This space provides guidance and examples to help you prepare course content (text, graphic and video) with ease. Use the left menu to access additional support in finding and using content/media safely and effectively. If you do not find what you are looking for here do not hesitate to Call (807.343.8010 ext. 7730), email (email@example.com), or stop by (LI 5014; after the pandemic!).
Additional resources such as audio, video, tables, graphics, and readings, are often an integral part of a course. The resources chosen should be carefully selected in support of the content, as well as be accessible and usable by the wide variety of learners in the online environment.
|Supply materials in multiple modalities|
|Supplying materials in multiple modalities provides access to all learners at all times. This can include video and audio files, accompanied by transcripts, a graphic image with descriptive text, or a written concept explained through a diagram or concept map. By creating materials, or selecting resources, that can be offered in multiple forms, learners can select the mode that best suits their learning needs at the time.|
|Select accessible resources|
|When selecting and posting online resources, ensure that they are accessible to everyone. All videos should include captions or have transcripts available, and audio files should also have a transcript. When posting assessment files, supporting documents, readings, or other resources, ensure the file is in an accessible format. If you require a textbook for the course, see if an accessible version can be made available, or if an accessible electronic version already exists. (See: Accessibility for Ontarians with Disabilities (AODA); Accessibility Rules for Educational Institutions (Ontario); Web Content Accessibility Guidelines - WCAG 2.0).|
|Choose resources relevant to content, activities and assessments|
|Any materials selected for the course should be relevant and support the learning outcomes, content, activities, and assessments of the course. The resources should provide the learner with opportunities to link concepts, establish new concepts and strategies, and solidify understanding. Your Liaison Librarian can assist with this.|
|Test for accessibility|
|VPAT's, or Voluntary Product Accessibility Templates, describes how a product or service features meet accessibility criteria of Section 508. Although this can be a good starting point for assessing the accessibility of product or service before incorporating it into your course, it is important to test all the functions of potential technologies. In testing consider the diversity of the learners that may enroll in the course, their needs and the potential adaptive technologies they may use to interact with the product and course environment. The Student Accessibility Services team can assist with this.|
Consider options available through the Library and the Bookstore:
- Course Reserves: https://libguides.lakeheadu.ca/find/course-reserves
- Faculty Guide to Open Educational Resources: https://libguides.lakeheadu.ca/opentextbooks
- Copyright Information and Resources: https://libguides.lakeheadu.ca/copyright
- Liaison Librarians: https://libguides.lakeheadu.ca/contact-us/liaison-librarians
- Course Materials Order Form: https://bookstore.lakeheadu.ca/faculty