Video Presentation: Storyboard

Narration/Key Points	Visual/Description
Thank you for coming out to support the Distance Education Teaching and Learning Conference.  This year we have given great focus on ways to effectively remove barriers for students with disabilities during online learning.	Music will play Image of Conference Building with “Distance Education Teaching and Learning Conference.”
I would like you to know I will try not to talk too long before introducing our keynote speaker, Dr. Cyndi Rowland.  People always tell me it is best to leave your audience before your audience leaves you.	Video clip of a clock ticking and impatient people leaving a room.
Dr. Cyndi Rowland works at the Center for Persons with Disabilities at Utah State University.  Dr. Rowland has played a major role in the research and findings regarding web accessibility for students with disabilities.  She understands technology and the important role it can play for ALL students when used effectively in distance education.	Show 3 still pictures of Dr. Cyndi Rowland
Today you will witness valuable information that will not only change the way you think but the way you view online learning for hearing impaired students.	Picture of big eyes and a brain Music playing in background
Even if your institution is on a dollar menu budget, there is software that will allow for materials to be presented visually through sign and multimedia. (Smith & Allman, 2011, para. 36)	Video clip of Adobe Visual Communicator™ and Camtasia ®
This will all be done through hypnosis on the count of 3, and you will wake up to the sound of Caribbean music. I am only kidding!	Edited video clip of a crowd being hypnotized and then waking up.
How many of you have taken an online course or simply accessed something on the World Wide Web, and can think back and say, “Wow! I can see how someone who is hearing impaired would have had some problems?”  No, I do not want you to think about the time you did not know how to add an attachment.	Video clip of a learner struggling at a computer and getting frustrated.
Dr. Rowland will illustrate to you a variety of means to assist students who are hearing impaired, and ensure their participation is as effective as other students in online learning.	Video clips of hearing impaired student(s) and those who are not working at a computer doing the same thing.
While individuals with hearing impairments can access most content, except for the audio, it is a barrier when developers don’t provide transcripts or captioning.	Still picture demonstrating a barrier.
In an accessible online course, which makes it possible for those with disabilities and without, all students would view the same video, but those who are hearing impaired would use closed captioning.	Video clip of student(s) viewing a video on a computer using closed captioning.
Improvements in technology and multimedia are occurring daily.  When multimedia is used throughout the distance education program, it must be designed to compensate the student who is hearing impaired through the learning process. (Emary & Hussein, 2012, p. 123).	Video clip displaying that it is important to refrain from using a lot of text material.  Video clip of visual objects, animations, flashes, and images which are beneficial to the hearing impaired.
I am sure we have all heard of many assistive technology devices that can assist hearing impaired learners.  One of them is Web-enabled devices with a touch screen, which may seem like the best thing since Tupperware to a user with a hearing impairment.  It allows users to communicate face-to-face over a distance more efficiently. (Lazar, 2011, p. 73)	Video clip of 2 cell phones used for speech to text Video clip of Skype video chat between two hearing impaired users.
Think of it like this. What may seem like winning the lottery to one type of disability may be an absolute nightmare to the other.  Imagine if you had a cavity on your tooth, and you wanted a big piece of bubble gum to blow huge bubbles like everyone else.  While you could still have gum and blow bubbles, your piece of gum would have to be sugar free.  In the end, everyone’s bubble gum ends up either on their face, in their hair, in the trash, or even in a corner of that nice little program you received before you sat down.	Still picture displaying bubble gum and sugar free gum and then two people blowing a bubble.
Yes it is true that students who are hearing impaired often struggle with reading and writing, and therefore, must receive and deliver information other ways. (Emary & Hussein, 2012, p. 122).  Students with poor writing skills due to disability benefit more from PowerPoint media. (Vasquez & Serianni, 2012, p. 37)	Video clip of hearing impaired student creating a PowerPoint. Video clip of hearing impaired student accessing a PowerPoint.
Dr. Rowland understands the importance to determine the technical, personal, and instructional design barriers faced by online students with a hearing impairment, and ways to avoid them.  Instructors need to understand and identify which technology/media resources are best, and how to “ensure online learning is a realistic and accessible opportunity” (Vasquez & Serianni, 2012, p. 40).  Hearing impaired students should be able to successfully engage with other students, the instructor, and the course.	Video clip of hearing impaired student accessing Blackboard discussion.
A recent study found seventy-seven percent of participants with a hearing loss would prefer a web-based course over face-to-face.  Online courses help them avoid problems with note-taking, interpreters, and communicating with faculty. (Luetke, 2009, p. 69)	Insert still picture below Photograph Retrieved from http://hmaxwelladams.edublogs.org/files/2011/01/online-vs-traditional-25yl1td.jpg
Please take out a pen and something to write on. You are going to want to make notes regarding effective distance education for hearing impaired learners.  **Will add a thought provoking question here.**	Video clip of people pulling out a pen and paper and holding it up.
Now that’s the kind of speech everyone likes: one that’s long on wisdom and short on words.  I now present to you Dr. Cyndi Rowland.	Applause audio clip played Different still photo shown of Dr. Cyndi Rowland

References

El Emary, I. M., & Hussein, K. Q. (2012). Analyzing the various aspects of e-learning modules for the hearing impaired students. International Journal Of Academic Research, 4(3), 122-130.  Accession: 80224226

Lazar, J., & Jaeger, P. (2011). Reducing barriers to online access for people with disabilities.         Issues In Science & Technology, 27(2), 68-82.  Accession: 57458148

Luetke, B. (2009). Evaluating deaf education web-based course work.  American Annals Of The Deaf, 154(1), 62-70.  Accession: 41687220

Smith, C. & Allman, T. (2011). Meeting the challenges of deaf education teacher preparation:

            Innovative practices in online learning.  MERLOT Journal of Online Learning and

            Teaching, 6(2).  Retrieved from, http://jolt.merlot.org/vol6no2/smith_0610.htm

Tandy, C., & Meacham, M. (2009). Removing the barriers for students with disabilities: Accessible online and web-enhanced courses. Journal of Teaching In Social Work, 29(3), 313-328. doi:10.1080/08841230903022118

Vasquez III, E., & Serianni, B. A. (2012). Research and practice in distance education for K-12        students with disabilities. Rural Special Education Quarterly, 31(4), 33-42.  Accession: 85007112 

** I have no idea why my References do not copy/paste like I have them set up in Microsoft Word where they are double spaced and indented properly. **