For this module, we explored the laws, requirements and best practices for ensuring all students have equitable access to learning materials. Of particular focus was digital material, and we went through the process of creating an ADA compliant YouTube video. This included creating closed captioning, something I had not done before.
This video was originally created in May 2020 to support families who were having trouble navigating Google Meet. I added text to the video to make it clearer, and explored the editing options in Screencastify to see what was offered.
Because this video was pre-recorded prior to the course, I typed out the transcript after the fact. I found it quite easy actually, and perhaps less confining that if I had created the script beforehand. After typing up the transcript, I uploaded everything to YouTube and double-checked the closed captions. Overall, this was a very informative task that I will be sure to use in the future. I look forward to honing my skills to improve the practicality (i.e. amount of time) this process requires.
Module 2 provided a deep dive into the laws, requirements, and best practices for accessible content. Specifically, we were able to explore ways to ensure our digital course material is not only compliant with laws but is engaging and supportive for our students. The readings this week provided information about the Americans with Disabilities Act, and specifically, Section 508, as well as Universal Design for Instruction and how to create closed captioning. Videos on these topics were especially powerful as well, as they showed the need for accessibility by highlighting the student experience. Putting ourselves in the shoes of our students is always eye-opening and powerful. It enables educators to create more purposeful, personalized content.
The iNACOL National Standards for Quality Online Courses contain a standard which specifically addresses accessibility. Not surprisingly, it is listed under the “technology” section. Throughout this module, the focus has been on ensuring we are aware of the requirements and have skills to put them into action. Specifically, the iNACOL Standard D-10 for accessibility states that course materials and activities should be specifically designed to provide appropriate access to ALL students. A detailed look at the standard is provided below:
Source: iNACOL National Standards for Quality Online Courses
Prior to this module, I was completely unaware of the regulations surrounding Section 508, especially in regards to digital content. The videos from the student perspective were particularly meaningful. Imagining how frustrating it must be to have videos, web pages, and pictures that are completely inaccessible as a student. It was upsetting to realize this since as a teacher I strive to do my best for my students. But as Maya Angelou said, “When you know better, do better.” I am certainly prepared now to provide my students with accessible content, specifically videos, and have many resources should I need to dig deeper. A rubric for my future instructional design can be found again within the iNACOL National Standards for Quality Online Courses:
Source: iNACOL National Standards for Quality Online Courses
Post Reflection:
The quote above rings true now more than ever. "When you know better, do better" (Maya Angelou). As I prepare slideshows and videos for my students, I am so pleased that I know how to embed alt text, provide captions, and upload Youtube videos with subtitles. I also have a much larger lens for assessing each student's individual learning needs. My main focus prior to this course was to support needs of language learners, and although that is certainly still a priority, I am now better equipped to support students who are hearing impaired, require visual supports, or have other specific needs. This makes me a stronger teacher, and gives my students a higher quality learning experience.