1. November 10-14, 2009 Westminster, Colorado

2. Using Interactive Whiteboards to Increase Access and Success for Everyone

3.  Universal Design Review  Access Dilemmas  Technology Review  How it All Works  Collaborations and Commentary with IT; Faculty; Students  Final Notes

4. The design of products and environments to be usable by all people, to the greatest extent possible, without adaptation or specialized design. The Center for Universal Design, North Carolina State University, Raleigh, North Carolina

5.  Design must include curriculum  Accessible delivery of information  Acknowledgement and inclusion of all types of learners (visual, auditory, kinesthetic)  Flexibility of Learner Evaluation

6.  Highly Visual Classes are often exceptionally difficult for students with visual impairments  Examples include: ◦ Math and all Natural Sciences ◦ Art History or Foundations ◦ Business How can we make them accessible?

7.  How do I learn Math when I can only hear what the instructor is saying?  If an instructor holds a pop quiz and everyone else gets to see the question on a projector, but all I get is the question read to me, is the playing field level?  Working with instructors to verbalize everything they write on the board helps some – can’t be guaranteed to last all semester.  When discussing this request with a Calculus instructor, he replied, “What you really need is a Smartboard.”

8.  What is an interactive whiteboard?  Extensive use in K-12 system  How they can help students with visual impairments in the classroom – synch software  How they can help other students  How they can help instructors

9.  Vendor Issues – changes  Size Issues – resolution  Portability Features  Nursing School’s Lecture Hall  Instructor Input – hesitation and embracing technology  Including Information Technology Staff  Including Learning Technology Center

10.  Students Register  Discussion with Students Regarding Needs  Connection with Instructors Regarding Visual Nature of Class  Connection with IT for Setup  Training of Instructors  Follow-Up through IT, Students and Faculty

11.  Students with Visual Impairments “the first time I felt like I could ‘do’ math”  Other students with disabilities “I can focus on what the teacher is doing”  Students with no disability “I can access the instructor’s notes online after class”

12.  Math – “I felt like I was able to more clearly work the problem by following a more linear layout”  Geoscience – “I felt like I slowed down, was able to keep my focus on the class”  Economics – “Enjoyed using the tools”  Business – “Fantastic tool”

13.  Every mediated room will have a Sympodium instead of a computer monitor  Students will be able to open up a laptop that has Synchroneyes software, find the instructor’s broadcast and view the material in real-time, without the need for Classroom Support  Instructors will embrace and request use of technology without a student with visual impairments registered for classes

14.  SmartTechnology (not the only kind and I do not promote the company, it is simply what UW-Milwaukee used)  Polyvision  3M  Dell  Hitachi  Numonics

15. Because not everything can work for everybody in every situation: ◦ Document cameras – can also be synched ◦ Portable magnifiers – USB connected CCTVs ◦ Lab sciences – ‘personal’ touch

16. THANKS! ANY QUESTIONS? MY CONTACT: 414-229-5660 jeano@uwm.edu