Accessing Blackboard with JAWS

Phase I: Analysis

Introduction

Northern Illinois University may receive several students a year who are blind or visually impaired and need to access information posted on the web-based Blackboard system for one or more courses. Some students require immediate and effective instruction in order to have the tools to be successful in courses that use Blackboard. The instruction described herein will provide trainers and learners with the techniques to access Blackboard using JAWS, a screen reader that allows persons who are blind or have a visual impairment to access applications on a personal computer (PC) running Microsoft Windows. If students are unfamiliar with accessing the internet using JAWS, they will need to undertake training prior to learning how to access Blackboard. If students have used JAWS to access the internet previously, but would like to reinforce their skills, they will be provided with material for independent review of basic Hypertext Markup Language (HTML) concepts and JAWS specific commands for accessing the internet.

Needs Assessment

The target audience is students at Northern Illinois University (NIU) who are blind or visually impaired and have a need to use the NIU Blackboard system with JAWS. While the students can seek assistance at any point in their university education, they will likely initially encounter the need to access Blackboard during their first semester of school. Blackboard is a web-based tool that provides one location for students to access documents, manage assignments, and communicate with their teachers and peers. Many professors at NIU post information on the NIU Blackboard website and require student interaction with this site in a variety of ways, making Blackboard a key component of some courses. Students need to be able to read information, access hyperlinks to other websites, download files, and participate in discussion groups, all of which is presented within the Blackboard environment. The resources the student will be required to access will vary with the course.

Some students who are blind or visually impaired will be able to access Blackboard without assistance upon first encountering the need to do so. Other learners will require an introduction to either the processes of gaining access, the content and layout of Blackboard, or both. The first indication that a discrepancy exists between what the learner needs to be able to do and what they are able to do, could come from the learner, the Center for Access-Ability Resources (CAAR), or the professor. These sources will indicate that either the student was unable to access the materials they required for class, or it took them an inordinate amount of time to do so and interfered with their ability to complete the assignment by the due date. When a student is unable to access the course materials in the same general way as their peers, their opportunities to gain knowledge, participate in group activities, express their abilities to their professors, and obtain an accurate assessment of their own performance can be severely limited. Emotionally, these limitations can be extremely frustrating and demotivating.

One way to solve this problem is to simplify the task. While simplifying the setup of Blackboard is possible, it requires communication with the manufacturer of the software and any changes would be at the manufacturer’s discretion. It would be a worthwhile, but time-consuming endeavor. Materials could also be provided in an alternative format, such as braille or large print. If materials were provided at the same time the rest of the class had access to them, such a plan would solve the problem. Often though, the student has to wait to have materials produced in an alternative format. Since Blackboard provides instant access and materials are generally accessible using a screen reader and/or optical character recognition (OCR) software, it is a good solution. By providing training in the use of Blackboard with JAWS, Blackboard can be utilized effectively by the blind or visually impaired population.

Learner Analysis and Characteristics

Attitudes and Motivation

Because many of the students’ professors will be posting information on the NIU Blackboard website, the learners will need to be able to access resources that are posted on that site. The learners have either requested additional help or have been put in touch with a trainer by CAAR. This indicates that they have experienced difficulty getting access to the materials they require for class. The students realize that getting access to these materials is crucial to keeping up with their coursework and are expecting that, at the conclusion of training, they will be able to independently download the materials they need from Blackboard. Students will likely use these skills on a regular basis, perhaps as often as once or more per day, or as seldom as once a week.

It is assumed that the students share the common goal of successfully completing their classes and graduating from college. Many students are motivated to learn more about internet access, as they recognize that it applies to many areas of communication and research, both within and outside of school. Because accessing Blackboard with JAWS is somewhat complex and involves numerous steps, the students may have been frustrated by previous attempts to access Blackboard without instruction. Students will likely have had a long history of receiving one-on-one assistance. They may have been repeatedly disappointed because the assistance did not meet their needs. Students may feel that sighted instructors do not understand what they are experiencing or how to help them. Students are likely to express a range in the level of independence they prefer. Some may value independence to the extent that they resist asking for help, while others may be complacent to the point where they are hesitant to embrace independence.

Learner Characteristics

Learners will have succeeded in gaining admission to NIU and will be blind or visually impaired, but may have few other characteristics in common. The age range of the target audience is that which is appropriate for college, likely 18 to 30 years of age, but could range from 17 years old and up. The learners could potentially be of either gender and could be of any ethnic background. Some may live with their parents; others will live in the dormitory or in an off-campus apartment. Most will not have children at home, although some may have a significant other. It is assumed that they will speak English.

Learner Background

The learners will have had a variety of experiences by the time they enter the college environment. They will have had a high school education or its equivalent and have a reading level appropriate for college. The students will likely have had significant experience learning in a one-on-one situation using Braille or large-print materials, verbal instruction, and audio training materials. Students will likely have had exposure to computers, the JAWS application, and the internet. Students using JAWS, will generally have good keyboarding skills and the manual dexterity necessary for typing. The level of comfort they exhibit using JAWS and the internet will vary. They may or may not have been employed in jobs that required the use of computers or the internet.

Prerequisites

Students will need to be able to touch type, be familiar with the layout of the keyboard, be able to start their computers, understand basic Windows commands and structure, understand the basic reading commands used for JAWS, be able to connect to an internet service provider (ISP), open Internet Explorer and read a web page on a familiar computer, and be able to read Braille or hear the instruction. Their abilities to access Blackboard will vary based on past experiences accessing the internet with JAWS.

The student will require a computer with JAWS 5.1 or newer installed; Internet Explorer 6 access to the internet; a username and password to access Blackboard; enrollment in at least one class that has material posted on Blackboard for download; and access to a CD player to utilize the instructional audio CD.

Learning Context

Students will be able to choose a setting in which they feel most comfortable. The setting may be in their home or dormitory room using their own computer, in one of NIU’s computer labs, or in the CAAR office. If training is to take place at their home, and a trainer would have to travel more than 15 minutes from NIU, training will be done at one of the NIU ITS computer labs instead. The trainer is expected to meet with the student one-on-one. The student should set aside two hours for the initial training, and allow time as necessary once or twice a week for follow-up. The training should not take more than three sessions, but more can be done if necessary. The CAAR office can provide additional support, in terms of a Braille embosser and readers to support the student. General computer support is provided by the NIU ITS helpdesk.

Goal

The student will be able to efficiently utilize Blackboard and JAWS to download course related documents.

Questionnaire (to be delivered verbally)

1. Do you own a computer?
2. How frequently do you use a computer?
3. What do you like to do with the computer?
4. Are you comfortable accessing Windows?
5. Do you experience problems with computer files getting lost or misplaced frequently, occasionally, or never?
6. Are you a JAWS user? If so, how long have you been using JAWS?
7. Do you feel that you have generally had positive, negative, or mixed experiences with JAWS?
8. How often do you access the internet?
9. Describe HTML generally and how it works.
10. What is Blackboard?
11. Have you attempted to access Blackboard? If so, were you successful?
12. In general, have you had positive experiences accessing Blackboard?
13. How do you feel about having course documents and other course related materials posted on Blackboard?
14. Have you received previous instruction on Windows, JAWS or Blackboard? If so, which one(s)?
15. Do you prefer to have instructional materials provided in Braille, large print, from an audio CD, verbally, or from a computer?

JAWS Pretest (to be delivered in preferred format)

1. To use JAWS effectively, NumLock should be off.
   1. True
   2. False
2. To stop JAWS from talking (without taking any other action), use the following keys:
   1. ALT
   2. CTRL
   3. INSERT
   4. CAPS LOCK
3. To read the Title bar of the active window, use the following keys:
   1. INSERT + Right Arrow
   2. INSERT + T
   3. INSERT + Down Arrow
   4. INSERT + 1 on the number row
   5. INSERT + F1 twice quickly
4. To get application specific help in a standard help system, including a list of keyboard shortcuts, use the following keys:
   1. INSERT + Right Arrow
   2. INSERT + T
   3. INSERT + Down Arrow
   4. INSERT + 1 on the number row
   5. INSERT + F1 twice quickly
5. To turn on keyboard help, use the following keys:
   1. INSERT + Right Arrow
   2. INSERT + T
   3. INSERT + Down Arrow
   4. INSERT + 1 on the number row
   5. INSERT + F1 twice quickly
6. To read a whole webpage, use the following keys:
   1. INSERT + Right Arrow
   2. INSERT + T
   3. INSERT + Down Arrow
   4. INSERT + 1 on the number row
   5. INSERT + F1 twice quickly
7. To move to the next word and speak it, use the following keys:
   1. INSERT + Right Arrow
   2. INSERT + T
   3. INSERT + Down Arrow
   4. INSERT + 1 on the number row
   5. INSERT + F1 twice quickly
8. To move from one link to another on a webpage using the keyboard, use the following key:
   1. CTRL
   2. INSERT
   3. TAB
   4. ALT
   5. ENTER
9. To activate a hyperlink using the JAWS, use the following key:
   1. CTRL
   2. INSERT
   3. TAB
   4. ALT
   5. ENTER
10. To get a list of links in JAWS, use the following keys:
    1. INSERT + F1
    2. INSERT + F5
    3. INSERT + F7
    4. INSERT + F9
    5. INSERT + F11
11. To get a list of frames in JAWS, use the following keys:
    1. INSERT + F1
    2. INSERT + F5
    3. INSERT + F7
    4. INSERT + F9
    5. INSERT + F11
12. To access Forms Mode in JAWS when a form field has focus, use the following key:
    1. CTRL
    2. INSERT
    3. TAB
    4. ALT
    5. ENTER
13. What is the purpose of Forms Mode in JAWS?

Observation

Obtain permission from student to observe while they browse the internet using JAWS. Start the student from the Desktop and have them access Google and perform a search. Listen for the keyboard commands used while the student browses the internet. Note if the user is simply using the tab key and the basic JAWS reading keys or is taking advantage of more advanced JAWS commands, such as the Links list, Frames list, or the JAWS Find command.

Task analysis

Phase II: Design

Lesson plans

Each lesson follows the same instructional sequence, from focusing on goals through extending and transferring the skill.

• Module 1, Lesson 1: Hyperlinks
• Module 1, Lesson 2: Form fields
• Module 1, Lesson 3: Frames
• Module 2, Lesson 1: Links List dialog
• Module 2, Lesson 2: Frames List dialog
• Module 3, Lesson 1: Logging into Blackboard
• Module 3, Lesson 2: Locate the Courses page
• Module 3, Lesson 3: Finding and downloading a file

Module 1, Lesson 1: Hyperlinks

Time

5 minutes

Objective

The student will be able to verbally explain, to the instructor, the function of hyperlinks in a web page and then demonstrate the function of hyperlinks in a web page without other assistance by the end of the first week of school.

Conditions

A computer running JAWS; a sample web page; and a list of commands in accessible format.

Module 1, Lesson 2: Form fields

Time

5 minutes

Objective

The student will be able to verbally explain, to the instructor, the function of form fields and forms mode in a web page and then demonstrate the function of form fields and forms mode in a web page without other assistance by the end of the first week of school.

Conditions

A computer running JAWS; a sample web page; a tactile example of a form; and a list of commands in accessible format.

Module 1, Lesson 3: Frames

Time

5 minutes

Objective

The student will be able to verbally explain, to the instructor, the function of frames in a web page and then demonstrate the function of frames in a web page without other assistance by the end of the first week of school.

Conditions

A computer running JAWS; a sample web page; a tactile example of a frames page; and a list of commands in accessible format.

Module 2, Lesson 1: Links List dialog

Time

5 minutes

Objective

The student will be able to verbally explain, to the instructor, the function of the Links List dialog in JAWS and demonstrate the function of the Links List dialog in JAWS without other assistance by the end of the first week of school.

Conditions

A computer running JAWS; a sample web page; and a list of commands in accessible format.

Module 2, Lesson 2: Frames List dialog

Time

5 minutes

Objective

The student will be able to verbally explain, to the instructor, the function of the Frames List dialog in JAWS and demonstrate the function of the Frames List dialog in JAWS without other assistance by the end of the first week of school.

Conditions

A computer running JAWS; a sample web page; and a list of commands in an accessible format.

Module 3, Lesson 1: Logging into Blackboard

Time

10 minutes

Objective

The student will be able to log into Blackboard successfully in 4 out of 5 trials without other assistance by the end of the first week of school.

Conditions

A computer running JAWS; access to NIU’s Blackboard System; and a list of steps in an accessible format.

Module 3, Lesson 2: Locate the Courses page

Time

10 minutes

Objective

The student will be able to access the main page for each course that posts information on Blackboard without other assistance by the end of the first week of school.

Conditions

A computer running JAWS; access to NIU’s Blackboard System; and a list of steps in an accessible format.

Module 3, Lesson 3: Finding and downloading file

Time

10 minutes

Objective

The student will be able to download three files from the course documents course materials area of that system into the My Documents folder without other assistance by the end of the first week of school.

Conditions

A computer running JAWS; access to NIU’s Blackboard System; and a list of steps in an accessible format.

Implementation considerations

Trainer technical skills

For a trainer to be able to successfully teach this lesson, they will need a few basic skills. The trainer must be comfortable with the basics of Internet Explorer, JAWS and Blackboard. Specifically, the trainer should be familiar with the reading commands in JAWS as well as the keyboard shortcuts used on the Internet. The trainer needs to become familiar with the layout of the NIU Blackboard site and any unique attributes of that site. Help information for Blackboard is available on the NIU ITS website as well as the Blackboard website. Additionally, numerous resources and useful links are also available at the website www.niu.edu/facdev. Help for Blackboard can also be obtained by browsing to webcourses.niu.edu and selecting the Student Help link. Technical support for Blackboard can be obtained from the NIU helpdesk. JAWS has excellent help resources. These can be obtained by navigating to the JAWS folder in the Windows start menu, and selecting help. View the section on using the Internet with JAWS. JAWS also produces a tutorial designed to teach web browsing skills called Surf’s Up!, which is available from www.freedomscientific.com.

Support availability

For computers in NIU labs, technical support is available by calling the Help Desk or submitting a trouble ticket. If this procedure is followed, it is unlikely the problem will be resolved during class time. For JAWS support, a toll call can be made to the Freedom Scientific help line. The problem may or may not be resolved during class time. Prior to teaching the lesson, it is recommended that the trainer run through the lesson on the computer that will be used for the training to verify that it is working properly. If the client is using a computer in their home, they will be required to have access to any support resources, including their Internet service provider, hardware warranty support, and Freedom Scientific telephone support. There are limited resources on the NIU campus to aid in the development of training materials. NIU ITS may be able to provide some support in creating materials for Blackboard and the CAAR office may be able to provide assistance in creating training materials for JAWS and the Internet. The CAAR office also has Braille translation software and Braille embossers for use in creating handouts and tactile representations of the Internet.

Equipment availability

The availability of equipment will be contingent upon the location of the training. If the training takes place in the student’s home, it is the student’s responsibility to make sure they have a computer running Internet Explorer 6 with Internet access and JAWS properly installed. Since this training will be done in a one-on-one setting, only one computer is required. NIU has one Windows based PC computer with JAWS installed in virtually every computer lab on campus. The student can choose the lab that they prefer. The software available in the NIU lab includes Internet Explorer 6 and JAWS 5.x. These versions are compatible with the instructions in this lesson. The student may wish to bring a USB storage device to save any files they download. Most of these specialized computers are very accessible to students with disabilities. For students with physical disabilities, it will be important to verify that the computer lab is accessible via a method other than stairs. Stairs are typically an obstacle in some of the residence hall labs. Some labs have tables with a height adjustment while others do not. Student in a wheelchair may find an adjustable table preferable. If students want to practice, and they do not have the required equipment at home, the NIU computer labs are open late. Because JAWS is only available for Windows based computers, students would not be able to use these lessons with a Macintosh.

Phase III: Development

Introduction

In the development phase, the results of the analysis and design phases are used to create a tangible product, which includes a flowchart and storyboards. The effectiveness of this product and any needed improvements to it are then determined by performing a pilot test. The product being designed is intended to instruct a visually impaired student to access the Northern Illinois University Blackboard site with JAWS and download a file.

Facilitating the Lesson

Before the lesson begins, the learner is asked to take a pretest. This same test will be given as the posttest at the conclusion of the lesson. The lesson itself starts by reviewing basic web concepts. The concepts covered are hyperlinks, form fields and frames. The learner is given an opportunity to practice each of these using simple web pages designed to demonstrate these specific concepts.

After having an opportunity to practice, the student is provided with an overview of Blackboard and instructed how to download a file to his or her computer from Blackboard. The instructions are divided into the broader categories of logging into Blackboard; finding the correct course page; finding the file to download; and downloading the file to the My Documents folder. There are a number of alternatives for providing instruction. The instruction can be delivered verbally by the instructor; the student can follow instructions provided by an audio CD; JAWS can be used to read from a computer document; Braille instructions can be followed; or the student can use a computer-based training application that verbally prompts for the correct input and then only accepts that input (this application will be discussed in more detail later). However the student decides to receive instruction, the student should be encouraged to practice the steps independently at the conclusion of the guided lesson. The student will be asked to complete the posttest and provide feedback. For a more detailed description of the lesson components, see the flowchart and storyboard that follow.

Program and lesson flow

Storyboards

The storyboard screens below are the presentation that accompanies the lesson, in order.

Screen 1 Pretest/Posttest

The pretest/posttest questions appear on this slide. See Appendix 1 for the full test.

Screen 2 Introduction

• We will be discussing how to use JAWS to access Northern Illinois University’s Blackboard system. Specifically, we will be discussing how to download a file from Blackboard. In order to access Blackboard, you will need to have an NIU ZID and a password.
• By the end of the lesson, you should be able to download a file from Blackboard without any assistance.
• Before we discuss using JAWS and Blackboard, we will review some basic web concepts. Hyperlinks, form fields and frames will be discussed and you will have an opportunity to practice using each of these on some simple web pages. In addition, we will be discussing how to access hyperlinks quickly using the Links List dialog and how to use the Frames List dialog to efficiently move to a specific area of a web page.
• By the end of the lesson you should be able to verbally explain and demonstrate the function of hyperlinks, form fields and frames both with and without the Links List and Frames List dialogs.

Screen 3 Selected JAWS Shortcuts for the Web

• JAWS is a screen reader that is designed to assist the user in accessing Windows solely from the keyboard. Because of this, it utilizes a large number of keyboard shortcuts. Keys must be pressed quickly in order for the shortcuts to work correctly.
• Keep the following keyboard shortcuts in mind. The context in which they will be applied will be discussed later.
  • TAB: Moves from link to link in Internet Explorer
  • SHIFT+TAB: move backward through hyperlinks
  • ALT+LEFT ARROW: go back to a previous web page
  • INSERT+DOWN ARROW: read an entire web page in JAWS
  • F: moves from form field to form field
  • M: moves between frames
  • INSERT + F7: opens the links list dialog (use the keypad INSERT)
  • INSERT + F9: opens the frames list dialog (use the keypad INSERT)
  • NUMPAD ASTERISK: opens a context sensitive menu; similar to a right-click
  • ENTER (when an editable form field has focus): starts Forms Mode
  • ENTER: activates hyperlink or button

Screen 4 Hyperlinks

• Here we will discuss hyperlinks, which are the main way people navigate the internet.
• Hyperlinks are text that, when selected, take you from one page to another. Selecting a link is similar to opening a new document in a word processor. The text of the link can be whatever the designer of the web page wants; hopefully, the link will give you some information about where it will take you.
• JAWS indicates the presence of a link by announcing the word “Link”
• You can get from one Hyperlink to another using the TAB key. JAWS will skip all the text between links and automatically read the link to you.
• When using any of the sample pages, attend to the page summary information that JAWS speaks when the page first opens. To listen to the entire page, press INSERT+DOWN ARROW. To stop reading press the CONTROL key.
• The sample web page that follows provides information about a non-existent café named Jim’s Café at Innisport. Note that some of the links on the page take you to another part of the same page, while other links are designed to take you to a new page.

Screen 5 Hyperlinks Training Page © Freedom Scientific

Screen 6 Form Fields

• In order to get access to Blackboard, you will need to be able to use forms.
• As you would guess, web-based forms are similar to paper forms. They are used to enter and submit information on a web page. The information is likely then e-mailed, stored in a database, or checked against a database, as is the case when logging in on a website.
• A form field is a component of a form. One example of a form field is a text box. A text box holds information such as a name or address. JAWS indicates the presence of a text box by speaking the word “Edit”.
• The easiest way to get to a form field is to press the F key until JAWS speaks the name of the field you want.
• To use the form, JAWS must be placed in Forms Mode. This feature exists so that other JAWS keyboard shortcuts discussed earlier can be disabled when typing in a form field.
• To get into Forms Mode, place the focus on a form field and press enter. When the form is submitted, Forms Mode is automatically turned off.
• The sample web page that follows is a mock screen from a hypothetical customer tracking system. There are several text fields that already contain information for a customer named Robert Green. Feel free to add to or change this information for practice.

Screen 7 Forms Fields Training Page © Freedom Scientific

Screen 8 Frames

• Blackboard uses a feature of web pages called frames. Frames divide content on a web page just like a window frame divides a window.
• Frames can be arranged in a variety of ways, but often web pages have two or three frames. One frame often contains the page title; one often contains navigational links; and the third often contains the actual content.
• Frames help to access information efficiently by allowing you to get to a specific category of information, such as a page index without having to read through all the other page content.
• Suppose there is one frame for navigation and one for content. If you select a link in the navigation frame, the content of the page changes, but the navigation information stays the same.
• In Blackboard, the frames are named. JAWS can read these names and move you to that particular area of the web page. The names are determined by the author of the web page and can be anything that he or she chooses. JAWS indicates the presence of a frame by announcing “frame begin” and “frame end.”
• The training page that follows has three frames. Each frame contains different information about Freedom Scientific, the company that makes JAWS. One frame contains contact information, one a brief company history, and the third contains a mission statement.

Screen 9 Frames Training Page © Freedom Scientific

Screen 10 The Links List Dialog

• Web pages can have lots of links. Tabbing through all of these links can be time-consuming and confusing.
• Within JAWS there is the Links List dialog that will help you get to the link you want quickly. The Links List Dialog is a dialog in the same way that the typical Open or Save windows are dialogs. Just like these other dialogs, the tab key will take you to the different elements of the dialog.
• Use INSERT+F7 to open the Links List dialog. After pressing these keys, a box will open with a list of links. Use the ARROW KEYS to move up and down the list. An even quicker method is to press the first letter of the link you are looking for until you hear that link. If there is more than one link beginning with that letter, you will have to press the letter multiple times. When you find the link you are searching for, press ENTER. The dialog will be closed and you will be taken to the destination for that link, just as if you had selected it on the web page.

Screen 11 The Frames List Dialog

• There is another dialog very similar to the Links List that allows you to quickly move to a specific frame. This is called the Frames List Dialog.
• Press INSERT+F9 to open the Frames List dialog. Use the ARROW KEYS or type the first letter of the frame you are interested in until you hear JAWS speak it. If there is more than one frame beginning with that letter, you will have to press the letter multiple times. When you hear the frame name, press ENTER.
• Keep in mind that navigating to a different frame simply takes you to a different location on the same page.
• To listen to the contents of a frame, press INSERT+DOWN ARROW. To stop reading press the CONTROL key.

Screen 12 About Blackboard Blackboard is a web-based tool that provides one location for students to access documents, manage assignments, and communicate with their teachers and peers. Many professors at NIU post information on the NIU Blackboard website and require student interaction with this site in a variety of ways, making Blackboard a key component of some courses. You will likely need to be able to read information, access links to other websites, download files, and participate in discussion groups, all of which is presented within the Blackboard environment. The resources you will be required to access will vary with the course.

Screen 13 Training Application: Introduction

• This phase of the training will focus on using your web-browsing skills to access Blackboard. The program will walk you through efficient ways to log into Blackboard, find your course page, find the file you are interested in downloading, and download the file to the My Documents folder. How long you spend with the training is up to you. You can jump to a different part of the training, but it is recommended that you follow the training in the order it is presented. You can exit the training at any time.

Screen 14 Training Application: Modules

• Logging Into Blackboard: This module will walk you through the steps to log into Blackboard.
• Finding a Course: Once you have logged in, you will need to get to the page that contains information for your course.
• Finding a File: There are several places where the file could be located in the course area of Blackboard. This lesson will walk you through finding the correct page, folder and file.
• Downloading a File: The last step in the process is downloading a file. Here we will go through the steps to put the file on your computer.
• Concluding Screen: You have successfully completed the training. You used the correct commands XX% of the time. If you would like to practice any part of the training again please press ALT+R.
• Posttest: See Pretest/Posttest page

Screen 15 Training Application: Sample Screen

Pilot test

Introduction

A pilot test of training materials designed to instruct a visually impaired student to access the Northern Illinois University Blackboard site with JAWS and download a file was undertaken on 9/29/2005 with one subject. The subject was a university student who had a visual impairment and had used JAWS for a number of years, but had no previous experience with Blackboard.

Method

Data from the pilot test was collected informally through observation. The instruction was entirely hands on; the student had access to a list of steps in Braille and was encouraged to follow this list to download a file. The instructor was present to answer any questions and to provide background information when necessary. During the evaluations, the subject accessed Blackboard on a computer running Windows 98, using a standard keyboard and JAWS version 5.1 or higher.

Time

2 hours

Main objective achieved

Yes. The subject was able to download a file at the completion of the lesson.

Student Feedback

1. How well did the student meet the objectives of this lesson?
   • The student was able to download a file from Blackboard.
2. Did you find any inconsistencies, errors, or lack of information?
   • The student did not report any errors related to the instruction.
3. Did the technology work appropriately?
   • The student had tried to access blackboard several times before and had difficulty due to technical problems. The student had concerns about the way his computer equipment was working and the difficulty of accessing the Blackboard website. For example, the student’s computer stopped responding at one point during the instruction and had to be rebooted. These problems emphasize the need to verify that the technology is working properly before beginning instruction.
4. What changes, if any, should the instructor make to improve this lesson?
   • When reading the instructions in Braille, the student indicated that it took a while to read through the extra wording included in each step before getting to the command itself. This slowed him down.

Pilot Testing Results and Revisions

The pilot test utilized a one-on-one structure where the student was asked to follow specific steps. The instructor noted that the learner had difficulty remembering the steps he needed to take because he did not have any background in why particular commands are used or any practice using them in a simpler context before the lesson. Because of this, more background information was added to the lesson. Information regarding hyperlinks, forms and frames was added. In addition, information about Blackboard and how it is structured was added to the lesson. This additional information is to be discussed before the student performs any steps with the actual NIU Blackboard site. With these changes, students should have a more complete conceptual framework in which to place the commands they need to memorize. It is hoped that this will make it easier for students to understand the reason why certain steps are necessary. The task list was also modified by removing extra wording. This should make the commands that need to be executed more apparent so that they can be read quickly. With these modifications, students should have to spend less time referring to the handouts.

A second change that resulted from the testing was the addition of an audio CD. This was provided in addition to the Braille and large print materials that were already supplied. Braille can be an inefficient medium to use as a computer reference for several reasons. First, some people read Braille faster and more accurately than others. If learners are slow Braille readers and have to focus too intently on reading Braille, they may lose perspective on the lesson as a whole. Secondly, in order to read the Braille, the learners have to take their hands off the keyboard, which tends to slow them down; at times, they experience difficulty re-orienting themselves to the keyboard. Also, when learners place the Braille in their bags to take to and from the computer area, the Braille tends to get crushed and become less readable. Additionally, Braille is very space consumptive, while a CD is lighter and takes far less space. A third change that resulted from the testing was the addition of an online learning application to manage the instruction. An interface is being created that simulates accessing Blackboard and downloading a file, yet limits the input to only that which will allow the learner to achieve his or her goal. The restrictive interface was created to allow users to understand the proper sequence of events without the great potential for confusion that comes from using the actual website. When teaching the user to log onto Blackboard using Jaws, a mistake or error in the page can take the user into a context where the instructions do not apply, making it difficult to reorient him or herself. This application also allows the user to practice repeatedly and in private. By allowing the user to practice away from the instructor, students may practice more and be more willing to risk making mistakes. The user is prompted by the software when they have made a mistake and then provided a second opportunity. If the user makes a mistake twice, the software will perform the action for the user and move to the next step. The goal here is to prevent frustration, while allowing the user to experience the entire process. If the user has made several mistakes, they can return and practice the process again after the lesson is complete. Finally, a short pretest and posttest were added to assess the value of the instruction in improving learners’ skill levels. The learners will take these tests immediately before and after the instruction.

The modifications undertaken as a result of the pilot test are aimed at increasing the speed and independence with which a learner can complete instruction. The instruction will likely be among the user's first exposure to Blackboard and, as such, should be a positive, encouraging experience, which allows the user to proceed with their actual schoolwork as quickly as possible.

Phase IV: Implementation

Introduction

The implementation phase is where instruction is delivered. An implementation of the lesson designed to instruct a visually impaired student to access the Northern Illinois University Blackboard site with JAWS and download a file was undertaken on 11/24/2005. The subject of the lesson had no prior experience using JAWS and only limited experience using Blackboard. This subject was not visually impaired, but was instead prevented from viewing the screen while completing the training.

Time

2.5 hours

Main objective achieved

Yes. The subject was able to download a file at the completion of the lesson.

Method

The subject was provided with a pretest and a posttest that utilized the same 10 questions in the same order. The pretest was given before any instruction was provided and the posttest was given at the conclusion of instruction (see Chart 1 and Appendix 1). During instruction, the subject was provided with a list of common commands in JAWS that are used to access the Internet as well as a list of steps to download a file from Blackboard (see Appendix 2). The subject was encouraged to provide critical feedback at any point in the lesson when she had input she felt would improve the lesson. During the evaluation, the subject accessed Blackboard on a computer running Windows 98, using a standard keyboard and JAWS version 5.1 or higher.

Reactions and suggestions from the student during the lesson

• The student indicated that the materials were not intimidating and that she felt she could complete the task after seeing the materials.
• Provide a more detailed overview in the beginning of the lesson that indicates information about hyperlinks, form fields, frames and Blackboard will be covered. Provide an example of what will be covered as well.
• Describe a form field as a component of a form. Use the example of a text field, which can have information entered into it.
• Describe sample web pages before having the student listen to them; therefore, they will have a better idea of what to listen for. Indicate that the student should listen for:
  • The overview information that JAWS speaks when the page opens;
  • Indication of hyperlinks;
  • Form fields are denoted by the word “Edit”;
  • Frame names and where frames begin and end.
• Leave out the information about frames consisting of separate pages that appear as one page.
• Don’t discuss how links, when taken out of context in the Links List dialog, are not useful when they are labeled as “Click Me”.

Reactions from the instructor during the lesson

• Indicate in the instructor’s material that the learner will need to have a login to Blackboard.
• Because JAWS provides important details about a web page when it opens, a new web page should be created containing hyperlinks to the sample web pages. This new web page could be used instead of having the sample web pages open and ready for the student.
• Additional shortcuts should be added to the student material:
  • SHIFT + TAB to move backward through hyperlinks
  • ALT+LEFT ARROW to go back to a previous web page
  • INSERT + DOWN ARROW to read entire web page using JAWS
  • M to move between frames
  • SHIFT + F10 to open a context sensitive menu
• Initially, the student held down the keys for too long causing unpredictable results. To help with this, indicate that keys should be pressed quickly.
• Indicate that moving to a specific frame helps the student get to specific information. They can then listen to this information with INSERT + DOWN ARROW.
• The lesson may be too long. Look into ways to shorten the lesson.
• After locating the hyperlink for the file to download, press the NUMPAD ASTERISK (where the Save Target As command is located).
• Indicate more clearly that in the Links List and Frames List dialogs, the student can press the first letter of the item they are looking for to get to that item. If there are multiple entries that begin with the same letter as the item they are looking for, the student may have to press the first letter of that item more than once.

Phase V: Evaluation

The Evaluation phase is where the effectiveness of the lesson is measured. The implementation of this lesson yielded valuable input into the strengths of the lesson and the ways this lesson could be improved. The questionnaire completed by the student and instructor at the conclusion of the lesson validated the input provided during the lesson. In the questionnaire, the student gave the strongest ratings to the Assessments and Outcomes categories; which received 80 and 90 percent respectively. The strong scores in the Outcomes and Assessments categories are consistent with the student’s achieving the objective of being able to download a file successfully at the end of the lesson. The high rating in the Assessment category is consistent with the pretest/posttest results. The student scored 30% correct on the pretest and 80% correct on the posttest. This is a good indication that the lesson was largely effective. The two weakest areas were Content and Materials, which received 55 and 56 percent respectively (see Chart 1 and Appendix 2). The weak scores on the Content and Materials sections are echoed in the student’s comments. The student suggested removing some overly technical and irrelevant material from the lesson. In addition, the student suggested providing more background information at the beginning of the lesson and better descriptions of the sample web pages before having students examine them. As the student indicated, another way to improve the materials would be to include the objectives of the lesson in the student materials.

NIU Blackboard/JAWS Training: Evaluation summary

The instructor’s questionnaire also provided valuable feedback. In the questionnaire, the instructor gave the strongest rating to Outcomes, which is reflected in the fact that the student was able to successfully download a file at the conclusion of the lesson and had an increased knowledge of JAWS and Blackboard as indicated in the pretest and posttest scores. The instructor gave the weakest ratings overall to the Assessments category. This is due to the inclusion of test item eight in the pretest/posttest, which, as the learner indicated, should be eliminated because the information was not covered in the lesson (see Chart 2 and Appendix 3). The instructor’s comments focused on clarifying and adding additional details about using JAWS on the Internet and modifying the student materials to reflect this additional content. The instructor also noted that the lesson was too long to hold the students’ interest. While the extended length of the lesson is likely due to the additional time devoted to student comments, the lesson time should be monitored in the future in case it needs to be reduced. The instructor also recommended that the sample web pages be reduced in size. This should reduce the time it takes to complete the lesson and make the web pages more motivating to the students. The sample web pages should also be referenced via hyperlink from a single web page. By accessing the sample web page in this way, the student will hear the page description that is provided by JAWS when the sample page opens.

Revisions to Materials

The changes that were requested by both the student and the instructor, as indicated above, have been made as indicated here:

Modifications to instructional materials

1. A more detailed overview of the lesson initially
2. Changed/added to the description of a form field
3. Sample web pages are described before they are demonstrated
4. Overly technical information about frames and links was eliminated
5. Indicated near the beginning of the lesson that the learner will need a username and password to gain access to Blackboard
6. Added a note in the instructional materials that keys should be pressed quickly
7. Added information regarding the efficiency gained by using frames when reading with JAWS
8. Provided additional information about using the first letter of a word in the Links List and Frames List dialogs
9. Modified the questions at the conclusion of lessons to include more information and examples
10. Included information about reading with JAWS, especially the Read All command

Modifications to student materials

11. Creation of a web page that links to sample web pages
12. Additional keyboard shortcuts added to student and instructional materials
13. Change in the technique described to access the context sensitive menu when downloading a file (in both the student and instructor materials)
14. Objectives were added to student materials
15. Question eight on pretest/posttest was eliminated
16. Sample web pages were shortened

Appendix 1: Pretest/posttest with scores

The same test was used for both the pretest and the posttest.

1. To move from one link to another on a webpage using the keyboard, use the following key:
   1. CTRL
   2. INSERT
   3. TAB
   4. ALT
   5. ENTER
2. To activate a hyperlink using JAWS, use the following key:
   1. CTRL
   2. INSERT
   3. TAB
   4. ALT
   5. ENTER
3. To get a list of links in JAWS, use the following keys:
   1. INSERT + F1
   2. INSERT + F5
   3. INSERT + F7
   4. INSERT + F9
   5. INSERT + F11
4. To get a list of frames in JAWS, use the following keys:
   1. INSERT + F1
   2. INSERT + F5
   3. INSERT + F7
   4. INSERT + F9
   5. INSERT + F11
5. To access Forms Mode in JAWS when a form field has focus, use the following key:
   1. CTRL
   2. INSERT
   3. TAB
   4. ALT
   5. ENTER
6. The proper sequence of events to download a file from Blackboard is:
   1. Open webcourses.niu.edu; find your course; download your file; find your file, and login
   2. Login; find your course; download your file; find your file; and open webcourses.niu.edu
   3. Open webcourses.niu.edu; login; find your course; find your file; and download your file
   4. Download your file; login; open webcourses.niu.edu; find your course; and find your file
7. If your instructor has placed a file on Blackboard, a likely location for the file is:
   1. Assignments
   2. Course Documents
   3. Staff Information
   4. External Links
8. The Courses page in Blackboard contains all the courses available in your major:
   1. True
   2. False
9. Blackboard uses frames to help organize content:
   1. True
   2. False
10. To download a file from Blackboard, the only place you have to use forms mode is on the login page.
    1. True
    2. False

Appendix 2: Student materials

Used in addition to computer-based demonstration web pages.

Downloading a File from Blackboard Using JAWS

Introduction

We will be discussing how to use JAWS to access Northern Illinois University’s Blackboard system. Specifically, we will be discussing how to download a file from Blackboard. In order to access Blackboard, you will need to have an NIU ZID and a password. By the end of the lesson, you should be able to download a file from Blackboard without any assistance.

Before we discuss using JAWS and Blackboard, we will review some basic web concepts. Hyperlinks, form fields and frames will be discussed and you will have an opportunity to practice using each of these on some simple web pages. In addition, we will be discussing how to access hyperlinks quickly using the Links List dialog and how to use the Frames List dialog to efficiently move to a specific area of a web page. By the end of the lesson you should be able to verbally explain and demonstrate the function of hyperlinks, form fields and frames both with and without the Links List and Frames List dialogs.

Keyboard Shortcuts

JAWS is a screen reader that is designed to assist the user in accessing Windows solely from the keyboard. Because of this, it utilizes a large number of keyboard shortcuts. Keys must be pressed quickly in order for the shortcuts to work correctly. Keep the following keyboard shortcuts in mind.

• TAB: moves from hyperlink to hyperlink in Internet Explorer
• SHIFT+TAB: move backward through hyperlinks
• ALT+LEFT ARROW: moves to a previous page
• INSERT+DOWN ARROW: read an entire web page in JAWS
• F: moves from form field to form field
• M: moves between frames
• INSERT + F7: opens the links list dialog (use the keypad INSERT)
• INSERT + F9: opens the frames list dialog (use the keypad INSERT)
• NUMPAD ASTERISK: opens a context sensitive menu; similar to a right-click
• ENTER (when an editable form field has focus): starts Forms Mode
• ENTER: activates a hyperlink or button

Steps to Download a File from Blackboard Using JAWS

1. Start the computer and Internet Explorer
   1. Turn on computer
   2. Login if necessary
   3. Open Internet Explorer.
2. Log into Blackboard
   1. Press CTRL+O to open a web page.
   2. Type: webcourses.niu.edu and press Enter
   3. The page will load. Press INS+F7 to access a list of links. Choose Login and press Enter.
   4. Choose Yes if a dialog box pops up prompting you to accept the certificate.
   5. Press CTRL+HOME to get to the top of the page. Press the letter F to get to the first form field.
   6. Press Enter to go into Forms Mode so that you can enter information in the form.
   7. Enter your Z ID.
   8. Press the TAB key.
   9. Enter your password. Press Enter. You will be taken into the Blackboard site where you can access your courses.
   10. If a dialog box appears, choose Yes.
3. Find the course page in Blackboard
   1. Press INS+F7 to get a list of links. Press C for Courses, when you hear Courses, press Enter.
   2. Press INS+F9 to get a list of frames. Press C for Content. When you hear Content, press Enter.
   3. Press Tab. When you hear Skip Course Search Module, press Enter.
   4. Press the TAB key until you hear the course you would like to access. When you have found it, press Enter.
4. Find the file to download
   1. Press INS+F9 for a list of frames. Press the M key until you hear Menu Frame. Then press Enter.
   2. Press the TAB key until you hear Course Documents or Course Materials. Then press Enter.
   3. On the next page, press INS+F9 to get a list of frames. Press C until you hear the Course Content Frame. Then press Enter.
   4. Press Tab until you hear Skip Navigation Links; then press Enter.
   5. Press Tab until you hear the folder you want; then press Enter.
   6. Press TAB until you hear the file you want
5. Download the file to the My Documents folder
   1. After locating the hyperlink for the file to download, press the NUMPAD ASTERISK
   2. In the menu that appears, press the down arrow to “Save Target As”. The Save As dialog will open.
   3. Press ALT+I to get to the Save In combo box.
   4. Press the Down Arrow to open the combo box.
   5. Press M until you hear “My Documents”; then hit enter
   6. Press ENTER to save the file in the My Documents folder.

Appendix 3: Student questionnaire

Name: Student

Comments

23. Where do you think the lesson could be improved? (Indicate ideas for additional materials, errors in content, etc.)

More detailed intro outlining lesson. Opportunity to use student guide independently for a section.

24. What part of the lesson was most useful in helping you access Blackboard and download a file?

Background info and practice

25. What are the strengths of this lesson?

Step by step instruction, opportunity to practice, student materials

Appendix 4: Instructor questionnaire

Name: Jeffrey Williams

Comments

20. Where do you think the lesson could be improved? (Indicate ideas for additional materials, errors in content, etc.)

The lesson may require more extensive student materials, especially the addition of several JAWS keyboard shortcuts.

Chart adapted from Real World Instructional Design, ©2005 Wadsworth, a division of Thomson Learning, Inc.