WEBVTT Kind: captions Language: en 00:00:02.180 --> 00:00:04.660 [Music] 00:00:04.669 --> 00:00:07.080 Sheryl Burgstahler shares historical highlights 00:00:07.080 --> 00:00:10.860 and tips to create accessible online learning activities. 00:00:10.860 --> 00:00:14.840 [Music] 00:00:22.740 --> 00:00:23.900 I’m going to share with you 00:00:23.900 --> 00:00:29.580 a little bit about access to online learning, 00:00:29.580 --> 00:00:32.369 what instructional designers and faculty members need to know. 00:00:32.369 --> 00:00:34.680 Often when I’m talking about this topic, 00:00:34.680 --> 00:00:41.809 faculty members will say, "I don’t have enough time," 00:00:41.809 --> 00:00:46.049 and then, if it’s not that, "I don’t have enough funding." 00:00:46.049 --> 00:00:47.460 That gets some support. 00:00:47.460 --> 00:00:51.739 "And I don’t have enough technical support for me." 00:00:51.739 --> 00:00:56.359 Well, what I can come back with, politely, of course, 00:00:56.359 --> 00:01:00.500 is there are some things that we can all do. 00:01:00.500 --> 00:01:01.940 We don’t need to do them all at once. 00:01:01.940 --> 00:01:06.010 We can do them incrementally but make our courses accessible. 00:01:06.010 --> 00:01:08.840 That led to this particular publication called 00:01:08.840 --> 00:01:12.280 20 Tips For Teaching An Accessible Online Course. 00:01:12.280 --> 00:01:14.649 And so I’m going to go through that a little bit. 00:01:14.649 --> 00:01:18.020 It’s part of our AccessCyberlearning project, 00:01:18.020 --> 00:01:20.780 one of our resources for other projects. 00:01:20.780 --> 00:01:24.920 And I’ll just step back for a minute, back to 1995. 00:01:24.920 --> 00:01:27.471 I actually taught the first online course 00:01:27.471 --> 00:01:28.729 here at the University of Washington. 00:01:28.729 --> 00:01:32.240 That’s kind of a little known fact about me. 00:01:32.240 --> 00:01:35.249 It was in 1995 and I’m still shocked to this day 00:01:35.249 --> 00:01:36.740 that they hired an 18-year-old girl 00:01:36.740 --> 00:01:38.399 to be offering these courses! 00:01:38.399 --> 00:01:39.399 [Audience laughs] 00:01:39.400 --> 00:01:44.340 But I was quite precocious so I offered the class 00:01:44.340 --> 00:01:49.460 with Dr. Norm Coombs at the Rochester Institute of Technology. 00:01:49.460 --> 00:01:52.009 He and I had been giving talks on accessible technology 00:01:52.009 --> 00:01:54.749 around the country 00:01:54.749 --> 00:01:58.960 and the University of Washington had a very extensive 00:01:58.960 --> 00:02:03.799 distance learning program, all based on the postal mail system. 00:02:03.799 --> 00:02:07.350 And so they mailed out things including videos to students. 00:02:07.350 --> 00:02:10.460 And they proctored their exams in proctoring centers around the country 00:02:10.460 --> 00:02:13.750 so it was pretty elaborate what we had here. 00:02:13.750 --> 00:02:17.310 And I wanted to make sure, my kind of somewhat hidden agenda was 00:02:17.310 --> 00:02:20.420 I wanted to make sure these online courses 00:02:20.420 --> 00:02:23.040 would be accessible to individuals with disabilities 00:02:23.040 --> 00:02:26.650 but I also was kind of curious if you could really deliver a class online 00:02:26.650 --> 00:02:29.670 that was anything close to what you could do onsite. 00:02:29.670 --> 00:02:31.629 Particularly something like assistive technology, 00:02:31.629 --> 00:02:35.599 which usually people touch things and manipulate things. 00:02:35.599 --> 00:02:38.470 So I recruited Norm Coombs to teach this class with me, 00:02:38.470 --> 00:02:40.920 Adaptive Technology for People With Disabilities. 00:02:40.920 --> 00:02:44.939 Now back then, for those of you that are old enough to remember, 00:02:44.939 --> 00:02:50.250 people communicated using email and we had discussion lists, email-based, 00:02:50.250 --> 00:02:56.689 and we had a Gopher server - Gopher from the University of Minnesota, of course. 00:02:56.689 --> 00:03:01.190 It was kind of an online catalogue system, all text-based. 00:03:01.190 --> 00:03:03.290 We’d get into a little outline of your resources, 00:03:03.290 --> 00:03:06.769 and then it would link to resources around the country. 00:03:06.769 --> 00:03:11.230 And we actually received an award for having the most comprehensive Gopher server 00:03:11.230 --> 00:03:14.000 for people with disabilities in the world. 00:03:14.000 --> 00:03:17.269 And I don’t know if we had any competition. 00:03:17.269 --> 00:03:19.300 But anyway, that was our course library. 00:03:19.300 --> 00:03:21.079 Then we used Telnet, 00:03:21.079 --> 00:03:26.630 which allowed us to log onto NASA and other big computing systems. 00:03:26.630 --> 00:03:30.110 The students had to actually learn a different language 00:03:30.110 --> 00:03:32.459 to correspond with these systems, with each one, 00:03:32.459 --> 00:03:34.690 because they developed their own interface. 00:03:34.690 --> 00:03:37.910 And then we used File Transfer Protocol to move files around, 00:03:37.910 --> 00:03:40.420 to get images, whatever, that we wanted to move around. 00:03:40.420 --> 00:03:43.430 So it was pretty basic technology. 00:03:43.430 --> 00:03:45.790 All the materials that we had we put in text format. 00:03:45.790 --> 00:03:47.830 You kind of had to. It was on Gopher. 00:03:47.830 --> 00:03:49.439 So we did that. 00:03:49.439 --> 00:03:50.739 We did use postal mail. 00:03:50.739 --> 00:03:54.090 We mailed out publications, we mailed out videos. 00:03:54.090 --> 00:03:55.090 DO-IT was around. 00:03:55.090 --> 00:03:57.730 We had already made some DO-IT videos on VHS tapes 00:03:57.730 --> 00:04:01.250 and they were captioned and audio described, believe it or not. 00:04:01.250 --> 00:04:04.420 And we mailed those out to the participants in the class. 00:04:04.420 --> 00:04:07.360 We kind of got the class pretty much together. 00:04:07.360 --> 00:04:10.380 I gave them Norm Coombs’ resume 00:04:10.380 --> 00:04:13.980 and they approved him as an instructor here at the University of Washington. 00:04:13.980 --> 00:04:15.689 And then it sort of came out in the meeting one time 00:04:15.689 --> 00:04:18.079 when we were talking about proctoring exams 00:04:18.079 --> 00:04:20.100 and I said, "Well, we really can’t do proctoring exams 00:04:20.100 --> 00:04:25.230 in these different locations because people write those out longhand 00:04:25.230 --> 00:04:27.680 and Norm Coombs is blind so he won’t be able to read those 00:04:27.680 --> 00:04:30.830 if they’re not in electronic form and I’ll have to grade all those myself 00:04:30.830 --> 00:04:33.660 and I’m really not interested in having to do all that work. 00:04:33.660 --> 00:04:37.500 Or we have to hire somebody to go over to RIT and read to him." 00:04:37.500 --> 00:04:40.350 Now I have to say that the program people were not amused 00:04:40.350 --> 00:04:43.250 by the fact that I kind of dropped this idea, 00:04:43.250 --> 00:04:46.540 this piece of information about Norm Coombs being blind. 00:04:46.540 --> 00:04:48.440 I thought it was a little bit humorous and I really didn't think 00:04:48.440 --> 00:04:51.330 it had anything to do with them accepting him as an instructor 00:04:51.330 --> 00:04:53.520 even back in those days. 00:04:53.520 --> 00:04:55.710 And so they allowed us to go forward with this 00:04:55.710 --> 00:05:00.270 and we offered this course to be fully accessible 00:05:00.270 --> 00:05:03.520 and the distance learning program kind of the end of the first time we offered 00:05:03.520 --> 00:05:04.520 it 00:05:04.520 --> 00:05:06.460 she said, "Well tell me, Sheryl, I mean after all this work, 00:05:06.460 --> 00:05:09.180 how many people with disabilities even took this course? 00:05:09.180 --> 00:05:11.490 So how do you even know if it's successful?" 00:05:11.490 --> 00:05:15.290 And I said, "Well I am proud to say we have absolutely no idea 00:05:15.290 --> 00:05:16.820 how many people with disabilities took this course. 00:05:16.820 --> 00:05:18.800 Because we just designed it to be fully accessible." 00:05:18.800 --> 00:05:21.320 No one had to disclose. 00:05:21.320 --> 00:05:24.320 So they weren't exactly amused but we continued to teach that class. 00:05:24.320 --> 00:05:27.670 But I'm happy to say our first class was fully accessible. 00:05:27.670 --> 00:05:30.040 In applying universal design to online learning, 00:05:30.040 --> 00:05:34.220 we provide multiple ways to gain knowledge, interact, and demonstrate knowledge. 00:05:34.220 --> 00:05:36.440 We have this publication that we've created on 00:05:36.440 --> 00:05:40.680 20 tips for teaching an online course that is fully accessible 00:05:40.680 --> 00:05:42.180 to people with disabilities. 00:05:42.180 --> 00:05:47.590 Nine of the tips are about webpages and documents, images, videos; 00:05:47.590 --> 00:05:50.250 and the other 11 are instructional methods. 00:05:50.250 --> 00:05:54.540 And when I'm working with faculty who are reluctant to admit 00:05:54.540 --> 00:05:59.280 that they might be able to adopt some accessible technology practices, 00:05:59.280 --> 00:06:04.810 I ask them to really take the challenge of selecting a few of these 00:06:04.810 --> 00:06:06.300 to make their courses accessible. 00:06:06.300 --> 00:06:08.220 And it really points out how the faculty need 00:06:08.220 --> 00:06:10.020 to work with the technology people 00:06:10.020 --> 00:06:13.040 but also the designers in developing their online courses. 00:06:13.040 --> 00:06:15.370 And I'm going to go through these fairly quickly. 00:06:15.370 --> 00:06:16.960 But just to kind of give you an idea 00:06:16.960 --> 00:06:20.010 of what things we tell faculty members and designers 00:06:20.010 --> 00:06:22.120 to look for in online learning. 00:06:22.120 --> 00:06:25.970 Providing clear and consistent layouts and organizational schemes. 00:06:25.970 --> 00:06:28.300 That is something that every instructor should do 00:06:28.300 --> 00:06:30.470 to present their material clearly. 00:06:30.470 --> 00:06:35.280 Of course those layouts should be apparent to someone who is blind. 00:06:35.280 --> 00:06:38.940 So we structure the headings to make sure that someone can access them 00:06:38.940 --> 00:06:41.850 using screen readers and see organization of the content 00:06:41.850 --> 00:06:44.820 rather than just dumping a bunch of text that would have to be read 00:06:44.820 --> 00:06:48.190 from the beginning to the end. 00:06:48.190 --> 00:06:53.190 So this faculty member would also use descriptive wording for hyperlinks. 00:06:53.190 --> 00:06:56.690 Since someone using a screen reader might want to tab through 00:06:56.690 --> 00:07:01.320 and go to each one of the web resources on a page 00:07:01.320 --> 00:07:03.250 so they could see where they want to start 00:07:03.250 --> 00:07:05.710 or whether they want to go to those resources at all. 00:07:05.710 --> 00:07:10.910 And so if you use the wording on each of your underlined text, 00:07:10.910 --> 00:07:13.130 "click here," 00:07:13.130 --> 00:07:16.080 that person is going to be able to read all those no problem 00:07:16.080 --> 00:07:17.090 but what they will read is 00:07:17.090 --> 00:07:20.840 "click here, click here, click here, click here." 00:07:20.840 --> 00:07:24.810 In contrast if you provide descriptive wording that's underlined, 00:07:24.810 --> 00:07:28.150 that link might say "DO-IT website." 00:07:28.150 --> 00:07:31.360 Then, that person would know what they're going to be linking to 00:07:31.360 --> 00:07:33.440 and can decide then if that's where they want to be. 00:07:33.440 --> 00:07:34.860 A very simple thing. 00:07:34.860 --> 00:07:39.060 This doesn't take any more time than putting the "click here" there. 00:07:39.060 --> 00:07:41.880 But it makes it accessible to people using screen readers. 00:07:41.880 --> 00:07:43.420 PDFs, kind of tricky. 00:07:43.420 --> 00:07:47.970 We can make them accessible but you have to ask yourself, 00:07:47.970 --> 00:07:50.050 why again was I creating that PDF? 00:07:50.050 --> 00:07:51.050 Sometimes you're forced to do it 00:07:51.050 --> 00:07:53.240 because it's a PDF that's out on the internet. 00:07:53.240 --> 00:07:59.360 But if you're creating a lesson or even your syllabus in your online class, 00:07:59.360 --> 00:08:01.190 do you want to include that as a PDF file 00:08:01.190 --> 00:08:04.240 or do you want to cut and paste the content right into the 00:08:04.240 --> 00:08:07.620 learning management system itself into that window so it is text 00:08:07.620 --> 00:08:11.940 and then use the features within Canvas or what other system you're using 00:08:11.940 --> 00:08:16.670 to structure the headings so you've made it accessible that way. 00:08:16.670 --> 00:08:18.740 That's what I do. 00:08:18.740 --> 00:08:23.990 The text descriptions of the content when images are provided. 00:08:23.990 --> 00:08:27.620 Whenever there is an image that's presented, you just describe that text. 00:08:27.620 --> 00:08:30.330 And some learning management systems actually prompt you to do that. 00:08:30.330 --> 00:08:32.640 So you're reminded but even if it doesn't, 00:08:32.640 --> 00:08:34.519 you can put that in. 00:08:34.519 --> 00:08:35.829 So sometimes people will say, 00:08:35.829 --> 00:08:37.509 "Well, but it's just a little logo here. 00:08:37.509 --> 00:08:38.509 It doesn't mean anything. 00:08:38.509 --> 00:08:40.870 Why do I have to have the text description?" 00:08:40.870 --> 00:08:43.399 Well the person who's blind and trying to access your course 00:08:43.399 --> 00:08:48.800 doesn't know that that image doesn't include anything really meaningful. 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" 00:08:53.750 --> 00:08:56.579 as an alternate text for that image. 00:08:56.579 --> 00:08:58.730 Some people say we should describe what it looks like. 00:08:58.730 --> 00:09:00.579 Other people would say it doesn't really matter what it looks like 00:09:00.579 --> 00:09:03.879 but it's important that a person who is blind knows that it's a logo 00:09:03.879 --> 00:09:07.220 that they do or don’t need to pay attention to. 00:09:07.220 --> 00:09:11.300 Using large bold fonts on uncluttered pages with plain backgrounds. 00:09:11.300 --> 00:09:15.220 With the PowerPoints we’re using, we're assuming that their vision is such 00:09:15.220 --> 00:09:19.509 that it's difficult for them to see the content 00:09:19.509 --> 00:09:23.050 and so we just automatically provide large bold fonts 00:09:23.050 --> 00:09:26.980 on uncluttered pages with plain backgrounds. 00:09:26.980 --> 00:09:30.009 High contrast color combinations. 00:09:30.009 --> 00:09:31.290 You usually can figure this out on your own. 00:09:31.290 --> 00:09:34.240 Sometimes you go to a website and it's light green on dark green. 00:09:34.240 --> 00:09:36.730 It's like what were people thinking about that? 00:09:36.730 --> 00:09:40.660 And to avoid the problematic ones for those are colorblind, 00:09:40.660 --> 00:09:43.579 so red and green, for instance. 00:09:43.579 --> 00:09:46.899 There are resources on the web actually that you can test some of these things 00:09:46.899 --> 00:09:50.899 so it's not hard to find. 00:09:50.899 --> 00:09:54.680 Content and navigation is accessible using the keyboard alone. 00:09:54.680 --> 00:09:56.310 Sometimes there's not a lot you can do about that 00:09:56.310 --> 00:09:59.230 if it's the product that you're using is the problem. 00:09:59.230 --> 00:10:02.529 But if there are things that you have control over, 00:10:02.529 --> 00:10:03.870 then you need to be aware of that. 00:10:03.870 --> 00:10:07.240 But it's important to kind of remember that, that issue, 00:10:07.240 --> 00:10:08.459 and to continually work like say 00:10:08.459 --> 00:10:12.870 in this Canvas work group that we have going nationwide 00:10:12.870 --> 00:10:19.670 to give input to Canvas creators and others about the inaccessibility of something. 00:10:19.670 --> 00:10:22.860 So it's good to kind of know that. 00:10:22.860 --> 00:10:26.509 Make sure that the videos are captioned and audio described. 00:10:26.509 --> 00:10:31.319 Captioning first. Audio described is important, too, but as I said 00:10:31.319 --> 00:10:33.949 if you're creating your own video, often you can create it in a way 00:10:33.949 --> 00:10:41.180 that it's fairly accessible for people who are blind right from the beginning. 00:10:41.180 --> 00:10:44.130 That is going to take some technical support probably. 00:10:44.130 --> 00:10:48.370 You can read the content on our Accessible IT website 00:10:48.370 --> 00:10:50.920 but you might have to have somebody help you do that. 00:10:50.920 --> 00:10:56.960 Make sure that your course is designed for a wide range of technical skills. 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 00:11:00.860 --> 00:11:03.920 but so often we’re used to using the technology that we’re using 00:11:03.920 --> 00:11:06.450 and we don't tell students how to use it. 00:11:06.450 --> 00:11:12.750 We have to remember that even if you have some tech savvy students in your course, 00:11:12.750 --> 00:11:14.199 they might never have used that product. 00:11:14.199 --> 00:11:17.720 This might be the first Canvas class that they've taken. 00:11:17.720 --> 00:11:20.620 So providing a little overview of the technology you're using 00:11:20.620 --> 00:11:23.389 to deliver that class and where they can get help, 00:11:23.389 --> 00:11:28.310 just include that in the syllabus or in early instruction in a lesson or two. 00:11:28.310 --> 00:11:30.439 Make sure the content is presented in multiple ways 00:11:30.439 --> 00:11:32.490 and so if you're using a video in the class, 00:11:32.490 --> 00:11:33.800 make sure it's captioned. 00:11:33.800 --> 00:11:36.519 A transcript is nice but I also recommend 00:11:36.519 --> 00:11:38.850 that you provide sort of a different version of it 00:11:38.850 --> 00:11:42.529 because we present content differently when we're writing 00:11:42.529 --> 00:11:44.960 than is presented in a video. 00:11:44.960 --> 00:11:49.230 So many of our videos have a handout connected with them online. 00:11:49.230 --> 00:11:54.180 I guess it's not a handout but it's a publication with that content. 00:11:54.180 --> 00:11:59.269 But it's written in a way that you normally would write that content. 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, 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. 00:12:10.139 --> 00:12:12.339 So that's providing that content in multiple ways. 00:12:12.339 --> 00:12:15.380 Acronyms and jargon, we talked about that. 00:12:15.380 --> 00:12:20.399 Make sure you spell them out or don't use them. And define them. 00:12:20.399 --> 00:12:22.330 Instructions and expectations. 00:12:22.330 --> 00:12:24.939 Make sure that they're really clear. 00:12:24.939 --> 00:12:28.089 Sometimes putting content in the syllabus 00:12:28.089 --> 00:12:33.140 that maybe years ago I would've maybe given later. 00:12:33.140 --> 00:12:35.480 I’d think maybe this assignment’s only going to take a week 00:12:35.480 --> 00:12:37.360 so I'll give it in the middle of the class. 00:12:37.360 --> 00:12:38.980 Well maybe it's going to take somebody longer than that 00:12:38.980 --> 00:12:41.220 so give them the assignment at the beginning. 00:12:41.220 --> 00:12:44.110 They shouldn't be penalized for actually working ahead. 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 00:12:46.680 --> 00:12:51.399 in terms of what you’re teaching. And make the expectations clear. 00:12:51.399 --> 00:12:53.480 Use a rubric or use other techniques 00:12:53.480 --> 00:12:57.019 to make sure they know what they're supposed to be able to produce. 00:12:57.019 --> 00:13:00.830 Make sure that examples and assignments are relevant to a diverse audience. 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. 00:13:04.100 --> 00:13:08.620 You can just think of a variety of people that might be accessing that class. 00:13:08.620 --> 00:13:12.019 It might be an older student. You've got male and female students. 00:13:12.019 --> 00:13:16.120 You might know that people from a lot of different disciplines take your course 00:13:16.120 --> 00:13:19.970 whatever it happens to be on, so try to have a few examples 00:13:19.970 --> 00:13:23.899 of a concept that might appeal to a different audience. 00:13:23.899 --> 00:13:26.300 Make sure that outlines and other scaffolding tools are provided 00:13:26.300 --> 00:13:29.430 so that's what would apply to online learning. 00:13:29.430 --> 00:13:32.329 Be sure to provide adequate opportunities for practice 00:13:32.329 --> 00:13:39.470 so in an online class sometimes I would have something required like required reading 00:13:39.470 --> 00:13:42.939 and then if I think some people might want to have more instruction 00:13:42.939 --> 00:13:45.930 or it might be just a little diversion of what we're talking about, 00:13:45.930 --> 00:13:50.209 then I put in all caps the name of that lesson 00:13:50.209 --> 00:13:52.910 and in parentheses "optional" 00:13:52.910 --> 00:13:55.779 and so that is a cue for someone who wants to do a little bit more, 00:13:55.779 --> 00:13:59.399 feels like they need more practice or a little more information. 00:13:59.399 --> 00:14:01.930 But I’m not requiring that all the students do that. 00:14:01.930 --> 00:14:06.769 People have different levels of knowledge coming into your course 00:14:06.769 --> 00:14:08.459 but also different learning styles 00:14:08.459 --> 00:14:11.129 and it might take them longer or a shorter period of time 00:14:11.129 --> 00:14:12.240 to learn something 00:14:12.240 --> 00:14:16.540 but also people require, some require more practice than others. 00:14:16.540 --> 00:14:19.579 Provide adequate time for activities and projects and tests. 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. 00:14:23.610 --> 00:14:25.740 Another thing that I've done in teaching online learning 00:14:25.740 --> 00:14:29.559 is asked the program managers 00:14:29.559 --> 00:14:33.300 if I can open my class a week before it really starts. 00:14:33.300 --> 00:14:35.769 And I've always gotten permission for that. 00:14:35.769 --> 00:14:39.110 It makes it more difficult for the instructor, I'll say that, 00:14:39.110 --> 00:14:42.309 because you've got students who start early and move forward. 00:14:42.309 --> 00:14:44.329 Well, I figure that's my problem. 00:14:44.329 --> 00:14:47.779 And so I don't want to discourage people from moving forward. 00:14:47.779 --> 00:14:50.230 Maybe they're going to be really busy in a couple of weeks. 00:14:50.230 --> 00:14:51.710 So they want to get ahead but 00:14:51.710 --> 00:14:53.569 I make it real clear what discussion we’re on 00:14:53.569 --> 00:14:56.010 and when we're discussing certain topics 00:14:56.010 --> 00:14:59.050 so they have to kind of stay with the class in that regard. 00:14:59.050 --> 00:15:01.749 And I always send out a notice to the whole class 00:15:01.749 --> 00:15:05.100 saying "I opened this class a week early so you people can get started. 00:15:05.100 --> 00:15:06.930 If you haven't started you’re not behind. 00:15:06.930 --> 00:15:07.930 We're starting today." 00:15:07.930 --> 00:15:11.300 And so I kind of don't let the class get away from me 00:15:11.300 --> 00:15:15.240 even if I’m letting some students work ahead. 00:15:15.240 --> 00:15:17.160 Providing feedback on parts of an assignment 00:15:17.160 --> 00:15:18.800 and corrective opportunities 00:15:18.800 --> 00:15:22.100 and so if you're assigning a big project for a class 00:15:22.100 --> 00:15:23.970 to at least invite students 00:15:23.970 --> 00:15:26.389 to give you a draft of what they're going to do 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 00:15:29.490 --> 00:15:31.370 or you can actually build it into the assignments 00:15:31.370 --> 00:15:33.700 and say everyone has to turn in an outline or whatever 00:15:33.700 --> 00:15:35.170 by such and such a date. 00:15:35.170 --> 00:15:37.050 So the students don't have that experience 00:15:37.050 --> 00:15:41.449 where they finish the whole project and then you look at it and say, 00:15:41.449 --> 00:15:44.939 "Oh they didn't understand what I was asking for." 00:15:44.939 --> 00:15:48.319 And for options for communicating and collaborating 00:15:48.319 --> 00:15:55.029 and for demonstrating learning so sometimes you can just give students options 00:15:55.029 --> 00:15:57.910 and say the test is going to be three different choices. 00:15:57.910 --> 00:16:02.459 You can present your knowledge in three different ways. 00:16:02.459 --> 00:16:03.629 Or projects - the same thing. 00:16:03.629 --> 00:16:06.480 You can give them options for what project they want to do 00:16:06.480 --> 00:16:09.910 or another way to do it is to have just multiple things throughout the course 00:16:09.910 --> 00:16:13.480 so because sometimes you want everybody to do things in a certain way. 00:16:13.480 --> 00:16:16.769 So you want projects and you want to have short answer tests 00:16:16.769 --> 00:16:20.639 and you want to have true and false and multiple choice and whatever it is, 00:16:20.639 --> 00:16:24.070 or students creating videos or whatever you have in the class. 00:16:24.070 --> 00:16:26.809 Just make sure there's a variety so that if someone isn't very good 00:16:26.809 --> 00:16:31.360 at one of those things, they can still end up doing well in the class. 00:16:31.360 --> 00:16:36.899 So that's just a simple overview of what you can do in an online course 00:16:36.899 --> 00:16:41.240 to make it more accessible to students with disabilities. 00:16:41.240 --> 00:16:43.800 Not too difficult and not too technical. 00:16:43.800 --> 00:16:45.660 And what I challenge faculty members to do then, 00:16:45.660 --> 00:16:48.410 particularly the ones that say, "Well, I just don't have time to do this," 00:16:48.410 --> 00:16:52.209 is to look through here and circle a few things, 00:16:52.209 --> 00:16:57.000 circle a few numbers of things that they can do like right away. 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 00:17:01.290 --> 00:17:05.600 given you aren't doing them already, it would make a better class.