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IDT G19 Creating Accessible Content

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.

Credits

2

Prerequisite

Prerequisite: None

See Course Syllabus

Course Number and Title:

IDT G19 Creating Accessible Content

Campus Location

  • Dover
  • Georgetown
  • Stanton
  • Wilmington

Prerequisites

Prerequisite: None

Course Credits and Hours

2 credit(s)

2 lecture hours/week

0 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.

Additional Materials

None

Required Text(s)

Obtain current textbook information by viewing the campus bookstore - https://www.dtcc.edu/bookstores online or visit a campus bookstore. Check your course schedule for the course number and section.

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

The grade will be determined using the Delaware Tech grading system:

90-100 = A
80-89 = B
70-79 = C
0-69 = F
Students should refer to the Catalog/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.

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.

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.

Students in Need of Accommodations Due to a Disability

We value all individuals and provide an inclusive environment that fosters equity and student success. 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. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.

Minimum Technology Requirements

Minimum technology requirements for all distance education type courses.

Academic Integrity

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Attendance

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Cell phone/Electronic Device

https://dtcc.smartcatalogiq.com/Current/Catalog/Student-Policy/Cell-Phone-and-Electronic-Device-Policy

Tuition Adjustment Policy

https://dtcc.smartcatalogiq.com/Current/Catalog/Financial/Tuition-Fee-Adjustment-Policy-Course-or-Semester-Withdrawal