Instructional Plan

Equipment & Materials

Instructions

The curriculum will divide into six lessons. Each lesson includes instruction, examples, tutorials, practice exercises, assessment, and discussion. The first lesson will address the barriers for students with disabilities in online learning, and regulations in accessibility. This will make an impact on learning. Students will be compassion and be inspired in making teaching materials accessible.

Purposely, the lessons are designed to allow learners use as drill-and-practice resources. Some lessons will include interactivity to engage learners in discussion and share ideas with the class. The external websites will allow them to explore in depth and connect with other accessibility communities. At the end, the students will receive an online survey to get their feedback. It will benefit the next learners.
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Student Prerequisites

Learners should have access and be familiar with MS Word, PowerPoint, Adobe Acrobat, and Desire2Learn. They will use them during the training.
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Student grouping

The curriculum would be more effective if st learn independently at their own paces. All course materials can be access anytime. They can follow instructions and apply to their own materials. students are faculty who teach in different subject areas and they have different goals for attending this course.
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Organization of time

There is no time restriction to access the curriculum web. Students can access the curriculum anytime they want. However, it is a good practice to complete each lesson in less than two hours. Students can jump to each topics in each lesson dynamically. The lessons are designed as drill-and-practice exercises, such as watch a video and apply what they have learned to solve their accessibility issue. The course will allow learners to share ideas asynchronously on discussion without time limits.
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Alignment

Each lesson identifies three components extinctively clearly, whcih include learning objectives, assessment, and instructional strategies. The learning Objectives indicate what student will be able to do when they complete the course. After they obtain the knowledge, they will practice and do assessment. Students will apply to their own project.
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Assessment Plan

In each lesson, students will be given a quiz after they complete the lecture and tutorials. The assessment will measure how they accomplish learnig objectives.

  1. The students will be able to understand how important and regulation of accessibility in education. The students must meet the following criteria:
    • Complete the assessment – Given an assessment and must pass at least 60%.
    • Complete a document describing your experience with students with disability.

  2. The students will be able to recognize all components of the Web Accessibility Guidelines that PCC follows.

    The students must meet the following criteria:

    • Pass the Accessibility Guidelines quiz - Given quizzes to evaluate the knowledge of the Web Accessibility Guidelines, the students must pass 7 questions out of 10.

  3. The students will be able to use the built-in accessibility checkers to check accessibility in Microsoft Word, PowerPoint, Adobe Acrobat Pro, and WAVE plugin for webpage contents.

    The students must meet the following criteria:

    • Complete and submit the assignment - Given 5 pages of various types of documents, including MS Word, PowerPoint, PDF, and Web pages, students will be able to check accessibility, indicate and correct the components that are not accessible.

  4. The students will be able to apply PCC Web Accessibility Guidelines to different components (i.e. images, table, list, links, etc.) in various types of documents.

    The students must meet the following criteria:

    • Complete the assignment - Given 5 pages of unformatted documents, including MS Word, PowerPoint, PDF, and Web pages, students must be able to apply the Web Accessibility Guidelines to each document components.

  5. The students will be able to create course content from scratch using a variety of applications (i.e. MS Word, PowerPoint, Adobe Acrobat, and Desire2Learn) and make them accessible, based on the PCC Web Accessibility Guidelines.

    The students must meet the following criteria:

    • Complete the assignment as indicated in the instruction - Given an individual project. The students choose their own topic and create accessible document. It must contain all the components from PCC Web Accessibility Guidelines. The document types can be one or a combination of MS Word, PowerPoint, Adobe Acrobat, and web pages on Desire2Learn.

  6. The students will analyze and reflect accessibility/inaccessibility from publishers’ websites based on the Web Accessibility Guidelines.

    The students must meet the following criteria:

    • Complete and submit the assignment - Choose three favorite websites and describe how accessible and inaccessible of the websites. Including indicate the components that are not accessible.

  7. The students will discuss and reflect how universal deign can be used for online teaching.

    The students must meet the following criteria:

    • Complete the discussion and respond with at least 2 people - Discuss the concept of universal design and find a good example of the websites that retain universal design.

  8. The students will complete a training survey for evaluation.

    The students must meet the following criteria:

    • Submit a training survey by the time limits.

Assessment Rublic

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Support Activities

Lesson 1: Accessibility Overview

  1. Watch the video "To Care and Comply" from the homepage.
  2. Read all the content in the homepage
  3. Watch the video "Barriers in Mathematics" and read the articles.
  4. Read the regulations in online accessibility.
  5. Describe your experience when you work with people with disabilities in the discussion.

Lesson 2: PCC Web Accessibility Guidelines

  1. Read: Web Content Accessibility Guidelines
  2. Read: WCAG 2 Guidelines from W3C
  3. Read: PCC Web Accessibility Guidelines for Online Course Content
  4. Download: The PDF Web Accessibility Guidelines handbook from PCC
  5. Download: Self Checklist from W3C
  6. Complete: Web Accessibility Guidelines Assessment

Lesson 3: Accessible Word documents

  1. Complete the tutorials how to check accessibility in the Word document.
  2. Complete the tutorials how to make Word document accessible.
  3. Give a page of inaccessible Word documents, students will check accessibility and fix the elements that are not accessible.
  4. Give a page of unformatted Word documents, students will apply the accessibility guidelines to each document element.

Lesson 4: Accessible PowerPoint documents

  1. Follow the instructions of how-to check accessibility in the PowerPoint document.
  2. Watch a video how to make PowerPoint document accessible.
  3. Give a page of inaccessible PowerPoint documents, students will check accessibility and fix the elements that are not accessible.
  4. Give a page of unformatted PowerPoint documents, students will apply the accessibility guidelines to each document element.

Lesson 5: Accessible PDF documents

  1. Follow the instructions of how-to check accessibility in the PDF document.
  2. Watch a video how to make PDF document accessible.
  3. Give a page of inaccessible PDF documents, students will check accessibility and fix the elements that are not accessible.
  4. Convert a Word document and Powerpoint slides from the previous lessons to PDF documents, all elements must be formatted accessibly.

Lesson 6: Accessible Desire2Learn web pages

  1. Follow the instructions of how-to check accessibility in the Desire2Learn web pages.
  2. Watch a video how to make Desire2Learn web pages accessible.
  3. Give a page of inaccessible Desire2Learn web pages, students will check accessibility and fix the elements that are not accessible.
  4. Give a page of unformatted Desire2Learn web pages; students will apply the accessibility guidelines to each web page element.

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Special Accommodation

PCC is committed to supporting all students. If you plan to use academic accommodations for this course, please contact me as soon as possible to make arrangements. Accommodations are not retroactive, but begin when the instructor receives the Approved Academic Accommodations form from the student (this form may be submitted via email). To request academic accommodations for a disability, please contact a counselor in Disability Services on any PCC campus. Office locations, phone numbers and additional information can be located on the Disability Services website: http://www.pcc.edu/resources/disability

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