Tim Springer Accessible e-Learning: Include all Learners

2 About SSB BART Group Experience Accessibility Focus Solutions That Manage Risk Real World Fixes Excellence at Scale Knowledge That Is Up- to-Date, All the Time

3 About SSB BART Group Fourteen hundred organizations (1452) Fifteen hundred individual accessibility best practices (1512) Twenty-three core technology platforms (23) Twenty-two thousand audits (22,408) One hundred twenty-one thousand human validated accessibility violations (121,290) Fifteen million accessibility violations (15,331,444)

4 Timothy Stephen Springer Founder of SSB Technologies, CEO SSB BART Group Fourteen years of experience in web accessibility Eighteen years of experience in web development consulting Consulted with hundreds organizations on web accessibility policies and practices Principal architect of InFocus, AMP and DCQL BS CS Stanford, AI focus Two month old child (second, boy) at home – slept well for the first time last night

5 Agenda Introduction –What is Accessibility? –What is e-Learning? –E-Learning Delivery The Accessible e-Learning Framework –Institutional Considerations –Pedagogal Considerations –Technological Considerations –Interface Design Considerations –Evaluation Considerations –Management Considerations –Resource Support –Ethical Considerations Summary

6 Introduction Broadly: Usability by people with disabilities Generally defined as a measure of comparative utility –A web site or other software is accessible when people with disabilities can use it effectively and for the same purpose(s) as people without disabilities. John Slatin - The Imagination Gap –The ability for all users to enjoy the same level of access to and interaction with e-Learning course content, features, instructors and learners using readily available assistive technologies. Joel Sanda - CSUN Conference Presentation What is Accessibility?

7 Introduction What is E-Learning? E-Learning can be viewed as an innovative approach for delivering well-designed, learner-centered, interactive and facilitated learning environments to anyone, anyplace, anytime by utilizing the attributes and resources of various digital technologies along with other forms of learning materials suited for open and distributed learning environment. (Badrul Khan, 2005) There are numerous names for e-Learning: Distance Learning (DL) Online Learning (OL) Web-Based Learning (WBL) Web-Based Instruction (WBI) Web-Based Training (WBT) Internet-Based Training (IBT) Massive Open Online Course (MOOC) Advanced Distributed Learning (ADL) Distributed Learning (DL) Mobile Learning (or m-Learning) or Nomadic Learning, Remote Learning, Off ‑ site Learning, a ‑ Learning (anytime, anyplace, anywhere learning)

8 Introduction E-Learning and Delivery Format Common Delivery Environments –In-class, instructor led –Web-based, instructor led (synchronous and asynchronous) –Web-based, self-paced Common Self-paced e-Learning Formats and/or Tool Outputs –HTML –Adobe Flash –Documents MS Word, MS PowerPoint, PDF, etc.

9 The Accessible e-Learning Framework

10 The Accessible e-Learning Framework Accessible e-Learning Framework

11 Insitutional Considerations What systems are covered? –Courseware, LMS, Registration, Support, Public Site What technical standards do we conform to? –WCAG 2.0 A and AA are the gold standard –Different rolling requirements under AODA Are there exceptions to the policy and technical standards? What assistive technologies will we support use in? What are the effective dates and milestones for the policy? What procurement changes need to be made? What testing for accessibility is required? What documentation on accessibility needs to be filed? How do we monitor compliance? How do individuals get more information on accessibility? Where does the policy live?

12 Pedagogical Considerations Ensure proper organization and breakdown of content –Course Goals and Objectives clearly state what the participants will know or be able to do at the end of the course –The course is organized into units and lessons –Each lesson includes a lesson overview, content and activities, assignments and assessments to provide multiple learning opportunities for students to master the content Note and address potential accessibility issues during storyboard creation Conduct accessibility check of storyboard content to detect potential issues as early as possible Course instruction should engage students in activities that address a variety of learning styles and preferences. Reduce or avoid the use of jargon, idioms, ambiguous humor and acronyms to improve cross-cultural verbal communication and avoid misunderstanding

13 Technological Considerations Ensure infrastructure components provide and support accessibility –Support for WCAG 2.0 A and AA –Ensure contracts provide a recourse for non-compliance Employ robust accessibility standards and best practices throughout the courseware and development process Test, test, test and test some more –Normative testing –Assistive technology (AT) and user testing Select a courseware development environment that provides accessibility in production content

14 Interface Design Considerations Single most important area for accessibility Ensure the user interface of the application conforms to widely recognized accessibility standards –WCAG 2.0 A and AA Validate and test conformance to the standards throughout the design and development process Develop requirements and design documents that include accessibility considerations Use automated tools and conduct manual testing from prototypes to final products –Test, test, test and test some more (Redux) Recruit users with disabilities to perform acceptance testing

15 Evaluation Considerations Ensure evaluation approaches support unique needs of people with disabilities Ensure evaluations work properly with assistive technology Allow the student to take proctored exams at his/her own site Upon request, provide alternative test formats Allow students to take evaluations with extended time or no time limit Provide a distraction-free environment for test taking

16 Management Considerations Personnel –Commit resources to hire staff to monitor and support accessibility –Develop internal accessibility expertise –Provide an accessibility office that can sign off on issues Training –Provide training for developers and content providers so they are aware of accessibility issues before they design courseware and content (Source: Mark Urban & Michael Burks - CSUN 2002 Conference) –Provide in-service accessibility training and ongoing support for all staff, trainers and instructors who must implement changes

17 Resource Support Ensure secondary resources and services are provided in an accessible fashion Access to primary information sources Access to supporting multimedia content along with text Ensure linked content is accessible

18 Ethical Considerations The term “digital divide” has traditionally described inequalities in access to computers and the Internet between groups of people based on one or more social or cultural identifiers (Source: Multicultural Education and the Digital Divide, by Paul C. Gorski) A notable shortcoming is that web-based education can worsen the divide between those who have access to online learning and those who do not (Source: Online Education Implementation and Evaluation, by Shelley L. Balanko)

Accessible e-Learning: Include all learners Tim Springer