Universal and Inclusive Design
Inclusive design is something that has been weighing on my mind, especially now that we have transitioned into an online-only space with our own students. In an ideal world, everything would be created within the realm of universal design, meaning creators should be imagining and designing content to be accessible, rather than revising and making accommodations as an after-thought (Dunn & Dunn De Mers). I think this is an important practice for us to get into the habit of doing in our classrooms, especially now that we have moved online. With the online realm being the one that is easier to both make accessible and forget about accessibility needs, I think it is important to note some of the ways we can make our online courses practice universal design.
In terms of online design, things like closed captions and transcriptions can be incredible helpful for any form of audio that may be included in the design of our courses. Visually, we can include things like images and clear text formatting, but we should also include descriptions of the images to make them accessible for screen reading. These things can take more initial planning on our part, especially during a time when we are all trying to figure out how to exist and work in a new space; however it is important to build these practices as habits so that our designs can be universal and inclusive out the gate, rather than having to address accessibility concerns as an after-thought and make students feel as though their needs have been excluded or forgotten.
Some questions I had while examining these readings were: What steps/practices do you use to follow universal or inclusive design? How are you making your online materials inclusive and accessible? How can we continue these practices when we are back in the face-to-face classroom?
Here are a few resources I found that may help us all practice better universal design:
Hi Abbie,
ReplyDeleteThank you for providing these resources. Universal Design is something that has been on my mind too as we have made this transition to online learning. In ID 601 I thought a lot about how to make my classroom an inclusive space for all learners, however with this abrupt switch to online teaching and learning, I am worried about universal design falling through the cracks in an attempt to just get our classes functioning in the limited time frame we were given. I have tried to create multiple ways in which students can access the information for our online class periods (using visuals, text and audio). In conferences this week I built in multiple options for students to choose from, including getting audio feedback from me or participating in a Google Docs conference. In my classes previously, I have really tried to build in multiple types of learning in each class period to give each student an ideal chance to learn in the way that fits them best. Hopefully this will transition into the online setting through lectures, "in-class" writing, class discussions using the discussion board, etc. However, the question of accessibility during this time when students can no longer rely on university internet, tech resources, etc. is really tricky. Right now I think that we just have to try to do the best we can, and hopefully we will learn some things along the way that will make us better teachers in the future.
Thanks for your post!
Abbie,
ReplyDeleteI like your ideas here - Universal Design is hard to accomplish in a normal classroom, so when we transition from in-person to online, we have to be checking ourselves more often in terms of accessibility and inclusivity. I think it's important to include all types of learners in my teaching, so in person, we worked in many different ways. Online, this is already a challenge for me.
I know that some of my students enjoy and benefit from lectures, so my goal is to post lecture videos of myself periodically. Other students need that face-to-face (or at least video) interaction. They won't ask me questions unless I'm there, or they won't pay attention unless they can see me. With these students, I might struggle. On Wednesday, I tried out a synchronous class meeting on Zoom - and for the students who joined, it felt almost normal. I lectured a bit, went through my visual PPT, and asked if they had questions - and some of them did. I might try to keep this up, seeing as so many of my students are motivated by seeing and interacting with me.
However, there are students who don't have the capacity to do this weekly. I may make it optional, but I know that students who need it won't show up. Honestly, it's all really tough, but I'm doing the best I can to make sure my "online classroom" is accessible for all the students in my classes.
Kristen
Abbie,
ReplyDeleteThanks for the resources you shared here. I like your ideas regarding UDL. But right now, most of us are struggling with this sudden shift. Now, we are emphasizing more on continuing our teaching rather than exploring these vast opportunities. UDL can be something great for teaching. As soon as we will be quite familiar with this new transition, we will be able to look forward to these ideas. Undoubtedly, this inclusive designed classroom will encompass each and every students. To facilitate our teaching online, we can use this idea for sure.
But I'm not sure how much this will facilitate our in person classroom. So far I think, if we remain ready with all the sources and materials, probably that will benefit our students. That can come to their help as their extra sources. Because in person classes are more likely valuable due to its discussion point face to face. Virtual face to face discussion create a shadow line between people, I feel.
I am wondering whether we can merge these together and implement in our in-person classes too.
Abbie,
ReplyDeleteThanks so much for the reminder about accessibility. Even just adding closed captioning, although something that seems obvious, is something that I’d forgotten to do this week. I’ve been feeling extra scatter-brained throughout this whole transition and have had to stop and remind myself to go back over even just basic goals and methods.
Accessibility is the reason I’ve chosen to not meet synchronously face-to-face, although I have held synchronous class through the use of a guided discussion board that was only open during class time. I am intending to hold some one-on-one video conferences before they turn in their next papers– though I’ve not so much run into accessibility issues with this (I made sure to check that all of them have the tech available) as issues with student comfort levels. Some of my students expressed that they either just hated the idea of video conferencing or felt uncomfortable – quite a few of them wanted the option of turning off the video portion and only communicating through the audio. I’m not sure where to draw the line of telling them that this is just something they’ll have to do for class versus telling them that that’s a valid reason to pursue another option (like a Google doc meeting via the style of writing center online appointments). If they had originally signed up for an online class, I’d probably just tell them that’s a part of the class and they have to do it anyways, but our current situation is not what they signed up for at all.
I always want to be willing to make accommodations or provide alternative options to my students, but at some point it also becomes a lot more work on my end, too. I’m trying to find a balance between making sure all their needs are met and keeping sane myself.
-Jessie
Abbie,
ReplyDeleteThis is really important to be thinking about. When redesigning my syllabus, I would love to make it more accessible to where it is not only visually appealing and informational but an avenue for learning as well. I want to be intentional about embedding links throughout it to resources, educational or school-policies. I already make my schedule full of embedded links and resources.
As far as accessibility goes in terms of online teaching, I am still figuring that out! I want to do a little bit of everything, but that also makes me feel very overwhelmed! I'm actually experimenting with Blogger to see if that is a good source for peer discussion. I haven't attempted online class meeting yet (I plan to do this once a week) because I gave them this week to get settled into their classes and new routines before we make that step to a virtual classroom. There does need to be a balance between the different ways to make online accessible, but I have not discovered it yet.
Best,
McKenzie
Hi Abbie!
ReplyDeleteThanks for the resources! This was one of my greatest fears as we have been transitioning into the online sphere. Universal design and full-accessibility is difficult enough to achieve when you are carefully planning it, let alone when it is thrust upon you amid a crisis. I think that you raise some good points about this being a good time to start exploring those spheres more fully.
I have chosen to do my course nearly entirely asynchronously due to some of the concerns of students who live in different time-zones, geographically "dead-zone" locations, and other factors. It is really hard to not have the students face to face, but I think that the benefits of having all of my students keeping up on work, outweighs my desire to video-chat. I've been thinking though about our attendance policies throughout this time though. Many people are saying that in this trying time it will be revealed what kind of things can be online and made accessible but are just not, for the benefit of able bodied and mentally healthy people. I think we are seeing that almost all of our work can be done remotely and still done well... This leads me to wonder if there will be a change in attendance policy or in disability services now that we are proving that things can be made remote quickly and efficiently. Just a thought. :)
Abbie,
ReplyDeleteYes! When it comes to theory, I'm all about practicality, and I think sharing what we've experienced or what we can in terms of these pedagogical theories is the best thing we can do to help each other actually implement these ideas into our composition classrooms, instead of just talking about them and setting them aside.
Like you mentioned, I'm struggling to remember or to feel like I have time to go the extra mile to make things accessible, like by, for example, adding closed captioning to a video. Luckily I'm screencasting my powerpoints, so there is something to follow on the screen and to look back at. But I think you're right--building the habit of making sure our materials, lessons and activities are accessible now will help us to do that without a second thought as we continue teaching. It's important that we work to accommodate students in whatever ways we can, even if we don't necessarily know that our specific students needs those accommodations. I do believe in normalizing accessibility the best that we can, especially in case our students are afraid to ask for accommodations, or don't know that it's an option.
If anyone wants to respond to my comment, I'd love to hear about additional practical applications you're using to make your teaching more accessible. I love to learn from you guys!
Abbie,
ReplyDeleteI think you’re absolutely right that now is a great time to critically examine the accessibility of our course and course design given the temporary switch to digital spaces. It is also true that this is no simple task, though. As one who is a linear learner, I often find myself privileging this linearity in my course design which is unfortunate because I am aware of the consequences this has on the advancement of learning—That is, it does not push linear learners to stretch their strategies for learning and it blockades those non-linear learners from approaching content with an open and engaged mind.
I will say, though I have started the process of transitioning to more of a “universal design” by working backwards (I know, ironic if not incorrect), this is not to say this decision to integrate accessible resources was an afterthought. Instead, I see this navigation as a way to work strategically from my strengths.
The way I see it, if you are to begin your planning process by thinking of all of the ways your course impedes learning, your work will never surface to reality. “Well, I could do th-, wait no… that won’t work. Um, OH, I could- nope…. Let’s try…!” The experimentation is there, but the product is not. I find that in working from my strengths of linearity, I can compose a unit, an entire curriculum and then work backwards to integrate inclusivity (I’m thinking of Wiggins and McTighe’s Curriculum by Design).
I know this works against the concept of universal design, however, come on! We are still in the learning process ourselves. I think this slack is acceptable. I find that having double of everything works well… though this is absolutely additional work. For instance, I have linear-like syllabi and course assignment sheets, but I additionally have non-linear-like syllabi and course assignment sheets. I am also working on the readings and resources that are integrated throughout the course to check for ways to better the content’s transmission.
In looking at accessibility and accommodation in this way, I can ensure that course objectives are being met and that I have a wide range of options for students to choose the paths they desire from assignment to assignment.
As always, great post!
-Kelli