3JParker Inclusive Design Branching Scenario

Inclusive Course Design for All Learners

Jennifer Parker, Instructional Designer, M. Ed

• Instructional Designer & Trainer
• Learning Content Developer
• Multimedia Project Manager
• Diversity Advocate
• International Student Instructor

Certified in:

• Quality Matters (QM) Peer Course Reviewer
• Section 508
• (QM) Accessibility & Usability
• Project Management

Inclusive Course Design for All Learners

Inclusive Design

• Culturally Responsive Teaching Methods

• Universal Design for Learning

• Accessibility Guidelines (WCAG 2.2, ADA 508)

• Meyer's Principles of Multimedia Learning

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Inclusive Design Elements

AGENDA

Accessibility Foundations in Practice (UDL 4.2) Alt Text for Complex Images

pg. 5

Extending Inclusion UDL Adaptive Learning: (UDL 5.2) Branching Scenarios

pg. 4

pg. 6

Inclusive Syllabus Resource: UDL & QM Alignment

pg. 7

References pg.

pg. 8

Inclusive Design & Accessibility

Alt Text: Alternative text is used to describe the content & function of an image. Complex Images: Images that contain substantial information that can not be conveyed in short phrases. Why is this important to an educational institution? The U.S. Department of Education's National Center for Education Statistics (NCES) reported that 20.5% of undergraduate students had a disability in the 2019–2020 academic year - Only roughly 1/3 of those students reported this disability to their institutions. Pedagogy: Learners using screen readers may miss essential elements that are pedagogically tied to your learning objectives. Accurate descriptions ensure all learners can fully engage in your course content.

A work by Pablo Picasso was painted in 1937. It represents the horror of the bombing of Guernica during the Spanish Civil War, with distorted and expressive figures in a palette of white, black, and gray. Its cubist style and chaotic composition convey a powerful anti-war message.

Guernica

Pablo Picasso (Reina Sofía Museum, Madrid)

Guidelines for Alt Text for Complex Images

• Purpose matters: Write alt text based on how the image is used (art course, art exhibit, research article). Context-specific descriptions: customize alt text to the learning or teaching goal.

• Keep it Simple: Too much information can be a barrier to learning.
• Structure & Clarity: Describe from general to specific in logical order. Describe images top → bottom, left → right; use nested lists for charts, diagrams, or structured visuals; add supplemental text nearby if needed.

• Collapsible tabs for Supplemental text: Provide long descriptions in nearby text blocks or downloadable files. These give equivalent access to the content for learners with low or no vision in an online course; or if possible, consider tactile graphics.

• Describe distinct elements: Explain key figures, shapes, parts or features; explain relationships clearly. Avoid starting alt text with phrases like, "this image of or this picture of."

• Decorative images: Do not require descriptive alt text; use an empty alt attribute (alt="") so screen readers skip them.

• Detailed descriptions: Alt text is limited for user experience,

so be as succinct as possible, but as detailed as needed.

The Creation of Adam (1511) by Michelangelo is a fresco in the Sistine Chapel in the Vatican. It depicts God giving life to Adam with the tip of his finger, in an iconic composition of the Renaissance. It stands out for its dynamism and symbolism regarding the divine and human connection.

The Creationof Adam

Michelangelo (The Sistine Chapel, Vatican Museums, Vatican City.)

Complex Image Types

Bar Charts

Pie Charts

When to use complex images to convert into data tables? Or use alternative text options? Types of Complex Images that can be converted to accessible data tables: • Pie charts are good when showing percentage or proportional data. • Bar charts are used to compare data among categories. • Line graphs are used to compare changes over the period of time. • Complex tables can be broken into separate tables.

Line Graphs

Flow Charts

Diagram Charts

Illustrations

Event Name 5

Math & Graphs

Maps

Event Name 6

Alt Text Format Options

ALTERNATIVE FORMAT OPTIONS 1. Text Desciption Text description is the most common format that benefits learners broadly. Describe concisely, clearly, and meaningfully. Unnecessary words may confuse learners. 2. Convert Images to Data Tables: Present in correct reading order: from left to right and top to bottom. Include table caption and column/row headers. Yearly expenses and profits. 3. Lists: Convert flowcharts and bar graph data into lists: numbered lists for procedures & bulleted lists for items without a sequence. 4. Tactile Data: Tactile graphics are designed to deliver image content through touch.They associate tactile symbols & braille.

Best Practices for Images of Data

• Avoid alt tex phrases like “graphic of…,” or be redundant (use the same description as the body text).

• Not necessary to describe the visual attributes of the charts (i.e., orange wedge, gray lines) unless connected to assessment, for example, an exam question that refers to these attributes.

• List numbers from largest to smallest regardless of how they are presented in the image.

Event Name 5

Language Map

Top 10 Most Commonly Spoken Languages

English

Spanish

Mandarin Chinese

Language Map

Top 10 Most Commonly Spoken Languages

Russian

French

English

Hindi

Spanish

Bengali

Mandarin Chinese

Arabic

Indonesian

Portuguese

Alt Text Options: Pie Charts - Accessible Data Tables

Pie Charts show how a whole is divided into its parts. List numbers from largest to smallest, regardless of how they are presented in the image.

Alternative Format Option: DATA TABLES The pie chart can also be presented in a table data format:

Alternative Format Option: Data Table This pie chart represents the distribution of the top 10 most spoken languages in the world, (as percentages within this top 10 group).

Event Name 4

Alt Text Options: Line Graphs - Bulleted Lists

Alternative Format Option: BULLETED LISTThis line graph can also be presented as a bulleted list.

Line graphs are used to compare changes over the period of time. List the numbers from earliest to latest. Provide titles and axis labels. The growth of human population from the 1800s: • 1800 - 1 billion • 1930 - 2 billion • 1970 - 3 billion • 2000 - 6 billion • 2007 - 7 billion • 2025 - 8.2 billion

Event Name 4

Event Name 5

Alt Text Guidelines for flow Charts - Chronological Lists

Alternative Format Option 2. Flow Charts Flowcharts can be used to diagram a process or sequence of steps.

Alternative Format Option: TEXT DESCRIPTION this flow chart can also be presented in a longer text description:

How to order food: 1. Start order. 2. Order a sandwich. 3. Do you want fries? • If yes, order fries. 4. Do you want a drink? • If yes, order a drink. 5. Pay cashier.

Progress in action - steps to improve

Keep it up - You can do it!

You have made it this far, don't give up! Work out a plan that includes clear steps for improvement: This may include rehearsing in front of a mirror, using index cards to refer to, or memorize key ideas. Practice makes perfect!

Restart

Inclusive Course Design for All Learners

Inclusive Syllabus Design Resource

• Instructor-Student Support

• Representative Content

• Diverse Multi-modal Content

• Assessments & Feedback

References

Picasso, Pablo. Guernica. 1937, Museo Nacional Centro de Arte Reina Sofía, Madrid. © Estate of Pablo Picasso / Artists Rights Society (ARS), New York.

Works Cited in the public domain: Botticelli, Sandro. The Birth of Venus. c. 1485, Uffizi Gallery, Florence. Dalí, Salvador. The Persistence of Memory. 1931, The Museum of Modern Art, New York. di Lodovico Buonarroti Simoni, Michelango. The Creation of Adam. 1512, Sistine Chapel, Vatican City. Munch, Edvard. The Scream. 1893, National Gallery and Munch Museum, Oslo.

National Center for Education Statistics (NCES)

WebAIM: Alternative Text

W3C: Image Concepts W3C breaks down each type of image requiring alt text.

W3C: An Alt Decision Tree Not sure if you should use alt text or not? Use this decision tree from W3C.

W3C: Complex Images

Contact me for your accessibility needs! jenniferparkerdesigner@gmail.com

https://jenniferparkerdesi.wixsite.com/instructionaldesign

Branching Scenario

Start

UX Branching Scenario

Meyer's Principles of Multimedia Learning: Segmenting Principle: Deliver information in a manageable structured chunks, in an orderly method in a hierarchical manner, and to achieve the delivery of content that excites the brain. For this, animation and interactivity are two fundamental pillars. Multimedia for learning includes tags, windows, links, audios files and interactive apps interactivity to add additional content and add animation to engage the learner, using relatable simulations.

Next

You were recently hired for a role in a corporate position. You speak English proficiently, but non-natively. So you sometimes avoid speaking up at meetings. Can you make decisions that help you succeed in your work?

Your team has an important upcoming meeting with a business client. What do you do?

Come up with an excuse and don't go to the meeting.

Relax before the meeting, without taking time to review.

Review the agenda.

Read through the agenda to gather extra details, and practice some phrases to build confidence. You identify the points you want to make, and practice aloud delivering your ideas in English. You know that you can make a contribution in your subject matter in the meeting, but you still feel nervous. Your co-worker asks you how you feel about the meeting. What do you say?

Tell him you feel great and ready for the meeting even though you are feeling nervous.

Tell him you need a few minutes to regroup.

Tell him you don't feel well today.

You decide to relax after work, and not to think about the meeting. The next day at the meeting, the client asks you directly, Why do you think your team's strategy is the best fit for our needs? Unable to come up with a good response, your colleage takes over for you. The client doesn't address you again, and insead begins speaking with other members of your team. What do you do?

You receive a phone call and step out, but the phone call takes longer than expected, so you don't rejoin the meeting.

You stay in the meeting - but you start to feel anxiety.

You decide to take a 2-minute break to regroup your thoughts.

You step away to find a quiet place, do some quick breathing exercises and mentally prepare for the meeting. You tell yourself that your accent doesn't define your competency. You go back to the meeting, and it's your turn to share. You get so concerned about your grammar that you go blank. What do you do?

Take out your notes and read them aloud.

Ask a colleague to take over.

Pause to think about what your plan.

Your colleague takes over and speaks during the meeting. The rest of them meeting you are quiet, but decide there may be a good opportunity to speak up again. What will you do next?

Ask some insightful questions. Take a few minutes to regroup.

Take out your notes and read them aloud

Pause to think about what you reviewed and planned for.

You supress the anxiety, and find it difficult to concentrate on the conversation in the meeting. You avoid eye contact and let your co-workers guide the meeting. What's you next move?

After the meeting, you decide to set up a one-on-one with your manager.

You to take a 2 minute break to regroup your thoughts.

You decide to step outside to take a phone call.

You tell your team last minute that you can not attend the meeting. They seem surprised, but understand. They come back from the meeting, and all decide to go out for coffee. What do you do?

Even though you didn't attend the meeting, you decide to go out for coffee to catch up on the results of the meeting.

You decide not to join in because you didn't contribute to the meeting success.

You decide to go back to the office to catch up on emails.

Even though you are happy for the success of the team, you didn't join the team. The team doesn't invite you to the next meeting, so you feel alienated. What will you do?

Set up a check-in with your team manager to let him know that you are ready to commit to the success of the team.

You start to think there are no options for your improvement.

You set up a one-on-one meeting with your team manager, but unsure what to say.

10

You meet with your team manager. You manager notices that you are at times withdrawn, so he offers some helpful tips for improvement. What do you do?

Recognize that you manager has some insights to share and has the best intentions for your positive journey to success on the team.

You are reluctant to take his advice, but tell him you will reflect on his recommendations.

You start to lose confidence.

11

As you pause, a your colleague on your team makes a light joke to break the ice. This gets a laugh from the group, which relaxes you, so you begin speaking, and communicate effectively. After the meeting, your team is invited for coffee with the client, but you're worried about small talk. What do you do?

Pretend to have an important phone call.

Agree to go, but stay quiet and let other people socialize.

Engage in one-on-one conversation.

12

Referring to your notes are a good way to remember your presentation, but may not work to read it in its entirety. What will you do for next time?

Use index cards to just refer to highlighted main ideas

Just wing it and try to remember the basic ideas.

Let the anxiety take over.

exemplary outcome

High performance result- Well done!

You start the conversation with the client, but keep it around topics that you are familiar with. The more you talk with the client, the more relaxed you feel and establish a sense of empathy in the conversation. After the coffee break, your team feels confident that the meeting was a success! They congratulate you and thank you for sharing your important expertise with the group.

Restart

Progress in action

Well done!

You decided to join the group for coffee event though you didn't attend the meeting. You start the conversation with the client, but keep it around topics that you are familiar with. The more you talk with the client, The more relaxed you feel and establish a sense of empathy in the conversation. After the coffee break, your team feels confident that the meeting was a success. They appreciate that you joined them and encourage you to share your important expertise with the group in the next meeting.

Restart

Making steady progress

Growth mindset

By recognizing that you and your manager are on the same team and have common goals, you decide that you are open for improvement and up for the challenge. Taking on challenges allow us to grow and enrich our lives. Keep up the good work! You are well on your way!

Restart

You are building your skills!

Well done! You are on your way! "today is your day! Your mountain is waiting, so get on your way!" (Dr. zeuss)

You have made it this far, don't give up! Work out a plan that includes clear steps for improvement. This may include rehearsing in front of a mirror, using index cards to refer to, or memorize key ideas. Practice makes perfect!

Restart

Developing your skills

The growth mindset - embrace challenges as an opportunity for growth

We can all learn from our experiences - Leaving in the midle of a meeting for a phone call, or taking a personal call during a meeting, is not a common practice unless it is an emergency. However, there is always a chance for improvement. Take every challenge as an opportunity to improve. In every problem lies a chance to grow. By practicing your speaking skills, your confidence will improve. Take time to write down your goals, and ensure that the steps you are taking are aligned with your goal outcomes.

Restart

Developing your skills

The growth mindset - embrace challenges as an opportunity for growth

Don't ever give up! Giving up means there is no chance for success, but knowing you have options means there is always a chance for growth With the growth mindset, there is always a chance for improvement. Take this as a lesson to improve, and day by day review what lessons can be learned for a brighter future! By practicing your speaking skills, your confidence will improve. Take time to write down your goals, and ensure that the steps you are taking are aligned with your goal outcomes.

Restart

Guidelines

Purpose matters: Write alt text based on how the image is used (art course, art exhibit, research article). Concise descriptions: Summarize main elements for quick understanding; preferred unless the image contains critical information not available elsewhere. Detailed descriptions: Provide fuller context, key elements, relationships, and symbolism; useful for instructional or analytical purposes. Context-specific: Tailor alt text to the learning or teaching goal (e.g., historical context, symbolism, artistic style). Structure and clarity: Describe images top → bottom, left → right; use nested lists for charts, diagrams, or structured visuals; add supplemental text nearby if needed.

• Describe distinct elements: Explain key figures, shapes, parts or features; explain relationships clearly. Supplemental or tactile options: For highly complex images, provide long descriptions in nearby text blocks; consider tactile graphics (raised-line, 3D models, embossed diagrams) for low or no vision learners.
• Decorative images: Do not require descriptive alt text; use an empty alt attribute (alt="") so screen readers skip them.

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