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Blackboard’s Accessibility Solution Ally receives Innovation Award from USDLA

 

 

Blog written by:

Randy McDonald

USDLA Board Member

 

Each year the United States Distance Learning Association (USDLA) recognizes the preeminent distance learning practitioners from around the world. The annual awards program not only salutes some often unsung but hardworking professionals but also showcases the “best of the best” so that others may admire and emulate their excellence and innovation.

The Innovation Award is given for innovative approaches to the delivery of distance learning and nominations for the awared are judged on innovation, originality, significance, and measurable impact.  A recipient of USDLA’s 2018 Innovation Award was the Blackboard Ally Accessibility Solution.  The nomination was submitted by Sally Ewalt and the award was presented at the 2018 USDLA annual conference in Indianapolis. Blackboard Ally, a Learning Management System (LMS) agnostic technology, is the first solution that integrates accessibility so closely and seamlessly into already existing systems and workflows.  Ally provides guidance to faculty about how to improve the quality of their content for everyone; provides students of all abilities with immediate access to content in formats that may be more suited to their specific needs, and helps institutions understand the accessibility of all their digital course content.

Ally does this by automatically scanning course materials uploaded in the LMS and alerting faculty if the materials are not accessible.  Ally checks for a wide variety of issues and alerts may include things such as contrast issues; seizure-inducing graphics; and missing headings, tags, and descriptions. This immediate feedback gives faculty the information they need to make course materials more accessible. In addition to the report, Ally also automatically creates alternative formats of the original document including Semantic HTML, audio, ePub, and electronic braille.  Ally also provides an institution-wide accessibility report so administrators can better understand their institution’s accessibility needs and challenges and prioritize resources effectively.

By providing institutions and faculty with easy to use, integrated workflows, Ally can help hundreds of thousands of students access the course materials that are best formatted for their needs. This is a type of personalization unlike any other that we have seen on a wide scale and has the potential to alter who can access and succeed in higher education.  By raising awareness about the importance of accessible content to student success, Ally can also help institutions move towards a more inclusive environment for everyone.

More information about Ally is available at the Blackboard Ally website.  https://www.blackboard.com/accessibility/blackboard-ally.html

 

 

 

 

 

The USDLA thanks our 2018 International Awards program sponsor, Lifesize.

Save the Dates

November 5th – 9th, 2018 – National Distance Learning Week (NDLW) 

November 28th – 30th, 2018 – International Forum for Women in E-learning (IFWE) – San Antonio, Texas

Learn more about the USDLA and how you too can be a member. The association supports all core markets including Enterprise, Government, Telemedicine, Education and others.

Reducing Procrastination with Frequent Engagement

overdue task list
Photo by AJ Gulyas. Creative Commons Attribution License.

Lately I’ve been thinking about procrastination in online courses. Procrastination can be caused by so many things – feeling inadequate for the task, a sense that the task is hard, deciding that other things are more important.

Have you noticed in your email habits that you tend to answer the easy questions, but if someone asks a hard question, you put it off?

It’s easy to procrastinate on just about anything, but doesn’t it seem like online learning exaggerates our procrastination? We get done what’s in front of us, what’s staring us in the face. But our distance learning is online, in the cloud, on our app. Easily ignored. Easily put off for another day.

What does it take to keep our distance learning right in our students’ faces?

Combating Procrastination in Distance Learning Industries

It’s an issue in all different kinds of distance learning, and there are a variety of ways to combat procrastination:

  • In mobile learning, apps like DuoLingo notify the user daily with a reminder to practice their learning.
  • In online courses, for both K12 or higher education, teachers can design frequent, low-stakes grading, using quizzes, practice quizzes, or short assignments.
  • In corporate training modules, content could be broken up into smaller, micro-lessons, with content and an engagement activity included in lesson.
  • In healthcare, remote patient monitoring can be embedded with regular tips and mentoring to assist patients with improving their health, such as Tactio Health, an app that provides digital coaching along with self-monitoring and/or remote monitoring.
  • In videoconference learning, such as courses or enrichment by content providers, learners probably don’t procrastinate during the live lesson. That’s the beauty of live, synchronous learning. However, there may be assignments or pre-work that is easily put off. Small, easy to manage, learning bites and activities can reduce procrastination or disengagement.

Examples of Frequent Engagement

So how do we design frequent engagement, and low-stakes grading into our distance learning experiences? Here are a few suggestions:

  • Feedback and monitoring. Tullis and Benjamin (2011) suggest that students need frequent feedback to help them learn to monitor their learning. If they have a clear understanding of which concepts they understand, and which need more study, learners can adjust their study time to spend more time on the concepts and skills that need to improve. So design frequent assessments that inform learners on their progress.
  • Daily quizzing. Wesp (1986) suggests for personalized instruction (isn’t all distance learning personalized learning at some level?) that daily quizzes can help students keep on track with making progress on their studies, particularly if the quizzes are designed in such a way that they don’t have a negative effect on poorer students’ grades.
  • Informal writing. Besides regular quizzing, informal writing can engage students regularly with the content, and keep them focused on their learning. In addition, Warnock (2013) suggests that frequent grading gives student confidence and keeps the communication flow between teacher and student. Informal writing can include journals, reading responses, one minute responses, or muddiest point paragraphs.

Now that you’ve considered ways to reduce procrastination in distance learning, what are you going to do about it? Don’t procrastinate! Pick one small idea and add it to the learning design you are working on today! Or this weekend. Or next week. …

References

Tullis, J. G., & Benjamin, A. S. (2011). On the effectiveness of self-paced learning. Journal of Memory and Language, 64(2), 109-118. doi:10.1016/j.jml.2010.11.002

Warnock, S. (2013). Frequent, low-stakes grading: Assessment for communication, confidence. Faculy Focus.

Wesp, R. (1986). Reducing procrastination through required course involvement. Teaching of Psychology, 13(3), 128-130. doi: 10.1207/s15328023top1303_6

Author: Janine Lim, Associate Dean for Online Higher Education, Andrews University; Janine serves on the USDLA Board of Directors. Read more on her blog.

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