Most online instructors have taken steps to make their course materials accessible to all students, but few have experienced their course from the perspective of a student with audio, visual, or other impairment. Faculty may wonder what is it like to navigate an online course with a screen reader and ask other related questions: How do students use screen readers? Are screen readers more or less the same? Do students use screen readers and other assistive devices in the same way? What is it like for a hearing-impaired student to view a video and read a transcript? The Experience Accessibility workshop will enable instructors to enter a student's perspective as they navigate a learning management system and negotiate assignments with a disability. Instructors will hear the student's thinking on the best strategy to use to find their course, how to find their place in that course, and how to complete its assignments.
Finally, in an effort to help instructors be more savvy consumers of online learning interactions offered by publishers and websites, the workshop will conclude with the analysis of an accessible learning interaction and a demonstration of the ingredients and considerations that go into making learning activities both interactive and accessible. List three obstacles that visually impaired students experience when navigating learning management systems and engaging with course content. List three obstacles that hearing-impaired students experience when navigating learning management systems and engaging with course content. Describe how visually impaired students use assistive technology. List the considerations that go into making learning activities both interactive and accessible.
Topic Area(s): Accessible & Inclusive Technologies
Kristin Jorenby is the director of the Center for Accessibility Resources at Metropolitan State University. Ms. Jorenby received her bachelor of Human Services Disability Studies degree with a minor in Psychology from Metropolitan State University. Ms. Jorenby also has a Master of Public Policy degree from the Hubert H. Humphrey School of Public Affairs.