Accessibility and Distance Education

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Accessibility and Distance Education Davilla Riddle, M.S. Department of Educational Technology University of Hawaii – Manoa United States [email protected] Thomas Conway, MBA Media Coordinator  Center on Disabilities Studies College of Education University of Hawaii – Manoa United States [email protected] Pulelehua RuthMarie Quirk, MLS, M.Ed. Library Services University of Hawaii – Manoa United States [email protected]

Abstract: Accessibility and Distant Education describes a 3-D virtual world instructional unit created in Second Life (SL). (SL). The instructional unit provides provides information for educators on how to make distance distance educatio education n more access accessible ible to those with special abili abilities ties or those with one of the major categories of disabilities – visual, hearing, motor or cognitive. The instructional unit was  built on an SL island owned by the University of Hawaii, College of Education. Three phases of  the project showcase the following: topics surrounding surrou nding the definitions and issues of accessibility for  online education, media tools that can be used for online learning, and digital tools that can be utilized for multi-user virtual environments environments (MUVE) like SL. The target audience for this unit is faculty members at post-secondary institutions institutions involved in distance education programs. Feedback  about effectiveness of the instructional unit was collected by the following: surveys, feedback note cards, solicited visitations, visitations, evaluation emai emails, ls, and face-to-face interactions. interactions. An open house was held for the instructional unit for review and solicited feedback. 

Introduction A typical scenario scenario for the beginning of the semester might be as follows. All distance education students, registered registere d for a class class that uses Secon Second d Life (SL) (SL) as its platfo platform rm for deli delivery very,, receive an e-mail. e-mail. Stude Students nts are  provided with a link to the class website that has detailed instructions for an assignment that is due on the first day of class. There are paragraphs of text, images, images, and numerous links that require student studentss to navigate and research informat info rmation ion on the web for the assignmen assignment. t. Almo Almost st all of the studen students ts in clas classs have no problem completin completing g the assignment. However However,, for one student, beginning the assignment is not possible becau because se the information on the class’ clas s’ss webs website ite is not “accessible” “accessible” for someo someone ne with a visua visuall disa disabili bility ty.. The student is hesi hesitant tant to ident identify ify himself/ hims elf/herse herself lf to the instructor instructor for fear of being being perceived perceived as differen differentt from their classmat classmates. es. What could the instructo inst ructorr do to the course website website to ensur ensuree that all stude students nts are able to access access the informat information? ion? This paper  summarize summ arizess our team’ team’ss effo effort rt to use a 3-D virtual world environment environment to prese present nt an instruct instructional ional unit about accessibility and distance education.

Distance Education

 

 Now more than ever, there are unprecedented opportunities for individuals to obtain a degree through distance education. Distance education is define defined d as “a formal education process in which the student and instru instructor  ctor  are not in the same place” (Parsad & Tice, Tice, 2008, p. 1). In a National Center for Education Sta Statistics tistics (NCES (NCES)) 200607 survey survey,, the aut author horss define defined d this this typ typee of instru instructi ction on as “sy “synch nchron ronous ous or asynch asynchron ronous ous,, and it invol involved ved communication using video, audio, or computer technologies, or by correspondence” (Parsad & Tice, 2008, p. 1). Parsad & Tice (2008) stated that “two-thirds (66 percent) of degree-granting post-secondary institutions reported offering online, hybrid/blended or other distance education courses” during the 2006-07 academic year (p. 2). When designing and implementing distance education programs, several factors affect institutions’ decisions when creatingfor programs. include “meeting demand demand flexiblemaking schedules (68courses percent), providing providing to college students These who would otherwise notstudent have access (67for percent), more available (46 access percent), and seeking to increase increase student enrollment enrollment (45 percent percent)” )” (Parsad & Tice, 2008, p. 3). As the research research shows, shows, institutions do think about increasing access to people seeking a college education, but they do not specify that this access, whether technical or physical, is available for all students including the disabled. Individuals with disabilities “turn to distance education to avoid the problems that are posed by face-to-face institutions...because this may be the only practical means to a higher education” (Richardson, 2009, p. 87). Unfortunat Unfor tunately ely,, dist distance ance education education programs programs are not desig designed ned for full access access and parti participa cipation tion by those those with disabilities (Edmonds, (Edmonds, 2004). A student may have dyslexia and have extreme difficulty completing projects because they are not notified of multiple search options during their research research (Brewer, 2005, par. par. 1). Edmonds (2004) states that a “primary concern is the accessibility of web pages” because most of the content is presented online in HTML format (p. 55). Students need to able to login, navigate and participate online in class activities, discussions discussions and  projects using different different ty types pes of content management management systems systems like Blac Blackboard, kboard, Moodle or Sakai Sakai (Lauli (Laulima). ma).

Web Accessibility   What is accessibility? According to Henry (2010), “W “Web eb accessibility means that people with disabilities disabilities can use the web. More specifically specifically,, web accessibility means that people with disabilities can perceive, understand, navigate, and interact with the web, and that they can contribute to the web” (para. 1). There is no single piece of legislation that requires institutions to create distance education courses that are accessibl acce ssiblee to students students with disabili disabilities ties (Edm (Edmonds, onds, 2004, p. 52). President President Clinton Clinton signed Secti Section on 508 of the Rehabili Reha bilitati tation on Act into law, law, as amen amended ded by the Wor Workforc kforcee Inve Investme stment nt Act, in 1998. This Ac Actt requi requires res Federal agencies’ agenc ies’ electroni electronicc and information information technolo technology gy to be accessibl accessiblee to peopl peoplee with with disabilit disabilities. ies. Section Section 508 was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities and to encourage the development of technologies that will help agencies achieve these goals (Section 508, 2010).

Accessibility and Distance Education: SL Instructional Unit Second Life (SL) is an open access technology platform that allows users to design and create content in a virtual world (Molka-Danielsen (Molka-Danielsen & Deutschmann, 2009). Accessibility Accessibility and Distant Education describes a 3-D virtual world instructional unit unit created in SL. The instructional unit provides provides information for educators on how to make distance education more accessible to those with special abilities or those with one of the major categories of  disabilities - visual, hearing, motor, motor, or cognitive (Introduction to Web Accessibility, Accessibility, 2010). Three phases of the  project showcase the following: topics surrounding the issue of web accessibility accessibility,, media tools that can be used for  online learning and digital tools that can be utilized for multi-user virtual environments environments (MUVE) like SL. The target audience is faculty at post-secondary institution institutionss involved in distance education programs.

Instructional Unit Goals and Performance Objectives

In Understanding by Design (UbD) (UbD)   by by Wiggins & McTighe (2005), the authors recommend a three-stage “backward design” approach to instructional instructional planning (p. 17). The authors (2005) include instructional instructional goals as part of Stage 1 of the design process in which the designer “considers their goals, content standards or curriculum expectations” (p. 18). Wiggins & McTighe McTighe (2005) define established goals “as formal, long-term goals, such as

 

state content standards, district program goals, departmental objectives and exit-level outcomes – the desired results that establish priorities for instruction and assessment” (p. 58). For this project, project, the instr instructi uctional onal goal is to provide provide conte content nt know knowledge ledge about web accessibilit accessibility y and associated digital tools to faculty, so that they have an elevated awareness of the need to make distance education more accessible to those with special abilities abilities or disabilities. The desired outcome is that, with the resources, media tools and MUVE digital tools showcased in the project, faculty will implement what they have learned into their  own online learning programs. Hodell (2006) states that “objectives are the conceptual and operational framework that inspires and sustains the instructional instructional process. . They theA-B-C-D nucleus every everywhere aspect instructio instructional nal design” (p. 45). He suggests a framework for design writingprocess writing objectives. It are is the A-BC-D of format A of is for audience, audience, B is for behavior, C is for condition and and D is for degree (Hodell, (Hodell, 2006). Therefore, the project’ project’ss objectives are as ffollows. ollows. Given the information provided in the project about web accessibility, accessibility, faculty should be able to: - Recognize the need for distance education to be more accessible. - Implement suggested media tools as assistive technologies for online learning systems. - Use suggested MUVE digital tools for 3-D virtual learning in platforms similar to SL.

Featured Digital Tools

The project is divided into three phases. Each phase focuses on different areas related related to accessibility and distance education. distance education. Phas Phasee I includes includes several stat stations ions with informa information tion (poster-st (poster-style) yle) about the definitio definition n of  accessibility, reasons for accessibility, legislation related to web accessibility, and how people with disabilities currently utilize and interact with the Internet. Phase II has several stations that deal with accessibility guidelines and suggested assistive media tools for  online learning. Using videos and URL providers, providers, information about the importance of making distance education more accessible using recognized standards via the World Wide W Web eb Consortium (W3C) Accessibility Guidelines is  presented. Several media tools (i.e. (i.e.,, caption creator, assis assistive tive online technologies, access accessible ible document creator, creator, and screen reader) are showcased in this phase, too. Phase III station’s provide information about digital tools (i.e., screen reader interface in SL, keyboard shortcuts to zoom in SL, and navigat navigation ion tips for SL) that can be utilized utilized for virtual environm environments ents like SL. This information is presented using either videos or URL providers. It should be noted that the project was designed with accessibility in mind. All of the project’ project’ss information was created to be presented in multiple ways. Content was formatted for screen readers, captions captions were created for  all videos, all text was included on note cards, and a speakeasy HUD with instructions on navigating through a tour  of the project was created.

Instructional Unit Feedback 

Feedback about the instructional unit was collected during visitations from a test population and during an open house from visitors to the instructional unit in SL. The test population included affiliated affiliated individuals with the Universi Univ ersity ty of Hawa Hawaii ii (UH) and non-a non-affi ffiliat liated ed individuals. individuals. Dr. Dr. Megan Megan Conw Conway ay,, Professor Professor in the Center on Disabilities Studies (CDS) at UH, was asked to submit her impressions and suggestions because she utilizes online tools to teach her cert certific ificate ate program cours courses es at the university university.. Gradu Graduate ate students students with UH’s Depar Departmen tmentt of  Educational Technology Technology were included in the test population. Alice Krueger was asked to provide her impressions and suggestions. Ms. Krueger is President of Virtual Ability Ability Inc., a non-profit organization organization that hosts Vir Virtual tual Abilit Ability y Island in SL. This is a supportive virtual world commun community ity for people with diverse needs. An open house was held on Thursday, Thursday, December 9, 2010 in SL. Announcements were sent via groups groups in SL. Eleven visit visitors ors provided posi positive tive feedback about their experiences with the instructional instructional uni unit. t. In addition tto o obtaining valuable comments and suggestions, new connections were made with faculty and students from UH and other universities. Feedback was collected by one or more of the following ways: surveys, feedback note cards, solicited visitations, evaluation emails, emails, and face-toface-to-face face inter interactions. actions. Overall, positive comments comments w were ere given. Suggestions were given regarding regarding consi consisten stency cy of signs, signs, note card and gift bag activation, activation, mood sett setting ing and them theme, e, and differentiating differentia ting methods of presentations.

 

Conclusion Accessibility Accessibilit y has impacted all of us at one time in our lives. For example, either either our bodies have limited us from climbing a steep hill to see a magnificent monument or our out-dated computer software won’t allow us to view the latest and greatest video on YouTube. YouTube. Not being able to participate in those moments should be remedied, if possible. Unprecedented opportunities for individuals to obtain an education through distance education is now a reality.. However, reality However, these opportunities are lost on those with speci special al abilities or disabilit disabilities ies because most online learning is not considered accessible. accessible. Had the instructor in the scenario scenario at the beginning of this paper used several of the suggested media tools from this project, the student might have been able to complete the assignment in time for the first day of class. It is time to use 3-D virtual environments environments like SL as an instructional instructional tool to help faculty implement what they have learned about web accessibility and assistive online technologies into their own online learning programs.

References Brewer, J. (2005). How people with disabilities use the web. Retrieved from http://www.w3.org/WAI/EO/Drafts/PWD-UseWeb/#usage Edmonds, C. (2004). Providing access to students with disabilities in online distance education: Legal and technical concerns for  higher education. The American Journal of Distance Education,Initiative 18(1), 51-62. Henry, S.L. (2005). Introduction to web accessibility. W3C Accessibility (WAI). World Wide Web Consortium. Retrieved from http://www.w3.org/WAI/intro/accessibility.php Henry, S.L. (2010). Web Accessibility Initiative (WAI). World Wide Web Consortium. Retrieved from http://www.w3.org/WAI/ Hodell, C. (2006). ISD: From the group up. Alexandria, VA: ASTD Press. Introduction to web accessibilit accessibility. y. (2010). Retrieved from http://webaim.org/intro/ McTighe,, J. & Wiggins, G. (2005). Understanding by design. Alexandria, V McTighe VA: A: ASCD Press. Molka-Danielsen,, J. & Deutschmann, M. (Eds.). (2009). Learning and teaching in the virtual world of Second Life. Trondheim, Molka-Danielsen  Norway: Tapir Tapir Academic Press. Parsad, B. & Tice, P. P. (2008). Distance education at degree-granting postsecondary institutions: 2006-2007. Jessop, MD: National Center for Education Statistics. Richardson, J. T.E. T.E. (2009). The attainment and experiences of disabled students in distance education. Distance Education, 30(1), 87-102. Section 508: Standards summary. (2010). Retrieved from http://www http://www.section508.gov/index.cfm? .section508.gov/index.cfm?fuseAction=stdsSum fuseAction=stdsSum

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