How do you design for accessibility and inclusion in your online learning materials?

Yes! As much as UDL is a framework, I see it as both as a mindset and as a key component of a value system. The UDL mindset allows us to use the framework as a problem-solving or a design thinking tool and design alternative approaches to reduce barriers and maximize learning. UDL as a value system speaks to how universal access to learning is seen as a matter of social justice; to make sure everyone is included and no one is left behind.

UDL stands for varied ways to present information. Engaging students with gamified elements and real-world problem-solving activities keeps them motivated. Diverse assessment options, such as digital storytelling and interactive portfolios, allow students to showcase their strengths. Leveraging adaptive technologies and AI for personalized learning paths ensures every learner can succeed. This holistic approach ensures all learners can thrive, regardless of their unique needs.

One of my favorite ways of applying UDL is providing choice. Choice in learning content, choice in how they practice applying the content, and choice in how they are assessed. And this theme should be carried throughout the course, beginning with how the syllabus is set up. For example, look at how your syllabus is set up? Is it all text? Do you have a video explanation? Are the assignment point breakdowns only provided in text with points or percentages or is there also a visual representation? Every aspect of a course, starting with a syllabus should be examined throughly to see if it meets the needs of all learners.

Of course choice. Such a great way to put it! For example, when producing videos, I’d make captions and descriptive audio available. Analytics suggest most viewers used captions. Descriptive audio users, the target audience, used it 100%, while other viewers would rewatch the video with DA in case they missed something technical. All in all, good choices to provide.

As mentioned by others, captions/subtitles are strongly recommended. They are often preferred over the download of a long transcript. Captions are preferred so that one can follow along with what is presented in the videos/screens. I personally dislike the flash on and off captions using different font sizes and colors - it looks childish if I may say. Might be ok for cool quick social videos, but not for professional and training videos.

Yes, choice! The ability to choose the type of learning medium is invaluable. Learning style plays a great part in UDL I would think as some learn better simply reading or with audio/visual, where others may prefer a more interactive or tactile method. Great ideas I hadn’t fully considered.

The goal of every instructional design should be to foster inclusion; that's why UDL is crucial to the process. Using the principles that encourage inclusion in your instructional design. You can make use of different assessments, allowing learners the choice to pick the evaluation they prefer. Also, regarding language, you can use translator tools for easy access.

I didn’t even know there were accessibility checkers! Nice to know that I can get help with ensuring I’m creating accessible online content. I’ll definitely take a look at these suggested resources.

Color contrast for fonts as well as charts and graphs is another thing to watch out for. There are many free tools, including one by WebAIM (the makers of the WAVE tool). Designing in black and white can help you figure out if there is enough contrast to tell the difference.

I’m looking for accessibility for those who are colorblind? Color usage is fabulous unless you are colorblind. In that case it puts you at a disadvantage. Any recommendations? Thank you.

One way I address potential barriers to accessing and engaging with online materials is to introduce my students to the ‘Immersive Reader’ functionality within the Microsoft suite of programmes. This allows students to manipulate the document in ways that best suit their needs (line spacing, syllable placement, line focus, letter spacing, background colour). This affords students the autonomy to personalise the materials to their liking and takes pressure off colleagues to differentiate when producing the online materials.

A possible approach to overcoming barriers is integrating diverse global perspectives through real-world interviews. For example, in a course on global environmental issues, educators can feature activists from various continents sharing their unique experiences. This method enriches the content and allows students to engage with diverse viewpoints. Utilizing AI-driven personalization can tailor learning paths, enabling learners to focus on topics that resonate with their own experiences. Additionally, ensuring accessibility by providing subtitles, transcripts, and interactive infographics can make the materials more inclusive. Continuous feedback through anonymous surveys can help promptly address any emerging barriers.

One small change I have incorporated is to even write inclusive characters into my examples and stories. Rather than assuming the race, gender, socio-economic status, and physical capabilities of my case studies, it's worthwhile to take the time to intentionally seek out diverse examples so that learners (a) become used to inclusion within their learning materials, and (b) more students can see themselves within the works they're studying. For some, even a simple move as this is a powerful tool.

One bit of advice: never assume you know everything. This applies to pretty much everything in work AND life, but let's apply it to UDL and learning design. Our field is constantly changing, developing, and moving forward. Every year, new tricks, tools, and trends emerge that benefit the field as a whole - benefits that you may be missing out on if you're relying solely on a seminar you HAD to take 5-10 years ago. While beneficial, there's always more we can do to support each and every student that takes our courses!

One thing I have found useful when it comes to getting started with the UDL journey is to begin with a specific goal or problem you are trying to solve and identify the most critical barrier faced by learners. Then, use the “Plus One” approach to think of just one thing that you can do to minimize the barrier. In their book, "Reach everyone, teach everyone", Tobin & Behling (2018) share that the idea behind plus-one thinking is to ask yourself, “is there just one more way you can help keep learners motivated and engaged, one more way that you can give them information, one more way they might be able to demonstrate their skills?”