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

2. 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

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

4. 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

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

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

7. 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
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8. Prerequisites low level of technical expertise required
students are expected to engage about 2 hours per week

9. Online Teaching Certificate Courses
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

10. 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.

11. 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

12. 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

13. 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

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

15. 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

16. 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
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17. 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.

18. 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.

19. 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

20. 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

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

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

23. 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

24. Q&A Sheryl Burgstahler, sherylb@uw.edu