Strategies for Objectives

Concepts

The following objectives are all conceptual:

• Explain to others the basic principles of accessible materials in the following formats: text, still image, video, and audio. (Understanding/Discrimination)
• Explain to others the challenges text, still image, video, and audio present to individuals with visual and audio impairments. (Understanding/Discrimination)
• Identify semantic function of text on a page (for example, what information is conveyed by a Heading versus bold text). (Understanding/Concrete Concepts)
• Differentiate between purely decorative still images and still images that convey information in electronic materials. (Understanding/Discrimination)
• Apply appropriate alternative text descriptions to still images in electronic materials. (Applying/Rule Using)
• Use appropriate software tools to create captions and/or transcripts for audio materials. (Applying/Rule Using)
• Implement principles of accessibility in all electronic materials created. (Applying/Rule Using)

In some cases, the concepts are physical (for example, recognizing Heading 1 by its larger font size, or by the “Heading 1” indicator on the Styles Ribbon in Word). In other cases, the concepts are defined by a series of classifying rules (for example, decorative images have no meaningful connection to the text, whereas informative images convey information that supports the goals of the particular electronic medium).

In order to effectively teach concepts, students will be given examples of each of the concepts, and instructional materials will define the identifying features and classifying rules. Students will then practice identifying concepts with feedback and explanation. Finally, students will explain concepts in their own words. This final stage will prepare students to use these concepts in the rules objectives below.

Rules

The following objectives are rules:

• Implement principles of accessibility in all electronic materials created. (Applying/Rule Using)
• Use appropriate software tools to distinguish text based on its semantic function (for example, applies Styles in Microsoft Office to distinguish between Headings and body text, instead of simply changing font size). (Applying/Rule Using)
• Avoid using color alone to convey meaning in text documents. (Applying/Rule Using)
• Demonstrate ability to use screen reading software on text documents. (Applying/Rule Using)
• Apply appropriate alternative text descriptions to still images in electronic materials. (Applying/Rule Using)
• Use appropriate software tools to create captions and/or transcripts for audio materials. (Applying/Rule Using)
• Implement principles of accessibility in all electronic materials created. (Applying/Rule Using)

In order to effectively use rules, students must first understand the component concepts. Instruction will begin with concepts (as indicated above), and then introduce students to the specific steps of applying rules, with particular emphasis on how the rules relate to the concepts. For example, after students demonstrate the ability to recognize Heading text and body text, instruction will focus on the rules of how to use different levels of Headings to impose organizational structure on a text-based document. Students will then practice applying to rules. For example, they will be first asked to apply appropriate headings to an unformatted document (see example), and then they will be asked to apply appropriate headings to a document they create as a part of their job duties.

Although none of the instructional objectives are specifically categorized as attitudinal, it should be noted that there is a desire for our employees to believe that they should apply accessibility principles not just because of legal requirements, but because it is the right thing to do for our colleagues and students. Thus, throughout instruction, models of the desired attitude will be regularly presented. Reinforcing the desired behavior is beyond the scope of this training at this time.

Strategies for Instructional Process

Because the instructional plan calls for educating NHCC employees who are at very different stages of understanding the importance of accessibility and how software can be used to enhance (or decrease) accessibility, individualized instruction will be employed. It is important to balance employee’s need to proceed through the materials at their own pace with the need to ensure that they are exposed to models of the appropriate attitude towards accessibility and that they have help readily available to prevent frustration.

The best model to achieve these goals is to blend whole classroom learning strategies with structured Learning Activity Packages (LAPs). A combination of lecture, paired discussion, and individual work on LAPs will be employed as appropriate for each stage in the instructional process.

Gaining attention.

Lecture will be used to introduce a cognitive conflict around accessibility. While most employees do not require accessible materials, many have had the experience of seeing a document “messed up” on an iPhone (see image below).

Showing an image like the one above is a great way to gain students’ attention because it makes accessibility relevant to them (especially if they use iOS devices), and because the instructor can capture learner curiosity about how the document was originally set up to make it render this way. This particular document broke several rules of accessibility, which makes it a great example of what not to do.

An additional strategy that will be used to gain students attention is to make students aware that many of the skills that enhance accessibility also enhance productivity. This is particularly true of using Styles in text-based documents.

Informing learners of the objectives.

One of the campus initiatives at NHCC is to encourage all faculty to “TILT” their classroom assignments (TILT Higher Ed). A TILTed assignment includes the purpose for the assignment, which links it to the instructional goal and real-life relevance, the task the students will complete, and the criteria for success. All self-paced assignments included in the LAP will be TILTed.

Stimulating recall of prerequisite skills & presenting new material.

In addition to using verbal reminders, students will be given organizational frameworks that allow them to classify their prerequisite skills and knowledge along with new skills and knowledge. One of the frameworks that will be provided is breaking concepts into visual components and aural components: students will be asked to think about how much information we obtain from electronic media via our sight versus via our hearing.

Semantic function is a related framework that will be used extensively. Students will think about the function of visual or aural material in relationship to the intended goal of the material. Semantic function will help students develop a framework for properly applying a wide range of rules to enhance accessibility.

For example, the use of alt text for images depends entirely on the purpose the image was included in a digital medium. An image that serves purely as a pretty image to look at needs no alt text; an image that highlights a tricky point during instruction requires brief alt text to gain attention; an image that is conveying a great deal of information needs extensive alt text.

Learning guidance.

Learning guidance will vary depending on the specific learning goal and activity. For some students, it will involve one-on-one conversations with the instructor totroubleshoot areas, and help students recall their prerequisite skills and knowledge. In other situations, it will involve students working together on a task, or engaging in a think/pair/share activity. Learning guidance will also rely on regular student reflection on their learning, so that students describe what they understand, what they do not understand, and how they are currently feeling. These reflections will be used by the instructor to differentiate instruction.

Practice new skills.

Students will work through the LAP in order to practice and reinforce skills and knowledge. The LAP will include individual activities as well as opportunities to interact with peers to talk through various scenarios and their current understandings of key concepts. For example, one student will explain to a peer the challenges a person with visual impairment faces when trying to obtain information from a video file. The peer will then explain how the same file creates challenges for a person who has a hearing impairment.

Providing feedback.

In order to ensure that students practice the correct skills, work on the LAPs will be done “in class” while the instructor is present. This way, the instructor can give immediate feedback and also provide learning guidance.

Assessing performance and enhancing retention and transfer.

Wherever possible, final assessments of student performance will require students to create electronic media files that are relevant to their normal job duties. By encouraging application of their skills and knowledge to real-world situations, students should more readily recall these skills when they return to their offices and normal job duties.

Periodic refresher courses may also be applied as needed to help the college achieve full ADA compliance.