Transcript Pushing the Boulder up the Hill: Gaining Traction for

Pushing the Boulder up the Hill
Gaining Traction for Accessibility
Case by Case at a Small, Rural
University Rapidly Expanding Online
Offerings
Outline
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Introductions
E-learning Environments
Technology & Innovation
Universal Design
Action Steps
Current Efforts & Initiatives
Planning & Navigating Tomorrow
This presentation will be shared on the
AHG 2013 resources webpage
Linnea Barton
Office for Students with Disabilities (OSD)
Assistive Technology Specialist
Writing Center Coordinator
Teaching Specialist
Academic Assistance Center (AAC)
University of Minnesota Crookston
[email protected] 218 281 8553
Welcome to Crookston
UMC Promotion
• The University of Minnesota, Crookston (UMC),
proudly carries on a tradition of a century of
educational service to northwestern Minnesota. UMC
equips all students and faculty with laptop computers
and offers individual attention in a technology-rich
environment. Integral to the University's statewide
land-grant mission, UMC provides applied, careeroriented learning programs and connects its teaching,
research, and outreach to local, county, and regional
economic development agencies in support of the
rural economy.
UMC Enrollment
• 1,813 degree-seeking students
– 995 (55%) on-site/on-campus students
– 818 (45%) online-only
– 1,236 (68%) are full-time, and 577 (32%) are
part-time.
On-Campus Programs
• 28 bachelor programs
• 20 minors
• 39 concentrations
Online Programs
• 11 degrees
– Accounting, Applied Health, Applied Studies,
Communication, Finance, Health Management,
Information Technology Management, Management,
Marketing, Manufacturing Management, Quality
Management
• 6 minors
– Accounting, Communication, Entrepreneurship, Finance,
Management, Marketing
• 4 certificates More information about online programs
Online Course Offerings
• 107 sections online
• 37 of those sections are ONLY available
online
• 32% increase last year
Center for Teaching, Learning &
Technology
• Moodle support, Online and on campus course design and
evaluation, Learning resource development, Multimedia
development (in cooperation with NETS), Audiovisual
services and software (numerous), Video and audio format
conversion, Digital photography services, Screen capture,
Microsoft Office, Document conversion, Adobe Acrobat
PDF, Test generators (including TestGen, EZ Test,
ExamView), Qualtrics Survey, University licensed software
acquisition, Software acquisition and licensing
recommendations, Adaptive technologies for students with
disabilities
MN Statute-Jan 2013
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Any public information
Does not apply to technology prior to Jan
$500 per violation + other costs
Limit of up to $15,000
MN Statutes Website
Sisyphus
E-Learning Environments
• Exponential growth in technological
advances
• In 2009, 44 percent of post-secondary
students in the USA were taking some or all
of their courses online, this figure is projected
to rise to 81 percent by 2014. Ambient Insight Research
• 6.7 million students enrolled in at least one
online course in fall 2011. Babson Research Study
Technology Innovation =
Accessibility
• A student with quadriplegia working as a
photographer for the school newspaper
• A volleyball player who is deaf following a
transcription of her teammates’ and referees’
conversations in real time
• A teenager with autism seeing a small red dot when
their classmate’s face looks bored or green if they are
intrigued
• An instructor with blindness receiving a description of
his classroom and students on the first day of class
Universal Design
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UD-Universal Design
UDE-Universal Design of Education
UDI-Universal Design of Instruction
UDL-Universal Design of Learning
Universal Design Is NOT
• UDL provides a blueprint for creating
instructional goals, methods, materials, and
assessments that work for everyone--not a
single, one-size-fits-all solution but rather
flexible approaches that can be customized
and adjusted for individual needs.
• It does not remove academic challenges; it
removes barriers to access.
• It does not regulate teaching style.
UDL
• Multiple means of representation to give
learners various ways of acquiring
information and knowledge,
• Multiple means of expression to provide
learners alternatives for demonstrating what
they know, and
• Multiple means of engagement to tap into
learners' interests, challenge them
appropriately, and motivate them to learn
Action Steps 1
• Examine and evaluate current efforts: individual academic
accommodations, adaptive equipment, case management
and coordination, advocacy, and personal counseling and
advising
• Identify successful access, performance, and retention in
programs
• Identify specific barriers to the provision of disability-related
services, including barriers created by policy and funding
requirements
• Assess the effectiveness of educational practices and
disability-related services that are important to career mobility
and success in the workplace
Action Steps 2
• Test the effectiveness of specific models of delivery that are
believed to increase accessibility of educational supports and
innovative technologies
• Identify types of educational and subsequent labor-market
success
• Provide training, technical assistance, and information to
educational support personnel, public and private rehabilitation
personnel, career placement specialists, and students with
disabilities, based on the findings and implications of the research
• Implement a consumer-driven plan of empowerment evaluation
to assess the progress in achieving its goals.
Case Study
Current Efforts
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Committee on Access
Informal Relationship Building
Resource Development
Thursday Commons Campus Presentation
Pilot Program
Support of Stakeholders
Previous Strategy
• Step 1: Develop content first, then design.
Step 2: Provide simple, consistent navigation.
Step 3: Include an accommodation statement.
Step 4: Choose CMS tools carefully.
Step 5: Model and teach good discussion board
etiquette.
Step 6: Use color with care.
Step 7: Provide accessible document formats.
Step 8: Choose fonts carefully.
Step 9: Convert PowerPoint™ to accessible HTML.
Step 10: If it's auditory make it visual; if it is visual make
it auditory.
Keypoints
• Use campus collaborations to achieve
universal design in physical spaces and elearning environments
• Develop a promotion plan
• Collaborate and support faculty by
developing teaching resources with them
• Understand and use effective reward
systems
New Metaphors
Valuable Resources
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http://uduc.org/
www.cast.org
http://www.washington.edu/doit/
http://www.myacpa.org/sc/scd/CTAD/ctada.pdf
• http://www.temple.edu/studentaffairs/disabilit
y/faculty-resources/udl-resources.html
References 1
• "Babson Research Study: More Than 6.7
Million Students Learning Online". Babson
Research Study. Retrieved 12 February
2013.
• Ambient Insight Research (2009) US Selfpaced e-Learning Market Monroe WA:
Ambient Insight Research
• www.ncsu.edu/ncsu/design/cud/pubs_p/do
cs/poster.pdf
References 2
• http://onthehuman.org/2010/11/your-brainon-metaphors/#sthash.ryjlyFdt.dpuf
• Online Teaching Universal Design
Accessibility Book
• Universal Design in Higher Education: From
Principles to Practice