Accessible Blackboard Part 2
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Transcript of Accessible Blackboard Part 2
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Accessible Blackboardblackboard learn™ release 9.1
Beth MacNeil Stinson
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Beth MacNeil Stinson
• 18 years in higher education
• 10+ years in software development
• 7 years at Blackboard
• User advocate
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About YouCollaborate Poll
A. I am an instructor or instructional designer.
B. I am a systems administrator for Blackboard applications or I am a school administrator, for example Director of Distance Education.
C. I work in Student Services, assisting students with their courses.
D. I am a student, grad student, researcher, or other interested person.
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Outline of Today’s Session
Introduction
Accessibility
Universal Design
Q&A
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What is a Disability?
A disability is a contextual variable
It is dynamic over time and in relation to circumstances reflecting an interaction between features of a person’s body and features of the society in which he or she lives.
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International Classification of Functioning, Disability, and Health
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The Blackboard Learn Platform is Accessible
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Structure
• Standard HTML
• Tables present data
• Content designed using heading tags
• Bulleted and ordered lists demonstrate sequencing
• Users told when new windows open
• Users told when they are leaving Blackboard
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Assessments
• Instructions are clear
• Objectives in multiple places
• Alternative assessments available
• Test questions accessible
• Multiple attempts allowed
• Feedback provided for answers
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Course Content
• Multimedia captioned
• Content can be printed
• Concepts presented in multiple ways
• Long descriptions for images, diagrams, and charts
• Alternatives for interactive exercises or experiences (Second Life, games)
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Collaboration
• Instructions for tools
• Instructions for Java Access Bridge provided for the Chat tool
• Clear expectations for participation
• Private communication available
• Students can collect and print discussion posts
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Awareness Through Empathy
Inspiration
Information
Resources
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Student ServicesCollaborate Poll
A. I am aware that my school has a Student Services office.
B. I have visited my school’s Student Services office.
C. I have worked with my school’s Student Services office (or other department/agency) to help a student be successful in a course.
D. What is Student Services?
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UNIVERSAL DESIGN
Various ways of acquiring information and knowledge.
Alternate ways to demonstrate what they know.
Appropriate challenges using their interests and motivations.
- Center for Applied Technology
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Learning and Cognitive Disabilities
Sensory Input
Language
Activity
Memory
Integration – sequencing, abstraction, organization
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In BlackboardMultiple modes of information
• Text, diagrams, video, audio, multimedia
Reinforcement
• Self-tests, collaboration activities, and homework (Assignments) to allow for practice
Repetition
• Test re-takes, drafts for writing assignments
Objectives
• Syllabus, Rubrics, Course Objectives
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Sensory and Physical
Temporary
Permanent
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In BlackboardFormat content for assistive technology• Use heading tags in documents and HTML
• Have keyboard stroke input for drag & drop and point & click activities
• Use TAB to navigate between fields
Alternative assessment schemes• Give more time for online tests
• Allow for caregiver assistance with Guest account
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Neurological and Psychological
Attention Deficit Disorder
Traumatic Brain Injury
Mental Illness
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In Blackboard
Flexibility and Working Offline• Content can be downloaded and printed
allowing students to work offline
• Clear written objectives and deadlines are provided with a Syllabus, Calendar, and Tasks
• Students can work at their own pace using Adaptive Release
• Remedial material provided using Groups or Adaptive Release
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English as Second or Other Language
Language is the difficulty, not ability
Simplify presentation of content, not the content itself
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In Blackboard
Clarity and Organization• Precise written objectives and deadlines
provided with a Syllabus, Calendar, and Tasks
• Allow students to select a different Language Pack when available
• Break up long passages into bulleted lists and shorter pages while avoiding slang, idioms, and jargon
• Provide a Rubric for all graded items
• Use the Glossary to provide definitions
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Culture and Customs
Color Scheme
Activities
Expectations
Plagiarism
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In BlackboardUse Color with Intent• Allow students to customize their Blackboard
desktop
• Use colors in content that appeal to your students
Successful Group Activities• Create groups to empower everyone
• Consider sign up sheets
Include Stakeholders• Guests and Observers
SafeAssign
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Limited Access or Experience with Technology
Bandwidth
Lexicon
Inexperience is the difficulty, not ability
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In BlackboardProvide Orientation and Help• Use the Discussion Board or Content Area for
instructions on using Blackboard
• Include help desk information in multiple places
Plain language and a lexicon• Use the Glossary to provide definitions for
technological terminology
• Use examples and analogies to explain
Phone a friend• Use small Groups to pair students
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Universal Design SummaryLearning disabilities
Sensory and physical disabilities
Neurological and psychological disabilities
English as a second or other language
Culture and customs
Limited access to or experience with technology
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A Happy Ending
Awareness
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