Accessibility and User Experience in Design and Development of an Open Access Analytical Methods in Geosciences (AMiGEO) Textbook

Accessibility and user experience are becoming primary considerations in the design and development of online and digital textbooks. For process-oriented and problem-solving analytical methods in geoscience classes, applying these principles in online textbook design have their unique challenges. These can be solved with discipline-based educational research and cohesive collaboration between science education and instructional design experts. An NSF-funded open-access textbook project at James Madison University documented user experiences and steps in applying best practices of closed captioning to scientific video production, image alt text, and accessibility checking.

Thirty-six YouTube video clips with Creative Commons (CC) licensing were created in multiple geoscience analytical laboratories. Scientific closed captioning was applied to these video clips both within the video and as script text that is friendly for screen readers. More than 500 images were captured for illustration purposes. The best images were described with short scientific narratives. These narratives will be used as alt text for animations and illustrations in the textbook. Our findings include best practice guidelines of applying closed captioning to CC-licensed scientific videos.

An online module on Scanning Electronic Microscopy (SEM) for geoscience analysis was piloted in the Canvas learning management system. Student user experiences in two classes, Laboratory Techniques in Geology and Introduction to Petrology, were collected through pre- and post-tests in fall 2017 and spring 2018. A usability experience evaluation checklist was administered to these students and faculty members who taught these classes. Interviews were conducted to understand the faculty usability perspectives and their initial experience with using and developing open access resources and textbooks.

Qualitative user experiences were analyzed using NVivo software. Initial findings from interviews indicate online modules improve the teaching of lab processes through: visual display of equipment operation, flexibility in allowing students to repeatedly review materials, helping students obtain deep learning, improvement of lab safety, freedom to modify the materials, and time-saving for instructors.