Scheduled at 9:00 am in Penrose 2 on Wednesday, November 13.
#39534Speaker(s)
- Ann Knettler, Vice President, Consulting, GrackleDocs
Session Details
- Length of Session: 1-hr
- Format: Lecture
- Expertise Level: Beginner
- Type of session: General Conference
Summary
Our institutions often miss the intersectionality of digital accessibility and Universal Design for Learning (UDL) and how the Principles of UDL go hand-in-hand with creating an accessible online learning environment. Participants in this session will learn how the application of UDL can enhance digital accessibility and how to motivate faculty engagement in digital accessibility practices when creating and facilitating online courses using a UDL lens.
Abstract
Now more than ever we rely on digital learning environments that leverage online technology like Learning Management Systems, digital textbooks and materials, online discussion boards, and collaboration through online video interaction. This has, in many cases, caused educators to re-think how the principles of Universal Design for Learning (UDL) can be applied to make online education accessible and engaging for students from different backgrounds, cultures, identities, and abilities. While conversation and training on UDL is now more welcomed at our institutions, conversation and training about digital accessibility still receives significant pushback from faculty and staff alike.
Our institutions often miss the key intersectionality of digital accessibility and Universal Design for Learning and how the Principles of UDL go hand-in-hand with creating an accessible online learning environment.
Join Dr. Ann Knettler, Vice President of Consulting at GrackleDocs, experienced professor, digital accessibility strategist, and leader within DRS as she weaves in UDL and provides key topics, techniques, and takeaways for designing and providing an online experience that is as accessible as possible for all students, prospective students, alumni, stakeholders, potential donors, and the community all while minimizing risk and becoming a leader in the world of digital learning. Participants will also leave with actionable strategies they can immediately put in place at their home institutions to motivate faculty engagement in digital accessibility practices when creating and facilitating online courses using the lens of Universal Design for Learning.
Keypoints
- Understanding the intersectionality of UDL and Digital Accessibility is key to the success of all students
- Applying digital accessibility practices to online learning directly supports UDL
- Digital equity and legal compliance are achieved through accessible online learning
Disability Areas
All Areas
Topic Areas
Accessible Course Design, Faculty Development & Support, Uncategorized
Speaker Bio(s)
Ann Knettler
Dr. Ann Knettler currently serves as the Vice President of Consulting for GrackleDocs, a world leader in digital accessibility. An accessibility strategist with over 17 years of experience as an ADA and 504 Compliance Officer, Director of Disability Resources offices, and global corporate policy advisor; Ann is a sought-after speaker, educator, and consultant.
As a member of the Association on Higher Education and Disability (AHEAD), Ann currently represents the Association as a member of the Council of Representatives for the Council for the Advancement of Standards in Higher Education (CAS) where she has co-authored and updated policy and standards for the entire field of higher education and currently sits on their Diversity, Equity, and Inclusion Committee. A published researcher, Ann regularly presents and consults globally on topics such as the depth and breadth of digital accessibility, disability rights, assessment and the use of data as an advocacy tool, disability policy and policy reform, strategic planning for organization-wide access, creating and using policy and accessibility standards, program review, ableism, and the social justice model of disability.
Ann is an active faculty member in the Doctor of Education in Educational Leadership and Master of Public Administration Programs at Delaware State University. She received a Masters of Arts in Counseling in Higher Education with an emphasis in Mental Health from the University of Delaware and a Doctor of Education in Educational Leadership from Delaware State University. Her dissertation focuses on the lived experiences of ableism and able-body privilege by students with disabilities in higher education and the impact that experience has on their receipt of an accessible and equitable education.