Blog Post #2

By: Michaella Lesieur

I am stepping back to last semester in this blog post as there was one particular chapter that resonated with the setting in which we are all teaching in now… I remember seeing the word of “accessibility” and yes… it can be an overly broad term; however, one that is critical to our courses. I read Chapter 2 Accessible from “Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors” which was written by Jessie Borgman & Casey McArdle during the Fall 2020 semester. When learning in the virtual space as educators we need to make sure we are meeting all of our student’s needs. This includes user-centered design, student-centered design, and universal design. This chapter gave me a chance to step back and assess how I was delivering my course. The chapter further stated the following scenario that works to showcase the importance of accessibility, “The instructor was so focused on just putting things online that he never thought about software compatibility, the size of documents for those using dialup (issues trying to download them), or the sustainable implications of creating an accessible online space for learning” (35). Looking at the platforms we use and looking at our course sight from a bird’s eye view and then a closer look can help us to see how students are receiving information. Another element to keep in mind is some of these students may have a disability that may make it more challenging to work on these software’s in the remote space, by keeping this in mind we are able to tailor how we go about designing our course content and lesson plans.

I thought the following article was extremely helpful when looking at accessibility and how to make it more inclusive for all learners especially those with a disability. The article, When Virtual Learning Barriers Collapse, Inclusion Expands although, is more tailored towards k-12 education I feel it can be adaptable to college as well. One main point that it draws upon was working together as a team to create a space that is inclusive. In doing so the author Ari Flewelling states that “This work is not just for technology departments to manage alone; it is essential for curriculum and instruction departments to partner with technical staff.” When working together we are able to brainstorm various scenarios and ideas which will create a more inclusive space for our students.

When thinking of accessibility in my virtual classroom I work to create a blend. In doing so I have created newsletters for visual learners, zoom breakout activities for verbal and physical learners and etc. By creating a wide variety of mediums to produce your class content helps in the overall success of our students. What might be accessible for one student might not be for another. This can even look over to computer software’s. You want to keep in mind the tools in which we are asking our students to use. Are they accessible on tablets, or Chromebooks, MacBook’s and etc. Some of my favorite mediums and methods to use include:

• Canva
• Google Docs
• Word Cloud
• Weekly Reminders with pictures
• Zoom Meets
• Breakout rooms in zoom
• Offering flexible office hours
• Referring students to the MCC
• Creating a conversation-based class/ Open the floor to student’s

In doing so this helps to keep the course content accessible and fresh. It does not adhere to just one learning style and also works to change it up. Likewise, each software and method is adaptable and is free for students to use. It helps to incorporate tools that are inclusive and works to help students who might need a little extra guidance or a more hands on approach.