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Staff Learning Community (SLC)

Join a dynamic Faculty Learning Community to enhance teaching practices with Universal Design for Learning (UDL) and accessibility training. Explore benefits, overcome challenges, and develop practical strategies for inclusive education.

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Staff Learning Community (SLC)

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  1. Staff Learning Community (SLC) Dr. Deb Castiglione, EdD, ATP University of Kentucky

  2. Learning Objectives • Discuss the formation of a staff learning community. • Express the importance of collaboration in UDL and accessibility training. • Identify the benefits and challenges of a staff learning community (SLC).

  3. Learning Communities • Student Learning Community • Community of Study • Community of Practice • Faculty Learning Community

  4. Faculty Learning Community • Cross-disciplinary faculty (graduate students, staff) • 6-15 (8-12) • Faculty lead • Yearlong – regularly scheduled • Topic- or cohort-based • Curriculum of enhancing teaching & learning • Active collaboration • Seminars & activities • Community building • End product or results

  5. Staff Learning Community (SLC) • Established learning outcomes • Membership: • Create a list of potential members • Solicit instructional designers • Seek associate dean recommendations

  6. Established Learning Outcomes • Identify avenues for educating faculty & staff in UDL & accessibility • Discuss best practices for incorporating UDL & accessibility into • Microsoft Word • PowerPoint • Excel • PDF Documents • Multimedia (audio & video) • LMS/Web (in conjunction with Marketing/PR) • Other

  7. Established Learning Outcomes • Establish topic teams & responsibilities • Design & develop instruction & support materials • Schedule & deliver instruction to faculty & staff; share support materials • Appraise, critique, & revise instruction & support materials

  8. Request for Participation • SLC description • Learning outcomes • Representation • eLearning/Distance Learning & Student Media Depot - ITS • Marketing/PR • Human Resources (training) • CELT • The Hive • DRC • Library • Colleges • Ask • Formal invitation

  9. April 2017 • Kickoff planning • Welcome email w/doodle poll • Meeting announcement • Outlook invitation

  10. May 2017 • Kickoff meeting • 16 attendees • Introductions • Overview • Expectations • Top Ten • Bookmarks • www.uky.edu/udl • Team selection • Meeting dates

  11. Team Assignment • 4 per group • PowerPoint • Word • Multimedia • LMS/Canvas/HTML • 1x per month • Team leader • Workshop • Support materials

  12. June 2017 • UDL & Accessibility presentation • Meet in teams • Team roles • Needs moving forward • Next meeting • Beginning planning • Meeting invites (through June 2018) • Digital resource list shared

  13. July 2017 • Canvas & UDOIT overview • Encouraged to meet with others • Deb direction email • Google folder created • Deb to team meetings • Workshop template created • Revision of Top Ten • Language resources

  14. August 2017 • Screen reader overview • Deb to meetings – optional • Top Ten as an acronym

  15. September 2017 • Team updates • Retreat discussion • Team work • Donations for retreat • Retreat Doodle poll • Retreat save the date • Retreat invitation • Member survey • Top Ten (Plus One) – DESIGN SMART • Down 2

  16. October 2017 • Read&Write Gold • DESIGN SMART • Survey feedback

  17. Survey Results • Why - goals/purpose • SLC learning outcomes • ADDIE • Audience • Workshop learning outcomes • Evaluation • Timeline

  18. Goal/Purpose • Increase awareness of UDL & accessibility campus-wide • Increase the universal design & accessibility of digital materials to benefit all students, faculty, staff, visitors, etc. • Model & encourage others to incorporate UDL & accessibility • Part of a grassroots effort to grow UDL & accessibility on campus

  19. SLC Learning Outcomes • Identifying avenues for educating faculty & staff in UDL & accessibility • Discussing best practices for incorporating & assessing UDL & accessibility • Establishing topic teams & responsibilities • Identifying key UDL & accessibility considerations. • Designing & developing instruction & support materials • Practicing the delivery of workshop designed

  20. SLC Learning Outcomes con’t. • Collecting a larger body of knowledge in the creation of accessible materials. (train-the-trainer) • Appraising, critiquing, & revising instruction & support materials • Scheduling & delivering workshop to faculty & staff; sharing support materials through the UDL website • Evaluating instruction & support materials

  21. Workshop Learning Outcomes • Know why UDL & accessibility are important (intro slides) • Discuss the critical considerations for UDL & accessibility (intro slides) • Discuss how to incorporate UDL strategies & accessibility principles into X • X

  22. Proposed Timeline October 5th – Workshop outlines; top considerations November 2nd – Slides December 7th – Plan for support materials January 4th – Workshop February 1st – Final changes February 7th – Workshop retreat March 1st – Support materials complete/published March 19th – April 20th – Offer workshops (Excluding April 2-6) Anka Albrecht: www.netalb.com

  23. November 2017 • Just-in-time material access • DESIGN SMART infographic • Captioning • Engagement • Dates/locations - invites • We are here.

  24. In Discussion • Registration • Incentives • Name (for promotion) • Promotion • Video • Delivery modes • Prequestionnaire • Evaluation • Introductory slides

  25. February • Retreat • Practice • Feedback • Train-the-trainer

  26. March/April/May 2018 • Support materials complete/published • Workshops offered (CELT) • Evaluation • Continuation plan(s) • Final celebration

  27. Challenges/Benefits/Suggestions • Time • Anticipate needs • Reiterate goals • Show appreciation • Share/show passion • Organization/facilitation/communication • Collaborative spirit/common goals • Dedication • Community • Great experience • 3 of us here

  28. Thank You Deb Castiglione, EdD, ATP Universal Design & Instructional Technology Specialist deb.castiglione@uky.edu

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