How Usable Is Your Online Course Content? » Online College Search. The worlds of web design and online learning are interconnected in many ways. As an instructional designer, I work to ensure that courses are effective not only in terms of online navigation and working links, but also in the presentation of meaningful content and interaction. Not all websites are created equal – some have much more helpful layouts and information than others – and it’s a similar situation with online courses. Just as web designers consider the “user experience” when creating new web pages, you should consider “learner experience” when creating new materials for your online course. A recent article from UXMag.com, geared toward web design topics, caught my attention with the “User Experience Honeycomb” developed by Peter Morville to guide designers in the creation of “useful, usable, engaging content.”
With its seven related facets, it could be a helpful decision-making resource for instructional designers and instructors creating activities for online courses. AccessDL. Online Learning. Accesselearning Module 1: Disabilities Blind/Low Vision. Blindness or low vision is likely to occur in the student population. Approximately 45% of individuals with severe low vision or blindness have a high school diploma. Among high school graduates, those with severe low vision or blindness are about as likely to have taken some college courses as those who were sighted. At least 2.5 million Americans who are blind or have low vision use computers. Common vision problems, which may fluctuate in severity and/or deteriorate over time, include: Poor acuity, Near or far-sightedness, Extreme sensitivity to light and/or glare, Color distortions, Visual field defects, Spots before the eyes, and Central vision loss.
Many individuals who are blind or have low vision may use assistive devices such as screen readers and enlargement utilities to help facilitate computer access. Blindness In distance education, two specific areas, visual and audio output, cause difficulty for individuals who are blind: Screen Readers Partial or Low Vision Color-Blindness.
Module 1: Disabilities Introduction. Estimated Time to Complete: 1 hour Module 1 contains ten topics. All topics are not required to be completed; you may start and stop at any point. Objectives Upon completion of Module 1, you will: Identify various disabilities and the implications each have on the design of distance education. Describe the disability access symbols which may be used to promote and publicize accessibility for individuals with disabilities. Discuss legal rulings and relevant cases regarding accessibility to distance education. Overview Increasing access to people who are separated by distance and time is a common reason for providing distance education.
Distance education programs should be available to any qualified person, with or without disabilities. Hard of hearing, Deaf, Speech impairment, Low vision, Blind, Learning disability, Mobility impairment, and Seizure disorder. Prerequisite Knowledge: None The next page will present information on individuals who are deaf or hard of hearing. Web Usability and Accessibility Resources - UsableAccess.com.