1 00:00:00,000 --> 00:00:02,480 [Music] 2 00:00:04,669 --> 00:00:07,080 >>Narrator: Sheryl Burgstahler shares historical highlights 3 00:00:07,080 --> 00:00:10,860 and tips to create accessible online learning activities. 4 00:00:10,860 --> 00:00:14,840 [Music] 5 00:00:22,740 --> 00:00:23,900 >> Sheryl Burgstahler: I’m going to share with you 6 00:00:23,900 --> 00:00:29,580 a little bit about access to online learning, 7 00:00:29,580 --> 00:00:32,369 what instructional designers and faculty members need to know. 8 00:00:32,369 --> 00:00:34,680 Often when I’m talking about this topic, 9 00:00:34,680 --> 00:00:41,809 faculty members will say, "I don’t have enough time," 10 00:00:41,809 --> 00:00:46,049 and then, if it’s not that, "I don’t have enough funding." 11 00:00:46,049 --> 00:00:47,460 That gets some support. 12 00:00:47,460 --> 00:00:51,739 "And I don’t have enough technical support for me." 13 00:00:51,739 --> 00:00:56,359 Well, what I can come back with, politely, of course, 14 00:00:56,359 --> 00:01:00,500 is there are some things that we can all do. 15 00:01:00,500 --> 00:01:01,940 We don’t need to do them all at once. 16 00:01:01,940 --> 00:01:06,010 We can do them incrementally but make our courses accessible. 17 00:01:06,010 --> 00:01:08,840 That led to this particular publication called 18 00:01:08,840 --> 00:01:12,280 20 Tips For Teaching An Accessible Online Course. 19 00:01:12,280 --> 00:01:14,649 And so I’m going to go through that a little bit. 20 00:01:14,649 --> 00:01:18,020 It’s part of our AccessCyberlearning project, 21 00:01:18,020 --> 00:01:20,780 one of our resources for other projects. 22 00:01:20,780 --> 00:01:24,920 And I’ll just step back for a minute, back to 1995. 23 00:01:24,920 --> 00:01:27,471 I actually taught the first online course 24 00:01:27,471 --> 00:01:28,729 here at the University of Washington. 25 00:01:28,729 --> 00:01:32,240 That’s kind of a little known fact about me. 26 00:01:32,240 --> 00:01:35,249 It was in 1995 and I’m still shocked to this day 27 00:01:35,249 --> 00:01:36,740 that they hired an 18-year-old girl 28 00:01:36,740 --> 00:01:38,399 to be offering these courses! 29 00:01:38,399 --> 00:01:39,399 [Audience laughs] 30 00:01:39,400 --> 00:01:44,340 But I was quite precocious so, I offered the class 31 00:01:44,340 --> 00:01:49,460 with Dr. Norm Coombs at the Rochester Institute of Technology. 32 00:01:49,460 --> 00:01:52,009 He and I had been giving talks on accessible technology 33 00:01:52,009 --> 00:01:54,749 around the country 34 00:01:54,749 --> 00:01:58,960 and the University of Washington had a very extensive 35 00:01:58,960 --> 00:02:03,799 distance learning program, all based on the postal mail system. 36 00:02:03,799 --> 00:02:07,350 And so they mailed out things including videos to students. 37 00:02:07,350 --> 00:02:09,460 And they proctored their exams in proctoring centers 38 00:02:09,460 --> 00:02:10,460 around the country 39 00:02:10,460 --> 00:02:13,750 so it was pretty elaborate what we had here. 40 00:02:13,750 --> 00:02:17,310 And I wanted to make sure, my kind of somewhat hidden agenda was 41 00:02:17,310 --> 00:02:20,420 I wanted to make sure these online courses 42 00:02:20,420 --> 00:02:23,040 would be accessible to individuals with disabilities 43 00:02:23,040 --> 00:02:26,650 but I also was kind of curious if you could really deliver a class online 44 00:02:26,650 --> 00:02:29,670 that was anything close to what you could do onsite. 45 00:02:29,670 --> 00:02:31,629 Particularly something like assistive technology, 46 00:02:31,629 --> 00:02:35,599 which usually people touch things and manipulate things. 47 00:02:35,599 --> 00:02:38,470 So I recruited Norm Coombs to teach this class with me, 48 00:02:38,470 --> 00:02:40,920 Adaptive Technology for People With Disabilities. 49 00:02:40,920 --> 00:02:44,939 Now back then, for those of you that are old enough to remember, 50 00:02:44,939 --> 00:02:50,250 people communicated using email and we had discussion lists, email-based, 51 00:02:50,250 --> 00:02:56,689 and we had a Gopher server - Gopher from the University of Minnesota, of course. 52 00:02:56,689 --> 00:03:01,190 It was kind of an online catalogue system, all text-based. 53 00:03:01,190 --> 00:03:03,290 We’d get into a little outline of your resources, 54 00:03:03,290 --> 00:03:06,769 and then it would link to resources around the country. 55 00:03:06,769 --> 00:03:11,230 And we actually received an award for having the most comprehensive Gopher server 56 00:03:11,230 --> 00:03:14,000 for people with disabilities in the world. 57 00:03:14,000 --> 00:03:17,269 And I don’t know if we had any competition. 58 00:03:17,269 --> 00:03:19,300 But anyway, that was our course library. 59 00:03:19,300 --> 00:03:21,079 Then we used Telnet, 60 00:03:21,079 --> 00:03:26,630 which allowed us to log onto NASA and other big computing systems. 61 00:03:26,630 --> 00:03:30,110 The students had to actually learn a different language 62 00:03:30,110 --> 00:03:32,459 to correspond with these systems, with each one, 63 00:03:32,459 --> 00:03:34,690 because they developed their own interface. 64 00:03:34,690 --> 00:03:37,910 And then we used File Transfer Protocol to move files around, 65 00:03:37,910 --> 00:03:40,420 to get images, whatever, that we wanted to move around. 66 00:03:40,420 --> 00:03:43,430 So it was pretty basic technology. 67 00:03:43,430 --> 00:03:45,790 All the materials that we had we put in text format. 68 00:03:45,790 --> 00:03:47,830 You kind of had to. It was on Gopher. 69 00:03:47,830 --> 00:03:49,439 So we did that. 70 00:03:49,439 --> 00:03:50,739 We did use postal mail. 71 00:03:50,739 --> 00:03:54,090 We mailed out publications, we mailed out videos. 72 00:03:54,090 --> 00:03:55,090 DO-IT was around. 73 00:03:55,090 --> 00:03:57,730 We had already made some DO-IT videos on VHS tapes 74 00:03:57,730 --> 00:04:01,250 and they were captioned and audio described, believe it or not. 75 00:04:01,250 --> 00:04:04,420 And we mailed those out to the participants in the class. 76 00:04:04,420 --> 00:04:07,360 We kind of got the class pretty much together. 77 00:04:07,360 --> 00:04:10,380 I gave them Norm Coombs’ resume 78 00:04:10,380 --> 00:04:13,980 and they approved him as an instructor here at the University of Washington. 79 00:04:13,980 --> 00:04:15,689 And then it sort of came out in the meeting one time 80 00:04:15,689 --> 00:04:18,079 when we were talking about proctoring exams 81 00:04:18,079 --> 00:04:20,100 and I said, "Well, we really can’t do proctoring exams 82 00:04:20,100 --> 00:04:25,230 in these different locations because people write those out longhand 83 00:04:25,230 --> 00:04:27,680 and Norm Coombs is blind so he won’t be able to read those 84 00:04:27,680 --> 00:04:30,830 if they’re not in electronic form and I’ll have to grade all those myself 85 00:04:30,830 --> 00:04:33,660 and I’m really not interested in having to do all that work. 86 00:04:33,660 --> 00:04:37,500 Or we have to hire somebody to go over to RIT and read to him." 87 00:04:37,500 --> 00:04:40,350 Now I have to say that the program people were not amused 88 00:04:40,350 --> 00:04:43,250 by the fact that I kind of dropped this idea, 89 00:04:43,250 --> 00:04:46,540 this piece of information about Norm Coombs being blind. 90 00:04:46,540 --> 00:04:48,440 I thought it was a little bit humorous and I really didn't think 91 00:04:48,440 --> 00:04:51,330 it had anything to do with them accepting him as an instructor 92 00:04:51,330 --> 00:04:53,520 even back in those days. 93 00:04:53,520 --> 00:04:55,710 And so they allowed us to go forward with this 94 00:04:55,710 --> 00:05:00,270 and we offered this course to be fully accessible 95 00:05:00,270 --> 00:05:03,520 and the distance learning program kind of the end of the first time we offered 96 00:05:03,520 --> 00:05:04,520 it 97 00:05:04,520 --> 00:05:06,460 she said, "Well tell me, Sheryl, I mean after all this work, 98 00:05:06,460 --> 00:05:09,180 how many people with disabilities even took this course? 99 00:05:09,180 --> 00:05:11,490 So how do you even know if it's successful?" 100 00:05:11,490 --> 00:05:15,290 And I said, "Well I am proud to say we have absolutely no idea 101 00:05:15,290 --> 00:05:16,820 how many people with disabilities took this course. 102 00:05:16,820 --> 00:05:18,800 Because we just designed it to be fully accessible." 103 00:05:18,800 --> 00:05:21,320 No one had to disclose. 104 00:05:21,320 --> 00:05:24,320 So they weren't exactly amused but we continued to teach that class. 105 00:05:24,320 --> 00:05:27,670 But I'm happy to say our first class was fully accessible. 106 00:05:27,670 --> 00:05:30,040 In applying universal design to online learning, 107 00:05:30,040 --> 00:05:34,220 we provide multiple ways to gain knowledge, interact, and demonstrate knowledge. 108 00:05:34,220 --> 00:05:36,440 We have this publication that we've created on 109 00:05:36,440 --> 00:05:40,680 20 tips for teaching an online course that is fully accessible 110 00:05:40,680 --> 00:05:42,180 to people with disabilities. 111 00:05:42,180 --> 00:05:47,590 Nine of the tips are about webpages and documents, images, videos; 112 00:05:47,590 --> 00:05:50,250 and the other 11 are instructional methods. 113 00:05:50,250 --> 00:05:54,540 And when I'm working with faculty who are reluctant to admit 114 00:05:54,540 --> 00:05:59,280 that they might be able to adopt some accessible technology practices, 115 00:05:59,280 --> 00:06:04,810 I ask them to really take the challenge of selecting a few of these 116 00:06:04,810 --> 00:06:06,300 to make their courses accessible. 117 00:06:06,300 --> 00:06:08,220 And it really points out how the faculty need 118 00:06:08,220 --> 00:06:10,020 to work with the technology people 119 00:06:10,020 --> 00:06:13,040 but also the designers in developing their online courses. 120 00:06:13,040 --> 00:06:15,370 And I'm going to go through these fairly quickly. 121 00:06:15,370 --> 00:06:16,960 But just to kind of give you an idea 122 00:06:16,960 --> 00:06:20,010 of what things we tell faculty members and designers 123 00:06:20,010 --> 00:06:22,120 to look for in online learning. 124 00:06:22,120 --> 00:06:25,970 Providing clear and consistent layouts and organizational schemes. 125 00:06:25,970 --> 00:06:28,300 That is something that every instructor should do 126 00:06:28,300 --> 00:06:30,470 to present their material clearly. 127 00:06:30,470 --> 00:06:35,280 Of course those layouts should be apparent to someone who is blind. 128 00:06:35,280 --> 00:06:38,940 So we structure the headings to make sure that someone can access them 129 00:06:38,940 --> 00:06:41,850 using screen readers and see organization of the content 130 00:06:41,850 --> 00:06:44,820 rather than just dumping a bunch of text that would have to be read 131 00:06:44,820 --> 00:06:48,190 from the beginning to the end. 132 00:06:48,190 --> 00:06:53,190 So this faculty member would also use descriptive wording for hyperlinks. 133 00:06:53,190 --> 00:06:56,690 Since someone using a screen reader might want to tab through 134 00:06:56,690 --> 00:07:01,320 and go to each one of the web resources on a page 135 00:07:01,320 --> 00:07:03,250 so they could see where they want to start 136 00:07:03,250 --> 00:07:05,710 or whether they want to go to those resources at all. 137 00:07:05,710 --> 00:07:10,910 And so if you use the wording on each of your underlined text, 138 00:07:10,910 --> 00:07:13,130 "click here," 139 00:07:13,130 --> 00:07:16,080 that person is going to be able to read all those no problem 140 00:07:16,080 --> 00:07:17,090 but what they will read is 141 00:07:17,090 --> 00:07:20,840 "click here, click here, click here, click here." 142 00:07:20,840 --> 00:07:24,810 In contrast if you provide descriptive wording that's underlined, 143 00:07:24,810 --> 00:07:28,150 that link might say "DO-IT website." 144 00:07:28,150 --> 00:07:31,360 Then, that person would know what they're going to be linking to 145 00:07:31,360 --> 00:07:33,440 and can decide then if that's where they want to be. 146 00:07:33,440 --> 00:07:34,860 A very simple thing. 147 00:07:34,860 --> 00:07:39,060 This doesn't take any more time than putting the "click here" there. 148 00:07:39,060 --> 00:07:41,880 But it makes it accessible to people using screen readers. 149 00:07:41,880 --> 00:07:43,420 PDFs, kind of tricky. 150 00:07:43,420 --> 00:07:47,970 We can make them accessible but you have to ask yourself, 151 00:07:47,970 --> 00:07:50,050 why again was I creating that PDF? 152 00:07:50,050 --> 00:07:51,050 Sometimes you're forced to do it 153 00:07:51,050 --> 00:07:53,240 because it's a PDF that's out on the internet. 154 00:07:53,240 --> 00:07:59,360 But if you're creating a lesson or even your syllabus in your online class, 155 00:07:59,360 --> 00:08:01,190 do you want to include that as a PDF file 156 00:08:01,190 --> 00:08:04,240 or do you want to cut and paste the content right into the 157 00:08:04,240 --> 00:08:07,620 learning management system itself into that window so it is text 158 00:08:07,620 --> 00:08:11,940 and then use the features within Canvas or what other system you're using 159 00:08:11,940 --> 00:08:16,670 to structure the headings so you've made it accessible that way. 160 00:08:16,670 --> 00:08:18,740 That's what I do. 161 00:08:18,740 --> 00:08:23,990 The text descriptions of the content when images are provided. 162 00:08:23,990 --> 00:08:27,620 Whenever there is an image that's presented, you just describe that text. 163 00:08:27,620 --> 00:08:30,330 And some learning management systems actually prompt you to do that. 164 00:08:30,330 --> 00:08:32,640 So you're reminded but even if it doesn't, 165 00:08:32,640 --> 00:08:34,519 you can put that in. 166 00:08:34,519 --> 00:08:35,829 So sometimes people will say, 167 00:08:35,829 --> 00:08:37,509 "Well, but it's just a little logo here. 168 00:08:37,509 --> 00:08:38,509 It doesn't mean anything. 169 00:08:38,509 --> 00:08:40,870 Why do I have to have the text description?" 170 00:08:40,870 --> 00:08:43,399 Well the person who's blind and trying to access your course 171 00:08:43,399 --> 00:08:48,800 doesn't know that that image doesn't include anything really meaningful. 172 00:08:48,800 --> 00:08:53,750 For our DO-IT website, we have on our logo on our website we have "DO-IT logo" 173 00:08:53,750 --> 00:08:56,579 as an alternate text for that image. 174 00:08:56,579 --> 00:08:58,730 Some people say we should describe what it looks like. 175 00:08:58,730 --> 00:09:00,579 Other people would say it doesn't really matter what it looks like 176 00:09:00,579 --> 00:09:03,879 but it's important that a person who is blind knows that it's a logo 177 00:09:03,879 --> 00:09:07,220 that they do or don’t need to pay attention to. 178 00:09:07,220 --> 00:09:11,300 Using large bold fonts on uncluttered pages with plain backgrounds. 179 00:09:11,300 --> 00:09:15,220 With the PowerPoints we’re using, we're assuming that their vision is such 180 00:09:15,220 --> 00:09:19,509 that it's difficult for them to see the content 181 00:09:19,509 --> 00:09:23,050 and so we just automatically provide large bold fonts 182 00:09:23,050 --> 00:09:26,980 on uncluttered pages with plain backgrounds. 183 00:09:26,980 --> 00:09:30,009 High contrast color combinations. 184 00:09:30,009 --> 00:09:31,290 You usually can figure this out on your own. 185 00:09:31,290 --> 00:09:34,240 Sometimes you go to a website and it's light green on dark green. 186 00:09:34,240 --> 00:09:36,730 It's like what were people thinking about that? 187 00:09:36,730 --> 00:09:40,660 And to avoid the problematic ones for those are colorblind, 188 00:09:40,660 --> 00:09:43,579 so red and green, for instance. 189 00:09:43,579 --> 00:09:46,899 There are resources on the web actually that you can test some of these things 190 00:09:46,899 --> 00:09:50,899 so it's not hard to find. 191 00:09:50,899 --> 00:09:54,680 Content and navigation is accessible using the keyboard alone. 192 00:09:54,680 --> 00:09:56,310 Sometimes there's not a lot you can do about that 193 00:09:56,310 --> 00:09:59,230 if it's the product that you're using is the problem. 194 00:09:59,230 --> 00:10:02,529 But if there are things that you have control over, 195 00:10:02,529 --> 00:10:03,870 then you need to be aware of that. 196 00:10:03,870 --> 00:10:07,240 But it's important to kind of remember that, that issue, 197 00:10:07,240 --> 00:10:08,459 and to continually work like say 198 00:10:08,459 --> 00:10:12,870 in this Canvas work group that we have going nationwide 199 00:10:12,870 --> 00:10:19,670 to give input to Canvas creators and others about the inaccessibility of something 200 00:10:19,670 --> 00:10:22,860 So it's good to kind of know that. 201 00:10:22,860 --> 00:10:26,509 Make sure that the videos are captioned and audio described. 202 00:10:26,509 --> 00:10:31,319 Captioning first. Audio described is important, too, but as I said 203 00:10:31,319 --> 00:10:33,949 if you're creating your own video, often you can create it in a way 204 00:10:33,949 --> 00:10:41,180 that it's fairly accessible for people who are blind right from the beginning. 205 00:10:41,180 --> 00:10:44,130 That is going to take some technical support probably. 206 00:10:44,130 --> 00:10:48,370 You can read the content on our Accessible IT website 207 00:10:48,370 --> 00:10:50,920 but you might have to have somebody help you do that. 208 00:10:50,920 --> 00:10:56,960 Make sure that your course is designed for a wide range of technical skills. 209 00:10:56,960 --> 00:11:00,860 This is another thing that doesn't take a rocket scientist to figure out how to do this 210 00:11:00,860 --> 00:11:03,920 but so often we’re used to using the technology that we’re using 211 00:11:03,920 --> 00:11:06,450 and we don't tell students how to use it. 212 00:11:06,450 --> 00:11:12,750 We have to remember that even if you have some tech savvy students in your course, 213 00:11:12,750 --> 00:11:14,199 they might never have used that product. 214 00:11:14,199 --> 00:11:17,720 This might be the first Canvas class that they've taken. 215 00:11:17,720 --> 00:11:20,620 So providing a little overview of the technology you're using 216 00:11:20,620 --> 00:11:23,389 to deliver that class and where they can get help, 217 00:11:23,389 --> 00:11:28,310 just include that in the syllabus or in early instruction in a lesson or two. 218 00:11:28,310 --> 00:11:30,439 Make sure the content is presented in multiple ways 219 00:11:30,439 --> 00:11:32,490 and so if you're using a video in the class, 220 00:11:32,490 --> 00:11:33,800 make sure it's captioned. 221 00:11:33,800 --> 00:11:36,519 A transcript is nice but I also recommend 222 00:11:36,519 --> 00:11:38,850 that you provide sort of a different version of it 223 00:11:38,850 --> 00:11:42,529 because we present content differently when we're writing 224 00:11:42,529 --> 00:11:44,960 than is presented in a video. 225 00:11:44,960 --> 00:11:49,230 So many of our videos have a handout connected with them online. 226 00:11:49,230 --> 00:11:54,180 I guess it's not a handout but it's a publication with that content. 227 00:11:54,180 --> 00:11:59,269 But it's written in a way that you normally would write that content. 228 00:11:59,269 --> 00:12:03,170 And so just because you have a video doesn't mean you shouldn't do that other, 229 00:12:03,170 --> 00:12:10,139 and that can be within your lesson in a class or it can be a separate document. 230 00:12:10,139 --> 00:12:12,339 So that's providing that content in multiple ways. 231 00:12:12,339 --> 00:12:15,380 Acronyms and jargon, we talked about that. 232 00:12:15,380 --> 00:12:20,399 Make sure you spell them out or don't use them. And define them. 233 00:12:20,399 --> 00:12:22,330 Instructions and expectations. 234 00:12:22,330 --> 00:12:24,939 Make sure that they're really clear. 235 00:12:24,939 --> 00:12:28,089 Sometimes putting content in the syllabus 236 00:12:28,089 --> 00:12:33,140 that maybe years ago I would've maybe given later. 237 00:12:33,140 --> 00:12:35,480 I’d think maybe this assignment’s only going to take a week 238 00:12:35,480 --> 00:12:37,360 so I'll give it in the middle of the class. 239 00:12:37,360 --> 00:12:38,980 Well maybe it's going to take somebody longer than that 240 00:12:38,980 --> 00:12:41,220 so give them the assignment at the beginning. 241 00:12:41,220 --> 00:12:44,110 They shouldn't be penalized for actually working ahead. 242 00:12:44,110 --> 00:12:46,680 Even if they can't do all parts of it they can at least be thinking about it 243 00:12:46,680 --> 00:12:51,399 in terms of what you’re teaching. And make the expectations clear. 244 00:12:51,399 --> 00:12:53,480 Use a rubric or use other techniques 245 00:12:53,480 --> 00:12:57,019 to make sure they know what they're supposed to be able to produce. 246 00:12:57,019 --> 00:13:00,830 Make sure that examples and assignments are relevant to a diverse audience. 247 00:13:00,830 --> 00:13:04,100 And so just sit back and think about it. You don't have to survey your students. 248 00:13:04,100 --> 00:13:08,620 You can just think of a variety of people that might be accessing that class. 249 00:13:08,620 --> 00:13:12,019 It might be an older student. You've got male and female students. 250 00:13:12,019 --> 00:13:16,120 You might know that people from a lot of different disciplines take your course 251 00:13:16,120 --> 00:13:19,970 whatever it happens to be on, so try to have a few examples 252 00:13:19,970 --> 00:13:23,899 of a concept that might appeal to a different audience. 253 00:13:23,899 --> 00:13:26,300 Make sure that outlines and other scaffolding tools are provided 254 00:13:26,300 --> 00:13:29,430 so that's what would apply to online learning. 255 00:13:29,430 --> 00:13:32,329 Be sure to provide adequate opportunities for practice 256 00:13:32,329 --> 00:13:39,470 so in an online class sometimes I would have something required like required reading 257 00:13:39,470 --> 00:13:42,939 and then if I think some people might want to have more instruction 258 00:13:42,939 --> 00:13:45,930 or it might be just a little diversion of what we're talking about, 259 00:13:45,930 --> 00:13:50,209 then I put in all caps the name of that lesson 260 00:13:50,209 --> 00:13:52,910 and in parentheses "optional" 261 00:13:52,910 --> 00:13:55,779 and so that is a cue for someone who wants to do a little bit more, 262 00:13:55,779 --> 00:13:59,399 feels like they need more practice or a little more information. 263 00:13:59,399 --> 00:14:01,930 But I’m not requiring that all the students do that. 264 00:14:01,930 --> 00:14:06,769 People have different levels of knowledge coming into your course 265 00:14:06,769 --> 00:14:08,459 but also different learning styles 266 00:14:08,459 --> 00:14:11,129 and it might take them longer or a shorter period of time 267 00:14:11,129 --> 00:14:12,240 to learn something 268 00:14:12,240 --> 00:14:16,540 but also people require, some require more practice than others. 269 00:14:16,540 --> 00:14:19,579 Provide adequate time for activities and projects and tests. 270 00:14:19,579 --> 00:14:23,610 A lot of this as I said can be solved by just putting it in the syllabus. 271 00:14:23,610 --> 00:14:25,740 Another thing that I've done in teaching online learning 272 00:14:25,740 --> 00:14:29,559 is asked the program managers 273 00:14:29,559 --> 00:14:33,300 if I can open my class a week before it really starts. 274 00:14:33,300 --> 00:14:35,769 And I've always gotten permission for that. 275 00:14:35,769 --> 00:14:39,110 It makes it more difficult for the instructor, I'll say that, 276 00:14:39,110 --> 00:14:42,309 because you've got students who start early and move forward. 277 00:14:42,309 --> 00:14:44,329 Well, I figure that's my problem. 278 00:14:44,329 --> 00:14:47,779 And so I don't want to discourage people from moving forward. 279 00:14:47,779 --> 00:14:50,230 Maybe they're going to be really busy in a couple of weeks. 280 00:14:50,230 --> 00:14:51,710 So they want to get ahead but 281 00:14:51,710 --> 00:14:53,569 I make it real clear what discussion we’re on 282 00:14:53,569 --> 00:14:56,010 and when we're discussing certain topics 283 00:14:56,010 --> 00:14:59,050 so they have to kind of stay with the class in that regard. 284 00:14:59,050 --> 00:15:01,749 And I always send out a notice to the whole class 285 00:15:01,749 --> 00:15:05,100 saying "I opened this class a week early so you people can get started. 286 00:15:05,100 --> 00:15:06,930 If you haven't started you’re not behind. 287 00:15:06,930 --> 00:15:07,930 We're starting today." 288 00:15:07,930 --> 00:15:11,300 And so I kind of don't let the class get away from me 289 00:15:11,300 --> 00:15:15,240 even if I’m letting some students work ahead. 290 00:15:15,240 --> 00:15:17,160 Providing feedback on parts of an assignment 291 00:15:17,160 --> 00:15:18,800 and corrective opportunities 292 00:15:18,800 --> 00:15:22,100 and so if you're assigning a big project for a class 293 00:15:22,100 --> 00:15:23,970 to at least invite students 294 00:15:23,970 --> 00:15:26,389 to give you a draft of what they're going to do 295 00:15:26,389 --> 00:15:29,490 and you can give feedback on it or part of it say you're open to that 296 00:15:29,490 --> 00:15:31,370 or you can actually build it into the assignments 297 00:15:31,370 --> 00:15:33,700 and say everyone has to turn in an outline or whatever 298 00:15:33,700 --> 00:15:35,170 by such and such a date. 299 00:15:35,170 --> 00:15:37,050 So the students don't have that experience 300 00:15:37,050 --> 00:15:41,449 where they finish the whole project and then you look at it and say, 301 00:15:41,449 --> 00:15:44,939 "Oh they didn't understand what I was asking for." 302 00:15:44,939 --> 00:15:48,319 And for options for communicating and collaborating 303 00:15:48,319 --> 00:15:55,029 and for demonstrating learning so sometimes you can just give students options 304 00:15:55,029 --> 00:15:57,910 and say the test is going to be three different choices. 305 00:15:57,910 --> 00:16:02,459 You can present your knowledge in three different ways. 306 00:16:02,459 --> 00:16:03,629 Or projects - the same thing. 307 00:16:03,629 --> 00:16:06,480 You can give them options for what project they want to do 308 00:16:06,480 --> 00:16:09,910 or another way to do it is to have just multiple things throughout the course 309 00:16:09,910 --> 00:16:13,480 so because sometimes you want everybody to do things in a certain way. 310 00:16:13,480 --> 00:16:16,769 So you want projects and you want to have short answer tests 311 00:16:16,769 --> 00:16:20,639 and you want to have true and false and multiple choice and whatever it is, 312 00:16:20,639 --> 00:16:24,070 or students creating videos or whatever you have in the class. 313 00:16:24,070 --> 00:16:26,809 Just make sure there's a variety so that if someone isn't very good 314 00:16:26,809 --> 00:16:31,360 at one of those things, they can still end up doing well in the class. 315 00:16:31,360 --> 00:16:36,899 So that's just a simple overview of what you can do in an online course 316 00:16:36,899 --> 00:16:41,240 to make it more accessible to students with disabilities. 317 00:16:41,240 --> 00:16:43,800 Not too difficult and not too technical. 318 00:16:43,800 --> 00:16:45,660 And what I challenge faculty members to do then, 319 00:16:45,660 --> 00:16:48,410 particularly the ones that say, "Well, I just don't have time to do this," 320 00:16:48,410 --> 00:16:52,209 is to look through here and circle a few things, 321 00:16:52,209 --> 00:16:57,000 circle a few numbers of things that they can do like right away. 322 00:16:57,000 --> 00:17:01,290 And no one has trouble finding them, but even if you just did a few of these things 323 00:17:01,290 --> 00:17:05,600 given you aren't doing them already, it would make a better class.