Challenges and Strategies for Promoting Awareness of Open and Accessible Educational Resources
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Challenges and Strategies for Promoting Awareness of Open and Accessible Educational Resources Time: Tuesday, March 11, 6:00 pm (GMT), 2:00 pm (EDT), 11:00 am (PDT) This webinar focuses on creating awareness of the need for open and accessible educational resources to improve learning outcomes for all students regardless of disabilities. Sharing the struggles that college students with disabilities face, efforts by the National Federation of the Blind, MERLOT (Multimedia Educational Resource for Learning and Online Teaching), the California State University system, and the OpenCourseWare Consortium to enhance educational experiences for all learners will be highlighted. Learn about the range of accessibility issues that need to be addressed and the open educational services that can enable the OER community to provide more accessible educational resources and services. Presenters will invite the audience to join in an online community for sharing accessibility expertise and the discovery and delivery of open educational resources. Presenters: • Anne Taylor, Director of Access Technology, National Federation of the Blind, United States • Gerry Hanley, Assistant Vice Chancellor, Academic Technology Services, California State University system and Executive Director of MERLOT. • Una Daly, Community College Outreach Director at the OpenCourseWare Consortium
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Challenges and Strategies for Promoting Awareness of Open and Accessible Educational Resources
- 1. Anne Taylor, National Federation of the Blind Gerry Hanley, California State University Chancellor’s Office Una Daly, OpenCourseWare Consortium Challenges and Strategies for Promoting Awareness of Open and Accessible Educational Resources March 11, 2014 1
- 2. Collaborate Window Overview Audio & Video Participants Chat
- 3. Today’s Agenda • Introductions • Open Education Accessibility Needs and Goals • Making the 21st Century Campus a Model of Accessibility • Accessibility, OER, and Improving Services for Students with Disabilities • Q & A 3
- 4. Welcome Please introduce yourself in the chat window 4 Una Daly, Community College Outreach Director OCW Consortium Gerry Hanley, Assistant Vice-Chancellor California State University, Executive Director MERLOT Anne Taylor, Director Access Technology National Federation of the Blind
- 5. Open Education Accessibility Needs & Goals 5 Una Daly, Community College Outreach Director OCW Consortium
- 6. What are Open Educational Resources? U.S. Dept. of Education – Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or repurposing by others. 6 cc-by donkyhotey/flickr adapted from Judy Baker cc-by license
- 7. What is an Open License? • Free: Free to access online, free to print • Open: Reuse, Revise, Remix, Redistribute • Creative Commons: less restrictions than standard copyright but author retains full rights.
- 8. Examples Includes – • Course materials • Lesson Plans • Modules or lessons • OpenCourseWare (OCW) • Open textbooks • Videos • Images • Tests • Software • Any other tools, materials, or techniques used to support ready access to knowledge 8adapted from Judy Baker’s ELI 2011 OER Workshop cc-by license
- 9. Characteristics of OER • Digital – Easy to customize – Free distribution • Open License – Reuse, Revise, Remix, • No/Low cost – Expands access to education Labeled for reuse by MrKCoolsPhotostream
- 10. DIGITAL + ACCESSIBLE OPEN LICENSE OER Conundrum 10
- 11. Need for Accessibility • ~1 billion worldwide have form of disability World Report on Disability, 2011 • Disproportionate affect on health, education, employment, and poverty World Report on Disability, 2011 • 11% U.S. postsecondary students report disability AIM Commission Report, 2011 • Many experience accessibility barriersAIM Commission Report, 2011 11
- 12. • United Nations Convention on Rights of Persons with Disabilities (2006) – Ratified by 141 countries • United Kingdom Equality Act (2010) • Americans with Disabilities Act (1990) • Canadian Human Rights Act (1985) Treaties and Laws
- 13. Diverse Learner Challenges • Cognitive learning disabilities • Sensory or motor impairments • Language deficits • Lack of engagement Kersti Nebelsiek CC-BY Source: http://cast.org
- 14. OCWC Accessibility Goals • Improve learning for all – Universal, inclusive design • Help curriculum developers – Design OER to be accessible • Empower faculty adopters – Evaluate OER and adapt for accessibility • Build a Community of Practice – MERLOT, Inclusive Design Centre, NFB, Open Univ. Used with permission from Virtual Ability, Inc
- 15. Design & Guidelines • Universal Design for Learning – Providing multiple means of expression, representation, & engagement • Web Content Access Guidelines (WCAG) 2.0 • Perceivable • Operable • Understandable • Robust http://www.cast.org/udl/ 15
- 16. Open Textbook Accessibility Reviews Textbook: Collaborative Statistics Accessibility reviewed by: Virtual Ability, Inc. collegeopentextbooks.org merlot.org
- 17. OER, Accessibility & Strategic Alliances http://oeraccess.merlot.org
- 18. Making the 21st Century Campus a Model of Accessibility By Anne Taylor National Federation of the Blind Jernigan Institute
- 19. About the NFB • Founded in 1940 - Oldest and largest organization of blind people • Affiliates in each state, DC, and Puerto Rico • Special interest divisions (e.g. computer science) • Provides a vehicle for collective action by the blind • Drives innovation through the practical experience of the blind 10/22/2008National Federation of the Blind
- 20. National Federation of the Blind Jernigan Institute • Leads the quest to understand the real problems of blindness and to develop innovative education, technologies, products and services that help the world’s blind to achieve independence • Only research and training institute developed and directed by the blind • Two important initiatives are: ▫ Research, develop and support the commercialization of technologies for meeting the needs of the blind ▫ Improve nonvisual access to and use of information through innovative technologies and Braille education 10/22/2008National Federation of the Blind
- 21. Changing the Accessibility Landscape in Higher Education • Association of American Publishers ▫ Participated in accessibility and meta-data working group - https://nfb.org/blog/vonb-blog/inclusive-publishing-horizon- introducing-aap-epub-3-implementation-project-white • TEACH Act ▫ https://nfb.org/national-federation-blind-applauds-senate-introduction-teach-act • Cloud productivity suites ▫ Providing usability feedback • AIM Commission ▫ The Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities, established by the Higher Education Opportunity Act of 2008, has brought together government leaders, representatives from the publishing industry, individuals with print disabilities, representatives from institutions of higher education, and leaders in accessible technology. The Commission studied the current state of accessible materials for students with disabilities in postsecondary education and make recommendations to the U.S. Congress for improving access to and the distribution of instructional materials in accessible formats. • Desire2Learn ▫ NFB NVA Certified • Inclusive Publishing ▫ Two-day event geared towards accessibility in publishing ▫ 160 attendees from 23 countries • eBook Accessibility Symposium ▫ Day-long event on best practices for creating accessible eBooks • Blackboard ▫ NFB NVA Certified National Federation of the Blind
- 22. Changing the Accessibility Landscape in Higher Education • Reading Rights Coalition ▫ The Reading Rights Coalition is a collaborative effort by 30 nationally recognized organizations that represent those who can not read print. The member organizations of the Reading Rights Coalition believe access to the written word is the cornerstone of education and democracy; and that new technologies must SERVE individuals with disabilities, NOT impede them. • American Library Association Resolution ▫ “ ‘Effective communication’ requires that library materials and services provided ‘through library websites be equally accessible to people with disabilities as to people without disabilities, unless doing so would constitute an undue burden or a fundamental alteration of the library program” National Federation of the Blind
- 23. How to Make Your Campus Accessible to the Print- disabled? • Standards • Usability testing • Procurement • No reliance on VPAT National Federation of the Blind
- 24. Accessibility Standards • World Wide Web Consortium Web Content Accessibility Guidelines • United States Federal government Section 508 requirements • International Standards ▫ Ontarians with Disabilities Act ▫ EU Standard ▫ Japanese standard National Federation of the Blind
- 25. Web Content Accessibility Guidelines • Published by the World Wide Web Consortium’s Web Accessibility Initiative • Clear guidelines for developers to follow to ensure Web accessibility • Version 1.0 became W3C recommendation in 1999 • Current version (2.0) effective Dec. 11, 2008 • Four core principles for content ▫ Perceivable ▫ Operable ▫ Understandable ▫ Robust • Conformance Levels ▫ A – very basic accessibility; will still present access issues for some groups ▫ AA – Will allow most users to access content; minimum level recommended for compliance ▫ AAA – most comprehensive accessibility; not recommended to attempt for an entire site • Current version http://www.w3.org/TR/WCAG20/ National Federation of the Blind
- 26. Procurement • By purchasing and adopting only technologies that are accessible, you will ensure that any future accessibility problems are minimal. Because procurement spans a wide range of areas, it is helpful to break these areas down in order to ensure that all are considered. The legal settlement between Penn State University and the NFB (http://accessibility.psu.edu/nfbpsusettlement) provides a comprehensive list of areas in which procurement practices must consider accessibility. • You can find examples of other model procurement and accessibility policies and vendor contract language below ▫ CSU Channel Islands (CSUCI): http://www.csuci.edu/ati/sla/index.htm The Channel Islands site has an easy-to-follow 6-step process including links to procurement forms. Channel Islands is one of the smaller campuses, with enrollment at approximately 3700 students. ▫ CSU Sacramento: http://www.csus.edu/accessibility/procure.html Sacramento has also listed their procurement process steps, links to training resources, and procurement forms. Sacramento is a large campus with enrollment at approximately 29,000 students National Federation of the Blind
- 27. Content creation • Training on ▫ Document accessibility Word: http://office.microsoft.com/en-us/word-help/creating- accessible-word-documents-HA101999993.aspx Powerpoint: http://office.microsoft.com/en-us/support/creating- accessible-powerpoint-presentations-HA102013555.aspx Excel: http://office.microsoft.com/en-us/excel-help/creating- accessible-excel-workbooks-HA102013545.aspx ▫ Accessible graphics http://brailleauthority.org/tg/index.html ▫ Multimedia accessibility http://ncam.wgbh.org/invent_build/web_multimedia National Federation of the Blind
- 28. Contact Us Anne Taylor Director of Access Technology National Federation of the Blind Jernigan Institute 200 E. Wells St. @Jernigan Place Baltimore, MD 21230 Phone: 410-659-9314 ext. 2413 ataylor@nfb.org National Federation of the Blind
- 29. Accessibility, OER, and Improving Services for Students with Disabilities 29 Gerry Hanley, Ph.D. Assistant Vice Chancellor, Academic Technology Services Cal. State University, Office of the Chancellor Executive Director, MERLOT OER Week - March 11, 2014
- 30. Accessible Technology Initiative Policy Capacity/ Target High Impact Areas Procurement Collaborate with vendors Assessment Connect 30 The CSU Accessible Technology Initiative (ATI) Launched in 2004 3rd Major Evolution
- 32. Empowering People Through “Ownership” • The ATI Goals and Success Indicators articulate the processes, practices, and procedures that need to be in place for the sustainable removal of accessibility barriers. • Collectively there are 22 Goals and 142 Success Indicators spread across three priority areas Web, Procurement, and Instructional Materials – They were developed through our shared governance process that included diverse groups of CSU stakeholders coming together to share their accessibility expertise and knowledge • Progress is measured by a set of status levels • Implementation efforts are based on a prioritization framework that considers impact, probability, risk, and capacity. 32
- 33. FREE OER Services For All Learners Since 1997 www.merlotx.org 33
- 34. CSU+MERLOT+Universal Design = Open For U http://www.udluniverse.com/
- 35. OER, Accessibility & Strategic Alliances http://oeraccess.merlot.org
- 36. Exploring the OER-Accessibility Teaching Commons • Locating accessibility-specific resources, experts, organization on the OER Accessibility site – The Welcome page offers quick access to resource libraries • Reviewing accessibility info during OER searches – Reviewing info on search results & resource details pages – Locating OER resources that provide accessibility information on the Finding Accessible OER site • Joining the accessibility community • Adding accessibility information for OER resources • Reviewing accessibility info for MERLOT services – Reviewing the Accessibility Policy page 36
- 37. MERLOT Accessibility Goals/Objectives • Promote the use of accessibility info during OER selection – Develop a standardized accessibility metadata framework – Display accessibility information within search results • Leverage accessibility knowledge in the user community – Provide a way for users to contribute accessibility info • Increase awareness, knowledge, and collaboration regarding accessible online teaching/learning – Build collections of accessibility resources, experts, organizations • Provide comprehensive, up-to-date accessibility info for MERLOT services (digital library site and authoring tools) – Provide an accessibility policy, roadmap, compliance docs 37
- 38. MERLOT Accessibility Checkpoints • Aligned with Section 508 and WCAG guidelines • Balanced between brevity and breadth of coverage • Tailored to common eLearning formats • 32 total checkpoints organized in 15 functional areas • Collectively represent baseline accessibility support by addressing the most common, high-impact barriers • Easily validated using free or low-cost tools and methods: – Firefox WAVE toolbar extension – Firefox Web Developer extension – Manual evaluation 38
- 46. Structural Markup – Accessibility Overview • Criterion – The text includes markup that allows for navigation by key structural elements (6A). • Rationale – Headings allow those who are blind to understand the structure of the page and easily navigate by sections. – Headings allow those with low-vision to apply their own styles to more easily locate specific sections. • Evaluation Steps 1. In the WAVE toolbar, click the Outline button 46
- 47. Structural Markup - Demonstration 1 • DNA From the Beginning (Concept 1 links page) Standard View Evaluation View 47
- 48. Structural Markup - Demonstration 2 • Biology Tutorials for Cell, Metabolism and Genetics Standard View Evaluation View 48
- 49. Images & Accessibility• Criteria – Non-decorative images have descriptive alternative text (11A). – Decorative images have null alternate text (11B). • Rationale – Alternate text should describe non-decorative images so they’re accessible to those who are blind or have visual impairments. – Decorative images should have null (alt=“”) alternate text so screen readers can skip over unnecessary content. • Evaluation Steps – In the Web Developer toolbar, select the Images submenu and then select the Display Alt Attributes command 49
- 50. Images - Demonstration 1 • DNA From the Beginning (Concept 1 landing page) 50
- 51. Images - Demonstration 2 • Biology Tutorials for Cell, Metabolism, and Genetics (Figure 30) 51
- 52. Ever Feel Like This?
- 53. Together We Can Make The World Accessible for All Mass = MERLOT & Partner Communities Mass = Accessible Digital World
- 54. Questions for Panelists Contact Info: Anne Taylor ATaylor@nfb.org Gerry Hanley ghanley@calstate.edu Una Daly, unatdaly@ocwconsortium.org http://openeducationweek.org
Notes de l'éditeur
- ELLUMINATE/CCC Conference Opening Script [Start recording…] Welcome to the ________ Webinar for DAY, MONTH, YEAR [sponsored by]. [If applicable] Today’s guests come to us from _______ in ____, ___. I will introduce them shortly, but first I want to go over a few details about this [Elluminate/CCC Confer] session for those who are new to [Elluminate/CCC Confer].DetailsAt the upper left of your screen, you should see the Participants window, which lists the participants in this session. You can use the icons underneath this window to:Raise your hand if you have a question or comment and you wish to speakThere are also happy and sad faces and an applaud icon Below the Participants window is the Chat window to the center-left of this screen where you can type a question or comment into the box at any time. You can also send a private message to another participant at any time, but please be aware that moderators can see all private messages.Below the chat area is the Audio window in the bottom left of the screen. Click on the raised your hand button to let us know you would like to speak. You can use a head set or your phone for audio chat. If you are using a microphone and have been recognized to speak, Click the button with the microphone on it and begin speaking. Remember to click the button again when you finish speaking so that someone else can have a turn. You can control your mic and volume levels with the sliders. And if you are having trouble with your headset or microphone, you can access the Audio Setup Wizard from the Tools menu on the top toolbar. From Tools, select Audio, and then Audio Setup Wizard, and follow the on-screen instructions.[CCC Confer ONLY] If you are using the telephone to speak, Click on the phone handset below the microphone and audio volume sliders. The call-number and pin will then appear in a dialog box.
- 2011 World Report on Disability (www.who.int/disabilities/world_report/2011/en/) by the World Health Organization provides a comprehensive worldwide perspective on the status of persons with disabilitiesAIM Commission Report (http://aim.cast.org/collaborate/p-s_commission) by the Advisory Commission on AIM in Postsecondary Education for Students with Disabilities)
- As Gerry mentioned we have several implementation strategies 1) Establish a clear institutional policy. Keeping in mind that policies may need to changed and updated as your implementation progresses,.2) Build sufficient capacity to support your implementation. Start by Targeting essential, high-impact areas3) Use the procurement process to drive improvements for better product accessibility support. Accessibility language in solicitations and contracts – follow-up on conditions4) Work collaboratively with vendors to improve product accessibility. Many vendors are very receptive to making improvements to their products they just need to understand what to do. Over the last year we have worked with Pearsons on the eCollege platform, ALEKs Math tudor, Student Health 101,and with various etextbook vendors.5)Measure progress over time. CSU ATI annual reporting process7) Get connected with others. There are many postsecondary institutions and government agencies across the country actively engaged in accessible technology initiatives. strongly consider attending conferences to learn what strategies other institutions are using and to establish relationships/partnerships that will reduce redundant efforts and save costs.
- We implement our framework by implementing our strategies, applying continuous process improvement guided by our goals and success indicators. There is strong Executive support which is one of keys to success. Each year our campuses follow the implementation cyclePlanning – Each campus establishes a plan based on priorities such as impact and capacity to guide their work on Success Indicators Working the Plan - the ATI System team organizes projects to address specific high impact Success Indicators. These projects are collaborative efforts across our campuses that produce deliverables that can be adopted and adapted by individual campus’. Each campus works on their own projects and adopts systemwide deliverables as needed.Measuring Progress - ATI Annual Reports that cover all the goals and success Indictors measured by status level are submitted by each campus. Systemwide Aggregate reports are compiled from the individual campus reports.We are concluding the third year of measuring systemwide progress. We have seen improvement each year and we have been able to determine where campuses are experiencing difficulties.
- In addition to our strategies we empower our CSU people by stating what needs to be done to integrate accessibility into our institutional processes
- ----- Meeting Notes (10/4/12 10:49) -----Selection: Understand features, gaps
- Presenter Note: The Concept 1 links page on the DNA From the Beginning (http://www.dnaftb.org/1/links.html) site contains sections that are marked up as headings as revealed by the WAVE toolbar.
- Presenter Note:The Table of Contents page on the Biology Tutorials for Cell, Metabolism and Genetics site (http://student.ccbcmd.edu/~gkaiser/biotutorials/) contains visual sections that aren’t marked up as headings.
- Presenter Note: The Concept 1 page at DNA From the Beginning (www.dnaftb.org/1/) provides alternate text for non-decorative images in the body and search field; however it also provides non-meaningful alternate text for thumbnails (i.e. the alt text only indicates the concept number). Ideally, the thumbnails would have null alternate text and the hyperlink text would provide the concept number and name for all users.
- Presenter Note: On the Biology Tutorials for Cell, Metabolism and Genetics site, the page containing Figure 30 (http://student.ccbcmd.edu/~gkaiser/biotutorials/eustruct/u1fig2.html) conveys a significant amount of visual information to sighted users but does not provide alternate text that describes the image for those who cannot visually perceive or interpret it (that’s why there’s no red annotation containing alternate text).