Information and instructional design principles to enhance accessibility and inclusivity of course material on Blackboard VLE (original) (raw)

Previous research has shown problems with the way information is presented and structured on Blackboard VLE in terms of accessibility, orientation, consistency and legibility. Such inefficiency leads to frustrated students and a failure to ensure teaching and learning quality. This is worrying, considering that Blackboard is the main tool of communication, management, and assessment used by staff on a daily basis. Moreover, it is a tool with great potential to offer high quality teaching to our generation of students who are always online and are very tech savvy. The aim of this project was to use an information and instructional design approach to enhance accessibility and inclusivity of course material on Blackboard VLE at the University of Leeds. Project Objectives • To identify how staff organise and display course information, and student usage, views, and expectations of using Blackboard VLE. • To develop new design solutions using information and instructional design principles, as well as usercentred research methods. • To involve students as co-creators of education: as designers and researchers, as well as participants in any testing conducted. • To disseminate the findings and good practice through a Blackboard VLE Design Guidelines booklet, motion graphics video and workshops delivered to staff at UoL. Methodology An audit of 55 modules taught in Semester 1 (UG and PGT) in the School of Design was conducted to identify: a) how staff organise and display course information; b) good and bad practice. An online questionnaire was conducted with 31 lecturers from the School of Design to understand: a) staff usage of Blackboard VLE; b) interventions that might help them to use it more efficiently. Interviews were conducted with 31 students (UG and PGT) from the School of Design to understand student: a) usage; b) views; c) and expectations of using Blackboard VLE. Co-design sessions were conducted with students (all UG years and PGT) to develop initial design concepts capable of maximising Blackboard VLE usage and support to T&L. Usability tests were conducted to develop, test and iterate design solutions. Performance testing and eye-tracking measurement were conducted to ascertain which design(s) are more effective at allowing students to find information faster and more accurately. Key findings 4.1. Audit of existing modules The majority of modules: • Provided no or very little information on staff teaching in the module. • Used fonts, font size and colours inconsistently in the announcements. • Had important information missing or located under the wrong tab. • Had a high number of learning materials randomly arranged rather than arranged by folders, themes, or chronologically. • Had no description of what folders and files contain. • Had some sections that were left empty.

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