In my departure from a College that uses Schoology, I thought of ways that I might be able to save my online course designs for future use even though my new workplace doesn’t use this learning management system (LMS). Fortunately, I was able to save the entire course files, not just the individual material.
First, I saved them to my Schoology personal Resources (aka Home), then I downloaded the courses as Common Cartridge (IMACC or Zip) files for future use. The Instructional Mangement System (IMS) Global Learning Consortium states that Common Cartridge is a formatting standard for the interoperability of content within other systems. See their Brief Primer on Common Cartridge Conformance. In Schoology, you can upload and export these types of course files. See the Schoology Help Center on this topic.
I also decided to share them on Schoology’s Public Resources so others can use them. To be clear, I’m only sharing the content that I created. See Figure 1 for the location of these free resources. Schoology doesn’t make it easy to locate by name, so you’ll need to filter the results by Resource Type (higher ed) and File Format (folder), etc.
Anyone can sign up for an individual Schoology account to access them if their institution does not subscribe to this LMS. Here are the two courses that I shared:
Accessibility Workshop for Online Learning in Distance Education – I used this for faculty professional development for meeting accessibility federal guidelines in course design.
Critical Reading 101 Demo Hybrid Course – I used this for an actual developmental reading course for college students and as a demonstration course for faculty training purposes.
Schoology users can share their courses and other content on its Public Resources by selecting the bookshelf with globe icon beside the material in your personal resources. See Figure 2 for location. If you use either of my course content, I would love to hear about it!
I have been developing an accessibility policy for distance education for my college. It’s specific to the Schoology learning management system and other technologies and protocols we use on our campus. It’s based on the policy that I used at my former workplace for my instructional design graduate assistantship, the University of South Alabama’s Innovation in Learning Center. I would love my readers’ feedback on it.
Accessibility Statement for Distance Education
The U.S. federal laws require online course accessibility for persons with disabilities. Follow these basic guidelines for compliance: (Section 504, 1973 Rehabilitation Act & Section 508, Electronic and Information Technology)
Describe images and hyperlinks with alternative text.
Do not use coloring as the sole indicator of meaning.
Use san serif fonts for online text.
Check and repair all portable document formats (PDFs) for accessibility.
Caption all video and provide transcripts for audio.
Provide students with disabilities the prescribed accommodations, as needed.
Images. Alternative (alt) text helps students that use assistive technology (e.g., screen readers) as their learning accommodation. For example, screen readers such as Microsoft’s JAWS (Job Access with Speech) read the description aloud to the user with vision impairment. Make sure you concisely provide alt text for each image in your online course so that students will hear and learn about the images shared. This includes images on a course page or within a document or multimedia presentation (e.g., PowerPoint, Word, or PDF). For Schoology, currently, you cannot add the description for the image during upload. Add it afterward by selecting the image in edit mode. For PowerPoint 2016, follow this pathway to add alt text: Right-click image > Select Format Picture > Select Alt Text. For PDFs, use Adobe Acrobat Pro XI to add alt text to images. This software allows you to edit PDFs and is available in the Faculty Development Center.
Hyperlinks. When you add links to Schoology, it asks for the name of the link to display and the URL. Provide the specific name of the website instead of a confusing web address, also known as the URL (Uniform Resource Locator). The exact name of the website will aid all learners in understanding where the link will take them. Additionally, assistive technology (e.g., JAWS) will read aloud the long URL if you do not give it a name. Imagine listening to an entire URL reading: “h-t-t-p-s-semicolon-forward slash-forward slash-shc-period-schoology-period-com-forward slash-home.” This would cause extra cognitive load on the listener. Here are good and bad examples:
Use of color. Color-coding presents a problem for visually impaired students, as they will not be able to access the meaning of particular coloring of text for emphasis (e.g., red text conveying importance, etc.). Simply add the word or words to convey the meaning such as Important.
Fonts. Sans serif fonts are recommended for online text to provide accessibility. Sans serif fonts do not have the ‘hats and shoes’ on certain letters that serif fonts include. Fortunately, Arial, which is a sans serif font, is the default for Schoology. Avoid using serif fonts because they may waver and become difficult to read on low bandwidth or poor Internet connections.
PDFs. Are your PDFs readable? Conduct a word search within the Find box of a PDF for a word you see in the document. Type Ctrl+F if you don’t see a Find box. If you receive the message, “No matches were found,” then the document is a scanned image, which cannot be read by persons who use assistive technology. Use Adobe Acrobat Pro XI to repair unreadable (scanned image) PDFs. Remember that this software is available in BL12. Here is the pathway to fix your PDFs with Adobe Acrobat Pro XI: File>Action Wizard>Create Accessible PDFs> Action Step #5 is the Accessibility Checker.
Ensure your Word documents are accessible before you save them as a PDF. Microsoft has accessibility checkers that will highlight any issues in your document. Within Word 2016, select the following pathway: File > Info> Check for Issues > Check Accessibility. Then fix issues such as missing alt text for images. See Adobe Accessibility Quick Reference Card for information on earlier versions of MS Word that you may have at home. Currently, our campus has MS Office 2016 on its computers.
Media. Caption all media. Closed captioning is the preferred format (instead of open captions) so the user can turn it on or off according to their needs. If you do not have your media captioned, at the very least, provide a script until you caption the video. However, transcripts do not provide equal access to media files because the words and images from the video are not in sync to enhance meaning. Audio files or podcasts must include a transcript. For narrated PowerPoints, transcribe the audio in the note’s section of each slide.
Captioning Key, funded by the National Association of the Deaf and The Described and Captioned and Media Program, provides a document on specific quality assurance guidelines for closed-captioning. They mention several free captioning services. Our current practice is to upload media to YouTube and use their auto-captioning service and then correct inaccuracies. Ask the instructional designer for the how-to guide on how to set up an unlisted YouTube channel and the video tutorial on how to correct automated captions on YouTube in your video manager account. We also provide the video software production/editor tool, Camtasia Studio 9, which incorporates closed-captioning. The instructional designer can train you to use it.
Providing accommodations in Schoology. In Schoology, you can assign assignments or tests to individuals when you create them. Reuse your existing assignment or test by saving it to your Personal Resources in Schoology. Then bring it back into your course as a new test with a different name. We suggest naming it with ‘Extended Time’ in the title so students know they are receiving the accommodation. Go to the Schoology test settings to add the prescribed accommodations. Warning: Do not reassign the mainstream test to an individual in Schoology, as it will disappear the test scores of the other students. Instead, instructors should make a separate assignment or test for the student(s) with accommodations.
Publishers’ accessibility statements. As a best practice, online courses should provide accessibility statements to the publishers they use (Quality Matters™ Rubric Standards, 2014). This will help those who need access to alternative text files and/or eBooks from publishers, as well as other alternatives to interactive products for adaptive technologies used. Visit the Instructional Design LibGuide on Accessibility where Dr. Rogers has provided a list of publishers’ links to their accessibility statements. If you do not see the publisher you use listed, please notify her, and she will add it.
I just completed free professional development offered to educators on Google Apps for Education to become a Google Certified Educator. Level 1 is on the fundamentals of Google Suite (Docs, Slides, Sheets, Forms, & YouTube), Google Classroom, and Google Drive. It’s a competency-based, self-directed learning program.
I’ve been using Google Apps since 2009. This training was a great way to learn about the latest updates to the Google Suite of tools. Additionally, it made me think about different ways that technology can help solve various teaching issues, save resources, communicate more with parents, and increase student collaboration.
Initially, I thought I’d be able to complete the 13 units for Level 1 in a few months. However, my work, service, and research took priority, and I ended up doing this training a little bit over time. It took me a year! The self-tests are challenging even for a more advanced user like myself. The exam is performance-based, so make sure you review all the units carefully.
I plan to continue through the training levels to become a certified trainer. I’m a trainer at my College on a wide range of technology and pedagogy, and can’t wait to start sharing what I learned with the faculty and staff. I’ve already emailed the librarians several tech tips that they might use. My two biggest takeaways would be the powerful potential of Google Groups (e.g. staff-instructor, trainer-staff, or student-teacher interactions) and the advances that have been made in Google Classroom (too numerous to mention).
I encourage you to check out their Training Center. The certifying exams are inexpensive (e.g., $10 for Level 1). They provide a certificate and a digital badge. The certification only lasts three years. I think at the current rate of technology advancement that is fair.
Join me in Mobile, AL this November 2nd-4th for the Mid-South Educational Research Associations (MSERA) 2015 annual meeting. Click this link to see the full conference schedule. The conference takes place at the Renaissance Mobile Riverview Plaza Hotel on Water Street downtown. For more information on the MSERA, visit their Website. The great thing about #MSERA is that they are friendly and welcome newcomers—and they remember your name the time they see you!
I’ll be making two brief paper presentations and chairing these same sessions. Here’s my schedule:
2:00 eLearning Session in Grand Bay Room I/II: November 3 (Thursday)
Rubric to Evaluate Online Course Syllabi Plans for Engendering a Community of Inquiry
Sandra A. Rogers & James Van Haneghan, University of South Alabama
10:00 Instructional Design Session in Windjammer Room: November 4th (Friday)
Magis Instructional Design Model for Ignatian-based Distance Education
“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled.― Paulo Freire