Assistive Technology in Assessment
I am a big proponent of both multimodal learning and Universal Design for Learning and while yes, we should consider assessment as a method of learning I hadn't really thought about assessment in these terms as much as I have everything else in a lesson. In this unit we have looked at various tools to accommodate those who may need it, addressed concerns within giving students extra time for reading and writing, and addressing individual needs. Within my eLearning team at GVSU I am one of the folks who focuses on accessibility with the technology we use, train, and implement in courses. I have always approached these from a UDL and pedagogical standpoint. I feel like specific accommodation tools, though sometimes and maybe often necessary, are a bandaid for maybe a much larger issue at hand. And I have always felt like this is sort of approaching the issue backwards a little bit.
Designing content in a course from the get-go with UDL in mind hits a much wider audience in your class. Setting up documents with the appropriate formate allows tools like screen readers to quickly go through your assessments or other course content that you're providing. It also allows those who need to tab through parts of a document or test to do so as well. Giving students choice on how they want to receive the content allows them to watch or hear lessons as well as read them. A lot of readings we do for this course, I download an audio file through Blackboard Ally have that play while I read the text and rarely will you catch me watching a youtube video without closed captioning on. I am not someone who has an identified need or impairment but it as a learner it helps me better understand and grasp concepts quicker, so I take advantage of that. Likewise to allowing students to learn in multiple modes is allowing them to assess in multiple modes. Often I see this look like allowing different deliverables for students in terms of a larger project. Instead of a paper, allowing them to make a video presentation or Thinglink poster or instead of a discussion board post allow them something like Flipgrid or Padlet. Giving students choice in how they want to assess, addresses the needs of those students who may need the extra accommodations but also builds buy-in in the lesson and assessment for students.
I realize what I am writing may seem like a lot of time to do it may seem unreasonable or unrealistic. For those who have very little time through this method are being asked to take up more time to redesign things entirely. However, I really think the most equitable approach in terms of assistive technology is design before it is a tool.
Designing content in a course from the get-go with UDL in mind hits a much wider audience in your class. Setting up documents with the appropriate formate allows tools like screen readers to quickly go through your assessments or other course content that you're providing. It also allows those who need to tab through parts of a document or test to do so as well. Giving students choice on how they want to receive the content allows them to watch or hear lessons as well as read them. A lot of readings we do for this course, I download an audio file through Blackboard Ally have that play while I read the text and rarely will you catch me watching a youtube video without closed captioning on. I am not someone who has an identified need or impairment but it as a learner it helps me better understand and grasp concepts quicker, so I take advantage of that. Likewise to allowing students to learn in multiple modes is allowing them to assess in multiple modes. Often I see this look like allowing different deliverables for students in terms of a larger project. Instead of a paper, allowing them to make a video presentation or Thinglink poster or instead of a discussion board post allow them something like Flipgrid or Padlet. Giving students choice in how they want to assess, addresses the needs of those students who may need the extra accommodations but also builds buy-in in the lesson and assessment for students.
I realize what I am writing may seem like a lot of time to do it may seem unreasonable or unrealistic. For those who have very little time through this method are being asked to take up more time to redesign things entirely. However, I really think the most equitable approach in terms of assistive technology is design before it is a tool.
Great points on how to implement UDL methodology into the courses as your working with the Elearning team! I like how you have closed captioning while watching a youtube video thats how i learn as well since its easier to keep focused when im watching something informational. It makes a big difference when their are students who have different learning abilities. Also i liked your point about how students can choose what medium to complete a project, it allows them to be creative and have some responsbility over their project as well as pick which medium works best for them.
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