![]() These enhancements may not be accessible, and may complicate rather than improve the learning experience for some students.Ĭreate accessible presenations and student interactions Make sure your tone aligns with the Harvard Library writing guideĪvoid experimenting with customized or novel digital features. Write in clear, concise sentences that are grouped into short sections Incorporate best practices for using headings Be descriptive and clear in your descriptions.įollow best practices for written content Keep in mind that expressions such as, “right here” or “here we see” or "in the upper-right" will not translate well to students who cannot see the screen. The relationship between two points on a map. Noteworthy facial expressions or visual characteristics of a photograph being discussed. Key steps in a technique you’re demonstrating. Discretely summarize key sensory elements: When speaking to a virtual class, imagine you’re on the telephone and your listeners cannot see what you see. #WHICH URC REMOTE CHOOSE HOW TO#If using Zoom, use the built-in function to create a recording and transcript.įor guidance on captions, review this tutorial on how to create captions using YouTube Studio ![]() Use a high-quality microphone and eliminate background noise.Įnsure that lectures and pre-recorded videos have captions and transcripts. Don’t cover your mouth while presenting, unless it is necessary due to your environment.Seeing the speaker helps maintain participant attention, and it can be helpful for students who are reading lips. Many Harvard-provided teaching tools, like Canvas and Zoom, are accessible. For questions about using an app from a third-party vendor, contact for teaching via videoĪlways turn on your video and face the camera. Remember: Students may choose whether or not they disclose their disabilities, and some disabilities are temporary or situational.Įnsure that any technology you incorporate in your class, such as tools from third-party vendors, conferencing platforms, polls, exam software, and research tools conform to the University’s procurement process and meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA. Inviting participants to contact you in advance of class to request accommodations such as live captions or materials in alternative formatsīeing prepared to send a set of accessible PowerPoint slides in advance of each lecture if requested. It’s a good idea to assume that your classroom is a diverse collection of learners, and each student may interact differently with the web and the course material. In fact, you’ve undoubtedly already taught many students with disabilities. Most disabilities, however, are not apparent even in person. Some disabilities that might be apparent in face-to-face interactions will not be apparent remotely. Use inclusive language about people with disabilitiesĬommunicate your expectations clearly, and make yourself available through email or office hours ![]() Relax-the first step is to continue doing all the things you already do that make you a great teacher: Courses that are designed with accessibility in mind contribute to an inclusive culture that complies with government regulations. ![]() ![]() It’s the responsibility of every instructor to provide an educational experience that conforms to the Harvard University Digital Accessibility Policy. Whether you’ve taught online for years or have recently moved to a virtual classroom, the User Research Center (URC) can help you create an accessible experience for all students, including students with disabilities. ![]()
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