I hope the transition from D2L to Canvas has gone as smoothly as possible for you. As a reminder, when we eventually lose access to D2L, we’ll also lose access to our old courses. Our current courses were migrated into Canvas, but if there are any learning materials in older versions of your courses or in courses that are no longer offered and still in your D2L account, now is a great time to go through and archive those items: essay questions, an insightful discussion post, study notes, supplementary resources, etc.
The D2L/Canvas migration timeline was scheduled so that students in D2L could complete their courses in D2L; when we receive a specific time as to when D2L will disappear, we will update you.
I had the opportunity last month to complete a course from Ryerson University: Introduction to Web Accessibility. I’d like to share some ideas and tools from the course. People often think of accessibility in terms of helping people with disabilities, or something that’s done as a legal obligation or for good business practices, but it’s worth noting that increasing accessibility benefits everyone. For example, curb cuts – those ramps leading from streets to sidewalks – make it possible for people in wheelchairs to safely cross the street, but everyone benefits from those. It’s now easier to ride my bike, pull my kids in a wagon, etc.
The course focused on Web Content Accessibility Guidelines (WCAG) and it’s four main principles:
Perceivable: Can users perceive or sense what is being presented?
Operable: Is this usable?
Understandable: Can users comprehend how this works?
Robust: Will this work for a wide variety of users and assistive technologies?
I’ll be posting more about each of these principles in the near future. If you’d like more information, see the link below. It contains guidelines and techniques for each of the above principles.
The are three different levels associated with each guideline: A, AA, and AAA.
Level A guidelines focus on preventing barriers that will make content inaccessible to some people. These must be addressed.
Level AA guidelines focus on preventing barriers that will make content more difficult to access. These should be addressed to prevent unnecessary, additional effort.
Level AAA guidelines focus on usability. These could be addressed to increase usability.
Generally, Level AA is the recommended level to strive for when developing online environments.
More information about the course can be found here:
With the conclusion of another academic year, you might be seeing a number of students completing their IL courses right now. As a reminder, when each student completes your IL course, be sure to:
1) Grade all outstanding assignments
2) Calculate (D2L) or view (canvas) final course grade
3) Report final course grade here:
At our most recent IL Quarterly Instructor meeting, Erin Paul-Schuetter shared instructions on how to use H5P (which offers course designers a wide variety of tools to create content) to create flash cards and import these tools directly into Canvas. A pdf of these instructions can be viewed here:
Interested in learning from and connecting with the extended Independent Learning community? Come to the 2019 Collaborative Online Programs Faculty Symposium at the Monona Terrace Community and Convention Center in Madison June 3-4. The event (along with food and accommodations) are free.
Please register using this link:
H5P offers course designers a wide variety of tools to create content. One of them, the timeline, allows you to make an interactive series of listings and events.
To make something like this, you first create a new account. From there, click on “My Account” on the top row of links, and then click the link to “Create New Content.” Select Timeline as the content type, and then add information for each item you’d like to add to your timeline.Here’s a sample. It contains a timeline that highlights some key performances in the history of rock and roll, with a YouTube link for each performance.https://h5p.org/node/487138
Interested in learning more about what you can create with H5P? Come to the IL Instructor Quarterly meeting this Friday at 1pm to hear more about it. You can also read previous IL posts with examples:https://courses.dcs.wisc.edu/wp/ilinstructors/2018/06/21/h5p-content-creation-image-hotspots/
We’ve recently shared some opportunities to learn more about accessibility (LinkedIn reading group, a free course), and if you’re looking for more, you can view the webinar in the link below. This is geared towards content creators, but there are great ideas for anyone working online to think about. This webinar shares a number of tools (including some in Microsoft Office) you can use to check how accessible the material you’re working with is.https://www.youtube.com/watch?v=9z-o-rLQTWo
ADEIL recently shared a short webinar on how to use Recite, a program to help manage references and citations within a paper. Whether you’re advising students with research papers or simply looking for a helpful tool for your own research, Recite can help eliminate errors as you list your sources.You can view the webinar here:https://www.youtube.com/watch?v=1mUM1oJ-110
If you’re interested in learning more about web accessibility (or like to go through online courses to put yourself into the shoes of our online learners), there’s a free online course that runs for 4 weeks, beginning April 8th. An excerpt from their registration page:
“This course will ‘interpret’ the W3C Web Content Accessibility Guidelines (WCAG 2.0), to make it easier to understand for a general audience. You will have an opportunity to experience barriers firsthand, then experience that content with the barriers removed, developing a practical understanding of web accessibility.”
You can find information at: https://de.ryerson.ca/wa/introduction/
On a related note, if you’re interested in discussing accessibility and online courses, be sure to check out the ADEIL LinkedIn discussions on the book Reach Everyone, Teach Everyone:https://www.linkedin.com/groups/8521464/
While the internet can be a source of worthwhile information, students researching online need to be thinking critically about the information that they’re finding; just because it’s online doesn’t mean it’s true. Some teachers in the Ukraine, in the midst of online propaganda and misinformation with a civil war, have worked to increase students’ media literacy to spot misinformation and hate speech. You can read about those efforts in the following link:
We’ve previously shared an online research activity (link below) about using and evaluating online sources. What have you found helpful to teach students how to critically think about the information they’re finding online?