Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Submitted 09/06/2015
This content would be designed for a specific audience as part of the
University of Wisconsin Colleges Online faculty development series. The
faculty and instructional academic staff at UW Colleges Online consists of
individuals with terminal or masters degrees in their field of expertise. Many
of the faculty and IAS have taught for the UW Colleges in a face-to-face
capacity, though some have taught in the online format for many years. The
faculty and IAS for UW Colleges are located across 13 brick and mortar
campuses and some of the faculty specifically teaching for UW Colleges
Online are located out of the State of Wisconsin and or out of the United
States of America.
This project would be delivered through the learning management (LMS)
system known as Brightspace by D2L (D2L) and would be delivered in an
asynchronous setting with optional synchronous components via Blackboard
Collaborate. This course would be addressing the issue of creating
universally designed content that meets the WCAG 2.0 and Section 508
standards for online course delivery. Furthermore, this course would address
issues relating to creating multi-modal content to accommodate VARK
learning modalities and address student learning preferences. This course
would address Universal Instructional Design (UID) pedagogies and best
practices, creating multi-modal content and recognizing VARK learning
modalities, addressing common learning disabilities and hidden disabilities of
online learners (i.e. dyslexia, comprehension disorders, cognitive, intellectual
and developmental disabilities, etc), and address how to assess content for
usability and accessibility standards using the WAVE tool.
The overall goal of this course would be to not only encourage faculty and
IAS to utilize UID strategies when creating online and F2F content, but to also
use a proactive approach to creating online learning content. Furthermore,
faculty and IAS should be able to recognize Section 508 and WCAG 2.0
standards, and feel comfortable creating multi-modal content for an
engaging and accessible course.
Sponsoring Organization
University of Wisconsin Colleges Online and Distance Education
University of Wisconsin Colleges Online and Distance Education (UWCO) is responsible for the
online course delivery of courses related to the Associates Degree to students in an
asynchronous, online format. UWCO also awards Associates Degrees to individuals who
complete the 60 credit requirements online. The mission of UWCO is an institutional mission
adopted by the Board of Regents and UW Colleges Senate and is stated as follows:
The University of Wisconsin Colleges is a multi-campus institution committed to high quality
educational programs, preparing students for success at the baccalaureate level of education,
providing the first two years of a liberal arts general education that is accessible and affordable,
providing a single baccalaureate degree that meets local and individual needs, and advancing the
Wisconsin Idea by bringing the resources of the University to the people of the state and the
communities that provide and support its campuses1.
Project Description
Lead and section instructors for UWCO work closely with their instructional design consultants
to create online courses for students. However, many courses were designed and put online under
previous leadership that did not follow Section 508 or WCAG 2.0 web accessibility standards.
As a result, many courses have high amounts of accessibility errors that can have a negative
effect on students who use assistive technologies or have other disabilities. By participating in a
5-week professional development course aimed at creating accessible course content, faculty,
IAS, and other academic staff would be able to continue to uphold the mission of the Colleges by
providing accessible and affordable courses for students in an online format. Furthermore,
providing instructors with this course will decrease the amount of web accessibility errors found
in courses and provide an overall better product and experience for students.
Aim
To increase instructor practice of Section 508 and WCAG 2.0 accessibility standards in online
courses delivered by University of Wisconsin Colleges Online and Distance Education.
http://www.uwc.edu/about/overview/mission-goals-and-vision-uw-colleges
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Target Audience
The target audience will consist of a cohort of approximately 15-20 faculty, instructional
academic staff, and or non-instructional academic staff currently under teaching contracts for the
University of Wisconsin Colleges Online and Distance Education. The target audience will have
terminal and or advanced degrees in their academic specialty. The target audience may currently
be teaching in a face-to-face format, an asynchronous online format, or a combination of both
formats. The target audience may be located within the State of Wisconsin, or outside of the
State of Wisconsin or outside of the United States of America. The target audience may have
some prior knowledge of web accessibility standards and will be participating in this cohort as
part of professional development and growth.
Delivery Options
This course will be delivered in an asynchronous online format, located within UWCOs learning
management system known as Brightspace by D2L (D2L). All of the participants in the course
will have access to course materials as an enrolled student, removing any instructor, lead
instructor, or administrative privileges they may hold in other areas of D2L.
Ideally, as more faculty and IAS participate in and complete the AOC
101 course, the annual Online Web Accessibility Analysis would show
fewer accessibility errors and usability alerts, thus creating more
accessible courses for online delivery.
Contextual Analysis
Orienting Context
Participants want to learn more about web accessibility standards and
how to apply the standards efficiently
Instructional Context
5 week course that offers a new module each week with a final 6th
week of review and participant led question, answer, and peer
collaboration
Course will be housed in D2L
Course will consist of text based, video, audio, and additional material
delivery options
Course will be in an asynchronous format, with weekly end dates for
modules
Participants are required to have a personal computer or laptop,
webcam, microphone, and speakers or headset
Additional software licenses needed for participant course completion
will be provided by UW Colleges Online
Transfer Context
Ideally, participants will have just completed TOL 101 or DOC 101
within the past academic year and are scheduled to redesign an
existing course or develop a new course within the coming academic
year
Participants are expected to work with Online Course Support Specialist
to conduct minor course revisions to correct current accessibility errors
within courses
Participants will work with instructional design consultants and online
course support specialist in order to practice skills learned upon
completion of course
To motivate a variety of adult learners who have potentially reached the end
of their degree progression, I will need to practice intrinsic and extrinsic
motivation strategies to promote learning and keep the participants
engaged. A majority of the participants, if not all of the participants, will be
completing the course while teaching either face-to-face or online courses, or
a combination of both. Therefore, this content will be competing with strong
outside variables that are demanding of the participants time and attention.
This course will need to be facilitated in an exciting way, particularly as the
content is, by nature, rather dry and technical. Furthermore, facilitation will
need to involve a strong outreach to get to know the participants and remain
flexible to their time demands. The course will need to implore several reallife or hypothetical examples that keep the content relevant and engaging
for the participants so they can fully understand how the material affects
online learning for students. The course will utilize several cooperative
learning activities and hands-on activities that allow students to engage with
their peers and colleagues, and receive feedback beyond what the facilitator
has to offer as feedback. This course will also set goals and expectations that
are realistic for the participants. Many participants may have never been
involved in the design of an online course, and as a result, expectations of
the participants cannot exceed skill level. Furthermore, as stated previously,
participants will have varying competitions for time and cannot feel
overwhelmed by participating in this course. Since the course will not be
given for credit, but a completion certificate for professional development,
emphasis on grading will be low-stakes with greater emphasis on feedback,
peer collaboration, and formative assessment strategies that allow for
continued development of learning. It will also be important to provide
constructive feedback and praise to participants so that they do not lose
interest in the content or material. As they continue to learn the content,
they may feel less motivated as they gain knowledge and do not see the
praise or feedback in response. Therefore, it will be important to provide
verbal feedback in both the public setting (i.e. discussions) and privately via
email or phone conversations. Finally, participants will be able to choose a
variety of activities that fit their personal learning styles and time they can
commit to the course. Since I already know the content, my goal isnt to
continue to prove my knowledge, rather, I want to engage the participants in
a series of activities that allow them to feel most comfortable with the
material. Assessment activities may range from choosing between hands-on
activities for portfolio projects, engaging in collaborative discussions, or
writing reflections of the materials they learned. Collaborative activities will
consist of choosing between providing a group document for Section 508
standards in an online collaboration tool or in-depth small group discussions.
This can provide the participants with a more active learning experience and
giving them more control over how to be assessed for the materials.
Task Analysis
Learners will know:
What is web accessibility, Section 508, and WCAG 2.0 standards
What is differentiated instruction
What is VARK learning modalities
What are adaptive technologies
What assessments strategies promote inclusive eLearning
How to evaluate online content for web accessibility
Learners will be able to:
Define UID pedagogies and best practices
Create content that is designed using UID pedagogies and web
accessibility standards
Apply technologies and tools to create multi-modal content supporting
VARK learning modalities
Articulate differentiated instructional strategies and integrate projectbased learning methods to support learning objectives
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overview
of web
accessibilit
y and what
it means
for online
learning
Instructor
provides
learning
theory that
best
supports
UID
practices
Comprehension
Instructor
provides
students
with
disability
simulations
from
WebAIM
Application
Principle
Procedure
Read:
http://www.washington.edu/d
oit/universal-designinstruction-udi-definitionprinciples-guidelines-andexamples
the findings
from the
research on web
accessibility
statements from
various
companies of
their choosing.
Discuss in a
small group
how UID is
affected by
different
disciplines in
the design
process. Are
some courses
more difficult to
adhere to UID
principles than
others?
Reflection write
up to be added
to ePortfolio.
Students should
write about the
simulation
experience and
how it changes
their perception
of individuals
with disabilities
using the web.
They should
note any
particular
struggles
experienced
with the
simulation
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Instructor
Creating
provides
students
with
instructions
to create
ePortfolio
Principle
Students will
need to take
screenshots of
their simulation
activity and
post the images
to their
ePortfolio with
the reflection
piece
REFERENCES
Pilner, S., & Johnson, J. (2004). Historical, theoretical, and foundational principles of universal
instructional design in higher education. Equity & Excellence in Education, 37, 105-113.
doi:10.1080/10665680490453913
Higbee, J., & Goff, E. (2008). Pedagogy and student services for institutional transformation:
Implementing universal design in higher education. Minneapolis, MN: Center for
Research on Developmental Education and Urban Literacy, University of Minnesota.
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