Task: 

Instructional Designers (IDs) at Learning Solutions Inc. have complained about having difficulties writing alternative text for images in the training they develop. They have noted it is time-consuming, and they have stated they have a difficult time knowing what details to put in the alternative text. They understand the importance of accessibility and reaching all learners, but they are unsure of where to begin. Because of this, Learning Solutions Inc. has decided to invest in using Microsoft’s Image Analysis tool to help alleviate the stress of their IDs and make the process of creating alternative text more efficient. 

As noted by the American Foundation for the Blind, AI is a powerful tool that can be used for describing an image (Writing Alternative Text for Images | American Foundation for the Blind, 2023). However, it is also important to note that AI may have some difficulty with determining why the image was used because it lacks context. When it comes to writing alternative text, a good rule of thumb is to briefly but fully describe the image, including why the image is relevant and why it was included in the first place. Because AI may lack that context, it will be mentioned in our presentation that the best practice for using an AI tool is to follow the “EVERY” method: Evaluate, Verify, Edit, Revise, and You (How to Use AI Responsibly EVERY Time Infographic — AI for Education, n.d.). This method will allow for alternative text captions to be written accurately and with the correct context, ensuring learners at Learning Solutions Inc. are provided with accessible content. 

AECT Standards: 

AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy. 

• Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. (p. 296)

AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments. (p. 1, 41) 

• Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources. (p. 3, 246)

• Diversity of Learners -  Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)

Standards Alignment: 

Our presentation will focus on Artificial Intelligence (AI) for Accessibility in Microsoft to generate Alternative Text (Alt Text). Throughout the process, we will use Google Slides to illustrate how Alt Text includes being conscious of ethical practices. Inclusive design considers different users’ diverse needs and experiences when creating content. This can include designing for users with disabilities, different languages or cultural backgrounds, or other unique needs. 

We chose both AECT Standard 2 (Content Pedagogy) and Standard 3 (Learning Environments) with a focus on Ethics.

AECT Standard 2 (Content Pedagogy) Ethics states “Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community”, while AECT Standard 3 (Learning Environments) Ethics states that “Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.”

For this project, JAMAD will be creating a guide and instruction on the use of generative AI for accessibility using Image Analysis in Microsoft to generate alternative texts for images for instructional designers.  Generative AI can create text, images, music, and other activities that can assist individuals with disabilities.  In an article by Bhavya and associates, the researchers discuss how Automatic Speech Recognition (ASR) creates captions that help educational videos become more accessible (Bhavya, 2022). Another article by Laurie Henneborn states that generative AI could help individuals with disabilities obtain and excel in jobs that would otherwise be unavailable to them (Henneborn, 2023). 

The information/instruction will allow for the professional growth of the instructional designers. If the program is successful, more instructional designers will use generative AI to create alternative text for images in future projects. JAMAD will be using the SAM instructional design model when creating this course for instructional designers and will be explained in more depth in the Solution section.

References:

AECT Standards, 2012 Version. 2012 . Retrieved from https://www.aect.org/docs/AECTstandards2012.pdf

Bhavya, B., Chen, S., Zhang, Z., Li, W., Zhai, C., Angrave, L., & Huang, Y. (2022). Exploring Collaborative Caption Editing to Augment Video-Based Learning. Educational Technology Research and Development, 70(5), 1755–1779. https://doi.org/10.1007/s11423-022-10137-5

Henneborn, L. (2023 Aug. 18). Designing generative AI to work for people with disabilities.  Harvard Business Review. Designing Generative AI to Work for People with Disabilities (hbr.org)

How to use AI responsibly EVERY time Infographic — AI for Education. (n.d.). AI For Education. https://www.aiforeducation.io/ai-resources/how-to-use-ai-responsibly-every-time

Writing Alternative text for images | American Foundation for the Blind. (2023). The American Foundation for the Blind. https://www.afb.org/blog/entry/writing-alternative-text-images 

Presentation with Activity and Evaluation