IHE Accessibility in OER Implementation Guide
Overview
Landscape Analysis and Implementation Goal, Team 2 for Horry Georgetown Technical College
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?
To learn more about the relationship between OER and accessibility and ways to make courses more accessible.
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility? This is a question we could not answer easily. It led us to asking many more questions such as "How do we define Accessibility here at HGTC? Who is responsible for ensuring that courses are accessible for students? Are there minimum requirements that should be expected and who sets those expectations?
What does OER look like in our organization? How do we measure access to OER? HGTC places an emphasis on affordable learning. There is a growing movement at our institution to offer an increasing number of courses where students are not required to purchase a textbook. OER materials are ideal as they are adaptable and can be made more accessibile.
Part Three: Clarifying questions for accessibility:
What is the organizational structure that supports accessibility?
Who generates most of the accessibility structures/conversation in our organization?
Where do most educators get support with accessibility?
Probably from the Academic Support Team .
What content areas might have the largest gaps in access to accessibility?
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
What is our organizational structure that supports OER? Admin very supportive, the library, OEN Membership, partnership with the library and academic services.
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?
Who are the educators that would benefit the most from accessibility and OER?
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal? We need to raise more awareness around accessibility at HGTC
Who have we not yet included while thinking about this work? Students with special needs
What barriers remain when considering this work? Faculty overworked or overwhelmed, lack of knowledge or awareness
What would genuine change look like for our organization for this work? More communication with student development, more equity and inclusion.
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.To create a checklist that instructors can use while designing courses that is a quick guide to accessibility and includes links to resources.
What other partners might support this work? The other team from HGTC is developing a presentation to use with faculty on professional development days. Academic Services and the Library often partner up to promote OER.
What is your desired timeframe for this work? 2-3 weeks to put the checklist together.
How will you include diverse voices and experiences in this work? Ask departments about experiences, consider students' needs
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.
(Save for during May 25th's session.) What feedback did you receive from another team during the May 25th Implementation Session?
The other team thought our checklist would be handy and complement the presentation they are working on.
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? To provide a checklist for faculty to use when developing OER courses and check for accessibility. This will accompany our other team's PD session they are developing about accessibility.
What does your team want to celebrate? We learned much more about UDL and a greater awareness of accessibility issues and how to resolve them.
What did your team accomplish? If you have links to resources, please include them here.
What are your team’s next steps? The next steps will be to implement the PD sessions that have been planned about accessibility and make others aware of the checklist we developed.