Open AccessInclusive Design for Online and Blended Courses
Author(s) -
Susie Gronseth
Publication year - 2018
Publication title -
educational renaissance
Language(s) - English
Resource type - Journals
ISSN - 2161-1602
DOI - 10.33499/edren.v7i1.114
Subject(s) - universal design for learning , blended learning , universal design , multimedia , computer science , online learning , educational technology , mathematics education , world wide web , psychology , machine learning
Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning materials, engage in learning experiences, and demonstrate the knowledge and skills they have learned. This paper describes practical applications of WCAG and UDL for the design and facilitation of inclusive online and blended courses in the post-secondary setting.