Talk:Creating Accessible Online Learning Materials, Focusing on Accessibility

Peer Feedback -- Abeukema (talk) 11:25, 22 November 2014 (EST)

Hi Gabriella

Very apt topic, I have recently been working on an online video project for a MOOC and questions of accessibility in videos has been coming up in meetings.

I would love to have a link to or higher resolution of the bicycle picture on your opening page. I found myself wanting to read everything on it with no way to do that.

The structure is good but navigation confused me a little. I was expecting to be able to go to a page for each unit then found the lessons rather than the units with pages. Having modules within the lessons was also slightly confusing as this terminology is usually used for the larger unit structure. Perhaps a brief section with directions for using the course would clear up how people should use it. I also find that including specific instructions for things like using the discussion tab to be a good idea when people may not be familiar with wiki editing.

I like that you have an ice breaker and seem to be structuring this as a course that will run with an instructor presence at a certain time. I have had some questions as to whether we are designing for that or self-paced use. My most recent understanding was as a self-paced resource – but certainly some confusion.

Overall you are doing an excellent job building your course.


Feedback Review


Thank you for the feedback. This is my first time designing an online course and so the actual structure and names (lessons, units, modules) are all foreign to me. I'm following the general structure that I have seen in past courses. In hopes to clarify I made changes to the main page and description of my mini course. I described the structure of this course and explained how to post assignments to the discussion page. I also replaced the photo (Accessibility bicycle because I was unaware the photo could not be expanded to read the small print. In researching this photo more, I realized it was created by the University of British Columbia and it had a workshop to go along with it, well the workshop is no longer available. If you would like to see more information you can visit the website

Thank you again!


instructor comment on your mini-course- -- Jianwei Zhang (talk) 10:58, 1 December 2014 (EST)

Gabriella, your mini-course presents solid information about the topic to address the learning objectives you've clearly identified. Nice work. You could make your mini-course more engaging and interactive, and better sequence the content within each unit/lesson.

  • In the beginning of your main page, you could include a set of specific examples of inaccessible online learning materials, so the participants have a sense of the importance of accessibility, and have a basic sense of it, which will be deepened through the lessons. These examples can be revisited and analyzed in your last lesson in which the participants will apply to what they have learned to suggest changes/improvements. This will form an learning process loop driven by authentic problems/cases.

  • Unit structure: consider removing the layer of units and simply organizing your mini-course as three lessons, each having its modules. I feel that you have too many layers currently.
  • Lesson 1: As an example to better sequencing your content within each lesson, you will sequence the lesson so the learner will begin with items that he/she most wants to know/understand, and then build on the knowledge learned to get to deeper issues, supported by specific examples instead of only general rules/principles. In this lesson, you may start with definition of accessibility, using examples of various online resources/media; then show its importance based on educational needs and legal requirements; and in the end give more extended information about the legal history. (Make sure you acknowledge the source for the text you quoted).
  • Your lesson 3 needs to be expanded to give more details of the lesson review and creation activities: Where do you want the participants find example resources to review and evaluate? (the examples mentioned above for the main page will make this clear) For the task of lesson creation, maybe you can ask the participants to identify what lesson materials they are likely to create in this school year (powerpoint, pdf, video, online courses...) and then create a plan to make such materials accessible.

Professor Zhang, Thank you for providing me with great feedback. on my mini course. I have changed the structure of my course to show three lessons and I've removed the units. I've added citations where necessary. I also posted several links to examples of inaccessible vs. accessible materials. I've expanded lesson 3 to clearly explain what I am looking for in the review and creation activities. Please provide your input. Gabriella