Universal Design Considerations for Brightspace

When designing/setting up a new module on Brightspace, it’s important to consider the diversity in our student population and the variability in how they learn. By using (opens in a new window)Universal Design for Learning principles in our modules in Brightspace, we can create a VLE that is inclusive of all students. (opens in a new window)Download the word version of these considerations.

Getting started:

• Signpost support resources: provide links for students to relevant student services such as disability support and their programme office for registration queries. Ensure students know that you are aware that some of them may require reasonable accommodations for exams or may use assistive technology and that you are happy to support them with this. Consider including a Statement of Inclusivity in the Brightspace Welcome (suggested text at the end of this document).
• Flag learning tools: highlight useful tools such as SensusAccess and Ally alternative formats in Brightspace to support students' engagement with learning materials.
• Support digital literacy: consider doing a "guided tour" of your module layout such as a walkthrough in your introductory lecture and a screen recording of where key information can be found eg. your module handbook, reading lists, assignment information and submission portal.
• Use Ally: Ally allows you to check the accessibility of all your learning materials on Brightspace and provides you with a scoring system and advice on how to improve your score.

Checklist for Brightspace:

1. Clear, consistent layout and navigation:

• Use a logical, predictable structure across all course materials.
• Maintain consistent formatting, headings, and navigation menus.
• Provide a clear course outline and learning objectives.
• Use bullet points and numbered lists for easy scanning.
• Break long texts into shorter, manageable sections.

2. Text alternatives for non-text content:

• Add descriptive alt text to images.
• Add closed captions to videos.
• Provide transcripts for audio content and recordings.
• Include text descriptions for charts, graphs, and diagrams.

3. Ensure colour is not the only means of conveying information.

• Poor colour contrast between text and the background design makes posts very hard to read - particularly in sunny weather! A good way to check your colour contrast is (opens in a new window)this tool from WebAim.
• Use patterns, labels, or icons in addition to colour coding.
• Do not have colour as the only way to infer meaning. Consider using patterns on graphs and checking if information is still understandable when presented in grayscale.

4. Make documents and presentations accessible:

• Use built-in accessibility checkers in software like Microsoft Office.
• Create PDFs from accessible source documents.
• Use slide layouts in presentation software for proper reading order.

5. Use legible fonts and font sizes:

• Choose sans-serif fonts such as Arial, Roboto, Calibri, Helvetica, for better on-screen readability
• Use a minimum font size of 12pt for documents and 24pt for presentations. Slide titles should be 42pt.
• Avoid underlining, italics and BLOCK CAPITALS.

6. Provide multiple means of engagement:

• Offer content in various formats (text, audio, video, interactive).
• Allow students to choose how they demonstrate their learning.
• Incorporate collaborative and individual activities.

7. Use (opens in a new window)meaningful descriptive links:

• Avoid "click here" or "read more" for link text.
• Make link text descriptive of the destination or action.

8. Offer glossaries and explanations:

• Define technical terms, acronyms, and jargon.
• Provide supplementary materials for complex concepts that are explained in class.

9. Use simple language:

• Write in clear, concise sentences, using (opens in a new window)Plain English.
• Avoid unnecessary complexity in instructions and explanations, particularly when it comes to assignments. 

10. Use Brightspace as a learning tool:

• Add lecture notes/slides in advance of class.
• Create checklists for students to use weekly to track and monitor their progress.
• Create optional quick knowledge check quizzes as a study aid.
• Create discussion boards for collaboration and interaction outside of class.
• If you are using brightspace for online exams or quizzes - please consult IT Services’ advice on (opens in a new window)How to grant special access to users for a quiz.

Implementing these considerations will help create a more inclusive and accessible virtual learning environment for all students, regardless of their abilities or learning preferences.

Sample text for Statement of Inclusivity 

This School strives to be a model of inclusion. We respect and value student diversity in all the modules we offer. Our learning environment is designed inclusively, so that it can be accessed, understood, and used to the greatest extent possible, removing all barriers. Students are provided with equal opportunities to access, participate, and succeed, regardless of background, personal circumstances, age, disability, or pace of study. UCD is a university for all where diversity and inclusion are woven into the fabric of our institution at every level. Students are encouraged to approach staff to discuss their learning needs. Any information disclosed will be treated with confidentiality and respect (UCD 2022c).

Students with documented disabilities can register with the UCD Access office - (opens in a new window)disability@ucd.ie. Please try to alert me if you need any specific accommodation at the start of the module. Students without documented disabilities who may need accommodations can discuss this with me privately or set a meeting to discuss specific needs (UCD 2022d).