Accessibility & instructional design | Honorlock Online Proctoring

How to use AI to create accessible & equitable online courses

How to make online courses accessible and equitable with AI tools

AI isn’t new to online learning (or in-person). Educators use it to automate tasks that eat up time, analyze data, and even customize learning paths. While some of the AI tools you’ll see aren’t widely used in online education (yet), they could—and probably should—be soon.

But keep this in mind: AI can help educators create equitable learning environments and accessible online courses, but it can’t replace educators.

Educators have used AI in online courses for yeeeeeears to automate tasks, analyze data, and tailor learning paths. While most of the AI tools you’ll see in this article aren’t widely used in online learning, they could—and probably should—be soon.

But keep this in mind: AI can help educators create equitable learning environments and accessible online courses, but it can’t replace educators.

AI to improve equity & accessibility in online courses

AI to make online courses more accessible & equitable

Click the menu below to navigate

Emotion AI

Emotion AI analyzes our behavior, how we speak, and what we write, then associates these with specific emotions. There are three primary types of emotion AI: video, text, and voice.

Video Emotion AI

Analyzes body language, facial expressions, gestures, and other movements to determine emotional states.

Text Emotion AI

Identifies emotions based on the tone, word choices, patterns, and other aspects of written text.

Voice Emotion AI

Listens to vocal characteristics like volume, pitch, and pace to determine emotional states.

Considerations before using emotion AI

Emotions are complex, and how we express them varies, so keep these in mind to help use them effectively and ethically:

Each person expresses emotions differently.

Physical conditions or disabilities may limit facial expressions or cause unintended body movements, which could give inaccurate feedback on emotional states.

Cultural differences can impact behavior, gestures, speech, etc.
- For example, eye contact is a sign of interest and respect in some cultures, while other cultures avoid eye contact to show respect.

Considerations before using emotion AI

Emotions are complex and how we express them varies, so keep these in mind to help use it effectively & ethically:

Each person expresses emotions differently.

Physical conditions or disabilities may limit facial expressions or cause unintended body movements, which could give inaccurate feedback on emotional states.

Cultural differences can impact behavior, gestures, speech, etc.

e.g., eye contact is a sign of respect in some cultures while others avoid eye contact to show respect.

Video Emotion AI

Video emotion AI uses a combination of technologies to analyze and understand facial expressions and body language, like posture, gestures, and eye contact.

Computer vision AI helps computers see the world as humans do by analyzing and interpreting the environment and objects around them.

Facial expression recognition detects facial expressions and microexpressions by analyzing facial landmarks.

Body language and gesture recognition identify emotions based on body movements and gestures. For example, touching the face can indicate stress, and tilting the head can indicate confusion.

How to use video emotion AI in online courses:

Understand and accommodate nonverbal communication: helps those with conditions and disabilities communicate through gestures, for example.

Measure engagement: detects signs of disinterest and confusion, for example, which can allow educators to tailor course activities in real time.

Nonverbal communication: helps those with specific conditions and disabilities communicate through gestures, for example.

The example images below show how video emotion AI may appear to instructors using it to understand learners’ attention levels during specific course activities.

Attention is high while making eye contact, but it decreases when they look away.

High Attention

Low Attention

High Attention

Low Attention

Looking away, especially from a computer screen, doesn’t mean they aren’t paying attention. And looking at the computer screen doesn’t mean they’re paying attention (or interested).

But considering that information with other aspects, like body language, facial expressions, and how long they looked away, can help instructors begin to understand emotions to a certain extent.

Instructors can use these insights to identify engaging topics and content formats, areas to revamp, and where learners are struggling.

Text Emotion AI

Text emotion AI analyzes text to determine emotions based on two primary approaches: lexicon (our vocabulary) and machine learning.

Lexicon-based: matches the text to a database of keywords and phrases associated with specific emotions.

Machine learning: compares the text to databases of text that it was trained on and continually learns from to recognize patterns and context. This goes beyond simple keyword matching, as seen in the lexicon-based approach.

How to use text emotion AI in online courses:

Identifying where learners are struggling: detecting signs of confusion or frustration in written submissions, like discussion responses, can help provide timely support and course materials that address learners’ needs.

Personalizing feedback: understanding the emotional context of learners’ writing can help educators provide more personalized, empathetic, and supportive feedback in some cases.

Understanding course feedback in-depth: analyzing learners’ course feedback can provide a deeper understanding of their learning experiences and feelings about the course, which can be used to refine course content and activities.

Voice Emotion AI

Voice emotion AI listens to vocal characteristics—very carefully!—to understand emotions.

Vocal characteristics can include how fast and loud you speak, speech patterns, enunciation, inflection, etc.

Business use cases can translate to online courses

Companies use voice emotion AI to provide customer service employees with real-time insights that indicate when customers are growing frustrated, confused, and angry. If integrated and used appropriately, it can offer educators similar insights about learners in their courses.

Business use cases can translate to online courses

Companies use voice emotion AI to give real-time insights to customer service staff about when customers or learners are becoming frustrated, confused, or angry.

How to use voice emotion AI in online courses:

Presentation feedback: providing learners with in-depth feedback on their presentations based on pacing, volume, pitch, and other vocal qualities.

Adapt course activities based on interest: analyzing vocal characteristics such as tone and intensity can help gauge interest levels in real-time during a lecture, allowing instructors to switch to more interactive activities if disinterest is detected to re-engage learners.

Identify signs of stress and anxiety: detecting stress and anxiety through vocal characteristics allows educators to immediately intervene and offer support.

Challenges of using voice emotion AI

Subjectivity: interpreting speech is subjective, and it can be difficult to accurately identify emotions. For example, yelling is a sign of anger, but it can also express excitement.

Slang: recognizing and interpreting slang words and phrases is difficult if the AI hasn’t been trained on them.

Dialect and accents: the accuracy of voice emotion AI can be impacted by dialects and accents because they change speech patterns, pronunciation, and even the meaning of words in the same language.

These challenges highlight the importance of training voice emotion AI on diverse datasets that include a wide range of accents, dialects, and cultural speech patterns. This training helps the system become more adaptable and accurate in interpreting emotions from speech with different accents.

Get the 3 part ebook

AI for DEI in Online Education

Part 1: AI Tools for DEI

Part 2: AI to Develop Equitable Admissions

Part 3: How to Build Accessible Online Courses

AI for Tutoring & Support

Whether intentionally built for tutoring or adapted, AI tools can help create genuine tutoring experiences similar to one-on-one tutoring sessions. These tools offer a tailored experience and real-time feedback, which is crucial for learners with intellectual disabilities because it helps them make connections between their work and the instructor’s feedback.¹

Intelligent Tutoring Systems (ITS)

ITS use AI to replicate human tutoring by providing learners with immediate feedback and content adapted to their needs—whether they’re struggling or excelling in a topic—based on their performance, learning styles, and even their preferences. In other words, ITS meet learners where they are in the learning process and give them what they need, when they need it.

They help learners incrementally digest complex course content by breaking information in smaller chunks, offering hints, and recommending extra content in formats that benefit them the most.

Here’s how an ITS could work for an algebra course (scroll below)

Here’s how an ITS could work for an algebra course

Initial assessment: the ITS assesses the learner’s understanding of basic algebraic concepts and ability to solve problems. Customizes learning: after assessing knowledge, it customizes learning activities and offers additional content based on the learner’s performance on the initial assessment.

If the learner struggles in a specific area, the ITS provides extra help, like step-by-step guides & practice problems.

If the learner excels in a topic, the ITS gradually progresses to more advanced concepts & activities.

Immediate feedback: the ITS provides instant feedback and additional context, allowing learners to recognize errors and learn to correct them.

Assessing knowledge

The ITS assesses each learner's understanding of basic algebraic concepts and ability to solve problems.

Customizing learning

Learning activities and content are tailored for each learner based on their knowledge assessment.

Struggling?

If the learner struggles in a specific area, it provides extra help, like step-by-step guides and practice problems.

Excelling?

The ITS progresses learners to more advanced concepts and activities if they excel in a specific topic.

Providing immediate feedback

It provides immediate feedback with additional context, allowing learners to recognize errors and learn to correct them.

Chatbots

Chatbots are great for interactive tutoring, helping to break down complex subjects, provide instant answers and feedback, brainstorming, and more. The only caveat is that chatbots can provide incorrect information sometimes, so learners need to doublecheck the information they receive during these activities.

Chatbots can help with tutoring needs such as:

Interactive learning activities: engaging learners with real-time activities like Q&A sessions; role-playing, such as real-time debates; and memorization activities, like flashcard drills.

Instant feedback and response: providing feedback on a variety of assignments, such as long or short-form essays, and responding instantly to most questions.

Language practice: helping improve language by practicing writing and conversing in real-time, building vocabulary, improving grammar, and translating content.

Chatbot cheating concerns?

ChatGPT and other generative AI chatbots are pretty controversial in education because they can answer most questions—accurately, for the most part—in an instant. Equally concerning is that they can write just about anything, and plagiarism and AI detection tools can’t catch them.

If these detection tools don’t work, how do you stop chatbot cheating?

Honorlock’s online proctoring platform has a several different tools that block and detect unauthorized AI tools during online exams and while they’re completing assignments, like writing essays.

AI Writing Assistants

Grammarly, QuillBot, and other AI writing assistants have evolved from spotting punctuation and spelling errors to suggesting improvements to writing style, clarity, organization, and tone.

They can also help boost confidence in people writing in a second language and individuals with learning disabilities by delivering feedback and corrections in different formats.

AI writing assistants help learns by:

Bridging language gaps: helps learners with language barriers or learning disabilities polish their written work, ensuring their ideas are clearly articulated.

Offering immediate feedback: checks writing instantly and provides real-time feedback in different formats.

Providing feedback in various formats: offers indirect feedback (underlines errors without corrections) and direct feedback (shows errors with corrections).

Platforms with AI assessment tools & features

The platforms in this sections aren’t necessarily considered AI, but they use AI features and integrate with other AI-powered platforms and tools that can make online assessments accessible and equitable.

Learning Management Systems

Learning Management Systems (LMS) are the bread and butter of online learning; they’re a central location where online courses operate out of and where other tools plug into.

When used to the fullest, the LMS offers the ability to assess knowledge in different ways, customize settings and accommodate learners, and provide immediate scores.

Automated grading

Automated grading tools within the LMS save instructors time, but they also help support learners with intellectual disabilities¹. The immediate feedback from automated grading can help these learners recognize correct answers, which reinforces what they’ve learned.

Accessible assessments

Most learning platforms follow or comply with web accessibility guidelines and requirements like Web Content Accessibility Guidelines (WCAG) and Section 508 which helps create accessible online learning environments and equitable access for all learners.

Part of that effort means supporting assistive technologies, which are crucial for test takers with disabilities, whether they are devices such as assistive keyboards or AI like voice dictation.

For example, the LMS integrates with speech-to-text AI, allowing test takers with physical disabilities to ‘write’ essays by speaking. The LMS also enables them to record video and audio responses, giving those with disabilities more ways to show what they know. their knowledge.

Remote Proctoring AI Tools

While remote proctoring prevents cheating to level the playing field, it also makes online assessments more convenient and flexible.

AI proctoring tools to prevent cheating

If test takers can use unauthorized resources to complete their assessments, exam integrity and equity are out the window.

Here are a few of Honorlock’s AI-based remote proctoring tools:

Cell phone detection: detects phones and other devices so you don’t have to rely on a proctor seeing them and detects when test takers try to use them to look up answers.

AI prevention: blocks and detects unauthorized use of AI tools like ChatGPT.

Voice detection: listens for keywords (not unimportant sounds) that may indicate cheating, like “Hey Siri,” for test takers who may ask a voice assistant for answers.

Secure browser: prevents test takers from accessing other browsers and using keyboard shortcuts and records their desktops.

Content protection: automatically finds leaked test content on the web and gives admins a one-click option to send content removal requests.

While these proctoring features (and many more, like ID verification and video monitoring, etc.) monitor assessments, if they detect any potentially problematic behavior, they alert a live proctor to review the situation and intervene if necessary.

Hybrid proctoring offers more flexibility & convenience

No exam scheduling

Honorlock’s AI proctoring software, along with our live proctors and live support, are available 24/7/365, which means exams can be taken anytime at home or from other comfortable, convenient locations. No scheduling hassles or travel costs.

Minimal system requirements

Many exam proctoring services end the exam session when potential issues occur, like if a test taker in a rural area’s internet connection becomes unstable.

Honorlock, on the other hand, adjusts by capturing still images to compensate for slower internet connections, which allows test takers to complete their proctored exams without issue.

Reducing test anxiety

Honorlock’s hybrid proctoring (humans + AI) is less distracting & noninvasive

Honorlock’s AI-based remote proctoring tools monitor test takers and alert a live virtual proctor if it detects any behavior to review. Once alerted, the proctor can review the behavior in an analysis window, and they’ll only intervene if necessary to address the behavior.

This hybrid proctoring approach highlights the importance of using AI as a tool that always requires human oversight.

Preparing test takers

Practice Exams: allows test takers to familiarize themselves with using Honorlock’s online proctoring platform before their real exams.

HonorPrep guided tutorial: prepares test takers for their first proctored test with Honorlock with a system check, authentication walkthrough, and sample room scan.

Honorlock Knowledge Base: provides in-depth information and detailed guides for using Honorlock’s proctoring platform.

AI for Languages & Culture

Translation tools and game-based platforms like Duolingo can help reduce language barriers. Still, they’re just the tip of the iceberg when it comes to language-related AI tools, which have many nuances, like localization and cultures.

Did you know?

Non-native accents are viewed as less trustworthy by native speakers²

Unfortunately, the unique differences in our speech, like accents and pronunciation, and our writing, such as word choice and spelling, can lead to biases. These biases, whether intentional or not, become associated with perceived intelligence, education, and abilities.³ And when non-native English speakers fall behind or score poorly on tests, educators may assume they have learning disabilities, which is inherently problematic because the real issue—a language barrier—isn’t addressed.⁴

Sign Language Interpretation AI

Sign language interpretation AI facilitates real-time translation of spoken language and text into sign language, and vice versa. This technology makes content accessible to deaf or hard-of hearing learners.

Recent advancements in sign language interpretation AI have led to the creation of realistic videos. The AI splices together videos and images of real people signing, moving away from cartoon-like avatars. This helps enhance clarity and comprehension, offering learners a more authentic and engaging educational experience.

Name Pronunciation AI

Unfortunately, many people have come to accept their name being mispronounced, and they answer to various mispronunciations. But they shouldn’t have to, especially when there’s name pronunciation AI that can help.

Here’s how it works:

Integrates within your platforms

AI name pronunciation tools integrate within the LMS, SIS, and most other platforms and common browsers.

Learners record their names

Learners can voice-record their names or use audio databases for pronunciation. This allows instructors and peers to hear and see phonetic spellings of names.

Recordings are available across platforms

Audio recordings of name pronunciations are available in many different areas across your platforms in areas like learner profiles and course rosters.

Examples of when name pronunciation AI can be used:

Online class discussions
Virtual welcome experiences
Online program information sessions
Tutoring sessions
Student support

Accent Recognition AI

Does Siri or Alexa ever misunderstand you?

It may not happen that often if you’re a native English speaker because AI voice assistants, depending on which one you’re using, are between 85-95% accurate (some more, some less).

95% is pretty accurate, right?

Yep, but that still means every 20th word is incorrect, which is the same length of this sentence you’re reading.

But the accuracy of these tools decreases if you have an accent, even if you’re a native English speaker with a regional accent.

A study found that Americans with Southern and Western accents were more accurately understood by voice assistants compared to people with Eastern and Midwest accents.

But what about people in America with non-native accents?

The study showed a 30% higher rate of inaccuracies for individuals with non-native accents, especially those with Spanish and Chinese accents. This is particularly because Spanish and Chinese are the most common non-English languages in the U.S., per the Census Bureau data.

Imagine how frustrating this experience is for individuals for whom English is not their first language, and voice-related AI tools misunderstood a third of what was said. Now, imagine if English wasn’t the person’s first language and they rely on voice related AI because they have a disability that impacts their ability to type.

Did you know?

22% (69.2 million people) of the U.S. population speak languages other than English.

^{Source: U.S. Census Bureau}

The good news is that accent recognition AI tools are available, specifically designed to recognize and better understand accents.

If these AI tools are integrated with users’ devices, it could improve the operability of voice-controlled technologies and generate more accurate live captioning and transcriptions. These tools analyze and interpret speech patterns, intonations, and pronunciations specific to different accents.

Localization AI

Even when people speak the same language, where they’re from can affect how well they are understood by others and by AI.

For instance, there are over 160 English dialects around the world, including American English, British English, and South African English, among others.

Typically, English speakers can understand one another despite their dialects, yet there are noticeable differences in pronunciation, grammar, and spelling.

Here’s how dialect can change the meaning of English words:

So, if a U.S.-based company sells “chips” in the U.K., their sales may struggle because people are confused and disappointed they didn’t get what they expected.

Similarly, learning content can be confusing if it isn’t localized. However, localization AI can automatically localize (or localising for the Brits) content for specific dialects and provide important context based on cultures and preferences.

Understanding AI before using it

Integrating AI in online courses starts with recognizing its limitations, such as biases and inaccuracies, and committing to ongoing efforts that ensure ethical, purposeful use of these with full transparency.

That means having a deep understanding of how the AI works, its training processes, the data it collects, how that data is protected, and open communication with learners about the purpose and how these tools tie to learning outcomes.

And the value of human oversight can’t be overstated here. Human oversight covers alllllll the nuances and complexities of different learners and situations are taken into consideration with other contextual factors that AI may overlook.

Sign up for weekly resources

Articles, research, tips, webinars, & more

¹ Reynolds, T., Zupanick, C.E., & Dombeck, M. Effective Teaching Methods for People with Intellectual Disabilities.(2013).

² Why don’t we believe non-native speakers? The influence of accent on credibility by Shiri Lev-Ari & Boaz Keysar, April 2010

³ Speaking up: accents and social mobility by Erez Levon, Devyani Sharma, Christian Ilbury. (2022, November).

⁴ Bias against languages other than English hurts students by Dr. Alba Ortiz. (2009)

Future AI Trends in Online Education

While some of the AI tools you’ll see aren’t widely used in online learning yet (they’re mostly used by businesses) we’ll explain how they work and the ways they can be adapted for online learning.

1. Understanding emotion in different ways

Understanding emotions is complex because we all feel and express them in different ways. While emotion AI isn’t perfect, it can help instructors improve engagement and support learners where they need it most.

What is emotion AI?

Emotion AI, sometimes called affective computing, detects and interprets human emotions by analyzing text, voice (audio), and video and associating specific components with related emotions.

How can emotion AI be used in online learning?

Emotion AI technology can help learners with cognitive and/or physical disabilities communicate; detect signs of confusion and frustration; and pinpoint course activities that they are interested in or uninterested in.

What are the types of emotion AI?

Text Emotion AI

Analyzes written language to identify the sentiment and emotional tone of the content.

Example uses: analyzing written responses, like forum posts and course evaluations, to identify, understand, and address emotional states.

Voice Emotion AI

Identifies emotions based on vocal characteristics like volume, tone, pitch, and speed.

Example uses: monitoring learners’ spoken responses during online classes and virtual presentations to detect nuances in learner interest or distress.

Video Emotion AI

Observes body language, facial expressions, and gestures to determine emotional states.

Example uses: observing facial expressions and body language during video conversations and online exams to understand learners’ confusion and levels of interest or disinterest.

The images below illustrate how video emotion AI software might appear from an instructor’s perspective when reviewing, offering insights into learners’ interest and engagement.

“High Attention” highlights that learner attention increases when making eye contact.

“Low Attention” shows a decreased level of attention when they look away from the screen.

While eye contact with a webcam doesn’t necessarily mean they’re really paying attention, and looking away doesn’t mean they aren’t listening, when paired with other metrics, like how long they looked away, facial expressions, and other body language, it can help gain a broader understanding of behavior and emotion.

Educators can use these individual insights or similar data from all learners to understand certain activities that boost attention and engagement, which topics confuse learners, and more.

High Attention

Low Attention

High Attention

Low Attention

2. AI language tools that go beyond translations

Newer language-related AI can understand the nuances of languages like slang, accents, and dialects to build truly global dialogues in online courses.

Accent Recognition AI

“Sorry, I didn’t quite catch that.”

Even if you’re a native English speaker, you’ve probably heard this or something similar from voice assistants. They’re about 95% accurate, sometimes more or less depending on which one you’re using, which is pretty good, right?

Sure, but that still means every 20th word is wrong, which is the exact length of the sentence you’re reading.

However, the accuracy varies depending on your accent… even if you’re a native English speaker.

Question

Answer

Which two U.S. accents are voice assistants more likely to understand?
1. Southern
2. Midwest
3. Western
4. Eastern
1 & 3
Southern and Western accents were understood more often than Eastern and Midwest accents.
Source: Washington Post, 2018 research

The research also found that people with non-native accents experienced 30% more inaccuracies when using voice assistants, with Spanish and Chinese accents being the least accurate. Imagine how frustrating that would be.

But there’s good news: accent recognition AI tools are available that are trained on extremely diverse data that allows it to better understand accents. They analyze and interpret speech patterns, intonations, and pronunciations specific to different accents.

Accent recognition AI can help improve the operability of voice-controlled technologies and generate more accurate live captioning and transcriptions.

Name Pronunciation AI

What’s an easy way to stifle a sense of inclusion and belonging? Mispronouncing someone’s name.

Even if it’s an innocent mistake, it’s probably something that person encounters daily. But there’s a solution that can help: name pronunciation AI.

How does name pronunciation AI work?

Integrates throughout your online courses within the LMS, SIS, and other platforms to ensure that names are accurately pronounced.

Uses databases of audio name pronunciations and algorithms that recommend correct pronunciations.

Learners voice-record their names, and the recording is available throughout the platforms.

Name pronunciation AI can be used in:

Online class discussions
One-on-one advising sessions
Virtual information sessions
Recruitment conversations
Student support

Realistic Sign Language Interpretation AI

Instead of using cartoon-like avatars, newer sign language interpretation AI creates a more realistic experience by splicing together videos of real people signing.

Some sign language AI can also provide real-time translation of spoken language and text to sign language and vice versa, making content accessible to deaf or hard-of-hearing learners.

3. Automatically finding leaked test content

Have you ever found your test questions leaked on the internet?

“Homework help” sites like Chegg and discussion forums like Reddit and Quora make it easy to find and share your test questions and answers.

You have 3 ways to tackle leaked test content:

1. Manually searching the internet on your own

You search the internet for individual test questions and send takedown requests if you find any.

2. Manually searching but with AI’s help

You select individual questions that the AI will search for and send your own takedown requests.

3. Automatically searching with AI

The AI does all the work by automatically searching the internet for all of your test content in a few minutes and giving you the ability to send one-click takedown requests.

Automating this process is the best way, so here’s how it works with Search & Destroy™:

Search & Destroy™ automatically searches for all of your exam questions

Search results show where any of your questions are leaked

Send one-click takedown requests to sites displaying your questions

That’s it. No more leaked content concerns.

4. Large Language Models can help review college admissions essays without bias

Completely eliminating biases isn’t realistic, but they can and should be acknowledged and addressed, and AI can help, even though it can be biased too.

How can AI be biased?

AI reflects the biases of the people using it, the data it’s trained on, and the ways it’s used.

For example, if AI is trained on biased data, such as data from underrepresented groups, there’s a ripple effect that can impact algorithms, outputs, and future models.

The good news is that AI biases, similar to human biases, can be recognized and addressed to help reduce them.

Which would you pick?

If you were in charge of admissions—and let’s pretend time constraints don’t exist—would you:

Only review objective data, like standardized test scores and GPAs

Review objective data and understand other areas of who they are, like their personal qualities

Generally speaking, most would choose to consider personal qualities like personality, character, leadership, and life experiences.

While personal qualities are more subjective than test scores, research shows that they can predict success in school and life. Reviewing these qualities takes more time than reviewing objective information, like test scores and GPAs. But Large Language Models can help.

Large Langage Models (LLM)

What are large language models?

Large Language Models are a type of AI that can understand, interpret, and generate human language by analyzing and learning from extensive datasets.

How do LLMs work?

LLMs are trained by “reading” billions of pieces of text from various sources, like internet articles and forums, scientific research, textbooks, newspapers and magazines, and more.

This training helps them learn patterns and understand how words and sentences are formed in different formats and contexts.

LLMs don’t actually understand language, they’re just really good at predicting what word should come next. The two models we’ll discuss are unidirectional and bidirectional

Unidirectional: predicts the next word based on previous words
Bidirectional: analyzes text from both directions to predict a word in context

RoBERTa vs. ChatGPT

Both are LLMs that share the same architecture but excel in specific tasks, similar to cars with the same frame but different tires and suspension systems for certain terrains.

RoBERTa (bidirectional) drives better in the city (understanding language nuances and context), but it can still make it on certain off-road trails (creating content).

GPT (unidirectional) drives best on off-road trails, but can navigate some city streets.

The University of Pennsylvania used a LLM, RoBERTa to review college admissions essays for personal qualities

Research published in October 2023 by the University of Pennsylvania indicates that certain LLMs, if trained properly and thoroughly, can review admissions essays for personal qualities that predict college graduation on par with human admissions staff.

The researchers and their team analyzed over 300,000 college essays and scored them on the absence or presence of seven traits: prosocial purpose (helping others), leadership, learning, goal pursuit, intrinsic motivation, teamwork, and perseverance.

Then they trained RoBERTa to recognize and evaluate similar qualities and characteristics in essay submissions without showing biases toward race, gender, or socioeconomic status. RoBERTa was used because it excels at understanding the context and meaning of language, which makes it an effective tool for understanding emotions, text classification, and translations.

Research results and takeaways

RoBERTa recognized personal qualities without bias

It recognized qualities like teamwork and intrinsic motivation in applicants from diverse backgrounds, without showing bias towards race, gender, or socioeconomic status.

RoBERTa’s predictions were accurate

Its predictions of the likelihood of students graduating were slightly more accurate than humans, but not by much.

The researchers recommend using AI with optimism and caution

“An AI approach to measuring personal qualities warrants both optimism and caution… We recommend AI be used to augment, not replace, human judgment. No algorithm can decide what the goals of a university’s admissions process should be or what personal qualities matter most for that community.”

5. Preventing remote access software contract cheating

Have you ever had a support technician take over your desktop and fix your computer from a remote location?

That’s basically how remote access software is used to cheat on exams.

A person pays a test-taking service to have one of their experts control their computer and take the exam from a remote location.

Even though the person getting credit appears to be sitting in front of the camera during the test, it’s the off-camera expert who is actually answering the questions.

And since the person getting credit stays on screen during the exam, ID verification methods won’t help.

How can you stop remote access cheating?

Honorlock’s remote proctoring platform has a few ways to help:

Recording the desktop and requiring specific keyboard commands immediately before starting the exam: Exam admins use Honorlock’s exam settings or test rules to require test takers to use keyboard commands, such as Ctrl+Alt+Del (Windows) or Cmd+Opt+Esc (Mac), to display the applications and processes running on the device.

Displaying countries: Honorlock’s Analytics Hub™ shows the countries that tests were taken in based on IP address. If any tests are taken in countries with no known test takers, it may indicate the use of remote access test-taking services.

Blocking applications: Honorlock’s proctoring platform gives exam administrators the ability to block specific applications that can be used for remote access.

6. Using AI for on-demand tutoring

Whether intentionally built for tutoring or adapted, AI tools such as intelligent tutoring systems, chatbots, and writing assistants offer 24/7 interactive tutoring and support, which enhances learning while building a more diverse and inclusive educational environment that accommodates various learning styles and needs.

They also offer real-time feedback, which is crucial for learners with intellectual disabilities because it helps them make connections between their work and the instructor’s feedback.

Intelligent Tutoring Systems (ITS)

Intelligent Tutoring Systems simulate one-on-one human tutoring, offering tailored feedback and adapting course materials to meet each learner’s needs.

They can guide learners through problem-solving steps, offer hints, break down complex topics, and recommend additional relevant content.

While an ITS can benefit any subject, it’s particularly beneficial for subjects like math, which require—for the most part—a lot of repetition.

Here’s how an ITS could work for an algebra course:

The ITS assesses the learner’s understanding of basic algebraic concepts and their ability to solve problems.

After assessing knowledge, it customizes learning activities and offers additional content based on their needs.

If the learner struggles in a specific area, it provides extra help, like step-by-step explanations and practice problems.

If the learner excels in a topic, the ITS gradually progresses to more advanced concepts and activities.

The ITS provides immediate feedback and additional context, allowing learners to recognize errors and learn to correct them.

Chatbots

ChatGPT, Google Bard, and other chatbots can provide learners with instant tutoring and support anytime they need it.

Learners can use chatbots to dig deeper into complex subjects, brainstorm ideas, provide feedback on written work, translate text, and check writing quality.

AI writing assistants

Writing tools like Grammarly and Quillbot have been around for a few years now, but they’re evolving.

Initially, they just helped improve writing by correcting grammar, spelling, and style issues.

But now, they’re incorporating AI that can instantly make writing more concise, easier to understand, or sound a specific way, such as being more assertive.

These tools are particularly useful for individuals writing in a second language and for those with learning disabilities, as they can boost confidence and deliver different forms of corrections and feedback immediately.

Regardless of which AI tools you use, make sure that they’re used purposefully, ethically, and with full transparency. Always keep in mind that AI tools are just that—tools. They aren’t a replacement for the people using them.

Sign up for more online learning resources

Accessibility Accessibility & instructional design Improving Exams & Online Learning Thought Leadership

Accommodating All Test-takers: Honorlock’s Accessibility-First Approach

Test-takers are faced with many unknowns as they navigate online testing. Individuals who need accommodations are often met with strict guidelines and difficult system requirements that limit their ability to take an exam comfortably. Remote proctoring is often seen as just a way to prevent cheating or other misconduct within online exams, but the right approach can also improve accessibility for all test-takers.

Honorlock aims for genuine accessibility for all users. We engage a third-party to conduct a yearly end-to-end accessibility test across all workflows to ensure accessibility and build our Voluntary Product Accessibility Template (VPAT). Honorlock spreads knowledge throughout our organization with regular accessibility training. As our accessibility-certified engineers develop our solutions, we focus on building features with an accessibility-first mindset. This means providing flexible accommodations, integrating with assistive technology, conforming to compliance standards and guidelines, and routinely reviewing the accessibility of our offerings. To drive continuous improvement, we conduct regular audits throughout the year to ensure we address any accessibility bugs, keep up with new WCAG standards, and adjust accordingly.

Student preparation tools

When users feel prepared and comfortable using the features available, technology is accessible. Honorlock’s online proctoring platform is designed to be easy to use for exam admins and test-takers alike.

Practice exams

Practice Exams are the perfect way for exam administrators and exam-takers to get familiar with using Honorlock. These are enabled by exam admins so exam-takers can surface any questions before they’re in a real exam.

Student tutorial

HonorPrep, our guided tour, has unlimited uses and lets students prepare for their first Honorlock exam. It includes a system check, authentication walkthrough, and sample room scan.

Knowledge Base

For students who need more in-depth help, Honorlock’s Knowledge Base details specific guides for common issues and has detailed FAQs.

Accommodating all test-takers with Honorlock

Minimal system requirements

Exams should be accessible for everyone, regardless of Internet connection. Honorlock proctored exams don’t “boot out” test-takers when a challenge or error arises. Our goal is to help test-takers complete their exams as seamlessly as possible, without inducing extra anxiety.

For students with low bandwidth, Honorlock adjusts our reporting and session viewer so that the test-taker can complete their exam even on an unstable network. Our solution still captures still images to compensate for slower networks to allow test-takers to complete their exams.

Test-takers in rural communities are able to take their exams at any time of day, without a required hardwire connection. We also allow users to take their exams on Wi-Fi or hotspots, unlike other providers.

Screenreaders

Honorlock accommodates those who need text to be read aloud with a screen reading capability. Check out the functionality in the video below.

Keyboard accessible

Exam administrators and test-takers are able to navigate within Honorlock. An outline appears while tabbing provides clear guidance on where users are navigating within Honorlock.

Human proctoring and decision-making

Human involvement means we can make human decisions around accessibility. Our live proctors are trained in de-escalation and focus on the success of the test-taker. For example, our live proctor will review accommodations before intervening. If a test-taker is allowed to wear headphones, per an accommodation, the live proctor would refrain from intervening and interrupting the exam session.

Accommodations

Exam administrators can enter any specific accommodations for test-takers, such as additional time or breaks to complete their exams. This includes extensions enabled for assistive purposes or other assistive technology, such as dictation software. Honorlock will respect accommodations configured within the LMS as well.

Some sample accommodations include:

Smart Speech Detection

Honorlock’s Smart Speech Detection listens for keywords and phrases that may indicate exam misconduct, like “Hey Siri” and “OK Google”, which allows test-takers to read aloud without being flagged and interrupted.

Honorlock meets accessibility standards

Honorlock’s accessibility highlights

Honorlock aims for excellence when meeting accessibility standards. Our experts keep us ahead of the curve and allow every test-taker to experience a seamless testing experience.

Not all remote proctoring solutions are alike

Not all remote proctoring solutions are alike and there are some key elements you should consider. By building out your own accessibility checklist, you can be sure that your proctoring partner is the best fit for your test-takers. Consider adding some of the questions below when comparing services.

Is your remote proctoring solution fully ADA-compliant?
Does your proctoring software conform to WCAG 2.3 level AA guidelines?
How does your solution support accommodations available for test-takers?
Does your proctoring solution support and integrate with assistive technology such as screen readers, alternative keyboards, and graphic organizers?
What are the system requirements and how will they impact users on lower bandwidth?
Does the proctoring service help resolve problems or do they end sessions the moment a problem arises?
How flexible is scheduling for test-takers?
Are there practice exams available for faculty or exam administrators to leverage?
Can test-takers access a tutorial and access FAQs to prepare for their exams?

To learn more, please review Honorlock’s Accessibility Statement. If you would like to discuss building out your own accessibility checklist or statement, get in touch today.

Sign up for weekly resources & research

Accessibility Accessibility & instructional design Certifications & Corporate Certifications and Corporate Improving Exams & Online Learning Online proctoring

Writing DEI Statements for Online Courses

Tips for how to write a diversity statement for online courses

A well-written diversity statement sets the tone and communicates your firm commitment to creating and improving educational opportunities regardless of race, ethnicity, age, gender, sexual orientation, and socioeconomic background.

But, what goes into a diversity statement? How long should it be? How is a diversity statement different for an online course?

We’ll answer all of your questions and provide you with an DEI statement example to use in your online courses.

What is a diversity statement?

A diversity statement is a document that explains:

Your commitment to diversity, equity, and inclusion (DEI)
How DEI impacts the students’ learning experience
What your learns can expect from you
What you expect from your students

A diversity statement is often referred to as a DEI statement or diversity and inclusion statement/policy.

How long should a DEI statement be?

Be clear and concise, but don’t worry about counting words.

Whether you write 100 words or 100 pages, your main goal is to clearly explain your DEI mission and purpose.

Is a diversity statement different for an online course?

Most of the information will be similar, but a diversity statement for an online course requires some additional information.

Writing a diversity statement for an in-person class will be similar to the statement you’ll use in an online course. However, for an online course, you’ll need to explain the extra steps you’ll take to overcome the obstacles that a distance learning environment creates, such as web accessibility and how you’ll help drive engagement in a virtual setting.

Is there a diversity statement format you need to follow?

Nope. Write the diversity statement how you want and make it your own.

If you want to use paragraphs, go for it. If you prefer bullet points, use them.

Use any format and content you want to get your point across in a meaningful way.

We’ll provide you with a sample diversity statement template later in this article, but keep this in mind: it’s just an example to give you direction and inspiration. Use it as is or edit it as much as you want.

How to write a diversity statement for an online course

Describe your commitment to DEI and why it’s important to you

Set the stage for the rest of the statement and use this section as your opportunity to provide context and begin building trust.

Use a powerful introduction to set the tone and grab their attention
Explain what DEI means to you and describe your experience.
Regardless of your race, gender, ethnicity, age, or condition, describe your experience and understanding.

Explain how DEI impacts the learning experience

The goal of this section is for learners to understand exactly how DEI benefits the learning experience for themselves and others.

Describe how DEI creates a well-rounded learning experience that considers different perspectives.
Explain how it creates a learning environment that provides everyone with a fair and equitable opportunity to learn.
Emphasize that DEI creates an inclusive learning environment that welcomes everyone.

Tell them what to expect from you

Just like learners want to know what’s expected of them, they want to know what to expect from you as an instructor. This is also where you’ll add information about how DEI is especially important in an online course and the steps you’ll take to improve it.

Explain that you’ll consider DEI in every aspect of the course, from the course content and exam accommodations to the language you use and discussions you facilitate.
Reiterate that you will enforce consequences for poor behavior and ask students to be vocal about holding you accountable and helping to educate others.
Acknowledge that a remote learning environment poses challenges, such as effectively communicating and connecting and ensuring web accessibility, but tell them you’ll take extra steps to continually learn and improve to overcome any barriers.

Tell learners what you expect from them

Explain what’s expected of them and how they play a role in creating an inclusive learning environment.

Be explicit about what behavior is expected.
Explain that derogatory and offensive language won’t be tolerated and the consequences that you will enforce.
Speak about the importance of using inclusive language and how it can help create a sense of belonging for other students.
Explain how their words and behavior play a role in creating an inclusive learning environment.

Example Diversity and Inclusion Statement

Feel free to copy-and-paste this templated DEI statement example below, but remember that it’s just an example. You can use it how it is or edit it as much as you’d like.

As an educator, using diversity, equity, and inclusion (DEI) is one piece of a larger effort that helps achieve a very important goal: improving the educational experience for each student.

I’m committed to this effort because I know it’s these differences that inspire compassion, encourage creativity, create a community, and support you in your education and life.

The terms are interconnected, but let’s lay out what they mean.

Diversity goes beyond things like age, race, gender, and sexual orientation; it also includes our perspectives, experiences, and backgrounds that make us the unique individuals we are.

Equity doesn’t mean equality. Instead of providing you all with identical resources, you’ll receive the specific resources you need as an individual to learn, access, participate, and succeed in this course.

Inclusion creates a genuine sense of belonging in an environment where everyone is welcomed, valued, respected, and heard.

DEI impacts the educational experience for you and your classmates in many ways. It provides different perspectives, challenges you to think holistically, and creates an invaluable sense of inclusion and belonging.

What to expect from me

You can expect me to use a variety of resources and challenge you to think from a diverse perspective in every area of this course.

Online learning changes. Your needs change. Technologies change. What works today may not work tomorrow. That said, you can expect me to get things wrong. But I promise to continually learn, adapt, and improve to the best of my ability, and I challenge you to do the same.

I take feedback very seriously and use it as a tool to learn and improve. I expect and hope that you’ll give me feedback along the way. This means sharing your concerns as well as what you (and even your peers) enjoyed.

Your role

Each person in this course plays an equal part in creating a diverse, equitable, and inclusive environment. You can make a positive impact on the educational experience of your peers. I challenge you to learn from them and share your knowledge.

You’ll treat each student with respect and understand that your words and actions influence everyone around you. I will not tolerate any derogatory or offensive words or actions. It’s your duty, just like mine, to stay informed, aware, and proactive.

Remember, you have a voice, and your voice matters. You’re an important part of this course and our ongoing effort to create a better educational experience that truly supports your educational journey and life.

How to establish and use DEI in your online courses

Now that you know how to write a diversity statement, you need to know how to effectively establish and use DEI in your online course.

From the way you communicate with your students to the way you develop course content and test their knowledge, DEI plays a role in every aspect of your online courses.

Tyler Stike

Tyler has over a decade of experience in ed tech and higher education. He focuses on creating relevant and useful content for educators, institutions, and technologists.

Accessibility & instructional design DEI Improving Exams & Online Learning Thought Leadership

How to Create a Fair Test Environment With Educational Technology

4 example scenarios when using ed tech can help create a fair test environment

Ultimately, educators and institutions want to create a better online learning experience for all students. And part of that experience includes creating a fair and equitable testing environment for every student.

We’ll look at four real-life situations and show you how to use innovative educational technology to provide a fair experience for your students.

Scenario 1: The student lives in a busy household

Scenario 2: Students in class have disabilities or conditions

Scenario 3: Religious attire and accessories are worn by students during an exam

Scenario 4: Some students have access to cell phones and additional devices

Example scenario 1: A student living in a busy household

If a student lives in a busy household, it can be difficult to take an online exam in a quiet environment with no other people around them.

This situation can cause anxiety for a student taking an online proctored exam because they probably assume that they’ll be flagged if a family member or roommate walks by the room.

Use LMS exam settings and online proctoring

Students can take the exam at any time

Honorlock’s online proctoring services are available anytime. This allows each student to take the exam at a time that works for them – such as when family members are at work.

Instructors can advise the proctor of accommodations for students

If the instructor is aware of the student’s situation, they can provide the live test proctor with accommodation instructions that allow other people to be in the room and to expect voices and sound.

The instructor can add the guidelines for specific students. With this approach, students won’t need to worry about being flagged if someone walks into the room.

Scenario 2: The student has a disability or condition

About 1 in 5 students have a disability according to the US Department of Education. Disabilities can include physical conditions, visual and hearing impairments, learning disabilities, and other health conditions.

Use online proctoring, exam settings, and accessibletechnology

Allowing accommodations to meet student needs

As mentioned in scenario 1, the instructor can use innovative educational technology to provide specific accommodations for individual students.

Accommodations can vary but here are just a few examples allowing

Extended exam time limits and due dates
Bathroom breaks as needed
Other people in the room to assist the student
Assistive technology and devices to be used during the exam

Using platforms that integrate with assistive technology and devices

Assistive technology gives each student a fair opportunity to engage with all software and hardware in the course, regardless of their conditions and disabilities.

A few examples of assistive technology are:

Screen readers
Assistive keyboards
Dictation software (speech-to-text & text-to-speech software)

Honorlock’s online proctoring software is innovative educational technology that is fully ADA accessible and compliant with Section 508 of the Americans with Disabilities Act. It’s also developed and tested to conform to WCAG 2.0 level AA guidelines for accessible use.

Scenario 3: Religious attire and accessories are worn by a student during the proctored exam

Students may choose to wear religious attire and accessories during the proctored exam, such as hats and head or face coverings. However, some online proctoring services may flag students for wearing religious attire, which can cause added stress for the student.

Use Honorlock’s online proctoring services and provide accommodations

Instructors can provide specific accommodations that allow students to wear religious attire during the proctored online exam. This way, students won’t have to worry about being flagged and they can focus on the exam.

Scenario 4: Students with access to multiple devices

If advanced remote proctoring isn’t in place, students can easily use their cell phones or other devices to look up test answers. And if exams are only proctored using AI, such as browser lockdown software, students can still use other devices. This situation creates unfair advantages for students who may have multiple devices.

Use online proctoring to detect cell phones and other devices

Honorlock’s online proctoring software can detect cell phones when students attempt to use them to access test bank content during the exam.

Our proctoring software collects and provides evidence by:

Capturing a screen recording and creating a flag in the exam report
Sending an audible sound through the secondary device that will be picked up by the student’s computer microphone and audible on the exam recording
Alerting a live test proctor to enter the test session and address the situation
Providing the evidence to the instructor within the Honorlock dashboard after the proctored exam

Additional ways Honorlock’s online proctoring software helps protect exams and support students

Combining AI test monitoring software and live remote proctors

Honorlock combines AI with human proctors to provide a better testing experience for students. Our approach to remote proctoring provides a less non-invasive test experience for the student because they aren’t constantly watched.

Our proctoring software monitors each student’s online exam session and alerts a live proctor if any potential academic dishonesty is detected. The live proctor can then use an analysis window to review the situation before entering the exam session via chat-box in real-time to address the situation.

Helping reduce student test anxiety

It’s easy to understand why students can experience test anxiety – especially in an online environment when there are potential technology concerns or it may be their first online exam. But in a recent student survey, Honorlock’s combination of AI and live proctors was shown to help reduce student test anxiety.

“The proctor popping in was different than I expected – in a positive way. I imagined them being more strict. I felt that the proctor was helpful and a lot less intimidating than I thought.” – Student quote in a post-exam interview

Training live proctors to support students during times of stress

To further support students, Honorlock’s full-time remote proctoring team received training by a nationally certified counselor and educator on providing students with help and support during moments of test anxiety and frustration.

This human-centric communication helps students build confidence in the process and with our remote proctors.

Detecting voices

Our online proctoring software listens for specific keywords or phrases, such as “Hey Siri,” to identify students who may be attempting to gain an unfair advantage. If any voices are detected, the AI alerts a live remote proctor to enter the online exam session via chat to intervene and redirect the student.

Verifying student identity
Honorlock’s ID verification makes it quick and easy to ensure that the student taking the proctored exam is the student getting credit. The AI captures a picture of the student and their photo ID and they can begin the proctored online exam in about a minute.

Protecting test questions and answers
Faculty spend a lot of time creating test questions and answers only to find out that they’re being shared on the Internet. With Honorlock’s Search & Destroy(™) technology, instructors can know when their test questions are shared online and take actions to ensure their exams are fair and secure.

How does Honorlock’s Search and Destroy work?

1. Searches the Web
Searches the web to identify exam questions that have been shared online.

2. Instructors review results
Instructors can review results about exam questions that have been compromised.

3. Instructors take action
Instructors can choose to send content takedown requests (when applicable) and update their exam questions.

Providing in-depth reports

It’s important for instructors to understand student behavior and how they approach an exam. Honorlock’s online proctoring software collects extensive data during the exam and provides easy-to-read, actionable reports and time-stamped recordings within the LMS dashboard.

“Honorlock was more than a tool to guard or block students from using inappropriate information. It was also a means to detect and determine many different ways that students approach the exams. Because of access to the wealth of data/information through Honorlock, I became better able to utilize it.” – Ryan P. Mears, PhD University of Florida

Securing third-party exams

Honorlock’s remote proctoring software allows faculty to protect third-party exams outside the LMS on platforms such as MyMathLab, ALEKS, Pearson, and McGraw Hill.

When done right, remote proctoring creates a better testing experience.

Honorlock’s approach to remote proctoring focuses on keeping the human touch by doing what’s best for the institution and the student.

Our purpose is much more than catching students who are cheating – we strive to create a testing experience that supports honesty and integrity in a non-invasive, fair, and equitable testing environment.

Submit your email below to download our 5-part DEI eBook

Part 1: Addressing the need for DEI in online education

Part 2: Strategies to develop diverse, equitable, and inclusive online courses

Part 3: How to create accessible online courses (with real examples)

Part 4: Tips to improve your connection with students in an online learning environment

Part 5: How to use educational technology to create a fair testing environment

Tyler Stike

Tyler has over a decade of experience in ed tech and higher education. He focuses on creating relevant and useful content for educators, institutions, and technologists.

Accessibility Accessibility & instructional design Improving Exams & Online Learning Online proctoring

Assistive Technology in Remote Learning and How it Works

Assistive technology solutions in remote learning play a vital role in creating an accessible and inclusive learning environment for students. Accessibility means creating the ability for people to access any environment, service, or product regardless of their disabilities or particular needs.

Much like we expect buildings to have wheelchair ramps, elevators, and braille, remote learning technologies must offer similar accommodations. Any remote learning technology, whether it’s software or hardware, must be inclusive and accessible for every person.

This article will review:

What is assistive technology?
Disability types and common assistive technology solutions used for each
How specific assistive technology solutions work
How to ensure other educational technology platforms are accessible

What is assistive technology?

Assistive technology is any item, product, equipment that is used to increase, maintain, or improve functional capabilities for students with disabilities, according to the Individuals with Disabilities Education Act (IDEA) law.

What types of disabilities are there?

The CDC defines a disability as, “any condition of the body or mind (impairment) that makes it more difficult for the person with the condition to do certain activities (activity limitation) and interact with the world around them (participation restrictions).” The section below defines disability types based on the CDC definitions and additional information such as commonly used assistive technology solutions for each.

Disability Types

Visual Impairment: A decreased ability to see to any degree that causes problems not fixable by usual means, such as glasses or medication.

Other terms that are often used to describe students with visual impairments are partial vision, low vision, legally blind, and totally blind.

Common assistive technology solutions used for visual disabilities:

Screen reader
Text to speech
Braille displays
Magnification software
Dictation software
Optical Character Recognition

Hearing Disability: Any degree of hearing loss, whether severe or mild. Other terms used to describe students with hearing loss are deaf, deafened, hard of hearing, and hearing impaired.

Common assistive technology solutions used for hearing disabilities:

Hearing aid
Captioning
Speech to text synthesizer
FM system

Motor/Mobility Disability: The partial or total loss of function of a body part. This may result in muscle weakness, poor stamina, lack of muscle control, or total paralysis.

Common assistive technology solutions used for motor or mobility disabilities:

Voice recognition software
Accessible keyboard and mouse (and alternatives)
Mouth stick
Hand wand
Eye tracking (or eye gaze tracking)

Learning Disability: Limitations in mental functioning, thinking, and reasoning.

Common assistive technology solutions used for learning disabilities:

Text to speech
Speech to text
Word prediction software
Graphic organizers

Speech Disorder: A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that impacts performance, according to the IDEA law.

Common assistive technology solutions for speech disorders:

Speech to text
Text to speech
Augmentative and alternative communication (AAC) devices (symbol communicators, screen sentence grids)

How does assistive technology work?

This section focuses on several common assistive technologies: screen reader, assistive keyboard and adaptive mouse, dictation software, video and audio captions/transcripts, and graphic organizers.

Screen reader

A screen reader transmits text and image information displayed on the computer screen into speech or touch (braille) that a visually impaired user can process. Most screen readers also have functionality that helps students with visual disabilities navigate websites and other computer applications.

Screen readers are relatively easy to use and set up because most modern computers, cellphones, and tablets have a built-in screen reader function. The screen reader software you choose depends on your device, browser preference, and the applications you use.

Popular screen reader software: Job Access With Speech (JAWS), NonVisual Desktop Access (NVDA), Apple VoiceOver, and Orca.

Assistive keyboard and adaptive mouse

An assistive keyboard is designed and modified for students based on several disabilities and needs such as motor and visual impairments.

Keyboards for motor impairments

Keyboards are adaptive for those with motor impairments such as dexterity and muscle control.

These assistive keyboards may have raised areas between the keys, allowing the student to place their hands on the keyboard before finding the right key, which helps with typing accuracy because it requires a more deliberate action from the user. Keyboards can also be built for right or left-handed people and include shortcut functionality for ease of use.

Keyboards for visual impairments

Assistive keyboards for visual disabilities include features such as large print and high contrast keys, color indicators for shortcuts, and braille.

Adaptive mouse

An adaptive mouse makes it easier for students to click, scroll, and navigate the computer screen. They also eliminate the need for gripping and wrist movements. Some assistive technologies that can be considered an adaptive mouse are a mouth stick, eye controlled mouse, and head controlled mouse.

Mouth stick: assistive technology for students with total or partial loss of hand control allowing them to type and click. As an example, a user can puff then sip to indicate a mouse click.

Eye controlled mouse: this assistive technology tracks eye movements to move the mouse pointer to the area of the screen where the student is looking.

Head controlled mouse: an assistive technology that translates specific head movements for mouse movement and functioning. If the student moves their head to the right, the mouse pointer will move to the right.

Dictation Software

ssistive dictation software helps students with physical disabilities such as the ability to write and cognitive disabilities such as dyslexia. Dictation software is built into most modern devices and includes many assistive technologies such as speech to text and text to speech software and devices.

For example, speech to text dictation software can help a student who cannot type because they can simply say the words out loud, including punctuation marks, and the software put the spoken words into text. In contrast, text to speech dictation software can help a student who may have trouble with speech; they can type the words into the dictation software and it will render the text into speech.

Popular dictation software: Dragon, Apple Dictation, GoogleDocs Voice Typing, Windows Speech Recognition, Otter

Video and Audio Transcription

Video and audio can create an engaging and interactive remote learning for students if they can see or hear what’s being communicated.

Many accessibility compliance standards require that all video, audio, images, and any other multimedia content should have text alternatives such as video subtitles and captioning, as well as audio transcripts and descriptions. These text alternatives allow students to perceive and understand multimedia content in the remote learning environment.

Video subtitles are what is said in the video.
Video captions provide speech and non-speech elements in the video such as a doorbell ringing.
Audio transcripts and descriptions are a text version of the spoken audio and provide important visual information.

Popular captioning and subtitling software: YouTube, Subtitle Horse, Amara

Graphic Organizers

According to the Learning Disabilities Association of America, graphic organizers are an assistive technology that helps students through visual thinking tools. This remote learning technology helps students organize information, visualize ideas, brainstorm, plan, improve reading comprehension, and compare and contrast ideas, and more. Flow charts, Venn diagrams, and concept maps are commonly used graphic organizers.

Accessibility of Educational Technology in Remote Learning

The importance of remote learning technologies, such as remote proctoring software, learning management systems, and video conferencing continues to grow every day.

Using accessibility-friendly and assistive technology for learning disabilities at your institution provides an inclusive remote learning environment with accessible online classes and keeps your institution compliant with accessibility standards and laws. But how do you make sure that remote learning technology and platforms are accessible and compliant? Review the VPAT and determine which accessibility compliance standards are relevant for your online classes.

What is a VPAT?

The Voluntary Product Accessibility Template (VPAT) is a document from a Washington-based policy group that provides a standardized reporting format for product accessibility conformance.

What to look for in a VPAT

Simply having a VPAT available for an educational technology product doesn’t mean the document includes information relevant and useful for your needs. The information in a VPAT needs to be relevant to an institution’s accessibility conformance review process. Reviewing the VPAT ensures that the educational technology also supports specific assistive technologies based on your needs.

Look for these in a VPAT:

Versions
Editions
Date completed
Evaluation methods
Remarks/explanations

As an example, here’s the beginning of Honorlock’s VPAT (below), which is available on the Honorlock website and provides the report version and edition, date completed, and evaluation methods used. The VPAT continues to explain each item’s conformance level along with remarks and explanations.

Honorlock Accessibility Conformance Report

Revised Section 508 Edition VPAT ®

Version 2.3 (Revised) – March 2021

Name of Product and Version: Honorlock

Product Description: Online remote proctoring

Report Date
March 17, 2021

Contact Information
If you have questions about the information in this document, please contact us via accessibility@honorlock.com.

Evaluation Methods Used
Honorlock was evaluated using automated and manual testing procedures. Honorlock web content and user pages were evaluated with JAWS 2019 and the Chrome browser in the Canvas learning management system. The accessibility evaluation was conducted by Honorlock staff familiar with the product and a third-party accessibility tester familiar with both JAWS and Canvas.

Web Accessibility Compliance Standards

There are a few web accessibility compliance standards and groups that we’ll review to help your institution focus on meeting and exceeding them.

W3C

The World Wide Web Consortium is a community group that creates, develops, and maintains Web Accessibility standards that create a “web for all”. W3C’s goal is to provide equal access regardless of the students’ mental or physical ability, hardware, software, location, and language.

ADA Standards

The Americans with Disabilities Act (ADA) Standards for Accessible Design was created by The Department of Justice. These standards ensure that all users of electronic information and technology will have equal accessibility regardless of their disability. ADA standards cover several areas such as text design, hyperlinks, images and descriptions, and audio/video.

WCAG

Web Content Accessibility Guidelines is a technical standard developed through W3C processes. WCAG creates a shared standard for web content, such as website pages, videos, and structure, that’s accessible and inclusive for all users.

Section 508

Section 508 is a federal requirement to ensure that organizations create and maintain accessible information and communications technology (ICT) to all people who have disabilities. ICT includes hardware, multimedia, and more.

Proactive Accessibility Practices Position Institutions as Leaders

By ensuring that all educational technology and assistive technology used at your institution are accessible and compliant, you’re creating an equal remote learning experience for all students. As more educational institutions are moving towards remote learning and educational technology is rapidly evolving, being proactive with accessibility helps position your institution at the forefront of online education and truly levels the playing field for all students.

Want to learn more about accessibility compliance standards and steps to creating accessible online classes? Finish the series.

Part 1: What is Web Accessibility and What are Compliance Standards?

Part 2: How to Create Accessible Online Classes (with examples)

Sign up below to receive more resources for tips, best practices, white papers, and industry trends

Want to see Honorlock in action? Schedule a demo.

Tyler Stike

Tyler has over a decade of experience in ed tech and higher education. He focuses on creating relevant and useful content for educators, institutions, and technologists.

Accessibility Accessibility & instructional design Improving Exams & Online Learning

Creating Accessible Online Classes (with examples)

There’s a lot to consider when creating online classes that are accessible for every student regardless of any disability.

Does your color contrast between text and background colors meet accessibility compliance standards?
Is the online course content legally compliant with accessibility standards such as ADA, Section 508, and WCAG?
Do images have appropriate text descriptions in the right format?
Is the course content accessible by screen readers?
Are your videos captioned?
Are the learning technologies accessible?
Are you creating meaningful links?

These are just a few examples of questions to consider when developing your online course content. Use these tips as a guide to creating a well-designed online course that’s accessible for all students and meets common accessibility compliance standards such as ADA, Section 508, and WCAG.

Why is accessibility important in online learning?

Simply put: accessibility in the classroom makes online learning inclusive and usable for all students, regardless of their disability or condition.

Evolving technology drives change in accessible online learning

When online classes started, they were typically asynchronous (learning at your own pace) with course content that was largely text-based with no frills. Text-based content is accessible for most students.

As technology in online learning evolved and improved, online class content changed as well. Online classes have become more interactive with instructors using online learning tools such as online proctoring, testing platforms, and live video lectures; instructors are also integrating more multimedia, such as images and videos, and links to other content.

Accessible online learning isn’t static

Higher education institutions need to continuously monitor the accessibility of their online learning modalities, practices, and technologies. If you haven’t previously developed your course content with accessibility in mind, start today. If you haven’t tested the accessibility of your online course materials – start today. All students deserve an equal and inclusive educational experience whether it’s online or in-person.

What makes an online class accessible?

Follow WCAG’s POUR Principles of web accessibility (Perceivable, Operable, Understandable, Robust).

Perceivable Accessibility: Ensures that all students can identify and interact with online class elements by the senses.

Operable Accessibility: Students should have the ability to interact with the online course content through navigation, controls, buttons, and other interactive course elements.

Understandable Accessibility: Online course content shouldn’t just be operable, users need the ability to fully comprehend and understand the information. Understandable information should be consistent and appropriate in format and design across all methods of delivery (text, audio, video, etc.).

Robust Accessibility: Online class content must be robust enough to be used across different technologies. Robust course content should be accurately interpreted and interacted with across the LMS and other learning technologies such as remote proctoring and virtual learning elements, multimedia, and other web formats.

Accessibility Checklist and Tips for Online Classes

Accessible Online Course Design

Accessible online course content is easy to read, structured, and organized.

Color Contrast

Color choice is very important for all students to be able to interpret and use the content on the web. Contrast ratios ensure that all text color is easily visible against the background color for all users.

To give an example of the importance of color contrast, font size, and various standards, the color contrast below uses a navy blue font against a gray background.

The overall contrast ratio of 4.74:1 passes WCAG AA but at certain sizes fails WCAG AAA. Font size and different standards may impact whether the contrast passes or fails.

The Normal Text example above passes WCAG AA but fails WCAG AAA. This is because WCAG AA’s contrast ratio is 4.5:1 for normal text but WCAG AAA is 7:1.

The Large Text example above passes both WCAG AA and WCAG AAA. This is because WCAG AA’s contrast ratio is 3:1 for large text and WCAG AAA is 4.5:1.

You can test font color contrast with this tool.

WCAG contrast ratios

WCAG 2.0 level AA contrast ratio requirements:

4.5:1 for normal text
3:1 for large text

WCAG 2.1 contrast ratio requirements:

3:1 for any graphics and user interface elements

WCAG Level AAA contrast ratio requirements:

7:1 for normal text
4.5:1 for large text

Font type and size

Use accessible fonts and sizes

Accessible Fonts

Use Sans Serif fonts such as Arial and Helvetica
- Sans Serif fonts do not use serifs, which are the small lines at the ends of the letter.
Avoid using Serif fonts such as Times New Roman and Garamond
- Serif fonts use small lines or elements at the ends of the letter, which can be more difficult to read for some.

Accessible Font Sizes According to WCAG
- Minimum font size 12-14px.
- Large font size is 18px and above.
- Note: Some fonts are inherently larger than others even though they have the same px. Be sure that your font type and size are appropriate for accessibility.
- Example: The fonts below show that while the font px is the same and both are Sans Serif, the overall size of the characters is different. The top line is Arial font and the line below it is Calibri.

Structure and Organization

Use headings, not just bolded font
- - Headings provide structure and hierarchy.
  - Headings should clearly define the intent of the subsequent elements within.
- Don’t use headings out of order
  - Do: H1, H2, H3
  - Don’t: H1, H3, H2

Create actual lists, not just hyphens
- Make sure lists are numbered (ordered) or bulleted (unordered) because it helps assistive technologies, such as screen readers, understand the items on the list.
Use a consistent course layout
- Providing a well-structured and consistent online course layout helps students navigate and understand course content.
- Consistency also makes course content predictable – meaning students won’t miss course elements as they may in an unstructured, inconsistent format.
- The “Do” layout example below uses headers, provides spacing between elements to avoid clutter and confusion, and provides context of what the course elements are.

Do:

Module 1: Online Learning

Module 1 Readings

Study Tips (Word Doc)
Testing Tips (PDF)

Module 1 Assignments

Share your study tips (Forum Response)
Share your testing tips (Word Doc Written Response)

Don’t

Module 1

Study tips
Testing tips

- Share study tips
- Testing tips document

Descriptive Hyperlink Text

Use descriptive link text that provides students with the context and purpose of the link.
Keep in mind that color alone isn’t enough to establish a link.

Do: Article 1 for Assignment 4, Module 6

Don’t: Click here

Accessible Multimedia in Online Classes

Multimedia in online classes, such as video and images, can provide an additional way for instructors to create a more engaging and interactive learning experience for students. However, if a student can’t see a video or hear what’s being communicated, they’re at a significant disadvantage.

It’s crucial to remember that all video, audio, images, and any other multimedia content with text alternatives should have text alternatives such as captioning, transcripts, and descriptions. Text alternatives allow students to perceive and understand the course elements and content. Multimedia elements should also be usable and robust for accessible online learning.

For example, students should be able to pause, rewind, and forward the online course video using keyboard controls. The video should also be robust enough to work with any computer, cell phone, and LMS.

Accessible Multimedia in Online Classes

Accessible Video Captions

Captioning videos you don’t own

If the video is already captioned, check for accuracy
- Review the videos and captions for accuracy before using them in your course.
- Captions created by AI can be difficult to follow because they may be inaccurate or lack punctuation and capitalization.
- Some sites, such as YouTube, allow you to use filters to narrow your search by only showing captioned videos.

If the video isn’t captioned, do it yourself
- Search for video captioning tools such as Subtitle Horse, 3Play Media, and DotSub.
- How to caption videos you created or own
  - Create the video transcript.
  - Upload the video transcript to the video hosting site.
  - Most video hosting sites, such as Youtube and Vimeo, allow you to sync the transcript with the video.
  - After the transcript is added, make corrections and adjust the timing to align the captions with the video.

Captions vs Subtitles: Similar but different

While captions and subtitles are similar and display text on the screen, they’re not quite the same.

What are captions?

Captions provide additional context to the audio in the video.
Captions include non-speech elements (a dog barking or a car horn) and identifying speakers.
- Video Captioning Tip: Don’t overwhelm people with too much detail.
  - Provide enough detail and context to help the student understand but avoid too much detail because it can be overwhelming and distracting because it clutters the screen with unnecessary information.

What are subtitles?

- Subtitles provide what is said in the video.
  - Video Subtitling Tip: Be accurate and use punctuation and capitalization.

Audio Descriptions and Transcripts

Audio descriptions describe important visual aspects of the video for those who are unable to see. This helps people with visual impairments understand what’s happening in the video.

What is an audio transcript? Audio transcripts are a text version of the content that captures spoken audio and provides important descriptions of visuals.

Audio Transcript Tip: Similar to video captions, audio transcripts should be concise and not overwhelm the listener with too much information. Focus on the key elements of the visuals.

Descriptions for images

Similar to providing descriptions for video and audio, image text descriptions should provide the context and purpose of the image in about 125 characters or less.

Image Alt-Text Example:

Bad Alt-Text: Person hiking

Good Alt-Text: Man hiking up a steep mountain covered in snow while carrying a backpack

What not to use in your class

Don’t use online course content that flashes or blinks.
- Content that flashes or blinks may cause seizures.
- If the element must flash or blink, no more than three flashes/blinks in one second, according to WCAG.
Any motion animation, such as blinking, scrolling, etc., should be able to be disabled or stopped by the student.

Accommodations and Accessibility for Online Tests

What are accommodations for online tests?

Accommodations in an online test can mean many things such as extending time limits and adjusting due dates. Additionally, it can mean accommodating diverse learning styles needed to include all students and ensuring that your technologies can provide accessible learning.

Accessible Online Tests

Timed online tests
Adjust the time limit for your online exams. For example, if the online test time limit is 50 minutes, some students may require 75 minutes for their exam.

Some students may need accommodations for breaks. Be sure to build these break times into the total time limit for your exam. For example, if a student requires an online exam time limit accommodation of 75-minutes plus three 5-minute breaks, the total test time limit should be 90 minutes for that particular student.

Accessible Questions and Responses
Provide various ways to provide online test instructions, questions, and responses, such as audio, video, and written. Students should be able to communicate their responses in different ways. For example, if your exam requires a spoken portion, you should provide accommodations to accept sign language or written responses for those who cannot speak.

Adjusted Assignment Due Dates
Similar to accommodations for online test time limits, make sure any assignments take each student’s needs into account. Some students may need an extra day or week to complete the assignment.

Accessible Technology for Online Learning

What is Accessible Technology?

Accessible technology is software, hardware, multimedia, etc. that are accessible for any user regardless of their disability. Online learning technology includes a variety of common tools and platforms such as a learning management system (LMS), remote proctoring software, and video conferencing. It’s important to make sure that each technology is accessible and integrates/enables other needed technologies such as screen readers, captioning, and accommodations.

Learning Management System

Be sure that the LMS you’re using is accessible for various assistive technologies such as screen readers and allows keyboard navigation. Your LMS should allow you to create a fully accessible online class, manage accommodations, and integrate with other accessible online learning technologies. Be sure to review the Voluntary Product Accessibility Template (VPAT)

Remote Proctoring Software

The use of remote proctoring software has significantly increased since the pandemic moved many universities and colleges to online learning. With the quick shift, make sure that the remote proctoring software allows accommodations for your online exams, conforms to guidelines and compliance standards, and routinely reviews accessibility.

Remote Proctoring Accessibility Accommodations
Using remote proctoring to provide accessible online tests is crucial for your students’ success and creates an equal test experience.

The remote proctoring software should specify accommodations for specific students, such as:

John Doe is allowed to use multiple monitors during the exam
Jane Smith will have an interpreter in the room
John Doe does not have a Photo ID, please bypass ID verification
Jane Smith is allowed three 5-minute breaks

Accessible Video Conferencing

Video conferencing is a great way to connect and engage your students in an online learning environment. If you plan to use video conferencing in your online class, be sure that the tool allows subtitles and captions to describe what’s on-screen and enables keyboard navigation. Keyword navigation should include shortcuts to raise their hand, mute/unmute audio, screen share, and chat.

Key takeaways for creating accessible online classes

Organize and structure your course content.
Use appropriate font colors, types, and sizes.
Any non-text course elements (e.g. audio, video, images) should have a text alternative such as captions, transcripts, and descriptions.
Offer online class content in various ways (video, audio, text).
All software (e.g. LMS & remote proctoring) and hardware (e.g. keyboards & screens) used in your online class should be accessible.
Provide appropriate accommodations for student needs.

Finish the 3-Part Accessibility Series

Part 1: What is Web Accessibility and What are Compliance Standards?

Part 3: Assistive technology in remote learning and how it works

Tyler Stike

Tyler has over a decade of experience in ed tech and higher education. He focuses on creating relevant and useful content for educators, institutions, and technologists.

Accessibility Accessibility & instructional design Improving Exams & Online Learning Signature Thought Leadership

What is Web Accessibility and What are Compliance Standards?

Article on what web accessibility is and compliance standards

Just like your campus buildings and other physical locations have braille signs, wheelchair ramps, and elevators to provide access to everyone, think of your web and online class content in the same way – all users and students should be able to equally interact with your web content. Web accessibility ensures that all users, regardless of any disability, will have equal access and the ability to use websites, technologies, online course contents, and other tools.

Did you know that according to the CDC, about 1 in 4 people in the US have a disability? Disabilities come in many forms such as visual, auditory, cognitive, learning, physical, and neurological.

Color Blindness Web Accessibility Example

The image below provides an example of how disabilities, such as color blindness and color deficiency, can impact a student’s ability to accurately interpret your online content. The CDC reported that about 4.6% of the US population has a vision disability – that’s over 15 million people based on the US population.

With the example above in mind, imagine that you have a color blindness, such as Monochromatic View or Dichromatic View, and you’re taking an online exam and the instructor encourages you to only pay attention to the blue and green text and ignore the red text. It can be nearly impossible for some to decipher the differences.

This is one small example of the web accessibility challenges that students with disabilities face when using the web for online classes.

Web Accessibility

What is web accessibility?

Web accessibility means that every user has a barrier-free learning experience with online web content. Creating accessible online class content means being aware and understanding how users with disabilities learn and interact with that content.

When an online course is created with a thoughtful, inclusive, and accessible approach, all students have an equal opportunity to learn and interact with content.

Web Accessibility Compliance Standards

There are many web accessibility compliance standards, and we’ll focus on some of the most common ones in this section. The World Wide Web Consortium (W3C) develops and maintains international Web standards called W3C Recommendations. W3C’s standards are used in development processes for common accessibility compliance standards and guidelines such as ADA, WCAG, Section 508, UAAG, and ATAG.

W3C

What is WC3?

The World Wide Web Consortium (W3C) is a community group of members, staff, and the public working in unison to create, develop, and maintain Web Accessibility standards that create a “web for all”. W3C’s goal is to provide equal access and opportunity regardless of the person’s mental or physical ability, hardware, software, location, and language. Learn more about W3C.

W3C Web Accessibility Initiative (WAI)

WAI is an initiative of W3C that develops web accessibility standards and creates support materials for ongoing learning and community knowledge sharing. This allows users and organizations to better understand web accessibility and implement best practices.

ADA Compliance

What is ADA compliance?

The Department of Justice created the Americans with Disabilities Act (ADA) Standards for Accessible Design in September 2010. These standards ensure that all users of electronic information and technology will have equal accessibility regardless of their disability. ADA covers a variety of web accessibility areas such as ensuring text design and hyperlinks are readable and easy to view, images have alt text describing the image and purpose, and that audio/video is clear, consistent, and provides written transcription.

Who should follow ADA compliance standards?

ADA encompasses many industries and organizations such as private employers, public organizations (such as schools and universities), and various levels of government agencies. ADA advocates that organizations should self-regulate their web accessibility standards and are encouraged to use WCAG guidelines as well. ADA compliance information.

WCAG

What is WCAG?

Web Content Accessibility Guidelines (WCAG) is a technical standard developed with the W3C process. WCAG’s goal is to create a shared standard for web content that’s accessible for all users. Web content refers to information on the website page such as text, images, sounds, code, and structure.

Who is WCAG for?

WCAG is for developers of course and web content, content authoring tools, and accessibility evaluation tools. WCAG information.

Section 508 Compliance

What is Section 508?

Section 508 is a federal requirement for organizations to create and maintain accessible information and communications technology (ICT) to people who have disabilities – even if they do not work for the federal government. Section 508 compliance also includes accessible online training and websites.

ICT covers a broad spectrum of hardware, systems, and software such as all phones, video players, television, internet and intranet, webinars and virtual conferencing, operating systems, files, and more. Section 508 compliance information and details.

UAAG

What is UAAG?

The User Agent Accessibility Guidelines (UAAG) documents are developed and maintained by the User Agent Accessibility Guidelines Working Group. This web accessibility group works within W3C and WAI.

UAAG provides specific guidance for User Agents that render web content such as browsers, browser extensions, media players, and readers. While many modern browsers now cover UAAG specifications, consistency is crucial to successfully and reliably support web accessibility across all browsers and other User agents.

Who is UAAG for?

UAAG is beneficial for anyone that works to improve web accessibility and is specifically relevant for developers of internet browsers, browser extensions, media players, and other user agents. UUAG information.

ATAG

What is ATAG?

Authoring Tool Accessibility Guidelines (ATAG) refer to software and tools that web authors used to create web content. ATAG makes the authoring tools accessible for the author and helps them use the tools to create accessible content. ATAG information.

What are Web Authoring Tools?

Web page authoring tools such as HTML editors
Content Management Systems such as WordPress
Learning Management Systems such as Blackboard and Canvas
Multimedia tools
Social media and forums

Who is ATAG for?

ATAG is mainly for developers that use authoring tools but it’s also useful for others who are choosing new tools for their organization or updating technologies.

What are the four categories of accessibility?

Web content must be POUR to provide web accessibility for all users.

Accessibility is often categorized by four principles.

Perceivable

Operable

Understandable

Robust

Every user and student must be able to perceive, operate, understand web and online course content through robust technology that is consistently designed around web accessibility in all areas and methods of delivery.

Perceivable Accessibility

Perceivable accessibility means that all users can identify and interact with online elements by the senses.

Perceivable Web Accessibility Example: Many students perceive online course content visually, but for others, it can be by sound or touch.

Operable Accessibility

Operable accessibility refers to users having the ability to interact with the web content by the use of controls, buttons, navigation, and other interactive elements.

Operable Web Accessibility Example: Students are able to click content within the online class, while others may utilize keyboard or voice commands to interact with the course content.

Understandable Accessibility

Understandable accessibility means that in addition to being able to operate the interface, users can comprehend and understand the information. Understandable information should be consistent and appropriate in format and design across all methods of delivery (text, audio, video, etc.).

Understandable Web Accessibility Example: If an online class or website uses abbreviations or acronyms that are not defined, students and other users may misunderstand the content.

Robust Accessibility

Robust accessibility means that the content must be robust enough to be used across various technologies. Robust accessible content can be accurately interpreted and interacted with across websites, multimedia, and other web formats.

Robust Web Accessibility Example: If a particular document format isn’t accessible for screen readers, some students and users will not be able to utilize the document.

Web Accessibility is More Important Than Ever

By creating all of your online course content with web accessibility in mind, you’re helping to create an equal learning experience for each and every student. Having accessible online class content is a must in today’s rapidly advancing remote learning environment. Be sure to use the web accessibility compliance standards and guidelines to help create, develop, and continually maintain all of your online course content.

Accessibility Checkers and Compliance Testing

Here are a few web accessibility checkers and compliance testing links to help you when you’re creating your online course content.

WCAG Compliance Checker

Test your website’s compliance with WCAG 2.1

Accessibility Color Checkers

Website Accessibility Checker

Test your website with the WAVE Accessibility Evaluation Tool

Video Captioning Tools for Web Accessibility

Microsoft Office Web Accessibility Checker

Check the web accessibility of your Microsoft Office documents using their built-in document checker

Functional Web Accessibility Evaluator

Check your website’s functional accessibility

Finish the 3-Part Accessibility Series

Part 2: How to Create Accessible Online Classes (with examples)

Part 3: Assistive technology in remote learning and how it works

Tyler Stike

Tyler has over a decade of experience in ed tech and higher education. He focuses on creating relevant and useful content for educators, institutions, and technologists.

Accessibility Accessibility & instructional design Improving Exams & Online Learning

Is a VPAT Enough? How to Reduce Accessibility Barriers for Students, Faculty and Staff

If you or your institution want to know whether a product such as online exam proctoring software is accessible for those with disabilities, either before or after you’ve settled on a purchase, you’ll be likely to be reviewing a VPAT.

The question will arise, “Who should be reviewing a VPAT?” Note that reviewing and evaluating accessibility documentation requires familiarity with accessibility standards and barriers. The expectation that this responsibility belongs solely to procurement staff, or to the faculty, or to the disability services office may lead to greater institutional problems.

What is a VPAT?

The Voluntary Product Accessibility Template (VPAT) is a document from a Washington-based policy group that provides a standardized reporting format for product accessibility conformance. The document format undergoes small modifications based on feedback from industry partners.

When the VPAT is used to report accessibility conformance of a product, the completed document is known as the Accessibility Conformance Report (ACR). The term ACR is more correct and represents the completed document. However, the term VPAT is commonly used to represent an ACR.

Just Compliance?

An institution of higher education may review products for conformance with accessibility standards, such as the Revised 508 Standards, as part of its obligation to ensure accessibility of information and communication technology, also known as ICT. Two crucial steps towards ensuring accessibility compliance include:

Working with vendors to remove accessibility barriers identified in products, and
Developing plans to “Provide individuals with disabilities access to and use of information and data by alternate means that meets identified needs” (E202.7.2 Alternative Means, Revised 508 Standards).

Keep in mind, developing alternate access plans is about removing barriers that could otherwise cause delays for students, faculty, and staff with disabilities, as well as compliance. You can see how important these plans are when it comes to remote exam proctoring solutions. The last thing you want is to create obstacles or delays at exam time.

What is an Alternate Access Plan?

An Equally Effective Alternate Access Plan (EEAAP) describes what an institution will do when an ICT product does not meet its minimum accessibility standards. An EEAAP identifies how access to the product will be provided when a person with a disability were to use it by answering the following questions:

What is the access barrier?
Who is affected by the access barrier?
Who is responsible for the plan?
How will equal access be provided?
What resources are necessary to provide equal access?
When will the vendor remove the access barriers?

It is important to note that EEAAPs are general plans. Any qualified individual with a disability still has the same rights to request individualized accommodations through the institution’s reasonable accommodation process beyond what the EEAAP proposes.

Consider a product with videos that are not captioned. The EEAAP may include a stipulation for using institutional resources to caption the current set of videos while the vendor builds in captioned videos to the next product update. This provision does not mean that an individual might not still request ASL interpreting when using the product.

College of the Desert’s EEAAP (opens PDF) and San Francisco State University’s EEAAP (opens PDF) are just two helpful examples of EEAAPs in use at colleges and universities around the country.

Accessibility Reviews

There are several options for accessibility reviews. The type of review for evaluating accessibility used by an institution may depend on the availability of information and institutional resources. Each review process provides different information and has pros and cons. In all cases, incomplete or contradictory information will lead to questions for the vendor and may identify the need for alternate access plans.

Accessibility reviews include:

VPAT review and taking the information at face value
Product testing by staff familiar with accessibility
Vendor product demonstration
In-house product accessibility evaluation
Third-party product accessibility audit
User testing of a product by various users of assistive technology

You won’t be surprised that taking the information in a VPAT at face value when it has been self-reported by a vendor may not be the most reliable or accurate method of evaluating accessibility for a product. Then again, doing so is probably the fastest way to review a product, at least initially.

A VPAT review could take a few hours. Contrast this with the several weeks it could take to conduct an in-depth evaluation of the product or to contract a third-party to evaluate the product. While such evaluations could result in more accurate information, depending on the product, there could also be delays for all users or delays in providing alternate access to users with disabilities.

What to Look for in a VPAT

Simply having a VPAT available for a product does not mean the document includes usable information. The information in a VPAT needs to be relevant to an institution’s accessibility conformance review process.

VPAT Editions

There are four editions of the VPAT. When an institution has adopted the revised Section 508 standards as its minimum accessibility standards for ICT, it is important to review the Revised Section 508 Edition of the VPAT. Otherwise, the product accessibility information may be incomplete.

For instance, Section 508 standards apply to hardware ICT as well as web content. If the VPAT WCAG edition for web content is used to report the accessibility conformance of hardware, information describing how the ICT meets hardware standards would probably be missing.

VPAT Version

VPAT 2.4 is the current version. Prior to version 2.0, the information in the VPAT will not reference the revised Section 508 standards. Therefore, the information may be incomplete and difficult to match up with the tools used as part of an institution’s process of evaluating accessibility.

Date Completed

Web content, as well as software and hardware products, changes regularly. The accessibility documentation should be updated to reflect product development. The VPAT should therefore be a recent report, from at least within the last 12 months.

VPAT Evaluation Methods Used

The VPAT should identify the evaluation methods used to complete the report. It should answer the questions:

What automated tools were used?
What manual evaluation techniques were conducted?
What browsers and assistive technologies were used?
And by whom?

Remarks and Explanations

Vendors report a conformance level for each success criterion. If the conformance level is “Partially Supports” or “Does Not Support”, the remarks should identify:

The functions or features with accessibility barriers
How the product does not fully support the criterion
A roadmap for the vendor to remove the access barriers
If the criterion does not apply, an explanation as to why
If an accessible alternative is used, a description of it

The roadmap or timeframe from the vendor for removing the accessibility barriers is not included in the VPAT instructions for vendors, but rather, it is information that institutions need to include in alternate access plans as part of Section 508 compliance.

Accessibility Review Example

Let’s consider the first WCAG 2.0 level A success criterion, 1.1.1 Not-text Content. The first part of 1.1.1 states “All non-text content that is presented to the user has a text alternative that serves the equivalent purpose,” then lists specific exceptions.

When a success criterion is complex, it helps to ask several questions that address all the requirements for the success criterion. This is part of the approach used by the Section 508 Trusted Tester Conformance Test Process Version 5.

Question: Does the accessible name and accessible description for a meaningful image provide an equivalent description of the image?

An equivalent description for a meaningful image could be provided in alt text for images or in other types of text alternatives. For example, a link to an accessible table of data might be provided for a chart. It is important to note that only a human can determine whether the description is equivalent.

Vendor’s answer: Supports; The product uses standard HTML and WAI-ARIA techniques to provide text equivalents for all visual elements. This includes the attributes “alt”, “aria-label”, and “aria-describedby”.

Results

The vendor states that text equivalents are provided for all visual elements. However, the vendor does not state how it was determined that the text descriptions are equivalent for meaningful images.

It would be helpful if the vendor described the process that is used to ensure text descriptions are equivalent. Otherwise, images could have file names or nonsense text and still pass a test with an automated tool.

In this case, the vendor states the product conformance level is “Supports” for the success criterion. Taken at face value, the statement indicates no need for alternate access. However, if the VPAT Evaluation Methods Used does not give the reviewer confidence in the vendor’s process, the reviewer might ask the vendor for clarification.

Conclusion

If this VPAT is being reviewed by taking the information reported by the vendor at face value, even though the conformance level for the success criterion reported by the vendor is “Supports,” alternate access may be needed. It will depend on what additional information the vendor provides or if other testing identifies accessibility barriers related to this success criterion.

Disability Justice

With most technology there will usually still be a need for accommodations for those with disabilities. This reality does not have to be a barrier for institutions as they meet their accessibility goals and obligations. Instead, each time an institution reviews ICT, including web proctoring software, that review can be a beneficial part of a collective effort to reduce accessibility barriers for students, faculty, and staff anywhere the product is used.

This blog post was written by Nicolás M. Crisosto, Accessibility Specialist. You can watch his webinar by clicking this link: VPATs, Accessibility Conformance Reports, and Developing Alternate Access Plans

Sign up below to receive more resources for tips, best practices, white papers, and industry trends

Want to see Honorlock in action? Schedule a demo.

Tess Mitchell

Tess has 20+ years of experience heading up corporate marketing teams in healthcare and higher education. She is passionate about thinking differently to lead teams to discover new and innovative ways to drive positive outcomes.

Accessibility Accessibility & instructional design Security & Privacy

AI to improve equity & accessibility in online courses

AI to make online courses more accessible & equitable

Emotion AI

Video Emotion AI

Text Emotion AI

Voice Emotion AI

Considerations before using emotion AI

Considerations before using emotion AI

Video Emotion AI

How to use video emotion AI in online courses:

High Attention

Low Attention

High Attention

Low Attention

Text Emotion AI

How to use text emotion AI in online courses:

Voice Emotion AI

Business use cases can translate to online courses

Business use cases can translate to online courses

How to use voice emotion AI in online courses:

Challenges of using voice emotion AI

AI for Tutoring & Support

Intelligent Tutoring Systems (ITS)

Assessing knowledge

Customizing learning

Struggling?

Excelling?

Providing immediate feedback

Chatbots

Chatbot cheating concerns?

AI Writing Assistants

Platforms with AI assessment tools & features

Learning Management Systems

Automated grading

Accessible assessments

Remote Proctoring AI Tools

AI proctoring tools to prevent cheating

Hybrid proctoring offers more flexibility & convenience

Reducing test anxiety

AI for Languages & Culture

Did you know?

Sign Language Interpretation AI

Name Pronunciation AI

Accent Recognition AI

Does Siri or Alexa ever misunderstand you?

Localization AI

Understanding AI before using it

Sign up for weekly resources

1. Understanding emotion in different ways

What is emotion AI?

How can emotion AI be used in online learning?

What are the types of emotion AI?

Text Emotion AI

Voice Emotion AI

Video Emotion AI

High Attention

Low Attention

High Attention

Low Attention

2. AI language tools that go beyond translations

Accent Recognition AI

Question

Answer

Name Pronunciation AI

How does name pronunciation AI work?

Name pronunciation AI can be used in:

Realistic Sign Language Interpretation AI​

3. Automatically finding leaked test content

Have you ever found your test questions leaked on the internet?

4. Large Language Models can help review college admissions essays without bias

How can AI be biased?

AI reflects the biases of the people using it, the data it’s trained on, and the ways it’s used.

Large Langage Models (LLM)

What are large language models?

How do LLMs work?

RoBERTa vs. ChatGPT

The University of Pennsylvania used a LLM, RoBERTa to review college admissions essays for personal qualities

Research results and takeaways

5. Preventing remote access software contract cheating

How can you stop remote access cheating?

Realistic Sign Language Interpretation AI

Sign up for more online learning resources