Course design

Pedagogical, technical, content design and student support issues

The same principles that apply generally to the development of flexible education - the offering of a range of options to suit the widest range of learner needs - apply to the development of online courseware.

A key element in offering flexible options for access is in the provision of alternatives or equivalents:

• text alternatives to images and multimedia
• audio alternatives to video and multimedia
• alternative modes of access to support facilities - phone, email, online resources
• 'hard copy' alternatives to online media - printouts, video cassette, CD-ROM
• choices of pathway through the learning material

Alternatives should, wherever possible, provide an 'equivalent' experience to each user, that is 'of equal value.

Pedagogical issues

"Technical considerations aside, the most important obstacle to accessibility
is effective pedagogical deployment of the technology use in educational contexts."

These issues are effectively presented in a paper by Robert Luke of the Adaptive Technology Resource Centre, University of Toronto which discusses the relationship between pedagogical and technological accessibility in online education:
Inclusion in an Electronic Classroom - 2000: AccessAbility- Enabling Technology for Life Long Learning: http://snow.utoronto.ca/initiatives/access_study/accessability.html

Technical issues

• Design courseware that does not require expensive hardware or software for access.
  Browser software with plugins for embedded and linked media, such as Flash, Quicktime and PDF files, is readily available free of charge from the relevant websites, and software archives such as Tucows (http://www.tucows.com/) and CNET (http://www.download.cnet.com) are an invaluable resource for freeware and shareware.
• Utilise server-based courseware platforms (eg WebCT)
  for provision of such interactive elements as online testing, discussion forums and virtual classrooms. If such a system is not available, Macromedia (http://www.macromedia.com) also supplies a range of applications for developing and delivering interactive courseware.
• Enable the use of adaptive (assistive) technologies
  by being aware of the requirements of these technologies and designing accordingly

Content design

• Develop courseware which encourages flexible learning (eg Problem-based learning)
  Online learning requires that learners be increasingly self-directed. Structure course content in a way that enables learners to construct their own learning path. Where feasible, make content available in a variety of formats. Development of problem-based learning is a way of engaging learners, as well as being compatible with the potential for presenting simulation of problems in computer-based courseware.
• Be sensitive to cultural context
  Consider developing alternative versions of courseware for delivery to different cultural contexts. In any case, ensure clarity of content to assist NESB learners.
• Reduce isolation of remote learners
  Make discussion and other forms of interaction intrinsic to your course design. They may also need other forms of support such as print alternatives to online material to ameliorate long-distance or slow internet connection costs.
• Utilise server-based courseware platforms (eg WebCT)
  Using the inbuilt structures of courseware platforms such as WebCT helps to ensure consistency and clarity of content structure. See Guidelines for Accessible Online Courses (link from EDTeC website) for use of WebCT to organise course content.

Support

• Develop or link to online tutorials
  for prerequisite skills such as using web browsers, using search engines, using word-processing applications.
• Provide a range of support options
  (eg phone, online, email) for academic, technical and personal support.
• Build-in 'help' and 'FAQ' pages
  compiled from phone/email/online forum queries. This will reduce the demand for, and enhance responsiveness of 'on-call' support.

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