QM offers free Accessibility & Usability Resource Site
Built by the peer community for the peer community
In response to institutional and educator priorities for making education accessible for all learners, the Quality Matters peer community created the Accessibility and Usability Resource Site (AURS).
Free and open to everyone, AURS provides the online community with important information on addressing key accessibility and usability concerns, including:
- Universal Design for Learning - Discover what you need to know about UDL and how it can assist you in creating accessible and usable content to meet the needs of diverse learners.
- Alternative Text - Find out why alternative text is an important principle in accessible web design and how you can use it to help all learners understand the meaning of the image used in your content.
- Video Captions and Audio Descriptions - Uncover the specific steps that must be taken to make video content accessible.
- Hyperlinks - Gain an understanding of how to set up links in the most accessible way possible in order to create accessible content.
- Accessible MS Office products - Explore the basics of Microsoft product accessibility, including alternative text, document best practices and utilizing built-in accessibility checkers.
- Readability: Color Choice and Contrast - Dive into the topics of readability and discover why color choice and contrast play a major role in creating accessible digital resources.
- Accessible PDFs - Take your readability skills to the next level and learn more about how you can make PDFs accessible for your learners.
- Cognitive Accessibility - Increase your understanding of cognitive accessibility and uncover strategies to combat this common barrier to student success.
- Inclusive Teaching Practices - Discover design and pedagogical practices to help you foster an inclusive and diverse online learning community.
Each topic features different resources to assist you with your accessibility challenges. Videos show you step-by-step changes you can make to increase the accessibility of your course. Examples highlight best practices. Articles provide you with additional information and resources. And forums allow you to connect directly with accessibility experts --peers who have expertise in designing accessible courses. There is also a General Accessibility and Usability Questions' Forum where you can ask any question that is unrelated to the listed topics.
Accessing AURS
Anyone can register for the site for free by logging into MyQM and selecting "Workshop - Register" in the side navigation and choosing "Register for Accessibility & Usability Resource Site." Need a QM account?
If you've already registered, the AURS link can be found on your Dashboard in the QM Classroom after you log in.
DoIT and Student Disability Services hosted a "Candid Conversation on Enhancing Accessibility" on March 15th. The session highlighted ways that course accessibility benefits all students and results in inclusive learning and working environments. Student Disability Services and DoIT's Instructional Technology team collaborate to provide resources and support to enhance course accessibility. Proactively designing and teaching a course with accessibility in mind not only supports students with documented accommodations, but also supports Universal Design for Learning (UDL) principles and best practices in course design. In the session panelists shared several key recommendations and resources that are available:
Key recommendations for course design and delivery
- Use Blackboard Ally to check the accessibility of course content, get guidance on remediating content, and to access alternative formats of course materials.
Accessibility Resources
In addition to the tools noted above, the following resources also support accessibility:
Technology Highlight: Class
UMBC will be piloting Class, a synchronous web conferencing platform built on Zoom's infrastructure. Class provides support for the following:
- Live transcription. All students in a Class session can view captions.
- Multiple video displays while sharing content, including support for sign language interpreters with a dedicated Sign Language Camera.
- Notes, an upcoming Class feature, will allow students to highlight text from the meeting transcript and add notes.
- Screen reader compatibility and keyboard navigation.
Office of Student Disability Services (SDS)
- Faculty Resources
- Enroll in the SDS Accommodations Support for Faculty Blackboard organization.
SDS's Accommodations Support for Faculty Blackboard organization provides faculty guidance on accessibility in Blackboard, captioning, testing accommodations, and remediating course content.
How to Enroll - Open Blackboard:https://blackboard.umbc.edu.
- Next, use this link to self-enroll in the course. Note: You must have Blackboard open FIRST before using this self-enroll link or you will encounter an error.
- Once the self-enroll page loads, click submit to proceed.
Image 1: Click submit to self-enroll in this training course. - On the next page, click OK to confirm enrollment.
- The course will be immediately available.
Connect with Student Disability Services
Michael Canale
Assistant Director, Office of Student Disability Services (SDS)
canale@umbc.edu
Student Disability Services
Email: disability@umbc.edu
Connect with Instructional Technology
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
Image description: virtual meeting showing participants, chat bubble, closed captions icon, and text with a transcript.
~ by Josh Abrams, Peter Ariev, and Michael Canale
UMBC's National Distance Learning Week 2022 Lunchtime Series created space for candid conversations about online learning. The candid conversation on Monday, November 7th focused on course design and Quality Matters.
The Quality Matters Higher Education Rubric (6th edition) is a set of 8 General Standards and 42 Specific Review Standards used to evaluate the design of online and blended courses. QM Standards are research-supported and based on published best practices. The rubric's General Standard 8 focuses on course accessibility and usability, and is designed to assess whether "the course design reflects a commitment to accessibility and usability for all learners."
Creating and adding content to an online course offers students the opportunity to engage with customized course materials, but may not provide equal access if the content is not accessible. The following content creation best practices promote accessibility so that all learners can access course content.
Content Accessibility Best Practices
Media
Add captions to videos.
Visual information that is critical to meaning should include an audio description.
Panopto and VoiceThread offer automated captions. Edit and correct automated captions for accuracy.
Add slide presentations in video lectures to Blackboard for student view.
Images
Provide alternative (Alt) text for all images that are not decorative.
Long descriptions may be appropriate for complex illustrations or graphs.
Add alternative text for images embedded in slide presentations, documents, or individual image files.
When adding an image to Blackboard, use the Alt text field to provide a meaningful description of the image.
Add labels to charts, graphs, and illustrations.
Text
Use text heading levels to format text, instead of editing text size or style.
Use heading levels in order (h1, h2, h3, etc).
Avoid using underlined text unless the text is a hyperlink.
Avoid using text color alone to convey meaning.
Color combinations provide sufficient color contrast.
Links
Tables
Create tables with column and/or row headers.
Avoid using tables to format a document. Use text heading styles instead.
Create tables using text. Avoid using tables as embedded images.
What UMBC Resources Support Course Content Accessibility?
Instructors can use Ally to gauge the accessibility of course content.
Receive feedback on the accessibility of course content through an Ally accessibility report.
Improve content accessibility with Ally's step-by-step instructions.
Create alternative formats for course content.
Students and instructors can use Ally to create alternative formats for course materials. This feature allows students to choose the type of file they want that best suits their needs.
This SDS faculty resource include
Accessible online/remote teaching resources
UMBC SDS information and tools
Disability Resources for instructors
As an extension of the award-winningPIVOT program, the Quality Matters Impact program is a new initiative to formally recognize courses that meet Quality Matters standards and demonstrate exemplary online/hybrid course design.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
Content accessibility best practices adapted with permission from University of Maryland IT Accessibility's DIY Six Essential Steps.
myUMBC post image: 2022 National Distance Learning Week Logo
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UMBC's National Distance Learning Week 2022 Lunchtime Series created space for candid conversations about online learning. The candid conversation on Monday, November 7th focused on course design...
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Generate & embed captions for Collaborate recordings in May
Support accessibility for recorded sessions in your classes
Creating captioning for recordings from scratch can be very time consuming for instructors or accessibility staff. Beginning in May 2022, instructors can leverage the help of artificial intelligence to improve the accessibility of their Collaborate recordings
with captioning.
Captions are a valuable instructional resource, improving the accessibility of content for individuals who are deaf or hearing impaired. Moreover, students gain new opportunities to access information in ways they need or want it, thanks to captions. For example:
- Anyone working in a noisy environment can read captions.
- Non-native speakers can read captions to reinforce their understanding.
- Students learning to read can follow along with the speaker.
- Students can see the spelling of terms that will be on a test.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
Update @ 10/1: The pilot has concluded.
In partnership with Blackboard, UMBC will pilot a recording transcription feature in the Collaborate web conferencing platform this summer. This feature will be available from July 15 - September 15, 2021.
Captions improve the accessibility of content for individuals who are deaf or hearing impaired. However, captions with videos offer opportunities for students to access the information in ways they need or want it.
- Anyone working in a noisy environment can read captions.
- Non-native speakers can read captions to reinforce their understanding.
- Students learning to read can follow along with the speaker.
- Students can see the spelling of terms that will be on a test.
In Collaborate, the recording transcription feature is triggered by the instructor through the recording settings page for the session. Please
review this FAQ for step by step instructions.
Collaborate leverages AI powered speech to text recognition to generate a transcription of what is said during the session. After the captions are created, captions are available from the recording list. The captions also immediately appear in the recording player for anybody having access to the recording.
As with Panopto, if you want to improve or correct anything in the captions, you can download the caption file to edit and replace it.
During the pilot, Blackboard would like to gather feedback from faculty who use the feature. Surveys will be distributed to faculty who use Collaborate recordings during the pilot. Please share your thoughts as this feedback is important to improving the feature for all future users.
As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:
- Recording & sharing videos with Panopto: Flip your classroom & prepare lectures.
- Building online community: Schedule, deliver & record virtual classes with Collaborate.
- Delivering & configuring virtual tests: Create online tests and promote academic integrity in online testing using Bb and Respondus Lockdown Browser.
- Tuning up your Blackboard gradebook: Create columns, drop scores, check calculations, verify weighted totals, etc.
The May 13th sprint will occur in two time slots to accommodate varied schedules.
The virtual drop-in will take place in a Blackboard Collaborate virtual conference room. Please view either the Morning Sprint or Afternoon Sprint myUMBC events and join the session by clicking the "Join Online Event" button at the top of the event page.
Prior to the sprint
Please note that this is not formal training.
In the wake of the 30th Anniversary of the Americans with Disabilities Act many are questioning how to continue to carry this energy forward. How can we foreground access in crisis? There are many skills that we need to carry into the "new normal" which must center intersectional applications of racial and disability justice.
The 4th University of Maryland (UMD) Disability Summit will be held April 12th-14th, 2021 via Twitch, YouTube Livestream, and Zoom. The goal of the summit is to bring focus to and promote discussion of key current events and research impacting disability in society.
The University of Maryland Disability Summit was established in 2016 as a forum for professionals, educators, academics, service providers, allies, and advocates focusing on disability issues to dialogue and collaborate across types of disability and institutions. All submissions are peer-reviewed by a committee of students, faculty, and staff who represent a range of areas of expertise and experience with disability issues.
Please register for the conference at go.umd.edu/2021registration and share your vision of inclusive and accessible resources, skills and actions.
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In the wake of the 30th Anniversary of the Americans with Disabilities Act many are questioning how to continue to carry this energy forward. How can we foreground access in crisis? There are many...
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New Content Editor Coming for Original Courses on November 6
Improved support for accessibility, file sharing, and coding
An updated, easier-to-use, more powerful Content Editor is coming to Original courses on November 6.
There are lots of great reasons to like the updated Content Editor. Adding content has been simplified, and it works better on both hand-held devices and larger screens. There are new tool icons and some changes to tool behavior. Expanded libraries of special characters and emoticons are searchable and organized by category. The spellchecker is smarter and editing HTML is faster with line numbering and tag colors.
Review the comparison chart FAQ for more information or watch this video:
There are several improvements for accessibility and some new features, too. Here are six enhancements you can look forward to:
- The Power of Plus. One easy menu for adding content from your computer, cloud storage, Content Collection, or integrated tool. The Content Editor will automatically recognize the kinds of files you add.
- Better for All Devices. The editor is better suited for all devices -- small screen or big. It’s easier to author on mobile devices because pop-ups are gone.
- Improved Accessibility. The editor is more accessible due to higher contrast icons and menus, and the removal of pop-ups improves the experience for screen reader users. The new content editor compliments Ally capabilities because it helps you make content more accessible at the time you are creating content.
- Better Copy and Paste. Pasting content from Word, Excel, and websites is even better. Easily remove extra HTML but retain basic formatting.
- Simple Embed. When pasting links to websites such as YouTube, and Vimeo, the videos are automatically embedded for inline playback -- there’s no need to fuss with HTML. Other sites including The New York Times, WordPress, SlideShare and Facebook will embed summary previews.
- Display Computer Code. Faculty and students can now share formatted computer code snippets, which is super handy for computer science classes.
The new tool editor will be deployed via an overnight update to our system, which will be visible in Original courses on November 6th.
Users should familiarize themselves with the changes to the content editor by referencing the comparison chart FAQ.
As always, if you have any questions about teaching, learning and technology at UMBC, please consider the following options:
Overview and Demo: Using Ally to Provide Accessible Content
Wednesday, September 30 from 2:00 p.m. - 3:00 p.m.
Please attend an overview of Ally, Blackboard’s accessibility software solution that provides full, out of the box integration with Blackboard Learn, Instructure Canvas, D2L Brightspace, and Moodle.
Providing accessible content is critical to support the needs of learners requiring accommodations for various disabilities, to promote better learning outcomes for all students as they adjust to remote teaching and hybrid learning models during the COVID-19 response, and to proactively address the University System of Maryland’s ongoing efforts to create a more inclusive and accessible learning and working environment for all.
The webinar will include an overview and demo of Ally’s features as well as a presentation by Dr. Mariann Hawken detailing the steps the UMBC Division of Information Technology took to implement and promote adoption of Ally and accessibility awareness on their campus and the benefits derived from their efforts over the last 18 months. This session will be recorded for anyone who is unable to attend.
Presenters:
- Joshua Maltby, Account Executive (MD/DC)
- Tim Henningsen, Senior Solutions Engineer
- John Michael Scott, PhD., Product Manager for Blackboard Ally
- Dr. Mariann Hawken, eLearning Manager, UMBC Division of Information Technology
Does your course offer students multiple ways to consume content, complete activities, and demonstrate learning? Accessible course content is good content, as the saying goes, but how can you offer multiple modalities that meet the needs of diverse learners?
The framework to support this practice is Universal Design for Learning (UDL). At its core, UDL is about providing all learners with experiences that include multiple ways to engage, represent, and express. It is about intentional and proactive steps faculty take to create an accessible course for everyone.
These steps often begin with identifying one more option for students, what Tobin and Behling (2018) call a +1 strategy. Ultimately, what is one more way students can engage with content, complete an activity, or show what they know?
You can develop a +1 strategy by considering these questions:
Where do students tend to ask lots of questions?
Where do students often get things wrong on quizzes or tests?
Where do you almost always need to re-teach or explain things in a different way?
The answers can help you develop the framework for meaningful enhancements each semester. You can develop a +1 strategy by starting where you are. You may focus on enhancing course content options first, then expand learning activities or assessments.
Some +1 ideas for expanding content choices beyond reading text include:
Chunk content into smaller videos, with captions (and transcripts if possible)
Offer podcasts for those who are auditory learners
Create evergreen content; that is, it can be repurposed from one semester to another
Some +1 ideas for offering students multiple ways to demonstrate knowledge or proficiency include:
As you create a +1 strategy, consider Blackboard Ally -- a tool that provides alternative formats students can download in order to access course information in a format they need or want. Students who are prone to eye strain might prefer to download an HTML or ePub format of text for easier reading on a mobile device, or because they want options to copy, paste, search, or highlight passages of text. Students who are auditory learners find listening more helpful than reading and can download an audio format of text. Other alternative formats include electronic braille and BeeLine Reader.
Alternative formats aren't just for a select group of students: They benefit everyone in your quest to design accessible course content.
As always, if you have any questions, please consider the following options:
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Does your course offer students multiple ways to consume content, complete activities, and demonstrate learning? Accessible course content is good content, as the saying goes, but how can you...
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