You’ve likely seen a few posts about the book discussion with the Association for Distance Education and Independent Learning (ADEIL) and Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education by Thomas J. Tobin and Kirsten T. Behling. If you haven’t yet read the book, it’s an excellent read on how everyone benefits when you make courses more accessible, not just people with disabilities (who are often thought of with topics of accessibility). A few key takeaways for designing and teaching courses include: what parts of your course are students not understanding? What do students keep having trouble with or need clarification? Identify those parts of your course. You can also create a “media path,” where you find supplemental media to further illustrate those key concepts that students struggle with.
The book often refers to plus-one changes. With accessibility, we don’t start with overhauling the entire structure. Rather, we find trouble spots and think of another way to present information. If you find a section of your course where students keep having trouble, find one alternative way to present the information. You can even adapt a plus-one change to your assessments. Perhaps instead of writing a final paper, a student might have the option to share what they’ve learned by making a video or website.
The book also outlines ambitious plans on how to create a team to make increased accessibility a priority for an entire campus.
Something to ponder from the book: people of all ages are increasingly using mobile devices to learn, and they’ll often use these mobile devices for just a few minutes at a time for “small, snackable pieces of content and interactions,” perhaps while waiting in line. How can we develop course content that makes the best use of those few minutes when a learner checks their phone?
ADEIL recently interviewed Thomas Tobin about the book, and you can view the interview here: