Universal Design for Learning and Multimedia
Universal Design for Learning (UDL) guidelines are tools to implement the UDL framework. The UDL framework is utilized to improve teaching and enable accessible learning based on how humans learn (UDL: The UDL Guidelines, 2022). The role of media and multimedia in learning environments with UDL guidelines compliments the UDL framework and contributes heavily to accessible learning. In a learning environment with UDL guidelines, accessibility is provided for all types of learners. The role of media/multimedia in these learning environments is utilized as a bridge to provide accessibility within a classroom. For example, video presentations are heavily used in an online learning environment. Accommodating students with an auditory impairment requires using captions on videos to achieve inclusivity within UDL guidelines. Additionally, multimedia tools such as Text-To-Speech (TTS) complement students with reading impairments and help achieve representation in a UDL-endorsed learning environment. Ultimately, media and multimedia ensure that the UDL framework is deliverable for all students with different learning styles and disabilities.
Wave Accessibility Report
The WAVE web accessibility tool is a set of evaluation tools that web authors utilize to deliver accessible content to individuals with disabilities (WAVE Web Accessibility Evaluation Tool, n.d.). This evaluation tool is essential in improving accessibility and equity for websites and is an impactful tool for web design etiquette. In my experience using this tool, I decided to put the web address of my first blog: Week 1: Introduction to Interactive and Multimedia Learning. The results from the report indicate that I had seven alerts. I expected to have more alerts as I had thought my blog post was one-dimensional regarding the presentation. What surprised me the most about using this tool was the in-depth nature of the device and all the recommendations it had for my website. To improve accessibility within my web pages, I will ensure the embedded videos have closed captioning and that my heading and font sizes are more prominent. Other than that, the other recommendations are minuscule and do not affect readability and accessibility.
Text To Speech (TTS) Tools
Text To Speech (TTS) Tools are popular assistive tools that assist students struggling with decoding and having reading disabilities. As a student whose first language was not English, I relied a lot on TTS tools to help me focus on the meaning of words and learn English. Since TTS tools have relatively gained popularity over the last decade, I couldn’t experience TTS tools with different voices and accents. However, if I had the option to choose accents or different voices, I think I would stick with a voice that pronounces words accurately rather than selecting a voice with an accent from where I emigrated. From a learning perspective, it would help me pronounce words accurately and contribute to learning the English language perfectly.
Reflection
As a student who emigrated from the Philippines, inclusive design is significant to me. When I first started elementary school, anxiety was at an all-time high due to the communication barriers I experienced. Thankfully, the BC curriculum supported immigrants and provided English as a second language (ESL) programs to support learning. Without these programs, it would have been way more challenging to learn English at a young age. Ultimately, inclusive design should be universal in all learning environments. The freedom to learn should be and always be accessible and equitable.
References
UDL: The UDL Guidelines. (2022, September 2). Retrieved September 28, 2022, from https://udlguidelines.cast.org/
WAVE Web Accessibility Evaluation Tool. (n.d.). Retrieved September 28, 2022, from https://wave.webaim.org/
Hello Max,
I appreciate your succinct paragraphs and clean headings. I also agree with you about the significance of these tools; you know first-hand how important they are! I have a friend from Korea who continually expresses to me how helpful text-to-speech and closed captions are, not just for course content but also for learning English. It should become common practice to follow UDL guidelines, equity is necessary, and certain accommodations won’t hinder anybody else’s learning. In fact, accessibility within media/multimedia still helps me with my learning as an abled individual whose first language is English. I especially like to use text-to-speech programs, as I tend to absorb more information from listening than from reading. Do you still use TTS yourself?
James