “meta”
3-pronged approach:
1. support
2. education
3. outreach
Getting “meta” Cont.
Elements of my process:•Context for my work•Theory•Examples•Call to Action•Implications•Resources and Materials
CONTEXT: Dept. of Justice (DOJ) Letter
•Investigation under Title II of ADA–On behalf of students with blindness or
low vision
•Led to cross-campus collaboration at highest levels
•Information and Communications Technologies (ICT) Accessibility Initiative
–Accessibility Policy for CU Boulder
THEORY:
WHAT ISUNIVERSAL DESIGN?
A THEORETICALFRAMEWORK FOR ALL LEARNERS
UNIVERSAL DESIGN FOR INSTRUCTION
• Designs for a broad range of learners with a diversity of characteristics, including students locating on the disability spectrum
• Proactive rather than reactive
• “Go beyond legal compliance to proactively design… and integrate practice so that other students benefit as well” ~DO-IT
7 PRINCIPLES OF UD 1. Equitable (equitable use for all people)2. Flexible (flexibility in use, participation and presentation)3. Simple & Intuitive (consistency of design, good usability)4. Perceptible information (information is explicitly presented
and readily perceived)5. Tolerance for error (supportive, rather than punitive,
environment)6. Low physical effort (minimize unnecessary physical effort or
requirements)7. Space for use (learning space and size appropriate to both
students and instructional methods)
Slide contains a background image of a door that exhibits Universal Design. There is level ground approaching the door, there is a button to push for the doors to automatically open, the door has wider-than-standard and taller-than-standard proportions, etc. A person could be 3 years old or 93 years old and still enter this door with ease.
EXAMPLES:
Slide background image of an inaccessible door on campus: four steps lead up to the door with no rail or ramp, the proportions of the doorway are standard and therefore narrower or shorter than some might need, etc. The idea is, if you’re going to build a door, might as well make it accessible! Could spend the same amount of time and energy to build a door that is NOT accessible.
EQUALITYEQUITY
CALL TO ACTION:
UNIVERSAL DESIGN ISN’T ABOUT IDEAS.IT’S ABOUTMAKING IDEAS HAPPEN.
Slide contains an image of a ramp with a wheelchair symbol on it, but there is a pole in the middle of the concrete at the top of the ramp, thus making the ramp inaccessible. The purpose of this slide is to emphasize that an awareness of UD is like a consciousness-raising experience, so that more than just the obvious cases of inaccessibility stand out.
UD CONSCIOUSNESS-RAISING
Background image: cropped image of a young woman holding a sparkler out toward the viewer. Her face is not visible. This image is presented as a metaphor to discuss how all students come to college with sparks of excitement and brilliance.
As we can see from the example of the girl holding the sparkler, who has a cognitive “hidden” disability, the term “disability” can be misleading-- it’s often very different from the physical markers that most people stereotypically associate to ability impairment. Indeed, disability is a social construct, as is the term “normal”...these are important ideas to surface when talking about why it is important to implement UDI.
DISABILITY IS ASOCIAL CONSTRUCT
PUT YOURPEDAGOGYWHERE YOURPRINCIPLES ARE.
IMPLICATIONS: FOR YOUR WORK
•Know the Accessibility Policy •Know about Universal Design & Accessibility
•Know about 5-HELP to report issues•Know some basics/resources•YouTube it! Google it!•Contact Alaina: trainings, consultations
RESOURCES & MATERIALS: Accessibility •Accessibility dropdown on D2L•colorado.edu/accessibility/resources•Lynda.com tutorials•Microsoft Office support materials•“How To” quick sheets coming soon•Alaina (faculty- & staff-facing resource)
Client FeedbackSurveyed tutors at campus online multimodal tutoring service who completed my training:
• 100% felt knowledge of UD and Accessibility was an
important part of their jobs
• Half found practical knowledge of accessible materials
most helpful; other half were split between theoretical
knowledge and information about the DOJ inquiry as most
helpful
Client Feedback Cont.• Q: “What would you like to know more about in terms of
Universal Design and Accessibility?”• A: “I would be interested in learning more about the nuts
and bolts of making assignments accessible and supporting a class in making their presentations/handouts/small group work accessible as well. In so many higher level classes students tend to present information and don't have the info needed to make it accessible.”
• Q: “What suggestions do you have for making this training more valuable in the future?
• A: “Maybe a hands-on activity- like taking a lesson and working together to modify [materials]?”
Measures and Metrics
Standard OIT client feedback survey:
• Trainings
• Consultations
Measures and Metrics Cont.
Plans for the Future
•Support– Scalability, expanding team?
•Education– Scalability, “flipped” resources, comm. of
practice
•Outreach– Diverse Learners Awareness Week
ActivityMove into the consultant role!
1. Make sure you have a numbered slip2. Find a partner who has a different number than
you3. Consult with your partner on their “problem” (the
situation on their slip)4. Switch and be the instructor who has the
“problem” (your slip) and have your partner consult w/ you
5. Share out: interesting? challenging? thoughts?
