E-learning is a convenient and flexible way of delivering higher education, especially in times of social distancing and remote work. However, e-learning also poses some challenges for accessibility, as not all learners have the same needs, preferences, and abilities. How can you make e-learning accessible for higher education? Here are some tips and best practices to consider.
Accessibility means that all learners can access, participate, and benefit from e-learning without barriers or discrimination. Accessibility is not only a legal and ethical obligation, but also a way of enhancing the quality and diversity of e-learning. Accessibility involves both technical and pedagogical aspects, such as ensuring that e-learning platforms, content, and activities are compatible with assistive technologies, follow universal design principles, and provide multiple modes of representation, engagement, and expression.
Engage learners in a way that they feel pleasant and think that they are in the real classroom experience. Plan different activities, ask questions suddenly to get responses and give learners the opportunity to present their ideas by using brainstorming techniques.
One important aspect of understanding accessibility is to have a universal representation of e-learning tools with a margin of flexibility for customization. In addition, it is very important to have clear accessibility guidelines based on navigational simplicity.
Ensuring online learning in higher education is accessible involves not just technical aspects but also having qualified teachers. Qualified educators bring expertise, support, and personalized guidance, contributing significantly to the quality of the learning experience. Combining accessible technology with skilled teachers creates a well-rounded and effective educational environment for all students.
Not all learners have the same level of access to hardware and software for e-learning. Therefore it is important to ensure that the course materials are accessible to learners. Give some thought as to what your learners are equipped with and design your materials for their easy access. Also contemplate that e-learning can go hand-in-hand with more traditional forms of learning so it is not always one or the other.
In my view, the best way to make a class accessible, is to communicate. Often and effectively. Students want to feel good about coming to class, and not bored listening to long half hour lectures in a small box on the screen. Understand that anything you say in the traditional classroom they can see and feel your intent. Be nice and show them you care about their success, and you will be surprised at the work they can accomplish. Another side of accessibility has to do with available Internet and computers. Broadband and other issues are being corrected. Finally, there are issues with accessibility for the blind/visually impaired; those with hearing defects, and other physical issues. Technology now allows for their participation.
Before you design or deliver e-learning, you should conduct an accessibility audit to identify and address any potential issues or gaps. An accessibility audit is a systematic evaluation of how well your e-learning meets the standards and guidelines for accessibility, such as the Web Content Accessibility Guidelines (WCAG) or the Quality Matters Rubric. You can use various tools and methods to conduct an accessibility audit, such as checklists, surveys, testing tools, expert reviews, or user feedback.
I believe soliciting user feedback is the most important aspect of accessibility audits. It is very important to employ AI tools for documenting and prioritizing fixes based on impact and urgency.
An accessibility audit is like making sure we have a plane before taking off! If we expect online students to fly high, then we must also assure they have the tools necessary to achieve their goals.
I have found that Quality Matters is an excellent program, nationally recognized, faculty-driven peer-review process used to enhance online and blended course design. Regional accrediting bodies usually require that online faculty demonstrate continuous professional development in online instruction. The basic instructional design model based on analysis, design, development, implementation and evaluation reinforces the online platform system covering features, communication tools, assessment tools and additional features.
Es importante asegurar ante todo el acceso a las herramientas requeridas para e-learning. Lamentablemente, en Latinoamérica, para la mayoría de la población no es una constante una conexión adecuada ni siquiera los equipos propicios para esta tarea. Una vez superada la brecha, las estrategias a revisar son variadas.
Além de verificar com auditoria, fa?a testes com usuários para que eles possam contribuir com as percep??es, e após a libera??o do uso, tenha um canal para que os usuários compartilhem possibilidades de melhoria.
One of the key principles of accessibility is to provide learners with options and choices to suit their needs and preferences. For example, you can provide options for learners to adjust the font size, color, contrast, or layout of your e-learning content, or to access alternative formats, such as audio, video, text, or images. You can also provide options for learners to control the pace, sequence, or difficulty of your e-learning activities, or to use different methods of interaction, communication, or assessment.
Besides some of the options I outlined above, I also believe that simulating different bandwidth conditions can reveal how content performs in low-bandwidth scenarios - which is fundamental for users in areas with limited internet access.
Universal Design for Learning (UDL): Implement the principles of Universal Design for Learning in course design. UDL focuses on providing multiple means of representation, engagement, and expression to accommodate diverse learning styles and needs. This includes providing alternative formats for course materials (e.g., text transcripts for videos, captions for audio content), offering varied ways for students to engage with the content (e.g., through discussions, group projects, or multimedia), and allowing flexible means of assessment and expression.
Debe haber flexibilidad por parte del centro, pero sobre todo una preparación al alumno. Debe haber una curva de aprendizaje donde al principio cueste que sea fluida la transmisión de conocimiento, pero que después se vea como algo natural.
Je suis d'accord que proposer des options telles que l'ajustement de la police et des formats variés est crucial pour l'accessibilité en ligne. Toutefois, un effort considérable reste à faire pour les personnes en situation de handicap. Il ne s'agit pas seulement de personnalisation, mais de garantir un accès réellement inclusif, en intégrant les solutions d'accessibilité dès la conception et en s'attaquant aux obstacles structurels, pour une éducation véritablement accessible à tous.
Another important aspect of accessibility is to use clear and simple language that is easy to understand and follow. Clear and simple language helps learners with different levels of literacy, language proficiency, or cognitive abilities to comprehend and retain your e-learning content. You can use clear and simple language by avoiding jargon, acronyms, or complex sentences, by using active voice, headings, bullet points, or summaries, and by providing definitions, examples, or glossaries.
Clear and simple language is highly important for inclusivity especially if accompanied by a universal learning design. Clear communication means deep understanding.
Uma comunica??o simples pode facilitar o uso! Aproveite de ícones e imagens pra facilitar a comunica??o. Além de deixar mais amigável e mais divertido!
The access to e-learning in higher education poses paradigm shifts that could be summarized in the adoption of a vision oriented towards Universal Design for Learning (UDL). This involves allowing the production of content in various formats and platforms with a logical course structure, ensuring navigability and accessibility backed by institutional policies, providing technical support, and training instructors in learning resources.
Je suis à 100% d'accord. L'usage d'un langage clair et simple est essentiel pour rendre l'apprentissage en ligne accessible à tous. Par exemple, dans un cours de sciences, au lieu d'utiliser des termes techniques comme "photosynthèse", on pourrait dire "le processus par lequel les plantes transforment la lumière du soleil en énergie". Ce choix de mots simplifie la compréhension pour ceux qui ne sont pas familiers avec le jargon scientifique, tout en conservant la précision du concept.
I once attended a lecture by a man who is known as one of the "fathers" of adult education, Dr. Malcolm Knowles. Dr. Knowles, the primary proponent of the concept of Andragogy, the teaching of adults, liked to describe the importance of clear language. He referred to himself, and to us in the online environment as different from the traditional lecturer, he called the "Sage on the Stage." We become the "Guide on the Side!" Facilitating the exchange of knowledge. He also went on to say that teaching adults it is important to use their learned experiences to help the entire class grow, and a few of us who listen.
Captions and transcripts are essential for making your e-learning content accessible for learners who are deaf, hard of hearing, or have auditory processing difficulties. Captions are the text versions of the audio content that appear on the screen, while transcripts are the text versions of the audio content that are available as a separate document or file. Captions and transcripts also benefit learners who have visual impairments, learning disabilities, or language barriers, as they can read along, review, or translate the audio content.
Captions and transcripts enable the learner to understand the e-learning to the fullest. In my opinion, It helps Not only for the disabled learners but also who are not good in listening can see the transcripts and learn better.
Cations and transcripts are necessary and required in the contemporary online learning environment. It allows for those mentioned above to gain full access to opportunities to learn. One thing I learned after many years, is that we build around the needs of the individual student as best we possibly can!
Finally, you should test and evaluate the accessibility of your e-learning on a regular basis to ensure that it meets the needs and expectations of your learners. You can test and evaluate the accessibility of your e-learning by using various tools and techniques, such as accessibility checkers, screen readers, keyboard navigation, or browser settings. You can also involve your learners in the testing and evaluation process, by asking them for feedback, suggestions, or testimonials on the accessibility of your e-learning.
One should not only text accessibility, but should test every aspect of online learning programs. Student surveys will help if we can get them submitted, and it take a collaborative effort, and showing the students you want their opinions.
Incorporate interactive elements like discussion forums, group projects, and peer-review activities. These tools make learning more engaging and support students with different learning preferences.
It’s been my experience that to maximize the impact of instructional delivery you need to consider a systems model for flexibility and continuous improvement: strategic planning—mission and purpose—university goals, objectives, and strategies—departmental plans, goals, and objectives—assessment and budget implement—review and evaluation. This becomes a cyclical model to share the understanding of key relationships among resources available to operate initiatives, activities planned and the changes and results to be achieved.
According to me, there are several additional ways to enhance e-learning accessibility: 1. Implement Universal Design for Learning principles to create content that accommodates diverse learning styles and abilities from the outset. 2. Seek feedback from students, especially those with disabilities, to understand their specific needs and improve accessibility. 3. Offer training and resources to faculty and staff on creating accessible content and using accessible tools and technologies. 4. Review and update learning materials and technologies to improve accessibility standards as technology evolves. 5. Participate in forums, conferences, and communities focused on accessibility in education to stay updated on best practices and innovations.
Bonding with your students in the first couple of weeks is KEY! Meet them in some capacity, even online. Learn their names. Find something you have in common. Accept that adult learners are human with human lives and adult problems that sometimes need grace.
Accessibility is critical for any industry. This article focuses on higher education, but it should be situated for any adult learner. Moreover, accessibility focuses not only on ADA requirements, but access to education. We must continue to build innovations to provide differentiated learning to individuals so that they get the content and skills they need to succeed in the workplace and in their own personal journeys.