UMB - IHE Accessibility in OER Implementation Guide
Overview
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. You may or may not answer all of these questions, but this is an offering.
Section One: Landscape Analysis for Accessibility in OER in Local Context
Part One: Initial Thoughts
What is your team's initial goal for this series?
- Build awareness regarding accessibility and OERs
- Support the development of expertise in creating accessible materials
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility?
Accessibility is varied. Web accessibility is measured through our WCAG 2.1 compliance at Level A,AA. Educational Accessibility is varied. Anthology Ally provides some measurement of accessibility in Blackboard.What does OER look like in our organization? How do we measure access to OER?
There is targeted use of OERs at UMB, but this is limited by the technical nature of graduate education. Use varies by school/program/course.
Part Three: Clarifying questions for accessibility:
What is the organizational structure that supports accessibility?
UMB has a web accessibility committee that provides accessibility oversight for web communications. Schools have varied approaches to support accessibility.Who generates most of the accessibility structures/conversations in our organization?
The UMB web accessibility committee provides direction on web strategy for accessibility. Educational Support and Disability Services, Faculty Center for Teaching and Learning, and School Educational Technology groups all generate discussions regarding educational accessibility.Where do most educators get support with accessibility?
It depends on organizational support structures. Wrap-around support comes from Educational Support and Disability Services to ensure that students are supported when there are accessibility gaps. FCTL, and varied school staff.What content areas might have the largest gaps in access to accessibility?
Instructor-created content. PowerPoints and PDFs
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
What is our organizational structure that supports OER?
Who generates most of the curricular resources in our organization?
Where do most educators get support with curricular resources?
What content areas might have the largest gaps in access to curricular resources/OER?
Part Five: Clarifying questions for faculty learning and engagement:
What Professional Learning (PL) structures have the best participation rates for our educators?
What PL structures have the best "production" rates for our educators?
What incentive do we have to offer people for participating in learning and engagement?
Who are the educators that would be most creative with accessibility and OER?
Educators participating in the creation of pre-matriculation programs that focus on foundational content with existing OER content.Who are the educators that would benefit the most from accessibility and OER?
Educators with existing work to support ada accommodations for accessible content.
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER, and why is that our goal?
Create LibGuides for Accessible Instructional Resources and OERsWho have we not yet included while thinking about this work?
Others that are not represented on our team. Educational Support and Disability Services, Faculty Center for Teaching and Learning, Web Accessibility Committee.What barriers remain when considering this work?
Time and availability of OER content for specialized subject areasWhat would genuine change look like for our organization for this work?
A measurable increase of accessible instructional resource usage.
Section Two: Team Focus
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.
Creating awareness on accessiblity and OERs.Creating LibGuides on Accessibility and OERs
Identifying opportunities for professional development for accessibility
What other partners might support this work?
Educational Disability and Support Services, Libraries, Faculty Center for Teaching and Learning, and varied School officesWhat is your desired timeframe for this work?
Draft Fall 2023How will you include diverse voices and experiences in this work?
Work to include others in our ongoing work.
Section Three: Team Work Time and Next Steps
Sharing and Next Steps
What was your redefined goal for this series?
Create a LibGuide for Instructional Resource Accessibility
Create a Community of Practice for Instructional Resource AccessibilityWhat does your team want to celebrate?
Our continued collective commitment to improving accessibility and connecting to new colleagues.What did your team accomplish? If you have links to resources, please include them here.
We have begun collaboration for accessibility workshops in various schools over the summer.What are your team’s next steps?
Connect with other groups to create LibGuides, collaborate with Web Accessibility Committee, Educational Support and Disability Services, Faculty Center for Teaching and Learning, and Libraries to create materials focused on instructional resources.Connect with ESDS to plan the promotion of accessibility as a part of their October recognition of National Disability Awareness Month
Suggestion - #nomousechallenge