Universal Design for Learning and Instruction: More than ALT Tags Lloyd Rieber & Michele Estes Department of Educational Psychology & Instructional Technology Center for Teaching and Learning Version 1/25/07

But, adding ALT tags is a good start

Universal Design (UD) Coined by Dr. Ron Mace of NCSU “Design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Ron Mace, Center for Universal Design, North Caroline State University)

Information Access Physical Access Learning Access CognitiveAffective

Barriers to Learning Access The Power and Consequences of Representation

Barriers to Learning Access = ? How many of you can explain (not solve) the following?

Hey, do you want to be friends with us? Sure, sounds cool!

5 3 …want to become friends with… 8

Barriers to Learning Access 8/2 = ? 8/1 = ? 8/0 = ? How many of you can explain (not solve) the following?

Barriers to Learning Access Hint: What is an example of a “little bit”? ∫ dx = x How many of you can explain the following? Pinch, tad, morsel, ?

The Practice of Universal Design

Accessibility Requirements of All Studio Projects All text is readable by a screen reader. All informational graphics, animation, and movies must have alternative text. All audio narrations must have accompanying text transcripts. All tables on HTML pages should include row and column headers for data tables.

Web Resources – General Information & Evaluation Tools (UGA) Web Accessibility and Persons with Disabilities  WatchFire WebEXACT  Center for Applied Special Technologies: Universal Design for Learning  NCSU’s Center for Universal Design  UConn’s Center for Universal Design for Instruction  FacultyWare  Access eLearning  Extensive, free online course about accessibility issues 

Web Resources – Technical Help Macromedia’s Accessibility Resource Center  Studio accessibility resources page  ility.htm

Technical Compliance with Section 508 of ADA

Teaching Every Student in the Digital Age: Universal Design for Learning Rose & Meyer, 2003 Online copy free at CAST.org

Universal Design (UD) Coined by Dr. Ron Mace of NCSU “Design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Ron Mace, Center for Universal Design, North Caroline State University)

Mace, R.L., Hardie, G. J., Place, J. P. (1991). Accessible Environment: Toward Universal Design. In W.E. Preiser, JC. Vischer, E.T. White (Eds.), Design Intervention: Toward a More Humane Architecture. (32 pages)., New York: Van Nostrand Reinhold. “…a sensible and economical way to reconcile the artistic integrity of a design with human needs in the environment. Solutions which result in no additional cost and no noticeable change in appearance can come about from knowledge about people, simple planning and careful selection of conventional products.” (Mace, 1991)

Historical Perspective of UD 1950’s – Disabled Veterans and others helped support the Barrier-Free movement 1960’s ’s Civil Rights movement supported anti- discrimination laws In 1961, the American Standards Association published the first barrier- free standard entitled, A Making Buildings Accessible to and Usable by the Physically Handicapped. In 1984, the Uniform Federal Accessibility Standard (UFAS) was created from the various State-adopted standards From architecture to environmental initiatives, recreation, the arts, health care, and now to education.

Principles of Universal Design 1.Equitable Use 2.Flexibility in Use 3.Simple and Intuitive to Use 4.Perceptible Information 5.Tolerance for Error 6.Low Physical Effort 7.Size and Space for Approach and Use

Then, What Qualifies As Being Universally Designed? All-in-one cell w/wireless /digital signal/pda functionality/web browsing/java/etc.? Tractor w/drink holder, umbrella, cushiony seat, power steering, radio, great suspension, etc.? Classroom or Building? Instructional Activities? Nextel BlackBerry 6510TM UGA Student Learning Center Reading Room

Some Assumptions Diversity in ability is the norm, and “one size” does NOT fit all. Diverse abilities can be accommodated through effective design, based on established principles. It is most effective to build-in design features at the beginning of the process rather than to add them later.

Apply Principles to Instruction Universal Instructional Design Universal Design for Instruction Something Else?

Elements of Universal Assessment Design Thompson, S., & Thurlow, M., (2002). Universally designed assessments: Better tests for everyone! (policy Direction No. 14). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved 4/2/03 from the World Wide Web: Inclusive Assessment Population Precisely Defined Concepts Accessible, Non-Biased Items Amenable to Accommodations Simple, Clear, and Intuitive Instructions and Procedures Maximum Readability and Comprehensibility Maximum Legibility (More information available at the URL cited below)

Why Do We Do The Things We Do? “I watched a consumer show on British television on toasters that caught fire when the bread was too dry. The consumer representatives pointed out that people often inserted their fingers, a fork, or a knife into the toaster to extract the toast.” (Norman, 2002) This is an example of selective attention. Although it is obviously dangerous and perhaps life-threatening, users continue to try to extract toast from their toasters. Norman, D. (2002). The Design of Everyday Things. New York: Basic Books.

User Interface Design: A Quick Primer

Design Principle Natural Mappings

Which is a better stove design? Why? A B

Design Principle: Affordances Different media/materials lend themselves to different uses

Which door would you push to open? Which door would you pull to open? A B