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Welcome to Fundamentals of Digital Accessibility for Instructors, or FunDAI!
This online workshop has been designed to provide you
with a working knowledge of accessible digital design concepts
as they apply to Microsoft Word, PowerPoint, and our
learning management system, Sakai.
By the end of this workshop, you'll be ready to begin creating
accessible digital learning content.
So what does it mean to have accessible digital learning content?
Well, if you think about the content you post in Sakai –
all of your documents, presentations, videos, hyperlinks, and more,
there's a student on the other end who's taking in and learning
from all of that material.
However, you might not always know how that student is accessing the content.
The student might be using a new computer, or maybe an
older computer, maybe a slower internet connection, a mobile device, or perhaps assistive technology.
Assistive technology is any equipment or product that's
used to increase, maintain, or improve functional capabilities
of a person with a disability.
It's technology that a student with a disability might use
to perform tasks on the computer, such as a visually impaired student
using a screen reader to voice synthesize all
of the text on-screen or a refreshable braille display
to convert all of the text on-screen to braille.
It could be a modified keyboard, a pointer, or a sip and puff device
that allows a mobility-impaired student to input commands into the computer.
A student with a hearing impairment and a cochlear implant might rely
on a connection from the computer to the implant's sound processor
to amplify the sound.
So, accessible digital learning content is computer and internet content that
is available to all students, regardless of the device or computer
in which an individual student might use to interact with it.
That sounds pretty reasonable, right?
As educators, we want our content to be available to all of our learners.
This idea is akin to the universal design that we see
all around us in the non-digital world.
You know, those dual water fountains, automatic door openers, curb cuts,
and stair ramps.
They were designed for ––and are most definitely helpful to—–
people who must use wheelchairs; however, these modifications are
so integrated into the landscape, that they have become unquestionably universal.
For example, people not quite tall enough to reach the taller water fountain
use the shorter one, people carrying boxes and
unable to manually open a door use the automatic door opener,
people pushing strollers and needing to cross the street use curb cuts,
and people pushing dollies and needing to bypass the stairs
to get into a building use stair ramps.
In one way or another, more people than just the group
for which they were originally intended find these modifications useful.
This concept of Universal Design is applicable to your digital learning content.
That's what making it accessible is all about!
All of your students will be able to access your content regardless
of the tool in which they use to do it and regardless of whether or not
they have a disability.
This universal access is what the North Carolina
Community College System wants, as well.
In 2014, the system sent a memo to all 58 community college presidents
to bring digital accessibility to their attention.
Since then, Durham Tech and our sister community colleges have
worked toward implementing digital accessibility plans that
will help ensure our digital content is accessible.
Aside from the learning benefits, accessibility also has roots
in several United States laws, including Section 504 of the
Rehabilitation Act and the Americans with Disabilities Act.
These laws were created to forbid discrimination
of individuals based on disability.
They highlight the many ways that institutions must provide equal access,
which includes ensuring access to online and digital content.
Because Durham Tech receives federal funds through financial aid and
other federal programs, we are obligated to follow these laws, but...
the truth is, it's the right thing to do.
Now that more and more students are taking online and hybrid classes
and most of our instructors use our learning management system,
it's important that the materials and content we post there are accessible.
An international community, known as the World Wide Web Consortium,
developed the set of guidelines and techniques that we are following.
These guidelines are known as the Web Content Accessibility Guidelines 2.1 or
WCAG 2.1.
In this workshop, we won't delve deeply into all of the guidelines,
but all of the design principles and techniques presented are based on meeting
WCAG 2.1 Level AA compliance.
If you're interested in learning more about which guidelines are covered
in this workshop, please download the WCAG 2.1 document
located in the Orientation Module.
We have also adapted the applicable guidelines
into useful digital accessibility checklists that
you'll receive throughout this workshop.
We're glad you're here, and we're looking forward to your participation
in this course!
When you're ready, click Syllabus on the course menu
to learn more about the workshop expectations.
And I'll see you again at the end of the workshop!
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