Author: Lindsey Downs

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Making Accessibility the Assignment: What First-Year Writing Students Taught Me About Inclusive Pedagogy

Post author By Lindsey Downs
Post date May 15, 2025

What happens when we stop seeing accessibility as just a checkbox and start seeing it as a part of good communication practices? Or a core teaching practice? In this week’s post, Stacia Moroski-Rigney from Michigan State University shares how a seemingly simple first-year-writing class assignment that included required captions turned into something much more—an opportunity for students to reflect, connect, and rethink how to create and share content. It’s a great reminder that when we build accessibility into our everyday practices, we’re not just checking a box—we’re building habits of empathy and inclusion that can stick with students long after the semester ends.

Enjoy the read,
Lindsey Downs, WCET

Textbox: accessibility isn’t a checkbox. It’s a mindset.

In fall 2019, when I asked my first-year writing (FYW) students to caption their own videos, I didn’t anticipate the transformation it would spark. What began as a simple technical task quickly became a powerful lesson in empathy, ethics, and inclusive communication. In this post, I share what my students taught me about accessibility—not just as a requirement, but as a vital practice of thoughtful pedagogy.

Captioning the Classroom

Although now many tools automatically caption, in fall 2019, that was not the case. For the fourth project in the class, I asked students to (1) caption videos they created earlier in the semester using tools from YouTube or from MSU’s contracted media systems and (2) write a reflective essay on the process and their experiences with accessibility features. It sounds simple, but for many students, it was their first encounter with the practical realities of making media accessible.

In classes leading up to the due date, students expressed surprise that auto-caption systems don’t always (usually?) get it right. Others wrestled with syncing timing or formatting dialogue, creating a script instead. Nearly all of them came to the same realization: it’s easy skip this step—to overlook the people who might not be able to hear or see your work. But when you make something accessible, you begin to see how many members of your audience can be left out of crucial information.

Accessibility as Rhetorical Awareness

A graphic illustrating the idea of web design with added accessibility features.

The second part of the assignment—a three-page reflective essay—asked students to think about the “why.” Why caption? Why format their reflections for screen readers and assistive technologies? Why does this matter, beyond the classroom?

Their responses were pleasantly surprising; students didn’t just describe their process; they reflected deeply on the ethics of accessible communication. One student wrote, “I never thought about how someone might not be able to watch my video before. Now, I feel like I have to think about everyone, not just the professor grading me.”

Another remarked, “Accessibility is like empathy in action.”

By integrating accessibility into our curriculum, we weren’t simply teaching FYW. The assignment was helping students become more thoughtful, inclusive communicators.

Lessons for Us All

What can other educators take from this experience? Here are a few lessons I’ll carry forward:

  • Start with accessibility: Rather than retrofitting accommodations, build accessibility into the structure of your assignments from the beginning. Frame it as part of rhetorical awareness, not just a technical task.
  • Provide resources, not just guidelines:
    • The assignment linked students to captioning tools, formatting guides, and examples of accessible documents. We also problem-solved in class, especially around technology. When students feel supported, they’re more willing to try something new.
  • Make reflection part of the learning: The act of captioning and creating accessible media taught them—but the writing made that learning visible. Students realized that accessibility isn’t a checkbox. It’s a mindset.

Accessibility is a Practice—Not a Perk

Quotebox: Accessibility is like empathy in action.

One of the most powerful outcomes of this project was the shift in student perspective. They began to understand that accessible communication isn’t about doing something “extra.” It’s about doing things right. On our next project, project five, over 80% of my students created accessible documents and videos… even though it was not a required part of the assignment.

As higher education continues to evolve in response to diverse student needs and digital innovation, we have an opportunity—and a responsibility—to build accessibility into our pedagogies. This assignment was just one small step, but it’s one I’ve kept building on.

And as it turns out, accessibility wasn’t just the subject of the assignment. It became the lesson itself.

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Navigating Course Sharing in the ICCOC: How Collaboration Shapes Online Education

Post author By Lindsey Downs
Post date May 8, 2025

When institutions come together with a shared vision, remarkable things can happen—especially in online education. This week on Frontiers, WCET Steering Committee member Theresa Umscheid, Executive Director of the Iowa Community College Online Consortium (ICCOC), shares how a commitment to equity, consistency, and student success guides the ICCOC’s approach to course sharing.

In her post, Theresa outlines how the ICCOC’s well-structured framework ensures high-quality online learning across partner colleges. This model demonstrates the strength of coordinated effort and shared responsibility in expanding online access while maintaining academic excellence.

We hope this look at the ICCOC inspires new ideas for collaboration at your institution!

Enjoy the read,
Lindsey Downs, WCET

The Iowa Community College Online Consortium (ICCOC) began online course sharing in 2000 to meet the needs of community colleges in Iowa. With limited resources and low online enrollments, a shared approach was the best solution. After twenty-five years, the ICCOC continues to grow each year, and course sharing still meets the needs of its partner institutions.

Young woman using a laptop computer and watching a course presentation

The ICCOC ensures equitable access to online learning for students across its partner institutions through thoughtful policies and a well-orchestrated framework that balances academic consistency, institutional equity, and student-centered support.

One of the key components guiding course sharing is the Shared eCourse Distribution Matrix which is maintained by the ICCOC. This matrix ensures that all Tier 1 colleges have equitable opportunities to teach shared courses. It operates on a system of “first rights” and “subsequent rights,” where the college at the top of the matrix gets the initial opportunity to offer a course, followed by others in the sequence when needed. This system helps balance teaching load and credit hour distribution across member institutions. The Distribution Matrix is evaluated annually to maintain fairness among the colleges.

The partner college with “first rights,” teaching the first section of a course in the 16 week shared term, plays a significant role in setting the academic standard. It determines the required textbooks and materials for all instructors teaching a section of that course across the member institutions. This helps maintain a consistent learning experience with common learning outcomes. Iowa has a common course numbering system across all 15 community colleges, which helps with consistency and better transferability to 4-year institutions.

Standardization for Seamless Student Experience

To create a uniform learning experience, shared online courses follow standardized term lengths and common start and end dates, which is determined by the ICCOC Oversight Committee. Courses are offered in various formats, including 16-week, 12-week, 8-week (first or second half of the 16 week term), and even 4-week terms over the summer and winter breaks.

The ICCOC’s Manager of Academic Scheduling plays a critical role in setting up course shells and enrolling instructors to assist colleges and track enrollments and the need for additional shared course sections. The ICCOC caps their course sections at 28 enrollments for all shared classes.

Although the ICCOC began by offering Shared Online courses, they added Restricted Online classes, fully online classes with students and instructors all from the same college, once enrollments increased and classes were filling with multiple sections needed.

Image of someone working on a laptop with the word collaboration on the laptop screen

Instructors teaching ICCOC shared courses are hired by the partner colleges, therefore, the ICCOC relies on the colleges to ensure each instructor meets the state and accrediting agency’s requirements for teaching at the community college level. Students enroll for all of their online classes at their home college, which is the college of record for academic transcripts, state reporting, and financial aid. This setup allows for a seamless academic experience where students receive advising, financial aid, and other services directly from their primary institution.

The ICCOC’s Associate Director helps coordinate communication with online students, especially those flagged as at-risk, ensuring timely intervention and support. She works closely with each partner college’s student support departments to ensure student success. Additionally, all syllabi are managed using Simple Syllabus, a tool that standardizes key course components while allowing instructors to personalize specific areas. This balance ensures institutional requirements are met while preserving academic freedom within guidelines.

In addition, the ICCOC provides a robust suite of free student support services, including online tutoring, 24/7 Help Desk, library resources, plagiarism detection tools, and remote proctoring.

ICCOC’s Coordinator of Online Resources provides textbook coordination for shared classes across all partner colleges and sets up all all-inclusive materials in our common VitalSource instance and tracks usage and billing to ensure deadlines and communications flow smoothly between colleges.

A Model of Collaborative Online Education

The ICCOC’s course sharing system reflects a thoughtful balance between institutional fairness, academic consistency, and student support. By maintaining a robust Distribution Matrix, standardized course formats, and shared resources, the ICCOC empowers its partner colleges to expand online access without compromising quality.

This collaborative approach is a strong example of how multiple institutions can work together to serve students better—proving that in education, sharing isn’t just about access, but about shared responsibility and collective excellence.

This post was written by Theresa Umscheid, Iowa Community College Online Consortium

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The Quality Conversation

Post author By Lindsey Downs
Post date May 1, 2025

It’s hard to believe it’s been five years since the sudden shift to remote learning in spring 2020. Institutions, faculty, and staff scrambled to keep courses going—and they did, under incredibly tough circumstances. But as time passed, many of the critiques of that emergency shift unfairly landed on online learning as a whole. In today’s post, John Opper, Executive Director of Distance Learning and Student Services with the Florida Virtual Campus, helps us take a step back and set the record straight. John reflects on the difference between emergency remote instruction and quality online learning and shares how Florida institutions continue to invest in doing online right.

Enjoy the read,

Lindsey Downs, WCET

A young woman sitting at a laptop working.

We are now five years away from the spring semester of 2020, when education faced the challenge of an emerging pandemic. Remember when the only option for continuing operations was to shift all courses online?

Everyone stepped up, and that conversion was made by the end of the spring break period. Operations continued: students adapted, faculty adjusted their courses, and online learning professionals worked tirelessly to support, in most cases, double the normal online course offerings. Our online course listings catalog in Florida went from approximately 79,000 to over 135,000 in very short order.

Quickly, the term “remote learning” was coined to describe the converted face-to-face courses, and there was a significant rise in synchronous online courses. Extraordinary measures were taken at a time of great necessity. I think it is fair to say that our remote learning courses were as good as we could make them, given the conditions at the time.

Post-pandemic, several surveys of public opinion and stories in the general media raised questions about the quality of remote learning in higher education. Some stories reported student dissatisfaction with their experience, and others suggested that online learning should be discouraged in favor of face-to-face delivery. Concerns about student learning and retention followed,  all of which were unfairly laid at the feet of online learning in general.

Why Quality Online Learning Takes Time—and Why That Matters

Over the course of the last 35 years, distance learning has enjoyed significant growth in postsecondary education. As a result, we have learned a thing or two about how to offer effective and engaging instruction using the technologies available. Since the 1990’s, when a distance learning renaissance began, colleges and universities have invested significantly in digital technology (i.e., Learning Management Systems, plagiarism detection, media hosting, remote assessment proctoring, etc.), faculty development, and support for teaching utilizing technology to better meet the needs and expectations of students. Further, colleges and universities have added instructional designers and adopted policies and procedures to ensure that any new distance learning course or program has been thoroughly tested, reviewed, and monitored to meet the institution’s quality standards. To aid in that effort, several quality assurance rubrics and processes have been created through professional and affiliated organizations such as Quality Matters and the Online Learning Consortium. In addition, accrediting agencies have also adopted quality standards for distance learning programs. A concern for and dedication to producing the best courses and programs has been a core value throughout the growth period of the last three and a half decades. Given the short window of time, the product of the “remote learning” model, offered as an emergency solution to the challenges presented by the pandemic, could not go through the same process that is utilized through the normal operations of our distance learning programs. As a result, what we were able to produce in three months during the emergency conversion period of COVID-19 and what is the normal expectation for a distance learning course or program should not be viewed with the same lens.

Despite the popularity and benefits of online learning, three conversations never seem to be far away when the topic comes up. The three concerns are:

  1. The cost of online learning courses and programs,
  2. academic integrity in online courses, and,
  3. the quality of online courses.

WCET has done good work in researching and following these issues. The three topics, cost, academic integrity, and quality, are often interrelated. What starts out as one conversation can easily expand to include the other two. A well-designed online course can be more expensive than a face-to-face course. And a well-designed online course normally manages to address the assessment of student learning thoughtfully. Are there poor online learning courses? Certainly, no mode of instructional delivery is completely free of problems. Although face-to-face courses are sometimes the target of such critical discussions, they seem to enjoy some level of immunity in the theater of public discourse when it comes to quality. However, the question remains, through all of these concerns, how we can have a fair and productive conversation about quality in online learning?

Quality in Online Learning Takes the Stage in Florida

In response to some of the unfair criticism of online learning and to spotlight the critical efforts of Florida’s colleges and universities to deliver high-quality instruction, the Florida Virtual Campus (FLVC), in collaboration with its college and university members council, launched a month-long Quality in Online Teaching and Learning Initiative. The month is in one part a showcase for the quality assurance efforts of our institutions and a chance to illustrate some of the amazing courses and learning tools in use plus an opportunity for further professional development for our faculty and staff.

A large room full of individuals listening to a presentation

We offered two tracks of activities. The first involved a once-a-week series of large issue panel presentations coupled with more focused webinars throughout each week on best practice activities or tool and techniques sessions designed to inform and share resources that could enhance quality improvement. The second track was composed of low-cost professional development certification courses for staff to obtain the APPQMR certification through Quality Matters. The sessions were offered on a variety of days and online by our faculty in cooperation with Quality Matters. The goal was to provide a low cost, convenient opportunity for our institutions to increase the number of APPQMR certified faculty on our campuses.

With the help of our institutions, our faculty, Quality Matters, WCET, and others, we were able to build a solid program for the month of April. Our hope is that this can be the start of a more visible conversation and showcase for the work that has been and continues to be underway. Perhaps this is something that would work for other states and institutions as well? We are happy to share more about what we accomplished and what we learned along the way.

Let’s Reignite the Quality Conversation

A conversation about quality in online courses and programs can sometimes be received with all the excitement of a tax audit. We need to change that dynamic. The journey to make our online courses and programs the best that they can possibly be is a journey that does not really have an ending. There will always be new technologies, tools, and ideas that we can use to better support learners and teachers. If we don’t keep talking about improvement, then we will miss opportunities to move forward. The more we talk about quality in a positive way, as an opportunity to collaborate, create, improve, explore, inspire and support, the more progress we may see. Fortunately, we have faculty and online learning professionals who are doing just that. And we need to tell that story often and loudly.

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20 Years of WOW: Celebrating Innovation in Digital Learning

Post author By Lindsey Downs
Post date April 24, 2025

The WCET Outstanding Work (WOW) Award honors exceptional initiatives by our WCET member institutions and organizations. We use the WOW Award program to showcase important and innovative projects from all over the US.

As we’ve celebrated just over two decades of WOW Award winners (whoa!), I wanted to take a moment to look back at the history of the projects. I had questions about how the challenges and innovations have changed over time. I identified three themes, reviewing all past recipients. These themes show that, while the specific challenges and technologies may evolve, the core focus of WOW Award-winning projects remains on driving innovation, fostering collaboration, and ensuring equity in digital learning.

A Brief History of the WOW Awards

In 2004, our then-Executive Director, Sally Johnstone, introduced the first annual WOW Awards: “We started this new award to recognize outstanding efforts in implementing technology in higher education.

2004 WOW Award logo - the original logo

Others can learn valuable lessons from these projects.” She also mentioned that WCET members are consistently on the cutting edge in using educational technologies.  

The first four winners of the WOW Awards were:

  • Colorado Community Colleges Online for its Online E-learning Quality Assurance Manual, a comprehensive guide for developing and evaluating courses, programs, and faculty training to ensure continuous improvement in distance education.
  • Minnesota State Colleges and Universities for Minnesota Online’s eStudent Services, which includes a student service audit tool—developed in partnership with WCET—to help institutions identify and improve web-based student support services.
  • University of North Carolina at Chapel Hill for the course ¡A su salud! Spanish for Health Professionals, a multimedia learning experience that helps health professionals build Spanish language skills through video, interviews, and a telenovela-style narrative.
  • University of North Dakota, for its Distance Engineering Undergraduate Degree Program, is the only ABET-accredited online program offering bachelor’s degrees in Chemical, Civil, Electrical, and Mechanical Engineering.

Impressive initiatives, programs, and projects followed this first round of winners. While many of these innovations may feel commonplace today, it’s important to consider the context and time. These institutions often implemented emerging technologies well ahead of the curve. For example:

  • MarylandOnline: Quality Matters (2005)
  • Rio Salado College’s Virtual Practicum Experience (2007)
  • Dakota State University’s Student Retention Alert System – a web-based early-alert system (2008).
  • Foothill-De Anza Community College District’s College Open Textbooks Collaborative (2010)
  • The Open Educational Resource (OER) Faculty Fellowship at Lane Community College (2013)
  • Capella University’s innovation FlexPath direct-assessment programs (2014)
  • Colorado Technical University’s CTU Mobile (2016)
  • Colorado Department of Higher Education OER Council: OER Grant Program (2019)
  • Native American Art Course Redesign with Nicolet College(2022)

If I list any more of our exceptional awardees, this blog will get too long. Please visit our WOW webpages to learn more about these and all our outstanding WOW recipients.

Theme 1: Technological Innovation as a Catalyst for Change

image of a growing seedling with technology abstracts

Since 2004, members have submitted nominations showcasing how institutions and organizations use emerging technologies to solve specific problems or improve outcomes. These efforts have helped shape the evolution of digital learning: driving shifts in everything from course design and delivery to AI, data analytics, and personalized learning.

This theme highlights something important about our members – a viewpoint I am 100% on board with: WCET members have consistently used technology not just for the sake of it, but to creatively solve real, timely challenges for learners.

Yes, our community embraces fun and emerging tools, but that’s not the whole story.

What stands out is how our institutions and organizations focus on strategic innovations that shift how learning happens. No wonder we call these the WOW awards!

Theme 2: Collaboration and Partnership Drive Scalable Impact

We’ve established that the nominated initiatives and our recipients are implementing great ideas. But through the history of the awards, the success of a project isn’t just because of a great idea – it’s because of the collaborative power behind it. We’ve given limited individual WOW awards to one person, and those were due to extenuating circumstances. Rarely are these initiatives a solo act. Through cross-campus collaboration, consortia, state-wide systems, and partnerships with vendors and other institutions, many WOW winners achieve scalability and sustainability by pooling resources and aligning goals across institutions or teams.

Some examples that come to mind:

  • Mississippi Virtual Community College (2024): A statewide collaboration that expanded student access to online learning across multiple colleges.
  • Online Consortium of Oklahoma (2023): Institutions working together to provide quality online courses, professional development, and shared services.
  • SUNY’s Open Education Resources initiative (2019) and the 2024 SUNY OER Anatomy & Physiology project (2024): Large-scale collaboration on OER development across campuses, increasing affordability and access.
  • Kentucky Community and Technical College System (2009): Early example of a system-wide approach to online course sharing and support.

Turns out, teamwork really does make the (digital learning) dream work.

Theme 3: Innovation That Reaches Every Learner

Image of a globe with lines encircling it, indicating connection or reach to everyone around the world

These initiatives are designed to serve diverse learning populations better, meeting students where they are geographically and in life. During the COVID-19 pandemic, the nation saw firsthand how many students face significant challenges simply accessing quality education, let alone completing coursework from home.

In response, cities, counties, and states took steps to expand access to essential resources. I also believe that we, as a higher education community, have become more aware of how “real-life” circumstances affect students’ ability to learn. Many institutions now offer expanded support to help ensure students can focus on their education.

As these services have become more widely available, the conversation has shifted from access alone to meaningful access. When students are equipped with the right tools, support, and infrastructure, they no longer have to worry about just getting in the door. They can focus on learning—and they’re far more likely to thrive.

What Future WOW Winners Might Tell Us – Nominations Are Open!

2025 WOW Award logo

While it keeps me busy, I really enjoy heading up the WCET Awards Program. I get to learn about new things, collaborate with our members, and celebrate our member’s good work.

Looking back at the work recognized through the WOW awards over the years has been a pleasure. Our community is full of passionate educators and problem-solvers.

Now – it’s your turn.

The 2025 WOW Award nominations are open. I can’t wait to see what you’ve been working on. Help us continue to inspire, share, and celebrate the work moving digital learning in higher education forward. Nominate for a WOW Award now.

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Charting the Course for Academic Innovation: Reflections from the 100 Year Ed Tech Project

Post author By Lindsey Downs
Post date April 3, 2025

The future of education really isn’t that far away, especially when you consider that it is being shaped right now through the ideas, innovations, and voices of all of us. That’s why WCET wanted to be a part of an outstanding event held last week, the 100 Year Ed Tech Project’s 2025 Design Summit. This year’s Summit, held at the University of Texas at San Antonio (UTSA) and sponsored by WCET, brought together educators, students, and thought leaders.

In today’s post, Dr. Angela Gunder joins us to share key takeaways from the Summit, highlighting the power of student-led innovation, the impact of collaborative scenario design, and the essential role of organizations like WCET in fostering events and conversations just like this one. Thank you, Angela, for these excellent reflections. Make sure to check out the webpage for the 100 Year Ed Tech Project at the end of the post!

Enjoy the read,
Lindsey Downs, WCET

Six individuals on a stage with a projector screen behind them that reads "100 year EdTech project design summit" and "scenario 8 Beyond Borders."
Members of the “Beyond Borders: The Rise of Knowledge Economies” scenario share the outputs of their design work with the summit attendees.

In an ever-evolving world marked by rapid technological advancement and shifting societal needs, how do we ensure that education remains a transformative force for good?

What is the value of gathering to reimagine the future of education 50 years from now?

At the heart of these questions lies a collective desire to envision a future where education is vibrant, inclusive, and driven by innovation. The 100 Year Ed Tech Project’s 2025 Design Summit, held at the University of Texas at San Antonio (UTSA) and sponsored by WCET, was conceived as a space to grapple with these questions and to collectively design actionable solutions.

A Bold Format for Collective Imagination

As a leading authority in digital learning policy, practice, and advocacy, WCET has long championed the development of thoughtful, evidence-based strategies for integrating technology into educational contexts. In my dual role as a co-organizer of the Summit as well as an event participant from a WCET member institution, I was particularly thrilled to have WCET as a partner for this. Their involvement signaled a commitment to bold, future-focused conversations. It reinforced the importance of bringing diverse voices to the table, aligning seamlessly with their vision for advancing the effective use of technology in higher education to expand access and opportunity for all learners.

Three professionally dressed individuals stand in front of a sign that reads "100 Year EdTech Project Design Summit"
Members of the core planning team, Melissa Vito, Angela Gunder, and Samantha Becker, gather for a photo in between the design sessions.

The Summit itself was an evolution of ideas and aspirations, rooted in the vision of Lev Gonick, CIO at Arizona State University, and further shaped by Samantha Becker, CEO of SAB Consulting, Joe Lambert, Founder and Co-Executive Director of Story Center, and Ruben Puentedura, Founder and President of Hippasus. Their foundational work, which emphasized storytelling and narrative as powerful tools for educational transformation, inspired the core ethos of the 100 Year Ed Tech Project.

The event was designed not only to look forward—envisioning education fifty years into the future—but also to reflect on the lessons of the past fifty years, identifying successes, failures, and opportunities for growth.

Opening Space for a Plurality of Voices

One of the most powerful aspects of the Summit was the intentional inclusion of students as equal participants in all opportunities at the event. In a landscape where student voices are often tokenized, the 100 Year Ed Tech Project defied convention by embedding students at the heart of the discourse. Student-led academic innovation has become a hallmark at UTSA, under the visionary leadership of Melissa Vito, VP of Academic Innovation. In particular, the context of AI strategy. Having so many students from UTSA, ASU, and other institutions not only present but actively contributing to the design sprints allowed us to ground our visionary work in real-world perspectives, embodying the principle that the future of education must be co-created with those it seeks to serve.

A powerful remix of the previous year’s Summit was our commitment to democratizing the design of the future scenarios used to plan the next 50 years of ed tech. Rather than relying solely on organizers to draft future scenarios, we issued an open call for ideas from educators around the globe. This call was met with enthusiasm, resulting in a diverse array of scenarios that represented a wide spectrum of challenges and aspirations. The community voted on the most compelling ideas, and those selected became the focal points for the Summit’s collaborative design sprints. This approach not only democratized participation but also ensured that the ideas we explored were timely, relevant, and grounded in the lived experiences of educators from various contexts.

Four individuals discussing in a group,with several additional groups throughout a theater style room.
Participants at the event take part in a Futures Literacies Storytelling activity led by Ruben Puentedura.

Setting the Course for the Future

The Summit’s tangible outcomes include blueprints for the future—strategic design solutions ranging from policy recommendations to creative integration strategies. These outputs are not static documents but living resources, intended to be adapted and implemented within diverse educational contexts. Moving forward, we plan to continue the conversation through online forums and future events, nurturing the ideas and partnerships that emerged from the Summit.

Photo of a large room full of round tables with several people sitting at each table
Educators gather to design for a positive future of AI in the scenario “Automate to Elevate: AI as a Creative Muse.”

As a member of the WCET community, their sponsorship was instrumental in fostering this spirit of inclusion and innovation. WCET’s presence, particularly through the participation of Van Davis, Executive Director, and Megan Raymond, Senior Director of Memberships and Programs, brought critical insights into the evolving landscape of AI in education. Their commitment to policy and practice provided a crucial lens through which we could evaluate our collective aspirations, ensuring that our conversations were not only visionary but also grounded in the practical realities of higher education.

For those new to the 100 Year Ed Tech Project or convenings like this one that WCET frequently sponsors for its members, I encourage you to take a chance on thinking big and boldly. Share your dreams and find collaborators who resonate with your vision. Together, we can reimagine education, building a future that is both aspirational and grounded in community-driven innovation.

To learn more about the 100 Year Ed Tech Project and how to get involved, visit the project website at https://100yearedtechproject.org/.

This post was written by Dr. Angela Gunder, CEO and Founder of Opened Culture, and Learning Experience Design Specialist at The University of Arizona, a WCET member institution. She wrote this post with some help from ChatGPT with pre-writing ideation.

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Giving Visuals a Voice – the Impact of Audio Descriptions in Digital Learning

Post author By Lindsey Downs
Post date March 28, 2025
Image with several different accessibility icons like CC icons, icon for hearing assistance, internet icons, settings gear, sign language illustrations Audio Description icon, etc
Image with several different accessibility icons like CC icons, icon for hearing assistance, internet icons, settings gear, sign language illustrations Audio Description icon, etc.

Ensuring accessibility in digital learning is a priority for WCET, and audio descriptions are a crucial component in making video content inclusive for all learners. But what exactly are audio descriptions, and how can they improve the learning experience? Let’s dive into the fundamentals of audio descriptions and how they enhance accessibility in higher education.

What Are Audio Descriptions?

An audio description is a narration added to a video’s soundtrack to describe important visual details that cannot be understood from the main audio alone. This additional narration provides key information about:

  • actions,
  • characters,
  • scene changes,
  • on-screen text, and,
  • other visual content…making videos more accessible for individuals who are blind or an individual with a visual impairment.

Typically, these descriptions are inserted during existing pauses in dialogue. However, when necessary, a video can be paused to allow for additional descriptions. Depending on the platform, audio descriptions may be offered as an optional alternate soundtrack or integrated into the standard audio track for all viewers.

Nostalgic and Practical Examples

Initially, I found it challenging to fully understand the role of audio descriptions. The Audio Description Project recommended an excellent example that helped me understand how vital these narrations are for providing essential visual information. Here’s that example:

 In addition, here are some examples of audio descriptions in action in educational settings:

  • Lecture Enhancement: Imagine an instructor points to a graph and says, “This is the most important trend.” Without additional context, students who cannot see the graph miss vital information. An audio description can clarify: “The instructor points to a rising trend in student engagement from 2020 to 2024.”
  • Complex Scientific Content: In a biology video, the audio description could explain how an animation shows cell membranes passing through membrane channels.
  • Art Courses: If a video shows artwork such as a painting, the audio description could provide details on the art, for example: “This painting shows different shades of blue and green colors with a yellow flower in the middle.”
  • Laboratory Demonstrations: Students often watch videos showing chemistry experiments. The audio description could explain that “the scientist adds blue liquid to a clear solution in a test tube. The liquid turns green and starts bubbling.”

Promising Practices for Implementing Audio Descriptions

Here are some promising practices for adding audio descriptions into your digital learning content:

A hand holding a pen marking off checklist boxes.
  • Plan Ahead – When creating videos, consider adding audio descriptions in advance to ensure key visual details are covered. This way, you don’t have to add them back in later.
  • Use Professional Narration – A clear, well-paced voice makes audio descriptions more effective and engaging.
  • Ensure Compatibility – Test your videos on different platforms to confirm that users can easily access the description track.
  • Gather Feedback – Solicit input from students and others who use audio descriptions to identify areas for improvement.

Additional Resources for Implementing Audio Descriptions

Are you ready to explore this topic and integrate audio descriptions into your content? Check out these resources for more guidance and best practices:

The WCET Commitment to Accessibility

At WCET, we believe that accessibility is fundamental to digital learning. By implementing audio descriptions, institutions can create a learning environment that supports all students.

This blog post was written by Lindsey Downs with editing assistance from ChatGPT and Megan Raymond.

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Accessibility in Higher Ed: Learn What You Need to Know

Post author By Lindsey Downs
Post date March 21, 2025

The focus on accessibility in higher education has significantly increased since the U.S. Department of Justice (DOJ) announced new requirements for websites and mobile applications.

These regulations apply to all public colleges and universities and mandate that digital content meets WCAG 2.1 Level AA standards.

A young woman using a laptop computer

Compliance Deadlines:

  • April 24, 2026 – Larger institutions (serving 50,000+ people)
  • April 24, 2027 – Smaller institutions (serving fewer than 50,000)
An individual writing in a notebook by a calendar

But accessibility isn’t just about compliance—it’s about ensuring all students have equal access to learning opportunities.

When digital spaces are inaccessible, students with disabilities face unnecessary barriers that hinder their academic success. Creating accessible content benefits everyone, from students using screen readers to those navigating online courses in low-bandwidth environments.

That’s why WCET has been working hard to support institutions in their accessibility journey—providing expert insights, timely resources, and a community for shared learning.

WCET’s Accessibility Resources & Insights

Recent WCET Frontiers Blog Posts:

WCET Accessibility Events

Exclusive Resources: (Members Only)

Join the Conversation in MIX!

Beyond these resources, our DISCUSS community on MIX has been buzzing with great conversations about accessibility! Members have shared insights on:

  • Evaluating OER for accessibility
  • Messaging for faculty & staff about the regulations
  • Accessibility resources for online course content
  • Faculty & staff training
    And much more!

If you haven’t explored MIX yet, you’re missing out on a great way to connect with peers tackling similar challenges!

Check out mix

The Power of AI in Accessibility

In March 2025, WCET, Every Learner Everywhere, and Teach Access hosted a free webcast exploring the intersection of AI and accessibility in higher education. Topics included:

  • Key accessibility concepts and their impact on higher education,
  • How AI can both help and harm individuals with disabilities,
  • Real-world assistive technology applications of AI,
  • Practical guidance for implementing AI in a way that benefits all learners.

At the same time, Every Learner and Teach Access will release a new AI & Accessibility Toolkit designed for higher education institutions, such as assistive technologies & digital accessibility best practices, legal, quality, and policy considerations, and practical tools—activities, discussion prompts, and reading lists. The recording will be available here.

What’s Your Institution’s Biggest Accessibility Challenge?

With the DOJ’s deadlines fast approaching, institutions are at different stages of preparation. What challenges is your institution facing? Have you found strategies that work? Drop us a comment on LinkedIn or join the conversation in MIX—we’d love to hear from you! 💬

Together, let’s make higher education more accessible for everyone.

This blog post was written by Lindsey Downs and refined by ChatGPT.

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Event

Bringing us Humans Back to EdTech: Highlights from WCET’s 2025 Virtual Summit

Post author By Lindsey Downs
Post date March 14, 2025

If you joined us at this year’s WCET virtual summit, The Elements of Humanizing EdTech in Higher Education – thank you. We appreciate the chance to learn and discuss the essential elements of digital education today with you all. It wasn’t just another Zoom marathon; dynamic panelists shared their thoughts about the critical components of humanizing teaching and learning with technology. The sessions provided a whole lot of inspiration about how technology can truly support learning and learners, not just deliver it.  

2025 Summit Banner - Elements of Humanizing EdTech in Higher Education, WCET Virtual Summit, Exclusively for WCET members, 2/27/2025 10am-2pm MT

Each year, WCET hosts a member-only virtual summit designed to bring together educational leaders and practitioners from forward-thinking institutions and organizations actively pursuing answers to the big questions in higher education. In the past, we’ve discussed AI Policy, higher education business models, quality digital learning, and more. This year’s topic focused on keeping the human connection in digital learning and educational technologies.

We dove deep into what it means to bring the human element back into digital learning. We discussed AI’s role in education, fostering inclusivity in online spaces, and ensuring student success in our increasingly tech-driven world. And the best part? The people leading these discussions weren’t just experts in their fields; they were passionate, thoughtful changemakers shaping the future of higher education. Even better, these individuals are part of the WCET community, so now, we can continue learning and working together.

An Inspiring Opening Session

Illustration of a figure walking up a staircase made of books toward a door with a sunshine.

Our opening session this year featured the inspirational Eric Rodriguez, a speaker and strategist passionate about the power of education to transform lives. Eric began by sharing a heartfelt story about his grandmother’s love for learning—not just for the sake of earning a degree or credential, but for the joy of lifelong curiosity. Her example instilled in him a deep appreciation for continuous learning.

One of my favorite stories from Eric’s presentation was about a student determined to solve a problem in her community—pests invading a local community garden. She developed a humane pest control system by learning how to code and exploring AI. This story perfectly illustrates how we can create opportunities for students to gain new knowledge and practical skills while tackling real-world challenges that matter to them.

Eric also highlighted how today’s technology is increasingly personalized to individual needs. He made a great point—my iPhone is set up exactly the way I like it, but it would probably drive someone else crazy! Our students interact with highly customizable tech tools every day, and they will expect similarly tailored experiences in their college classrooms.

A big thank you to Eric for his engaging and thought-provoking presentation—it was the perfect way to kick off our day!

A Celebration of Women Leading the Way  

How fitting that this year’s Summit took place so close to International Women’s Day, as many of our sessions were presented or facilitated by incredible women doing groundbreaking work in digital learning. We heard from leaders pushing the boundaries of AI and virtual reality and from those championing the call for equitable student experiences. Everyone who spoke reminded us that innovation isn’t just about technology. It’s about the people behind it.  

Their insights left me energized and also left me feeling challenged – how exactly can we try to ensure that technology enhances—not replaces—the human connections that make learning meaningful? How do we design learning environments that serve all students? 

Key Takeaways from the Summit  

While we could (and probably should) write an entire book about the wisdom shared at the Summit, here are just a few of my key takeaways:  

  • AI should be another tool in the toolbox instructors can use for learner support, not a replacement for any of your current tools. The conversation around AI in higher ed continues to evolve, and speakers emphasized that AI should be used to support educators, not sideline them.
  • Student Success must be at the center of digital learning. Access to technology is not enough—we need intentional, inclusive design to ensure all students thrive.  
  • Authentic connections matter. Human interaction remains critical in online learning through well-designed online discussions, thoughtful instructor presence, or community-building initiatives.  

Let’s Continue this Conversation 

Of course, one event can’t solve every challenge in digital learning, but wow, what a starting point! If you attended, we’d love to hear your reflections—what inspired you? What new ideas will you bring back to your work?  

And if you missed it, don’t worry! You can still engage in these conversations through WCET’s ongoing work, blog posts (like this one!), and community discussions in MIX, or join us on LinkedIn! Also – I just heard that a certain WCET Annual Meeting Call for Proposals is open – continue our discussions and share your expertise by submitting a session proposal!

Let me reiterate: thank you to those of you who were able to join us. The WCET community thrives because of your active engagement in meetings, webcasts, volunteering, and project collaboration with us and our other members.

Let’s keep the momentum going to ensure that the future of digital learning and educational technologies remains in human hands.

This post was written by Lindsey Downs, from WCET, with some brainstorming and editing help from Megan Raymond, ChatGPT, and Grammarly.

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Practice

Digital Learning Challenges and Opportunities in Higher Education in 2025

Post author By Lindsey Downs
Post date March 6, 2025
Photo of a newly growing plant with the quote: “Education is not preparation for life; education is life itself.’’ – John Dewey

Hello WCET Community!

As the WCET Steering Committee Chair, I am honored to work with our members to help guide the content, themes, and activities that inform WCET’s work throughout 2025. Collectively, the Steering Committee selected two key topics to focus on this year:

  • Digital Learning Operations, and,
  • Artificial Intelligence.

Over the next several months, the Steering Committee work groups will seek your input and engagement to help shape these topic areas and their outcomes.

Digital Learning Operations

Digital learning has gained traction as an important aspect of education, but often, digital learning doesn’t have a coordinated, shared-service role within the institution. For those of us in the digital learning field, there are can be online enrollment growth mandates from above us, with little institutional or financial support for effective, consistent implementation and expansion. How we define digital learning and strategically align it with the mission of our institutions is critical to online programs success.

This year’s work group focused on this topic intends to surface effective communication strategies to showcase the importance of digital learning and the role of digital learning professionals to key stakeholders.

Such strategies can be used to help those stakeholders understand the value and opportunities, as well as the resource allocation needed for support services, instruction, policies, planning, and evaluation. We are looking for effective communication strategies exemplars from a variety of institutions. Please share your communication approach by emailing WCET.

Artificial Intelligence

The pace of artificial intelligence adoption and the ubiquitousness of emerging tools are overwhelming. Faculty, staff, and students have vastly different comfort levels with this technology and a wide range of sentiment towards it, from enthusiasm to disillusionment. We know the AI we have today will only become more advanced and prevalent. We risk leaving our students unprepared for future workplace skills and expectations if we don’t engage with AI tools and create AI engagement strategies simulating the contemporary work environment.

The WCET workgroup on artificial intelligence is specifically exploring institutional opportunities and challenges associated with AI. Institutions will need to establish clear policies that promote responsible, ethical use of AI while also preparing students to engage critically with these technologies. The workgroup intends to develop resources to help institutions better prepare students and faculty for using AI responsibly, ethically, and efficiently.

New resources, toolkits, and other information are rolling out every day, and it’s hard to stay current with the information avalanche. The group’s work aims to be a valuable, just-in-time resource to support students and faculty without adding to the overwhelm.

Additional Topics

In addition to our two key focus areas of digital learning operations and artificial intelligence, WCET themes during the next few months cover a wide range of digital learning in higher education topics:

  • Accessibility and Teaching Students to Center Accessibility
  • Quality Digital Learning
  • Institutional Collaborations and Course Sharing
  • Student Success with Digital Learning
  • Learn and Work Ecosystems

WCET will use these themes to guide its programs and events. Look for webcasts, member-only Closer Conversations, member-only resources, and blog articles about these topics and more over the next year.

We know these are important topics, but we also know these are interesting times, and that ongoing support, guidance, and community support are more critical than ever.

WCET excels at informing the higher education digital learning community about policies and their potential impacts on higher education.

We know WCET clarifies national and state policies, regulations, and rules affecting institutions and students. WCET is adept at making confusing concepts understandable, which is one of the reasons I’ve always looked to them for help and will continue to do so as we navigate whatever is next on the horizon.

Thanks so much for being an engaged member, and I look forward to our continued conversations and support for one another on MIX.

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Practice

Finding Our Focus Amidst the Noise: A Call to Renew Our Commitment in Higher Education

Post author By Lindsey Downs
Post date February 27, 2025

One of my favorite aspects of my work leading membership, sponsorship, programs, and events at WCET is the opportunity to connect with amazing people doing incredible work at higher education institutions across the United States. However, lately, I’ve felt some heaviness in these conversations.

Working in higher education can often feel like navigating a stormy sea. We have experienced the rip tides of a global pandemic, the remote learning currents and ripple effects, and on and on. We are devoted to a noble mission: serving students, broadening access to learning, and fostering an environment where lifelong learning flourishes. And we also face overwhelming challenges—budget cuts, administrative pressures, changing student demographics, and an ever-evolving technological landscape. Not to mention what is happening minute to minute at the federal level. It’s easy to become lost in the noise or to feel disheartened by external pressures and internal uncertainties.

Yet, in these turbulent times, it’s helpful to remember why I chose this path. The communities within our institutions are those of learning, growth, and transformation. Our work plays a key role in shaping futures and supporting students on their lifelong learning journeys. We are in this work for the students and the intrinsic rewards of shaping lives. Not to mention the “giant” paychecks, of course.

Mission ImPossible

Our mission in higher education extends beyond developing learners:

The word impossible with a pencil erasing IM so it says "possible"
  • we cultivate engaged citizens,
  • we provide pathways to lifelong success, and
  • we partner with our communities to create jobs and expand opportunities locally and globally.

Digital learning enables anytime, anywhere learning. Flexible learning options can significantly enhance access for students juggling various responsibilities. Digital learning provides this critical access for all learners, including rural populations, military students, and those unable to travel to campus.  

Amidst the pressures we face, it’s essential to remind ourselves of our impact on individual lives. Each student represents a unique story full of potential, and our role is to help rewrite those narratives, enabling dreams to flourish and ambitions to be realized.

Whether it’s providing guidance on academic pathways or supporting personal growth, our goal remains the same: to empower each student, ensuring they have the tools they need to succeed.

Refocusing on Our Passion

college-aged student dressed in graduation regalia expressing excitement with arms in air

When the external noise becomes overwhelming, grounding ourselves in our passion is vital. I want to invite you to take a moment with me and reflect on why you chose this career in the first place. Often, it’s the joy of seeing a student achieve that “aha” moment, the excitement of seeing a graduate walk across the stage, or the fulfillment of knowing we played a part in someone’s success. These connections with students reaffirm the importance of our roles.

By fostering collaboration within our institutions and supporting each other, we can rise above the noise and keep us focused on what really matters. Expand your reach and impact by engaging with WCET’s vibrant community. Connect through discussion groups like wcetDISCUSS, participate in virtual events, and join us at the WCET Conference.

Together, we can drive innovation, share insights, and advance our shared goals.

Elevating our Positive Impact

As we strive to rise above the noise, it’s essential that we also advocate for a culture that promotes mental well-being, inclusivity, and engagement—both for ourselves and for our students. Our work environment should reflect the values we wish to impart: a supportive community that nurtures curiosity, resilience, and passion for learning.

Let us commit to fostering spaces where students feel valued and heard, and where they can embrace their learning journey without barriers. By prioritizing our mission over the distractions, we can create an atmosphere that inspires both educators and learners.

In conclusion, while staying committed amid ongoing distractions may be difficult, let’s remember what truly matters—our passion for serving students and our dedication to making education accessible for all. And the WCET team and community are always here to help, listen, and support.

This post was written by Megan Raymond, WCET

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