IHE Accessibility in OER Implementation Guide - CCC
Overview
CCC's plan for improving accessibility at our institution is discussed in our implementation guide. Our primary goal is to develop accessibility guidelines to support designers and faculty in our LMS and we are making strides to accomplish our goal.
May 11 - Section One: Landscape Analysis for Accessibility in OER in Local Context (Work on during May 11th implementation)
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. We exnourage to explore some of the questions from each category. You may or may not answer all of these questions, but this is an offering. We ask that you complete Parts One, Two and Six.
Part One: Initial Thoughts
What is your team's initial goal for this series?
- Ensure all institution content is accessible to all users (internal and external)
- Integrate and connect College committees and workgroups that are involved in accessibility and DEI to work towards overlapping goals and work in a unified manner
- Use what is learned in the OER Accessibility Series and the Learning Group to implement College-wide training
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility?
Accessibility is not a topic known by all, nor is implementation of UDL and accessibility principles and practices
CCC Essential Design Standards - we use it to develop and evaluate Shared Courses and OER courses
ADA-informed webmaster in the IT Department
What does OER look like in our organization? How do we measure access to OER?
There is a grant to produce various types of OER content at CCC
CCC participates in an OER consortium
This broad knowledge is not well known and more information is needed about the OER program and how access to OER is measured. How can we tell if students are using the OER materials to measure the effectiveness of the materials?
How do we measure and review validity of links from OER to other resources?
Part Three: Clarifying questions for accessibility:
What is the organizational structure that supports accessibility?
There is not a structure in place for consistent and regular review of accessibility in courses.
There is some oversight in the Shared Course and OER creation process via the Teaching and Learning Center.
There is an ADA-informed webmaster for our institution's website.
Who generates most of the accessibility structures/conversation in our organization?
The Teaching and Learning Center
Deans of A&S and CTE should have more of a role in regular discussion of accessibility
Disability Resources
Where do most educators get support with accessibility?
Disability Resources
Teaching and Learning Center
What content areas might have the largest gaps in access to accessibility?
Hard to say without doing an in-depth course review of all courses
Might be language courses
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
Curriculum Committee
AOC? (textbooks)
Deans
Lab coordinators in sciences
Disability Resources for some student format adjustments
What is our organizational structure that supports OER?
Learning Services
Teaching and Learning Center
Who generates most of the curricular resources in our organization?
Curriculum Committee
Faculty
Publisher tools inside and outside of Canvas
Where do most educators get support with curricular resources?
same as above
What content areas might have the largest gaps in access to curricular resources/OER?
Unknown - perhaps CTE areas
Part Five: Clarifying questions for Faculty learning and engagement:
What Professional Learning (PL) structures have the best participation rates for our educators?
Content-specific conferences or webinars
What PL structures have the best "production" rates for our educators?
Faculty-led
Inter-departmental meetings and workshops
Structured and targeted cross-departmental work
What incentive do we have to offer people for participating in learning and engagement?
Internal/instrinsic motivation to continue learning
Compensation for participation
Who are the educators that would be most creative with accessibility and OER?
Any interested faculty
Who are the educators that would benefit the most from accessibility and OER?
All
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal?
Provide accessibility to all students
Accessibility improves student success rates and limits barriers to work and participation
Who have we not yet included while thinking about this work?
College-wide implementation
What barriers remain when considering this work?
Time
Limited awareness of regulations by the federal government
Limited awareness of UDL and accessibility guidelines
Money
Training resources
Buy-in
What would genuine change look like for our organization for this work?
Online courses use UDL and accessibility principles
A clear and useful course review process that is supported by leadership
Section Two: Team Focus (Finish before May 25th to share during Implementation Session Two)
Identifying and Describing a Problem of Practice
The following questions should help your team ensure that you are focusing your collaboration.
What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work.
It may be benficial to students and the institution to explore the creation of accessibility guidelines (not a pol/pro) for instructors and other groups that use Canvas as a hub for student interaction.
What other partners might support this work?
Those who would likely support this work for the sake of principle and service to users would be the Teaching and Learning Center, e-Learning Committee, Diversity Committee, Accessibility Learning Group, Disability Resources, Provost, Deans & Assoc. Dean, IT.
Those who would support this work an carry out the work would likely be the Teaching and Learning Center, e-Learning Committee, and the Accessibility Learning Group.
What is your desired timeframe for this work?
Seven months or end of Fall 2023 semester
Give time to explore possible content, accessibility training for developers, creation of guidelines, vetting and review, dissemination and debrief of guidelines to stakeholders and primary audience of faculty.
How will you include diverse voices and experiences in this work?
Invite people with various roles to bring thier perspective and student persepctives to the table.
Student workers may be available and have feedback about challenges of accessiblity.
Please create a Focus Question that explains your goal and provides specific topics that you would like feedback on. This is what you will share in your breakout groups for feedback.
How might we ensure courses are accessible in alignment with our College Mission and Diversity Statement?
How can we develop training that emphasizes each employees' continuous improvement of design with UDL and accessibility principles?
What does success look like in the process of improving accessibility in CCC coures?
(Save for during May 25th's session.) What feedback did you receive from another team during the May 25th Implementation Session?
Section Three: Team Work Time and Next Steps (Complete by the end of Implementation Session Three)
Sharing and Next Steps
What was your redefined goal for this series?
Our goal became more specific over the course of the webinar series. Training was a key goal, but now we have a goal to create accessibility guidelines for faculty and staff that use Canvas.
Address the "Why" of accessiblity.
What does your team want to celebrate?
Deeper understanding of best practices for accessibility and how to implement them in design.
What did your team accomplish? If you have links to resources, please include them here.
We developed a draft of accessiblity guidelines for our institution. They include specific guidance on principles as well as how-tos for using our insituttion's accessiblity checker called UDOIT. UDOIT is a Canvas add-on that identifies accessiblity issues and helps coach users through repairs in a convenient location.
What are your team’s next steps?
Finish our draft guidelines and vet them to stakeholders in our Learning Services area and the Accessibility Learning Group.