1. FASS Disability Initiative Seminar Three: Course delivery and learning activities including online learning Dr. Leanne Dowse School of Social Sciences and International Studies l.dowse@unsw.edu.au and Dr. Brooke Dinning Disability Studies and Research Centre b.dinning@unsw.edu.au

2. Seminar overview Welcome Before the session starts... Overhead etiquette Strategies for lectures Strategies for tutorials Online learning: an opportunity for inclusion Online learning: some accessibility issues Tips for making online content accessible Useful resources Next lunchtime seminar Seminar evaluation

3. Before the session starts... Invite identified students to approach you to discuss any particular learning requirements or support needs. Ensure lecture theatres and other rooms are time-tabled with the needs of students with disability in mind (you may need to consider physical access, lighting and acoustics). If you have any materials (i.e. readings, DVDs, etc) that need converting into alternative formats (i.e. audio tape, Braille, subtitles) please contact the UNSW Student Equity and Disabilities Unit (SEaDU). Lecturers and tutors do not have to do this conversion. Getting materials made into alternative formats is a time consuming and costly process, so please provide the SEaDU with as much lead up time as possible.

4. Before the session starts... Concerns about copyright infringement? See the following websites to dispel any myths: Australian Human Rights Commission - Copyright and Print Disability FAQ's - http://www.hreoc.gov.au/disability_rights/education/copyfaq.htm Vision Australia- Large print guidelines - http://www.visionaustralia.org.au/info.aspx?page=784 Readability guidelines http://www.visionaustralia.org.au/info.aspx?page=785 http://www.visionaustralia.org.au/info.aspx?page=784 http://www.visionaustralia.org.au/info.aspx?page=785

5. Overhead etiquette Font size at least 24 point. ‘Sans serif’ (e.g. arial ) fonts are easier to read. Blocks of upper case are harder to read – used mixed case. Use bold to highlight – not italics or underline as this can make the words ‘run together’. Keep lines left justified with ragged right edge. Avoid patterned backgrounds. Do not put too much information on an overhead.

6. Strategies for lectures Do not pace back and forth. Face students when you speak. This will assist those who are lip-reading. Provide handouts in advance of the lecture and make these available online. This will be particularly helpful to students who have visual impairments or dyslexia. Use microphones or allow taping of classes. Make use of the iLecture facility. Read aloud material presented visually. Pace your delivery and, if necessary, allow brief breaks to allow students and sign language interpreters to keep up. Repeat other students' questions and comments. Vary your presentation methods.

7. Strategies for tutorials Put the main ideas for discussion on the board. Only allow one individual to talk at any one time. Repeat what the student has said. Consider seating arrangements – i.e. form chairs in a semi- circle so that students who lip-read can see everyone’s face. Ensure that all students can contribute, regardless of any communication barriers. Remember some students may be overwhelmed by too much information. Have breaks if necessary so that students remain active participants.

8. Online learning: an opportunity for inclusion Independence is increased through the availability of online learning resources. There is less reliance on the assistance of helpers such as library staff or note takers. The ability to submit work electronically can release the students from the costs in time and resources in obtaining physical access to campus. Communication can be improved - computer technology can give voice to those without - both literally and figuratively. Communication devices such as chat rooms, discussion groups and email can enable students to participate without prejudice or embarrassment.

9. Online learning: some accessibility issues Web based learning materials tend to be heavily text based, and some students may have difficulty reading or comprehending text or distinguishing colours. Students with mobility problems, limited motor control or vision impairment may not be able to use a keyboard or mouse. The increasing use of multimedia can be beneficial in providing an enriched environment, but it can also be a barrier to those who cannot see or hear audio, video, animations etc. Students may have difficulty navigating poorly structured learning portals.

10. Tips for making online content accessible Organise materials in a simple and logical order. Use the features provided by WebCT etc to organise and structure course content. Make PDF and other read-only file formats accessible. Be aware of the limitations of screen-readers in interpreting unusual text, characters and abbreviations. Use tables, colours, contrasts and screen design consistently and appropriately. Provide alternative sources of information for video or audio.

11. Tips for making online content accessible, cont. Use consistent and appropriate graphics, illustrations and figures and include a text equivalent. Use the alt attribute to describe the function of each visual. Ensure graphics do not rely on colour alone – people who cannot discriminate colours or users with devices non-colour or non-visual will not receive the information. Ensure that tables are carefully and appropriately used. Check your work - validate. Use tools, checklist, and guidelines at http://www.w3.org/TR/WCAGhttp://www.w3.org/TR/WCAG

12. Tips for making online content accessible, cont.  The key is to take a learner-centred approach – you cannot expect to always meet all the needs of every learner, however reasonable steps can be taken to ensure the widest participation.

13. Useful UNSW resources UNSW SEaDU http://www.studentequity.unsw.edu.auhttp://www.studentequity.unsw.edu.au UNSW Technology Enabled Learning and Teaching – contains blogs where Faculties share teaching information. http://blogs.unsw.edu.au/telt/– http://blogs.unsw.edu.au/telt/ Please note that the UNSW Accessibility Guidelines are being rewritten. The current document is out of date.

14. Useful resources – online learning Creating Accessible Teaching and Support – Web Design http://www.adcet.edu.au/Cats/Technology_and_Facilities/We b_Design.chpx http://www.adcet.edu.au/Cats/Technology_and_Facilities/We b_Design.chpx The Web Accessibility Initiative (WAI) works with organisations around the world to develop strategies, guidelines, and resources to help make the Web accessible to people with disabilities. http://www.w3.org/WAI/ This website has excellent guides on how people with a variety of disabilities use the web – see http://www.w3.org/WAI/intro/people-use- webhttp://www.w3.org/WAI/ Skills for access is a comprehensive website devoted to creating accessible multimedia for e-learning. http://www.skillsforaccess.org.uk http://www.skillsforaccess.org.uk

15. Next lunchtime seminar: Assessment Strategies Thursday 15 October 1:00 pm – 2:00 pm Rm 211 Lunch included