IHE Accessibility in OER Implementation Guide - Ohio Dominican University
Overview
This implementation guide provides a practical overview of how Ohio Dominican University established an Accessibility Team to improve accessibility in Open Educational Resources (OERs). Our faculty and staff engaged in a series of lectures and discussions with counterparts from universities across the country to learn about accessibility techniques and standards. This guide offers a straightforward account of our journey, sharing the strategies and insights gained along the way.
Section One: Landscape Analysis for Accessibility in OER in Local Context
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 encourage you to explore some of the questions from each category. You may or may not answer all these questions, but this is an offering. We ask that you complete Parts One, Two and Six of this Section.
Part One: Initial Thoughts
What is your team's initial goal for this series?
Our team's initial goal for this series is to enhance accessibility in our syllabus template by incorporating a new accessibility commitment statement. Additionally, we aim to raise awareness about accessibility and initiate discussions about implementing an accessibility policy and response procedure. Furthermore, we plan to develop an accessibility statement to be integrated into our syllabi template campus-wide and assess the current accessibility template used by instructors. Alongside these efforts, we will begin exploring the creation of an Open Educational Resources (OER) workbook tailored for English 110/111 courses at our institution.
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility? What does OER look like in our organization? How do we measure access to OER?
Accessibility in our organization is demonstrated through adherence to WCAG 2.1 Level AA standards on the university website, ensuring compatibility with assistive technologies. Our Library's content management system, LibGuides, is undergoing upgrades to Bootstrap 5 for improved mobile-friendliness and accessibility, with routine reviews to maintain compliance. Videos on the library site include HTML content, transcripts, or instructional PDF versions for accessibility. Alt-text accompanies images across both university and library CMS platforms. However, there are challenges with email accessibility, particularly regarding image descriptions and descriptive links.
Regarding OERs (Open Educational Resources), Ohio Dominican University has historically hosted an Annual Summer OER Build Day where faculty developed or repurposed OER material. Also, a mini grant facilitated the creation of five new OER courses with state initiatives. Although momentum has slowed due to the pandemic, there is an interest in revitalizing these efforts. Currently, OER usage is tracked through partnerships like Slingshot, which records courses incorporating OERs, but more comprehensive measures for tracking access are under consideration for future implementation.
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal?
Our current objective regarding Accessibility in OER at Ohio Dominican University is to establish an Accessibility team dedicated to evaluating OER materials utilized in our courses. This initiative aims to provide guidance and resources on incorporating OERs inclusively.
Who have we not yet included while thinking about this work?
In considering this work, we initially engaged faculty and staff members, with representation from departments such as Philosophy and English. However, we have identified a gap in representation from the STEM field. Given the historical support for OER development from STEM faculty at our institution, it is crucial to include them in these discussions moving forward.
Section Two: Team Focus Identifying and Describing a Problem of Practice
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.
Our team's specific objective for this series is to enhance the accessibility of our syllabus template, incorporating AEM Quality Indicators for Creating Accessible Materials to guide our efforts. Additionally, we aim to acquire new tools and strategies to facilitate the integration of accessibility features into existing documents and resources. Furthermore, we aspire to initiate the establishment of an Accessibility Team at our University, laying the foundation for sustained accessibility efforts across various departments.
What other partners might support this work?
Our team seeks broad support from the Ohio Dominican community. Presently, our cohort comprises both staff and faculty members, albeit with noticeable gaps in faculty representation. While we have members from disciplines like English, Business, and Philosophy, we acknowledge the importance of engaging with faculty from diverse departments who are interested in accessible OER materials. We aim to collaborate with these departments as our team gains momentum.
What is your desired timeframe for this work?
Ideally, we aim to accomplish these objectives by the end of summer 2024, intending to make a tangible impact in the 2024-2025 academic year.
Section Three: Team Work Time and Next Steps
What was your redefined goal for this series?
Our redefined goal for this series is to comprehensively enhance the accessibility of our syllabus template while incorporating AEM Quality Indicators for Creating Accessible Materials to guide our efforts. Additionally, we aim to acquire new tools and strategies to integrate accessibility features into existing documents and resources effectively. Moreover, our objective extends to initiating the establishment of an Accessibility Team at Ohio Dominican University, aiming to lay the groundwork for sustained accessibility efforts across various departments. As we progress, we seek broad support from the university community, including faculty from diverse departments interested in accessible OER materials. Our desired timeframe for achieving these objectives is by the end of summer 2024, with the intention of making a tangible impact in the 2024-2025 academic year.
What did your team accomplish? Please link to or attach at least one resource you have created/adapted.
Our team introduced a new accessibility commitment to the Universities Syllabus template, with the hope of fostering accessibility in the classroom. Also, this series allowed us to come together as a team and provided the tools needed to impact our campus.
Below is a copy of the statement we crafted for our syllabus template:
Accessibility Commitment
I am committed to fostering an inclusive learning environment in this course. If you encounter any barriers or challenges completing assignments or meeting any expectations detailed above, I encourage you to reach out. Together, we can explore potential adjustments so the course design more closely meets your needs without compromising the integrity of the learning experience. Your feedback is invaluable to me as we strive to create an environment where you can thrive. Please feel free to share your thoughts and suggestions on how I can improve accessibility and inclusivity in our course. Let’s work together to ensure that every member of our university community feels welcomed and supported.
If you identify as a student with a disability or suspect that you may have one, I welcome you to connect with our Accessibility Services Office. The first step is to complete the Self-Disclosure Form, and then the Accessibility Services Coordinator will assist you in the accommodations process. If you have any questions or concerns about the accommodations process, please email accessibilityservices@ohiodominican.edu or call (614) 251-4234.
What are your team’s next steps?
The next steps for our team involve ongoing meetings throughout the summer to strategize and prioritize our efforts effectively. With our team's multidisciplinary composition, we benefit from a diverse range of skills and connections, which we intend to harness wisely. It is crucial for us to focus these resources prudently as we move forward.