QM+8+-+Course+Examples

Accessibility and Usability
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 * Note:** The course examples used in this resource are available for Xavier faculty to review. Email Janice Florent if you would like to have access to the Blackboard sample courses.

Example 1

 * Accessibility:** The course orientation video in this Introduction to Psychology online course is setup so that the students have multiple ways to access the video (i.e. video is embedded in the course, a link to the video and a link to a transcript of video is provided, and the video has closed captions). Information on the page is chunked so that students can easily find information and if a student had to access the page with a screen reader they can easily navigate to the information on the page.


 * Usability:** When students enter the course they land on the "Start Here" page. The orientation video welcomes students to the course, explains how to navigate the course, what to expect from the course, what they are expected to do, etc. The last item on the Stare Here page indicates where the student should go next. The design of each page in the course and setup of the course menu (on the left) makes it easy for students to navigate the course.


 * Note: Click on image to enlarge it.**

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Example 2

 * Accessibility**: The welcome message video in this Introduction to Oceanography online course is setup so that the students have multiple ways to access the video (i.e., video is embedded in the course, a link to the video and a link to a transcript of video is provided, and the video has closed captions). Information on this Getting Started page is chunked and descriptive text is used for the hyperlinks so that a student can easily find information. If a student had to access the page with a screen reader they can easily navigate to the information on the page.


 * Usability**: When students enter the course they land on the "Getting Started" page. The Getting Started page is personalized so the students are greeted with a Hello and their name. The welcome message video welcomes the students to the course. The Getting Started page utilizes course links (shortcut to an item, tool, or area in the course for quick access to relevant materials) to help students navigate through the course. At the bottom of the page, students are given a choice of where they should go next depending on whether this is their first time in the course or not. The design of each page in the course and setup of the course menu (on the left) makes it easy for students to navigate the course.


 * Note: Click on image to enlarge it.**

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Example 3

 * Usability:** Comparative Religions online course is setup so that students enter the course on a "Start Here" page. The setup of the course menu (on the left) makes it easy to navigate the course.


 * Note: Click on image to enlarge it.**

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Example 4

 * Usability:** Coursework in this Introduction to Women's Studies hybrid course is organized into folders by weeks. Each week's folder description also includes the dates. Students can easily find everything that is required for the week located in each week's folder. This chronological ordering of coursework makes the course easier to navigate. Notice that grouping similar items together (i.e., assignments, quizzes, discussion boards, etc.) would have required more searching, scrolling and clicking in order for the students to get to the required coursework for the week/unit/module and therefore would make the course more difficult to navigate.

The simplicity of the course menu (on the left) also makes the course easy to navigate.


 * Note: Click on image to enlarge it.**

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Example 5

 * Accessibility:** Supplemental readings and instructional materials are required in this Introduction to Women's Studies hybrid course. Because the .pdfs contain scanned images, it was necessary to provide the information in an alternative format to make it accessible. Students can choose the format that works best for them.

The video is setup so that the students have multiple ways to access the it (i.e., video is embedded in the course, a link to the video and a link to a transcript of video is provided, and the video has closed captions). Information on the Week 1 assignments page is chunked and descriptive text is used for the hyperlinks so that a student can easily find information. If a student had to access the page with a screen reader they can easily navigate to the information on the page.


 * Usability:** Coursework is organized into folders by weeks. Students can easily find everything that is required for the week located in the corresponding week's folder. The simplicity of the course menu (on the left) makes the course easy to navigate.


 * Note: Click on image to enlarge it.**

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Example 6

 * Accessibility:** This syllabus page was creating using heading styles rather than simply using bold to indicate a heading. A screen reader would be able to navigate this content and understand how it is structured. Sighted individuals are still able to discern what the headings are. The syllabus is also provided as a pdf (which also includes heading styles). The students can choose their preferred syllabus format.


 * Usability:** This syllabus page provides the syllabus information right on the page so students do not have to open a separate file to see the contents of the syllabus. Optionally, a pdf version of the syllabus is provided.


 * Note: Click on image to enlarge it.**

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Example 7

 * Accessibility:** The syllabus page in this Introduction to Oceanography online course was creating using heading styles rather than simply using bold to indicate a heading. A screen reader would be able to navigate this content and understand how it is structured. Sighted individuals are still able to discern what the headings are. In addition to the syllabus contents being available on this syllabus page in Blackboard, the syllabus is provided as a .doc and pdf (both include heading styles as well). The students can choose their preferred syllabus format.


 * Usability:** This interactive syllabus page provides the syllabus information right on the page so students do not have to open a separate file to see the contents of the syllabus and the links on the syllabus page are clickable. Optionally, a .doc and pdf version of the syllabus is provided with clickable links as well.

The option for an alternative syllabus format is provided at the top of the page so students do not have to scroll all the way down to the bottom of the page to find it.

Course links (shortcut to an item, tool, or area in the course for quick access to relevant materials) are used to help students navigate through the course. A course link to the technology requirements is provided. At the bottom of the page, students are given a course link where they can move on in the course to begin their coursework. The design of each page in the course and setup of the course menu (on the left) makes it easy for students to navigate the course.


 * Note: Click on image to enlarge it.**

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Example 8

 * Usability:** Students are required to work on group projects in this Introduction to Oceanography online course. A work space for each group has been created. In addition to the group tools and Bb Collaborate virtual work space, a course link to the help and support for Collaborate and the group tools is included in the group work space area. Adaptive release rules are used so that students will only see their group tools and their Blackboard Collaborate virtual work space.

Students can access their group project work space from the course menu (on the left) or via course links in the weekly coursework folders. This makes it easy for students to navigate the course to work on their group projects.


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