LMS and Quality Matters Evaluation
The problems: 1. A need to make online classes more accessible for students with disabilities. 2. The LMS needs to support a class that integrates well with assistive technologies. 3. The need to develop assessments that have differentiated conditions for students with disabilities and multimedia alternatives.
LMS Evaluation Introduction
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The task this week is to compare two learning management systems (LMSs): D2L Brightspace and Canvas by Instructure to see which of the two is more efficient, more intuitive and more functional for both faculty and students. For each of the learning management systems this week, the following tasks will be completed and compared:
1. the ability to modify dropbox assignments with differentiated release conditions. 2. the ability to modify a quiz with differentiated release conditions. 3. the ability to provide alternative learning materials by uploading YouTube videos with closed captions. 4. the ability to use an accessible HTML template with cascading style sheets (CSS). 5. evaluate online reviews of the LMS accessibility. |
D2L Brightspace LMS Evaluation |
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Modify Dropbox Assignments with Differentiated Release Conditions
Differentiated release conditions provide the opportunity to give students with documented disabilities an option for more time to complete an assignment or a quiz. Brightspace provides the ability to set one due date or time limit for the entire class and separate ones for individual students or groups. To do this in a dropbox assignment click on the dropbox folder drop down arrow and select edit.
Click on the restrictions tab. Verify that start, due and end date requirements have been set for the class. In the special access area select the option to allow users with special access to submit files outside the normal availability dates for this folder. Click on add users to special access.
Select the tick box next to the students you wish to grant special access to and then click save. Next click on the edit icon next to each user's name and select alternative due dates.
Modify Quiz with Differentiated Release Conditions
Brightspace provides the opportunity to easily modify due dates for quizzes and tests for students who require additional time due to a documented disability. Click on assessment and select quizzes. Click on the drop down menu next to the quiz and select edit.
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After the quiz opens, click on the tab at the top of the screen labeled restrictions. Verify that date and time parameters have already been set for the class. Click the radio button to allow selected users special access to this quiz and then click add users to special access.
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This will bring up a screen which will again allow you to select the users that you will grant additional time to. Click on save and close. At the bottom of the restrictions page select the edit icon next to each individual that was granted special access. Provide the special access properties: alternate start and end dates and/or whether a time limit will be enforced or not. After you complete this process, return to the restrictions tab page and verify that your selected students have different parameters for their quiz. Select save and close when you are done.
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Providing Alternative Learning Materials- Using YouTube with Closed Captions
Adding YouTube videos with closed captions are necessary for students with hearing difficulties or students that benefit from multiple modality learning aids. To find videos with closed captions, go to YouTube, enter your search term and then click on filters and select closed captions. Make sure that you turn on closed captioning in the video.
After selecting the video and verifying that it does indeed have closed captioning, click on the share icon. One choice given is to embed the video. Select this option. Copy the embed code.
After copying the embed code, return to your Brightspace LMS and select add a document in the correct location. Type in an appropriate title and a description of the video. Click on insert stuff in the HTML box and click on enter the embed code. Paste the code into the box and hit next. A preview screen will come up next. If the video correctly loaded, select publish to finalize the upload.
The YouTube video embedded in Brightspace with closed captioning.
Using an Accessible HTML Template with Cascading Style Sheets (CSS)
Students with disabilities that require assistive technologies will find it much easier for their devices to read a page if there is HTML code headings instead of only text on a word document. Templates have been developed that can easily be downloaded to your computer, unzipped, selected, re-zipped and uploaded to Brightspace. These templates provide headings that can easily be edited in the HTML text box. You can access these templates at https://community.brightspace.com/sharedresources/sharedfiles/html_templates_accessibility_focus Once you download the folder, unzip it and select the template that you wish to use. Re-zip the file for upload into Brightspace.
In order to access the template in Brightspace it needs to be uploaded into the LMS. Click on course Admin in the navigation bar. Click on Manage files. Click upload file and select your template file. In order to reuse the template file, rename it, and take care to keep the html file name at the end.
To utilize the template, select the module you want the assignment to appear in and click on new document. Click on the down arrow and select add from manage files. Click on the folder with all of the HTML files and select the file that you renamed for this assignment. Next select edit the HTML to adapt the template to your assignment.
D2L Brightspace also provides the option to use the heading options that are found in the pull down menu next to the paragraph icon on the HTML text box.
Summary of Online Reviews of D2L Brightspace Accessibility
The goal of accessibility is to provide users with disabilities the same access to content as users without disabilities. (section 508 in the United States). The purpose of CSS style sheets is to separate content from presentation or to use code to communicate meaning by providing visual emphasis.These CSS style sheets make it possible for screen readers to scan headlines and search for desired content instead of reading every word from left to right. WCAG 2.0 (web content accessibility guidelines) provides guidelines on how to make web pages accessible to people with disabilities and sets international standards. They are rated as A (lowest), AA and AAA (highest). The guidelines are organized under four basic principles: perceivable, operable, understandable and robust. Brightspace was listed on the section 508.gov website with links to their accessibility profile. Brightspace also maintains a close partnership with the National Federation for the Blind. The Voluntary Product Accessibility Template (VPAT) is an industry template for how well a product conforms to Section 508 of the US Rehabilitation Act. Brightspace says that all interfaces are designed and tested according to HTML5 and WCAG 2 standards. The second set of guidelines is the Authoring Tool Accessibility Guidelines (ATAG) which regulate the accessibility of the content on the Learning Management System.
University of Missouri ACT Task force evaluated Brightspace, Canvas and Blackboard as part of a plan to consider changing LMSs. Responses received from institutions they surveyed indicated that all three companies make accessibility a high priority and address issues in a timely manner. However, in their testing, Brightspace emerged ahead of Canvas because of their documentation and hands on testing. When a University of Missouri faculty member tested Brightspace with a JAWS 15 screen reader it was found to be accessible. Their final recommendation was that Brightspace was more accessible than Canvas.
All LMSs are constantly changing as are the standards. In summary, Brightspace meets the WCAG 2.0 standards and by many reports is a responsive company to any concerns about accessibility. Brightspace by D2L does have a 2014-2021 Accessibility plan that is available to the public. In addition to the LMS meeting standards, the add-ons used as well as the authoring tools must meet standards as well. This complicates any strict requirements for meeting a standard.
University of Missouri ACT Task force evaluated Brightspace, Canvas and Blackboard as part of a plan to consider changing LMSs. Responses received from institutions they surveyed indicated that all three companies make accessibility a high priority and address issues in a timely manner. However, in their testing, Brightspace emerged ahead of Canvas because of their documentation and hands on testing. When a University of Missouri faculty member tested Brightspace with a JAWS 15 screen reader it was found to be accessible. Their final recommendation was that Brightspace was more accessible than Canvas.
All LMSs are constantly changing as are the standards. In summary, Brightspace meets the WCAG 2.0 standards and by many reports is a responsive company to any concerns about accessibility. Brightspace by D2L does have a 2014-2021 Accessibility plan that is available to the public. In addition to the LMS meeting standards, the add-ons used as well as the authoring tools must meet standards as well. This complicates any strict requirements for meeting a standard.
Canvas by Instructure Evaluation |
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Modify Dropbox Assignments with Differentiated Release Conditions
Modifying assignment due dates and time limit parameters to meet the needs of students with documented disabilities is very straight-forward in Canvas by Instructure. Click on the assignment button on the left hand navigation menu and then select your assignment. Open your assignment, name it and provide a description. Provide the assignment value points and assign it to an assignment group. Canvas provides the option for both group assignments and peer reviews.
Under the assign section on Canvas is the default to assign to the class. There is also an option to assign to groups. Choose the due date and the range of dates that the assignment will be available. To add individual students, select the +add at the bottom of the section. This will provide an option to choose an individual student and select a separate due date and date range just for them. This selection will not be visible to any of the other students in the class.
In Canvas, each individual assignment can easily be modified to meet the needs of each student in the class or section.
Modify Quiz with Differentiated Release Conditions
Modifying a quiz to provide different due dates, availability dates and time restrictions for students with documented disabilities is also very easy to do in Canvas. Select quiz in the left hand navigation bar and name the quiz and provide instructions. Add quiz questions. Determine the quiz type and the assignment group that it will be listed under. Decide whether to shuffle the answers, allow multiple attempts and whether the students will be allowed to see their answers. Just like under assignments select the parameters for the class and then click on +add and determine parameters for each individual who requires accommodations.
Providing Alternative Learning Materials- Using YouTube with Closed Captions
Adding media with closed captions may be necessary for students with hearing problems or needing multiple modalities to learn effectively. After searching for a video on YouTube using a filter to select for videos with closed captions, select the required video. Next click share in the lower right hand corner of the video and copy the share link for the video.
Return to Canvas and select pages from the left hand navigation menu. Name the page and select the option to add a link in the HTML box. Paste the URL of your selected YouTube video and then save.
Select publish in the upper right hand corner of the page to make it available for students. You will then verify that both the video with closed captions as well as the link is available to students.
Using an Accessible HTML Template with Cascading Style Sheets (CSS)
There are two options for providing HTML text in a Canvas course. The first option is to go to Commons in the left navigation menu and search for a template which can then be uploaded into your class. Since OSU had one available, that one was selected and uploaded. It easily formatted all of the pages so that they met the accessibility standards for that university.
In addition, Canvas comes with a formatted HTML heading text option that allow easy formatting of a page with cascading style sheets (CSS).Select the drop down menu next to paragraph and select the heading size that you require.
Summary of Online Reviews of Canvas by Instructure Accessibility
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The goal of accessibility is to provide users with disabilities the same access to content as users without disabilities. (section 508). The purpose of CSS stylesheets is to separate content into sections and allow screen readers to easily find content in the presentation or to use code to communicate meaning by providing visual emphasis. WCAG 2.0 (web content accessibility guidelines) provides guidelines on how to make web pages accessible to people with disabilities. They are rated as A (lowest), AA and AAA (highest). The guidelines are organized under four basic principles: perceivable, operable, understandable and robust. The Voluntary Product Accessibility Template (VPAT) is an industry template for how well a product conforms to Section 508 of the US Rehabilitation Act.
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Canvas has been optimized to work well with screen readers such as JAWS for Windows or Apple VoiceOver. Canvas does not have a current WCAG 2.0 VPAT, but intends to add one. Canvas as a whole minimally meets accessibility standards under WCAG 2.0, but the plugins and apps greatly decrease compliance with standards according to the University of Missouri Task force. When the University of Missouri task force tested Canvas with the JAWS 15 screen reader it was found to be partially accessible.
WebAIM.org which is a 3rd party authority in web accessibility evaluated the Canvas LMS and certified it as substantially conforming with Level A and Level AA of the WCAG 2.0 guidelines.
(Curators of the University of Missouri, 2016)
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LMS Weekly Recommendation
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1. Modify dropbox assignments with differentiated release conditions
Modifying the dropbox assignment or any other assignment was equally straight forward in both D2L Brightspace and Canvas by Instructure. It was intuitive in both systems and took minimal steps or training.
2. Modifying quiz with differentiated release conditions
Just like modifying the dropbox assignment, modifying a quiz for differentiated release conditions was equally straight forward in both Canvas by Instructure and D2L Brightspace. Both LMSs required adding students and assigning separate date parameters.
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3. Providing alternative learning materials by uploaded YouTube video with closed captions.
Uploading a video with closed captioning was intuitive in both LMSs and required the same number of steps, but the final appearance of the video in D2L Brightspace was better.
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4.Using an accessible HTML template with cascading style sheets (CSS)
Using an HTML template was much easier in Canvas. There was the option to import a template, as there was in D2L Brightspace, but the template was already formatted in the Canvas Commons area. The HTML box in both Canvas and in D2L Brightspace allowed the option to add HTML headings without any additional steps.
5. Evaluate LMS reviews by Accessibility Organizations
Evaluating the category of whether the LMS meets accessibility standards may depend on which source you read. Both companies seem to take the need to meet standards seriously and to be responsive to consumer concerns.
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Weekly Recommendation: Tied for the week, overall Canvas in the lead.
Canvas CertificationVerification of Substantial Conformance. (n.d.). Retrieved March 28, 2017, from http://webaim.org/services/certification/canvas
Carlson, A. (2014) Atomic learning tutorials Canvas from http://www.atomiclearning.com/highed/canvas-student.
Curators of the University of Missouri. (2016). Learning Management System Recommendation for MIZZOU. University of Missouri. http://lmsevaluation.teachou.net/wp content/uploads/2016/02/Mizzou-LMS-Pilot.pdf.
Quality Matters Higher Education Rubric Workbook. 5th ed. MarylandOnline,Inc., 2014. Print.
Richard, B (2014) atomic learning tutorials Desire2Learn 10 instructor training http://www.atomiclearning.com/highed/d2l10_instruct.
Richard, B (2014) atomic learning tutorials Desire2Learn 10 student training http://www.atomiclearning.com/highed/d2l10student.
Web Content Accessibility Guidelines (WCAG) 2.0. (n.d.). Retrieved March 27, 2017, from https://www.w3.org/TR/WCAG20/
Carlson, A. (2014) Atomic learning tutorials Canvas from http://www.atomiclearning.com/highed/canvas-student.
Curators of the University of Missouri. (2016). Learning Management System Recommendation for MIZZOU. University of Missouri. http://lmsevaluation.teachou.net/wp content/uploads/2016/02/Mizzou-LMS-Pilot.pdf.
Quality Matters Higher Education Rubric Workbook. 5th ed. MarylandOnline,Inc., 2014. Print.
Richard, B (2014) atomic learning tutorials Desire2Learn 10 instructor training http://www.atomiclearning.com/highed/d2l10_instruct.
Richard, B (2014) atomic learning tutorials Desire2Learn 10 student training http://www.atomiclearning.com/highed/d2l10student.
Web Content Accessibility Guidelines (WCAG) 2.0. (n.d.). Retrieved March 27, 2017, from https://www.w3.org/TR/WCAG20/
