Tag Archives: online

SCC is a member of the Instructional Technology Council (ITC) therefore you qualify for the course below. This will fill up quickly and Begins March 30th, 2015.

Web Accessibility MOOC for Online Educators (WAMOE)
Register to Attend!
March 30, 2015 Start Date
ITC is collaborating with Portland Community College and  to bring a free MOOC to ITC members and the online education community.

The Web Accessibility MOOC for Online Educators, WAMOE is now open for registration and is set to begin on Monday, March 30, 2015.

WAMOE is facilitated by Karen Sorensen, accessibility advocate at  Portland Community College, and Barry Dahl, senior community manager at D2L.

Registration is open to employees at ITC member institutions and attendees at ITC’s eLearning 2015 conference (held Feb. 18-21, 2015 in Las Vegas). Other interested individuals may apply on a space-available basis.

The MOOC is geared toward those who teach and support online courses, including instructional designers, instructional technologists, and accessibility coordinators. Most of the course is designed to be activity-based learning about making online course components more accessible.  The major course goals are as follows:

  • Goal 1: Build the personal knowledge base in Web accessibility for each participant
  • Goal 2: Create Accessible Photo Images, Diagrams, and Charts for Online Courses
  • Goal 3: Create Accessible Audio and Video for Online Courses
  • Goal 4: Create Accessible HTML Content for Online Courses
  • Goal 5: Create Accessible Course Content in Other Formats

This second offering of WAMOE will be limited to 500 registrants. In October 2014, more than 1,500 participants registered for the first offering of WAMOE. Here is what some of the WAMOE certificate holders had to say:

Testimonial #1: “This course was extremely well run and the communications were timely and informative. I can’t think of anything to improve! Great job andPLEASE OFFER IT AGAIN!! I have told many people about this MOOC and how beneficial it was, personally and professionally. THANK YOU for a job well done!”

Testimonial #2: “This course was incredibly informative. I learned so much that I will carry with me for the rest of my career. I really encourage you to offer it again, it was the best professional development opportunity I have ever had. I greatly appreciated Barry’s active participation in my discussion posts, and follow up on questions I posed about particular aspects of the activity.”

Testimonial #3: “The course was very well done. I appreciated the level of detail, and the consideration this was intended for working individuals who might not have had a great deal of time to devote to it. The module level outcomes were well done. Karen’s presence was evident in the material. I think her position is an emerging role. It was also obvious she looked at accessibility through a web developers eyes.

Decorative image of a reader

Photo credit: cohdra from morguefile.com

I still have gargantuan readers from my two favorite undergraduate courses. These monsters were painstakingly pieced together, article by article. Articles must have been added each year the class was taught, articles taken away as they became less relevant (hopefully), and of course, every contributing author was contacted and a price paid for the inclusion of their work and deservedly so—these beasts were over $90 bucks in in 1999!

As I set out to teach my first course last fall, I also painstakingly pieced together my reader, but this one’s all digital. Videos, articles, and audio files from open educational resources (OER)—if I could find them.  I relied on my own creations when Internet searches came up short: videos made with Camtasia or sound files saved on SoundCloud. Publishers definitely have enticing offers for educators in almost any subject but consider taking a look at OER resources before you send that textbook order to the bookstore:

OER Consortium



The resources above are “open” but perhaps you would like to use copyrighted materials. For these, you may want to become familiar with fair use guidelines and the Teach Act. If you are using the copyrighted material for your class, it’s usually ok if you are:

  • not making money off it
  • limiting the time students have to access it
  • only allowing enrolled students to see it
  • using only a portion (e.g., 10% of videos, 10% of original text, 10% of original music, up to 5 images from 1 artist)

If you are using more than those shares, attempt to find the rightful owner and ask permission.