[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-165651-en":3,"doc-seo-165651-105":29,"detail-sidebar-cat-1-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":11},165651,3848291630094,"Emma Wilson","https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",1,11,"Presentations","Strategic Plan Template - Accessibility Planning","Strategic Plan Template outlines a customizable three-year roadmap for making an existing eLearning course portfolio accessible. It aligns online course development with accessibility policy requirements and provides a six-step workflow: set timelines, identify resources, evaluate and remediate the course platform (CMS), audit each course, determine priority courses, and assess course elements against an Accessibility Checklist. The template also includes guidance for handling different platform setups and points to key accessibility standards and supporting tools.","Strategic Plan Template\nIntroduction\nAs recommended in the Online Course Accessibility Quality Initiative (OCAQI) Report to the Online Steering Committee, all eLearning units should develop a three-year strategic plan in which they outline their strategy to make all online courses in their existing portfolio accessible, and describe how accessibility will be incorporated into current and future course development. All online courses should meet the guidelines as outlined in Policy AD69.\nThis Strategic Plan template provides a structure that can be customized by the units based on their specific needs. It includes a six-step process that should be taken to ensure that the unit’s course portfolio is made accessible with points of consideration listed for each step. Along with this template, tools to assist in collecting and assessing information about each course have been provided.\nPlan\nStep 1: Determine timeline\nAll public websites and OER materials should meet accessibility guidelines by October 2014. See\u0013 HYPERLINK \"http://accessibility.psu.edu/\" \\h \u0014 Penn State’s Accessibility website \u0015(accessibility.psu.edu) for more information on making public sites available.\nAll password-protected courses should meet accessibility guidelines by October 2014.\nAs new courses are developed, they should meet accessibility guidelines.\nExisting courses should be prioritized and given a timeline for meeting accessibility guidelines. (See Step 5 below.)\nStep 2: Identify available resources\nUnit resources. (What people do you have and what do they do? How much money is available?)\nWhat training is needed and available.\nUniversity resources that are available.\nOther established resources you can utilize (3PlayMedia, AST, etc.).\nStep 3: Evaluate and remediate course platform (CMS)\nNOTE: In some cases, this may not be possible. For example, if a learning design shop is using ANGEL, rather than a separate CMS, then the University, not the design shop, should be taking care of this step.\nIdentify who supports your CMS.\nEvaluate the CMS for accessibility using the \u0013 HYPERLINK \"http://www.w3.org/TR/WCAG/\" \\h \u0014WCAG 2.0 guidelines\u0015. (http://www.w3.org/TR/WCAG/)\nCompile findings and build a plan for remediation.\nStep 4:  Audit course portfolio \u000bSuggested process:\nGenerate a list of all existing online courses.\nCollect the following information for each course (see the Online Course Portfolio Accessibility Audit form):\nAmount of publicly available course material (sample lessons, OER, pages used for outreach/marketing, etc.)\nEnrollment (sum of all sections per semester)\nFrequency of offering (on a yearly basis)\nWhether it is a required prerequisite for programs\nPhase of revision cycle  (Could accessibility be incorporated into next revision of the course?)\nUse of multimedia\nUse of third party technologies (external and University-supported i.e., Yammer and VoiceThread)\nStep 5:  Determine course priority\nUse the list generated from the audit to determine your priority 1, 2, and 3 courses.  Begin working on these courses in priority order.\nItems to consider:\nWhich course materials are publicly available (sample lessons, OER, pages used for outreach/marketing)?  THIS IS MOST IMPORTANT\nWhich courses are highest enrolling?\nWhich courses run most often?\nWhich courses are important prerequisites in programs?\nWhich courses use third party technologies (both outside of the University and those that are University supported like Yammer and VoiceThread)?\nWhere is each course in a revision cycle?  (Could you incorporate accessibility into the next revision of the course?)\nStep 6: Assess each course for the elements on the Accessibility Checklist (see Accessibility Checklist Template).\nResources\nBelow are some resources which may be helpful while working through the steps above.\n\u0013 HYPERLINK \"http://accessibility.psu.edu/\" \\h \u0014Penn State Accessibility website\u0015: [http://accessibility.psu.edu/]\n\u0013 HYPERLINK \"http://www.w3.org/TR/WCAG/\" \\h \u0014WCAG 2.0\u0015:  [http://www.w3.org/T","cbCaiglhx3grTtaI","https://ap.wps.com/l/cbCaiglhx3grTtaI","docx",18237,2,"English","en",105,"# Introduction\n# Plan\n## Step 1: Determine timeline\n## Step 2: Identify available resources\n## Step 3: Evaluate and remediate course platform (CMS)\n## Step 4: Audit course portfolio\n## Step 5: Determine course priority\n## Step 6: Assess each course for the elements on the Accessibility Checklist\n# Resources","[{\"question\":\"What is the purpose of the Strategic Plan template for online accessibility?\",\"answer\":\"It provides a structured, customizable approach for creating a three-year plan to make the existing portfolio of online courses accessible and to embed accessibility into current and future course development.\"},{\"question\":\"Which accessibility timelines does the template specify?\",\"answer\":\"It requires public websites and OER materials to meet accessibility guidelines by October 2014, and similarly sets October 2014 for password-protected courses, while new courses must meet the guidelines as they are developed.\"},{\"question\":\"How does the template help teams prioritize which courses to remediate first?\",\"answer\":\"After auditing the course portfolio, teams assign priority 1, 2, and 3 based on factors such as public availability, highest enrollment, most frequent offerings, prerequisite importance, third-party technology use, and the course’s revision-cycle stage.\"}]","Strategic Plan Template - 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