1. Blending Universal Design, E-Learning, and Information and Communication Technologies in Higher Education
Roberta Thomsonl1,3 Catherine Fichten1,2
Alice Havel1,2 Jillian Budd1,3 Jennison Asuncion1
1 Adaptech Research Network
2 Dawson College
3 McGill University
Impact UDL Conference, Edmonton, Alberta
January 28-30, 2016

2. Learning Objectives Understand Analyze Synthesize
Similarities and differences of UDL and UDI
Analyze
Elements of e-learning and ICTs that facilitate accessibility and usability
Synthesize
Knowledge into a take-away list of 8 key course design questions.
#UDLictImpact

3. UDL Multiple Means of Representation
Principles
Descriptions
Multiple Means of Representation
Course content offered in a multitude of formats (e.g., PowerPoint, video, podcast, images)
Multiple Means of Engagement
Instructors offer multiple pathways to engage students in the course material (e.g., wikis, group chats, online mind mapping)
Multiple Means of Action and Expression
Instructors offer multiple methods of expression/evaluation (e.g., participation in discussion forum, online multiple-choice quiz, virtual group project)
#UDLictImpact

4. Universal Design for Instruction (UDI) Principles
Equitable use
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use
A community of learners
Instructional climate
Source: Principles of Universal Design for Instruction, by Sally S. Scott, Joan M. McGuire, and Stan F. Shaw. Storrs: University of Connecticut, Center on Postsecondary Education and Disability. Copyright Reprinted with permission.
Flexibility – choice choice, electronic doors - eqitable
#UDLictImpact

5. Engage & Express
Share your thoughts and input throughout this presentation
#UDLictImpact
Think - Pair - Share
#UDLictImpact

6. Potential
“…just because a course is digital does not ensure that it is usable by everyone or that it is accessible to all.” (Berkowitz, 2008)
What are some implications of the
above quote regarding online
and blended courses?
#UDLictImpact

7. Concerns & Barriers
“… in the rush to integrate technology into teaching, instructors and those responsible for designing, supporting, and implementing e‑learning often fail to think about the specific accessibility requirements of students with different needs” (Bissonnette, 2006).
those in charge of supporting and deploying e-learning generally do not confirm ahead of time whether academic software being considered for purchase is compatible with assistive technologies (ATs) used by students with disabilities.
#UDLictImpact

8. Accessible E-learning Tools and their Features
Three Key Components
Blending UD, E-Learning, and ICTs
Accessible E-learning Tools and their Features
Learner Variability
Course Components
The diversity of students in a course: for example, their learning preferences, abilities, processing speeds, cultural backgrounds, and prior knowledge.
The course components: for example, delivery, content, communication, and evaluation.
E-learning tools and ICTs and their features: for example, LMSs , mobile devices, software, and applications used by both instructors and students  Strive to be more consistent with abbreviation usage. For example ICTs are referred to three times prior to this line, each with the full name and (ICT) abbreviation and then not here; but LMSs which have been introduced once before are redefined with full name and abbreviation here.
Accessible Learning Environments
#UDLictImpact

9. Considerations ICTs used by students to access material
Learning Management Systems (LMSs) work on multiple devices
Lecture presentations aligned with students’
Variability of skills, preferences and abilities
Materials accessible and useable by largest numbers
Variety of communication modalities, content representations, engagement methods, and evaluation techniques
Maybe overlap with the 7 questions
#UDLictImpact

10. Common Barriers
Compatibility between e-learning and students’ ICTs is not considered
High cost of ICTs
Inadequate opportunities to try ICTs before purchasing
those in charge of supporting and deploying e-learning generally do not confirm ahead of time whether academic software being considered for purchase is compatible with assistive technologies (ATs) used by students with disabilities.
#UDLictImpact

11. Helpful Resource Adaptech Research Network alternatives
Free or Inexpensive ICTs adaptech.org/downloads
those in charge of supporting and deploying e-learning generally do not confirm ahead of time whether academic software being considered for purchase is compatible with assistive technologies (ATs) used by students with disabilities.
#UDLictImpact

12. Post-Secondary Stakeholders
Students
Instructors using e-learning
Disability service providers
Access technologists
Campus e-learning professionals who lead and select e-learning products
Vendors: develop/sell e-learning products to institutions
Others? 
Catherine!!!
#UDLictImpact

13. Engage & Express What you now know re: considerations? #UDLictImpact
Think - Pair - Share
#UDLictImpact

14. Course Design Questions
Are there barriers in the course for the diversity of learners?
Has accessibility of LMS/CMSs been considered?
Has the use of mobile devices been considered?
Are digital versions of course material accessible and useable?
1 – moving away from the myth of the average…
#UDLictImpact

15. Course Design Questions
Are there options for engagement with course content and objectives?
Can students demonstrate what they learned through accessible ICTs or e-learning tools?
Have learning modules/activities been validated for access and usability with the institution’s access technologist?
Have all stakeholders been considered in ICT related decisions?
1 – moving away from the myth of the average…
#UDLictImpact

16. Roberta Thomson roberta.thomson2@mcgill.ca
Questions & Contact
Roberta Thomson
Alice Havel
#UDLictImpact

17. Resources AccessDL http://www.uw.edu/doit/Resources/accessdl.html
Adaptech Research Network: Database of Free and Inexpensive
CAST
Center for Universal Design in Education
JISC TechDis Inclusion Technology Advice
Province of Ontario: Making your Website Accessible:
UDL Course Changes sections of UDL-Universe
WebAIM
Web Content Accessibility Guidelines
I don’t know if there is enough contrast here….or if this type of thing is okay as a table…maybe not.
Better as a list? More accessible?

18. Appendix

19. Training & Support Instructors may need training on
Using their LMS/CMS
How students with different access needs use ICTs
How to employ UD in designing
Course materials
Teaching methods
Evaluation
Need reflection time before, during and after a course
May be overlap with other slides…..

20. Learning Management Systems (LMSs)
Desire2Learn, Blackboard, Moodle, Vclass…
Varying degree of customization
Evolution – increase access or barriers (Rangin)
Material presentation – chunk into modules
Course calendar – link all modules/evaluations
In-person and virtual office hours
Use student-view feature to verify usability
Some access lost when moving from one platform to another

21. Syllabus First contact with a course UD course syllabus includes
photo or captioned video introducing the instructor
course tour in printed and captioned video formats
link to instructions on how to use the LMS
description of multiple pathways to attain objectives
information on how to arrange for specific needs
presented in accessible format
embed links to outside sources
. Guidance for the UD of a syllabus can be found in several of the online resources listed in the Training and Support section at the end of this chapter.

22. Textbooks E-text in accessible format provides options
Portability among devices
Laptops, tablets, e-readers, and smartphones
Publishers may use proprietary formats
restrict accessibility for certain students
no option to select text for reformatting or use with screen reader
may use complicated navigation schemes
Before selecting an e-textbook talk to the vendor
accessibility
usability

23. Documents Provide in advance In accessible, useable formats
Use alt text for images and tables
Caption videos
Described video
Avoid scanning that creates pdf or jpeg
OCR document to make accessible

24. Lectures Presentation in accessible format
Font size and color contrast is sufficient
Don’t use color as the only way to convey content
Avoid automatic slide transitions
Use clear language
Reading order of text boxes that are not part of the native slide layout
screen reader usually reads these last

25. Lectures Video Embedded audio
Captioned
Player controls are accessible.
Embedded audio
Include a transcript
Post presentations online in timely manner
Accessible text based format (not PDF)
Use Creative Commons
Record lecture and caption
Post on LMS: students view at own time and pace

26. Communication On-line communication
, Skype, Adobe Connect, discussion forum, chat
Asynchronous – individual time and pace
Self-review of content and grammar
Synchronous – real time chat room, IM
More access and usability challenges
Provide multiple means of engagement
Audio, video, text
Offers advantage for those unable to attend class due to mobility issues, illness, inclement weather, or more comfortable than in person – (speech and hearing impairments, anxiety, those on the autism spectrum, or second language learners)

27. Evaluation Multiple pathways to achieving course objectives
Reduce barriers of paper & speeded testing
Build in extra-time
Late day bank for submission
Recent course – paper, ppt or prezi, audio recording

28. Evaluation Provide options Written papers Virtual group projects
Online tests
Blogs
Portfolios
Mind/concept maps
Discussion forums
Audio recordings
Hands-on demonstrations
Student presentations
Online oral exams through Skype
Course participation in-class, online
Recent course – paper, ppt or prezi, audio recording