763 Alignment Chart

Plan to teach Universal Instructional Design to adult students in upper level undergraduate or graduate level courses online.
(use one table per terminal objective)
Module theme or Topic: What is Universal Instructional Design?
Terminal Objective: To identify the importance of web accessibility for course content
Enabling
Assessment Idea Absorb Activity
Objectives
Define universal
Discussion large Lecture video , with screensharing
instructional
group
design
Express why UID Collaborative
Read:
is important in
discussion large http://www.w3.org/WAI/intro/people-useonline learning
group
web/Overview.html

Determine who
benefits from UID

Discussion
small groups

Communicate UID Reflection

pedagogies and
best practices

Do Activity
Discussion:
choose 1 of 3
questions
Small group
discussion:
Brainstorm
diversity of web
users in an
online course

Read:
Continued
http://www.washington.edu/doit/universal- discussions
design-instruction-udi-definition-principlesguidelines-and-examples
Continued
discussions

Connect Activity

Explore the
interactive
features of what
it looks like to be
a student with
disabilities
viewing online
content

Write reflection
that links module
content to reallife experience or
generate a

hypothetical
experience
Module theme or Topic: Section 508 and WCAG 2.0
Terminal Objective: To summarize of basic Section 508 and WCAG 2.0 standards when designing online content
Enabling
Assessment Idea Absorb Activity
Do Activity
Connect Activity
Objectives
Define ADA and
Portfolio project Read: http://www.hhs.gov/web/sectionSmall group
Create a
Section 504 &
508/what-is-section-504/index.html
discussion:
chart/table
Section 508
discuss the
outlining Sections
Provide students with:
general premise 504 & 508; post
http://www.ada.gov/cguide.htm for
of Section 504 & to portfolio
reference
508. Collaborate
on how
institutions can
be affected by
non-compliance.
State WCAG 2.0
Portfolio project Read:
In a group
standards
http://webaim.org/standards/wcag/checklist
activity, create a
WCAG 2.0 tip
sheet; post to
portfolio
Communicate
Reflection
Read pages 1-4:
Reflect upon how
efficiencies in
writing
https://www.uoguelph.ca/tss/uid/uidto use the 7
implementation-guide-v6.pdf
designing
principles stated
content with
in the reading in
accessibility
working the a
from the
CME to create
beginning
accessible

Recognize
various adaptive
technologies that
communicate
with content

Collaborative
discussion
activity large
groups

In a large group
discussion,
share your
research and
teach back to
your peers
about different
adaptive
technologies

content from the

beginning of the
design process
Research various
adaptive
technologies
independently

Module theme or Topic: VARK

Terminal Objective: To identify VARK and learning modalities to create multi-modal content for online learning
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Define VARK and
Collaborative
Read and watch the videos:
Take the VARK
learning modalities discussion activity http://varkquestionnaire and
large group
learn.com/introduction-to-vark/
report your findings
about yourself in a
discussion with your
peers: http://varklearn.com/the-varkquestionnaire/
Articulate
Portfolio project
Review each of the learning
Create a chart that
strategies for
and reflection
strategies on this page:
you will post to
creating multihttp://varkyour portfolio
modal content
learn.com/strategies/multimodallinking learning
strategies/
modalities to the a

proposed method
of content delivery
Application of tools
to create multimodal content

Discussion activity
small group

Verbalize
interaction
strategies to CMEs
to assist in creating
multi-modal
content

Collaborative
discussion activity
large group

Research technologies to assist in

delivering multi modal content

Module theme or Topic: Differentiating Instruction for Online Learning

Terminal Objective: To create differentiated instruction for online learning
Enabling
Assessment Idea
Absorb Activity
Objectives
Define
Discussion
Read: http://education.cudifferentiated
activity small
portland.edu/blog/teachinginstruction
group
strategies/examples-of-differentiatedinstruction/

In a small group
discussion, post the
findings of your
research and
brainstorm
additional
technologies
In a large group, in a
reply only format,
create a statement
you would say to a
CME to promote
multimodal content
(example will be
provided)

Do Activity

Connect Activity

In a small group,
discuss the
practice of
differentiating
instruction in
online courses

Create a learner
analysis for your
portfolio; post to
portfolio

Articulate what
tiered
assignments are
and how they
benefit students

Portfolio project

Read:
http://www.teachhub.com/differentiatedinstruction-strategies-using-tieredassignments

Communicate
how projectbased learning
differentiates
online learning

Collaborative
discussion
activity large
group

Read: http://bie.org/about/what_pbl

Define DI
reflections on
practice

Reflection

Module theme or Topic: Evaluating Content and Design

Terminal Objective: To evaluate designed content for usability and accessibility
Enabling
Assessment
Absorb Activity
Objectives
Idea

Create a chart or
graph of various
tiered
assignments that
could be created
based on your
learner analysis;
post to portfolio
3 questions will be
provided, students
chose 1 question
to answer in a
large group
discussion
Write a reflection
on this module
and what was
learned about DI
and how to apply
it to a varying
audience of
online learners

Do Activity

Connect
Activity

Utilize WAVE Portfolio

Tool and how project
to use it to
assess content
accessibility

Watch:
https://www.youtube.com/watch?v=uNFwj0_78hE

Download the
WAVE toolbar
for Firefox or
Chrome
Extension

Define
usability and
accessibility
alerts and
errors

Discussion
activity large
group

Articulate
content
evaluation
strategies
based on
Section 508

Collaborative
discussion
activity small
group

Read:
Discuss the
http://accessibility.psu.edu/accommodations/usability/ differences of
usability alerts
and
accessibility
errors; how
does it impact
end-user
experiences
In small group
discussions,
brainstorm
how you, as
designers,
would hold

Practice
using the
WAVE tool
on various
web pages
then use the
WAVE tool
on a piece of
your content;
post a
screenshot to
your
portfolio
with an
analysis

and WCAG 2.0

standards

your content
accountable to
Section 508
and WCAG 2.0;
what is your
method of
transparency
in reporting?

Module theme or Topic: Assessing for UID

Terminal Objective: How to create assessment tools and practice assessment strategies that practice UID pedagogies
Enabling
Assessment
Absorb Activity
Do Activity
Connect Activity
Objectives
Idea
Communicate Collaborative Review: http://www.instructionaldesign.org/theories/
In a large
how learning discussion
group,
theories
activity
View: Ppt 1.13 UID
discuss
impact
large group
which
creating
learning
assessment
theory best
strategies
supports
web
accessibility
and
universal
instructional
design
Define
Portfolio
Read:
Create 1 summative
formative
project and
https://www.cmu.edu/teaching/assessment/basics/formativeassessment, 1 formative
and
reflection
summative.html
assessment, and 1

summative
assessments

Articulate
studentcentered
assessment
strategies

Explain how
VARK and
learning
modalities
can impact
assessment
creation
strategies

Portfolio
project

Read: http://www.studentsatthecenter.org/resources/student- In the

centered-assessment-resources
discussion
thread
provided,
post the link
to your
assessments
from your
portfolio.
Provide
feedback to
at least 2
peers'
portfolio
links
Collaborative
In small
discussion
groups, link
activity
back to what
small group
you learned
about VARK
modalities
and discuss
how you can
create
assessments
that enable

alternative/accommodation
assessment for the content
in your portfolio; post to
your portfolio
In your portfolio, post your
peers' assessment to your
link. Be sure to remove
specific names from your
peers' assessments.

different
learning
modalities