Welcome back! In Creating Accessible Learning Materials – Microsoft Word, I outlined some ways you can format your Microsoft Word documents to be more accessible. By maintaining the alt text, color contrast, and using the accessibility checker, your document should be accessible to anyone who needs it.Continue reading “Creating Accessible Learning Materials – Microsoft PowerPoint”
Our team has been infusing accessibility into our process for a while. In the blog series, “Formatting eLearning Documents,” former team member Wendy detailed how to effectively format documents in Microsoft Word and take full advantage of its features. I intend to add to that resource with my own article series, with a specific focus on accessibility.
In “Creating Accessible Learning Materials,” I’ll explore a few ways accessibility practices can be implemented when creating content in Microsoft Office. Today, I’ll focus on Word and briefly cover some useful tips to improve the documents you share.Continue reading “Creating Accessible Learning Materials – Microsoft Word”
Have you wanted make your class more accessible and inclusive, but you just didn’t know where to start? Maybe you know you should add accessibility into your course, but it feels like you don’t have enough time to redesign the whole course.
Accessibility improves the learning experience for all learners. Not every student discloses their needs (whether physical or cognitive, permanent or situational), so it’s important to take a proactive approach to create an inclusive learning environment.
When you pick small, manageable elements to focus on, you can slowly infuse accessibility into your course each time it runs. With a few changes, you can start to make your course materials more accessible.Continue reading “Small Steps to Make Your Class a More Accessible Experience”
When paragraphs of instructions aren’t doing the trick, videos can guide visual learners through steps to complete a task. Whether it’s something physical or on a computer, sometimes the best way to show someone how to do something is to, well… show them! The recording process can sometimes be long and you may need to do some editing after the video is submitted, so here are some tips to help you get the right video the first time and keep it accurate.Continue reading “Creating and Maintaining Instructional Videos”
In November 2019, several members of our eLearning team attended Michigan State University’s (MSU) 5thannual Accessible Learning Conference (ALC). The theme of the conference was storytelling, emphasizing that the core of accessibility is “people and their stories.” As someone who’s been a student in the communication and theatre fields for almost a decade, this theme struck a chord with me. Often, at both private and public universities, the majority of students’ disabilities are often unidentified, so their stories go untold. These untold stories create a roadblock in these students’ ability to succeed in learning environments.Continue reading “Sharing Accessibility Stories: Making eLearning for Everyone”
You can have a well-designed course with relevant content and an expert instructor, yet the course can still be perceived as a negative experience by students. Why? The instructor was not “present” in the course.
It takes more than grading to create instructor presence. Bangert defines instructor presence as “the ‘methods’ that instructors use to create the quality online instructional experiences that support and sustain productive communities of inquiry” (Bangert, 2008, p. 40). Without instructor support, courses quickly become barren.Continue reading “The Importance of Being Present in Your Online Course”
When thinking about the demographics of students currently enrolled in colleges and universities, we often first consider traditional students, between ages 18-24. However, enrollment trends in traditional, blended, and online programs are revealing that nontraditional students, those ages 25 and older, are becoming more and more prominent in the classroom. Today I want to discuss the dynamics of nontraditional students, the pressures they face, and what it means to go the extra mile in order to understand their needs and enable them to succeed.Continue reading “Going the Extra Mile: Understanding Non-Traditional Students”
In Ann’s recent post, she outlined some of her workflow processes and how she gets through the variety of tasks she has in any given day. As I was reading through and editing it, I really only had one thought cross my brain.
“I could never work like this…”Continue reading “Why (and How) I Guard my Instructional Design Time”
You can’t really go anywhere on the internet without running into the ubiquitous animated GIF (graphical interchange format). Originating in 1987, GIFs shaped—and grew—with the internet in the following 30+ years (for those who missed the 90s or want to reminisce, the Internet Archive created a search for early GIFs).Continue reading “Engage Learners with Instructional GIFs”
As instructional designers, we try to use the best tool for the task when communicating with a learner. Video is a great format for conveying information, but how do you know if it’s done well?
This week, we’ll hear from our summer student worker, Kyle Winchell. Kyle is a Digital Media Broadcasting major and editor of Spring Arbor University’s weekly chapel video, Almost Chapel. After graduation he plans to fill various roles for local film productions, specifically in the roles of director of photography and production assistant.Continue reading “What Makes a Good Informational Video?”