Mancilla and Frey book references - course content

(Brookes et al, 2024)

Foundational training consisted of guidance for closed captions, alt text, accessible documents and readability (Brookes et al, 2024)

(Burgstahler, 2024)

Burgstahler (2024) combined the 7 principles of universal design, the 4 POUR principles from WCAG and the 3 principles of UDL to underpin Universal Design for Education (UDE). UDE is a framework to guide exemplary practices and processes for education. One element of this was 20 tips for technology (Burgstahler, 2024).

P.122 drafted a list of the main accessibility challenges reported by students. She encouraged users to share suggestions for a top 20 list to help instructors get started to make digital components of teaching and learning more accessible. Of the 20 there are 9 tips to apply to the creation of course materials. The other tips were pedagogical approaches (Burgstahler, 2024).

EMAIL HER 2022 paper that launched this.

(Nash et el, 2024)

Most common issues in content were mainly in documents e.g. alt text, headings, tables captions links (Nash et el, 2024).

Faculty commented their main barriers were teaching load and time (Nash et el, 2024).

P. 135 Faculty resistance may be attributed to several factors including a negative narrative around accessibility, legal ramifications and lack of policy and process around digital course content accessibility (Nash et el, 2024).

P.136 Raising awareness of accessibility laws and changing the narrative from accessible course content creation that ‘must be done’ to something that is the right thing to do to support student success to become a standard part of all professional development (Nash et el, 2024).

P.137 Identify a baseline accessibility goal to help faculty aim for and incorporate it (Nash et el, 2024).

To be able to work together you need a shared knowledge base and general skill set to aim for (Nash et el, 2024).

Without a shared knowledge base, understanding, skill set or consistent guidance on how to create accessible content faculty are not confident (Nash et el, 2024).

Need to curate a shared set of resources and written tutorials (Nash et el, 2024).

(Kaylor, 2024)

Everyday tools advice templates for work and PowerPoint and accessibility checkers and on-demand video tutorials (Kaylor, 2024).

(Chambers, 2024)

P.152 Moorefield-Lang (2019) created a checklist of the most common elements to consider when designing online course materials. These include headings and styles, alt text, captions, hyperlinks. Similar recommendations were emphasised by Sutton (2020) during COVID- headings, avoiding only the use of colour to convey meaning, captions and audio descriptions (Chambers, 2024).

P.153 titles and headings, logical reading order, alt text, colour and colour contrast and accessibility checkers (Chambers, 2024).

(Medrano and Fundell, 2024)

##P.163 Accessibility is most easily achieved through a proactive rather than reactive approach (Medrano and Fundell, 2024).

P.164 Accessibility-made easy workshops (Medrano and Fundell, 2024).

Captions and captioning a focus on this chapter (Medrano and Fundell, 2024).

(Baumgarthuber, Taub and Nolte, 2024)

Baumgarthuber, Taub and Nolte (2024) refer to the UDOIT checker that looks for the most common accessibility barriers listed as headings, alt text, colour contrast, links, tables (Baumgarthuber, Taub and Nolte, 2024).

Respondents found that training in these areas was helpful, especially as the UDOIT tool also provided prompts to show how to address errors (Baumgarthuber, Taub and Nolte, 2024).

During the initial pilot when introducing UDOIT faculty had anxiety about learning about digital accessibility. Similar was reported by Shinohara et al (2018) that faculty did not know enough to engage with making content accessible due to not enough resources, tools and guidance (Baumgarthuber, Taub and Nolte, 2024).

(Caprette, 2024)

Tools such as colour contrast analyser, PowerPoint and word accessibility checkers, blackboard accessibility checkers (Caprette, 2024).

People with these tools can take a more proactive approach to accessibility (Caprette, 2024).

Colour contrast, colour blindness, video captions, accessibility checkers (Caprette, 2024).

Common issues from checkers were headings, alt text, language settings and document titles (Caprette, 2024).

(Lohman, 2024) 

It’s important when providing any form of professional development or training that the training is responsive to and suitable to the scale of needs and organisational culture (Lohman, 2024).

##P.199 In large organisations a good approach can serve as a template for creating similar in others (Bastedo et al, 2023; p.95). - USE THIS AS INYRO TO SCULPT (Wilson, Christopherson) (Lohman, 2024).

P.203 reports of 6 faculty development interventions (Lohman, 2024).

Training at scale may not be feasible given faculty workloads (Lohman, 2024).

Given such challenges for engaging due to workloads, resources and time, smaller more concise on-demand formats and learning maybe of more value (Lohman, 2024).

It’s important to provide support that is relevant and tailored to job roles and responsibilities (Hsiao et al, 2019; Lombardi et al, 2018). (Lohman, 2024).

Conclude that modelling practice resources, short talks and on-demand resources can overcome challenges related to workloads and skill sets (Lohman, 2024).

(Bartlett, Warren and Ehrlich, 2024)

Learning objectives: 

Define accessibility to provide a common foundation using digital accessibility guidelines such as WCAG (Thompson et al, 2009) (Bartlett, Warren and Ehrlich, 2024).

Develop an understanding of digital accessibility and the impact of barriers (Bartlett, Warren and Ehrlich, 2024)

Strategies to create content (Bartlett, Warren and Ehrlich, 2024)

Planning for future development and reflection on progress (Bartlett, Warren and Ehrlich, 2024).

P.213 The need for training was compounded by COVID due to demands of the urgent shift from face to face to online modalities (Bartlett, Warren and Chapman, 2021) (Bartlett, Warren and Ehrlich, 2024).

Covid highlighted the scale of inaccessible content such as course platforms (Russ and Hamidi, 2021) (Bartlett, Warren and Ehrlich, 2024).

Communities of practice are groups of people who share a concern or passion for something they do and learn how to do it better as they interact regularly (Wenger, 2009, p.1) (Bartlett, Warren and Ehrlich, 2024).

FaculTea - a solution for busy faculty to be able to dedicate significant time to professional development from micro-training approaches. With FaculTea accessibility principles are focused upon by presenting a specific topic for 8 minutes with the rest of the time dedicated to personal experiences, questions and discussing the benefits (Bartlett, Warren and Ehrlich, 2024).

(Thompson, 2024)

There are currently no accreditation standards for accessibility in computer science engineering (Thompson, 2024).

With findings like these it is no surprise that WebAIM (2021) recent survey revealed that of the top 10 ways accessibility practitioners learned about accessibility, formal training ranked last at 12.5%, up from just 5.5%?in 2018 (Thompson, 2024).

P.220 There is a need to incorporate accessibility into the curriculum (Thompson, 2024).

Three badged student courses - accessibility 101 foundation course that provides basic awareness of disability types and models, major barriers to accessibility, key laws and guidelines, text, graphics and video content (Thompson, 2024).

Other student courses include keyboard accessibility, links, headings, images, forms, colours and captions (Thompson, 2024).

Designed to help students from both technical and non-technical backgrounds (Thompson, 2024).

MOOC looks at legal landscape, workplace UD and accessible digital materials (Thompson, 2024).

IMPORTANT LEARNING OBJECTIVES

##Sequenced to begin with a focus of building empathy and understanding, major types of disability (vision, hearing, physical and cognition), AT, videos of first hand testimonials, panel discussions on disability etiquette (Thompson, 2024).

##Empathy serves as an important frame of reference for the legal, design and digital topics that follow (Thompson, 2024).

#Reinforcing the human centred perspective and the social model of disability mindset (Thompson, 2024).

P.232 Disability and accessibility, AT and barriers, accessibility features in products like Word, legal, WCAG, testing and accessible design skills (Thompson, 2024).

(Zhang and Sickel, 2024)

P.241 fundamentals of digital accessibility course developed by 2 instructional designers from Kapi’olani community college to help the university of Hawai’i employees to develop a working knowledge of fundamental digital accessibility concepts and apply practical skills in making digital content accessible (Zhang and Sickel, 2024).

Rationale and the importance of digital accessibility from perspectives of equity and inclusivity as well as legal implications (Zhang and Sickel, 2024).

Key principles with scenarios and examples with video demonstrations to apply formatting- headings, lists, images (alt) links, tables, colour, audio and video (Zhang and Sickel, 2024).

Then a set of learning resources for continued learning and an optional final test of competencies (Zhang and Sickel, 2024).

##P.244 This introduced the key principles by providing examples for analysis/ comparison and to promote asking questions about the experiences of those with various disabilities. This approach is employed to help participants consider the rationale behind each principle and the implications of inaccessible content (Zhang and Sickel, 2024).

Then followed by short tutorials that demonstrate practical applications in various authoring tools such as Word, Google docs etc (Zhang and Sickel, 2024).

Evaluation of resources and how they can be made more accessible - helps participants to immediately be able to apply their knowledge in a practical and appropriate manner (Zhang and Sickel, 2024).

(O’Neil Gonzalez and Gonzalez, 2024)

In communities of practice knowledge construction and representation are socially constructed over time and shared by practitioners with members of the community (Wenger, 1998) (O’Neil Gonzalez and Gonzalez, 2024).

Accessibility and inclusive design course- course content to assist teachers with things like headings, lists, links, accessibility checkers, captioning, transcripts, colour contrast, alt text, text formatting (O’Neil Gonzalez and Gonzalez, 2024).

(Caprette, 2024b)

Align digital accessibility principles with the relevant WCAG standards (Caprette, 2024b).

Refers to Word, PowerPoint, Panopto (Caprette, 2024b).

Offering a matrix for overarching learning objectives for digital competencies and specifically how they relate to WCAG criteria (Caprette, 2024b).

P.264 For example document titles WCAG 2.4.2, colour contrast, WCAG 1.4.3, not using colour alone as the identifying feature WCAG 1.4.1, fonts and readability, WCAG 1.4.8, alt text WCAG 1.1.1, captions WCAG 1.2.2, tables WCAG 1.3.1, descriptive links WCAG 2.4.4 (Caprette, 2024b).

P.265 One of the most widespread software programs used to create content in education and the workplace is Microsoft Word. In the 2021-2022 school year, a content analysis conducted within Cleveland State University’s learning management systems showed that Word documents comprised the majority of content. The second was PowerPoint (Caprette, 2024b).

P.266 There is a table specific to Word documents and WCAG - covers headings, alt text and decorative images, images that float (not inline) sequencing (Caprette, 2024b).

P.267 ACTIVITIES- In Word participants analyse a document using the accessibility checker and remediate at least 3 accessibility barriers - they discuss what barriers they identify, how they can be addressed to make them accessible and identify who benefits (Caprette, 2024b).

P.267 Although accessibility checkers are a good starting point for reviewing accessibility, there are some problems that AI checking can’t flag. Human intelligence remains superior when identifying some issues. For example, accessibility checkers don’t flag when a heading structure is out of sequence, or if meaningful alt text has been added (Caprette, 2024b).

P.269 Table for accessibility specific to word documents- document title, language set, headings, colour contrast, colour alone, tables, links, alt text and lists (Caprette, 2024b).

P.271 This chapter provides an outline of the best practices in accessibility online course content design, offering specific guidance for faculty and staff developing accessible MS Office documents. The module blueprint shares learning activities to engage participants in the analysis and creation of accessible documents (Caprette, 2024b).

(Profeta and Mello, 2024)

Word docs, PowerPoint, PDFs, Videos and accessibility checking (Profeta and Mello, 2024).

P.280 Top 10 major barriers- alt text, contrast, document title, headings, language, tagged documents, captions (Profeta and Mello, 2024).