Lights, Camera, Action: What Happens to Accessibility When the Course Goes Live?


Students’ learning needs are not monolithic and have posited that inclusivity in online education should be multi-dimensional in order to break away from a one-size-fits-all model (Clow & Kolomitro, 2018).  Therefore, we need to rethink the QM rubric to be inclusive of the course delivery component vs only looking at the design. Moreover, Hollingshead and Carr-Chellman (2019) argued that as a result of the change in student demographics, there is an amplified need to create opportunities for student engagement through instruction and instructional design utilizing UDL.

Over the course of a year, three colleagues with expertise in differentiated instruction collaborated to design an online upper-division general education course that meets the diversity and civic learning requirements.  The two aims of the session will be: 1) to conceptualize what the difference between design and delivery is when you are trying to meet the needs of the diverse learners in your class and 2) to determine if making a change to the course once it's up and running is seen as course design or the course delivery?  During the proposed session, participants will be walked through the various engaging platforms the presenters tinkered with so future students could interact with one another, the instructors, while demonstrating an authentic understanding of the course content.  The presenters will discuss some of the student accessibility needs that quickly surfaced when the course went live. 


  • Session Brief Description (for program) – 500 character limit

Your Module Learning Objectives align with the Student Learning Outcomes and they take into account Universal Design for Learning (UDL).  You are ready for your students to be engaged, but the question remains, how do you truly know that every aspect of your course is accessible for ALL of your students?  This interactive presentation will illuminate how three colleagues collaborated to meet the students’ diverse learning needs as the course went live.

  • Learning Objectives (3 text boxes)
  1. Participants will examine the types of activities and assignments that are inclusive and accessible to students in an online course
  2. Participants will discuss the types of activities and assignments that are inclusive and accessible to students in an online course
  3. Participants will problem solve a dilemma that emerged in our online class


  • Planned Interaction with Participants

Participants will have the opportunity to share their own experiences with course accessibility and the inclusion of all students.  Participants will be invited to talk through how they have integrated UDL into their courses while taking into account student accessibility.

  • Intended Audience 

This session is intended for online course designers, instructors who are interested in meeting the needs of all of their students, and those who want to learn more about online course development using the principles of UDL.


Presenter First Name:
Presenter Last Name:
Presenter Email:
Names of Co-Presenters
Gina Michell
Margaret Clark