This project was built as part of my masters program in Instructional Design assignment to build a course on any topic that would be presented in either an asynchronous method or hybrid method.
Audience: Instructors, facilitators, and those who work with documents in an LMS setting, focusing on improving accessibility of course materials.
Tools Used: Word, Moodle, Adobe Acrobat, Blackboard, and PowerPoint
Digital Accessibility Bootcamp
Development and Instructional Background of Project
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For this course I primarily used Bloom’s Taxonomy for my objectives and skill progression which were structured around cognitive levels.
In my development I also used Gange’s sequence:
Gain attention - Orientation.
Inform learner of objectives - Clear learning goals and performance objectives.
Stimulate recall - Disability awareness and assistive technology foundations.
Present content - Modules on document structure, visual content, and remediation planning.
Provide guidance - Peer collaboration, feedback integration.
Elicit Performance - Hands-on remediation tasks, alt text creation exercises.
Provide feedback - Peer review and instructor feedback loops.
Asses performance - Competency-based assessments and capstone project.
Enhance retention/transfer - Ongoing monitoring protocols and reflection.
Using this I ensured learners not only acquire knowledge, but also practice, feedback, and real-world transfer.
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Define universal design principles and impact (cognitive)
Identify digital accessibility barriers within course materials (intellectual skill-classification)
Apply accessibility features in Microsoft Word (procedural skill)
Apply accessibility features in Microsoft PowerPoint (procedural skill)
Create appropriate alternative text for various image types (intellectual skill-rule application)
Evaluate course materials using accessibility assessment tools (intellectual skill: problem-solving)
Develop remediation plans for existing course materials (cognitive strategy)
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Reviewed what information could be utilized from sources that are commonly used, such as WebAIM. Reviewed exceptions to copyright when used in trainings that are free of charge, and credit is given to the citing source.
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Evaluation measures learners’ ability to transfer inclusive design knowledge into sustained workplace practice (Level 3-Behavior) and demonstrate impact on organizations’ accessibility outcomes (Level 4-Results).
Learners conduct a comprehensive accessibility transformation of their own course materials, which demonstrate behavioral changes and institutional impact.