About the MicroCourse
Explore how to design accessible eLearning experiences by applying the four principles of the POUR framework:
- Perceivability,
- Operability,
- Understandability, and
- Robustness.
These principles are the foundation of the international Web Content Accessibility Guidelines.
During this week, participants will learn and apply POUR principles through activities and will give and receive feedback. Participants will also identify how they would revise one of their eLearning materials using the POUR principles.
Learning Objectives
- Develop a basic understanding of accessibility and the POUR framework
- Apply POUR principles to eLearning materials
Participants should anticipate at least 6.75 hours of asynchronous learning during this week.
Three optional one-hour synchronous sessions are planned:
- January 20, 2025, 12:00-1:00 p.m. PT
- January 22, 2025, 12:00-1:00 p.m. PT
- January 24, 2025, 12:00-1:00 p.m. PT
These sessions will not be recorded.
Register Now!
About the Facilitators
Your facilitators for this FLO MicroCourse are Fizza Haider and Gena Hamilton.
Fizza Haider (she/her) is a post-secondary educational professional with over seven years’ experience instructing students and supporting their access to learning. Her professional philosophy centers on providing accessible, flexible, and responsive learning to students.
She believes students learn, acquire and process information differently and values designing learning experiences to meet diverse student needs and preferences. She has demonstrated success in these areas through a multi-disciplinary process of consultation and collaboration with students, faculty, staff, and external campus and community partners.
With a master’s degree in Educational Psychology, she draws on her understanding of evidence-based instructional strategies and frameworks such as Universal Design for Learning, the POUR framework for accessible design, and the Multimedia Learning Theory. to develop training workshops and resources for diverse audiences including educators, educational technology specialists, and instructional designers, guiding them in the practical application of these theoretical principles to course design. She works as a learning designer at the University of the Fraser Valley (UFV).
In this role, Fizza encourages faculty to think about accessibility and flexibility in all aspects of course development and supports the development of accessible content design skills. Fizza serves on UFV’s Accessible British Columbia Act steering committee, tasked with guiding the university in meeting the statutory requirements of the provincial legislation. She is also a member of BCcampus’ Sector Advisory Committee, providing leadership, advice, and support with the rollout of B.C.’s Digital Learning Strategy.
Gena Hamilton (she/her) is an academic advisor for the school of education at the University of the Fraser Valley and a certified career development practitioner. She has a passion for learning design and innovation in career education.