IDT G19 Creating Accessible Content


Campus Location:
Georgetown, Dover, Stanton, Wilmington
Effective Date:
2019-51
Prerequisite:
None
Co-Requisites:

None

Course Credits and Hours:
2.00 credits
2.00 lecture hours/week
0.00 lab hours/week
Course Description:

This course prepares educators to design, develop, and deliver accessible course content. Participants will examine requirements, challenges, and concepts related to accessibility. Specifically, they will use the principles of Universal Design for Learning (UDL), and online accessibility tools and resources to design, develop, and deliver accessible digital content.

Required Text(s):

Obtain current textbook information by viewing the campus bookstore online or visit a campus bookstore. Check your course schedule for the course number and section.

Additional Materials:

None

Schedule Type:
Classroom Course
Video Conferencing
Web Conferencing
Hybrid Course
Online Course
Disclaimer:

None

Core Course Performance Objectives (CCPOs):
  1. Examine challenges, concepts, and requirements related to accessibility. (CCC 1,2; PGC 1,6)
  2. Develop a comprehensive plan for creating an accessible course. (CCC 1,2,3,4; PGC 3,5,6)
  3. Create accessible digital content within the College’s Learning Management System (LMS).  (CCC 6; PGC 5,6)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs):

Upon completion of this course, the student will:

  1. Examine challenges, concepts, and requirements related to accessibility.
    1. Define accessibility.
    2. Identify the barriers to access.
    3. Explain the importance and purpose of creating accessible content.
    4. Explain Universal Design for Learning (UDL) and its application to the design, development, and delivery of accessible courses.
    5. Use the principles of UDL to design or modify instruction.
  2. Develop a comprehensive plan for creating an accessible course.
    1. Use online tools to check for accessibility.
    2. Identify College and campus resources available to assist with accessibility.
    3. Examine and use accessibility resources.
    4. Explain assistive technology and design techniques needed to overcome barriers.
    5. Develop a personal accessibility philosophy/approach to the design, development, and delivery of accessible courses.
    6. Curate resources to assist with the design, development, and delivery of accessible course content.
  3. Create accessible digital content within the College’s Learning Management System (LMS).
    1. Create an accessible document using Word, Google Docs, PowerPoint, and/or PDF and upload to the LMS.
    2. Create accessible multimedia with closed captioning and upload to LMS.
    3. Create alt tags for images used within course content in the LMS.
    4. Identify the tools and features of the LMS and their function with regards to accessibility.
Evaluation Criteria/Policies:

Students must demonstrate proficiency on all CCPOs at a minimal 75 percent level to successfully complete the course. The grade will be determined using the Delaware Tech grading system:

92 100 = A
83 91 = B
75 82 = C
0 74 = F

Students should refer to the Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

 
Core Curriculum Competencies (CCCs are the competencies every graduate will develop):
  1. Apply clear and effective communication skills.
  2. Use critical thinking to solve problems.
  3. Collaborate to achieve a common goal.
  4. Demonstrate professional and ethical conduct.
  5. Use information literacy for effective vocational and/or academic research.
  6. Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major):
  1. Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
  2. Design and develop learner-centered courses based on sound instructional design principles.  
  3. Apply learner-centered instructional strategies to enhance student engagement, learning, and success.   
  4. Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
  5. Leverage appropriate technologies to advance teaching and learning.
  6. Engage in continuous development to maximize instructional effectiveness.
Disabilities Support Statement:

The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. A listing of campus Disabilities Support Counselors and contact information can be found at the disabilities services web page or visit the campus Advising Center.

Minimum Technology Requirements:
Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.