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Implementing Accessibility in Course Content: Alternative Approaches to Getting Faculty on Board.

Handouts

Presented at 11:30am in Denver 4-6 on Thursday, November 17, 2022.

#36591

Speaker(s)

  • Joachim Agamba, Instructional Designer, Nevada State College

Session Details

  • Length of Session: 1-hr
  • Format: Lecture
  • Expertise Level: Beginner
  • Type of session: General Conference

Summary

Implementation of accessibility principles in higher education, although necessary, is occurring at a slow pace. This presentation will share strategies that are alternative approaches to helping faculty implement accessibility principles in digital learning content using inherent tools in Learning Management Systems (LMS), Microsoft Word, and PowerPoint. The presenter will share proven motivational strategies from experiences with faculty that transcend traditional practices.

Abstract

Focus on training faculty to implement accessibility has generally been on the mechanics. However, if that focus shifts to a motivational approach (“the Why”) then faculty quickly see the benefits and are more willing to embrace accessibility. Simply using Headings, Lists, and Bullets, for example, and comparing screenshots of the before and after of accessibility implementation clearly reveals the benefits for learners. Historically, higher education faculty have been slow in the appropriate implementation of technology. Similarly, the implementation of accessibility principles in course content is meeting a similar fate as it can feel daunting initially. Nonetheless, accessibility in course content is easily addressed using inherent course design tools along with emphasis on the “the Why,” followed by “the How” through multiple approaches (e.g., online tutorials, workshops, and ever-present support).

Learning Management Systems such as Canvas continue to provide tools and easier ways to check for and correct accessibility issues. The inherent tools in Microsoft Word and PowerPoint contain pertinent tools for attaining accessibility. Therefore faculty should be encouraged and supported to embrace and utilize these inherent tools for the benefit of all learners.

Keypoints

  1. Text is easier to read even for learners without impairments when tools such as Headings and Lists are used.
  2. Using inherent tools improves course design and is more user-friendly, and so should be practiced.
  3. Using accessibility tools to check for issues (e.g., LMS, Word, and PowerPoint.) should become a culture.

Disability Areas

All Areas

Topic Areas

Accessible Course Design, Accessible Educational Materials, Faculty Development & Support, Teaching about Accessibility in Curriculum, Uncategorized, Universal Design for Learning

Speaker Bio(s)

Joachim Agamba

Joachim "Jack" Agamba is an instructional designer, faculty developer and accessibility "champion" at Nevada State College. He has over ten years experience as an instructional designer and has taught in higher education for over fifteen years.

Handout(s)