Patterns in Higher Education Accessibility Complaints. In recent years there have been several notable legal actions concerning IT accessibility within higher education.
When I say “legal action,” that can range from an action from the Office of Civil Rights or the Department of Justice, or it can be from an actual lawsuit. I went back through the findings and/or settlements from several of the major cases to see what patterns are present to see how that might be helpful for pushing the accessibility conversation forward in higher education. What this is not This is not a blueprint for how to make your campus accessible.
Simply addressing the issues raised here will only solve some of your problems. In addition to helping campuses new to IT accessibility, I hope it can help inform and guide campuses who have been working on accessibility for some time. How this is organized The way these points are organized do not necessarily reflect how any one settlement or finding is organized. The Accommodation Process Procurement Training Web Content. Tcea [licensed for non-commercial use only] / Pedagogy Wheel. A Direction for Online Courses. Three New Distance Education Regulations: How to Comply. Credit hour, student authentication, and last day of attendance (LDA) Staying in compliance is not something you do once and then forget about—it’s a complicated and ongoing process.
And when it comes to distance education, it’s not only complicated—it’s also new and it’s changing. Although the Department of Education has issued many new regulations, the online seminar Three New Distance Education Regulations: How to Comply focuses on three that have the most serious implications for online programs: 1) credit hour, 2) student authentication, and 3) last day of attendance (LDA).
Neither your institutional counsel nor your compliance officer can keep your program in compliance on his own. A well-informed, empowered faculty and staff can significantly decrease your exposure to potentially harrowing levels of government sanction. During this seminar, you’ll learn to: Any institution can create an effective compliance program. Topics Covered Seminar Benefits Intended Audience. How to Apply a Team Based Approach to Online Course Design.
As part of a series on instructional design, this post describes how teams can effectively and efficiently develop online courses . Adopting a team approach to course design particularly for online courses is becoming a prerequisite at education institutions. As courses become massive, blended or online as part of an institution’s online strategy, there is a need to expedite and standardize the process of course design. In the midst of researching for this instructional design blog post series, I realized most descriptions of the process of course design don’t address the multiple roles and expertise needed for the online delivery format. In this post I’ll focus on a paper, Colorado State University-Global Campus [Puzziferro & Shelton, 2008] which provides an excellent strategy for a collective course design approach applicable to higher education. Intellidemia. Concourse is an easy-to-use platform that improves student performance, faculty productivity, and administrative efficiency by getting syllabi online fast.
Concourse makes it easy to organize, share, and analyze course information. A Dozen Strategies for Improving Online Student Retention. July 8, 2013 By: Al Infande, EdD in Online Education Online student retention is one of the most critical components for the success of any college or university.
The key to a successful online retention program is the realization that student retention is everybody’s job. Signature Track. Student Persistence in Online Courses: Understanding the Key Factors. March 27, 2013 By: Maryellen Weimer, PhD in Teaching Professor Blog.
Virtual Internships. Online Education Experience. IMS Global: Learning Tools Interoperability. This page offers an introduction to IMS Learning Tools Interoperability® (LTI®), a brief history of the development of the specification, and details about current work being done by IMS and its members around LTI.
Links to other resources and information about how to get involved in the LTI work or to begin implementing the specification are also provided. Introducing Learning Tools Interoperability The principal concept of LTI is to establish a standard way of integrating rich learning applications (often remotely hosted and provided through third-party services) with platforms like learning management systems, portals, or other educational environments. In LTI these learning applications are called Tools (delivered by Tool Providers) and the LMS, or platforms, are called Tool Consumers. History and Current Status of LTI Initally dubbed "Basic LTI", LTI v1.0 (released in May 2010) provides a simple but standard method to establish a secure link to a Tool from inside a Tool Consumer. New Criteria and Core Components. Please Note: On February 24, 2012, the Commission Board of Trustees adopted new Criteria for Accreditation, Assumed Practices, and Obligations of Affiliation.
The final versions appear below. They are effective for all institutions as of January 1, 2013. In the past the Criteria for Accreditation had been reviewed in their entirety every five years. Beginning in 2013, the Board will consider clarifying modifications to the Criteria, including the Assumed Practices, annually, usually with first reading in February and second reading in June.
The first such update has been posted in the policies and is available in the Criteria Booklet.
LMS. Experiencing E-Learning. Rocky Mountain College of Art and Design. Online Learning.