Blackboard & Course Materials Accessibility

Accessible course materials in Blackboard improve usability and support student success. Whether you’re uploading a syllabus or designing new Ultra Documents, every decision contributes to a more inclusive course. Anthology Ally, built into UMBC’s learning environment, scans course content for accessibility issues, provides feedback to instructors, and offers students alternative formats that better fit their learning needs.

Creating Accessible Content in Blackboard

The best way to ensure accessibility is to design accessibly from the start. Use these tips when creating new content in Ultra:

  • Use built-in heading styles (Title, Header, Subheader)
  • Use meaningful link text (e.g., “UMBC Homepage” not “click here”)
  • Upload images with alt text descriptions
  • Use captions for images (available) as of July 2025)
  • Use tables with clearly defined header rows or columns
  • Convert files (PPT, PDF, Word) into Ultra Document format for better accessibility

For multimedia content, visit our pages on Video, Audio, and live meetings.

Blackboard Accessibility Overviews

Accessible Use of Tools

Accessibility isn’t just about documents — it applies to everything in your course, especially how it’s organized for students.

Use Learning Modules

Learning modules make it easier for students to find materials, follow a sequence, and return to unfinished work. Students can benefit from built-in progress tracking and the table of contents view.

  • Use learning modules to organize weekly or thematic content.

  • Modules are collapsible and easier to scan with assistive technology than long content pages

Maintain Consistency

Use a repeatable structure for each week or unit (e.g., Overview → Readings → Lecture → Assignments)

  • Label folders and files clearly (e.g., “Week 2: Introduction to UDL” instead of “Week 2 Files”)

  • Keep terminology and layout consistent (e.g., always calling it “Lecture Video” rather than switching between “Recording,” “Panopto,” or “Watch This”)

  • Use Blackboard’s formatting tools (headings, bullets, numbered lists) instead of visual tricks like bold or color

Support Navigability

  • Use headings, dividers, or text blocks to break up long pages

  • Avoid placing all content in one Ultra Document — chunk information logically

  • Provide an overview or checklist at the start of each module so students know what’s coming

  • Include dates or week numbers in file names and headings for easy orientation

Text

  • Keep messages short and scannable
  • Use paragraph breaks and descriptive subject lines

Multimedia

  • Ensure videos have captions and transcripts
  • Use image alt text in slides and banners
  • Avoid animated GIFs that flash rapidly

Students may be asked to upload documents, videos, or images to Blackboard. Instructors can help support inclusion by sharing these expectations:

  • Use accessible templates in Word, PowerPoint, or Canva
  • Add alt text (descriptions) to all images
  • Caption videos or include a transcript (especially for media assignments)
  • Submit readable files (not scanned images or screenshots of text)
  • Avoid color-only meaning (e.g., “answers in red”)

Third-Party Tools & Accessibility

Third-party tools — whether officially licensed by UMBC, freely available online, or sourced from OER repositories — can enhance learning and engagement. But they can also introduce accessibility barriers if not carefully selected or implemented. When adding external content or tools to your Blackboard course, it’s important to consider how accessible they are for students using assistive technologies.

These tools are vetted for security, integration, and accessibility compliance. Examples include:

  • Panopto, VoiceThread – Supports captioning and screen reader access

  • Canva, Google Docs, Microsoft 365

  • Akindi, Respondus Lockdown Browser/Monitor, Poll Everywhere, etc.

Tools provided by UMBC typically include documentation or support for accessibility.

Common tools like Padlet or Kahoot may be easy to use, but vary widely in accessibility. These tools are not reviewed by UMBC (procurement, legal, or SDS) so use with caution:

  • Check if the tool provides keyboard access, alt text support, captions, or screen reader compatibility
  • Avoid requiring tools that are inaccessible without offering alternatives
  • Provide instructions for how to use the tool with assistive tech when available

Open Educational Resources (OER) can promote affordability and flexibility, but not all are created with accessibility in mind. Best practices for OER include:

  • Use materials that are available in multiple formats (PDF, HTML, ePub)
  • Avoid scanned image-only PDFs
  • Choose OER repositories that apply accessibility standards (e.g., LibreTexts, OpenStax, MERLOT)
  • Remediate documents or provide summaries when full accessibility isn’t possible

For help evaluating OER, please contact the AOK Library.

When selecting or using a third-party tool, ask yourself:

  • Can a student use this with only a keyboard or screen reader?
  • Does the tool offer closed captions or transcripts for audio/video?
  • Is the interface high contrast and mobile-friendly?
  • Will all students be able to access it equally (e.g., no account required, or compatible with UMBC login)?
  • Is there a Plan B if a student cannot use it?

Recommended Actions:

  • Choose campus-supported tools whenever possible

  • Add accessibility notes or alternatives in your syllabus or assignment

  • Provide feedback to vendors or services that lack accessibility options

  • Avoid making inaccessible tools mandatory for grades unless an accommodation is clearly available

Resources