Accessibility of External Resources

Accessibility

Any linked resource in a course / learning experience must be fully accessible to learners if it is required for the learner to use the content to complete the course.

Alt Text

Accessibility

All essential non-text content that is presented to the user has a text alternative that serves the equivalent purpose. In cases of purely decorative imagery, the alt attribute should be left empty (or null) or with a single space in CourseArc.

Animation

Accessibility

Motion animation triggered by interaction can be disabled unless the animation is essential to the functionality or the information being conveyed.

Audio

Accessibility

Pre-recorded audio must include a text-based alternative. There should also be options for users to pause or stop the audio and control the volume independently from the overall system volume. Additionally, if an audio file has speech in the foreground, users must be able to pause the background audio.

Canva: Design Standards

Accessibility

Ensure that all Canva designs used in Michigan Virtual courses are accessible, visually consistent, and align with both WCAG 2.1 Level AA guidelines and Michigan Virtual's branding requirements.

Closed Captions

Accessibility

Captions are provided for all prerecorded audio content in synchronized media, except when the media is a media alternative for text and is clearly labeled as such. Captions are similar to dialogue-only subtitles except captions convey not only the content of spoken dialogue but also equivalents for non-dialogue audio information needed to understand the program content, including sound effects, music, laughter, speaker identification, and location.

Color Contrast

Accessibility

The visual presentation of text and images of text has a contrast ratio of at least 4.5:1 except for large text, incidental imagery, and logotypes.

File Accessibility: PDF

Accessibility

PDFs must be fully accessible according to WCAG 2.0 AA if being used for learner consumption.

Google Docs/Grackle

Accessibility

Developers will use the Grackle Docs add-on in Google Docs to check the accessibility of any and all documents that will be exported as PDF documents for learner consumption. If developers need to export a PDF from Google Docs, they will do so using the Grackle Docs add-on instead of the native export options found in the File menu in Google Docs.

H5P: Interactive Video Transcripts-Draft

Accessibility

Provide a text-based transcript for all such media, including H5P. This text-based alternative should take the form of a detailed transcript that includes all of the auditory and visual information contained in the time-based media that is relevant to the learner's understanding of the content they are learning about.

Headings/Page Structure

Accessibility

Heading structures will be concise, descriptive, and appropriately nested to impart information about the architecture of the course content. This standard applies to any and all Web pages, course content, documents, or interactives developed for learners. It’s also good practice to follow these guidelines for internal documents and those documents or resources shared with external partners.

Hyperlinks

Accessibility

Hyperlinks should be written using descriptive link text. This means that the purpose of the link can be determined from the link text alone and a user would not need to rely upon additional context to determine the purpose or function of a link. If a link opens in a new window or leads to a specific document type, that should be indicated in the link text.

Images of Text

Accessibility

Text should be used to convey content, rather than images of text. Exceptions include logotypes (text that is part of a logo or brand name) and images that are essential to the information being conveyed (i.e. images of primary source documents). These exceptions must be accompanied by a text alternative for learners. Complex images, such as charts or graphs, can be used where necessary, but must include an image transcript / long description.

Keyboard Controls

Accessibility

All functionality of content must be available from a keyboard (tab key) including all menus, links, buttons, and other controls.

Language Tag

Accessibility

Make course elements written in a language other than English machine readable by marking up the part of the text where you use a World Language by creating a language tag with a correct lang attribute in it.

PowerPoint/Google Slides

Accessibility

All PowerPoints and Google Slides will be built with accessibility in mind, ensuring that slides have unique titles, the reading order is logical, animations will be used with purpose, and checked for accessibility with the built-in accessibility tool.

Tables

Accessibility

Ensure that tables are marked appropriately so that a screen reader can correctly read them.

Transcripts

Accessibility

Standard The standard with which Michigan Virtual courses need to comply.  All non-text content that is presented to the user has a text alternative that serves the equivalent purpose, except for the situations listed below. Alignment WCAG  WCAG 2.1 A 1.1.1 Non-text Content WCAG 2.1 A 1.2.1 Audio-only Video-only (prerecorded) WCAG 2.1 A 1.2.3 Audio […]

Formative Assessment

Assessment

Plus courses should have at least one formative assessment per new concept/topic introduced. Formative assessments are any form of test, quiz, or practice activity that is meant to gauge learners’ progress as they go through the course. Typically, formative assessments are non-graded and are used as a tool to measure whether the student is learning the material and meeting the lesson objectives.

Formative Assessment Feedback

Assessment

Practice activities should include scripted feedback that the learner can view immediately after response submission. Feedback should be specific to the activity and adhere to best practices.

Quiz / Test Directions

Assessment

Assessment directions for Brightspace quizzes/tests for SLS Plus courses must include the title, points, objectives, and instructions in the proper Michigan Virtual branded formatting.

Summative Assessment

Assessment

For Plus courses, summative assessments come at the end of a lesson, after the student has gone through a lesson and engaged in formative assessments. Lessons should contain at least one summative assessment for every objective.

Accommodated Quizzes

Brightspace

In order to comply with 504 or IEP accommodations that require a reduced graded quiz choice number, a second version of each quiz will need to be created in the Brightspace course. The Accommodated Version of each quiz should have one fewer distractor for Multiple Choice questions than the original version.

Adding CourseArc LTI Links

Brightspace

For clarity and organizational purposes, CourseArc LTI links that are linked in Brightspace should be named Lesson X.X: Title of the Lesson. This should be the name in both External Learning Tools in Brightspace and in the unit folders.

Assignment Settings

Brightspace

Build all graded assignments in accordance with the current Assignment Settings guidelines outlined in this entry.

Auto-graded Test Question Writing

Brightspace

Auto-graded test questions should be written at the appropriate readability level for the target audience and assess the approved lesson/assessment objectives.

Brightspace: Formatting Decimals/Commas in Math Equations

Brightspace

Ensure that numbers with decimals and commas are reformatted in the HTML math code to maintain visually appealing and consistent spacing for optimal readability.

Changing Font Awesome Icon Color

Brightspace

When including icons in Brightspace pages, developers will adhere to Michigan Virtual branding standards and the style guidelines outlined in the most up-to-date version of the HTML Templates course pages.

Discussions

Brightspace

The Discussion Board in Brightspace is used to build peer-to-peer discussion assignments. Discussions may not be used in unfacilitated rolling-enrollment courses.

Gradebook Progress Checks

Brightspace

Plus courses include a progress check after each unit. The Progress Check should include all graded assessments up to the Progress Check. Ex. Progress Check Unit 2 includes all graded assessments from Getting Started, Unit 1, and Unit 2.

Importing Test Questions

Brightspace

Use Brightspace Quiz Question Converter when appropriate to decrease errors and time required when creating quiz questions in Brightspace Question Library.

Module Set Up

Brightspace

SLS Plus Courses hosted in Brightspace should be created using the MSTR Course Template. The Brightspace MSTR course template has been certified through Quality Matters Template Review.

Percentage Automated vs. Teacher Graded

Brightspace

Plus courses should have a point spread that consists of at minimum 50% Teacher graded assessments.

PLS Gradebook Setup

Brightspace

Ensure the gradebook items are in the same order as they appear within the course content and that their names make it easy for a learner to find the item in the course. Complete the Setup Wizard so that grades are successfully reported to the PLP and adjust the final Calculated Grade so that course completion triggers in accordance with the course completion criteria.

Question Library

Brightspace

Questions put into Brightspace will be put into the Question Library in question pools that use the following naming convention: Section Title: Lesson/Unit number + quiz/test name (1.1 Quiz, Unit 3 Test, 2.3 Quiz Pool).

Quiz Pools

Brightspace

Quizzes should be scripted so that each part uses a quiz pool/bank. Each quiz pool should have about 2.5X the questions that will be displayed. Multiple Choice questions should have four choices.

Quiz Settings

Brightspace

Build all graded assignments in accordance with the current quiz settings guidelines as outlined in this entry.

Rubrics

Brightspace

Teacher-graded assessments need to include scoring rubrics. Rubrics should be attached to the assignment for grading purposes and available for students to review before assignment submission.

SLS Gradebook Setup

Brightspace

The grade book must be transparent and easy for students to understand while also actively tracking the work a student is doing throughout the class. Utilize the most up to date SLS gradebook settings, which can be found in this entry.

Unit Checklists

Brightspace

Plus courses will include a unit checklist that provides all graded assessment names, points, and aligned objectives. Each checklist will be titled “Unit X Checklist.” Within the checklist, the category will be titled “Unit X Assignments.” Within each category, the items will be called “X.1 X: Title.” The number of points and the objectives the assignment aligns with will be included in each item description.

Using Objects from the LOR

Brightspace

The introduction and conclusion modules must include the Michigan Virtual template pages that are currently in the Master Course Template. If any template pages are missing from the course shell, they should be added from the learning object repository (LOR).

Using Page Templates & General Appearance

Brightspace

Developers will combine and reconfigure elements from the most up-to-date template pages found in the HTML Elements - SK 1 course to build new course content in Brightspace. Developers will consult with the Course Development Specialist (CDS) to coordinate the creation of any new HTML elements, page functionality, or activity types that are needed but not yet available in the existing templates. In the event that clients request their own brand standards be used for the styling of the course, the Course Development Specialist (CDS) will work with the client and the design team to provide a custom version of the template pages.

Alignment Document

Content

Create an Alignment Document that includes applicable state standards, learning objectives, lesson title, and assessments. A reviewer should be able to see which learning objectives align with which assessments. Applicable standards should be included at the unit level (no need to include applicable standards at the lesson level).

Assessment Attachments

Content

Student-facing attachments must be attached as Microsoft Word documents (.docx) using the Attached Document Template.

Assignment Directions

Content

Assignment directions in Plus courses help students see the relationship between the learning activities and assignments and are clearly written so students comprehend what they are expected to complete.

Attribution Document

Content

Courses will appropriately attribute content used in the Course Attribution Document and will be saved in the project folder. The attribution document will also be linked in the footer of the CourseArc course. In its simplest form, an attribution consists of a Title, Author, Source, and License (TASL). The title of the content being attributed should be displayed on the content page itself, along with a link to its source.

Copyright

Content

Michigan Virtual course developers will use legal and ethical considerations in using copyrighted materials when developing course content.

Icons & Images

Content

Designers will use images and icons that meet WCAG 2.0 AA accessibility requirements for Graphical Objects and User Interface Components, exemplify Michigan Virtual's commitment to diverse and equitable representation, and align with Michigan Virtual's branding standards and/or the visual design of the course.

Image Attribution

Content

All images must have an attribution unless they are Michigan Virtual’s original. In order to comply with this standard, all attributions need the title, author, source, and license.

Instructions for Interactives & Discussions

Content

All instructional content, including Brightspace HTML templates and embedded H5P activities, must strictly adhere to provided directions and guidelines to ensure consistency and compliance. When directions are not explicitly provided, use inclusive language to ensure accessibility for all users.

Language Usage

Content

All courses use friendly, conversational, and inclusive language that is consistent in voice and tone across an entire course or series.

Objectives

Content

Michigan Virtual courses include measurable course and lesson-level objectives. Learning objectives must be specific, measurable/observable, student-centered, and outcome-based.

Open-Ended Reflection Activity Types

Content

Ensure that open-ended reflections include a clear, concise question or statement, and guidance on the expected response length and depth. Provide examples of high-quality responses and offer multiple response options (text, audio, video).

PLS Audience

Content

Courses will use appropriate language for the intended adult audience and will strive to reflect a culturally diverse perspective that is free from bias.

Readability – PLS

Content

Content should easily be read at a secondary education level (between grades 6 and 9). Any information provided at a higher reading level should provide a version of the material that is presented at the secondary education level.

Resources

Content

Include resources (documents and external links) that are easy to access and accessible for all learners.

SLS Audience

Content

Courses will use appropriate language for the intended student audience and will strive to reflect a culturally diverse perspective that is free from bias.

Student Guide

Content

Michigan Virtual Plus courses include a Student Guide lesson that is customized to the course and can be found in the “Getting Started” unit. The purpose is to provide students with an overview of how their course functions and what they can expect.

Teacher Guide

Content

Michigan Virtual Plus courses include a Teacher Guide lesson located in the Instructors Only unit. The purpose is to provide teachers with an overview of how their course functions and what they can expect. This guide is individualized for each course.

Video Attribution

Content

Standard The standard with which Michigan Virtual courses need to comply.  An appropriate attribution must accompany all videos. Alignment Quality Matters Specific Review Standard 4.5 C: The course models the academic integrity expected of learners by providing both source references and permissions for use of instructional materials.    Requirements  What exactly do course developers need […]

Video Content

Content

Videos used in courses have valid instructional values, do not violate Copyright Laws, and are of good quality that all users can access.

Boilerplates

CourseArc

Boilerplate templates may be used to ensure consistency or apply saved HTML/CSS code to a page. Standard iPD guidelines regarding icons, formatting, font, etc. should still be adhered to in templates.

Course Set Up (Admin Permission)

CourseArc

New courses should be created using the CourseArc Master Template. CourseArc Admin permission is required to create a new course. If you do not have Admin permissions, submit an iPD Support Request in Wrike.

Course Structure

CourseArc

Michigan Virtual courses and lessons should be created with the CourseArc Master Template. When assigned to a course development project, your project manager will create and set up the CourseArc course for you.

CourseArc File Management

CourseArc

All course files uploaded to CourseArc should be uploaded to that course’s Course Files.

Triggering the Brightspace Gradebook – Cumulative

CourseArc

Michigan Virtual will trigger the Brightspace Gradebook for cumulative numerical grades in courses where the accuracy of knowledge must be tracked for course credit.

Triggering the Brightspace Gradebook – Participation

CourseArc

Michigan Virtual will trigger the Brightspace Gradebook for participation in courses where completion must be tracked for course credit.

Using CourseArc Blocks

CourseArc

Choose an appropriate block for the activity from What blocks does CourseArc have (Alphabetical List)? Standard use of each block is recommended. To use new scripts or HTML code, approval is required. Please submit a Wrike iPD support ticket under Course Development Specialist Request. Include details on the HTML or script code to be added, the block type, and the issue with the default block code.

Templates

Delivery Method

H5P File Management

H5P

Content used in a course or other shared material must be created (or created, then moved) into the appropriate COURSES folder and shared with the organization. The content should also be named with the following convention: ShortCourseName Unit.Lesson Descriptor.

Importing Graded/Ungraded H5P Activities into Brightspace

H5P

Create or place the H5P activity in the correct Michigan Virtual account course folder in H5P and make sure it is shared with all MV members. Clearly label H5P activities as graded or ungraded and place them in the appropriate sections of the Brightspace course.

Recommended Content Types

H5P

Before creating an H5P, check H5Ps content type recommendations page and only use content types that are accessible, maintained by the core team, have full browser support, and are scorable (if required). The Essay content block is the only exception to this rule. For courses that are built in CourseArc, always use the CourseArc version of a content type if available unless the H5P version offers relevant features that are not available in CourseArc

Settings for Brightspace LTI

H5P

H5P content that needs to be written to the grade book needs to be published as protected and have the LTI settings updated. It will need to be inserted into Brightspace using the Insert Stuff tool.

Settings for CourseArc

H5P

For courses that are built in CourseArc, always use the CourseArc version of a content type if available unless the H5P version offers relevant features that are not available in CourseArc. H5P Content should be embedded in an HTML content block in CourseArc. The H5P content needs to be published as Public before embedding. The toolbar should be removed from the content for PLS courses only.

Grading

Storyline

Storyline files may be graded based on survey results or slides viewed. This entry provides directions for implementing both options.

Player & Project Settings

Storyline

Articulate Storyline Player settings must be set to, “Modern” to ensure the file is responsive/accessible and follow the correct publish settings that are outlined in this entry.

Publish Settings to CourseArc

Storyline

Storyline files published to CourseArc will be responsive and will be in the Zip Embed CourseArc block type.

SL: Publish Settings to Brightspace

Storyline

SL: Updating Existing Courses to Brightspace

Storyline

New versions of Storyline files must be uploaded to Brightspace using the process outlined in this entry.

SL: Uploading to Brightspace

Storyline

New Storyline files must be uploaded to Brightspace using the process outlined in this entry.

Storyline Transcripts

Storyline

All non-text content that is presented to the user has a text alternative that serves the equivalent purpose. This text-based alternative should take the form of a detailed transcript that includes all of the auditory and visual information contained in the time-based media.

Uploading to CourseArc

Storyline

Articulate Storyline projects should be embedded in CourseArc using the Zip Embed block.

Artificial Intelligence

Uncategorized

All use of AI must comply with the Michigan Virtual AI Guidance.

Canva File Management

Uncategorized

Content used in a course or other shared material must be created (or created, then moved) into the appropriate project folder and shared with the organization. The content should also be named with the following convention: ShortCourseName Unit.Lesson Descriptor.

File Naming Conventions

Uncategorized

Files created for projects should be named using the following naming conventions: Course Name, Location in Course, File Description (abbreviate as needed)

Google File Management

Uncategorized

All assets must be obtained and uploaded into the Google project folder from the SME, ID, CDA, and any other project members throughout the duration of the project. All assets should be accounted for during “Deploy”.

Quality Matters Recertification

Uncategorized

Before a course can be submitted for recertification, the course alignment document must be reviewed and updated to the latest template, the course contents must be reviewed to ensure it complies with QM standards, and the QM Worksheet must be filled out correctly.

Quality Matters Rubric – 6th Edition

Uncategorized

To earn Quality Matters certification, Michigan Virtual courses must satisfy a sufficient number of Quality Matters’ Specific Review Standards.