Read\/Watch<\/strong> <\/h2>\n\n\n\n\n- How Captions Increase ROI and Audience for Media Creators<\/a> (8 min) – Who benefits from accessibility modifications? And what are some design choices that benefit everyone?<\/em> <\/li>\n\n\n\n
- Making Videos Accessible: DO-IT Video (washington.edu)<\/a>(10 min) – An introduction to the accessibility features that can be built into online video. <\/em> <\/li>\n\n\n\n
- Inclusive Design for Social Media: Tips for Creating Accessible Channels (hootsuite.com)<\/a> (10 min) – Practical advice on how to avoid excluding people using assistive technologies from your social media sites – applicable to many other forms of media<\/em> (ignore the sales pitch) <\/li>\n\n\n\n
- Creating Accessible Text <\/a>(7 min) – A demonstration of how to make digital text more accessible to screen readers. <\/em> <\/li>\n\n\n\n
- Universal Design for Learning<\/a> (7 min) – An introduction to UDL and its use in the classroom<\/em> <\/li>\n\n\n\n
- 8 Basic Design Principles to Help You Create Better Graphics<\/a> (15 min) – These basic principles can make a big difference in the look and feel of your media\/multimedia materials<\/em>. <\/li>\n\n\n\n
- How to Avoid Death By PowerPoint | David JP Phillips | <\/a>(20 min) – Some key advice on how to use Powerpoint more effectively. <\/em> <\/li>\n\n\n\n
- How to Create an Infographic – Part 1: What Makes a Good Infographic?<\/a> (10 min) – An overview of the steps to building a good infographic<\/em> <\/li>\n\n\n\n
- White Space in Infographic Design: Why It Matters<\/a> (3 Min)- How to use white space, or negative space, effectively in your infographic design<\/em> (one of the most overlooked principles of graphic design)<\/em> <\/li>\n<\/ul>\n\n\n\n
Resources<\/strong> <\/p>\n\n\n\n\n- Universal Design for Learning Guidelines<\/a> (10 – 20 min) – Strategies for implementing the principles of Universal Design for Learning in designing for teaching and learning. I don’t expect you to read the whole site but bookmark <\/strong>this site so that you can refer back to it throughout the course.<\/em><\/li>\n\n\n\n
- WAVE Chrome, Firefox, and Edge Extensions (webaim.org)<\/a> – WAVE accessibility checker for the web<\/em> <\/li>\n\n\n\n
- Poet Image Description (diagramcenter.org)<\/a> – How to create effective image descriptions for your alt tags <\/em><\/li>\n\n\n\n
- WCAG – Contrast Checker<\/a> – Not sure if your text colour is dark enough? Check the contrast here. <\/em><\/li>\n\n\n\n
- What is Canva and why should you use it?<\/a> – A quick primer for people who have never used Canva before. <\/em><\/li>\n\n\n\n
- Finding Images and Attribution<\/a> – A tutorial to assist you finding images that are not subject to copyright restrictions. <\/em> <\/li>\n<\/ul>\n\n\n\n
Accessibility and Equity<\/h2>\n\n\n\n\n“Disability is a mismatch between a person’s abilities and their environment” <\/p>\nKat Holmes, Mismatch<\/cite><\/blockquote>\n\n\n\nWhen we incorporate an understanding of accessibility and equity into our designs for media and multimedia learning experiences we create a better experience for everyone. Captioning, transcripts, descriptive video, alt tags – these not only remove barriers, they also create multiple pathways for other learners. Incorporating accessibility factors into our multimedia design flow helps us avoid excluding learners and ultimately creates a better learning experience for everyone. <\/p>\n\n\n\n
Kat Holmes has developed three inclusive design principles, adopted by Microsoft and other technical designers, that seek to remove barriers. At the heart of these design principles is the recognition that disability isn\u2019t a lack of ability, it\u2019s a mismatch between a person\u2019s abilities and their environment<\/strong> (Holmes, 2019). Our goal as teachers and learning designers is to create learning environments that can match a wide range of abilities. <\/p>\n\n\n\n![\"Stick](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/C6RYtpgVAAQGOU_-768x1024.jpg\")
From Microsoft Inclusion Principles<\/sub><\/em><\/figcaption><\/figure><\/div>\n\n\n1. Recognize Exclusion<\/strong><\/p>\n\n\n\n\u201cExclusion happens when we solve problems using our own biases. Seek out exclusions as opportunities to create new ideas and inclusive designs.\u201d (Holmes, 2019) <\/p>\n\n\n\n
Think about the \u2018edge cases\u2019 in your learning group, the people with needs that are outside of the usual range. What design choices will exclude or impair their ability to access your learning environment? What choices could you make to remove or mitigate those barriers?<\/p>\n\n\n\n
2. Solve for One, Extend to Many<\/strong><\/p>\n\n\n\n\u201cDesigning for people with disabilities actually results in designs that benefit people, universally\u201d (Holmes, 2019) <\/p>\n\n\n\n
The primary use case for closed captioning in video is people with hearing impairments. But research shows that it also helps people learning the language, people listening with the sound off, and people who need more time to process information (Gernsbacher, 2015). The accessibility you build into your learning design creates a better learning experience for everyone. <\/p>\n\n\n\n![\"Sign](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/stepfreeroute-1024x683.jpg\")
Adobe Stock Photos<\/sub><\/em><\/figcaption><\/figure>\n\n\n\n3. Learn from Diversity<\/strong><\/p>\n\n\n\n\u201cHuman beings are the real experts in adapting to diversity. Inclusive design puts people at the center at the very start of the process.\u201d (Holmes, 2019) <\/p>\n\n\n\n
If you have the opportunity to test out your media\/multimedia project, look for diversity in your test group. Learn from the experts – the people who are already adapting to a world not designed for them. What adaptive tools and technologies are they using? How can you design your media or multimedia learning project to work most effectively with them? Or can you design it in such a way that those adaptive tools are not needed?<\/p>\n\n\n\n
<\/p>\n\n\n\n
These design principles have been adopted by Microsoft and other technical designers and engineers to avoid excluding users from their environments. Keep them in mind as you build your own media and multimedia to ensure that they include a wider range of learners. <\/p>\n\n\n\n
Practical Design Choices<\/h3>\n\n\n\n
So how do we incorporate these inclusive principles into our design choices as we create blog posts, screencasts, videos and other multimedia content? Here are a few promising practices to start with:<\/p>\n\n\n
\n![\"List](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/Headings.png\")
From Caitlin Cahill, The Geek You Need<\/sub><\/em><\/figcaption><\/figure><\/div>\n\n\nText<\/strong><\/p>\n\n\n\n\n- Use a simple, sans serif font that\u2019s easy to read<\/li>\n\n\n\n
- Use plain language and avoid unnecessary jargon<\/li>\n\n\n\n
- Follow grammatical rules and use upper and lower case appropriately<\/li>\n\n\n\n
- Use HTML for headings and subheadings instead of bold or underline or centering <\/li>\n\n\n\n
- Use descriptive links rather than spelling out a full URL (i.e., EDCI 337 course site<\/a> vs. https:\/\/edtechvic.ca\/edci337)<\/li>\n\n\n\n
- Don\u2019t use colour as an organizing tool on your page <\/li>\n\n\n\n
- Ensure that there is enough contrast between the text colour and the background<\/li>\n<\/ul>\n\n\n\n
![\"Woman](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/closedcaptions-1024x640.jpeg\")
From the BBC and the UX collective<\/sub><\/em><\/figcaption><\/figure><\/div>\n\n\nVideo<\/strong><\/p>\n\n\n\n\n- Add captions and edit them for accuracy.<\/li>\n\n\n\n
- Add descriptions of visual elements in the video.<\/li>\n\n\n\n
- Download a transcript of your video and add it to your page.<\/li>\n\n\n\n
- Give users full playback controls so that they can control the pace and rewind as needed. <\/li>\n\n\n\n
- Use streaming servers for your video that can adapt to varying bandwidths<\/li>\n<\/ul>\n\n\n\n
<\/p>\n\n\n\n
Images<\/strong><\/p>\n\n\n\n\n- Always include alt text when you add an image to your page if the image is not decorative.<\/li>\n\n\n\n
- Make sure that the alt text is descriptive and useful to someone who can\u2019t see the page.<\/li>\n\n\n\n
- If the image contains text, include that in the alt text or consider putting the text elsewhere where a screen reader can read it.<\/li>\n<\/ul>\n\n\n\n
![\"An](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/alttextexample.jpg\")
From www.archives.gov<\/sub> <\/em><\/figcaption><\/figure>\n\n\n\nThere are many more design considerations that could be included in this list but this is a good place to start. <\/p>\n\n\n\n
Universal Design for Learning<\/h3>\n\n\n\n
Universal Design for Learning is a framework that grew out of research in cognitive neuroscience and the learning sciences, including some of the research on Cognitive Load and the Cognitive Theory of Multimedia Learning that we’ve been exploring this term. The framework promotes the use of flexible learning environments and learning spaces designed to accommodate a wider range of learner needs. Like the inclusive design principles, the research shows that this flexible learning design results in a better learning experience for all <\/strong>learners. <\/p>\n\n\n\nHow do these guidelines apply to interactive and multimedia learning?<\/p>\n\n\n\n
Engagement<\/h3>\n\n\n\n![\"Provide](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/UDLEngagement.png\")
From CAST.org<\/sub><\/em><\/figcaption><\/figure>\n\n\n\nBuilding user controls into media and multimedia players gives learners control over the speed and sequence of their learning, optimizing individual choice and autonomy. Removing extraneous load, applying Mayer’s principles, removes distractions. You can build collaboration into your use of media and multimedia by creating assignments and activities that engage a group and by using tools that allow for sharing and connection. You can create learning objects and lessons that reflect authentic learning and give meaningful feedback to support mastery. And finally, you can use media and multimedia platforms as a reflection tool to promote self-assessment skills. <\/p>\n\n\n\n
In this course, we use WordPress as platform for reflection, for shared learning, and as an authentic learning project by building a portfolio that can be adapted for future professional uses. We make goals and objectives available up front and we give you the flexibility to create projects that follow your own needs and interests. <\/p>\n\n\n\n
Representation<\/h3>\n\n\n\n![\"Provide](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/UDLRepresentation.png\")
From CAST.org<\/sub><\/em><\/figcaption><\/figure>\n\n\n\nProviding alt tags, captions and transcripts and providing user controls such as speed, rewind, and next buttons, gives learners the opportunity to customize their learning and provides alternative visual and auditory channels to process information. Structuring your content so that key terms and concepts are highlighted and connected will create better learning outcomes. <\/p>\n\n\n\n
You may notice in this course that we define the meaning of key terms like multimedia and interactivity up front and use multiple media types to explore content. We also refer back to principles and concepts that we’ve already covered, or you may have seen before, in order activate background knowledge, and highlight the patterns, big ideas and relationships between concepts. This is also Mayer’s principles at work, helping you manage the intrinsic cognitive load of the learning in this course. <\/p>\n\n\n\n
Action and Expression<\/h3>\n\n\n\n![\"Provide](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/UDLAction.png\")
From CAST.org<\/sub><\/em><\/figcaption><\/figure>\n\n\n\nWith media production tools becoming more and more accessible, allowing students to express their ideas and construct and compose assignments through multiple means, such as text, audio, video and images, can more easily be accommodated. <\/p>\n\n\n\n
You may also notice that the To Do lists and the structure of these modules help to support executive function by helping you with your planning and information management. By exploring and using a variety of tools in this course, we are helping you build fluency and providing support for practice and performance. <\/p>\n\n\n\n
Like Mayer\u2019s principles, we will be returning to UDL guidelines throughout this course. They provide a solid framework for a learner-centred approach to design that creates better learning experiences for everyone. <\/p>\n\n\n\n
<\/p>\n\n\n\n
Design Principles<\/h2>\n\n\n\n![\"Contrast:](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/contrast.png\")
from Adobe Design<\/sub><\/em><\/figcaption><\/figure><\/div>\n\n\nWith the tools that are available to us now, we can create quite sophisticated media and multimedia learning materials. But the effectiveness of our materials can be undermined by a lack of experience with basic graphic design principles. While we may never develop professional skills in this area, there is a lot we can do to improve the quality of our work and ultimately, create a better learning experience. Research has shown that it’s not just the addition of visual elements that improves learning, but the addition of well-designed<\/strong> visual elements (Mayer, 2012). <\/p>\n\n\n\nSo as you work with Canva to create infographics this week, keep these graphic design principles in mind (and identify in your blog post when you’re using it in your own work or recognizing it in someone else’s):<\/p>\n\n\n\n
\n- Focus on alignment<\/strong><\/li>\n\n\n\n
- Use hierarchy <\/strong>to help focus your design <\/li>\n\n\n\n
- Leverage contrast <\/strong>to accentuate important design elements<\/li>\n\n\n\n
- Use repetition <\/strong>to your advantage<\/li>\n\n\n\n
- Consider proximity <\/strong>when organizing your graphic elements<\/li>\n\n\n\n
- Make sure that your designs have balance<\/strong><\/li>\n\n\n\n
- Optimize colour <\/strong>to support your design<\/li>\n\n\n\n
- Leave lots of negative space<\/strong><\/li>\n<\/ol>\n\n\n\n
Presentations<\/h3>\n\n\n\n![\"Powerpoint](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/powerpoint.png\")
from MS Office 365<\/sub><\/em><\/figcaption><\/figure><\/div>\n\n\nPresentation skills are essential to any professional, but for educators it is particularly important. Being able to design and create effective Powerpoint slides to support your presentation will create a much better learning experience for your audience. <\/p>\n\n\n\n
In the video Death by Powerpoint<\/em> <\/a>in the Read\/Watch activities this week, David Phillips doesn\u2019t make explicit reference to multimedia learning theory, but it\u2019s important that we identify the theories that underlie the insights that were shared. Here are some of the key takeaways from the TEDx talk in the context of multimedia learning theories. As we talked about earlier, everything we do in this course is connected to these theories and principles. Make sure that you refer to them in your projects, posts and comments and point out the connections in your work:<\/p>\n\n\n\n
Resources<\/strong> <\/p>\n\n\n\n “Disability is a mismatch between a person’s abilities and their environment” <\/p>\nKat Holmes, Mismatch<\/cite><\/blockquote>\n\n\n\n When we incorporate an understanding of accessibility and equity into our designs for media and multimedia learning experiences we create a better experience for everyone. Captioning, transcripts, descriptive video, alt tags – these not only remove barriers, they also create multiple pathways for other learners. Incorporating accessibility factors into our multimedia design flow helps us avoid excluding learners and ultimately creates a better learning experience for everyone. <\/p>\n\n\n\n Kat Holmes has developed three inclusive design principles, adopted by Microsoft and other technical designers, that seek to remove barriers. At the heart of these design principles is the recognition that disability isn\u2019t a lack of ability, it\u2019s a mismatch between a person\u2019s abilities and their environment<\/strong> (Holmes, 2019). Our goal as teachers and learning designers is to create learning environments that can match a wide range of abilities. <\/p>\n\n\n 1. Recognize Exclusion<\/strong><\/p>\n\n\n\n \u201cExclusion happens when we solve problems using our own biases. Seek out exclusions as opportunities to create new ideas and inclusive designs.\u201d (Holmes, 2019) <\/p>\n\n\n\n Think about the \u2018edge cases\u2019 in your learning group, the people with needs that are outside of the usual range. What design choices will exclude or impair their ability to access your learning environment? What choices could you make to remove or mitigate those barriers?<\/p>\n\n\n\n 2. Solve for One, Extend to Many<\/strong><\/p>\n\n\n\n \u201cDesigning for people with disabilities actually results in designs that benefit people, universally\u201d (Holmes, 2019) <\/p>\n\n\n\n The primary use case for closed captioning in video is people with hearing impairments. But research shows that it also helps people learning the language, people listening with the sound off, and people who need more time to process information (Gernsbacher, 2015). The accessibility you build into your learning design creates a better learning experience for everyone. <\/p>\n\n\n\n 3. Learn from Diversity<\/strong><\/p>\n\n\n\n \u201cHuman beings are the real experts in adapting to diversity. Inclusive design puts people at the center at the very start of the process.\u201d (Holmes, 2019) <\/p>\n\n\n\n If you have the opportunity to test out your media\/multimedia project, look for diversity in your test group. Learn from the experts – the people who are already adapting to a world not designed for them. What adaptive tools and technologies are they using? How can you design your media or multimedia learning project to work most effectively with them? Or can you design it in such a way that those adaptive tools are not needed?<\/p>\n\n\n\n <\/p>\n\n\n\n These design principles have been adopted by Microsoft and other technical designers and engineers to avoid excluding users from their environments. Keep them in mind as you build your own media and multimedia to ensure that they include a wider range of learners. <\/p>\n\n\n\n So how do we incorporate these inclusive principles into our design choices as we create blog posts, screencasts, videos and other multimedia content? Here are a few promising practices to start with:<\/p>\n\n\n Text<\/strong><\/p>\n\n\n\n Video<\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Images<\/strong><\/p>\n\n\n\n There are many more design considerations that could be included in this list but this is a good place to start. <\/p>\n\n\n\n Universal Design for Learning is a framework that grew out of research in cognitive neuroscience and the learning sciences, including some of the research on Cognitive Load and the Cognitive Theory of Multimedia Learning that we’ve been exploring this term. The framework promotes the use of flexible learning environments and learning spaces designed to accommodate a wider range of learner needs. Like the inclusive design principles, the research shows that this flexible learning design results in a better learning experience for all <\/strong>learners. <\/p>\n\n\n\n How do these guidelines apply to interactive and multimedia learning?<\/p>\n\n\n\n Building user controls into media and multimedia players gives learners control over the speed and sequence of their learning, optimizing individual choice and autonomy. Removing extraneous load, applying Mayer’s principles, removes distractions. You can build collaboration into your use of media and multimedia by creating assignments and activities that engage a group and by using tools that allow for sharing and connection. You can create learning objects and lessons that reflect authentic learning and give meaningful feedback to support mastery. And finally, you can use media and multimedia platforms as a reflection tool to promote self-assessment skills. <\/p>\n\n\n\n In this course, we use WordPress as platform for reflection, for shared learning, and as an authentic learning project by building a portfolio that can be adapted for future professional uses. We make goals and objectives available up front and we give you the flexibility to create projects that follow your own needs and interests. <\/p>\n\n\n\n Providing alt tags, captions and transcripts and providing user controls such as speed, rewind, and next buttons, gives learners the opportunity to customize their learning and provides alternative visual and auditory channels to process information. Structuring your content so that key terms and concepts are highlighted and connected will create better learning outcomes. <\/p>\n\n\n\n You may notice in this course that we define the meaning of key terms like multimedia and interactivity up front and use multiple media types to explore content. We also refer back to principles and concepts that we’ve already covered, or you may have seen before, in order activate background knowledge, and highlight the patterns, big ideas and relationships between concepts. This is also Mayer’s principles at work, helping you manage the intrinsic cognitive load of the learning in this course. <\/p>\n\n\n\n With media production tools becoming more and more accessible, allowing students to express their ideas and construct and compose assignments through multiple means, such as text, audio, video and images, can more easily be accommodated. <\/p>\n\n\n\n You may also notice that the To Do lists and the structure of these modules help to support executive function by helping you with your planning and information management. By exploring and using a variety of tools in this course, we are helping you build fluency and providing support for practice and performance. <\/p>\n\n\n\n Like Mayer\u2019s principles, we will be returning to UDL guidelines throughout this course. They provide a solid framework for a learner-centred approach to design that creates better learning experiences for everyone. <\/p>\n\n\n\n <\/p>\n\n\n\n With the tools that are available to us now, we can create quite sophisticated media and multimedia learning materials. But the effectiveness of our materials can be undermined by a lack of experience with basic graphic design principles. While we may never develop professional skills in this area, there is a lot we can do to improve the quality of our work and ultimately, create a better learning experience. Research has shown that it’s not just the addition of visual elements that improves learning, but the addition of well-designed<\/strong> visual elements (Mayer, 2012). <\/p>\n\n\n\n So as you work with Canva to create infographics this week, keep these graphic design principles in mind (and identify in your blog post when you’re using it in your own work or recognizing it in someone else’s):<\/p>\n\n\n\n Presentation skills are essential to any professional, but for educators it is particularly important. Being able to design and create effective Powerpoint slides to support your presentation will create a much better learning experience for your audience. <\/p>\n\n\n\n In the video Death by Powerpoint<\/em> <\/a>in the Read\/Watch activities this week, David Phillips doesn\u2019t make explicit reference to multimedia learning theory, but it\u2019s important that we identify the theories that underlie the insights that were shared. Here are some of the key takeaways from the TEDx talk in the context of multimedia learning theories. As we talked about earlier, everything we do in this course is connected to these theories and principles. Make sure that you refer to them in your projects, posts and comments and point out the connections in your work:<\/p>\n\n\n\n\n
Accessibility and Equity<\/h2>\n\n\n\n
\n
Practical Design Choices<\/h3>\n\n\n\n
\n
\n
\n
Universal Design for Learning<\/h3>\n\n\n\n
Engagement<\/h3>\n\n\n\n
Representation<\/h3>\n\n\n\n
Action and Expression<\/h3>\n\n\n\n
Design Principles<\/h2>\n\n\n
\n
Presentations<\/h3>\n\n\n
![\"Canva](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/canva_screenshot-1024x508.png\")
![\"an](\"https:\/\/edtechuvic.ca\/edci337\/wp-content\/uploads\/sites\/11\/2022\/09\/5-tips-for-creating-an-infographic_orig.png\")