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[Music]

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>>Narrator: Sheryl Burgstahler[br]shares historical highlights

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and tips to create accessible[br]online learning activities.

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[Music]

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>> Sheryl Burgstahler:[br]I’m going to share with you

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a little bit about[br]access to online learning,

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what instructional designers and[br]faculty members need to know.

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Often when I’m talking[br]about this topic,

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faculty members will say,[br]"I don’t have enough time,"

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and then, if it’s not that,[br]"I don’t have enough funding."

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That gets some support.

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"And I don’t have enough[br]technical support for me."

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Well, what I can come back with,[br]politely, of course,

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is there are some things[br]that we can all do.

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We don’t need to[br]do them all at once.

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We can do them incrementally[br]but make our courses accessible.

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That led to this particular[br]publication called

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20 Tips For Teaching An[br]Accessible Online Course.

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And so I’m going to go[br]through that a little bit.

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It’s part of our[br]AccessCyberlearning project,

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one of our resources[br]for other projects.

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And I’ll just step back[br]for a minute, back to 1995.

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I actually taught[br]the first online course

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here at the[br]University of Washington.

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That’s kind of a little known[br]fact about me.

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It was in 1995 and I’m still[br]shocked to this day

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that they hired[br]an 18-year-old girl

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to be offering these courses!

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[Audience laughs]

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But I was quite precocious[br]so, I offered the class

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with Dr. Norm Coombs at the[br]Rochester Institute of Technology.

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He and I had been giving talks[br]on accessible technology

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around the country

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and the University of Washington[br]had a very extensive

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distance learning program,[br]all based on the postal mail system.

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And so they mailed out things[br]including videos to students.

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And they proctored their exams in[br]proctoring centers

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around the country

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so it was pretty elaborate[br]what we had here.

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And I wanted to make sure, my[br]kind of somewhat hidden agenda was

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I wanted to make sure[br]these online courses

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would be accessible to[br]individuals with disabilities

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but I also was kind of curious if you[br]could really deliver a class online

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that was anything close to[br]what you could do onsite.

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Particularly something like[br]assistive technology,

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which usually people touch things[br]and manipulate things.

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So I recruited Norm Coombs[br]to teach this class with me,

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Adaptive Technology for[br]People With Disabilities.

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Now back then, for those of you[br]that are old enough to remember,

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people communicated using email[br]and we had discussion lists, email-based,

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and we had a Gopher server - Gopher from[br]the University of Minnesota, of course.

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It was kind of an online[br]catalogue system, all text-based.

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We’d get into a little outline[br]of your resources,

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and then it would link to[br]resources around the country.

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And we actually received an award for[br]having the most comprehensive Gopher server

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for people with disabilities[br]in the world.

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And I don’t know if[br]we had any competition.

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But anyway, that was[br]our course library.

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Then we used Telnet,

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which allowed us to log onto[br]NASA and other big computing systems.

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The students had to actually[br]learn a different language

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to correspond with these systems, with each[br]one,

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because they developed their own interface.

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And then we used File Transfer Protocol[br]to move files around,

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to get images, whatever,[br]that we wanted to move around.

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So it was pretty basic technology.

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All the materials that we had[br]we put in text format.

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You kind of had to.[br]It was on Gopher.

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So we did that.

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We did use postal mail.

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We mailed out publications,[br]we mailed out videos.

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DO-IT was around.

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We had already made some[br]DO-IT videos on VHS tapes

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and they were captioned and[br]audio described, believe it or not.

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And we mailed those out to[br]the participants in the class.

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We kind of got the class[br]pretty much together.

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I gave them Norm Coombs’ resume

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and they approved him as an instructor[br]here at the University of Washington.

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And then it sort of came out[br]in the meeting one time

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when we were talking about[br]proctoring exams

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and I said, "Well, we really[br]can’t do proctoring exams

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in these different locations because[br]people write those out longhand

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and Norm Coombs is blind[br]so he won’t be able to read those

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if they’re not in electronic form[br]and I’ll have to grade all those myself

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and I’m really not interested[br]in having to do all that work.

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Or we have to hire somebody[br]to go over to RIT and read to him."

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Now I have to say that the[br]program people were not amused

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by the fact that I kind of[br]dropped this idea,

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this piece of information about[br]Norm Coombs being blind.

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I thought it was a little bit humorous[br]and I really didn't think

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it had anything to do with them[br]accepting him as an instructor

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even back in those days.

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And so they allowed us to go forward[br]with this

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and we offered this course[br]to be fully accessible

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and the distance learning program[br]kind of the end of the first time we offered

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it

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she said, "Well tell me, Sheryl,[br]I mean after all this work,

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how many people with disabilities[br]even took this course?

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So how do you even know[br]if it's successful?"

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And I said, "Well I am proud to say[br]we have absolutely no idea

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how many people with disabilities[br]took this course.

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Because we just designed it[br]to be fully accessible."

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No one had to disclose.

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So they weren't exactly amused[br]but we continued to teach that class.

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But I'm happy to say our[br]first class was fully accessible.

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In applying universal design[br]to online learning,

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we provide multiple ways to gain knowledge,[br]interact, and demonstrate knowledge.

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We have this publication[br]that we've created on

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20 tips for teaching an online course[br]that is fully accessible

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to people with disabilities.

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Nine of the tips are about webpages[br]and documents, images, videos;

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and the other 11 are[br]instructional methods.

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And when I'm working with faculty[br]who are reluctant to admit

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that they might be able to adopt[br]some accessible technology practices,

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I ask them to really take the challenge[br]of selecting a few of these

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to make their courses accessible.

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And it really points out[br]how the faculty need

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to work with the technology people

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but also the designers in[br]developing their online courses.

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And I'm going to go[br]through these fairly quickly.

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But just to kind of[br]give you an idea

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of what things we tell[br]faculty members and designers

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to look for in online learning.

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Providing clear and consistent[br]layouts and organizational schemes.

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That is something that[br]every instructor should do

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to present their material clearly.

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Of course those layouts should be[br]apparent to someone who is blind.

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So we structure the headings to[br]make sure that someone can access them

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using screen readers and see[br]organization of the content

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rather than just dumping a bunch of text[br]that would have to be read

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from the beginning to the end.

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So this faculty member would also use[br]descriptive wording for hyperlinks.

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Since someone using a screen reader[br]might want to tab through

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and go to each one of the[br]web resources on a page

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so they could see[br]where they want to start

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or whether they want to go[br]to those resources at all.

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And so if you use the wording[br]on each of your underlined text,

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"click here,"

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that person is going to be able[br]to read all those no problem

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but what they will read is

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"click here, click here,[br]click here, click here."

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In contrast if you provide[br]descriptive wording that's underlined,

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that link might say[br]"DO-IT website."

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Then, that person would know[br]what they're going to be linking to

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and can decide then if that's[br]where they want to be.

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A very simple thing.

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This doesn't take any more time[br]than putting the "click here" there.

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But it makes it accessible[br]to people using screen readers.

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PDFs, kind of tricky.

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We can make them accessible[br]but you have to ask yourself,

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why again was I creating that PDF?

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Sometimes you're[br]forced to do it

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because it's a PDF that's[br]out on the internet.

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But if you're creating a lesson or even[br]your syllabus in your online class,

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do you want to include[br]that as a PDF file

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or do you want to cut and paste[br]the content right into the

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learning management system itself[br]into that window so it is text

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and then use the features within Canvas[br]or what other system you're using

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to structure the headings so you've[br]made it accessible that way.

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That's what I do.

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The text descriptions of the content[br]when images are provided.

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Whenever there is an image that's presented,[br]you just describe that text.

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And some learning management systems[br]actually prompt you to do that.

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So you're reminded but[br]even if it doesn't,

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you can put that in.

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So sometimes people will say,

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"Well, but it's just[br]a little logo here.

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It doesn't mean anything.

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Why do I have to have[br]the text description?"

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Well the person who's blind[br]and trying to access your course

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doesn't know that that image doesn't[br]include anything really meaningful.

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For our DO-IT website, we have on our logo[br]on our website we have "DO-IT logo"

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as an alternate text[br]for that image.

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Some people say we should[br]describe what it looks like.

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Other people would say it doesn't[br]really matter what it looks like

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but it's important that a person[br]who is blind knows that it's a logo

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that they do or don’t[br]need to pay attention to.

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Using large bold fonts on uncluttered[br]pages with plain backgrounds.

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With the PowerPoints we’re using,[br]we're assuming that their vision is such

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that it's difficult for them[br]to see the content

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and so we just automatically[br]provide large bold fonts

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on uncluttered pages[br]with plain backgrounds.

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High contrast color combinations.

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You usually can figure[br]this out on your own.

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Sometimes you go to a website[br]and it's light green on dark green.

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It's like what were people[br]thinking about that?

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And to avoid the problematic ones[br]for those are colorblind,

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so red and green, for instance.

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There are resources on the web actually[br]that you can test some of these things

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so it's not hard to find.

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Content and navigation is accessible[br]using the keyboard alone.

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Sometimes there's not[br]a lot you can do about that

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if it's the product that[br]you're using is the problem.

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But if there are things that[br]you have control over,

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then you need to be aware of that.

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But it's important to kind of[br]remember that, that issue,

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and to continually work like say

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in this Canvas work group[br]that we have going nationwide

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to give input to Canvas creators and others about the inaccessibility of something

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So it's good to kind of know that.

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Make sure that the videos are[br]captioned and audio described.

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Captioning first. Audio described[br]is important, too, but as I said

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if you're creating your own video,[br]often you can create it in a way

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that it's fairly accessible for people[br]who are blind right from the beginning.

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That is going to take some[br]technical support probably.

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You can read the content on[br]our Accessible IT website

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but you might have to have[br]somebody help you do that.

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Make sure that your course is designed[br]for a wide range of technical skills.

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This is another thing that doesn't take a[br]rocket scientist to figure out how to do this

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but so often we’re used to using[br]the technology that we’re using

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and we don't tell students[br]how to use it.

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We have to remember that even if you have[br]some tech savvy students in your course,

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they might never have[br]used that product.

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This might be the first[br]Canvas class that they've taken.

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So providing a little overview[br]of the technology you're using

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to deliver that class[br]and where they can get help,

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just include that in the syllabus or[br]in early instruction in a lesson or two.

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Make sure the content is[br]presented in multiple ways

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and so if you're using[br]a video in the class,

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make sure it's captioned.

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A transcript is nice[br]but I also recommend

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that you provide sort of a[br]different version of it

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because we present content[br]differently when we're writing

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than is presented in a video.

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So many of our videos have a handout[br]connected with them online.

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I guess it's not a handout but it's[br]a publication with that content.

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But it's written in a way that you[br]normally would write that content.

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And so just because you have a video[br]doesn't mean you shouldn't do that other,

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and that can be within your lesson in a class[br]or it can be a separate document.

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So that's providing that[br]content in multiple ways.

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Acronyms and jargon,[br]we talked about that.

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Make sure you spell them out or[br]don't use them. And define them.

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Instructions and expectations.

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Make sure that they're really clear.

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Sometimes putting content[br]in the syllabus

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that maybe years ago[br]I would've maybe given later.

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I’d think maybe this assignment’s[br]only going to take a week

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so I'll give it in[br]the middle of the class.

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Well maybe it's going to take[br]somebody longer than that

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so give them the assignment[br]at the beginning.

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They shouldn't be penalized[br]for actually working ahead.

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Even if they can't do all parts of it[br]they can at least be thinking about it

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in terms of what you’re teaching.[br]And make the expectations clear.

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Use a rubric or use other techniques

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to make sure they know what they're[br]supposed to be able to produce.

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Make sure that examples and assignments[br]are relevant to a diverse audience.

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And so just sit back and think about it.[br]You don't have to survey your students.

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You can just think of a variety of people[br]that might be accessing that class.

0:13:08.620,0:13:12.019
It might be an older student.[br]You've got male and female students.

0:13:12.019,0:13:16.120
You might know that people from a lot[br]of different disciplines take your course

0:13:16.120,0:13:19.970
whatever it happens to be on,[br]so try to have a few examples

0:13:19.970,0:13:23.899
of a concept that might appeal[br]to a different audience.

0:13:23.899,0:13:26.300
Make sure that outlines and other[br]scaffolding tools are provided

0:13:26.300,0:13:29.430
so that's what would apply to online learning.

0:13:29.430,0:13:32.329
Be sure to provide adequate[br]opportunities for practice

0:13:32.329,0:13:39.470
so in an online class sometimes I would have[br]something required like required reading

0:13:39.470,0:13:42.939
and then if I think some people might[br]want to have more instruction

0:13:42.939,0:13:45.930
or it might be just a little diversion[br]of what we're talking about,

0:13:45.930,0:13:50.209
then I put in all caps[br]the name of that lesson

0:13:50.209,0:13:52.910
and in parentheses "optional"

0:13:52.910,0:13:55.779
and so that is a cue for someone[br]who wants to do a little bit more,

0:13:55.779,0:13:59.399
feels like they need more practice[br]or a little more information.

0:13:59.399,0:14:01.930
But I’m not requiring that[br]all the students do that.

0:14:01.930,0:14:06.769
People have different levels of knowledge[br]coming into your course

0:14:06.769,0:14:08.459
but also different learning styles

0:14:08.459,0:14:11.129
and it might take them longer[br]or a shorter period of time

0:14:11.129,0:14:12.240
to learn something

0:14:12.240,0:14:16.540
but also people require, some[br]require more practice than others.

0:14:16.540,0:14:19.579
Provide adequate time for activities[br]and projects and tests.

0:14:19.579,0:14:23.610
A lot of this as I said can be solved[br]by just putting it in the syllabus.

0:14:23.610,0:14:25.740
Another thing that I've done[br]in teaching online learning

0:14:25.740,0:14:29.559
is asked the program managers

0:14:29.559,0:14:33.300
if I can open my class[br]a week before it really starts.

0:14:33.300,0:14:35.769
And I've always gotten[br]permission for that.

0:14:35.769,0:14:39.110
It makes it more difficult for[br]the instructor, I'll say that,

0:14:39.110,0:14:42.309
because you've got students[br]who start early and move forward.

0:14:42.309,0:14:44.329
Well, I figure that's my problem.

0:14:44.329,0:14:47.779
And so I don't want to discourage[br]people from moving forward.

0:14:47.779,0:14:50.230
Maybe they're going to be[br]really busy in a couple of weeks.

0:14:50.230,0:14:51.710
So they want to get ahead but

0:14:51.710,0:14:53.569
I make it real clear[br]what discussion we’re on

0:14:53.569,0:14:56.010
and when we're discussing[br]certain topics

0:14:56.010,0:14:59.050
so they have to kind of stay[br]with the class in that regard.

0:14:59.050,0:15:01.749
And I always send out a notice[br]to the whole class

0:15:01.749,0:15:05.100
saying "I opened this class a week early[br]so you people can get started.

0:15:05.100,0:15:06.930
If you haven't started[br]you’re not behind.

0:15:06.930,0:15:07.930
We're starting today."

0:15:07.930,0:15:11.300
And so I kind of don't let[br]the class get away from me

0:15:11.300,0:15:15.240
even if I’m letting[br]some students work ahead.

0:15:15.240,0:15:17.160
Providing feedback on[br]parts of an assignment

0:15:17.160,0:15:18.800
and corrective opportunities

0:15:18.800,0:15:22.100
and so if you're assigning[br]a big project for a class

0:15:22.100,0:15:23.970
to at least invite students

0:15:23.970,0:15:26.389
to give you a draft of[br]what they're going to do

0:15:26.389,0:15:29.490
and you can give feedback on it[br]or part of it say you're open to that

0:15:29.490,0:15:31.370
or you can actually build it[br]into the assignments

0:15:31.370,0:15:33.700
and say everyone has to turn in[br]an outline or whatever

0:15:33.700,0:15:35.170
by such and such a date.

0:15:35.170,0:15:37.050
So the students don't have[br]that experience

0:15:37.050,0:15:41.449
where they finish the whole project[br]and then you look at it and say,

0:15:41.449,0:15:44.939
"Oh they didn't understand[br]what I was asking for."

0:15:44.939,0:15:48.319
And for options for[br]communicating and collaborating

0:15:48.319,0:15:55.029
and for demonstrating learning so[br]sometimes you can just give students options

0:15:55.029,0:15:57.910
and say the test is going to be[br]three different choices.

0:15:57.910,0:16:02.459
You can present your knowledge[br]in three different ways.

0:16:02.459,0:16:03.629
Or projects - the same thing.

0:16:03.629,0:16:06.480
You can give them options for[br]what project they want to do

0:16:06.480,0:16:09.910
or another way to do it is to have[br]just multiple things throughout the course

0:16:09.910,0:16:13.480
so because sometimes you want everybody[br]to do things in a certain way.

0:16:13.480,0:16:16.769
So you want projects and you want[br]to have short answer tests

0:16:16.769,0:16:20.639
and you want to have true and false[br]and multiple choice and whatever it is,

0:16:20.639,0:16:24.070
or students creating videos or[br]whatever you have in the class.

0:16:24.070,0:16:26.809
Just make sure there's a variety[br]so that if someone isn't very good

0:16:26.809,0:16:31.360
at one of those things, they can still[br]end up doing well in the class.

0:16:31.360,0:16:36.899
So that's just a simple overview[br]of what you can do in an online course

0:16:36.899,0:16:41.240
to make it more accessible[br]to students with disabilities.

0:16:41.240,0:16:43.800
Not too difficult and[br]not too technical.

0:16:43.800,0:16:45.660
And what I challenge[br]faculty members to do then,

0:16:45.660,0:16:48.410
particularly the ones that say, "Well,[br]I just don't have time to do this,"

0:16:48.410,0:16:52.209
is to look through here[br]and circle a few things,

0:16:52.209,0:16:57.000
circle a few numbers of things[br]that they can do like right away.

0:16:57.000,0:17:01.290
And no one has trouble finding them,[br]but even if you just did a few of these things

0:17:01.290,0:17:05.600
given you aren't doing them already,[br]it would make a better class.