On March 13th, Noah Brubaker, PALNI’s Associate Director and Rebecca Johnson, Manchester University’s Virtual Instruction & Emerging Tech Librarian had the privilege of presenting PALNI’s Instructional Technology work for the global Library 2.019: Shaping the Future of Libraries with Instructional Design virtual conference.
Recordings for all sessions and keynotes can be found at this link: https://www.library20.com/page/recordings-id
NOTE: free site registration required for access.
If you’ve been interested in learning more about our instructional technology initiatives, or would like to get involved, our session titled Collaborating Deeply: Librarian and Instructional Technology Partnerships gives an overview of what we’ve been able to accomplish over the past year, and our work moving forward in 2019.
PALNI’s Instructional Technology groups have begun work in new topic areas, one being accessibility. A recent report will prove to be beneficial to this work. Details are below:
In 2018, the Web Content Accessibility Guidelines 2.1 (WCAG 2.1) were released as the first revision of WCAG since 2.0 in December of 2008. Educause’s Policy Office provided an overview of what occured in 2018 in the areas of accessibility law and regulation.
Quoting key takeaways from Educause Review’s Policy Spotlight:
- The US Department of Justice (DOJ) essentially reconfirmed its intention to avoid issuing digital accessibility regulations under the Americans with Disabilities Act (ADA).
- DOJ’s unwillingness to set regulatory standards for digital accessibility has not changed its long-standing position, however, that the ADA covers digital accessibility.
- In the absence of regulatory standards, various federal courts are responding to digital accessibility lawsuits in different and sometimes contradictory ways. They also continue to leave key questions unanswered – questions that one might expect regulations to cover.
- DOJ’s counterpart for accessibility compliance in the education space, the US Department of Education (ED) Office of Civil Rights (OCR), struggled with compliance complaints against institutions related to the ADA and Section 504 of the Rehabilitation Act, which establishes accessibility requirements for any educational institution receiving federal funds.
- The lack of both regulatory standards and a clear legal consensus in some areas continues to hamper compliance, but relative consistency on some points provides helpful markers.
Additional recommendations for next steps are offered within the linked documents.
Join PALNI’s Instructional Technology Advisory Group members for a webinar showcasing our completed 2018 Task Force work. Resources will be shared for your institution to modify and reuse from the following groups:
- Instructional Tech Tools Task Force
- Online Course Assessment Task Force
- Learning Management System (LMS) Evaluation Task Force
Please join us if you’re available:
What: Instructional Technology 2018 Task Force Show & Tell Webinar
When: Wednesday, January 16th from 3:00pm – 4:00pm
Where: Virtually connect with Zoom. Connection information can be found in the PALNI Community
For questions or PALNI Community access, feel free to contact Rebecca Johnson at email@example.com
PALNI’s Instructional Technology Steering group is in the process of forming 2 NEW! Task Forces as we kick off 2018. We’re looking for volunteers on a first come, first served basis, so if you have interest in either area mentioned below, please send your interest to Rebecca Johnson (firstname.lastname@example.org). Our hope is to have a first meeting either at the end of January or beginning of February. Many thanks for your continued support of our work!
PALNI Instructional Tools Task Force – Proposed February – June Timeline
This task force is charged with developing a collaborative process to assess and document instructional technology tools using commonly defined criteria for PALNI campuses and provide a clearinghouse for materials created. Work will include:
- Defining parameters to identify instructional technology tools to be assessed (i.e. pedagogical application, functional and technical support, implementation, fees, etc.)
- Defining a tool assessment process with consideration to the above
- Developing documentation standards/templates for assessment data, user education, and use cases
- Creating a clearinghouse portal from which materials can be managed and disseminated
PALNI Course Assessment Task Force – Proposed February – June Timeline
This task force is charged with identifying key course measures, developing a rubric or other assessment instrument, establishing a collaborative process for assessment, and providing resources for support and implementation available to all PALNI institutions. Work will include:
- Identifying key course measures to determine what will be more effective in a shared environment
- Developing a rubric or other assessment instrument that can be shared and adapted to individual campus contexts
- Establishing a collaborative process for assessment which can be shared, replicated, or conducted in conjunction with other PALNI institutions
- Providing resources for support and implementation such as guides, best practices, tools, or direct support
- Hosting webinars and beginning to work with other PALNI institutions directly