The Engagement Fair this year will be virtual. To continue to provide a casual experience, all Engagement Fair content will be asynchronous to allow conference attendees to explore at their own pace. The content will feature information and resources on: assistive and accessibility technologies, document and web accessibility, accessible gaming, social media, and more. Engagement Fair content will be in the form of pre-recorded videos, web content specially developed for the Engagement Fair, or links to projects and resources.
All times listed are US Eastern Standard Time
Thursday, November 12
Reimagining the Accessibility in Mixed Methods Research
As an international deaf researcher, the speaker shares her own reflection on her doctoral dissertation, “Healthcare Providers’ and Deaf Patients’ Perspectives on Video Remote Interpreting: A Mixed Methods Study.” The speaker discusses how to reimagine the accessibility for cognitive interviewing, online survey design, in-person interviews, and data analysis. The speaker hopes that this presentation empowers both deaf and hearing researchers for teaching and preparing for research methodologies with transcultural and linguistic competence.
Cross-disciplinary reflections of accessibility in practice
- Session Number: 1B
- Additional Presenters: Sarah Wellman, Daryl McPadden, Katie McEwen, Antoinette Tessmer, Garth Sabo, & Elizabeth Tinsley Johnson
The Faculty Accessibility Fellows (FAF) Program provided proactive training for a cohort of educators seeking to design, establish, and maintain accessible environments in their teaching, scholarship, and professional activities. This training involved workshops, conferences, discussions, peer review, student interaction and feedback, and reflection. The program was built from a collaborative pedagogical network built on the foundation provided by RCPD’s student support, the technical framework developed by IT Services’ Digital Experience team, and the teaching and learning assistance provided by individual Colleges. This panel will be hosted by a subset of the fellows and will focus on their reflections of the FAF program and its impact on their courses.
Keynote: Reimagining Bodyminds and Access in Pandemic Times
- Session Number: 2
- Additional Presenters: N/A
This talk will discuss Dr. Schalk’s first book Bodyminds Reimagined: (Dis)ability, Race, and Gender in Black Women’s Speculative Fiction and explore how educators can take inspiration from speculative fiction visioning to reimagine access in the wake of the coronavirus pandemic. Dr. Schalk will reflect on the gifts and challenges of teaching in this cultural moment.
Students first: University students' experiences of accessible learning in the university classroomStudents first: University students' experiences of accessible learning in the university classroom Abstract
This presentation will provide a brief overview of preliminary findings of a current study wherein [undergraduate and graduate] students from a University in Toronto (Canada) were interviewed regarding their experiences of and perspectives on accessibility within their classrooms. Since the study is still currently underway, accessibility challenges precipitated by the COVID-19 pandemic are also present in student responses. This presentation will underscore the salience of putting student perspectives first when considering how to foster and support accessible learning.
Before and After: More than just accessible online course design
You will experience the stories from Team MAET (Master of Arts in Educational Technology) about how they dove into accessibility to improve the student experience. Managing the content for 13 fully online courses, they moved from basic accessibility practices to advanced. They will guide you through lessons learned, examples of changes, workflow recommendations, and their #1 accessibility tip in D2L. Come and join a space to ask, share, and leave empowered to support all learners!
Big Ten Showcase
Moderator: Jeremy Van Hoff
Time: 2:00-3:00pm ET
Institution: University of Michigan, Indiana University, University of Minnesota, Rutgers, University of Iowa, Michigan State University, University of Illinois - Urbana Champaign
- Session Number: BTAA
- Additional Presenters: N/A
The BTAA Showcase session is envisioned to be a time when accessibility experts from each of the BTAA institutions can highlight their campus’s recent achievements. This semi-formal session is intended to function as a coalescing event for all the accessibility initiatives across the BTAA.
Friday, November 13
Accessibility Starts with the Syllabus: Applying Universal Design to Course Policies
Only a fraction of students with disabilities seek formal accommodations. Following Universal Design for Learning, many instructors take a proactive approach to accessible course design, creating accessible instructional materials and using varied and inclusive pedagogical strategies. However, they may overlook course policies that create barriers. This talk explores how to apply universal design to course policies, identifying those that create barriers and adopting flexible alternatives that support inclusion and student success without requiring formal accommodations.
Embracing Accessibility for The Classroom
The presenters will share personally experiences regarding their journey adapting their content and methodology to make them accessible. In particular, we explain how this process helped improve our teaching by making us refine our goals and ensure that contents and methods built toward these goals. At the same time, we re-assessed the material for cases when accessibility was not easily feasible and decided what needed to be included in the class so that all students could meet the learning objectives. We include examples from Excel in Finance, Alt Text and captions in French, course structure and policies in German.
- Session Number: 5/Plenary
- Panel: Anna Forest, Jessica Lemond, Alina Zhuravel, Andrea Vortriede
From Classroom to Twitter: Forging an Accessible Pedagogy through Digital Communities
Using a spring 2020 course as its case study, this presentation considers the benefits and downfalls of transitioning courses online for disabled students and faculty. I focus on Twitter, in particular, as a technology that enlivens communication among students as they remain physically apart. I also emphasize how digital learning asks students to attend not only to the content of their courses but also their forms, thus better understanding their own and one another’s learning needs.
Benchmarking Digital Accessibility Policies and Practices
Awareness of digital accessibility has increased in the past decade and become a priority for institutions offering online courses, especially in the COVID-19 pandemic. This webinar presents the preliminary findings of a benchmarking survey on institutional policies, practices, tools, and professional development needs regarding digital accessibility in online courses.
How to Build a Bigger Table: Feminism, Disability, and Intersectional Education
This presentation begins by separately examining the disability rights movement and feminist movements before integrating Crenshaw’s concept of intersectionality. I then discuss issues of inclusion within both movements before moving to the final section. This section describes the ways in which intersectionality can guide us towards unified principles. This presentation will conclude with an examination of what educators should be teaching and what students should be learning from discussions about disability and/or feminism.
Game-Based Learning: The Importance of Accessibility and WCAG 2.1/2.2
Game-based learning (GBL) is transforming the landscape of education in K-12 and post-secondary schools. Some types of GBL include language learning, coding games, STEM to STEAM, brain training, and games for students with disabilities. These types of experiences are more often digital and use a mix of AI, AR, VR, MR, XR, and robots. In this presentation you will learn accessibility standards in Game-Based Learning experiences that align with the Web Content Accessibility Guidelines (WCAG) version 2.1, and the upcoming version 2.2, to alleviate barriers in digital learning.