Online Self-Paced Program: Making Your Course Accessible in LMS

As you are aware, accessibility, is a critical factor in students' success. How can you make sure that your course materials are accessible? What do you need to consider?

This online, self-paced program introduces you to legal frameworks for accessibility and highlights how learners with disabilities participate in face-to-face, hybrid, and/or online classes. You will become familiar with evidence-based practices to develop ADA-compliant courses in the Learning Management System (LMS) and consider how to incorporate Universal Design to support your students’ learning. 

The online program consists of two modules: 1) Module One: Why Accessibility Matters? 2) Module Two: Designing an Accessible Course in LMS (five sections): Instructional Materials, Course Site Design, Hyperlink and Color, Course Multimedia, and Course Tools.

Learning Goals:

• Articulate the importance of accessibility;
• Integrate Universal Design in your course design;
• Apply evidence-based practices to accessible course design in the LMS;
• Refer to campus resources to address accessibility issues.

Please click on course enrollment to enroll in this online program offered in Bridge.  

This online program is entirely self-paced; you may expect to complete both modules within 60--75 minutes. Upon successful completion of the program, you will receive a Certificate of Completion to add to your academic portfolio.  

The program has been co-developed by VITAL and Learning Support Services (LSS) with support from Falvey Memorial Library, UNIT- Center for Instructional Technologies (CIT) and Multimedia Technologies.

Faculty Testimonials-List of Faculty "Graduates"

• "I really hadn't considered things like accessibility of pdfs. That really helped me appreciate accessibility at a new level and will be very useful as I teach an online course this summer";
• "I will take more measures to make all of my material more accessible";
• " This course gave me a new perspective about how the use of color could be difficult for people with colorblindness";
• "Making the course well organized and in small, manageable segments will also inform on my course design";
• "I will be more conscientious of the accessibility students have to my materials and course content. I am better prepared to meet unique learning needs in the future";
• "As I revise old and design new online courses, I will be mindful of making them in accordance with Universal design best practices";
• "Since it was a self-paced course, I was actually able to pull up my current course syllabi and run the accessibility check features after pausing the course. I loved that I was able to stop, look for mistakes I had been making, and correct them alongside the video. It was almost like a tutorial as well as informational";

Questions: Contact VITAL.