Getting Started: Course Overview

Welcome!

ASCCC OERI — Accessibility Basics is a self-paced course designed to introduce faculty to the what, why, and how of digital content in four editable formats that faculty are likely to use when creating or curating open educational resources (OER). You will work through the models progressively, starting with this orientation module, "Getting Started." Each unit of the course ends with a multiple-choice quiz that can be taken as many times as necessary to earn a passing score. Passing the quiz will unlock the next module. You can miss one question on each quiz and still pass. The last module will contain a cumulative test.  Like all the other assessments, you can miss one question and have multiple attempts achieve a passing score. Completion of this test will earn the Into to Accessibility Basics Course Badge.

Note on enrollment: You are able to read through the first module without logging in, but will need to enroll in the class to take the first quiz and move to the second module.  To enroll, please be sure you are logged into your home instance of Canvas first, then use the enroll link to access the course. If this does not work — or you are not faculty — please contact us for assistance. If you would like to earn Continuing Education Units, please refer to the syllabus. 

Course learning outcomes

The student learning outcomes for this course ("SLOs") reflect the accessibility knowledge that all faculty should have. At the end of the class, you should be able to create and review digital content using an Accessibility Checklist Links to an external site. and you will be able to:

  • Discuss the barriers created by inaccessible content and explain why accessible content benefits all students, not just those with learning differences.
  • Create accessible content in Canvas, Microsoft Office, Google Drive, and LibreTexts. With respect to Microsoft Office and Google Drive, the focus will be on Word and Google Docs. In all platforms, the following topics will be covered:
    • Creating descriptive hyperlinks.
    • Providing meaningful alternative text ("alt text") for images.
    • Applying heading and list styles correctly.
    • Applying table headers, determining scope, and providing descriptive caption to tables.
    • Providing accurate alternative formats for video and audio files.
  • Discuss how students are impacted by content that is not accessible.
  • Interpret results from accessibility checkers including the WAVE Web Accessibility Evaluation Tool Links to an external site.and the accessibility tools found in Microsoft Word and Adobe Acrobat.
  • Identify the limitations of automated accessibility checkers.