Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course and planning accordingly. Designing a course with principles of universal design in mind is an ongoing and creative process. One does not achieve the level of usability aspired to with a simple checklist, but with an open mind and a commitment to making design and inclusion a priority.

There are a few elements, though, that if taken into consideration, can enhance access and usability greatly. Knowing and incorporating these elements on the front end of the design process can save hours down the line.

Read the comprehensive guide at UA Little Rock’s website.

“Educational publishers such as Cengage, McGraw-Hill and Pearson are investing heavily in digital courseware — interactive, personalized course content that aims to improve the learning experience.

Videos, simulations, quizzes and built-in homework assignments make these products an attractive option for faculty and students alike. But not every student’s learning experience is enhanced by them. College accessibility staff say that digital courseware is frequently inaccessible to students with disabilities, particularly blind students who use screen readers.”

Read Lindsay McKenzie’s piece at Inside Higher Ed.

Moodle, the popular learning management system (LMS), has revolutionized education. Instructors can create online classes for anywhere, anytime learning; add assessments and activities; track student progress; calculate grades; and more. Students can access resources, complete assignments, and communicate with classmates and instructors—all from a single digital platform. This course demonstrates how instructors can get started using Moodle 3.8, including newer features such as forum enhancements.

LinkedIn Learning staff author Oliver Schinkten shows how to set up an instructor profile, create a course, and adjust course settings. Then find out how to add files, post announcements, and make quizzes. Finally, learn how to enroll students, grade assignments, and run reports.

Technology has changed the nature of education—and the jobs of educators. Online instruction requires different methods to help students learn. This course is designed to help corporate trainers and teachers update their skill sets to teach effectively online.

LinkedIn staff author Oliver Schinkten draws the connections between high-quality instruction and online education. He provides a framework for creating a digital classroom and guidance to get students interacting with the course material, the instructor, and each other. Collaboration is the key to making the learning experience more dynamic. Plus, Oliver shows how to make sure your lessons are accessible to students of all ability levels.

Accessibility is no longer just a “nice to have”, but is best practice for learning management systems – and in some cases, even required for compliance. Accessibility has gone beyond the physical classroom or workplace. Thanks to greater education, awareness, and legal requirements, it’s become increasingly important for schools, universities, and organizations to improve accessibility to their websites, apps, and LMS platforms.

But what does accessibility mean? And how accessible is your learning management system?

Read Ben Long’s piece at Blueprint.

“Accessibility is a key component of every piece of a course. All students, regardless of background or ability, should have equal access to education. Accessibility differs from accommodation in that accessibility is pro-active, while accommodations are reactive. Sometimes, accommodations are the best option; but many things can be made accessible in advance, making coursework smoother and easier for all students. These guides cover a wide variety of topics, from the importance of web accessibility to specific, technical steps that can be taken to improve the quality of your text, images, and media. Accessible design is good design for all students.”

How do You make a course accessible? Check out this in-depth guide by Northwestern University School of Professional Studies.

“This paper explores the current rising rates of online learning in higher education. It examines how disability is activated differently online and the impact of this on learning and teaching through the internet and the accessibility of two of the most popular learning management systems, Blackboard and Moodle, and the different approaches, benefits and problems associated with each system. It then explores the eLearning environment beyond the structure of a LMS to a broader digital campus that includes social networks, video hosting sites and micro blogging, where students and staff are increasingly expanding the learning and social environment in higher education. It also questions the legal and moral responsibilities of universities to make all their online activities accessible to all students, regardless of disability.”

Check out Mike’s article at the Disability Studies Quarterly.

Mike Kent is a Professor in the Centre for Culture and Technology at Curtin University in Perth, Western Australia. His university profile can be found here.

Faster students are smarter students. So declared Edward Thorndike of Columbia University’s Teachers College a century ago.

You would think we are more enlightened today. Unless you looked at Mingus Union High School in Cottonwood, Ariz., where students are required to wear a red badge that “publicly identifies and shames underperforming students.” (The policy has since been dropped.)

It is patently true that “Society rewards rapid thinkers!” as my high school humanities teacher, Mr. Sabo, said many times, usually as I searched my suddenly blank mind for an answer. But faster is not always right, and it is rarely an equitable measure of performance — or potential. Like racism and sexism, speedism (the belief that faster is better) is a contemptuous conceit that eviscerates our colleges and the souls of our most needy students.

Read Myk Garn‘s piece in full at Inside Higher Ed.