To Do - Using UID to design support
Having read the panel about support strategies, use this checklist of UID principles and suggestions to think about how to consider the support possibilities for those who are enrolled.
1.Equitable useDesign of online course materials considers accessibility for differently abled students
- Statement inviting differently abled students to meet with the lecturer published at the start of the semester
- Lecture is aware of processes and resources for disability related accommodation
- Electronic resources meet accessibility criteria (http://www. w3.org/WAI/WCAG20/quickref)
- Online reading materials are tested using screen-reading software such as JAWS (http://www. freedomscientific.com/jaws-hq.asp)
- Software that is prescribed is compatible with assistive technology
Design accommodates individual preferences and abilities; is inclusive
- Study materials are available in different formats (e.g. digital equivalents of hard copy handouts)
- Resources are designed so they can be reused in a number of settings (e.g., in class, online, groups)
- Information is presented using a variety of media inside and outside of class (e.g., verbal, text and images, audio, video, etc.)
- Lecturer is familiar with the availability and suitability of different file formats
- Lecturer is familiar with process by which materials can be generated and easily converted into multiple formats
- Lecturer can provide additional information about file size of the materials in parenthesis
Design eliminates unnecessary complexity and considers the measures to ensure that the interface remains clear and intuitive
- Pro-active technology support is offered
- Third party ebooks, CDs or webbased tutorials are checked for proper navigation and user feedback;
- Usability testing across different devices and among differently abled students is conducted
- Lecturer includes mechanisms that promote peer assistance
- Lecturer uses “ALT” (alternate text) tags to offer a textual description to accompany key diagrams or images
Design considers how students perceive and comprehend information that is presented regardless of ambient conditions
- Presentations are legible (minimum 20 pt. font, with a high contrast colour scheme)
- Text and diagrams are sufficiently far from edges of slide to make organisation of information clear through “white” or empty space
- Background that does not interfere with diagrams or text
- Diagrams focus on critical elements, not excessive in detail,
- Lecturer employs “excerpt” diagrams to identify key components
- Lecturer takes measures are taken that address readability (glare, inadequate lighting, font face etc) are considered.
Design minimises the adverse consequences of accidental or unintended actions
- If student work is uploaded in error, then the lecturer offers the opportunity (within a reasonable time period) to rectify a mistake
- If forms are used, then form validation is used to check that key fields are completed
- Lecturer allows for ample time for submission of online work in case of system malfunction
- “Buffers” are built into the schedule to address unexpected contingencies
- Checklists, graphic organisers and mind maps are included as mechanisms to reduce cognitive load
Design is used to minimises fatigue and allow for maximum attention to learning
- The amount of clicking, scrolling, or hunting for information (maximum of three clicks) is reduced
- Students are encouraged to work in pairs if the work requires students to physically exert themselves
- When library services are included, a range of mechanisms that allow students to access from on and off campus locations thereby reducing the need for travel are introduced
- Assignments minimise nonessential tasks (e.g., learning irrelevant software just to access information)
Design considers reach, manipulation and use, regardless of body size, posture or mobility
- High contrast large print signage is used for wayfinding
- Emergency instructions are clear and visible
- Means of access to resources (computers, printed materials and electronic) are considered
- If transportation is necessary, then accessible transportation is available