Do you remember about the POUR principles we learned in EDU 226? Watch the video below to refresh your memory.
Using the information we learned from the unit in UDL, discuss how each of the POUR accessibility principles support the designing for accessible teaching and learning materials.
Add your responses in the comments section below.
The POUR principle makes the designing of teaching and learning materials because it creates the guidelines by which each tool must be measured to.
Perceivable- consider whether tool can be accessible by diverse learners
Operable- can the tools be easy manipulated by divers learners
Understandable- can all learners make sense of the materials at hand
Robust- is there compatibility with other digital tools
The POUR principles are guidelines created to make experiences accessible and inclusive to everyone. These are similar to the principles of Universal Design for Learning. As I watched the video, I connected the POUR principles to UDL checkpoints.
Perceivable: Like UDL is creating content that can be represented in various forms, and adapted to more than one sense. Things like captions, and transcripts. Similar to UDL guidelines around access and perception, and ways of customizing, the display of information.
Operable: Creating devices such as mouse, pads, or speech commands. Also shortcuts and simple steps and guides. Operable, also includes creating ways to navigate the tools, materials, or systems. The UDL guideline checkpoint 4.1 also refers to methods for response and navigation. It is about reducing physical barriers to learning or creating ways to access information and activities.
Understandable: This principle relates to creating digital material that is logical and easy to understand. This principle also includes user-friendly vocabulary, and jargon-free language, and provides vocabulary definitions, and access to content in multiple languages. UDL Checkpoint 2.4 promotes access across languages. UDL checkpoint 2.1 is about clarifying vocabulary and symbols. These are both checkpoints around the representation of materials and content.
Robust: Considers devices, and tools, that are compatible across platforms, such as internet browsers. This is similar to UDL engagement and representation guidelines. Engagement recognizes the use of different tools and ideas with one main objective. Checkpoint 8.2 is about optimizing resources to maximize challenges.
POUR and UDL are very similar guidelines and can built off each other. I find both very effective in creating accessible, and inclusive materials.
The POUR principles are a set of guidelines for creating accessible teaching and learning materials. They stand for:
Students with disabilities will be able to access and use the materials more easily. All students will feel welcome and included in the learning process. All students will be able to learn more effectively from the materials.
POUR stands for Perceivable, Operable, Understandable, and Robust. POUR is connected to having an accessible user experience. Each of the POUR accessibility principles support the design for accessible teaching and learning materials in the following ways:
POUR stands for Perceivable, Operable, Understandable, Robust.
Perceivable- The user must understand the information being presented to them. For example, provide captions and transcript, content should be easier to see and hear.
Operable- The user must be able to interface and can’t require interaction a user can’t use. For example, Making sure the user has enough time to read and do the content, they can easily navigate and determine what they need.
Understandable- The user must be able to understand the information as to how to use the interface. For example, the text must be readable and understandable and the user must be helped.
Robust- Technologies and content should remain accessible. For example, Content must be compatible with other assistive technologies.
POUR stands for perceivable, operable, understandable and robust.
Perceivable– it can be accessed by multiple senses, i.e. closed captions for people that have difficulty hearing or in loud environments.
Operable– materials are easy to use, if it is too complex people will likely not want to try to use it and it will not engage them
Understandable– easy to understand and it is communicated clearly
Robust– has to work well with a variety of technology so that way it is able to be accessed by all.
The POUR accessibility principles support the designing for accessible teaching and learning materials in the following ways:
(P) Perceivable – This principle insures that the content being taught is accessible to all learners. Example – a lesson should be able to be followed by a mainstream learner as well a learner that has a visual impairment.
(O) Operable – This principle ensures that materials used are very easy to use. The materials should not be complicated to use. That complexity could take away from actual learning.
(U) Understandable – This principle ensures that the content is clear and simple. The best motto to follow in my opinion is: “Keep it simple Sam.”
(R) Robust – This principle ensures that content can be accessed by all agents including assistive technology.
The POUR principles—Perceivable, Operable, Understandable, and Robust—help create accessible teaching materials for all learners to encourage inclusivity.
Perceivable
This principle guarantees that information can be accessed in different ways. For example, using audio or text descriptions for images helps visually and auditory impaired students, while captions on videos support those who are hard of hearing. Making content understandable allows everyone to access important information.
Operable
This means that users can easily interact with the materials with ease.This includes providing options for navigation, such as allowing keyboard use for students who can’t use a mouse. Providing interactive elements that are user-friendly helps all students engage with the content. Example: Designing a digital quiz that can be navigated using shortcuts for students who cannot use a mouse.
Understandable
This principle targets clear communication. Materials should use simple language and be organized logically so students can easily understand them. Clear instructions and consistent terms help everyone, especially those with learning difficulties, grasp the content better. Example: Organizing content with headings and bullet points to help students follow along easily.
Robust
Robust means strong. In this principle materials should work well with different technologies and assistive tools and be long lasting.Creating content that follows established standards ensures it remains accessible across various platforms. This helps all students benefit from new technology and resources. Example: Create lesson plans that work on multiple devices and adhere to web accessibility standards, guaranteeing all students can access the materials.
Each of the POUR accessibility principles support the designing for accessible teaching and learning materials.
P: Perceivable: this means it’s presented in a way it can be accessed with more than one sense – this would make things more accessible for people who have differences. For example when you plan a video that has closed captions it makes it more accessible to those deaf and hard of hearing and also benefits others who are watching the content in a loud environment.
O: Operable: makes it more operable with different tools. This is more accessible because it gives learners options with how they engage.
U: Understandable: when things are presented in a logical and predictable way. This makes all the content more streamlined and overall materials stronger.
R: Robust: compatible across platforms.
Every single part of POUR works toward supporting the design for accessible learning!
Incorporating the POUR principles into the design of teaching and learning materials ensures that educational content is accessible to all students, regardless of their disabilities. By incorporating the POUR accessibility principles educators can create an inclusive learning environment that accommodates diverse needs and promotes equal access to education.
Perceivable: The information and user interface components must be presented to users in ways they can perceive.
· It ensures that information is available in multiple formats to accommodate students with visual or auditory impairments.
· It presents clear text and font size. This helps students with visual impairments or dyslexia.
· Uses headings, lists, and other structure elements in documents to make it easier for screen readers to navigate the content. This benefits students who rely on these technologies.
Operable: User interface components and navigation must be operable.
· It ensures all functions are accessible via keyboard, which is key for students who cannot use a mouse.
· It ensures that interactive elements, like quizzes or simulations, are operable and don’t require complex interactions. It enhances usage for students with physical disabilities.
Understandable: The Information and the use of user interfaces must be understandable.
· It provides clear, concise instructions and explanations for tasks and content. This helps students with cognitive disabilities understand the material.
· It uses plain language to ensure that content is accessible to students with various levels of language proficiency and cognitive abilities.
· It provides a consistent and predictable layout which reduces a cognitive load.
Robust: Content must be robust enough to be interpreted reliably by a wide variety of user agents, including assistive technologies.
· It ensures that teaching materials work well with screen readers, screen magnifiers, and other assistive technologies is essential for students with disabilities.
· It regularly tests and validates content for accessibility. This ensures ongoing compatibility and functionality across different devices and platforms.
thanks for providing so many examples!
Instructional accessibility is the process of intentionally creating educational content that removes the barriers that prevent students from accessing content fully. Accessibility evaluating materials ensures that all individuals with disabilities can access the information. The goal and key to all teaching and learning is to provide accessibility which includes accessible instructional materials (AIM), printed textbooks, braille, and audio recordings so that learners can learn.
POUR an acronym for these guidelines that focus on evaluating accessible and inclusive experiences for all learners, which include those with disabilities. Perceivable, Operable, Understandable and Robust are in relation to learners vision, hearing, motor, and cognitive ability.
Each principal is supported by the other. P the first principal in POUR, is for Perceivable the information should be presented in a way that can be accessed in more than one way. O for Operable and U for understandable. It evaluates whether content was presented in a logical and predictable way with navigation, including explanations and support for language. Robust, compatible across platforms works well with assisted help technologies.
Accessibility ensures that all learners with disabilities can access the information. it can help with all learners.
Perceivable
-alt text
-closed captions
-inage contrast
-large font for those who need it
-special fonts ( dyslexia)
-presented at adequate volu.e and pace
Operable:
– keyboard shortcuts
– screen readers
-predictable menus
Understandable:
-concise language
-visual support
– scaffolds
Robust:
– can work on various devices
– different browsers support it
-can be used on different platforms
Perceivable: can be access with more than one senses. For example inclusion of closed captions or transcribes in a video. Good for those that have hearing or vision impairments.
Teachers can use this in classrooms by included closed captions in their classroom videos.
Operable: can be operated through different input methods. For example keyboard, mouse screen readers and speakers.
Understandable: presented in logical and predictable ways. It explains unfamiliar terms. For example google translate. Making the terms more understandable.
Robust: compatibility. Work well with assisted technology. Teachers can see which digital technology works best
The Pour principles:
1.) Perceivable: Takes into account the way a learner takes in new information. For example: If a learner learns new information best through visuals, so it’s important to provide videos with captions to support that learner.
2.) Operable: Takes into account how the learner navigates through content. For example, providing descriptive links, keyboard accessibility, and sufficient time to navigate through a tool.
3.) Understandable: Ensure content is presented clearly and concise to support the learner in understanding the content. For example, use plain language, be consistent with the information.
4.) Robust: Content that works with many web browsers and devices, teachers can ensure this by performing an accessibility check.
The POUR principles:
The most important information from the video is for educators to call on developers and publishers to add accessibility at the source so it is built in rather than added on after materials have been built and shipped because it then becomes costly and difficult.
I appreciate your specific examples as you explain these principles.
It is important for educators to push developers to add accessiblity features when they are creating the tools. It is harder to go back and add them and to “retrofit” them in.
POUR Principles:
Perceivable
Perceivable means that content needs to be accessed by more than one sense so in the classroom a teacher can record a mini-lessons and include the transcript or closed captioning. Students can access this video when they need it and have supports in place.
Operable
For something to be operable, it needs to have multiple inputs such as a mouse, headset, keyboard, and access to speech commands. I have my students choose the devices they want to use. They can use their ipads or my MacBooks. Depending on the activity, they choose what works best for them. For example, they prefer to complete Scratch projects and Slides on laptops, but prefer the iPads for Blookets and Kahoots. It is quicker for them to select an answer.
Understandable
Content needs to be logical and predictable and provide an explanation for unfamiliar terms. A teacher could include links to the vocabulary or provide a vocabulary box in the margins to assist students with new vocabulary. They can also create an interactive word wall.
Robust
In order for material to be robust, it needs to be accessible on a variety of devices easily. Screen readers need to be able to move through quickly. I use the labels that are set up to create documents for the students. I used the headings and body. I try to keep the language simple and easy to follow. I also put in alt text for all the images.
Your explanation does a great job of explaining and giving examples of what it might look like in the real world.
I think the most important part of the video discusses how we as educators should be pushing for creators of digital learning content and tools add accessibility features at part of their development, before the product hits the market.
The POUR principals are:
Perceivable: The content must be written and coded in a manner that assistive technology can support. Features like closed caption, read aloud, descriptions of images, accurately labeled features such as language, subtitles, or including the ability to simplify.
Operable: The site or content must be navigable across devices, have clear subtitles, allow for multiple tools to navigate, open time limits, and eliminating visuals that could trigger seizures like flashing lights.
Understandable: Simple layouts, easy to read text fonts, simplified formatting, avoid slang
Robust: Utilize tools that help check if it is assessable with assistive technology. Any content or websites should maximize all tools to provide a consistent and easy access to all users.
I find your explanation of the principles straightforward with a clear explanation of each.
The POUR accessibility principles support the designing for accessible teaching and learning materials because Perceivable guarantees that materials allow all learners to access content with features such as Closed captions and transcripts for those that are hearing impaired, or can not listen to content due to environmental conditions. Operable principle guarantees that content can be manipulated through different forms of input methods like mouse click or touch tone screens. Learning materials must be Understandable to all learners of different learning styles, as well as Robust, meaning they have to be accessible in many devices.
I agree and like how you synthesize the main points of the POUR principle.
Perceivable aligns with multiple means of engagement and multiple means of representation. Creating materials that use more than one sense allows for all students to gain access to the material. For instance, in the video they mentioned adding closed captions to videos allows for more students to understand the video. As a result, the engagement of the students will increase.
Operable aligns with multiple means of action and expression and representation. Letting students use a variety of input methods gives students a chance to show their understanding in more than one way which also increases engagement. Furthermore, they can gain access to the material with the help of different assistive tech like screen readers.
Understandable aligns with multiple means of representation. The fact that the material is logical and predictable lets students gain access because it is easy to follow.
Robust shows how the lessons can work across different platforms and therefore increases accessibility. This aligns with multiple means of engagement and action and expression. The fact that students can use html to help them read the images will help them gain access but also help with engagement since they are able to access the material. Then if we are using tech platforms you have also helped the students to show their understanding in different ways. They can different tech to show their understanding.
In conclusion, POUR and UDL support one another. When you increase accessibility you have also increased the engagement of the student. Engaged learners will lead to success for all.
Each of the POUR accessibility principles support the designing for accessible teaching and learning materials. I will explain how each one does it.
P represents perceivable. What a student can see/access using the content. Students use their senses to access information. When using devices, they can use 3 out of the 5 senses. The 3 senses are touch, hearing(audio) and sight(visual). Not all students have these abilities, so we need our content to use as many ways to meet their needs.
O represents operable. Students need to be able to use/operate the device in order to access the content. As teachers, we need to make sure that the students navigate and interact with the content successfully.
U represents understandable. Students need to understand the information in order to complete the task/assignment. Information needs to be clear and simple.
R represents robust. Students should have a lot to use in order to interact/engage with the content. When using technology, there are always various ways to get information. We must provide as much as possible.
In short, POUR is an effective model to make students successful.
When the POUR principles are followed then teachers can create content that is accessible to learners with a wide range of abilities. This will allow everyone to have equal access and benefit from the content that has been created.