The “annotations and resources” area of the ROC can assist me in strengthening the quality of my online course through clarification of the elements that make up the design & delivery criteria. 

If I am not sure what “accessible” items look like, I can look at the “annotations and resources” provided for each individual criterion in section 2. 
 
Once I am fully aware of what is considered “met” for that criterion, I can move forward to produce content that meet the accessibility criteria listed in the ROC and make my course as accessible as possible.
 
 

The annotations and resources sections link to important Inclusion and Diversity resources as well as specific PD courses and sample courses.  For the 2.1 Course Organization element, having access to the sample courses is crucial.  Also having the ability to access courses from the Commons area of Canvas is very helpful to a newbie like me.  For the 2.2 Course Navigation section, the link to modules for creating courses in Canvas is very helpful as well.  Each of the remaining sections related to access, alternative text, captioning and accessibility resources provide excellent links to samples or step-by-step on how to create a good course.  

I look forward to taking the course on Accessibility and Universal Design soon to further my skills in how to implement the Design requirements we have discussed in this course.

Q2—How can the annotations and resources in your identified section of the ROC guide you in strenthening the quality of your course? 

Along with the above, a Start Here module is included in my courses. As I teach ENC 1101, I have students with little experience with Canvas, online learning systems, and college work. Students go through tutorials along with written instructionsto better use Canvas.  This usually reduces a student’s frustration with having to learn the technology along with the course content. Further, these skills transfer well to current and future courses, which gives the student better control and focusing on course content instead of the online learning system. 

Thank you.

Misha  

“Welcome multimedia message can include a personalized introduction by the instructor; this may include various content types such as text with images, audio, video, animations, or interactive subject matter. Examples of content could include:

 an up-to-date personal introduction 

 graphic significant to discipline or personal photos 

 course overview 

 syllabus review 

 course schedule 

The resources, then gives an example Welcome Script. This is great because you can tweak it for your own classes.  

Question 2: The annotations are critical because they give faculty guidance on how to meet the requirements of the standard. Without that guidance, faculty would struggle to effectively meet the requirement of the standards.  Of course, the annotations do not cover all possible scenarios, so faculty will still need to seek out additional resources when they encounter issues that are unique.  The peer review process is also good for this purpose because it gives a faculty an opportunity to get feedback from someone who understands how to apply the ROC and who has also (in some case at least) experienced similar issues. 

Questions 3: I think I covered this question in my response to Question 2.  However, to add a bit more to my response, I would simply state that I would touch base with the instructional designers in the Teaching and Learning Centers. As it is, I already engage with them when I stumble into issues with the online course I currently teach.  While making my class ADA compliant, I would refer to the annotations for guidance, but would not hesitate to seek help from the staff at the Teaching and Learning  Centers.  

Cindy Boone

·       Question 1: How would meeting the criteria of your identified section impact the student learning experience in your course?

I am working on my weakness of engaged teaching. I already use welcome videos, and discussions, and announcements to remind them when an assignment/assessment is available and then a gentIe reminder the day it is due. 

But I want my students to hear from me when they do well on a test with kudos and then try to address my concerns that they did not do well and maybe create some sort of automatic check list to remind them of have they can succeed in this class. But I see that there is only 24 hours in a day, so I cannot see enough time in the day to keep on this. So, I need help with automatic triggers. In conclusion, I feel students would be encouraged with me doing this, but I need to streamline this idea.

·       Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course? 

Annotations that may help me with my goals to improve my online courses.

5.3 Contact struggling students, Resources: Academic Progress Policy and ASMT 1.4.6 The annotations go in detail as to what I need to do to enhance the criteria. The resources provide specifics how I can do this and sometimes examples.

2 5.4 Instructor structures opportunities for students to receive formative feedback.  Resources ASMT 2

·       Question 3: What additional resources might you need to have in order to further develop in this area? There is no question my greatest resources are the course designers our college provides. Without them I am lost and they are an endless source of ideas because they see so many different types of courses.