Times are displayed in (UTC-05:00) Eastern Time (US & Canada) Change
Short Abstract
A learning designer and university faculty team will share their process for making accessibility a consistent part of asynchronous online course planning and instruction. Participants will learn strategies and Canvas specific tools for creating accessible course materials that enhance learning for all students, including those with diverse learning needs.
Extended Abstract
Topic & Why It’s Relevant:
According to the national government, over half of college students will take 1 or more distance education courses during their degrees (NCES, 2022), and the number of online degrees offered in the U.S. is steadily rising (Carlton, Hamilton & Chatterjee, 2024). Under federal law, U.S. schools and post-secondary institutions are required to provide individuals with disabilities equal opportunities to participate in and reap the benefits of online learning. This means online educators must offer modifications and accommodations to insure equal and fair treatment of all students who take our online courses.
Creating accessible websites, documents and digital content removes certain barriers individuals with disabilities might face when accessing technology. Using new and evolving technology can support the learning needs of ALL students and especially our students with specific learning needs. The faculty and instructional support team at our school strive to ensure our online content and teaching practices will be accessible to all.
This workshop will share our perspectives and tips for this process of making accessibility a consistent part of faculty planning, instruction and course design. We’ll discuss our successes, hurdles, and hiccups as we engage participants to reflect and share their own practices.
Plan for Interactivity & Engagement:
Participants will learn and talk about practical strategies and tools for accessible course design that meets the needs of ALL students, including those with a diverse range of learning needs. Presenters will share how we check for and embed accessibility into our everyday teaching, with a goal of long-term sustainability. We’ll explore five areas: syllabus, content / page design, assessment tools, instructor feedback, and instructor support. Throughout the session, participants will reflect and discuss how to ensure accessibility for all learners.
To keep attendees engaged and promote active learning, the session will include:
1. Quick Accessibility Check (Poll): We will poll participants on their current practices regarding accessibility in their online courses.
2. Live Demonstration of Accessibility Practices: Using our LMS platform (Canvas), we will demonstrate how to create/modify course materials, using tools found on most LMS platforms (e.g., headings, alternative text, and color contrast). Participants can join our Canvas site using a QR code or link.
3. Interactive Scenario-Based Discussions: Participants will work through examples to identify potential accessibility barriers in sample course materials. We’ll discuss and share their ideas.
4. Hands-on Practice: Attendees will revise a small part of our demo course document (like a syllabus, assessment or content page) using accessibility tools and a checklist.
5. Q&A, Checklist & Resources: We will end with an open forum for questions. All participants will have access to an accessibility checklist for faculty and resources.
Takeaways for Attendees:
Participants who attend will leave with the following outcomes:
1. Legal and Ethical Awareness: Participants will gain insights into their legal obligations for accessibility and why they matter for creating inclusive learning environments. They will understand the importance of sustainable accessibility practices in online asynchronous courses.
2. Enhanced Course Design: Participants will consider elements of course design and instruction and leave with a checklist for creating content through an accessibility lens, thus empowering them to make immediate course improvements.
3. Checklist & Resources for Accessibility: Attendees will be equipped with a checklist, tools and templates to make accessibility a seamless part of their teaching practice.
4. Sustainable Integration: They’ll understand how to increase faculty support and make accessibility a routine practice without requiring extensive additional time or effort.
References
Carlton, G., Hamilton, I., & Chatterjee, A., 2024. 2024 Online Learning Statistics. Forbes Advisor. Retrieved from https://www.forbes.com/advisor/education/online-colleges/online-learning-stats/#3.
National Center for Education Statistics (NCES), Number and percentage of students enrolled in degree-granting postsecondary institutions, by distance education participation, location of student, level of enrollment, and control and level of institution: Fall 2021 and fall 2022
U.S. Dept of Education OSERS, 2010. National Instructional Materials Accessibility Standard (NIMAS). Retrieved from https://sites.ed.gov/idea/idea-files/questions-and-answers-on-the-national-instructional-materials-accessibility-standard-nimas-aug-9-2021/#_Toc72405081
According to the national government, over half of college students will take 1 or more distance education courses during their degrees (NCES, 2022), and the number of online degrees offered in the U.S. is steadily rising (Carlton, Hamilton & Chatterjee, 2024). Under federal law, U.S. schools and post-secondary institutions are required to provide individuals with disabilities equal opportunities to participate in and reap the benefits of online learning. This means online educators must offer modifications and accommodations to insure equal and fair treatment of all students who take our online courses.
Creating accessible websites, documents and digital content removes certain barriers individuals with disabilities might face when accessing technology. Using new and evolving technology can support the learning needs of ALL students and especially our students with specific learning needs. The faculty and instructional support team at our school strive to ensure our online content and teaching practices will be accessible to all.
This workshop will share our perspectives and tips for this process of making accessibility a consistent part of faculty planning, instruction and course design. We’ll discuss our successes, hurdles, and hiccups as we engage participants to reflect and share their own practices.
Plan for Interactivity & Engagement:
Participants will learn and talk about practical strategies and tools for accessible course design that meets the needs of ALL students, including those with a diverse range of learning needs. Presenters will share how we check for and embed accessibility into our everyday teaching, with a goal of long-term sustainability. We’ll explore five areas: syllabus, content / page design, assessment tools, instructor feedback, and instructor support. Throughout the session, participants will reflect and discuss how to ensure accessibility for all learners.
To keep attendees engaged and promote active learning, the session will include:
1. Quick Accessibility Check (Poll): We will poll participants on their current practices regarding accessibility in their online courses.
2. Live Demonstration of Accessibility Practices: Using our LMS platform (Canvas), we will demonstrate how to create/modify course materials, using tools found on most LMS platforms (e.g., headings, alternative text, and color contrast). Participants can join our Canvas site using a QR code or link.
3. Interactive Scenario-Based Discussions: Participants will work through examples to identify potential accessibility barriers in sample course materials. We’ll discuss and share their ideas.
4. Hands-on Practice: Attendees will revise a small part of our demo course document (like a syllabus, assessment or content page) using accessibility tools and a checklist.
5. Q&A, Checklist & Resources: We will end with an open forum for questions. All participants will have access to an accessibility checklist for faculty and resources.
Takeaways for Attendees:
Participants who attend will leave with the following outcomes:
1. Legal and Ethical Awareness: Participants will gain insights into their legal obligations for accessibility and why they matter for creating inclusive learning environments. They will understand the importance of sustainable accessibility practices in online asynchronous courses.
2. Enhanced Course Design: Participants will consider elements of course design and instruction and leave with a checklist for creating content through an accessibility lens, thus empowering them to make immediate course improvements.
3. Checklist & Resources for Accessibility: Attendees will be equipped with a checklist, tools and templates to make accessibility a seamless part of their teaching practice.
4. Sustainable Integration: They’ll understand how to increase faculty support and make accessibility a routine practice without requiring extensive additional time or effort.
References
Carlton, G., Hamilton, I., & Chatterjee, A., 2024. 2024 Online Learning Statistics. Forbes Advisor. Retrieved from https://www.forbes.com/advisor/education/online-colleges/online-learning-stats/#3.
National Center for Education Statistics (NCES), Number and percentage of students enrolled in degree-granting postsecondary institutions, by distance education participation, location of student, level of enrollment, and control and level of institution: Fall 2021 and fall 2022
U.S. Dept of Education OSERS, 2010. National Instructional Materials Accessibility Standard (NIMAS). Retrieved from https://sites.ed.gov/idea/idea-files/questions-and-answers-on-the-national-instructional-materials-accessibility-standard-nimas-aug-9-2021/#_Toc72405081
Presenting Speakers
Susan Thacker-Gwaltney
Asst. Professor at University of Virginia-Main Campus
Susan Thacker-Gwaltney is a seasoned online educator with over 30 years of experience in literacy and special education and over 15 years teaching adults online. Currently, Susan teaches asynchronous graduate reading courses designed for K-12 educators, on topics such as structured literacy, reading comprehension, instructional accommodations, and integrating literacy across content areas, with an emphasis on practical strategies for diverse learners and students with reading difficulties.
Ottilie Austin
Associate Professor at University of Virginia-Main Campus
Ottilie Austin is an Associate Professor in the department of Curriculum, Instruction and Special Education at the University of Virginia. She teaches online literacy and C&I courses and serves as the coordinator for the C&I Education Specialist degree. She has been on the faculty at the University of Virginia since 1998 and has been designing and teaching online courses since 2000.
Ashley Caudill
Associate Director, Learning Design and Teaching Innovation at University of Virginia-Main Campus
Ashley Caudill is committed to advancing innovative and effective teaching strategies within higher education. Her expertise lies in creating dynamic and interactive instructional content that engages student learners. In her current position, she collaborates closely with faculty, helping them seamlessly integrate pedagogical strategies and innovative technology into their courses to enhance the learner’s experience.
Anne Jewett
Assistant Professor at University of Virginia-Main Campus
Creating Accessible and Sustainable Course Materials
Track
Student Support, Success, and Empowerment
Description
4/3/2025 | 10:30 AM - 10:45 AM
Modality: Virtual
Location: Zoom Room 5
Track: Student Support, Success, and Empowerment
Session Type: Lightning Session (15 Min)
Institution Level: Higher Ed
Audience Level: Intermediate
Intended Audience: Design Thinkers, Faculty, Instructional Support
Special Session Designation: Focused on Diversity, Equity, Inclusion, and Belonging (DEIB)
Location: Zoom Room 5
Track: Student Support, Success, and Empowerment
Session Type: Lightning Session (15 Min)
Institution Level: Higher Ed
Audience Level: Intermediate
Intended Audience: Design Thinkers, Faculty, Instructional Support
Special Session Designation: Focused on Diversity, Equity, Inclusion, and Belonging (DEIB)