Evaluating Instructor Strategy and Student Learning Through Digital Accessibility Course Enhancements
Evaluating Instructor Strategy and Student Learning Through Digital Accessibility Course Enhancements
复制标题
通过数字无障碍课程增强评估教师策略和学生学习
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Amy Hurst
中科院分区：
文献类型：
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作者：
C. Kearney;Devorah Kletenik;Kate Sonka;Deborah Sturm;Amy Hurst
由于缺乏认识和培训，即将毕业并进入技术设计和开发领域的大学生在支持数字无障碍方面准备不足。Teacher Access是一个由10个行业合作伙伴、5个倡导团体和20个大学合作伙伴组成的联盟，致力于解决这一问题。为了弥合向学生传授的知识和行业日益增长的需求之间的差距，这里描述的倡议旨在授予教师补助金，以支持技术相关课程中无障碍模块的开发。在我们的研究中，我们调查了学生在这些模块的教学前后以及教师策略方面对可访问性的态度。我们发现，在所有课程中，学生对与可访问性相关的概念的信心都有所增加。学生对定义《美国残疾人法案》(ADA)和《网络内容无障碍指南》(WCAG)的信心增加最多。我们的工作做出了以下贡献：1)详细描述了无障碍如何被整合到18个不同的大学和学院课程中；2)参与教学的教师发现了有效的教学方法；3)资源材料开发的洞察力。
University students graduating and entering into technology design and development fields are underprepared to support digital accessibility due to a lack of awareness and training. Teach Access is a consortium of 10 industry partners, 5 advocacy groups, and 20 university partners working to address this issue. In an attempt to bridge the gap between what is taught to students and the increasing demand from industry, the initiative described here was aimed at awarding instructor grants to support the development of accessibility modules in tech-related courses. In our study we surveyed student attitudes toward accessibility pre- and post-instruction of these modules, as well as, instructor strategy. We found that across all courses, student confidence in accessibility-related concepts increased. The largest increases were found in student confidence in defining the Americans with Disabilities Act (ADA) and the Web Content Accessibility Guidelines (WCAG). Our work makes the following contributions: 1) A detailed description of how accessibility was integrated into 18 different university and college courses 2) Instructional delivery methods found to be effective by participating instructors 3) Insights for resource materials development.
教学可及性：大规模教师专业发展的设计探索
DOI：
10.1145/3287324.3287399
发表时间：
2019
期刊：
ACM Technical Symposium on Computer Science Education (SIGCSE
影响因子：
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作者：
Kawas, Saba;Vonessen, Laura;Ko, Andrew J.
通讯作者：
Ko, Andrew J.