Evidence: There are specific technical questions listed that a student might have but there is not where to ask additional questions for technical support. Evidence: Question links listed under technical support. 

Evidence links of how to be successful, course and technical assistance, for canvas guides, student resources. It is very easy to navigate

Suggestions: Consider renaming the button to something more specific like “Technical Support” or “Get Tech Help” so that learners can immediately recognize where to go for assistance with technical issues.

PACS Support Desk tab, select

Services Tab

Students can select Content/ Canvas Issue

or

Exam/Testing Center Issue

Consider adding space for attaching files for the issues they're having or request services.

Evidence: in the introduction module there is information about course and technical assitance

decision: Met

Recommendation: You have done a great job providing information about technical support. You may also consider incluing a link in the syllabus that takes the students to the technical requirements in the couse in Canvas.

Evidence:

The home page provides links to Student Resources and the PACS Support Desk. The Student Resources page has a section for answers to technical resources (4 technical question). In the course intro, there is a "Course and Technical Assistance" page with information on browser requirements for Canvas, link to Grammarly support, Canvas guides, and the OU IT support site.

Decision: Met

Suggestion:

There was evidence of links to technical support information for students to use in this online class. You may consider creating a page that consolidates all of the technical support resources for students in one space, including the links, FAQs, guides, phone numbers, and contact information. You may also consider adding a course tour video that highlights vital information, including technical support, in the course introduction.

Decision: Not Met

Suggestions: While the course lists some links, consider creating more clarity by developing a bulleted list with provided context for support links to meet this standard. Consider developing a central location in the course with additional contact information for students.

Your First and Last name

Evidence

Decision

Suggestion

Evidence: Unit 6 demonstrates strong attention to accessibility. Most headings are correctly formatted, and the PDF under "Unit 6 Reading and Multimedia" is fully searchable, which greatly enhances usability.
Decision: Met
Suggestion: Great job providing accessible content in Module 6, especially with the searchable PDF. To further strengthen accessibility, please ensure all headings are consistently formatted. For instance, in the "Unit 6 Outcome and Overview" section, some headings appear to be formatted as paragraphs rather than as designated heading styles.

You have done good job ensuring text and materials in your course are accessible. Evidence: PDF and Word documents for the unit are accessible and most headers are correctly assigned.

Decision: Met

Suggestions: On the Unit 6 Overview page and Discussion page, some headers are not identified as headers but as text. It is recommended that you review all page headers throughout the course and assign the appropriate headers.

Evidence: Unit 6 does not meet expectations for 8.3. The Readings and Multimedia (2).pdf is discoverable but the headings are not properly noted. There are items not properly set in the Unit 6 – Discussions. In the Unit 6 – Discussion (QM), multiple erroneous headings were labeled with the wrong heading levels and in some cases had text in a heading location, but bolded and had the font enlarge.

Specific. I would consider either mediating the pdf or stripping the information out of the pdf and placing it in the Canvas LMS course itself. There are also some departments such as X that can mediate files, pdfs, and courses for accessibility on an availability. If tackling the mediation yourself, I would also be diligent in making sure the headings in the rest of the module are labeled properly.

Evidence: The pathway to the Readings and Multimedia are clear. In the Readings heading the "Chapter 5: Social Class in Workplace Diversity" is not selectable. Under "Procedure for Unit 6 Discussion", two different deadlines are color coded red, this would not be visible to a person with color blindness.

Decision: Met

Suggestions: Consider adding a link to each reading selection that opens in a new window for learners to bookmark. Consider adding a heading for deadlines and listing the Discussion due dates there as well. The Reminder in the Unit 6 page you may consider inserting a link directly to the References page for the references.

Evidence -

1. Most on-screen instructional contents are discoverable as text, except for some images with text in Unit 6.

2. Unit 6 uses Heading 1 for main section titles and Heading 2 for subsections.

Decision - Met

Suggestion - consider always double-checking the same heading styles for the instruction and content in the PDF as the rest of the course. Also, consider checking the text alignment, some sections are left-aligned while others are centered, which can be a bit distracting for learners.

Evidence: Within the readings and multimedia, there are hyperlinks that are conveyed by different colors. Also, some text vary in darkness with either being black or slightly grey.

Decision: Not met

Suggestion: Consider adding a bubble/button shape to convey clickable hyperlinks instead of using color. Consider making all text one darker color so that the text color is not confusing to the reader.

Evidence: The text on the Unit 6 main page, within the readings and multimedia PDF, and the Unit 6 discussion could be selected and searched for on each page.  The heading styles were sometimes used, but did not always communicate the hierarchy within the pages reviewed.

Decision: Met

Suggestions: Great job making sure the text was searchable. Consider reviewing and adjusting headers, such as “Unit 6 Outcomes” and “Unit 6 Roadmap,” to reflect as heading levels rather than as paragraphs to avoid having text colors and emphasis seem to be the primary indicators of conveying meaning.

Evidence: 8.3: The headings for Unit 6 is at the level of H2. Unit 6 Outcomes and Unit 6 Roadmap are at paragraph level.  The PDF readings document is searchable and present in Unit 6-Readings and multimedia.

Decision: Met

Suggestions: You did a good job making your course accessible to students. You used mostly headings when appropriate, and your PDF is searchable (readings and weight discrimination).  You may consider changing some of the headings that were set as paragraphs to make headings: Unit 6 Home page, Unit 6 overview is at the heading level, but Unit 6 outcomes and Unit 6 roadmap are at the paragraph level. 

8.3

Evidence:

• Unit 6: at least heading 1 found, discoverable

• Unit 6: readings and Multimedia pdf, downloadable, selectable, searchable

• Unit 6: The Discrimination No One Talks About - Weight Discrimination.docx, downloadable, selectable, searchable

Decision: Met at least 85%

Suggestions: Great job on making text for Unit 6 discoverable, selectable, and searchable. An area for improvement is to have more than just heading 1 and paragraphs- add heading 2 and possibly heading 3 if needed.

Evidence: They have used different headers correctly, but the coloring is the same for h2 and the paragraph, for example. It also has accessibility (audio) for the texts that can read them out loud. The pdf files are also accessible.

Decision: Met

Suggestion: Very good job on putting audio and accessible attached files for the course. They could use different coloring codes for different headings to specify which one is a header and which one is just a paragraph. For the rubric, they could also add audio to read that and make it more accessible.

Evidence: The text on page "Unit 6 - Class & Appearance- Cultural Footprint 4: Worth & Weight" has text labeled with heading levels, the text is discoverable, and color isn't used to convey meaning. The PDF file "Unit 6- Readings and Multimedia” also has text labeled with heading levels, the text is discoverable, and color isn't used to convey meaning. Unit 6 Discussion also has text labeled with heading levels, the text is discoverable. Color is used to convey meaning within the Procedures sub-section and the meaning is re-emphasized through the use of bold text as an alternative to the colored text.

Decision: Met

Suggestion: To strengthen this SRS, it may be helpful to revisit the page "Unit 6 - Class & Appearance- Cultural Footprint 4: Worth & Weight" and add heading levels to “Outcomes” and “Roadmap” headings to help with page hierarchy. Also, you may consider revisiting the rubric table on the Unit 6 Discussion page to add heading labels to the column and row headings to bolster the hierarchy and readability of the text in the table.

Evidence: Great job! Module 6 text is discoverable as text and recognized with heading styles, which are larger and bolded to signify sections. Text colors such as dark red and/or bolding are used to signify importance. The Rubric tables are used as text and not images, making them easily discoverable.

Decision: Met

Suggestion(s): I would consider ensuring all headers are labeled in a descending order (H1, H2, H3, etc.) There are a few still classified as paragraph font size. Also, it may be useful to only use underlined words when using hyperlinks. To express words of importance, use a bold font instead.

Evidence: The text on the Class and Appearance page, PDF and Discussion are accessible. The headings, paragraphs and lists are mostly identifying correctly when inspected. The PDF and table (rubric) successfully read as text.

Decision: Met

Suggestion: Since some headings are not identifying correctly, you could apply a consistently apply heading and text standards. For example, several headings in the discussion are identified as paragraph text rather than headings. Making this change would aid the course in being more accessible.

Evidence: The headings and labels appear to be utilized appropriately with a couple of exceptions. The multimedia document - pdf is searchable and able to navigate.

Decision: Met

Suggestion: The headings and labels allow for easy navigation. Suggestion reviewing for alignment and appropriate heading types to help improve navigation on the page. In addition, the labels for the table only reflect data versus headings for the title columns.

Evidence:

The specific review for the 8.3 standard is to address the accessibility of information in the course for viewers. 

Home page Module 6– H1, H2, Paragraph not heading, and does not show the order to communicate the hierarchy of the materials on the page.

In Module 6, under Readings and Multimedia. PDF (shows as Heading 2, not Heading 1); on the PDF, the entire page reads as paragraphs, which will not translate from the PDF to the screen reader to clarify the information for the learner. 

Under the Discussion procedure section of Unit 6, some information highlighted in red it appears as if it is meant to convey meaning.  Information to convey meaning should be conveyed in ways that do not require changing the color.

The discussion board rubric found in Unit 6 is not set with TH (table headings), and TD (table data), it also does not allow for movement within the table.

Decision: not met

Suggestion:

To support the Readings and Multimedia PDF, you may consider removing the link and creating a web page in the course.

To meet this Specific Review Standard, 8.3, and to ensure text in the course is accessible to learners, the builder of this course may want to work with their university representative for program design to learn skill to support aligning the program to meet standards for accessibility for their learners.   They may also consult with resources such as Universal Design for Learning or Web Content Accessibility Guidelines (WCAG), for training.