Accessible Online Learning

Be Proactive: Creating An Accessible Online Learning Environment Using Blackboard

JoAnna Hunt, Design Strategist – Blackboard Learn
Jennifer Pope, Copy & Compliance Editor – Northeastern University
Ke’Anna Skipwith, Instructional Designer – Northeastern University
Stephanie Weeks, Vice President – User Experience, Blackboard Academic Platforms

This session highlighted how Northeastern University is being proactive in building accessible online course content; along with the latest accessibility features in Blackboard Learn and Collaborate products. An accessible LMS + accessible faculty course content = student success.

Barriers to accessibility:

• Lack of knowledge
• Lack of Time
• Challenges with the LMS
• Lack of Awareness

 Biggest knowledge gaps:

 Some accessibility features in Blackboard Learn:

• New accessible calendar.
• Much easier to understand and navigate the discussion boards.
• Skip links allow users to skip over major navigation sections (such as the course menu) and jump directly to the most relevant content. Skip links are available to both keyboard only and screen reader users.
• The Quick links tool allows a user to quickly locate any heading or section within any page in the Blackboard Learn application and jump directly to it.
  
• Test availability exceptions is a set of new settings on the Test Options page, available only after the test is added to a content area. Select one or more groups of students and make a number of exceptions to the already established availability settings. Exceptions can be used to provide an accommodation to a disabled student, or provide accommodations for technology and language differences.

Why be proactive in creating accessible online course content:

• Saves time
• Minimizes course disruption
• Reduces cost

 Northeastern University’s approach:

1. First step is mandatory two week training in which the instructor becomes certified.
2. Second step is readiness / quality
    (2×2 rule – 2weeks of course material ready 2 weeks before the course begins).
3. Third step is ongoing support for faculty. Instructional designers assigned to faculty members for one-on-one support.

The follow are examples of being proactive in creating universally designed and accessible online course content at Northeastern University:

• Use descriptive text and alt text.
• Use CC and/or print transcripts to benefit all students with text reinforcement.
• Use of the note section in Bb Collaborate Voice board.
• Provide text based lectures in additional formats such as a PowerPoint that has the material chunked into sections.
• Use the notes section in PowerPoints to provide additional information.

Online Students and Teachers Exposed!

In this session, four students and four teachers were up in front.  The four students were all high school juniors and seniors who were attending Clark County Virtual High School here in Nevada.  The teachers teach English and Science.

While the students are younger than most attending GRCC, their persecutive is interesting because many of our students are in college for the first time and are very close to this age group.

The students were asked what they liked about school online. They mentioned the usual benefits like the flexible schedule and work at their own pace. What was noteworthy, however, was their point that they didn’t have all the distractions that a bunch of teenagers in a room normally have.  That enabled them to focus more on their subject than worrying about everybody and their “issues” around them.

Another interesting comment from the students was that in a traditional setting, they bounce from subject to subject on the hour and it is very hard to let each subject soak in.  It’s a series of jolts followed by a bunch of homework in evening.  With online learning, they can grab hold of one subject for as long as they need in one concentrated block of time, making it easier to stay focused and absorb the material.  It helps especially for their homework.

Students actually found the online format to enhance collaboration because they were less inhibited to share.  They felt safer to participate, and written comments gave them time to compose quality responses.

Teachers and students alike found that online courses require a individual to be self-motivated and organized and scheduled.  Teachers must be available at non-traditional times such as evenings and weekends.  But teachers do find the online format effective.

In fact, the “online is easier” claim is quickly dispelled when a class is done ri, but it shouldn’t be worse if you know how to teach it properly.  Teachers must learn how to do things right or it can certainly be a lot more challenging.

Like it or not, online is here to stay.  Some states are mandating online courses at the high school level in preparation for college.  For some students who must care for others, online courses are the only way they can get an education.

I enjoyed getting the panel’s perspectives.