766 Alignment Template

Brief description of proposed project. (Be sure to remind me if this is to be online, blended, etc.)
Online, asynchronous professional development course for faculty and instructional academic staff who
teach online courses for the University of Wisconsin Madison, College of Engineering; Department
Engineering of Professional Development to teach web accessibility standards, Universal Design for
Learning principles, VARK learning modalities, and creating inclusive online learning environments using
various Web 2.0 resources.
(use one table per terminal objective)
Terminal Objective: Describe compliance and standards of web accessibility
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Define web
Group discussion:
Video
Complete visual,
In a discussion post
accessibility
assign a choice of
hearing, dyslexia,
with peers, discuss
questions for
and cognitive
what you
learners to choose
simulations
experienced while
from to write with
completing the
critical thinking and
simulations. Explain
reflection, utilizing
how it made you
module
feel to not use the
terminology, and
Internet or
assessment of
computer like
activity; rubric
youre used to.
Recognize how web Writing assignment: Video
Create a two-slide PowerPoint with bad
accessibility
white paper
accessibility and good accessibility. Write
impacts online
explaining
about the specific standards recognized
courses
differences
from the absorb activities and the
sources used to make the differences
Identify Section 508 between slides in
Read
Do
&
Connect
and WCAG 2.0

standards
Utilize various tools
to meet standards

activity, using
module specific
terms
Write a reflection
piece that will
follow a graded
rubric. Two
reflection questions
presented for
student choice.
Practical
application
expected.

between the two slides.

Read

Use a screenreader
or another assistive
technology to
practice using the
technology.

Choose one of two

reflection prompts
for connection with
expectation to use
vocabulary from
the content,
drawing upon
critical thinking and
real-life application

Terminal Objective: Examine Universal Design for Learning principles for online courses
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Identify learning
Synchronous group Read
Design a piece of
In your group,
theory and
discussion:
content that
decide on a time
foundational
students will have a
focuses on the 7
you can use a
framework
virtual roundtable
principles of
synchronous
associated with
discussion recorded
UDL/UID, and follow technology and
UDL
for content review
web accessibility
have a roundtable
and understanding.
standards.
discussion about
Points assigned.
SJET and how it can
be applied in your
context/environmen
t.
Analyze an online
Writing assignment: Video
Using the WAVE tool and the UDL
learning content
Following the
website, you will analyze a piece of real

piece designed
without UDL
principles through
a critical lens

rubric, write about

environmental
barriers in elearning design and
how to change the
barriers for
inclusive learning.

content from an online course. Identify

the areas of improvement needed based
on the WAVE assessment. Also, discuss
what you believe are barriers to the
content, creating a disabled learning
environment. How would you change
those barriers?

Terminal Objective: Apply social justice education theory to universal design guidelines
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Define social justice Summative
Read
Create a t-chart
In a discussion post
education theory
assessment: brief
that compares 3
(or using a voice
and the three
test focusing on
learning theories to technology) discuss
foundational points terminology
the social justice
an experience you
associated with
education theory.
had that included a
SJET, ableism, and
barrier to learning.
how SJET works
Have you ever been
with UDL. Twenty
identified as having
questions assigned
a disability? How
at 5 points each.
have you learned,
T/F, Multiple
and overcome
Choice.
environmental
barriers?
Articulate the
Reflection writing:
Video
In a group, create an informational sheet
foundational
discuss group work,
that aligns UDL framework with the
framework of UDL
what was learned
tenants of SJET. Explain how ableism is

in relation to SJET

through the group

work and how it
applies to UDL;
rubric.

defined by SJET. After completing the

informational sheet, your group will write,
in collaboration, a problem-solving
strategy using UDL and SJET to a given
hypothetical situation.