{"id":600,"date":"2026-05-06T14:46:33","date_gmt":"2026-05-06T18:46:33","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/?post_type=back-matter&p=600"},"modified":"2026-05-06T22:43:27","modified_gmt":"2026-05-07T02:43:27","slug":"appendix-c","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/back-matter\/appendix-c\/","title":{"raw":"Appendix C: Student Interview Script","rendered":"Appendix C: Student Interview Script"},"content":{"raw":"Student Interview Script\r\n\r\nThanks\u00a0for being here.\u00a0This\u00a0session is part of a research project\u00a0to improve\u00a0digital accessibility at Langara.\u00a0I am going\u00a0to\u00a0ask\u00a0you\u00a0about your\u00a0experiences\u00a0with\u00a0course\u00a0materials\u2014what\u00a0has worked, what\u00a0hasn\u2019t, and what\u00a0you think would help.\u00a0You are\u00a0helping co-design solutions, not just report problems.\r\n\r\nI\u00a0will\u00a0record\u00a0the audio of\u00a0this session to ensure I accurately reflect your insights\u00a0as well as keep copies of anything we write down or create. However,\u00a0no identifiable information will be presented to anyone.\u00a0I will\u00a0ensure any specific mentions of a course or instructor are\u00a0edited out of the recordings.\r\n\r\nYou can skip any\u00a0question\u00a0or stop at any time.\u00a0Any questions before we begin?\r\n\r\nPotential activities are marked\u00a0bold<\/strong>,\u00a0e.g.,\u00a0Journey map<\/strong>,\u00a0and\u00a0activities\u00a0begin\u00a0on page 4.\r\n\r\nGeneral Experience with Digital Learning\r\n
    \r\n \t
  1. Can you tell me about your\u00a0overall experience\u00a0with digital learning materials at Langara?<\/li>\r\n \t
  2. How does your\u00a0experience\u00a0accessing content differ across courses or instructors?\r\n
      \r\n \t
    1. If applicable, how does your experience with digital learning material at Langara compare to your experience with digital learning material at other schools?\r\n
        \r\n \t
      1. Why do you think that difference exists? Is it\u00a0tools, awareness, effort, or something else?<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
      2. Can you describe how you typically access\u00a0and engage with\u00a0course content like readings, videos, or lecture slides?<\/li>\r\n \t
      3. Before we move forward,\u00a0let\u2019s\u00a0quickly map out how different formats (e.g., PDFs, videos, Brightspace) work for you...\u00a0\u00ae\u00a0Journey map<\/strong>\r\n
          \r\n \t
        1. What devices or tools do you usually rely on to navigate digital learning environments?<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\nBarriers and Accessibility Challenges\r\n
            \r\n \t
          1. Have you ever struggled to access a learning resource because of its format or design?\r\n
              \r\n \t
            1. How did that make you feel?<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
            2. \"Are there times when you\u2019ve felt excluded or overlooked because of the digital learning material required for a course?\"\u00a0\u00ae<\/strong>Empathy map<\/strong><\/li>\r\n \t
            3. What types of content (e.g., PDFs, videos, websites, slides) do you find most difficult to use?\r\n
                \r\n \t
              1. Examples\u00a0<\/strong>(if necessary)<\/li>\r\n \t
              2. Have you faced barriers in Brightspace or another LMS\u00a0or\u00a0Courseware (e.g.,\u00a0Achieve,\u00a0LaunchPad, Connect, MindTap, My Lab Management, Pearson+,\u00a0WileyPlus)<\/li>\r\n \t
              3. Now\u00a0let\u2019s\u00a0map your experience with specific digital formats\u2014what can\u2019t you use,\u00a0what\u2019s\u00a0difficult, and what works?\u00a0\u00ae<\/strong>Inclusive design map<\/strong><\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
              4. Can we map out that difficult experience step-by-step? Where did you get stuck, how did you feel, and what could have helped?\u00a0\u00ae\u00a0Journey map<\/strong>\r\n
                  \r\n \t
                1. Can you recall any specific examples and what made them difficult for you?<\/li>\r\n \t
                2. Was it about how it looked, how it worked, how it was explained\u2014or something else?<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\nPositive Experiences\r\n
                    \r\n \t
                  1. Can you describe a course where the digital materials were especially accessible or inclusive?<\/li>\r\n \t
                  2. What did the instructor do that\u00a0made a difference\u00a0in your ability to\u00a0participate\u00a0or learn?<\/li>\r\n \t
                  3. Have you ever been asked for feedback on\u00a0accessibility before? What was that experience like?<\/li>\r\n \t
                  4. Have you ever had a course where you did not need to inform your instructor of your accommodations (because their course design, assessments,\u00a0etc.\u00a0Worked for you?)\r\n
                      \r\n \t
                    1. What about that\u00a0course\u00a0worked so well for you?<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
                    2. Let\u2019s\u00a0use an\u00a0empathy map<\/strong>to capture what you were feeling and thinking in that accessible course: what made it different, how did you feel, and what were your goals?<\/li>\r\n<\/ol>\r\nFeedback and Advice for Instructors\r\n
                        \r\n \t
                      1. What do you\u00a0wish\u00a0more instructors\u00a0understood\u00a0about digital accessibility?<\/li>\r\n \t
                      2. How would you want them to hear or learn that message?<\/li>\r\n \t
                      3. What would you want to see included in a workshop that trains staff on accessibility?\r\n
                          \r\n \t
                        1. Student stories? Examples?\u00a0\u00ae\u00a03\u00a0ideas<\/strong><\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
                        2. What would be one change instructors could make that would have made\u00a0a big difference\u00a0for you?\u00a0What\u00a0do you think would be the best way for instructors to understand your experience?\r\n
                            \r\n \t
                          1. Let\u2019s\u00a0dig deeper into why that matters. Why should instructors [do that\u00a0action]?\u00a0Why is that important...?\u00a0\u00ae\u00a0Why\u00a0why\u00a0why<\/strong><\/li>\r\n \t
                          2. Let\u2019s\u00a0quickly sketch out\u00a0possible solutions\u00a0to this problem. What could instructors do to fix it?\u00a0Let\u2019s\u00a0think\u00a0practically, radically, or even simple \"band-aid\" solutions.\u00a0\u00ae\u00a0Quad Ideation,\u00a03 Ideas<\/strong><\/li>\r\n \t
                          3. What made that feel like a \u201cbig\u201d difference?<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
                          4. If an instructor\u00a0said\u00a0\u201cI don\u2019t know how\u201d or \u201cwhen am I expected to do this?\u201d\u00a0how\u00a0would you respond?\u00a0\u00ae\u00a0Empathy map<\/strong>,\u00a0Users\/stakeholders<\/strong><\/li>\r\n<\/ol>\r\nReflective and Emotional Impact\r\n
                              \r\n \t
                            1. How does inaccessible content affect your learning, your time, or your sense of belonging?<\/li>\r\n \t
                            2. \"Let\u2019s imagine one positive change happened. How could this small improvement have wider impacts for you and other students?\u00a0Let\u2019s\u00a0brainstorm that together...\"\u00a0\u00ae\u00a0Inclusive design map<\/strong><\/li>\r\n \t
                            3. Do you feel comfortable advocating for accessibility changes? Why or why not?<\/li>\r\n \t
                            4. How could students be involved more meaningfully in future accessibility initiatives?<\/li>\r\n \t
                            5. Let's\u00a0quickly map out who influences accessibility changes and where students fit in\u2014what roles should students have, and how\u00a0much\u00a0influence should they hold?\u00a0\u00ae\u00a0Users\/stakeholders<\/strong><\/li>\r\n \t
                            6. Would you prefer to offer input asynchronously at any point?<\/li>\r\n \t
                            7. If yes, provide async worksheet and reminder of submission deadline date<\/li>\r\n<\/ol>\r\nConclusion<\/strong>\r\n\r\nThank you so much for your time and insight today. Your contributions are incredibly valuable and will directly shape how accessibility is supported at Langara.\r\n\r\nIf you have any follow-up thoughts, feel free to reach out by email.\u00a0You\u2019re welcome to review and edit your responses or entirely withdraw your participation or data at any time before October 31, 2025. To do so, please email\u00a0lmcknight@OCADU.ca<\/a>\r\n\r\nIf you opted in to receive a summary of the results or a link to the final Open Educational Resource,\u00a0I\u2019ll\u00a0be in touch once\u00a0that is\u00a0ready.\r\n\r\nThanks again for helping make learning more inclusive for everyone.\r\n\r\nExamples\r\n\r\nMRP Examples in Brightspace practice course\r\n
                                \r\n \t
                              1. Consider these examples of digital content. What stands out to you as helpful or harmful?<\/li>\r\n \t
                              2. What changes or improvements would you suggest?<\/li>\r\n<\/ol>\r\nExamples will be crafted from the text of the Universal Declaration of Human Rights (UDHR) formatted in\u00a0various ways\u00a0(font size and style, use of\u00a0colour, responsive and fixed widths,\u00a0etc.) presented in multiple file formats (HTML, Word document, PDF, scanned PDFs,\u00a0etc.) Selections of the UDHR text will be copied into a PowerPoint to function as examples of reading order issues, hard-to-read font, poor\u00a0colour\u00a0use, cluttered and overcrowded slides, and media without captions and transcripts. The text of the UDHR will be use in the Brightspace learning management system to exemplify poor link usage; no heading structure; poor general course structure and navigation; lack of useful names for topics, files, and other content; use of\u00a0colour; uncaptioned and\u00a0untranscribed\u00a0media; and other general LMS issues. Video and audio examples will be taken from the United Nations and\/or United Nations Human Rights YouTube accounts.\r\n\r\nActivities\r\n\r\nAny of the following activities may be used based on\u00a0previous\u00a0responses, examples highlighted, or personal experience\u00a0shared.\r\n\r\nUsers\/Stakeholders\r\n\r\nThis activity is useful to focus on who. For example, if a student says they have difficulties with library resources, we can consider\u00a0the\u00a0stakeholders to narrow down a solution.\r\n\r\n[caption id=\"attachment_705\" align=\"alignnone\" width=\"1326\"]\"\" Stakeholder map example[\/caption]\r\n\r\n[caption id=\"attachment_706\" align=\"alignnone\" width=\"1320\"]\"\" Stakeholder map example 2[\/caption]\r\n\r\nNeeds List\r\n\r\nA needs list can be used to center one\u2019s own experience or empathize with another\u2019s. For example, if a student were having trouble\u00a0identifying\u00a0what would be of greatest benefit to them, this tool could\u00a0focus\u00a0efforts.\r\n\r\nI am [role<\/strong>].\u00a0I need\u00a0[description of needs<\/strong>]. So that [reason<\/strong>].\r\n\r\nEmpathy map(s)\r\n\r\nAn\u00a0empathy map<\/a>\u00a0is useful to consider other viewpoints or experiences. An empathy map can also be used to capture one\u2019s own perspective.\u00a0An empathy map would be useful to document a student\u2019s viewpoint when, for example,\u00a0encountering\u00a0a reading that is not compatible with their assistive technology.\r\n\r\n\"\" \"\"\r\n\r\nJourney Map\r\nLike an empathy map, a journey map can document one\u2019s own perspective or the experience of another. However, a journey map adds a dimension of time considering influencing factors and change. For example, a journey map would be useful to document a student\u2019s experience getting remediated learning material compatible with their technology.\r\n\r\n\"\"\r\n\r\nCo-designing inclusive feedback mechanisms by user journey mapping.pdf<\/a>\r\n\r\nWhy\r\n\r\nRepeatedly asking why, like a toddler\u00a0might to\u00a0an adult could be employed to get to the heart of an issue raised by a student. For example: \"Instructors should stop uploading scanned PDFs that are blurry or hard to read.\u201d\u00a0First principles |\u00a0Untools<\/a>\r\n\r\n\u201cWhy?\"\u00a0\u201cBecause it\u2019s hard for me to read them.\u201d\r\n\r\n\u201cWhy is that important?\u201d\u00a0\u201cBecause if I can\u2019t read them, I fall behind.\u201d\r\n\r\n\u201cWhy does that matter?\u201d \u201cBecause I want to succeed like everyone else.\u201d\r\n\r\n\u201cSo\u00a0what does this tell us about what really matters?\u201d\r\n
                                  \r\n \t
                                1. Record on whiteboard or worksheet\u00a0and\/or capture keywords, quotes in chart (as below)\r\n\"\"<\/li>\r\n \t
                                2. Potential\u00a0follow\u00a0up: \u201cOther than you, who would benefit from this?\u201d<\/li>\r\n<\/ol>\r\nProblem Reversal\r\n\r\nA\u00a0problem\u00a0reversal is an exercise in which one\u00a0lists\u00a0all the ways\u00a0to\u00a0make something worse<\/strong>. The intention here is to flip flop results (e.g.,\u00a0If we want to make things more accessible, think about how\u00a0we\u2019d\u00a0make them less accessible).\u00a0This can expose ideas, trends, or patterns that may be overlooked when approaching the problem as it currently is.\u00a0Inversion |\u00a0Untools<\/a>\r\n\r\n3\u00a0ideas\r\n\r\nBy approaching\u00a0a problem with suggestions for a\u00a0band-aid, practical, and radical<\/strong>\u00a0solution offers a rapid prototyping and brainstorming method. For example: a band-aid for inaccessible readings is remediation, a practical solution is to train staff to choose accessible content, and a radical solution is to use AI to remediate content in real time.\r\n\r\nConcept Fan\r\n\r\nA concept fan may be employed to\u00a0move from addressing individual issues to tackling the source<\/strong>\u00a0of individual issues. For example:\r\n\r\n\u201cMake readings more accessible\u201d\u00a0could be solved by\u00a0training\u00a0instructors, using\u00a0AI,\u00a0etc.\u00a0But when no more ideas are generated, move up a level to:\u00a0\u201cinaccessible file formats\u201d\u00a0which could address\u00a0\u201cmake readings more accessible\u201d\u00a0but by targeting root causes.\r\n\r\nIshikawa Diagram |\u00a0Untools<\/a>\r\n\r\n\"\"\r\n\r\nPotential talking points\/cues:\r\n\r\n\u201c'taking a step back' to get a broader viewpoint. Initially, the Concept Fan requires you to draw a circle in the middle of a large piece of paper. Write the problem you are trying to solve in the circle. To the right of it radiate lines\u00a0representing\u00a0possible solutions\u00a0to the problem see the diagram below:\u201d\r\n\r\n\u201cDrawing a circle to the left of the first circle does this, writing the broader definition into this new circle and linking it with an arrow to show that it comes from the first circle\u201d\r\n\r\n\u201cUse this as a starting point to radiate out other ideas\u201d\r\n\r\nQuad Ideation\r\n\r\nA\u00a0quad\u00a0ideation is a 2x2 grid in which a problem is addressed, and a potential solution is proposed. This can be used for rapid prototyping and sketching ideas.\r\n\r\n\"\"\r\n\r\nInclusive Design Map\r\n\r\nAn inclusive design map is an exercise in which\u00a0a user's experience is \u201cmapped\u201d\u00a0relative\u00a0to the product. Each of these will be different depending on the participant and learning material discussed.\r\n\r\nTalking points:\r\n\r\n\u201cLet\u2019s try an activity that helps map your personal experience with different types of digital learning materials (for example: Brightspace pages, PDFs, videos, scanned readings, forms, or online quizzes).\u201d\r\n\r\nOR\r\n\r\n\u201cLet\u2019s\u00a0try an activity that helps map your personal experience with\u00a0different types\u00a0of digital learning content (readings, videos, Brightspace content,\u00a0etc.)\r\n\r\nFor each one:\u201d\r\n
                                    \r\n \t
                                  1. \u201cThink about how well it works for you.<\/li>\r\n \t
                                  2. If\u00a0it\u2019s\u00a0something you\u00a0can\u2019t\u00a0use, mark it in that field. So, if for your readings you\u00a0can\u2019t\u00a0use scanned PDFs because your read aloud software\u00a0won\u2019t\u00a0work\u00a0with it,\u00a0you\u2019d\u00a0write that down.<\/li>\r\n \t
                                  3. If you\u00a0don\u2019t\u00a0like it, such as say an \u201caccessible PDF\u201d which\u00a0won\u2019t\u00a0zoom and sometimes gets confused about columns, but you can use it\u00a0mark\u00a0it there.<\/li>\r\n \t
                                  4. If you like it and use it, mark it there. Such as \u201creadings from the library or web pages\u201d\u201d<\/li>\r\n<\/ol>\r\n\u201cFeel free to add why something is difficult or helpful\u2014whether that\u2019s due to layout, missing features, emotional impact, or something else.\u201d\r\n\r\nMany\u00a0responses can be refined by using\u00a0Why\u00a0why\u00a0why\u00a0<\/strong>(see above)\r\n\r\nExamples\r\n\r\nReadings\r\n\r\n\"\"\r\n\r\nVideos\r\n\r\n\"\"\r\n\r\nFormat (e.g.\u00a0\u201cPDF\u201d or more general like \u201cReadings\u201d)\r\n\r\nCan\u2019t\u00a0use:\r\n\r\nDon\u2019t\u00a0like or have difficulty using:\r\n\r\nLike and use:\r\n\r\n\u201cWhat could move that design closer to \u201clike and use\u201d for you?\u201d\r\n\r\n\u201cWhy do you think instructors choose [whatever they listed as \u201ccan\u2019t\u00a0use\u201d]?\u201d\r\n\r\nThen take responses\u00a0(from multiple)\u00a0and\u00a0combine\u00a0into a single diagram to map trends.\r\n\r\n\u201cWhat patterns do you notice when looking at your map?\u201d\r\n\r\n\"\"\r\n\r\nVirtuous Tornado | The Inclusive Design Guide\u00a0The\u00a0Inclusive Design Guide<\/a>\r\n\r\nInclusive Design Map Whiteboard Template<\/a>\r\n\r\nFormat\r\n\r\nCan\u2019t\u00a0use\u00a0(and why?):\r\n\r\nDon\u2019t\u00a0like or have difficulty using\u00a0(and why?):\r\n\r\nLike and use\u00a0(and why?):","rendered":"

                                    Student Interview Script<\/p>\n

                                    Thanks\u00a0for being here.\u00a0This\u00a0session is part of a research project\u00a0to improve\u00a0digital accessibility at Langara.\u00a0I am going\u00a0to\u00a0ask\u00a0you\u00a0about your\u00a0experiences\u00a0with\u00a0course\u00a0materials\u2014what\u00a0has worked, what\u00a0hasn\u2019t, and what\u00a0you think would help.\u00a0You are\u00a0helping co-design solutions, not just report problems.<\/p>\n

                                    I\u00a0will\u00a0record\u00a0the audio of\u00a0this session to ensure I accurately reflect your insights\u00a0as well as keep copies of anything we write down or create. However,\u00a0no identifiable information will be presented to anyone.\u00a0I will\u00a0ensure any specific mentions of a course or instructor are\u00a0edited out of the recordings.<\/p>\n

                                    You can skip any\u00a0question\u00a0or stop at any time.\u00a0Any questions before we begin?<\/p>\n

                                    Potential activities are marked\u00a0bold<\/strong>,\u00a0e.g.,\u00a0Journey map<\/strong>,\u00a0and\u00a0activities\u00a0begin\u00a0on page 4.<\/p>\n

                                    General Experience with Digital Learning<\/p>\n

                                      \n
                                    1. Can you tell me about your\u00a0overall experience\u00a0with digital learning materials at Langara?<\/li>\n
                                    2. How does your\u00a0experience\u00a0accessing content differ across courses or instructors?\n
                                        \n
                                      1. If applicable, how does your experience with digital learning material at Langara compare to your experience with digital learning material at other schools?\n
                                          \n
                                        1. Why do you think that difference exists? Is it\u00a0tools, awareness, effort, or something else?<\/li>\n<\/ol>\n<\/li>\n
                                        2. Can you describe how you typically access\u00a0and engage with\u00a0course content like readings, videos, or lecture slides?<\/li>\n
                                        3. Before we move forward,\u00a0let\u2019s\u00a0quickly map out how different formats (e.g., PDFs, videos, Brightspace) work for you…\u00a0\u00ae\u00a0Journey map<\/strong>\n
                                            \n
                                          1. What devices or tools do you usually rely on to navigate digital learning environments?<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                                            Barriers and Accessibility Challenges<\/p>\n

                                              \n
                                            1. Have you ever struggled to access a learning resource because of its format or design?\n
                                                \n
                                              1. How did that make you feel?<\/li>\n<\/ol>\n<\/li>\n
                                              2. “Are there times when you\u2019ve felt excluded or overlooked because of the digital learning material required for a course?”\u00a0\u00ae<\/strong>Empathy map<\/strong><\/li>\n
                                              3. What types of content (e.g., PDFs, videos, websites, slides) do you find most difficult to use?\n
                                                  \n
                                                1. Examples\u00a0<\/strong>(if necessary)<\/li>\n
                                                2. Have you faced barriers in Brightspace or another LMS\u00a0or\u00a0Courseware (e.g.,\u00a0Achieve,\u00a0LaunchPad, Connect, MindTap, My Lab Management, Pearson+,\u00a0WileyPlus)<\/li>\n
                                                3. Now\u00a0let\u2019s\u00a0map your experience with specific digital formats\u2014what can\u2019t you use,\u00a0what\u2019s\u00a0difficult, and what works?\u00a0\u00ae<\/strong>Inclusive design map<\/strong><\/li>\n<\/ol>\n<\/li>\n
                                                4. Can we map out that difficult experience step-by-step? Where did you get stuck, how did you feel, and what could have helped?\u00a0\u00ae\u00a0Journey map<\/strong>\n
                                                    \n
                                                  1. Can you recall any specific examples and what made them difficult for you?<\/li>\n
                                                  2. Was it about how it looked, how it worked, how it was explained\u2014or something else?<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                                                    Positive Experiences<\/p>\n

                                                      \n
                                                    1. Can you describe a course where the digital materials were especially accessible or inclusive?<\/li>\n
                                                    2. What did the instructor do that\u00a0made a difference\u00a0in your ability to\u00a0participate\u00a0or learn?<\/li>\n
                                                    3. Have you ever been asked for feedback on\u00a0accessibility before? What was that experience like?<\/li>\n
                                                    4. Have you ever had a course where you did not need to inform your instructor of your accommodations (because their course design, assessments,\u00a0etc.\u00a0Worked for you?)\n
                                                        \n
                                                      1. What about that\u00a0course\u00a0worked so well for you?<\/li>\n<\/ol>\n<\/li>\n
                                                      2. Let\u2019s\u00a0use an\u00a0empathy map<\/strong>to capture what you were feeling and thinking in that accessible course: what made it different, how did you feel, and what were your goals?<\/li>\n<\/ol>\n

                                                        Feedback and Advice for Instructors<\/p>\n

                                                          \n
                                                        1. What do you\u00a0wish\u00a0more instructors\u00a0understood\u00a0about digital accessibility?<\/li>\n
                                                        2. How would you want them to hear or learn that message?<\/li>\n
                                                        3. What would you want to see included in a workshop that trains staff on accessibility?\n
                                                            \n
                                                          1. Student stories? Examples?\u00a0\u00ae\u00a03\u00a0ideas<\/strong><\/li>\n<\/ol>\n<\/li>\n
                                                          2. What would be one change instructors could make that would have made\u00a0a big difference\u00a0for you?\u00a0What\u00a0do you think would be the best way for instructors to understand your experience?\n
                                                              \n
                                                            1. Let\u2019s\u00a0dig deeper into why that matters. Why should instructors [do that\u00a0action]?\u00a0Why is that important…?\u00a0\u00ae\u00a0Why\u00a0why\u00a0why<\/strong><\/li>\n
                                                            2. Let\u2019s\u00a0quickly sketch out\u00a0possible solutions\u00a0to this problem. What could instructors do to fix it?\u00a0Let\u2019s\u00a0think\u00a0practically, radically, or even simple “band-aid” solutions.\u00a0\u00ae\u00a0Quad Ideation,\u00a03 Ideas<\/strong><\/li>\n
                                                            3. What made that feel like a \u201cbig\u201d difference?<\/li>\n<\/ol>\n<\/li>\n
                                                            4. If an instructor\u00a0said\u00a0\u201cI don\u2019t know how\u201d or \u201cwhen am I expected to do this?\u201d\u00a0how\u00a0would you respond?\u00a0\u00ae\u00a0Empathy map<\/strong>,\u00a0Users\/stakeholders<\/strong><\/li>\n<\/ol>\n

                                                              Reflective and Emotional Impact<\/p>\n

                                                                \n
                                                              1. How does inaccessible content affect your learning, your time, or your sense of belonging?<\/li>\n
                                                              2. “Let\u2019s imagine one positive change happened. How could this small improvement have wider impacts for you and other students?\u00a0Let\u2019s\u00a0brainstorm that together…”\u00a0\u00ae\u00a0Inclusive design map<\/strong><\/li>\n
                                                              3. Do you feel comfortable advocating for accessibility changes? Why or why not?<\/li>\n
                                                              4. How could students be involved more meaningfully in future accessibility initiatives?<\/li>\n
                                                              5. Let’s\u00a0quickly map out who influences accessibility changes and where students fit in\u2014what roles should students have, and how\u00a0much\u00a0influence should they hold?\u00a0\u00ae\u00a0Users\/stakeholders<\/strong><\/li>\n
                                                              6. Would you prefer to offer input asynchronously at any point?<\/li>\n
                                                              7. If yes, provide async worksheet and reminder of submission deadline date<\/li>\n<\/ol>\n

                                                                Conclusion<\/strong><\/p>\n

                                                                Thank you so much for your time and insight today. Your contributions are incredibly valuable and will directly shape how accessibility is supported at Langara.<\/p>\n

                                                                If you have any follow-up thoughts, feel free to reach out by email.\u00a0You\u2019re welcome to review and edit your responses or entirely withdraw your participation or data at any time before October 31, 2025. To do so, please email\u00a0lmcknight@OCADU.ca<\/a><\/p>\n

                                                                If you opted in to receive a summary of the results or a link to the final Open Educational Resource,\u00a0I\u2019ll\u00a0be in touch once\u00a0that is\u00a0ready.<\/p>\n

                                                                Thanks again for helping make learning more inclusive for everyone.<\/p>\n

                                                                Examples<\/p>\n

                                                                MRP Examples in Brightspace practice course<\/p>\n

                                                                  \n
                                                                1. Consider these examples of digital content. What stands out to you as helpful or harmful?<\/li>\n
                                                                2. What changes or improvements would you suggest?<\/li>\n<\/ol>\n

                                                                  Examples will be crafted from the text of the Universal Declaration of Human Rights (UDHR) formatted in\u00a0various ways\u00a0(font size and style, use of\u00a0colour, responsive and fixed widths,\u00a0etc.) presented in multiple file formats (HTML, Word document, PDF, scanned PDFs,\u00a0etc.) Selections of the UDHR text will be copied into a PowerPoint to function as examples of reading order issues, hard-to-read font, poor\u00a0colour\u00a0use, cluttered and overcrowded slides, and media without captions and transcripts. The text of the UDHR will be use in the Brightspace learning management system to exemplify poor link usage; no heading structure; poor general course structure and navigation; lack of useful names for topics, files, and other content; use of\u00a0colour; uncaptioned and\u00a0untranscribed\u00a0media; and other general LMS issues. Video and audio examples will be taken from the United Nations and\/or United Nations Human Rights YouTube accounts.<\/p>\n

                                                                  Activities<\/p>\n

                                                                  Any of the following activities may be used based on\u00a0previous\u00a0responses, examples highlighted, or personal experience\u00a0shared.<\/p>\n

                                                                  Users\/Stakeholders<\/p>\n

                                                                  This activity is useful to focus on who. For example, if a student says they have difficulties with library resources, we can consider\u00a0the\u00a0stakeholders to narrow down a solution.<\/p>\n

                                                                  \"\"
                                                                  Stakeholder map example<\/figcaption><\/figure>\n
                                                                  \"\"
                                                                  Stakeholder map example 2<\/figcaption><\/figure>\n

                                                                  Needs List<\/p>\n

                                                                  A needs list can be used to center one\u2019s own experience or empathize with another\u2019s. For example, if a student were having trouble\u00a0identifying\u00a0what would be of greatest benefit to them, this tool could\u00a0focus\u00a0efforts.<\/p>\n

                                                                  I am [role<\/strong>].\u00a0I need\u00a0[description of needs<\/strong>]. So that [reason<\/strong>].<\/p>\n

                                                                  Empathy map(s)<\/p>\n

                                                                  An\u00a0empathy map<\/a>\u00a0is useful to consider other viewpoints or experiences. An empathy map can also be used to capture one\u2019s own perspective.\u00a0An empathy map would be useful to document a student\u2019s viewpoint when, for example,\u00a0encountering\u00a0a reading that is not compatible with their assistive technology.<\/p>\n

                                                                  \"\" \"\"<\/p>\n

                                                                  Journey Map
                                                                  \nLike an empathy map, a journey map can document one\u2019s own perspective or the experience of another. However, a journey map adds a dimension of time considering influencing factors and change. For example, a journey map would be useful to document a student\u2019s experience getting remediated learning material compatible with their technology.<\/p>\n

                                                                  \"\"<\/p>\n

                                                                  Co-designing inclusive feedback mechanisms by user journey mapping.pdf<\/a><\/p>\n

                                                                  Why<\/p>\n

                                                                  Repeatedly asking why, like a toddler\u00a0might to\u00a0an adult could be employed to get to the heart of an issue raised by a student. For example: “Instructors should stop uploading scanned PDFs that are blurry or hard to read.\u201d\u00a0First principles |\u00a0Untools<\/a><\/p>\n

                                                                  \u201cWhy?”\u00a0\u201cBecause it\u2019s hard for me to read them.\u201d<\/p>\n

                                                                  \u201cWhy is that important?\u201d\u00a0\u201cBecause if I can\u2019t read them, I fall behind.\u201d<\/p>\n

                                                                  \u201cWhy does that matter?\u201d \u201cBecause I want to succeed like everyone else.\u201d<\/p>\n

                                                                  \u201cSo\u00a0what does this tell us about what really matters?\u201d<\/p>\n

                                                                    \n
                                                                  1. Record on whiteboard or worksheet\u00a0and\/or capture keywords, quotes in chart (as below)
                                                                    \n\"\"<\/li>\n
                                                                  2. Potential\u00a0follow\u00a0up: \u201cOther than you, who would benefit from this?\u201d<\/li>\n<\/ol>\n

                                                                    Problem Reversal<\/p>\n

                                                                    A\u00a0problem\u00a0reversal is an exercise in which one\u00a0lists\u00a0all the ways\u00a0to\u00a0make something worse<\/strong>. The intention here is to flip flop results (e.g.,\u00a0If we want to make things more accessible, think about how\u00a0we\u2019d\u00a0make them less accessible).\u00a0This can expose ideas, trends, or patterns that may be overlooked when approaching the problem as it currently is.\u00a0Inversion |\u00a0Untools<\/a><\/p>\n

                                                                    3\u00a0ideas<\/p>\n

                                                                    By approaching\u00a0a problem with suggestions for a\u00a0band-aid, practical, and radical<\/strong>\u00a0solution offers a rapid prototyping and brainstorming method. For example: a band-aid for inaccessible readings is remediation, a practical solution is to train staff to choose accessible content, and a radical solution is to use AI to remediate content in real time.<\/p>\n

                                                                    Concept Fan<\/p>\n

                                                                    A concept fan may be employed to\u00a0move from addressing individual issues to tackling the source<\/strong>\u00a0of individual issues. For example:<\/p>\n

                                                                    \u201cMake readings more accessible\u201d\u00a0could be solved by\u00a0training\u00a0instructors, using\u00a0AI,\u00a0etc.\u00a0But when no more ideas are generated, move up a level to:\u00a0\u201cinaccessible file formats\u201d\u00a0which could address\u00a0\u201cmake readings more accessible\u201d\u00a0but by targeting root causes.<\/p>\n

                                                                    Ishikawa Diagram |\u00a0Untools<\/a><\/p>\n

                                                                    \"\"<\/p>\n

                                                                    Potential talking points\/cues:<\/p>\n

                                                                    \u201c’taking a step back’ to get a broader viewpoint. Initially, the Concept Fan requires you to draw a circle in the middle of a large piece of paper. Write the problem you are trying to solve in the circle. To the right of it radiate lines\u00a0representing\u00a0possible solutions\u00a0to the problem see the diagram below:\u201d<\/p>\n

                                                                    \u201cDrawing a circle to the left of the first circle does this, writing the broader definition into this new circle and linking it with an arrow to show that it comes from the first circle\u201d<\/p>\n

                                                                    \u201cUse this as a starting point to radiate out other ideas\u201d<\/p>\n

                                                                    Quad Ideation<\/p>\n

                                                                    A\u00a0quad\u00a0ideation is a 2×2 grid in which a problem is addressed, and a potential solution is proposed. This can be used for rapid prototyping and sketching ideas.<\/p>\n

                                                                    \"\"<\/p>\n

                                                                    Inclusive Design Map<\/p>\n

                                                                    An inclusive design map is an exercise in which\u00a0a user’s experience is \u201cmapped\u201d\u00a0relative\u00a0to the product. Each of these will be different depending on the participant and learning material discussed.<\/p>\n

                                                                    Talking points:<\/p>\n

                                                                    \u201cLet\u2019s try an activity that helps map your personal experience with different types of digital learning materials (for example: Brightspace pages, PDFs, videos, scanned readings, forms, or online quizzes).\u201d<\/p>\n

                                                                    OR<\/p>\n

                                                                    \u201cLet\u2019s\u00a0try an activity that helps map your personal experience with\u00a0different types\u00a0of digital learning content (readings, videos, Brightspace content,\u00a0etc.)<\/p>\n

                                                                    For each one:\u201d<\/p>\n

                                                                      \n
                                                                    1. \u201cThink about how well it works for you.<\/li>\n
                                                                    2. If\u00a0it\u2019s\u00a0something you\u00a0can\u2019t\u00a0use, mark it in that field. So, if for your readings you\u00a0can\u2019t\u00a0use scanned PDFs because your read aloud software\u00a0won\u2019t\u00a0work\u00a0with it,\u00a0you\u2019d\u00a0write that down.<\/li>\n
                                                                    3. If you\u00a0don\u2019t\u00a0like it, such as say an \u201caccessible PDF\u201d which\u00a0won\u2019t\u00a0zoom and sometimes gets confused about columns, but you can use it\u00a0mark\u00a0it there.<\/li>\n
                                                                    4. If you like it and use it, mark it there. Such as \u201creadings from the library or web pages\u201d\u201d<\/li>\n<\/ol>\n

                                                                      \u201cFeel free to add why something is difficult or helpful\u2014whether that\u2019s due to layout, missing features, emotional impact, or something else.\u201d<\/p>\n

                                                                      Many\u00a0responses can be refined by using\u00a0Why\u00a0why\u00a0why\u00a0<\/strong>(see above)<\/p>\n

                                                                      Examples<\/p>\n

                                                                      Readings<\/p>\n

                                                                      \"\"<\/p>\n

                                                                      Videos<\/p>\n

                                                                      \"\"<\/p>\n

                                                                      Format (e.g.\u00a0\u201cPDF\u201d or more general like \u201cReadings\u201d)<\/p>\n

                                                                      Can\u2019t\u00a0use:<\/p>\n

                                                                      Don\u2019t\u00a0like or have difficulty using:<\/p>\n

                                                                      Like and use:<\/p>\n

                                                                      \u201cWhat could move that design closer to \u201clike and use\u201d for you?\u201d<\/p>\n

                                                                      \u201cWhy do you think instructors choose [whatever they listed as \u201ccan\u2019t\u00a0use\u201d]?\u201d<\/p>\n

                                                                      Then take responses\u00a0(from multiple)\u00a0and\u00a0combine\u00a0into a single diagram to map trends.<\/p>\n

                                                                      \u201cWhat patterns do you notice when looking at your map?\u201d<\/p>\n

                                                                      \"\"<\/p>\n

                                                                      Virtuous Tornado | The Inclusive Design Guide\u00a0The\u00a0Inclusive Design Guide<\/a><\/p>\n

                                                                      Inclusive Design Map Whiteboard Template<\/a><\/p>\n

                                                                      Format<\/p>\n

                                                                      Can\u2019t\u00a0use\u00a0(and why?):<\/p>\n

                                                                      Don\u2019t\u00a0like or have difficulty using\u00a0(and why?):<\/p>\n

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