The standards for face-to-face class accessibility are evolving and codifying through practice and legal action. To ensure that you are always providing the most accessible course you can, make sure to evaluate your delivery methods and decisions on a regular basis.
Having functional web links in a class is critical for student success. You also need to take the extra step of making your links self-describing in order to make the accessible. This video will show you how. Related posts: How to Upload Content to Blackboard Using Blackboard to Create Space for Collaborative Learning How to
Accessibility conversations can get a little scary. We could talk about Harvard and MIT finding themselves in court over free online classes, (and here). I could tell you about Miami University and Penn State, or you could have a look at these recent settlements and pick your own. There are serious things we must consider regarding serving students with disabilities. But right now, I think the best thing to do is to talk about Santa.
Continuing our look at accessibility challenges, we look at inaccessible external websites, strict time constraints on exams, unclear or non-descriptive course content, and course content without proper headings and styles for navigation.
In part 1 of our look at accessibility challenges, we examine unclear navigation or inconsistent course designs, audio content without a transcript or text alternative, unclear or not meaningful links, images with no alternative text, colors used for instructional purposes, and videos without captioning.
Since accessibility continues to be at the forefront of conversations in education, it is important to discuss accessibility challenges that are encountered. One such challenge is found in the lack of alt tags for images in PowerPoints and PDFs. When assistive technology is used, images without alt tags are difficult to decipher and any educational value can be lost. This leaves the individual with an unequal opportunity for learning.
I just arrived back in Wichita from beautiful Portland, Oregon where the 8th Annual Quality Matters Conference was hosted. The city–and especially the conference–was such a breath of fresh air.
Recently we had a question about online syllabi and how they might differ from a syllabus that is designed for paper distribution. In early 2016, the Academic Affairs office distributed a new syllabus template that includes both required and suggested elements. You will notice that the syllabus template, as it stands, is intended to be modified and then distributed in paper form. If you would like to use this template to make an online version of your syllabus, consider making the following modifications:
Day two of our WCET conference, and I’m struck by the increasing distance between what is going on at the institution level and what vendors and speakers are able to offer and talk about.