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2012 Global Learning Technologies Conference UNC-W School of Education
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CREATING AUTOMATIC COMPLIANCE WITH DISABILITY REGULATIONS THROUGH THE NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL
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Creating Automatic Compliance with Disability Regulations Through the NEAL Redundancy Instructional Design Model. Pamela Beveridge East Carolina University Greenville , NC [email protected] C urtis W. Carter East Carolina University Greenville, NC [email protected] . - PowerPoint PPT Presentation
Transcript of 2012 Global Learning Technologies Conference UNC-W School of Education
CREATING AUTOMATIC COMPLIANCE WITH DISABILITY REGULATIONS THROUGH THE NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL
PAMELA BEVERIDGE EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
CURTIS W. CARTER EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
2012 Global Learning Technologies ConferenceUNC-W School of Education
BROWN & GREEN (2006)
We believe their statement was inclusive of all users rather than exclusive to any (p.122).
INSTRUCTION WHICH MAY EXCLUDE STUDENTSInstruction Population of Potential
ExclusionAudio Deaf Hearing-impairedGraphics/ images
Blind Visually-impaired
Animation or Movement
BlindADHD
Seizures-related
Hyperlinks BlindColor-blind
Visually-impaired
Video Deaf BlindWeb Design ADHD
BlindColor-BlindVisually-impaired
WHAT IS NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL?
NEAL INCLUDES:A Non-Exclusive Analysis:• Reviews specifically how the instruction can and will
be used by students with disabilities;• Factors in both the accessibility opportunities and
limitations when different media for delivery are used;
• Is initiated during the needs-assessment by reviewing known accessibility issues for various delivery methods;
• Remains an active part of the design, development, and evaluation process.
Click for UDL webpage http://www.udlcenter.org Guideline Example
Strong Color ContrastSimple Navigation 3 keystroke limitPrezis & Animations http://prezi.com/user/p
beveridge Hyperlinks give
purposeWRAL Online Local Weather Radar opens in a new window http://www.wral.com/weather/radar/
Guideline ExampleAlt text instructs user Ionic columns White
House, DC USA NOTWhite House.jpg
Fonts Use san serifsVerdana Arial Tahomawith limit of 3 different fonts Serif handwriting
File names are not read only; explain purpose
EconTest1Save AS
Access UDL Tech Toolkit http://udltechtoolkit.wikispaces.com/
NEAL MAKES INSTRUCTION LEGAL• Corporate and private businesses will not
always be able or willing to devote the resources necessary in designing new instruction.
• Education has a legal mandate to provide instruction that is accessible• The Non-Exclusive Analysis provides design
team members opportunity to make that a reality in the educational environment.
NEAL INSURES ALL STUDENTS ARE CONSIDERED– FROM INCEPTION• Insures students with disabilities are considered
• Even when not included as part of the target audience.
• Will know beforehand whether the instruction is or is not accessible given the design team has conducted the non-exclusive analyses.
• Learning aids are: • Automatically created to insure that the
instruction does not have to be re-designed to meet the needs of future learners.
• Designed to address both accessibility and the needs of learners who may have more trouble completing the instruction.
REASONS LACK OF ATTENTION GIVEN TO ACCESSIBILITY WHEN DESIGNING INSTRUCTIONMust train the Instructional Designers• We were unable in reviewing different curricula
to find any university offering a course where emphasis is placed on designing instruction with accessibility as the primary consideration.
Professional Development for all on-line instructors• On-line instructors are part of the Instructional
Design team—most often, they ARE the design team.
OUR HOPES• Anyone who creates instruction for educational
purposes is technically an "instructional designer."
• Using ADDIE model alone does not lend itself to supporting consideration of accessibility when designing and developing instruction.
• Hopefully, this conference will be a beginning where instructors and designers will begin to consider making accessibility as important as any other part of the instructional process- the "non-exclusive analysis" and the creation of automatic learning aids will we believe help to make this become a way of life.
REFERENCES
• Brown, A. and Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Pearson Merrill/Prentice Hall.
• National Center On Universal Design for Learning, At CAST40 Harvard Mills Square, Suite 3, Wakefield, MA 01880-3233TEL (781) 245-2212, EMAIL [email protected]
PAMELA BEVERIDGE EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
CURTIS W. CARTER EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
2012 Global Learning Technologies ConferenceUNC-W School of Education
