As a former university webmaster, I have a certain “positive regard” for those in that position. Back in the good old days, when we were “jacks and janes of all trades,” the most we had to worry about was whether we would get anyone to even visit our school’s website.
Long before the commercial world even had e-mail, college and university websites were out there breaking new ground. It was in these settings that the whole distance learning world began and colleges were the first place where e-mail became ubiquitous.
Things have clearly changed in the past 15 years and institutions of higher ed (IHE) now use their websites to deliver a lot of services to a lot of different people. And the idea of a single webmaster, responsible for all of the content, is long gone.
In the early years, most of the information I had on our site was directed towards potential students and perhaps other “university-types” who were looking for info about our faculty. Now, IHE sites offer ongoing service to alumni, current students, future students, parents, researchers, the media and even the general public. In many instances, the college’s website is a potential student’s or employee’s first interaction with the institution. All the more reason to make it a good one.
At the time I was the webmaster at the University of New England in Maine, I was just beginning to learn about web accessibility. Little did I know it would become my future full time job.
In those days we really only had to worry about “ALT tags” because rich media objects hadn’t been invented yet. Most of the information was simple text and even the number of images were fairly limited. But here too, things have changed dramatically and many IHE sites host a plethora of rich media components, much of which is not accessible.
So, I was pleased to read about a new initiative by the National Center on Disability and Access to Education (NCDAE) and WebAIM to develop a process to help IHE’s increase the accessibility of their websites.
The GOALS project (Gaining Online Accessible Learning through Self-Study) centers on the development, evaluation, and dissemination of materials and processes in web accessibility that institutions of education and accrediting bodies can use in their efforts to ensure that online content is accessible to all users.
While the GOALS project is not directed exclusively at IHE (all educational institutions can benefit), my thinking is that these are critical partners in this work. IHE usually have a much larger, more diverse constituency, and often can serve as role models for other educational institutions. And, BTW, “the GOALS project is made possible by a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education.”
The project is also smart in that it is focusing its attention on both the educational institutions AND the accrediting agencies as these folks clearly have some “pull” with college administrators. And the focus with the institutions themselves is also directed at those administrators.
So now the work is getting the word out, and that’s what this blog is all about. The GOALS project is looking for individuals and institutions to field-test the materials and processes they are developing. Interested parties should contact Heather Mariger, Project Coordinator.
~jeb
Perhaps because Gov. Arnold Schwarzenegger of California gave it some broad public attention, or perhaps it is a sign of the times, but it seems not a day goes by that there is not another news story about digital textbooks. Since my concerns are related to the accessibility of the media and the medium, I have been reading all that I can.
Wow, two stories around the internet this week have to do with digital books in the educational arena.
Maine Governor John E. Baldacci announced last night in his State-of-the-State address his intentions of expanding the
