Accessibility and OER: Status and Issues for Higher Education

1. Accessibility and OER:Status and Issues for Higher Education Gerry Hanley, MERLOT and Cal. State University Una Daly, Open Courseware Consortium Mark Riccobono, National Federation of the Blind Sloan-Merlot 2012

2. Gerry Hanley, Ph.D. Executive Director, Merlot Senior Director, Academic Technology Services California State University, Office of the Chancellor

3. Una T. Daly, M. Ed. Community College Manager Open Courseware Consortium

4. Mark A. Riccobono, M.S. Ed. Executive Director, Jernigan Institute National Federation for the Blind

5. Agenda • Digital, Accessible, and Open is Now • Existing Efforts with OER & Accessibility • Building the Community • Issues to Resolve & Call to Action

6. Digital Information Age

7. Origin of OER: As Public Good(2002) • Theopen provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes • Digitized materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research Creative Commons CC-BY license, Dr. Judy Baker

8. Characteristics of OER • Digital • Free distribution • Easy to customize • Open License • Reuse, Revise, Remix • Low cost • Expand access to education

9. Examples Includes – • Course materials • Modules or lessons • Open CourseWare (OCW) • Open textbooks • Videos • Images • Tests • Software • Any other tools, materials, or techniques usedto support ready access to knowledge Creative Commons CC-BY license, Dr. Judy Baker

10. OER Expands Access • Access is a core value of open education • OER producers need training • Support all Learners • Life-long • Developing Countries • Regardless of Disability

11. Post-Secondary Students • U.S. enrolled students with any disabilities • 707,000 students (2008-09) • 50 percent attend public 2-year colleges. • 30 percent attend public 4-year colleges • CSU students enrolled with disabilities • 10,500 students (2011-12) • U.S. Dept of Ed., Students with Disabilities at Degree-Granting Postsecondary Institutions., June 2011

12. Diverse Learner Challenges • Cognitive learning disabilities • Sensory & motor impairments • English language deficits • Lack of engagement Image: Kersti Nebelsiek CC-BY Source: cast.org

13. OER and Accessibility Projects • FLOE Project • Community College Open Textbooks • Benetech’s Bookshare Project • Diagram Center • UK Higher Education Academy/JISC Image: Tom Richardson CC-BY

14. FLOE Project • Inclusive Learning Design • Providing resources needed to enable inclusive access to personally relevant, engaging learning opportunities for the full diversity of learners and content producers

15. 100 Open Textbook Accessibility Reviews Textbook: Collaborative Statistics Accessibility reviewed by: Virtual Ability, Inc. http://collegeopentextbooks.org

16. Bookshare & Diagram Center • Largest accessible online library • Expanding reading options for print disabled • Membership-based, free to qualified students • Expanding choices of access technology • Now available on eReaders and smart phones • Diagram Center • Office of Special Education (DOE) • Focus on faster and easier creation of accessible image descriptions for students.

17. Building a Community of Practice • Opportunity to collaborate with others interested in OER & Accessibility • Find Accessibility Information • Share Accessibility Expertise • Contribute to Online Collection of Resources Image: Happy Rower CC-BY

18. OER & Accessibility TeachingCommons • MERLOT, California State University, OCW, and NFB working in partnership to help you • Find centers and organizations for consulting services • Find OER on accessibility topics • Tools, Training, Policies, Strategies, Universal Design for Learning • Find OER with accessibility information • Find members with accessibility expertise http://oeraccess.merlot.org

19. MERLOT Collection Curation • Meta-data scheme for contributing accessibility tags for OER • Allows contribution of expertise, freely and easily with attribution http://oeraccess.merlot.org/contribute_expertise/evaluation.html • Curates collection of accessible OER with a variety of tools and processes • Supports faculty looking for accessible OER • http://oeraccess.merlot.org/finding_materials/index.html

20. Where do we go from here … • Higher Education’s role in making OER accessible • Eliminating barriers to good accessibility practices • Call to action

21. What can Higher Ed do? • Articulate business case for accessible OER • Establish effective strategies for driving accessibility

22. Business Case • Equal access to programs, services, or activities is required by federal law. • Faculty need awareness, training and tools to select and create accessible OER • Save time and $$ by designing accessible OER instead of retrofitting it

23. Digital Promises Accessibility • Misconception that because something is "digital" it is "accessible” • Accessibility needs to be designed into digital learning materials • Accessibility standards ensure materials work with assistive technology.

24. Digital Guidelines & Law • World Wide Web (W3C), WCAG 2.0 • Perceivable, Operable, Understandable, Robust • Section 508 Electronic & Info Technology • Universal Design for Learning

25. Designed to be used by everyone (no adaptation) Benefits all ages & abilities Curb cuts in sidewalk Close captioning video Screen readers Universal Design Principles Image: colorblindPicaso cc-by--nc: 3/11/2010 25

26. ePUB3 document standard Converts directly to DAISY Reflows for mobile devices PDF often inaccessible Structural markups missing Primarily print format Does not reflow Document Formats

27. Higher Education Strategies • Establish institution-wide policies & practices • Support strong standards • Provide faculty training • Establish chief accessibility officer • Validate products being used or purchase • Share knowledge & expertise across institutions

28. Oregon State University • Commits to ensuring equal access to all University programs, services and activities provided through information technology (IT). Unless an exemption applies … all colleges, departments, offices and entities will: • Use University web page designs that are consistent with the W3C’s Web Content Accessibility Guidelines 2.0 (WCAG) Level AA. For further information … visit the University’s Information Technology Accessibility website. • Disseminate electronic documents and multimedia on web pages that are consistent with this policy.

29. Barriers to Accessibility • Rate of adoption of OER • Lack of open dialogue • Educational materials created and funded outside of higher education • Lack of good accessibility meta-data and testing rubrics • Feedback from users – closing the loop

30. User Feedback:Closing the Loop • Students need to provide feedback on what works • Organizations outside higher education can offer support • Faculty and staff need to be intentional in supporting accessibility Image: Daniel Steger CC-BY

31. Open Dialogue • Everyone is responsible for accessibility not just the offices of disability. • Communities of Practice • 23 CSU Accessibility Officers share info. • Shared Governance Strategy • All stakeholders participate in establishing accessibility criteria and self-evaluation

32. Call to Action • Accessibility needs to be a priority for OER creation and adoption. • Higher Education Community drives accessible OER thru policies and strategic funding. • Contribute to the Open Dialogue

33. Thank you for coming • CSU, MERLOT, OCWC, NFB, and others are committed to openly sharing so other institutions can improve their delivery of accessible education to all. • Participate in OER-Accessibility Community • Become a member so others can find you • Contribute materials so others will find them • Reach out with questions and responses to your community of friends • Invite your colleagues to a social learning community.

34. Comments/Questions • http://oeraccess.merlot.org • Contact Info: • Gerry Hanley, ghanley@calstate.edu • Una Daly, unatdaly@ocwconsortium.org • Mark Riccobono, MRiccobono@nfb.org John_C_Abell_CC-BY-NC-SA_Flickr