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DEI Learning

Adding Accessibility to Learning Materials

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Fair and equal access to education is a necessity for all students. This includes students with impairments who might encounter difficulties accessing conventional educational resources.  By making learning materials and activities more inclusive, a fair and equitable learning environment can be established for all students.  This can be established by making your educational resources accessible.

Accessibility in the Online Classroom

Accessibility in education is critical because it ensures that all students have equal access to educational resources and materials. Students with impairments, such as those who are visually or hearing impaired, may require modifications to use regular learning resources. Teachers can guarantee that all students have the chance to learn and achieve by offering resources that are accessible (Karger & Lazar, 2014).

Teachers can contribute to ensuring that all students have equitable access to all learning materials and activities by applying a variety of accessibility elements. There are several ways to apply accessibility, including:

Providing alternative text for images

This is a brief explanation of an image that enables readers with visual impairments to comprehend its content. It is known as alternative text, or “alt text.” Make sure to add alt text for all of the images when developing educational materials.

Alt text is a short explanation of a picture that helps students who are blind or visually impaired understand its content. When designing instructional resources, it is critical to provide alt text for all photos, except for images used as decorations, which should be labeled as such to avoid misunderstanding.

Using closed captioning for videos

Closed captioning displays the words of the audio in a video into text.   Doing so makes it easier for deaf students to comprehend what is being said. Closed captioning is easy to enable and should always be used when producing videos for educational purposes.

Using accessible document formats

Use formats that are user-friendly to all students when developing documents. Providing accessible formatted documents allows students who may use screen readers to properly identify and read aloud the presented information.  For instance, when using a PDF, provide things like headers, lists, titles, language, tags, and alternative texts to adequately ensure that all of the information can be conveyed to a student.  An easy way to remember these considerations is with the acronym SCULPT (Wilson, 2020, para. 3):

  • Structure documents with headings
  • Colors that have strong contrast
  • Use of alt text for non-decorative images
  • Links provided in descriptions
  • Plain, simple, and clear language
  • Table structures that are simple
Providing accessible online platforms

Make sure all students can access the learning materials and activities on the provided internet platforms. This involves making sure the platform is appropriate for assistive technology such as braille displays or screen readers.  Accessibility information can be found on any websites used outside of D2L.  The D2L Brightspace platform is accessible.  Teachers will have to make sure what is added into D2L is too.

Get Started with Accessibility

With a little time and effort, accessibility can be easily incorporated into any learning material.  When accessibility is kept in mind while searching for and developing materials for a course, it makes providing equity and inclusivity in the course easier. Following these steps will be a good start to becoming more knowledgeable and familiar with adding accessibility to a course.

  • Gain knowledge on accessibility best practices. To better meet different student needs and promote an inclusive learning environment, instructors will want to learn about accessibility best practices.  Best practices are a great starting point to build from and grow your knowledge.  These can be obtained through professional development and training sessions, seminars, and online resources.  The Student Accessibility Services (SAS) website is a great place to start a search. Their office provides faculty and students with the information they need for understanding and receiving accessibility services and materials.
  • Collaborate with students with disabilities. When it comes to accessing learning resources, teachers should collaborate with students who have disabilities to understand their requirements and preferences. Open lines of communication with these students could help them to feel more included in the course (Van Noy et al., 2015). This collaboration could also assist with improving knowledge and awareness through gained insight, provided by students who use the materials.
  • Share knowledge with colleagues. By sharing knowledge this may foster a more welcoming and fair learning environment for all students. Regularly collaborating with those colleagues who are knowledgeable about accessibility practices can help to increase awareness, understanding, and implementation (Van Noy et al., 2015). 

Although it can take a little additional work, making learning materials and activities accessible is a crucial step.   Making the classroom more inclusive and equitable for all students provides everyone a fair chance to learn.

Various Microsoft Office apps and Adobe Acrobat contain accessibility features and checkers already built in to help with incorporating accessibility into your learning materials. If you need any assistance with this, the SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information about creating inclusivity within a course, check out this previous blog post.

For more information on equity through the use of technology, check out this previous post.

References:

Garcia, V. (2020). Photo Of Person Pointing On The Screen [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-person-pointing-on-the-screen-6326107/

Karger, J., & Lazar, J. (2014). Ensuring that students with text-related disabilities have access to digital learning materials: A policy discussion. Perspectives on Language and Literacy, 40(1), 33-38.

National Center on Deaf-Blindness. (n.d.). Why is accessibility important? Retrieved August 13, 2019, from https://www.nationaldb.org/for-state-deaf-blind-projects/accessibility-toolkit/why-accessibility-is-important/#:~:text=Accessibility%20means%20that%20all%20people,members%20of%20the%20digital%20world 

Seale, J., Draffan, E. A., & Wald, M. (2010). Digital agility and digital decision-making: Conceptualising digital inclusion in the 21st century. Studies in Higher Education, 35(4), 445–461. https://doi.org/10.1080/03075070903131628

Van Noy, M., Heidkamp, M., & Kaltz, C. (2015). How are Community Colleges Serving the Needs of Older Students with Disabilities? NTAR Leadership Center. https://www.dol.gov/sites/dolgov/files/odep/pdf/communitycollegesolderstudents.pdf

Wilson, H. (2020). SCULPT [Infographic]. AbilityNet. Retrieved on April 24, 2023 from https://abilitynet.org.uk/news-blogs/everyone-can-sculpt-accessibility 

 

Harihara Varma Aketi is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. He did his bachelor’s degree in Information Technology, and currently, he is pursuing a Master’s in Computer Science at Saint Cloud State University.

 

Learning Strategies

The Added Value of Bringing Professional Experiences into Your Courses

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To ensure that learners possess the soft skills demanded by employers and entrepreneurs, it is important to design courses that facilitate the development of abilities such as interpersonal skills, leadership skills, communication skills, and critical thinking skills. Presently, graduate students are increasingly interested in practical, hands-on learning experiences that can help them develop the skills and knowledge they need to succeed in their future careers. This trend may have implications for how courses are designed and delivered in graduate programs, with a greater emphasis on experiential learning and real-world applications (Pappas, 2021; Wats & Wats, 2009). According to Academic Partnerships (2023), below are a few examples of learning experiences that could be incorporated into a course:

  • Incorporate case studies: Case studies are an effective way to bridge the gap between theoretical concepts and practical applications. By analyzing real-world scenarios, students can gain a better understanding of how concepts and theories are applied in the workplace.
  • Use simulations: Simulations can provide students with hands-on experiences that mirror the challenges they may face in their future careers. For example, a workplace simulation provides a no-risk and structured environment for students to practice decision-making and problem-solving skills.
  • Invite guest speakers: Inviting professionals from the industry to speak in a course can provide students with valuable insights into the practical application of concepts. Guest speakers can share their experiences and provide advice on how to navigate the professional world.
  • Offer internships and co-ops: Internships and co-ops can provide students with opportunities to gain practical experience in a real-world setting. They can work on real projects and collaborate with professionals in the industry.
  • Provide networking opportunities: Networking is a crucial aspect of building a successful career. By offering networking opportunities, such as attending industry events or connecting with alumni, students can build relationships and gain insights into the industry.
  • Use experiential learning: Experiential learning involves “learning by doing.” By incorporating activities such as role-playing, group projects, and field trips, students can gain practical experience and develop the skills necessary to succeed in the workplace.
Strategies to Enhance the Workplace Relevance of Academic Courses

According to Academic Partnerships (2023), to increase the workplace relevance of academic courses, there are three main strategies that course designers can implement.

  • The first strategy is to utilize module introductions and summaries to highlight the workplace relevance of course content. Through this, course designers can help students understand how the concepts they are learning can be applied in real-world settings. This can increase student engagement and motivation and help prepare them for successful careers after graduation.
  • The second strategy is to build authentic learning opportunities that increase student awareness of career opportunities. This can be done by showcasing professionals in the field using interviews, guest lectures, and various types of discussions, such as panel talks, moderated discussion boards, and “Ask Me Anything” talks. In addition, incorporating case studies covering local events can provide students with practical examples of how theoretical concepts are being applied in the workplace.
  • The third strategy is to increase student confidence by decreasing the articulation gap, providing personalized learning contracts, and utilizing e-portfolios. To achieve this, course designers can intentionally present the curriculum as relevant to the workforce through the following activities: offering opportunities for evaluated career awareness, building confidence through continuous conversations, and utilizing professional resources and connections. Also, guiding students through the development of electronic portfolios that demonstrate to employers the knowledge and skills necessary to be successful at their company or organization could also be beneficial. By implementing these strategies, course designers can enhance the learning experience and prepare students for success in the workforce.

By integrating professional experiences into courses, students can gain a more comprehensive understanding of theoretical concepts and their practical applications. Doing so could improve their learning outcomes and equip them with the skills necessary for their future careers. The SCSU Online and Distance Learning team can provide guidance, literature, and tools to help incorporate professional experiences into a course. Reach out to us via email or through Bookings.

Additional Reading:

For more information on how useful an instructional designer can be to your course, check out this previous blog post.

References:

Academic Partnerships. (2023, February 21). Mirroring professional experiences in your courses [Video]. Academic Partnerships Faculty eCommons. https://facultyecommons.com/webinars/mirroring-professional-experiences-in-your-courses/

Fauxels. (2019). Top View Photo of Group of People Using Macbook While Discussing [Photography]. Pexels. https://www.pexels.com/photo/top-view-photo-of-group-of-people-using-macbook-while-discussing-3182773/

Pappas, C. (2015, January 23). 8 tips to use personal experiences in elearning course design. ELearning Industry. https://elearningindustry.com/8-tips-use-personal-experiences-elearning-course-design

Wats, M. & Wats, R. (2009). Developing soft skills in students. The International Journal of Learning: Annual Review, 15, 1-10. https://doi.org.10.18848/1447-9494/CGP/v15i12/46032

 

Shagufta Naeem is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is an ACCA’ Member with a bachelor’s degree in applied accounting, a CFA Charter-holder and is pursuing an MBA from SCSU. She has 8 years of work experience specific to Corporate Credit, Audit, Risk Assurance, Internal Controls, and Financial Management.