To address the challenge of building modules that
are high quality, reflective of available research in
deaf-blindness, and supported by the wisdom of
practitioners and families, NCDB adopted a participatory method to systematically formulate a
module development plan. Participatory methods
for creating relevant learning materials for communities are not only respected by educational
leaders around the world, but they are also a
means of incorporating the
wisdom, experiences, and passions of those who
have been "walking the path" (Taylor, 2005). To
begin, we solicited the counsel of multimedia
module development experts from the University
of Colorado, Denver, the IRIS Center, Vanderbilt
University, and Perkins School for the Blind, to
learn from their experiences and design a module
template that reflected the best practices from
adult learning theory. Next, we sought guidance
from organizations with expertise in web-based
accessibility including the Described and Captioned Media Program, the Carroll Center for the
Blind, and DiCapta Accessible Communication
Developers. From these ongoing collaborations,
we are continuing to adapt the Moodle learning
management system to serve as an accessible
platform for engaging learners. Additionally, efforts were made to caption and describe materials so that the modules would be universally designed.
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In October 2012, nineteen representatives from
