Cultivating Awareness: One Online University’s Story

1. Cultivating Awareness: One Online University’s Story Jackie Dutot Karen Mattison July 12, 2010

2. Who We Are Jackie Dutot. • MA, Assistive Technology Applications Certificate. • Disability Services, Assistive Technology Specialist. Karen Mattison. • MFA. Current doctoral student. • Manager of Course Development.

3. Learning Objectives • Learn how one university is cultivating awareness in an online world. • Gain a better understanding of effective activities. • Use your own story.

4. Creating Awareness in an Online Organization • A story of an online university. • Our expertise is creating awareness.

5. The Setting: Capella University • 100% online. • Over 37,000 learners. • 5 schools offering 129 specializations: • School of Business and Technology. • School of Education. • Harold Abel School of Behavioral Sciences. • School of Public Service Leadership. • School of Undergraduate Studies. • 12% military. • Learners in all 50 states and 52 countries. • Accredited by The Higher Learning Commission and a member of the North Central Association of Colleges and Schools (NCA). • Member institution of Academic Quality Improvement Program (AQIP).

6. The Plot: Where We Began • Access issues were reported. • The search for fixes led to Course Development Department. • Course content was improved and learner gained access.

7. The Plot: Where We Began • We decided to become proactive! • Reviewed and improved courses for learner. • It worked: He graduated. • University wide course review began.

8. Character: Course Development • Course development is centralized: • Instructional designers + faculty experts = engaging, rigorous, accessible course experiences. • Project managers, editors, and producers contribute to accessibility. • Using accessibility checklist, we can check our courses for major accessibility issues.

9. Character: University Accessibility Project • University Accessibility Project was born. • A cross-functional team is answering, “How accessible are we?” • Goal: one year to evaluate situations and propose solutions.

10. More Characters: Necessary Partners • Business leadership — our sponsor. • Faculty and academic leadership. • Faculty training and development. • IT, including technology purchasing, Web and interactive design, and technology labs. • Curriculum & course content creation. • Legal. • Library and course material suppliers. • Marketing. • Learner support and advising. • Financial aid. • Enrollment and admissions.

11. The Plot Continues: Getting Support • Getting support from campus leaders. • Shared real stories of learner challenges. • Partnered with legal department. • Researched a business case for accessibility. • Shared external evaluation results.

12. The Plot Continues: Getting Support • Tied our story to business strategies. • Brought clear solutions. • Asked for support, not solutions. • Balanced the emotional pull with the business requirements. • We talked to everyone. We networked.

13. Questions We Asked • Business partners: what do you need? • Questions for vendors: • What efforts has your company made for universal design? • Do you have a 508 accessibility statement? • With which assistive technologies has your product been tested? Results? • What is your schedule for further improvement?

14. Free Resources • Borrowed a student story: WebAIM video. • WAVE, Web Accessibility Evaluation tool. • Web accessibility guidelines shaped a checklist for course development. • Found how-to guidelines for creating accessible documents. • Took every possible training online.

15. Measurements of Success • Successes: • External evaluation completed. • Internal review of departments completed. • Accessibility expectations added to processes. • Checklists and tools are created.

16. Measurements of Success • Additional Successes: • Increased awareness. • Staff members are interested and engaged. • Shared ownership of providing access. • Universal design discussions occurring. • Funding for additional resources.

17. The Next Chapter What’s your story?

18. What’s Your Setting? • Where does your content development live? • How can you look at your delivery structure? • What are your strengths? • What are your issues or fears about online delivery?

19. Who Are Your Characters? • Technology? • Academic? • Legal and policy? • Training?

20. Support from Campus Leaders • What are your top access issues? • What student stories can you share? • What data can you dig up? • What is the business case at your school? • How do your school’s values align?

21. Questions To Ask • What questions do you need to ask of your business partners? • Vendors and other providers?

22. Measurements of Success • Need to increase awareness? • Want to identify gaps? • Want to share the ownership of accessibility? • Need checkpoints? • Need accessibility added to course development process?

23. Use Free Resources • Determine what you need: • A portable student story? • Evaluation tools? • Checklists? • How-to guidelines? • Training? • Interns? Grad students?

24. The Cliff’s Notes • You don’t need: • A lot of money. • To answer every question. • A fix for every problem. • You DO need: • Your story. • Real student stories. • Ties to your institution’s values. • To talk to anyone who will listen.

25. Session Question How does this session help you understand where your campus stands in the paradigm shift from individualized accommodations to accessibility through universal design?

26. Session Question What from this session would you take to key stakeholders on your campus?

27. Session Question How might you implement a version of this story or a part of this story on your campus?

28. Session Question What are future implications from this story? Examples: • Training needs. • Change strategies. • Tools and resources. • Policies and procedures. • Research. • Involvement of personnel, students and others. • Procurement. • Coursework.

29. Contact Us Jackie Dutot • jacqueline.dutot@capella.edu Karen Mattison • karen.mattison@capella.edu