Designing Accessible Courses: Fall 2020 + Winter 2021
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Designing Accessible Courses: Fall 2020 + Winter 2021
Suggestions for Six Course Components
ASSESSMENT OF LEARNERS
Keep the Universal Design for Learning (UDL) principle in mind: Provide multiple means of action and expression for students (e.g., provide learners with many ways of
demonstrating what they have comprehended and ways of managing that information such as through assignments, media presentations, concept maps, portfolios,
websites, diagrams etc.). Provide choice and alternatives, along with opportunities for students to suggest ideas. Always give lots of feedback.
Format
Blended Learning Asynchronous Synchronous
In-Person and Digital Digital Digital
Formative Give feedback in class to students. Create Create short audio clips for each student on Schedule small group or individual live feedback
Feedback short audio clips for each student on specific feedback. Use Assignment, Journal sessions. Also consider creating short audio
specific feedback. Use Assignment, Journal and/or Discussions in Blackboard Learn for clips to provide individualized feedback. Send
and/or Discussions in Blackboard Learn for students to share thoughts and you reply. Write email or use the Assignment, Journal and/or
students to share thoughts and you reply. an email to students with feedback. Scheduled Discussion tools in Blackboard to engage in
an optional BlueJeans session for live feedback more feedback activity.
and discussion.
Quizzes Give a quiz in class. Give an online quiz in Give an online quiz in Blackboard Learn. Have Use BlueJeans to have a live oral quiz with a
Blackboard Learn. Have students take a students take a quiz at beginning of topic or small group or individual students. Give an
quiz prior to an on-campus class to see if module to test for comprehension and online quiz in Blackboard Learn. i
prepared. readiness.
Create Students complete assignments in a variety Students use tools outside of Blackboard such as Students use tools outside of Blackboard such
Assignments of ways from hard copy to digital formats concept mapping tools, websites, presentations, as concept mapping tools, websites,
depending on course and content. papers etc. to create assignments. presentations, papers etc. to create
assignments.
Submit Submission via Assignments Tool in Submission via Assignments Tool in Blackboard Upload assignment into the Assignments Tool in
Assignments Blackboard Learn, mark and return via tool Learn, mark and return via tool using inline Blackboard, provide feedback and grade inline
using inline grading, rubrics and grade grading, rubrics and grade center. Use single with the tool. Use single point rubrics.
center. Use single point rubrics. point rubrics.
Exams Give students an open-book exam to be Give students an open-book exam to be done Give an oral exam via BlueJeans. Give students
done during scheduled exam time. during scheduled exam time. Consider giving a an open-book exam to be done during
Consider giving a culminating project, culminating project, consolidation activity or scheduled exam time. Consider giving a
consolidation activity or choice of ways to choice of ways to represent their learning. culminating project, consolidation activity or
represent their learning choice of ways to represent their learning
Individual Students share on discussion forums with Students share on discussion forums with small Students present via sharing screen in
Presentations small groups for peer feedback. groups for peer feedback. BlueJeans. Peers respond in chat. Students
create video doing presentation.
Page 1 of 6 | Digital Learning Formats: Matrix of Applications for Design and Learning | August 18, 2020 | Centre for Teaching and Learning Innovation | North Island College | Liesel Knaack
This work is licensed under a Creative Commons Attribution 4.0 International License. Icons from Noun Project: by Vectors Point, PK; ProSymbols, US; Duke Innovation Co-Lab, USCONTENT
Keep the Universal Design for Learning (UDL) principle in mind: Provide multiple means of representation (e.g., provide learners with many ways of engaging and
comprehending information and experiences such as videos, audio clips, graphics, symbols, tactile objects, etc.) Here are examples of ways to present content.
Format Blended Learning - Asynchronous - Synchronous -
In-Person and Digital Digital Digital
Content via Present content in text-based modes for Present content in text-based modes for Present content in text-based modes for
Text students to read, have screen readers students to read, have screen readers access and students to read, have screen readers access
access and provide a low-tech provide a low-tech downloadable document to and provide a low-tech downloadable
downloadable document to access content. access content. Examples include Word docs, document to access content. Examples include
Examples include Word docs, PDFs, Slide PDFs, Slide deck outlines, transcripts, and scripts Word docs, PDFs, Slide deck outlines,
deck outlines, transcripts, scripts of videos. of videos. transcripts, and scripts of videos.
Content via Present content in video-based mode for Present content in video-based mode for Present content in video-based mode for
Video students to watch, take quizzes within, students to watch, take quizzes within, comment students to watch, take quizzes within,
comment on, rewind and re-watch etc. on, rewind and re-watch etc. Examples include comment on, rewind and re-watch etc.
Examples include YouTube videos, Kaltura- YouTube videos, Kaltura-created videos with quiz Examples include YouTube videos, Kaltura-
created videos with quiz questions questions (instructional videos, welcome videos created videos with quiz questions
(instructional videos, welcome videos etc.) etc.) (instructional videos, welcome videos etc.)
Content via Put content in a slide deck, Prezi, Google Put content in a slide deck, Prezi, Google Slides Put content in a slide deck, Prezi, Google Slides
Presentations Slides etc. with narration or notes. PDF etc. with narration or notes. PDF document for etc. with narration or notes. PDF document for
document for ease in viewing. ease in viewing. ease in viewing.
Content via Present content in audio-only mode for Present content in audio-only mode for listening. Present content in audio-only mode for
Audio listening. Examples include audio only files Examples include audio only files describing listening. Examples include audio only files
describing content, podcasts, audio content, podcasts, audio feedback on describing content, podcasts, audio feedback on
feedback on assignments. Etc. assignments. Etc. assignments. Etc.
Content via Put content in content collection and then Put content in content collection and then link to Put content in content collection and then link
Blackboard link to various pages in Blackboard Learn various pages in Blackboard Learn for access and to various pages in Blackboard Learn for access
for access and one-stop location for all one-stop location for all content. and one-stop location for all content.
Learn content.
Content via Email content to students via email Email content to students via email (separately Email content to students via email (separately
Email (separately or within Blackboard Learn) via or within Blackboard Learn) via a mailing list of or within Blackboard Learn) via a mailing list of
a mailing list of all students. all students. all students.
Guest Speakers Invite to classroom or through a BlueJeans. Involve guest speakers by using BlueJeans. Involve guest speakers by using BlueJeans.
Open Consider using open educational resources Consider using open educational resources Consider using open educational resources
Educational (OERs) = openly licensed material to save (OERs) = openly licensed material to save (OERs) = openly licensed material to save
students money and provide more students money and provide more equitable students money and provide more equitable
Resources equitable access to learning materials. access to learning materials. Consider using open access to learning materials. Consider using
Consider using open textbooks, resources, textbooks, resources, or ancillary materials. See open textbooks, resources, or ancillary
or ancillary materials. See BCcampus listing. BCcampus listing. materials. See BCcampus listing.
Page 2 of 6 | Digital Learning Formats: Matrix of Applications for Design and Learning | August 18, 2020 | Centre for Teaching and Learning Innovation | North Island College | Liesel Knaack
This work is licensed under a Creative Commons Attribution 4.0 International License. Icons from Noun Project: by Vectors Point, PK; ProSymbols, US; Duke Innovation Co-Lab, USCOMMUNICATE
Keep the Universal Design for Learning (UDL) principle in mind: Provide multiple means of engagement (e.g., provide learners with connections about their interests,
support self-reflection, foster collaborations such as open class discussions, office hours, question and answer periods, etc.). Communicate with care. Often.
Format Blended Learning - Asynchronous - Synchronous -
In-Person and Digital Digital Digital
Individual Email, Course Messages, Journal and Email, Course Messages, Journal and Video conference chat in BlueJeans. Email,
Students Discussion tools in Blackboard Learn. Discussion tools in Blackboard Learn. Course Messages, Journal and Discussion tools
in Blackboard Learn.
All Students Announcement, Course Messages or Email Announcement, Course Messages or Email in Announcement, Course Messages or Email in
in Blackboard Learn. Also communicate to Blackboard Learn. Also communicate to all Blackboard Learn. Also communicate to all
all students through Outlook NIC email. students through Outlook NIC email. students through Outlook NIC email.
Announcements in live classes.
Group Use Discussion tool in Blackboard Learn. Use Discussion tool in Blackboard Learn. Use Break students into smaller groups and use
Discussions Use other web tools for instant messaging other web tools for instant messaging and breakout rooms in BlueJeans.
and group collaboration such as Discourse, group collaboration such as Discourse, Slack, Use other web tools for instant messaging and
Slack, Group Me, etc. Group Me, etc. group collaboration such as Discourse, Slack,
Group Me, etc.
Students Ask Use Discussion tool in Blackboard to post Use Discussion tool in Blackboard to post and Video conference live chat in BlueJeans. Post
Questions and have answered at another time by have answered at another time by students on WordPress site as a comment. Phone call to
students and/or instructor. Phone call to and/or instructor. Phone call to chat with chat with students. Create a video. Answer
chat with students. Create a FAQ with students. Create a FAQ with answers. Create a common questions in video. Share link with
answers. Create a video answering video answering questions and share link with students.
questions and share link with students. students.
Students ask questions in class.
Office Hours Have office hours in person before or after Indicate a time you will hold office hours on Share details and directions for how to engage
in-class lessons. Possibly consider some announcements page, hold in a discussion with publisher textbook content via a demo in
online live office hours with BlueJeans. forum, via email or live chat via BlueJeans. BlueJeans or recorded session.
Getting to Know In a discussion forum have students In a discussion forum have students introduce Have students introduce themselves in the
Students introduce themselves in various ways – themselves in various ways – write something, chat and through taking turns in the main class
write something, insert a link to a short insert a link to a short video introduction or environment. Possibly use breakout rooms for
video introduction or insert a link to a insert a link to a personal website. 4—5 students to chat and get to know each
personal website. When you get together other a bit more. Provide guiding questions for
in person students will have a head start in the conversation.
building community.
Page 3 of 6 | Digital Learning Formats: Matrix of Applications for Design and Learning | August 18, 2020 | Centre for Teaching and Learning Innovation | North Island College | Liesel Knaack
This work is licensed under a Creative Commons Attribution 4.0 International License. Icons from Noun Project: by Vectors Point, PK; ProSymbols, US; Duke Innovation Co-Lab, USENGAGE
Keep the Universal Design for Learning (UDL) principle in mind: Provide multiple means of engagement (e.g., provide learners with connections about their interests,
support self-reflection, foster collaborations such as small group discussions, collaborative activities like Google Docs, Padlet, etc.). Engage in motivating activities.
Format Blended Learning - Asynchronous - Synchronous -
In-Person and Digital Digital Digital
Preparing for Engage students in preparing for in-class Engage students in preparing for online Engage students in preparing for live online
Class learning by doing readings, watching learning by doing readings, watching videos, class by doing readings, watching videos, and
videos, and accessing other learning and accessing other learning materials. To accessing other learning materials. To ensure
materials. To ensure attentiveness to ensure attentiveness to content: provide attentiveness to content: provide guided
content: provide guided questions, charts, guided questions, charts, missing fill in the questions, charts, missing fill in the blanks etc.
missing fill in the blanks etc. to fill out while blanks etc. to fill out while doing activities. to fill out while doing activities. Post questions
doing activities. Post questions in Post questions in Blackboard Learn discussion in Blackboard Learn discussion forums for
Blackboard Learn discussion forums for forums for engagement with groups of engagement with groups of students, have
engagement with groups of students, have students, have students annotate a PDF or students annotate a PDF or Word version of a
students annotate a PDF or Word version Word version of a reading with comments and reading with comments and questions shared
of a reading with comments and questions questions shared with group mates etc. with group mates etc.
shared with group mates etc.
Assess Readiness To hold students accountable for To hold students accountable for preparatory To hold students accountable for preparatory
preparatory activities have them a) take a activities have them a) take a short quiz activities have them a) take a short quiz
short quiz through Blackboard Learn prior through Blackboard Learn prior to class b) through Blackboard Learn prior to class b)
to class b) submit a summary post to a submit a summary post to a discussion forum submit a summary post to a discussion forum
discussion forum about response to key about response to key questions c) create their about response to key questions c) create their
questions c) create their own summary of own summary of readings and share with class own summary of readings and share with class
readings and share with class etc. etc. etc.
Team Learning Hold students further accountable by Hold students further accountable by having Hold students further accountable by having
having them work with pre-selected them work with pre-selected teammates to do them work with pre-selected teammates to do
teammates to do a collaborative activity a collaborative activity (e.g., take a quiz a collaborative activity (e.g., take a quiz
(e.g., take a quiz together during class and together during class and agree on same together during class and agree on same
agree on same answers for marks, prepare answers for marks, prepare a summary of each answers for marks, prepare a summary of each
a summary of each teammate’s section) teammate’s section) teammate’s section)
Brainstorming an Put students in groups. Have them use the Put students in groups. Have them use the Put students in groups. Have them work in
Idea Blackboard Learn wiki to type ideas and Blackboard Learn wiki to type ideas and share BlueJeans breakout room or on collaborative
share thoughts. Have them use Discussions thoughts. Have them use Discussions to space like Google Docs to brainstorm. They
to brainstorm in small groups. brainstorm in small groups. share via screen share tool.
Group Project Collaborate on a shared document like Collaborate on a shared document like Google Meet in a web conferencing room to discuss as
and Group Work Google docs. Use an instant messaging tool docs. Use an instant messaging tool like Slack a group or go into breakout groups in a class.
like Slack to share ideas. Use BlueJeans or to share ideas. Use BlueJeans or another web Collaborate on a shared document like Google
another web conferencing tool. conferencing tool. docs. Create long-standing BlueJeans meeting
rooms.
Page 4 of 6 | Digital Learning Formats: Matrix of Applications for Design and Learning | August 18, 2020 | Centre for Teaching and Learning Innovation | North Island College | Liesel Knaack
This work is licensed under a Creative Commons Attribution 4.0 International License. Icons from Noun Project: by Vectors Point, PK; ProSymbols, US; Duke Innovation Co-Lab, USSUMMARIZE
When working in a flexible instructional format, it is even more important to provide summaries and consolidation of learning as each week goes by. Students are
struggling with many new ways to engage with learning that they lose sight of the key messages and core concepts.
Some of the following ideas could help learners capture the big ideas they are to be focusing on, as well as start giving them outlines for study notes and note
taking.
Format Blended Learning - Asynchronous - Synchronous -
In-Person and Digital Digital Digital
Class Reflections Through Discussions in Blackboard Learn Through Discussions in Blackboard Learn post Verbally share a reflective summary of the
post a reflective summary of the past week a reflective summary of the past week past week injecting your personal
injecting your personal observations and injecting your personal observations and observations and insights from
insights from the assignments or insights from the assignments or submissions. assignments or submissions. Put students
submissions. Ask students for responses to Ask students for responses to your post. Have in breakout rooms to discuss, reflect and
your post. Have students post reflections students post reflections and /or moderate share own thoughts upon return to larger
and /or moderate discussions. discussions. group.
Weekly Highlights: Email your class in Blackboard Learn, or Email your class in Blackboard Learn, or post in Write an email or post in Blackboard Learn
Big Ideas and Core post in discussion area a bulleted summary discussion area a bulleted summary of the key discussion a bulleted summary of the key
Concepts of the key takeaways, big ideas and takeaways, big ideas and highlights of the takeaways, big ideas and highlights of the
highlights of the content and learning of content and learning of the past week. Ask for content and learning of the past week. Ask
the past week. Ask for feedback on missing feedback on missing components or for feedback in BlueJeans live chat about
components or enhancements. enhancements. missing components or enhancements.
Concept Map and Have students create a concept map of key Have students create a concept map of key Have students create a concept map of key
Relationships learning in a module or a section of your learning in a module or a section of your learning in a module or a section of your
course. Do in a concept mapping tool and course. Do in a concept mapping tool and post course. Have them screen share their
post in discussion forum and/or wiki for all in discussion forum and/or wiki for all to desktop or the application to share with a
to share/comment. share/comment. live class in BlueJeans.
Study Notes Have students create a summary set of Have students create a summary set of notes Have students work in groups during a live
notes for a module or topic. for a module or topic. BlueJeans class to collaborate on a set of
It can be a multimedia format with video It can be a multimedia format with video and study notes or summary notes for the class
and audio. Post in discussion board and/or audio. Post in discussion board and/or wiki for in Google Docs etc. Have them share their
wiki for sharing and commenting by sharing and commenting by classmates. screens on BlueJeans and describe.
classmates.
Page 5 of 6 | Digital Learning Formats: Matrix of Applications for Design and Learning | August 18, 2020 | Centre for Teaching and Learning Innovation | North Island College | Liesel Knaack
This work is licensed under a Creative Commons Attribution 4.0 International License. Icons from Noun Project: by Vectors Point, PK; ProSymbols, US; Duke Innovation Co-Lab, USSUPPORT
All the supports and additional considerations we can give students will benefit them and their learning. Here are some ideas for supporting students throughout the
learning experience.
Format Blended Learning - Asynchronous - Synchronous -
In-Person and Digital Digital Digital
Learner Make the digital classroom accessible for Make the digital classroom accessible for all Make the digital classroom accessible for
Accommodations all students. Reach out to DALS. students. Reach out to DALS. all students. Reach out to DALS.
Platform Provide an orientation to your course. Provide an orientation to your course. Create a Provide students an orientation to how
Overviews Create a video to show key spots and video to show key spots and where to find you are going to use BlueJeans and any
where to find important information, important information, deadlines, and other tools. Do this via a live class taking
deadlines, and assignment dates. Direct assignment dates. Direct students to the them on a tour of any applications via the
students to the “Student Training Course” “Student Training Course” in the Blackboard screen share option.
in the Blackboard Training section under Training section under their Student Resources
their Student Resources Tab in Blackboard Tab in Blackboard Learn.
Learn.
Study Strategies Share six strategies for effective learning Share six strategies for effective learning with Share six strategies for effective learning
with students. Ask them to try some of the students. Ask them to try some of the with students. Ask them to try some of the
strategies out during the course. strategies out during the course. strategies out during the course.
English as Frequent feedback via email, video, Frequent feedback via email, video, discussion, Frequent feedback via email, video, or
Additional discussion, journal, or assignment tools. journal, or assignment tools. Use clear audio. Use clear language and organized
Language Learners Use clear language and organized course language and organized course content. course content. Turn on closed captioning.
content. Provide videos to explain content, Provide videos to explain content, with closed Record sessions. Use chat function to
with closed captions. Create, or have captions. Create, or have students create, a allow students more time to respond to
students create, a glossary of key terms glossary of key terms using the wiki function, questions/ discussion topics.
using the wiki function, for each class / full for each class / full course.
course.
Learners Needing Adjust due dates, assignments and Adjust due dates, assignments and Adjust due dates, assignments and
More Time modules/topics for some learners who may modules/topics for some learners who may modules/topics for some learners who
need adjustments for various reasons. need adjustments for various reasons. may need adjustments for various reasons.
Learners with Low Use familiar tools. If new tools are used, Use familiar tools. If new tools are used, Use familiar tools. If new tools are used,
Tech Skills provide step-by-step instructions. provide step-by-step instructions. provide step-by-step instructions.
Demonstrate those tools anytime you can Demonstrate those tools anytime you can Demonstrate those tools anytime you can
provide opportunities for questions. provide opportunities for questions. provide opportunities for questions.
Teaching Blended: https://teachanywhere.opened.ca/teaching-digitally/blended/
Teaching Asynchronously: https://teachanywhere.opened.ca/teaching-digitally/asynchronously/
Teaching Synchronously: https://teachanywhere.opened.ca/teaching-digitally/synchronously/
Page 6 of 6 | Digital Learning Formats: Matrix of Applications for Design and Learning | August 18, 2020 | Centre for Teaching and Learning Innovation | North Island College | Liesel Knaack
This work is licensed under a Creative Commons Attribution 4.0 International License. Icons from Noun Project: by Vectors Point, PK; ProSymbols, US; Duke Innovation Co-Lab, USYou can also read
