CILE

Social annotation tools provide instructors with a platform for applying principles of UDL in their courses to support neurodiverse learners.

UDL and digital accessibility's perceived tensions can be reduced when institutions create and follow an implementation plan.

Imagine this: You’re working on content curation for your business site’s blog. You’ve plotted out different audiences and created personas and researched which customer needs and interests you need to address. You’ve thought about which relevant content you need to keep driving traffic while advancing your other marketing goals. And then a colleague upsets all your plans by pointing out that you’ve ignored everyone with disabilities. What do you do next?

LibGuides: UDL-Universe: A Comprehensive Faculty Development Guide: Home

Learn how to compose a description of images on Twitter so the content is accessible to people who are visually impaired.

by Ryan S. Bowen Print Version Cite this guide:  Bowen, R. S.  (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/. Overview The Benefits of Using Backward Design The Three Stages of Backward Design The Backward Design Template Overview Understanding by Design is a book written by Grant Wiggins and Jay...

Cripping Pandemic Learning in Higher Education Collaborative Resource Document Do you have resources from higher education institutions, organizations, academics, or blogs that cover universal design, online assessment, the needs of disabled students, or improving accessibility in online classes...

A classic study finds some eye-opening effects of different feedback on learning.

Browser toolbars and extensions These bring together a wide range of specific tools in one place, including tools for highlighting headings, lists and table headers, focus order, and alternative text for images. They provide tools that are of use both to content authors and to developers.

Alternative (Alt) Text is meant to convey the “why” of the image as it relates to the content of a document or webpage. It is read aloud to users by screen reader software, and it is indexed by search engines. It also displays on the page if the image fails to load, as in this example of a missing image.

Were the strategies, skills, and procedures I used effective for teaching this lesson or unit? How do I know?

Cooper Hewitt Guidelines for Image Description On Striving for Digital Inclusion Museums provide robust content for people to interact with across digital platforms. As cultural organizations continue to develop more advanced experiences, it is essential that they consider all audiences during the creation of digital resources and tools. Digital accessibility ensures that people with disabilities...

Thank you to everyone who attended my webinar/writing workshop last week, Quick Tips for Writing Meaningful Alt Text (Even If You’re Not a Writer). It was a huge group! We had such a fun time together and crowdsourced some pretty great alt text. The webinar participants had some great questions, and you’ll find detailed answers below. For more information, you can

First Module Reflection Table Name: Activity Evidence Reflection/emotion/learning for myself Learning from others Getting Started at AppState Discussion of Maja DiGiorgio comedy clip Shawn Achor’s “The Happy Secret to Better Work” Discussion “What Makes an Exper...

How to ask questions that get students talking in a discussion board

You are not a visual learner — learning styles are a stubborn myth. Part of this video is sponsored by Google Search.Special thanks to Prof. Daniel Willingha...

[scald=5808:sdl_editor_representation {"link":"","linkTarget":""}] I taught the first online learning course at the University of Washington in 1995. My co‑instructor was Dr. Norm Coombs, at the time a professor at the Rochester Institute of Technology. We designed the course to be accessible to anyone, including students who were blind, were deaf, had physical disabilities,

Last summer, many instructors were scrambling to adjust to teaching during the COVID-19 pandemic. For many teachers that meant developing videos for students to watch. We’ve discussed some of the research on how students learn from videos , and this week I want to take a look at how best to create