Sample Sites to Help Students Determine if Distance Education is for Them
Do I Want to Learn at
a Distance? Distance-Educator.com
Are Distance Learning Courses for Me? Center for Independent Learning
Example Study Guides
Technikon George Campus Agricultural Management III
Mississippi State University AISE 8103
(Because this is such an important area, we have provided several subheadings dealing with Web and accessibility topics.)
Chong, C. (2002). Web Accessibility: Making Your Web Site Accessible to the Blind. Retrieved January 26, 2004, from http://www.nfb.org/tech/webacc.htm
Isom, J. (2000). Web Access for the Blind: Freedom, Frustrations, and Fixes. Retrieved January 26, 2004, from http://www.webaim.org/techniques/articles/blind
Nielsen, J. (2000). Designing for Web Usability.
Paciello, M. G. (2000).
Web Accessibility for People
Robertson, J. S. (2002). Making Online Information Accessible to Students with Disabilities. The Technology Source(July/August).http://ts.mivu.org/default.asp?show=article&id=948
Robertson, J. S., & Harris, J. W. (2003). Making Online Information Accessible to Students with Disabilities, Part II. The Technology Source(January/February). http://ts.mivu.org/default.asp?show=article&id=1008
Schmetzke, A. (2001). Online Distance Education - "Anytime, Anywhere" but Not for Everyone. Information Technology and Disabilities, 7(2). http://www.rit.edu/~easi/itd/itdv07n2/axel.htm
Smith, A. (2002). Understanding Web Page Accessibility: A Focus on
the Visually Impaired. TechKnowLogia, 4(3), 71-72. http://www.techknowlogia.org/TKL_active_pages2/Archives/main.asp?IssueNumber=17
You need to navigate a bit to access this article. From the Archive page, select the July - September 2002 issue. Click the "view full table of contents" link. Scroll down the table of contents to the "Technologies Today" section. Select Smith's article in html or pdf format.
Thomas, M. M. (2003,
January). Accessible Web Pages:
Advice for Educators. Syllabus, 16, 26-28.
Web Accessibility Initiative
The Web Accessibility Initiative established the initial guidelines for accessible design.
Section 508 Standards
This page contains the original Federal Access Board’s Standards for Electronic and Information Technology
This is the central site for Section 508. It is designed to assist Federal employees in understanding and implementing the Section 508 guidelines.
Web Accessibility Resource Sites
National Cancer Institute
An extensive resource site devoted to accessibility.
WebAIM (Web Accessibility in Mind)
WebAIM is a FIPSE & LAAP grant-funded project coordinated by
. It is specifically focused on assisting higher education institutions to identify and solve web accessibility problems. WebAIM also hosts an open discussion forum on accessibility issues. Utah State University
EASI (Equal Access to Software and Information)
EASI provides training opportunities and resources. EASI also publishes the Information Technology and Disabilities (ITD) electronic journal.
The National Center for Accessible Media
A national research and development facility that works to find solutions for making multimedia accessible.
for Technology Access Alliance
Provides information and support services to children and adults with disabilities.
Web Site Validators
The Cynthia Says Portal
Wave 3.0 Accessibility Tool
Webaim Screen Reader Simulation
Simulates the experience of using a screen reader. Illustrates how inaccessible content affects screen reader users.
Webaim Low Vision Simulation
Simulates the experience people with specific visual impairments (macular degeneration, cataracts, and glaucoma) have when trying to view a web site.
Vischeck Color Blindness
Provides information about color blindness. Allows you to test web pages through a color blindness simulator.
Accessibility refers to ensuring that course content and associated instructional activities, regardless of form or structure, can be accessed and used by all people, regardless of their abilities.
Auditory learners would rather hear someone read a lesson than read the lesson themselves. Auditory learners learn best when interacting with others in a listening/speaking activity.
Disability as a physical or mental impairment that substantially limits one or more major life activities
Formative assessments take place during the course.
Kinesthetic learners appreciate the opportunity to physically manipulate
objects to derive meaning.
Summative assessments take place at the end of a course.
Visual learners prefer text, graphs, charts, diagrams and photos to assist their understanding.
Factors Affecting Success in Distance Education
General Characteristics of Typical Distance Education Students
Distance Education Students' Frequently Asked Questions
Support Structures for Students
Example Objects for Students to Manipulate
Rollover example 1
Rollover example 2
Drag and drops
The examples presented here were developed by the International Rice Research Institute in the Philippines. IRRI has granted Roadmap to Effective Distance Education Instructional Design permission to include these examples.