通用学习设计
所有学生都应该能够:
- 获取相同的信息
- 参加相同的活动
- be active contributors, producers, consumers, etc.
Accessibility means providing equally effective and integrated communication, 确保人人识字, navigate, understand, 与你的材料互动.
通用学习设计(UDL) is providing multiple means of representation, action & 表达、参与©2011 by CAST
包容性设计 according to Microsoft "enables and draws on the full range of human diversity. Most importantly, this means including and learning from people with a range of perspective."
Course Navigation (including meaningful links) & 多媒体易用性
- Intro video – yourself and the course; syllabus; schedule
- Consistent, predictable, pattern - learn once and use multiple times
- Clear, non-distracting audio/visuals, chunked content
- Consider problems with order of directions, especially multi-step tasks
- Challenges to overcome such as media player with greyed out buttons – what does that mean?
可读性(布局 & text), Accessible Text/Images/Files, Multimedia
- 尽可能使用HTML
- 基于设备/浏览器的视觉调整:
- screen zoom to focus/attention or give eyes a break
- reader mode in browsers – allows you to adjust visuals, reduce distractions, read text aloud
- 屏幕/文本readers-friendly
- 感官问题(明亮背景)
- Multimodal options - communicating more equally with others
- 文字记录,文字说明,音频描述
MS Teams: Audio, video, text, images, reactions, auto live captioning, recording with editable auto-captions
Zoom: Audio, video, text, images, reactions, auto live captioning, recording with editable auto-captions
Content & 沟通技巧 for Learners with Differing Abilities
- Provide well-structured, chronological organization for online course content
- Clearly define course requirements, guidelines, schedule and expectations
- Provide explicit, concrete descriptions, multi-modal on projects and assignments
- 用简短的语句格式化指令, bulleted/numbered lists and highlight most important info and key words when possible
- Provide examples (concrete for abstract or complex topics), 练习/强化的机会, 低风险的作业, 检讨/保证的机会
- Communicate reminders of assignments and test dates, give advance notice of any changes and help prepare for any changes
- 口头解释视觉材料
- Provide detailed checklists, outlines or study guides for exam preparation
Feedback & 虚拟会议小贴士 for Learners with Differing Abilities
- Give specific and detailed feedback on assignments and assessments, 考虑模式(文本), image, audio, 视频)取决于学生
- Allow student to communicate through multiple medias (email, chat, virtual meetings, etc.), provide assignment submission options if applicable
- While allowing options, avoid using too many (new) tools/user interfaces
- 考虑文本, 微妙的手势, facial and social cues may be interpreted in a virtual environment
- 容忍频繁的(虚拟的)拜访, questions, 和关注点(交替), check in with students who haven’t communicated) and remember to give calm responses
- Acknowledge and reinforce acceptable behaviors in the online classroom – don’t take anything personally
- Allow time for responses when calling on a student in virtual meetings
- Allow breaks during longer virtual meetings when necessary due to stimulation, 感觉输入过载
- Meet one-on-one when needed to discuss learning and behaviors
- Encourage group participation – assist with group placement or assigned groups
Universal Design, 包容性设计, and Online Accessibility Resources
无障碍简介 from digital.gov
通用设计原理(图形) from the Center for Universal Design at NC State University
UDL Guides from CAST
20 Tips for Teaching an Accessible Online Course 作者:Sheryl Burstahler博士.D., DO-IT Center
Guidelines for People Who Do Not Read Easily 选自《pp电子极速糖果》杂志
为什么只为部分用户设计“SUX”? from Adobe
包容性设计 from Microsoft
如何设计可访问性 from BBC
Best Practices for Writing for the Accessible Web from digital.gov (其他资源 from digital.gov)
Effective Teaching: Sensory Learning Styles versus General Memory Processes from Sage Journals in Comprehensive Psychology
《pp电子极速糖果》 from ada.gov
2008年美国残疾人法修正案(ADAAA): Equivalent communication and access from ada.gov
Section 508 of the Rehabilitation Act of 1973 以及508条款的修订版.gov - deals specifically with electronic and information technology
- Section 508 (b): Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation.
科罗拉多州无障碍标准 from colorado.gov
Web Content Accessibility Guidelines (WCAG) 2.1 International Standards from the World-Wide Web Consortium (W3C)
- 文本的替代品, 基于时间的媒体, adaptable, 可区分的, 键盘可访问, enough time, 发作/生理反应, navigable, 输入模式, readable, predictable, 输入的援助, compatible
- WCAG 2.1 1.2: Time-based Media: Provide alternatives for 基于时间的媒体.