Integrating UD Into a Certificate Program in Online Learning Sheryl Burgstahler, Director, Accessible Technology Services, UW-IT

Universal Design “the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” The Center for Universal Design www.design.ncsu.edu/cud

Proactive approaches to access: Universal design Inclusive design Design for all Barrier-free design Accessible design Usable design Others???

Factors increasing numbers of learning opportunities delivered online Increasing diversity on postsecondary campuses legislation to ensure equal access for people with disabilities world-wide civil rights complaints about inaccessible IT

Goal for online learning Courses & programs that are welcoming to, accessible to, & usable by all potential students, including those with disabilities

Stakeholders Students Instructors Online course designers IT technical & support personnel Disability service providers Campus leaders Learning management system (LMS) providers

Rutgers University Course Instructor: Sheryl Burgstahler Background Target: Online instructors, course designers, program administrators Format: Online, asynchronous, universally designed LMS: First: eCollege; now Canvas Length: 6 weeks, noncredit irst

Prerequisites low level of technical expertise required students are expected to engage about 2 hours per week

Online Teaching Certificate Courses https://onlinelearning.rutgers.edu/online-teaching-certificate-program FUNDAMENTALS OF DESIGNING & TEACHING ONLINE COURSES ENGAGING STUDENTS IN ONLINE COURSES ACADEMIC VIDEO PRODUCTION FOR TEACHERS CREATING ENGAGING VIDEOS FOR ONLINE OR HYBRID COURSES UNIVERSAL DESIGN & ACCESSIBILITY IN ONLINE EDUCATION

UD & Accessibility in Online Education Description This course introduces basic concepts related to accessibility in online courses, and the benefits to all students of using "universal design" for course materials. Participants will learn about the wide variety of access challenges in online courses, and practice creating accessible materials. While the course does not focus on legal issues, it will provide a brief review of pertinent legislation on access and disability.

Student objectives describe diversity, accommodations, potential IT/course access challenges & solutions, AT, UD, civil rights, legislation, accessible IT guidelines/standards describe accessible & usable design of online content (e.g., for content design, web pages, multimedia, file formats) be aware of roles & resources regarding the creation of accessible online courses

Instructional strategies Modules with overview content & links to videos & resources Discussions—post message & respond to at least one other message Project, with extended time option

Course modules Introduction Diversity, Accommodations, Universal Design & Technology Civil Rights, Legislation, & Standards Accessible & Usable Design of Online Content LMSs, Examples, Class Projects, & Resources Report Your Plans for Accessible Design of Online Learning Parting Thoughts & Comments

Evaluation—Students Students report gains in knowledge about access challenges, legal issues, & making courses accessible Students expect to apply what they learned

Evaluation—Instructor Challenges for instructor: wide variety of technology skills of students materials not available in accessible format covering so much content in 12 total hours

CUNY Course Instructor: Sheryl Burgstahler Background Target: Students in Disability Studies Masters Degree Program focused on higher education Format: Online, asynchronous, universally designed LMS: Canvas Length: 15 weeks, 3 semester credits irst

Universal Design in Higher Education catalog.sps.cuny.edu/preview_course_nopop.php?catoid=9&coid=4108 Description This course introduces basic concepts, issues, principles, approaches, practices, beneficiaries, institutionalization, and resources with regard to the application of universal design (UD) of instruction, technology, physical spaces and student services for the purpose of making postsecondary educational products and environments welcoming to, accessible to, and usable by everyone, including students with disabilities.

Target Audience & Prerequisites Online and on-site instructors, disability services personnel, administrators and other practitioners or future practitioners working to support individuals with disabilities in postsecondary educational settings. Also individuals seeking degrees in disability studies and related fields. Students expected to be able to use standard applications software (e.g., Word) but will not necessarily have a high level of technical expertise or online experience.

Key Resources Textbook: Universal Design in Higher Education: From Principles to Practice, Second edition, 2015, Harvard Education Press Supplementary textbook: Universal Design in Higher Education: Promising Practices (free, totally online) uw.edu/doit/resources/books/universal-design-higher-education-promising-practices Key resource: Center for UD in Education uw.edu/doit/CUDE

Content Accommodations & UD Social Justice, Civil Rights, & UD UD of Instruction Stakeholder Perspectives UD of Syllabus and Assessments UD of Physical Spaces Assistive Technology & UD UD of Maintream Technology UD of Online Learning Research Base for UD Teaching About UD Promotion & Institutionalization of UD

Instructional Strategies Lesson Modules & assignments organized in folders Discussion board (2/week)—post response & respond to other responses Tests Two large assignments

Evaluation—Instructor Challenges for instructor: wide variety of technology skills of students materials not available in accessible format Developing accessible “hands-on” experiences

Lessons learned Model UD in the delivery of the course; offer multiple, accessible, ways to gain content Use asynchronous, with synchronous as options Tailor instruction to specific stakeholders Assign projects relevant to student roles Make expectations clear RE linked resources Prepare for variability in technical expertise

Q&A Sheryl Burgstahler, sherylb@uw.edu