Introduction

Welcome to my first design blog post! I wanted to share my journey and insights from a course I recently took at Arizona State University, where I’m pursuing an M.S. in UX Design. The class was called, “Design of Accessible & Inclusive Digital Learning.” This course opened my eyes to the crucial aspects of designing for online learners and its impact on user experience. The course covered topics such as Accessibility vs Accommodation, regulations and rules, evaluating accessibility, creating accessible learning materials, universal learning design, and cultural responsiveness, all combined to improve student learning opportunities.

Accessibility vs Accommodation

The course began by exploring accessibility vs. accommodation within learning environments. Accessibility is a broad-ranging proactive approach implemented to design for all users. Alternatively, accommodation is a reactive strategy implemented after the fact, based on an individual-based need approach (Unit 1: Accessibility and Accommodation, n.d.-a).

Diving deeper into the topic, I discovered that 8.5% of individuals have a disability, with the most prevalent one being visual impairments (Crow, 2008, p. 51). With nearly 1 out of ten students with disabilities, we designers must put in the extra effort to make materials accessible for all learners. Some accessibility-good design patterns included consistent layouts and headings, alt tags, subtitles, and video transcripts, avoiding triggering animations.

Regulations, Rules, Roles, and Responsibilities 

Next, I learned more about the Americans with Disabilities Act (ADA), Web Accessibility Content Guidelines (WCAG), and WCAG’s four principles of web accessibility (POUR). The ADA provides federal protection from discrimination for those with disabilities. The WCAG is a global organization aiming to make the web more accessible for people with disabilities. The WCAG’s (POUR) principles are perceivable, operable, understandable, and robust.

I created a POUR infographic for my class, as shown in the image below, which offers guidelines.

Infographic detailing the POUR Principles: Perceivable, Operable, Understandable, Robust.

Evaluating Accessibility

In our chapter called “Evaluating Accessibility,” topics covered the importance of headings and good design practices, especially for screen readers. In this module, we evaluated accessibility for a fictional Google Site called GreenPath Learning Hub. On this site, I discovered numerous accessibility issues, and as well as solutions. View my findings in this Google Doc Accessibility Evaluation Report.

See screenshot below of original GreenPath site, which indicates contrast issues, among other findings from my report. View Original GreenPath Learning Hub Site

creenshot of GreenPath Learning Hub website showing a hill graphic, mission statement, and list of learning modules.

 

Creating Accessible Learning Materials

I discovered some valuable insights on enhancing the accessibility of learning materials. These include utilizing multimedia formats like PDFs, incorporating video subtitles, and implementing alt tags for images.

I also took part in a hearing loss empathy challenge, where I was able to feel the frustration of trying to comprehend someone speaking in a video without a transcript or subtitles. Unpleasantly, I struggled to understand the plot of the video. The sound was muted, lacking any subtitles or transcript.

With my new multimedia insights, I enhanced the accessibility of the GreenPath site, I took the initiative to include a transcript below the video and implement closed captioning for the video. View GreenPath’s Improvement Video Page.

Universal Design for Learning

I was inspired to learn about Universal Design for Learning (UDL), which expanded my knowledge of Universal Design (UD). As a UX designer, I know what UD is, to design for all users. However, learning about UDL taught me how to embrace various learning techniques for students. I found this infographic helpful as shown below from our class readings, helpful for understanding the UDL guidelines.

The Universal Design for Learning Guidelines infographic by CAST, organized into three columns: Engagement, Representation, and Action & Expression. Each column is divided into Access, Build, and Internalize sections with specific strategies.

Image credit: UDL Website

For a UDL empathy challenge, we were instructed to restrict our mobility, forcing us to use a mouth stick instead of a mouse to navigate our keyboard. I used my iPad’s Apple Pencil and placed it in my mouth while attempting to type on my keyboard, only using my mouth stick. It was incredibly frustrating. From this exercise, I gained a deeper understanding of improving digital content design, particularly for users with limited mobility.

Please take a look at the image below for an example of a mouth stick device.

Man using a mouth stick to interact with an iPad on a table.

Image credit: Mundstab

To enhance my GreenPath site with Universal Design for Learning (UDL) principles, I thoughtfully refined the website’s design to address and overcome identified barriers. Check out the Google Doc for detailed insights on Barriers, UDL Checkpoints, and the Updates implemented. View Google Doc Barriers, UDL Checkpoints, and Updates

Cultural Responsiveness

In the last section of the semester, we explored cultural responsiveness, which involved integrating learners’ cultural identities and backgrounds into the design process. This approach aimed to enhance engagement and personalization by tailoring the lessons to their specific cultural identities. We implemented this in practice and improved our GreenPath Forward site for our final design. View GreenPath Learning Hub Final Design.

From our lectures, the video titled “Culturally Responsive Design Principles” discusses how this design practice empowers students to learn better through five design principles: multiple perspectives, critical lens, relevance, rigor, and relationships (Professional, 2021). I particularly enjoyed providing relevance for learners, allowing them to connect the learning materials to their own lives and identities, making it more applicable to their personal experiences.

View the video below:

Personal Reflection

Reflecting on the knowledge gained through this course, I am now equipped with a deeper understanding of inclusive and culturally responsive design. As a UX designer, I am committed to incorporating these insights into my work. The journey through this course has broadened my perspective and invigorated my approach towards creating more accessible user experiences.

In conclusion, the significance of inclusive learning design extends beyond meeting legal requirements; it fundamentally shapes the learning experience for all individuals. Embracing inclusive design fosters a sense of belonging and ensures that digital learning materials are accessible to everyone. As I grow as a designer, I will keep these lessons in mind when designing digital products, both as a learner and a user.

References

Crow, R. (2008). Four types of disabilities: Their impact on online learning. TechTrends, 52(1), 51–55. Retrieved from https://canvas.asu.edu/courses/187409/pages/u1-overview-and-learning-materials?module_item_id=13523041

Professional Development – FCPS. (2021, March 9). FCPS Culturally Responsive Design Principles [Video]. YouTube. Here is a link to a YouTube video: https://www.youtube.com/watch?v=Y6jLyuZ9H9A

U1: Accessibility and accommodation. (n.d.-a). Canvas, Arizona State University. Retrieved from https://canvas.asu.edu/courses/187409/pages/u1-overview-and-learning-materials?module_item_id=13523041

UDL: The UDL Guidelines. (n.d.). https://udlguidelines.cast.org/

Published On: June 26th, 2024 / Categories: Design for Learning /