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28.05.2016 | Original Paper

A Working Model for Complying with Accessibility Guidelines for Online Learning

verfasst von: Lauren Cifuentes, Alexandra Janney, Lauran Guerra, Jennifer Weir

Erschienen in: TechTrends | Ausgabe 6/2016

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Abstract

We describe our activities that emerged in the context of an Office of Distance Education and Learning Technologies’ efforts to systematically and systemically address accessibility for online learning in order to comply with ethical principles, best practices, and laws. The activities include three overarching continuous tasks: strategically monitoring campus needs and resources, building a supportive infrastructure, and evaluating outcomes. Conscientious assessment of needs informs development of the collaborative support infrastructure necessary to establish a supportive campus culture with instructors and staff who use facilitative software to create accessible online opportunities for students. We provide a practical checklist for reviewing online instruction for accessibility.
Vorheriger Artikel A Framework for Aligning Instructional Design Strategies with Affordances of CAVE Immersive Virtual Reality Systems
Nächster Artikel Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms
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Literatur
Americans with Disabilities Act of 1990, Pub. L. No. 101–336, 104 Stat. 328 (1990).
Balaji, M. S., & Chakrabarti, D. (2010). Student interactions in online discussion forum: Empirical research from ‘media richness theory’ perspective. Journal of Interactive Online Learning, 9(1), 1–22.
Burgestahler, S. E. (2008a). Universal design of technological environments. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 213–224). Cambridge: Harvard Education Press.
Burgestahler, S. E. (2008b). Universal design of instruction. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 23–43). Cambridge: Harvard Education Press.
Burgestahler, S. E., & Cory, R. C. (Eds.). (2008). Universal design in higher education: From principles to practice. Cambridge: Harvard Education Press.
Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons.
Rehabilitation Act of 1973, Pub. L. No. 93–112, §§ 508–504, 87 Stat. 355 (1973).
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Metadaten
Titel
A Working Model for Complying with Accessibility Guidelines for Online Learning
verfasst von
Lauren Cifuentes
Alexandra Janney
Lauran Guerra
Jennifer Weir
Publikationsdatum
28.05.2016
Verlag
Springer US
Erschienen in
TechTrends / Ausgabe 6/2016
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI
https://doi.org/10.1007/s11528-016-0086-8

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