1. Beyond Accommodations Incorporating Universal Design for Learning in Online Courses Dr. Alexis Petri UMKC Institute for Human Development petri@umkc.edu KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award 0929212. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

2. Beyond Accommodations - Goals Online teaching and learning offers opportunities to design courses accessible to all students. Accessibility is more than making reasonable accommodations such as extra time for tests. Like curb cuts for education, accessibility enhances teaching and learning for everyone.

3. Case: Innovation, Resources, Culture, Inclusion Martha’s Vineyard

4. Everyone Here Spoke Sign Language 17 th century – early 20 th century Martha’s Vineyard Extremely high rate of profound hereditary deafness (1 in 25 in some towns) Vineyarders born deaf did not see themselves as a group apart Everyone spoke sign language (25 out of 25) – And not just when communicating with someone who was deaf

5. What changed ?

6. Unpack the case How is the unique situation on Martha’s Vineyard relevant to online learning? Learning analytics? How can we think about accessibility in online teaching and learning as inclusion of a broad array of learners? What are the spontaneous, cultural benefits of designing courses that are accessible to all students? How do we conceptualze UDL as a strategy to support all students in their learning?

7. For Consideration – National Data Institution and student characteristics 2-year4-yearPublicPrivate np Highest education of parent = high school diploma or less 47.7% ± 0.41% 41.9% ± 0.48% 66.1% ± 0.43% 8.4% ± 0.28% Worked full time49.3% ± 0.54% 41.7% ± 0.63% 67.3% ± 0.43% 7.8% ± 0.37% Some type of disability reported46.0% ± 0.82% 44.1% ± 0.79% 66.2% ± 0.85% 9.9% ± 0.56% Percent who took any distance education courses and reported some type of disability 32.2%

8. UNIVERSAL DESIGN FOR LEARNING 1.Equitable use 2.Flexibility in use 3.Simple and intuitive use 4.Perceptible information 5.Tolerance for error 6.Low physical effort 7.Size and space for approach and use 8.Community of Learners 9.Instructional Climate What?How?Why? Multiple means of representation Multiple means of action and expression Multiple means of engagement Gather, categorize, & identify Express ideas, plan, & perform Motivation, engaged learning, & persistence Source: CAST (http://www.cast.org/our-work/about-udl.html#.VZxGAvlVhBc)

9. Representation Clear objectives, instructions, expectations for each session Design accessible content and get support from college/university resources Make use of text-to-speech tools Use accessibility features built in to Blackboard Source: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus- website-is-redesigned.html#.VpMRgCpViko

10. Action and Expression Students are supported so they understand assignments – Narrated video to clarify steps involved in an assignment Students have options for collaborating in small groups Students have ways to contribute during discussions – Class notes: 2-3 students per session take class notes and share – Individual presentation and sharing work with each other Source: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus- website-is-redesigned.html#.VpMRgCpViko

11. Engagement Reduce anxiety to promote engagement – Communicate frequently – Encourage self-reflection – Discussion boards can be overwhelming – also consider summarizations, highlighting critical points, and facilitating discussions Design assignments to encourage use of multimedia Encourage sharing – Back channel were students can make comments, pose questions to each other as part of course communications Offer choices for participation Source: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus- website-is-redesigned.html#.VpMRgCpViko

12. Emotion and Learning Source: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus- website-is-redesigned.html#.VpMRgCpViko

13. Emotion and Learning ACTIONMULTIPLE MEANS OF REPRESENTATION MULTIPLE MEANS OF ACTION AND EXPRESSION MULTIPLE MEANS OF ENGAGEMENT ADJUST ACTIVITYOffer alternative forms of information; allow for tools such as text-to-speech Multiple tools for composition – written, voice recording, multimedia Add choice whenever possible; create learning communities SUPPORT LEARNERIntroduce info progressively Promote reflection; monitor progress; feedback Embed self-checks; make purpose explicit; clear expectations Source: CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus- website-is-redesigned.html#.VpMRgCpVikohttp://www.cast.org/whats-new/news/2015/udl-on-campus- website-is-redesigned.html#.VpMRgCpViko

14. SATISFACTION Students appreciate organization and clarity – (more than cleverness it seems) Students appreciate flexibility – Often taking online courses because they need it Satisfaction leads to increased comfort – Leads to engagement? – Leads to persistence?

15. ACCESS Online courses promote it Aspects used and appreciated by wide array of students – Think curbcuts Leverage tools/developments to promote access How would captions promote access to students who do not have visual impairment?

16. DESIGN, CLEAR IS MORE Content, navigation, visual Learner-centered Organized Clear Consistent Visual clarity How might investing in accessible course design save you time?

17. Other UDL Design Tips 1.Content first then design 2.Simple, consistent navigation 3.Accommodation statement 4.Have practice tests, assignment uploads available 5.Model and teach discussion board etiquette 6.Make sure documents are accessible 7.If it’s auditory make it visual; if it’s visual make it auditory

18. Resources Course Accessibility Checklist. Retrieved from http://enact.sonoma.edu/content.php?pid=218878&sid=2032 869 http://enact.sonoma.edu/content.php?pid=218878&sid=2032 869 Simulation - Distractibility – http://webaim.org/simulations/distractability-sim.html http://webaim.org/simulations/distractability-sim.html Simulation - Low Vision – http://webaim.org/simulations/lowvision http://webaim.org/simulations/lowvision Video – Using a Screen Reader – https://www.youtube.com/watch?v=2j2x2miPPDQ

19. References CAST UDL on Campus. Retrieved from: http://www.cast.org/whats-new/news/2015/udl-on-campus- website-is-redesigned.html#.VpMRgCpViko Groce, N.E. (2009). Everyone here spoke sign language. Harvard UP Romm, C. (Sept 25, 2015). The life and death of Martha’s Vineyard Sign Language. The Atlantic Monthly. Retrieved from: http://www.theatlantic.com/health/archive/2015/09/marthas- vineyard-sign-language-asl/407191/ http://www.theatlantic.com/health/archive/2015/09/marthas- vineyard-sign-language-asl/407191/ U.S. Dept of Education (2013). National Center for Education Statistics, 2011-2012. National financial aid study.