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763chart 2
763chart 2
Plan to teach Universal Instructional Design to adult students in upper level undergraduate or graduate level courses online.
(use one table per terminal objective)
Module theme or Topic: What is Universal Instructional Design?
Terminal Objective: To identify the importance of web accessibility for course content
Enabling
Assessment Idea Absorb Activity
Objectives
Define universal
Discussion large Lecture video , with screensharing
instructional
group
design
Express why UID Collaborative
Read:
is important in
discussion large http://www.w3.org/WAI/intro/people-useonline learning
group
web/Overview.html
Determine who
benefits from UID
Discussion
small groups
Do Activity
Discussion:
choose 1 of 3
questions
Small group
discussion:
Brainstorm
diversity of web
users in an
online course
Read:
Continued
http://www.washington.edu/doit/universal- discussions
design-instruction-udi-definition-principlesguidelines-and-examples
Continued
discussions
Connect Activity
Explore the
interactive
features of what
it looks like to be
a student with
disabilities
viewing online
content
Write reflection
that links module
content to reallife experience or
generate a
hypothetical
experience
Module theme or Topic: Section 508 and WCAG 2.0
Terminal Objective: To summarize of basic Section 508 and WCAG 2.0 standards when designing online content
Enabling
Assessment Idea Absorb Activity
Do Activity
Connect Activity
Objectives
Define ADA and
Portfolio project Read: http://www.hhs.gov/web/sectionSmall group
Create a
Section 504 &
508/what-is-section-504/index.html
discussion:
chart/table
Section 508
discuss the
outlining Sections
Provide students with:
general premise 504 & 508; post
http://www.ada.gov/cguide.htm for
of Section 504 & to portfolio
reference
508. Collaborate
on how
institutions can
be affected by
non-compliance.
State WCAG 2.0
Portfolio project Read:
In a group
standards
http://webaim.org/standards/wcag/checklist
activity, create a
WCAG 2.0 tip
sheet; post to
portfolio
Communicate
Reflection
Read pages 1-4:
Reflect upon how
efficiencies in
writing
https://www.uoguelph.ca/tss/uid/uidto use the 7
implementation-guide-v6.pdf
designing
principles stated
content with
in the reading in
accessibility
working the a
from the
CME to create
beginning
accessible
Recognize
various adaptive
technologies that
communicate
with content
Collaborative
discussion
activity large
groups
In a large group
discussion,
share your
research and
teach back to
your peers
about different
adaptive
technologies
proposed method
of content delivery
Application of tools
to create multimodal content
Discussion activity
small group
Verbalize
interaction
strategies to CMEs
to assist in creating
multi-modal
content
Collaborative
discussion activity
large group
In a small group
discussion, post the
findings of your
research and
brainstorm
additional
technologies
In a large group, in a
reply only format,
create a statement
you would say to a
CME to promote
multimodal content
(example will be
provided)
Do Activity
Connect Activity
In a small group,
discuss the
practice of
differentiating
instruction in
online courses
Create a learner
analysis for your
portfolio; post to
portfolio
Articulate what
tiered
assignments are
and how they
benefit students
Portfolio project
Read:
http://www.teachhub.com/differentiatedinstruction-strategies-using-tieredassignments
Communicate
how projectbased learning
differentiates
online learning
Collaborative
discussion
activity large
group
Read: http://bie.org/about/what_pbl
Define DI
reflections on
practice
Reflection
Create a chart or
graph of various
tiered
assignments that
could be created
based on your
learner analysis;
post to portfolio
3 questions will be
provided, students
chose 1 question
to answer in a
large group
discussion
Write a reflection
on this module
and what was
learned about DI
and how to apply
it to a varying
audience of
online learners
Do Activity
Connect
Activity
Watch:
https://www.youtube.com/watch?v=uNFwj0_78hE
Download the
WAVE toolbar
for Firefox or
Chrome
Extension
Define
usability and
accessibility
alerts and
errors
Discussion
activity large
group
Articulate
content
evaluation
strategies
based on
Section 508
Collaborative
discussion
activity small
group
Read:
Discuss the
http://accessibility.psu.edu/accommodations/usability/ differences of
usability alerts
and
accessibility
errors; how
does it impact
end-user
experiences
In small group
discussions,
brainstorm
how you, as
designers,
would hold
Practice
using the
WAVE tool
on various
web pages
then use the
WAVE tool
on a piece of
your content;
post a
screenshot to
your
portfolio
with an
analysis
your content
accountable to
Section 508
and WCAG 2.0;
what is your
method of
transparency
in reporting?
summative
assessments
Articulate
studentcentered
assessment
strategies
Explain how
VARK and
learning
modalities
can impact
assessment
creation
strategies
Portfolio
project
alternative/accommodation
assessment for the content
in your portfolio; post to
your portfolio
In your portfolio, post your
peers' assessment to your
link. Be sure to remove
specific names from your
peers' assessments.
different
learning
modalities