Contents:
Foreword xiii
Preface xvii
Acknowledgements xxiii
1 Introduction to Creating Inclusive and Engaging
Online Courses 1
Monica Sanders
PART I COURSE ACCESSIBILITY AND COPYRIGHT
2 Democratizing course access 11
Eileen Young
3 Managing copyright online 23
Raven Lanier
PART II THE TEACHING AND LEARNING EXPERIENCE
4 Inclusive course design 36
LiAnne Brown
5 Accessibility tools 57
Monica Sanders
6 Managing pace and workload in online courses 70
Susannah McGowan
7 Apps, tools and assignment ideas for online engagement 86
Monica Sanders
8 Developing and incorporating impactful library
research guides for online and hybrid learners 101
Ladislava Khailova
Appendix I: Notes and additional resources for inclusive,
engaging online course design 118
Appendix II: Copyright checklist 120
Appendix III: ADAA 129
Bibliography 131
Index
Edited by Monica Sanders, Faculty, Georgetown University Law Center and Senior Fellow, Tulane Disaster Resilience Leadership Academy, US
‘Nelson Mandela called education the most powerful weapon to change
the world. Today, equitable access to educational opportunities is
arguably as important as the quality of the pedagogy itself. As a
former Americans with Disabilities Act (ADA) coordinator and as a
current masters-level online and hybrid professor, I applaud Monica
Sanders’ new book, Creating Inclusive and Engaging Online Courses,
that is intent on practically and equitably harnessing this weapon
in a post-Covid digital learning environment. Highlighting a
disabled vulnerable population, this writing directly connects
itself to the practice of teaching and distilling what accessible
online instruction should be.
The Covid-19 pandemic rang an educational bell about the potential
of online learning that cannot be unheard. And while a majority of
online learners are dissatisfied with their experience, the
solution is likely only a few degrees off target and not an
overreaction back to exclusive, campus-only learning. In my own
teaching experience, having a student from, for example, Kyrgyzstan
sitting virtually next to another from Texas or London represents
an expansive and inclusive learning opportunity that would not be
available if the class was limited by the traditional brick and
mortar mechanism where attendance often takes place in
higher-income, urban settings.
In 1990, the ADA began to redefine what accessibility meant to
communities. In the process, greater access was realized for the
whole community, not just the disabled population. Today, this book
helps us define what accessibility means in online teaching and
learning for all students and that the digital product need not
represent an inherent sacrifice to any part of the student
experience. This book about Inclusive and Engaging Course Design
draws upon teaching methods from Socrates to the new standards of
digital citizenship that support the step-by-step implementation of
their online educational framework. It is with enthusiasm and
necessity that I recommend a focused read of this work.’
*Erik Xavier Wood, Georgetown University, US*
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