Usability Assessment: Interface Evaluation Using Cognitive Walkthrough
Assisting Faculty with ESL Instruction: An Accessible D2L-based Approach to Professional Development
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Since resource availability for non-native English speakers is not guaranteed in higher education, my colleague, doctoral candidate Caitlin Chapman-Rambo, and I saw an opportunity for professional development. To help composition instructors respond to the needs of non-native speakers in the college writing classroom, we’ve developed an online training resource deliverable via the Tennessee Board of Regent's mandated course management system, Desire2Learn (or D2L). While my colleague's primary focus was the content, my focus was on course assembly and ensuring accessibility for all faculty members.
I included this work sample because I feel it demonstrates my ability to create accessible training for a variety of learners. I had an opportunity to showcase my skills in the use of D2L, a course management system used in community colleges in the state of Tennessee. Besides showcasing my strengths, I was also able to provide needed resources to faculty in the hopes that learners who are non-native speakers will be able to maximize their potential.
Alignment to Career Goals and Professional Standards
As I am interested in higher education and adult learning as focus areas for IDT, it is essential that I am well-versed in best practices in universal design. Working on this project, I discovered the value and importance of building inclusive online course content in from the onset. Not only does it save time and money in the long run, but it also ensures that learners of all abilities are able to access the material.
AECT Standard 1 (Content Knowledge)
AECT Standard 2 (Content Pedagogy)
AECT Standard 3 (Learning Environments)
AECT Standard 4 (Professional Knowledge and Skills)