Results from a Survey to Measure the Benefits of Accessibility and Universal ...Howard Kramer
Results from a Survey to Measure the Benefits of Accessibility and Universal Design Topics in Course Curricula
(plus teaching resources for including accessibility/UD Topics in University Courses)
AHEAD 2021
Who Should Be Involved in Your Campus' IT InitiativePatrick Loftus
When it comes to accessibility on your campus, whose responsibility is it to establish and uphold an accessibility initiative?
On-campus accessibility should be a campus-wide, shared responsibility, but it can be daunting to think about where to begin. Over the last five years, Oklahoma ABLE Tech has worked with over 20 institutions across Oklahoma to build an ambitious project focused on accessibility in higher education. They’ve worked to identify the roles and responsibilities of the many departments in a university that touch accessibility.
In this webinar, Rob Carr, the Accessibility Coordinator at Oklahoma ABLE Tech, will present on the various jobs and responsibilities that are required in implementing a well-rounded accessibility program. He'll also provide you with the necessary tools to begin conversations for a campus-wide accessibility initiative.
Topics will include:
Where to begin your journey towards accessibility compliance
Roles and responsibilities required for implementing an accessibility initiative
How to frame the conversation to illustrate the campus-wide necessity for accessibility
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
Implementing Universal and Inclusive Design for Online Learning Accessibility3Play Media
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
15 Years After an OCR Suit: NC State’s Accessibility RefreshPatrick Loftus
In 1999, NC State University entered into a voluntary resolution resulting from three complaints filed from the Department of Education Office for Civil Rights (OCR). The resolution agreement resulted in the creation of a campus-wide IT accessibility policy, an accessibility coordinator position, and other essential accessibility resources that were relevant at the time.
But what does accessibility at NC State University look like 15 (actually 17) years later? After so much time, it would be easy to fall behind or fail to maintain the established accessibility standards.
In this session, Grey Reavis (University IT Accessibility Coordinator) and Rebecca Sitton (Assistive Technology Coordinator) will look at how they are creating a proactive strategy to address the current risk areas on campus.
Topics will include:
The history of accessibility at NC State
The OCR complaints and the major initiatives that came out of them
NC State's risk assessment process and current initiatives
How awareness of OCR complaints influences campus climate and changes
NC State's campus-wide accessibility policy
Faculty training
Working to make accessibility a proactive priority on campus
Results from a Survey to Measure the Benefits of Accessibility and Universal ...Howard Kramer
Results from a Survey to Measure the Benefits of Accessibility and Universal Design Topics in Course Curricula
(plus teaching resources for including accessibility/UD Topics in University Courses)
AHEAD 2021
Who Should Be Involved in Your Campus' IT InitiativePatrick Loftus
When it comes to accessibility on your campus, whose responsibility is it to establish and uphold an accessibility initiative?
On-campus accessibility should be a campus-wide, shared responsibility, but it can be daunting to think about where to begin. Over the last five years, Oklahoma ABLE Tech has worked with over 20 institutions across Oklahoma to build an ambitious project focused on accessibility in higher education. They’ve worked to identify the roles and responsibilities of the many departments in a university that touch accessibility.
In this webinar, Rob Carr, the Accessibility Coordinator at Oklahoma ABLE Tech, will present on the various jobs and responsibilities that are required in implementing a well-rounded accessibility program. He'll also provide you with the necessary tools to begin conversations for a campus-wide accessibility initiative.
Topics will include:
Where to begin your journey towards accessibility compliance
Roles and responsibilities required for implementing an accessibility initiative
How to frame the conversation to illustrate the campus-wide necessity for accessibility
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
Implementing Universal and Inclusive Design for Online Learning Accessibility3Play Media
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
15 Years After an OCR Suit: NC State’s Accessibility RefreshPatrick Loftus
In 1999, NC State University entered into a voluntary resolution resulting from three complaints filed from the Department of Education Office for Civil Rights (OCR). The resolution agreement resulted in the creation of a campus-wide IT accessibility policy, an accessibility coordinator position, and other essential accessibility resources that were relevant at the time.
But what does accessibility at NC State University look like 15 (actually 17) years later? After so much time, it would be easy to fall behind or fail to maintain the established accessibility standards.
In this session, Grey Reavis (University IT Accessibility Coordinator) and Rebecca Sitton (Assistive Technology Coordinator) will look at how they are creating a proactive strategy to address the current risk areas on campus.
Topics will include:
The history of accessibility at NC State
The OCR complaints and the major initiatives that came out of them
NC State's risk assessment process and current initiatives
How awareness of OCR complaints influences campus climate and changes
NC State's campus-wide accessibility policy
Faculty training
Working to make accessibility a proactive priority on campus
A user experience perspective on the challenges and opportunities for providing accessible online learning experiences. Presented at A11yBos 2014, 10th May.
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
Toolkit for Inclusivity in Higher Education3Play Media
This document provides an overview of universal design in higher education. It begins with an introduction to the presenter and their organizations that focus on accessible technology and universal design. It then outlines a student-centered community model for supporting students with disabilities and notes some stakeholders may not be doing their share. The document discusses approaches like promoting self-determination and universal design. It provides a brief history of responses to human differences and the goal of paradigm shift towards inclusion. Finally, it details the scope, definition, principles, guidelines, practices and processes for applying a universal design framework in higher education.
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
Excerpts from ANZCED 2013: Beyond access – using captions to teach skills and...Media Access Australia
In 2013, Media Access Australia’s Education Manager Anne McGrath presented at the 27th Australian and New Zealand Conference for Educators of the Deaf (ANZCED). The presentation, ‘Beyond access – using captions to teach skills and concepts’, considers the use of words in the context of accessibility, as well as challenges regarding captions for educators to think about. What to do with all these words and how to optimise their use? An excerpt from the presentation starts the conversation.
The Long Road from Reactive to Proactive: Developing an Accessibility Strategy3Play Media
Implementing accessibility policies in higher education is no easy task. For many, it is easy to get caught in a cycle of reactive accommodation where larger accessibility policies are never implemented. So how do you transition from reactive policies to proactive policies?
Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through their two-year process of moving from reactive solutions to proactive accessibility policies. His own experience with how difficult it can be to shift campus climate and administrative support towards proactive accessibility is incredibly useful for other universities struggling with the same thing. His detailed presentation will provide insight into how George Mason has overcome these challenges and developed a proactive approach to accessibility.
This webinar will cover:
- Collaborative strategies for campus-wide IT accessibility
- Strategies for getting faculty to use and create accessible material
- George Mason's accessibility policies & recent updates
- Workflow, collaboration, and policy recommendations
- Resources for accessibility training and testing
- Analysis of completed accessible media requests by fiscal year
The document discusses various dimensions to consider when evaluating an e-learning course, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional dimensions. Some key questions to evaluate include whether course content is regularly updated; hardware and software requirements are clearly stated; navigation and accessibility are well-designed; and learner support, evaluation mechanisms, and legal/ethical considerations are adequately addressed.
This document summarizes Blackboard's presentation on accessibility. It discusses 3 parts of Blackboard's solution to improve accessibility: content platforms, consultation, and Blackboard Ally. Blackboard Ally automatically checks content for accessibility issues, provides alternative formats, and gives instructors feedback to improve. It also provides institutions reports on course content accessibility. Blackboard is committed to accessible platforms like Collaborate, Learn, and Moodlerooms. They provide consultation services like auditing courses and creating accessibility plans. The presentation addresses challenges for students, instructors, and institutions and emphasizes the importance of accessibility for all learners.
The Professional Certificate in Web Accessibility provides a gateway to accessibility for web professionals. The course is offered online over six weeks by the University of South Australia and W3C member Media Access Australia. Here, lecturers Associate Professor Denise Wood and Dr Scott Hollier talk through the Professional Certificate in Web Accessibility at OZeWAI 2012.
More info: mediaaccess.org.au/learn
This document provides an overview of a presentation on using technology in 21st century teaching. It discusses how students today have grown up with technology and expect it to be integrated into their learning. Several statistics are presented about rising technology and social media use among students. The presentation will cover topics like how classroom behaviors and expectations have changed, ethical implications of technology use, examples of technologies used in classrooms, and stories from the presenters' own experiences. Attendees will have opportunities for individual and group work using various applications. The goal is to help educators become more comfortable and skilled in incorporating new technologies into their teaching practices.
Usability and Accessibility Have a Conversation: How Accessibility and UI/UX ...3Play Media
Starting with Jesse James Garrett's model of User Experience, this webinar will examine where accessibility and usability dovetail in areas such as user research, information architecture, persona, wireframes, visual design, and user testing. By understanding more about each other, we may better navigate each other's challenges and solve each other's problems more effectively.
Strategic Campus Collaborations: Advancing Knowledge about Accessibility at ...3Play Media
The itAccessibility Team at UA focuses on the accessibility of the institution's electronic environments with top-down and bottom-up approaches. Through actively participating in projects across campus to discuss and evaluate accessibility in IT and academic environments, their campus accessibility knowledge network continues to expand. The Team is routinely included in projects across campus to discuss and evaluate accessibility in IT and academic environments.
Topics this session will cover include:
-The structure of the itAccessibility Team
-Networking opportunities realized through committees and work groups
-The impact achieved after the development of new campus initiatives
Are You at Risk? Identifying Web Accessibility Gaps at Your Organization3Play Media
With recent lawsuits, updates to legal standards, and an increasing number of DOJ & OCR inquiries for inaccessible IT, web accessibility is on a lot of organizations' minds. But how can you tell whether or not your website, web application, or native app is meeting accessibility requirements?
In this webinar, Mike Paciello, founding partner of The Paciello Group, will discuss accessibility gap analysis, a critical step in building – or fixing – accessibility at your organization. Taking a high-level approach, he will cover strategies for evaluating your current level of accessibility, identifying areas of risk, and developing a plan to achieve compliance with web accessibility standards.
This presentation will cover:
An overview of major accessibility laws and standards
Assessing your website or native app's current level of accessibility
Identifying vulnerabilities
Tips for filling in the gaps
Developing a roadmap to accessibility compliance
Tips About Accessibility for Online Learning Instructors3Play Media
Learn what is reasonable for instructors and online course designers to know in order to begin designing courses that are welcoming to, accessible to, and inclusive of all students and instructors, including those with disabilities.
The document discusses the development and delivery of an online master's program between institutions in Ireland and Africa. It faced multiple challenges including differing technical infrastructure and expertise between partners, tight timelines for development, and unreliable internet in Africa. Despite these challenges, it succeeded due to thorough planning, a flexible approach, comprehensive student and faculty support, and technical training. Student feedback was positive, but there is still work to be done in reusability, assessment, expanding tools used, and learning design.
Developing Global Competencies through Networked Student International Collab...ACBSP Global Accreditation
Experiencing international business environments is more effective than reading about them. This presentation will demonstrate methods for using readily available collaborative technology to connect students from different countries together so that they develop skills, including cultural understanding, in working on global virtual teams.
Teaching Accessibility and Inclusive Design in Higher Education Curriculum: B...Howard Kramer
In 2015 tech firms such as Yahoo, Facebook, Dropbox and LinkedIn announced that they will develop standard language that lets applicants ‘know that having accessibility knowledge is "preferred" to land a job. Come to this session to learn how why and how you should include accessibility and inclusive design topics in tech, media and computer science courses.
Teaching Accessibility and Universal Design in Higher Education - COLTT 2017Howard Kramer
This document discusses teaching accessibility and universal design concepts in higher education. It provides examples of courses that incorporate universal design content, such as a "Universal Design for Digital Media" course. It emphasizes the importance of teaching universal design from both a social and business perspective. Resources for teaching universal design are presented, including textbooks, curriculum materials, and projects like Teach Access that aim to increase accessibility knowledge among students. The document also describes the "Promoting the Integration of UD Content into University Curriculum" project and its goals of expanding universal design teaching in post-secondary education.
A user experience perspective on the challenges and opportunities for providing accessible online learning experiences. Presented at A11yBos 2014, 10th May.
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
Toolkit for Inclusivity in Higher Education3Play Media
This document provides an overview of universal design in higher education. It begins with an introduction to the presenter and their organizations that focus on accessible technology and universal design. It then outlines a student-centered community model for supporting students with disabilities and notes some stakeholders may not be doing their share. The document discusses approaches like promoting self-determination and universal design. It provides a brief history of responses to human differences and the goal of paradigm shift towards inclusion. Finally, it details the scope, definition, principles, guidelines, practices and processes for applying a universal design framework in higher education.
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
Excerpts from ANZCED 2013: Beyond access – using captions to teach skills and...Media Access Australia
In 2013, Media Access Australia’s Education Manager Anne McGrath presented at the 27th Australian and New Zealand Conference for Educators of the Deaf (ANZCED). The presentation, ‘Beyond access – using captions to teach skills and concepts’, considers the use of words in the context of accessibility, as well as challenges regarding captions for educators to think about. What to do with all these words and how to optimise their use? An excerpt from the presentation starts the conversation.
The Long Road from Reactive to Proactive: Developing an Accessibility Strategy3Play Media
Implementing accessibility policies in higher education is no easy task. For many, it is easy to get caught in a cycle of reactive accommodation where larger accessibility policies are never implemented. So how do you transition from reactive policies to proactive policies?
Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through their two-year process of moving from reactive solutions to proactive accessibility policies. His own experience with how difficult it can be to shift campus climate and administrative support towards proactive accessibility is incredibly useful for other universities struggling with the same thing. His detailed presentation will provide insight into how George Mason has overcome these challenges and developed a proactive approach to accessibility.
This webinar will cover:
- Collaborative strategies for campus-wide IT accessibility
- Strategies for getting faculty to use and create accessible material
- George Mason's accessibility policies & recent updates
- Workflow, collaboration, and policy recommendations
- Resources for accessibility training and testing
- Analysis of completed accessible media requests by fiscal year
The document discusses various dimensions to consider when evaluating an e-learning course, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional dimensions. Some key questions to evaluate include whether course content is regularly updated; hardware and software requirements are clearly stated; navigation and accessibility are well-designed; and learner support, evaluation mechanisms, and legal/ethical considerations are adequately addressed.
This document summarizes Blackboard's presentation on accessibility. It discusses 3 parts of Blackboard's solution to improve accessibility: content platforms, consultation, and Blackboard Ally. Blackboard Ally automatically checks content for accessibility issues, provides alternative formats, and gives instructors feedback to improve. It also provides institutions reports on course content accessibility. Blackboard is committed to accessible platforms like Collaborate, Learn, and Moodlerooms. They provide consultation services like auditing courses and creating accessibility plans. The presentation addresses challenges for students, instructors, and institutions and emphasizes the importance of accessibility for all learners.
The Professional Certificate in Web Accessibility provides a gateway to accessibility for web professionals. The course is offered online over six weeks by the University of South Australia and W3C member Media Access Australia. Here, lecturers Associate Professor Denise Wood and Dr Scott Hollier talk through the Professional Certificate in Web Accessibility at OZeWAI 2012.
More info: mediaaccess.org.au/learn
This document provides an overview of a presentation on using technology in 21st century teaching. It discusses how students today have grown up with technology and expect it to be integrated into their learning. Several statistics are presented about rising technology and social media use among students. The presentation will cover topics like how classroom behaviors and expectations have changed, ethical implications of technology use, examples of technologies used in classrooms, and stories from the presenters' own experiences. Attendees will have opportunities for individual and group work using various applications. The goal is to help educators become more comfortable and skilled in incorporating new technologies into their teaching practices.
Usability and Accessibility Have a Conversation: How Accessibility and UI/UX ...3Play Media
Starting with Jesse James Garrett's model of User Experience, this webinar will examine where accessibility and usability dovetail in areas such as user research, information architecture, persona, wireframes, visual design, and user testing. By understanding more about each other, we may better navigate each other's challenges and solve each other's problems more effectively.
Strategic Campus Collaborations: Advancing Knowledge about Accessibility at ...3Play Media
The itAccessibility Team at UA focuses on the accessibility of the institution's electronic environments with top-down and bottom-up approaches. Through actively participating in projects across campus to discuss and evaluate accessibility in IT and academic environments, their campus accessibility knowledge network continues to expand. The Team is routinely included in projects across campus to discuss and evaluate accessibility in IT and academic environments.
Topics this session will cover include:
-The structure of the itAccessibility Team
-Networking opportunities realized through committees and work groups
-The impact achieved after the development of new campus initiatives
Are You at Risk? Identifying Web Accessibility Gaps at Your Organization3Play Media
With recent lawsuits, updates to legal standards, and an increasing number of DOJ & OCR inquiries for inaccessible IT, web accessibility is on a lot of organizations' minds. But how can you tell whether or not your website, web application, or native app is meeting accessibility requirements?
In this webinar, Mike Paciello, founding partner of The Paciello Group, will discuss accessibility gap analysis, a critical step in building – or fixing – accessibility at your organization. Taking a high-level approach, he will cover strategies for evaluating your current level of accessibility, identifying areas of risk, and developing a plan to achieve compliance with web accessibility standards.
This presentation will cover:
An overview of major accessibility laws and standards
Assessing your website or native app's current level of accessibility
Identifying vulnerabilities
Tips for filling in the gaps
Developing a roadmap to accessibility compliance
Tips About Accessibility for Online Learning Instructors3Play Media
Learn what is reasonable for instructors and online course designers to know in order to begin designing courses that are welcoming to, accessible to, and inclusive of all students and instructors, including those with disabilities.
The document discusses the development and delivery of an online master's program between institutions in Ireland and Africa. It faced multiple challenges including differing technical infrastructure and expertise between partners, tight timelines for development, and unreliable internet in Africa. Despite these challenges, it succeeded due to thorough planning, a flexible approach, comprehensive student and faculty support, and technical training. Student feedback was positive, but there is still work to be done in reusability, assessment, expanding tools used, and learning design.
Developing Global Competencies through Networked Student International Collab...ACBSP Global Accreditation
Experiencing international business environments is more effective than reading about them. This presentation will demonstrate methods for using readily available collaborative technology to connect students from different countries together so that they develop skills, including cultural understanding, in working on global virtual teams.
Teaching Accessibility and Inclusive Design in Higher Education Curriculum: B...Howard Kramer
In 2015 tech firms such as Yahoo, Facebook, Dropbox and LinkedIn announced that they will develop standard language that lets applicants ‘know that having accessibility knowledge is "preferred" to land a job. Come to this session to learn how why and how you should include accessibility and inclusive design topics in tech, media and computer science courses.
Teaching Accessibility and Universal Design in Higher Education - COLTT 2017Howard Kramer
This document discusses teaching accessibility and universal design concepts in higher education. It provides examples of courses that incorporate universal design content, such as a "Universal Design for Digital Media" course. It emphasizes the importance of teaching universal design from both a social and business perspective. Resources for teaching universal design are presented, including textbooks, curriculum materials, and projects like Teach Access that aim to increase accessibility knowledge among students. The document also describes the "Promoting the Integration of UD Content into University Curriculum" project and its goals of expanding universal design teaching in post-secondary education.
This document summarizes Howard Kramer's presentation on teaching accessibility and inclusive design in higher education. It discusses research showing a lack of accessibility education in curricula and benefits of including it. A survey found students highly valued courses addressing universal design and accessibility. The presentation provides example curricula, resources for teaching these topics, and opportunities for collaboration like an open textbook and conference.
The document discusses accessibility in web design and defines accessibility as designing web content that can be navigated and read by everyone regardless of their abilities, location, or technology used. It notes that all government web content must meet WCAG 2.0 accessibility guidelines to a minimum Level AA compliance by 2014. Tips for accessibility include providing text alternatives for images and multimedia, ensuring navigation is accessible, and allowing for alternative modes of access such as text-only. Validation tools can check for adequate color contrast, screen readability, and layout errors. Digital inclusion aims to address barriers preventing access and use of technology for many groups in society.
Ud in-curriculum-4 accessu-2018 (howard-lydia combined-nn)Howard Kramer
The document discusses the importance of teaching accessibility and inclusive design in higher education by outlining the social, legal, and career benefits; provides examples of how to incorporate accessibility content into curricula using tools and resources; and offers guidance on creating accessible documents, presentations, and digital media.
Standards Education W3 C 15.10.2009 SmallPatrick Lauke
The document discusses the need to teach web standards and accessibility in education programs. It notes a disconnect between what skills the web industry needs and what is taught. While web design modules aim to teach best practices, the topics may be too broad to cover fully in short courses. Educational materials also risk becoming outdated quickly given the changing nature of web technologies. The document promotes resources like the Opera Web Standards Curriculum and the Web Standards Project InterAct framework that provide guidance for teaching core web development skills while addressing industry needs and standards.
Universal Design Content in Curriculum - ATIA 2014Howard Kramer
This document outlines Howard Kramer's presentation on integrating Universal Design into university curriculum. The presentation discusses the NEA grant project promoting the inclusion of UD content in courses. Examples of student projects incorporating UD principles from arts/humanities and other disciplines are provided. Resources for teaching UD like textbooks, websites and conferences are also mentioned. The objective is to inspire faculty to adopt UD approaches and share resources for teaching UD.
Integrating Universal Design Content into University CurriculumHoward Kramer
This document discusses integrating universal design content into university curriculum. It provides examples of courses that have incorporated universal design principles, such as a human-computer interaction class that teaches web accessibility and a digital media course on universal design. Strategies are suggested for promoting universal design in course content, such as sharing resources and replicating successful models at other campuses. Resources for teaching universal design are also presented, including textbooks, websites, and a conference for discussing universal design in curriculum.
Accessibility in web design refers to making web content accessible to all users regardless of ability or technology. The document discusses guidelines like WCAG 2.0 that websites must meet, defines universal design, and provides tips for creating accessible content like using alternative text, navigation aids, and validating color contrast and readability. Key points are to plan for accessibility during content production and provide alternatives like text for high bandwidth elements.
Accessibility and Online Learning: Users as LearnersMary Ziegler
1) The document discusses accessibility in online learning and focuses on learners with disabilities. It covers the growth of online learning, types of learners, and their motivations.
2) Approaches to accessibility discussed include following Web Content Accessibility Guidelines and applying principles of universal design. Examples are given of how to make content like video and assessments accessible.
3) Current opportunities and challenges mentioned include a need for more image descriptions, flexible assessments, and communication tools for different disabilities. Standards only go so far and innovation is needed to consider all learners.
This document discusses a project funded by the US Department of Labor called TAACCCT that provides $2 billion over 4 years to increase access to and completion of associate degree programs in engineering technology. It describes how three technical colleges in Georgia (Albany Technical College, Athens Technical College, and Atlanta Technical College) are working together on this consortium to develop integrated strategies using stacked and latticed credentials, transformed instructional delivery, and student support services including a Learning Objects Repository and portal website. The document also discusses trends related to open educational resources, licensing, and how emerging technologies are impacting libraries and their roles.
Trends and innovations in web development course Dr. Shikha Mehta
The document discusses several papers related to curriculum design for web development programs. It summarizes key aspects of the papers, including topics covered in proposed coursework, methodologies for evaluating curriculum, and challenges students face in learning threshold concepts in web development. Areas identified as difficult for students include interface design, understanding HTML/CSS separation of concerns, programming concepts, and managing workflow. Evaluation of existing curriculum surveyed industry professionals and aimed to provide guidance on improving course objectives and tools.
Designing and evaluating web sites using universal design principles (hands on)Howard Kramer
This document provides an agenda for a one-day workshop on universal design for web design and digital media. The workshop will cover topics such as universal design for the web, with a focus on mobile, and universal design for digital media. It will be presented by Howard Kramer, Kathy Wahlbin, and Gaeir Dietrich. The agenda includes introductions, presentations on various universal design topics, breaks, and a closing. Presentation materials will be posted online.
Campus Commitment for Equal Access_Techshare India 2014BarrierBreak
Presented by Lokesh Mehra - Director -Education Advocacy, Microsoft India at Techshare India 2014
Microsoft is making a small contribution to young people with disabilities, by removing education barriers and promoting an inclusive learning environment that provides equal access to information technology.
Objectives of presentation and benefits for the audience:
• Indian education landscape
• Govt. of India - policies example HEPSN/TEPSE
• Current awareness of accessibility in educational institutions
• Leveraging technology for empowering accessibility amongst trainers and experts
• Gaming v/s Learning / influence on accessibility
Universal Design principles aim to make digital media, learning, and course content usable by people of all abilities. This involves techniques like using semantic HTML and CSS for flexible content display, providing alternative formats for information representation, and allowing for customization of display features. Web standards like valid markup and accessible design lay the foundation for Universal Design. Evaluation tools help ensure sites meet accessibility guidelines.
Similaire à (COLTT 2018) Teaching Accessibility and Inclusive Design in Higher Education Curriculum: Benefits, Approaches and Resources (20)
The document discusses a panel on accessibility and universal design in online courses. It introduces the four panelists - Liz Simpson and Reed Scull from the University of Wyoming, and Catherine Kelley from Fairleigh Dickinson University and Howard Kramer from the University of Colorado. Kramer then discusses his work promoting universal design in university curriculum through ongoing classes and upcoming courses on accessibility in digital media and content management systems. He notes that universal design benefits all users by focusing on student-centered design and different learning styles, and that accessible design also aids accessibility compliance. The presentation concludes by listing some resources for considering accessibility in course design elements like PDFs, documents, video, websites and learning management systems.
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This document summarizes a presentation about designing and evaluating websites using universal design principles. It discusses integrating usability and accessibility when designing websites. It reviews concepts of universal design and applies principles of best practices and usability to web design. It outlines exercises to identify when sites incorporate universal design and best practices. It discusses using web standards like semantic HTML and CSS as a foundation for universal design on the web.
This document discusses integrating universal design, web standards, and accessibility. It begins by defining universal design, web standards, and how they relate to accessibility. Some key benefits mentioned are improved usability for all users, including people with disabilities, as well as benefits to search engines. The document then provides examples of implementing universal design principles in web design. It also recommends tools and resources for evaluating and improving accessibility and provides examples of accessible web pages.
The document outlines Howard Kramer's presentation on integrating Universal Design content and principles into university curriculum. It discusses definitions of Universal Design, examples of how it has been incorporated into courses at the University of Colorado-Boulder, and seeks input on sharing resources and collaborating to further promote Universal Design in curriculum. The overall goal is to determine how to best increase the amount of classes addressing Universal Design principles and content on campus.
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This document summarizes Howard Kramer's presentation on using WordPress and PHP to create accessible websites. Kramer discussed some of the common accessibility issues with WordPress themes and plugins, including that many themes do not pass WCAG 2.0 and plugins have little quality control. He provided resources for finding more accessible themes and plugins, like the WP Accessible project. Kramer also reviewed new accessibility features in WordPress 3.5 and resources for learning more about developing with WordPress.
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Universal Design principles can be applied to digital media, learning, and curriculum design to make them usable by all people without special adaptation. This involves multiple means of representation, engagement, and action/expression. Web standards like semantic HTML, CSS layout, and accessibility techniques ensure content is accessible on diverse devices and browsers. Evaluation tools help check and improve accessibility and universal design.
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This document discusses how adopting web standards and universal design principles can improve web accessibility. It defines web standards, universal design, and how they compare to traditional accessibility standards. Some key benefits outlined are making sites easier for people and search engines to use, reducing development costs, and ensuring forward compatibility. The document provides examples of how implementing semantic HTML, CSS layout, and flexible design can achieve these benefits and improve accessibility for all users.
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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9
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
(COLTT 2018) Teaching Accessibility and Inclusive Design in Higher Education Curriculum: Benefits, Approaches and Resources
1. Teaching Accessibility and Inclusive Design in
Higher Education Curriculum: Benefits,
Approaches and Resources
COLTT 2018
Howard Kramer
University of Colorado-Boulder
hkramer@colorado.edu, 303-492-8672
3. My Background & Projects
Howard Kramer
PI for Promoting the Integration of Universal Design
into University Curricula (UDUC), CU-Boulder
Teach Universal Design for Digital Media
Accessing Higher Ground: Accessible Media, Web &
Technology Conference
4. Agenda
• New arguments for teaching about UD and
accessibility
• Research that explains the dearth of teaching
about UD
• Examples & tools for including UD content in
curriculum
• Resources for teaching about UD/accessibility
• More about grant project - UDUC
• Q & A
9. WhyTeach about
Accessibility & Inclusive Design?
(the usual arguments)
Social Case
Reaching diverse audiences
Legal
Accessibility benefits
everyone
10. Quotes – Social Case
“The power of theWeb is in
its universality.Access by
everyone regardless of
disability is an essential
aspect.” – Tim Berners-Lee
“We need to make every
single thing accessible to
every single person with a
disability.” – StevieWonder
“The one argument for accessibility that doesn’t
get made nearly often enough is how
extraordinarily better it makes some people’s lives.
How many opportunities do we have to
dramatically improve people’s lives just by doing
our job a little better?” – Steve Krug (2005)
12. Disability Demographics / Changing
Markets
• Demographics
• 1 in 5 people in the U.S. have a disability
• 1 in 10 have a severe disability
• 2003 – 36 million aged 65+ in U.S. (about 12% of pop.)
• 50% have disability
• 2030 – 70 million 65+ (20% of pop.)
• 1 Billion people in the world have a disability
• Globalization | Emerging Markets
• Tourism | immigration | globalization
• More non-English speakers or non-readers
15. Career Benefits
•In 2015 tech firms such asYahoo,
Facebook, Microsoft, Dropbox and
LinkedIn announced that they will develop
standard language that lets applicants
“know that having accessibility knowledge
is preferred” to land a job.
Changing landscape for accessibility skills
in tech and design
16. Teach Access
•Originated atYahoo!
• Collaboration between tech companies,
faculty and accessibility specialists
•Goal
• Increase accessibility knowledge and skills
among tech and design professionals
Other Resources / Projects
21. Why the Gap?
•Post-secondary IT programs update their
curricula every 4 to 5 years
•Curriculum standards boards – late in
adding accessibility as a component
• Association of Computer Machinery’s (ACM) –
added accessibility only in 2017
• ABET – just recently added accessibility
22. Why the Gap?
•Shinohara, Kawas, Ko and Ladner (2017) –
surveyed 1800+ faculty in Information
Technology & Information Science fields
• most critical barriers to teaching accessibility
• clear and discipline-specific accessibility
learning objectives
• the lack of faculty knowledge about
accessibility
• difficulty recruiting persons with disabilities
• difficulty engaging students
23. Audiences & Issues
Disability & Issues Adaptation or AssistiveTechnology
Blindness orVisual Impairment
Visual information, non-semantic
text (on Web), orientation, poor
contrast, small font
Screenreader technology, high contrast,
semantic web pages, adjustable font,
high contrast, keyboard friendly
Deafness or Hearing Loss
Speech, sounds & multimedia, low
volume, noisy environment
Captioned videos, Real-time captioning,
transcripts (for audio-only multimedia),
sign-language interpreters
Mobility & physical disabilities
Inability to use a mouse, or a
keyboard, walking, lack of hand
dexterity
Large targeting areas (i.e. links and
controls on a web page), keyboard
friendly, voice recognition, word
completion, head and eye-tracking
devices
Cognitive
Poor understanding meaning of site
elements, finding information on a
web page
Easier to understand language, article
summaries, avoid over cluttered web
pages, high contrast, semantic web
pages
24. Resources to Introduce and Convey
Accessibility Issues
• WAI – Accessibility Perspectives
• https://www.w3.org/WAI/perspectives/
25. Resources to Introduce and Convey
Accessibility Issues
• WAI – How people with disabilities use the web
• https://www.w3.org/WAI/intro/people-use-
web/stories
26. Real examples of individuals using
AssistiveTechnology
•Tommy Edison – the Blind Film Critic
• https://www.youtube.com/watch?v=c0nvdiRdehw
•S—t people say to blind people
• https://www.youtube.com/watch?v=4uk8pwEHMBE
27. Screen Reader + Browsers
Recommended Combinations
• Internet Explorer + JAWS
• Google Chrome + JAWS
• Firefox + NVDA
• Safari (Mac OS X and iOS) +Voice Over
• AndroidTalkBack and Google Chrome (Can also
be used with Firefox)
http://www.maxability.co.in/2017/02/screen-reader-and-
browser-combination-for-accessibility/
29. 7. When happy
with your
settings, either
tap Accessibility
in top left of the
screen or press
your device’s
Home to return
to the Home
screen.
iPhone
30. 5 Popular Accessibility Features
1. Magnification
2. Text to speech
3. Negative colors/Color
adjustment/Invert
4. TalkBack/Voice Assistant
5. Interaction Control
Android
Using talkback gestures:
http://www.apps4android.org/?p=4147
31. Books & Curriculum Material
• AWeb for Everyone: Designing
Accessible User Experiences
• Norman, David A.The Design of
EverydayThings (2002).
• InterACT with Web Standards: A
holistic approach to web design,
Anderson, et. al.
33. Aspects of Course that particularly
effective at promoting UD
• Demographic assignment
• Emphasis on multi-faceted benefits – mobile,
SEO, etc.
• AT User Interview
• Use of screen reader and other evaluation tools
• Opportunity for them to redesign a site of their
choice
34. No BookVersion
WAI – How people with
disabilities use the web
https://www.w3.org/WAI/i
ntro/people-use-web/
Universal Design for
Digital Media (eBook)
http://www.uduc.org/res
ources.php
35.
36. Teach Access – Initiatives & Resources
• Include accessibility in tech job requirements
• Conduct faculty training
• Provide guest speakers from tech companies for
the classroom
• Develop training tutorials on accessibility
Other Resources / Projects
37. Teach Access – Initiatives & Resources
• Core Concepts
• Conduct faculty training
• Provide guest speakers from tech companies for
the classroom
• Develop training tutorials on accessibility
Other Resources / Projects
38. W3C WAI Resources
•Before and After Demonstration (BAD)
•Web AccessibilityTutorials
•Developing Presentations andTraining
•Future Resources
Other Resources / Projects
39. ACM, etc.
•ACM InformationTechnology Curricula -
IT2017 (local copy)
•Article on Teaching About Universal Design and
Accessibility in Higher Education
Other Resources / Projects
40. Promoting the Integration of UD Content into
University Curriculum (UDUC)
Other Resources / Projects
41. Promoting the Integration of Universal
Design into University Curricula (UDUC)
Opportunities for Collaboration
• Sharing of Resources
• E-text book
• Joining UDUC network/mailing list
• Distributing surveys to students – benefits of
taking classes with Inclusive Design and
accessibility topics
42. Accessing Higher Ground
Conference
Basics of Inclusive Design for Online Education
• https://www.coursera.org/teach/inclusive-design/
Free Coursera MOOC
Accessible Media,Web &Technology
•November 12 – 18, 2018
•Westin Hotel - between Boulder & Denver
•http://accessinghigherground.org