Accessible Instructional Multimedia Library

This project demonstrates the successful implementation of Wimba Voice Direct to conduct virtual office hours in support of diverse learners. Wimba Voice Direct was used in conjunction with CSU Chico’s WebCT/ VISTA learning management system to increase student direct student teacher interaction in a synchronized on-line class structure.  The Wimba Voice Direct tool allows students to choose between verbal interaction with their professor or more traditional keyboard interaction.  

This 24-minute Breeze Presentation with slides, synchronized audio and captions, is designed to orient faculty to Universal Design for Learning (UDL). The presentation was created by Emiliano Ayala (content, audio) and Brett Christie (technical, publishing).

This Universal Design for Learning (UDL) online training tool is a well crafted resource geared for faculty who wish to learn about how UDL applies at the postsecondary level. This self-directed online course has been divided into three modules and each module is presented in multiple formats (PowerPoint with voice over, audio only, and text only). The topics for the three individual modules include, (1) Foundations of UDL, (2) Principles of UDL, and (3) Teaching UDL in Higher Education. Clear examples, related resources, and an evaluation component make this a complete training package for faculty and faculty developers.  

Dr. Chingling Wo is a faculty member in the Department of English at Sonoma State University. In the Fall of 2006, Professor Wo attended a new faculty workshop sponsored by the Center for Teaching and Professional Development and presented by Dr. Emiliano Ayala. Professor Wo was introduced to UDL. She became attracted to the principles of UDL because she believes they respect and foster the diversity of her students.

This AIM is designed to be used both by faculty and students to learn how to produce a credible research paper, from identifying appropriate literature, to organizing the material, and finally producing a written document. The presentation is video-based, with supporting textual materials and references that assist students with selecting search terms, performing Boolean searches, writing assistance, avoiding plagiarism, and citing sources.

In this case story, Neil Lindeman, Assistant Professor of Technical and Professional Writing at San Francisco State University, demonstrates how he implements multiple delivery methods and engagement activities in his class to help students learn more successfully and make the teaching experience more fun and rewarding for everyone.

This AIM captures how faculty can take an essential course concept (Tea Ritual) and offer it to students in various formats exemplifying two of the three Universal Design for Learning principles. Formats include QuickTime movie with captions, accessible PowerPoint and accessible html files. This AIM models for how multiple forms of Representation can be achieved when considering a single course concept as well as offering students the opportunity to engage with the materials in a myriad of ways in support of student Engagement.

This AIM, authored by Ronnie Swartz (Humboldt State University) is a resource for using Woody Guthrie’s music to teach social work education. Ecological systems theory and social justice are elements of social work education explored via Woodie Guthrie’s music.  This AIM is html-based and includes video, audio and text formatted for a screen reader.

"My interest in Universal Design for Learning began when I realized that it was not just a rigid new methodology, but was really, for me, a new way of thinking about ways to reach every type of student and help them be successful learners."-Dr. Sandra Yang, Music

This AIM, authored by Diane E. Schmidt and Lauri Evans (California State University, Chico) offers techniques for enhancing access to information in PowerPoint presentations. It is focused on student- generated, instructional, and professional presentations; illustrating how techniques of Universal Design in Learning (UDL) can be incorporated into the presentation structure to improve accessibility and learning outcomes for individuals with differing learning styles.

This online video case story depicts faculty development efforts related to Universal Design for Learning, with accounting as the discipline example. This case was authored by Brett Christie (Sonoma State University) in collaboration with the CSU Center for Distributed Learning. The faculty member at the heart of this case is Kirsten Ely, an Accounting Professor at Sonoma State University.

This online video case story was developed to support the development and implementation of Faculty Learning Communities (FLC), particularly as related to Universal Design for Learning. This resource is helpful to those interested in facilitating a FLC at their campus. Authored by Emiliano Ayala (Sonoma State University), in collaboration with the California State University, Center for Distributed Learning.

This resource introduces the accessibility components of the Digital Information Virtual Archive (DIVA) system at San Francisco State University. Specifically, this tutorial provides support for users submitting digital files into the DIVA system in order to help ensure they meet accessibility requirements and best related practices.

Dr. David Bao, Professor and Chair of Mathematics, teaches Elementary Statistics (Math 124), a large GE class. Due to its size and nature, the class can be challenging in terms of student learning styles, enrollment motivation and class management. To encourage student engagement and understanding, Dr. Bao implemented the "What-Why-How" paradigm when designing the class, asking himself: what do the students need to know, how can I best explain why they should know it, and how can I accurately assess their learning? In this case story, Dr. Bao demonstrates several UDL-based methods he used to reach these goals: online homework assignments,  
the Zeus or Scantron form, and a detailed course reader.

This AIM resource is an exemplar tutorial on how to create accessible online tutorials. Utilizing Adobe Connect, this AIM offers a “behind the scenes tour” on how to create online tutorials while adhering to common accessibility practices.  Essentially, this high quality resource both guides and models the user on how create an accessible online tutorial by discussing the proper use of story boards, video/audio features, screen casts, and handouts given different learning preferences.

This AIM, authored by Jo Tomalin (San Francisco State University) was developed for university faculty interested in redesigning a traditional lecture class or partial lecture class into an online format that is accessible to all students including those with disabilities.  This AIM applies the tenets of Universal Design for Learning (UDL) with an emphasis upon representation, expression and engagement.

This module provides an easily accessible resource of translating the techniques for enhancing access to information in MS Word documents and PowerPoint presentations commonly used by instructors for creating syllabi, handouts, and/or lectures in Microsoft 2003 and 2007 software. This module focuses on best practices for creating these types of documents. The module provides step by step instructions for creating accessible syllabi, handouts, and PowerPoint documents in Microsoft 2003 with a comparison to the practices in Microsoft 2007.

This AIM resource addresses some of the major issues that arise when applying Universal Design for Learning to Large Lecture style classrooms. Targeted for faculty, this AIM helps minimize instructor concerns when attempting to implement UDL to large classrooms while simultaneously supporting faculty in considering how to increase course content accessibility.

This AIM provides faculty with an overview of how to teach students about Boolean logic and how to use Boolean terminology to conduct literature searches. This resource can be used as an exercise to help students understand search terminology, reviews search strategies for students to employ independently, provides two examples using Boolean logic searches, and offers suggestions for evaluating whether students conducted their own searches effectively.