We're on a worldwide search to see what inclusive education looks
like. So Blackboard Ally is going on tour for 2019, visiting campuses
around the globe to learn how they're tackling their toughest
accessibility challenges, and improving the learning experience for
all their students. Welcome back to the second episode of the Ally
Tour Podcast series. So after a quick flight from Jersey to
Massachusetts, I've arrived here at Lesley University in Cambridge,
where the passion for social justice for equity is really at the core
of the campus, was actually founded in 1909 by Edith Lesley out of her
home, to train women to be kindergarten teachers. So that tradition it
really continues today, they have a big emphasis around teacher
education, counseling, other professions related to empathy in the
public good. So this is a faculty who are not only teaching and
researching in working around in inclusive education, but now, they're
starting to think about how can we make our content and our learning
experience more accessible. So I'm going to sit down here with the
e-learning instructional support team to hear a little bit about how
they're helping instructors use Ally to make their courses more
accessible. Let's hear from the team. Maybe we'll just get started. So
I'm sitting down with the team at Lesley University here in Cambridge
Massachusetts. Very cold day outside, I'm freezing. I should have
brought some gloves with me. But let's just get started with a quick
round of introductions starting on my left. My name is Robyn Belair,
and I'm an Instructional Designer here in this department at the
Lesley University. Kristina McElroy, the Director of Academic
Technology. Danielle Powell, I'm an Instructional Technologist. I'm
Heather Tillberg Web, Associate Provost for Systems and Planning and
Administration responsible for the department that's deploying Ally
and also partner quite a bit with faculty on Universal Design for
Learning to make sure that we're thinking about how to make our
coursework as accessible as possible, particularly from a digital
stand point. All right. Thank you. So just maybe thinking back to some
of your processes for working with faculty, creating courses before
Ally, where was accessibility in terms of the priorities? How were
faculty thinking about accessibility if at all? We started a venture
upwards of three years ago, coming out of the school's general counsel
office, not specifically focused on things that Ally has been showing
us recently, but more broadly how to be more proactive with making
digital content more accessible both public facing web pages, and
what's behind our firewall in LANS. From the instructional technology
perspective? I would say for online courses, we were very much in a
supportive role for the course designs, and then but we also support
on campus courses. But I would say that would be more when the
instructor volunteered themselves or had questions. Disability
services was mainly handling documented accommodations. But
occasionally, we would get instructors who were curious or wanted to
learn, and so we would try to assist where we could. Working with
faculty through that process, where using like acrobat to check stuff,
where we're using the word or was it more just best practices that you
were aware of? Actually, best practices. Yeah. For me, it was a few
years a little bit before Robin's initiative that she was working on I
had been asked to create a bunch of documentation. So as part of that
documentation, I learned all the things I was supposed to do that I
wasn't, so trying to change my own process of how I was creating
content mainly in word and things like that, and how I was creating
PDFs and then trying to as I talked to people disseminate that. But it
was very hit or miss a little here a little there, and trying to
remember to do that stuff myself. Was the process for creating that
documentation, just going out onto the Web, seeing what was out there?
Yeah, researching what were the issues that people were having. I
spent a lot of time on, what's the site? Web Aim. Okay. I spent a lot
of time on there, and then tried to figure out what is it, how do I
then correct that? Captioning was the biggest one then because there
wasn't machine caption really or wasn't available easily. So that
wasn't an option. So that was the biggest rabbit hole to get around.
Just to get a sense, you've been here for a while now, we were talking
earlier, are we seeing this big uptake in and using HTML editors and
WYSIWIG. So in early stages, it was just one document or what's lived
in your LMS? So I would say when I first got here, very few of the on
campus teachers were also teaching online or vice versa. So now we
have a lot of our online teachers because we don't have an online
school. The online programs and courses come out of the schools. So a
lot of those teachers don't just teach online. So whatever they
learned when they go through to design an online course and to use
that technology, they then start to use in their face to face courses.
So they learn to use the assignment tools, and they learn to create
content, and they start to use that for their other students as well
as appropriate. So therefore, our usage went up a lot and our use of
the amount of content that was in. When they were putting their
courses online, were they working directly with the instructional
designer, or with you all, or were they doing it fairly on their own?
It depends. Depends. Depends on the program. So most of the online
courses use a template. There's a development shell that's the source
for all the course content, and that gets copied into the shell that
the instructor will be using to facilitate. But once that content is
there, they can edit it and change things. But like what Chris just
said about campus space courses, we don't necessarily put content for
instructors in those shells, nothing is pre-populated. So that's where
it depends. So the on campus courses it's whatever the instructor
wants to do. They use it as little or as much as they want. For the
online courses obviously, they have to use it to some degree, and
whether or not some of the programs work very closely with us, and we
do a lot of training for their faculty, and other programs want to do
their own thing. So some start off with us and they kind of break off
when they feel comfortable, and others can keep coming back and it's
more of a collaborative relationship. When did you start to feel
accessibility becoming more of a priority or were part of the
mainstream conversation? So I'm a newish member to this department.
Newish meaning I've been here for upwards of six years now. But before
that, I was in the web department and accessibility was always
something that we paid attention to there. But more along the lines of
how best practices and making things easier for people to read online,
writing for the web and things like that, accessibility from my
perspective in this department seems to have become more of a
concerted effort with the working committee that came out of the
general counsel's office a few years ago. To take it a step further,
that tie in with Universal Design for Learning, that's something that
we've always talked about in our department not necessarily saying the
phrase UDL, but recognizing that a lot of faculty want to do these
things and already do some of those best practices without calling it
UDL. But the more concerted effort under the larger umbrella of
Universal Design for Learning seems relatively new with our school,
and it's coming from a lot of different units which is really great to
see. So you were thinking about inclusive design a little bit as part
of that course design process, were there any particular practices or
strategies that you were using in some of those cases? Well, one is a
little bit of a use case. We have the instructors go through a course
design seminar as students. So they are in the seminar in Blackboard
but with a student role. So they get to see how the system actually
works and behaves from a student perspective. Also new to online
instructors go through a two week seminar with me where we cover more
of the student experience but also the facilitation issues. One of the
things that I was thinking during your presentation earlier was
highlighting Ally more in that teaching seminar because instructors
can use that as another way to get their content out in front of
people in different formats and use it as an actual teaching, I don't
know how to phrase it. I was going to say teaching moment, but that's
not quite the correct word. Use it as another tool to get their
material in front of students rather than it's just for there for
accessibility purposes. I love that. Because when you think about
inclusive design and being inclusive, it really starts with that
empathy piece and putting them in the student's shoes and making them
move through the course seems like a great way to build that empathy
and understand it from the student perspective. Yeah, it's a bit of
design thinking kind of really subtly put in there. Absolutely. That's
very cool. Yeah, I think that from our perspective as a department,
accessibility has been on the radar for a long time and Ally provided
a tool, where we can easily guide faculty towards some self-help
resources, for some of the very basic elements of making their content
accessible. We're at this moment, we're doing a tour of our school
meetings to highlight the available tools with Ally with some of our
other closed captioning capabilities and some of our other technology
tools. We did a similar presentation three years ago but it was just
much more do it yourself from a faculty perspective. Giving them the
tools to do it but it really wasn't as streamlined as Ally makes it
for from a faculty members perspective. Exactly. Yeah, and showing how
the student can benefit from it as well. So it just makes it so much
more easy. That's yeah. We as an institution with a school of
education and a very heavy focus on universal design for learning
accessibility, we have faculty who also are really interested in this,
interested in building it into what they do. So this again just makes
it that much easier for them to do that. It also allows them to walk
the walk instead of just talking about doing it, it makes it easier
for them to apply what they're talking about. We really love just the
self-help aspect to it. Where it walks them through how to remedy
issues as they arise. So maybe let's just jump back as you mentioned
with the websites. Was that an eye opener that you started to then
re-evaluate your process in general, was it just we're going to tackle
the websites first and then deal with other things. How did as an
institution you take that on when it first came around? I think it
just raised the bar on having a systematic and process oriented way to
address any external facing content. As sitting where our department
sits because we focus on instructional technology and that touches
faculty and students, I often sit in spaces that we connect our
accessibility in terms of student disability services and information
technology. So in sitting on that broader focus on our external
content committee, it raise the opportunity to present opportunities
to address not the external facing content but the materials I was
using for teaching and learning. So I guess I would just say that it
just made it a broader institutional effort. But I do feel like our
commitment to accessibility has been there. It just, again, provides
us with a tool to really make it actionable. Definitely. One of the
nicest things about Ally is that, I didn't have to go or we didn't
have to go to a training or try to get the information out. It just
popped up in their course with these gauges that said that their
content was successful or not and what the issues were. So then
they're coming to us, instead of us having to get their attention. I'd
also say that our CIO at the time and then our CFO at the time were
also very committed to a broader focus on accessibility. So even at
the same time that we're signing our contract with Ally, we were
instituting a policy that all of our larger enterprise wide software
purchases need a statement about accessibility, which is harder to
buy-in from vendors than you would think. So we actually do make that
as part of our process. If we're signing any large scale contract, we
require a statement about that vendor's commitment to make all of the
tool accessible. So that's just another way that it, again, quantified
it. So at the time that we were considering implementing Ally we had
the strong buy-in from our business offices to make sure that we were
doing that as well. So that's typically like in the form of a vPad are
you looking for or? So it's actually beyond the vPad. So the vPad is
also something that we look for but we actually want. So that can be a
bit of a challenge because a lot of times vendors want to say, well,
we have this vPad, is that sufficient? We're also looking for a
statement that they're developing the tool in a way that would be
accessibility standards in addition to the device, and then that goes
into our contract as well, that they sign. That they're going to take
steps if they're not totally accessible, that they're going to take
actionable steps to become accessible. That their products will be
accessible. I think the other piece that it demonstrates is our
commitment to making sure that any tools that we're procuring will be
accessible. When you're talking and thinking about accessibility, I
mean how is this around inequity, is it about an inequity an access
issue, how do you all think about accessibility? I think sometimes it
depends on the context of the conversation. So I've spoken more to
issues of inclusion and equity. But generally speaking, when we're
doing these presentations at schools or things like that, we'll get at
that idea of equity but not actually saying the word and say we're
going to have inclusive design. But we're trying to make our content
as accessible and usable to as many of our students as possible.
Whatever that barrier may be to access, we'll address it, and we'll
address it in an iterative way to make things better going forward
more practically for everybody. We've had faculty piggyback on that
message in the last faculty meeting we were at. For example, pointing
out not just for students who might have a documented disability, but
if somebody has English as their second language, making content more
accessible will benefit them. If they're students with visual
impairments that may not be documented, so can be helpful to them. I
think it's just really thinking about not just the format of the
content, but also, I think when we talked about UDL, sometimes looking
at different ways the students could be presenting their work. I think
we have faculty on board with a broader perspective of accessibility
as well. Giving students more choice. I do use that example a lot of
second language learners but also making your content more accessible
to someone, like your example, someone on a commute and listening to
an MP3 or needs to be in a quiet environment and watching a video that
has captions on. So that's not necessarily a documented disability,
but those are all valuable use cases that we do try to put them. So
Howdy, you were telling me a little bit earlier about how you came
across Ally, that was through the Blackboard user groups? So actually
I think I came across it through the Blackboard office hours and
Listserve. So public communities or sys admins and IT folks primarily
but not exclusively. So people that are supporting Blackboard. I was
familiar with it, I had seen it at a conference or something, but it
was getting very positive reviews in those communities spaces for
people that had gotten in early on. So I was very curious. A lot of
schools ask me or ask our sales people, how did that school get the
budget to pay for Ally? What was the business case that was maybe
presented in order to secure funding for Ally? Was that a challenge?
Because, we've heard disability services has made the pitch, but
they're typically pretty strapped for money. So, what was the business
case that you all presented to make a case for Ally? I think it didn't
hurt that we had a very visible focus on accessibility. So in terms of
making the case to our finance office, focusing on. They were aware.
Yeah, that they were aware of our focus on accessibility and the
business case being, this is money saved on any potential complaints.
This is a proactive approach that will mitigate potential issues. I
think we had mentioned earlier that it was a moment in time when the
pricing was very competitive, so that also helped. So, we partnered
with I.T. to split the cost between two departments. So 50/50 split
and that's it. Yes. The CIO was on our side. Very supportive. Very
supportive. She had buy in our zero at the time. In terms of the
value, I can't imagine what else we could provide that would again be
integrated with the LMS, and I think it's independent of LMS. We have
Blackboard, but we could work with other LMSs where an instructor can
go in and they can easily see visually that there's an issue with some
of their content, they can get some steps on how to remedy that. It's
very streamlined. I can't imagine the amount of labor that we could
put into something that would be tolerable for us. Makes it scalable
for us. Makes it achievable. Whereas if we were just having to reach
out to individual faculty or small groups of faculty, it's just not
achievable. That's not scalable. I think having access to the data, we
haven't done a lot with that. But knowing that we could look
holistically across the institution to get a measure on, I think
seeing some of the data today too on how we're doing year over year is
the kind of level of analysis we want to be looking forward to just
look at how we're moving the bar collectively on our overall
responsiveness. Also being able to look at it and see what are our
biggest file type offenders, and using that to create targeted
trainings and outreach. Well, let's talk about what was the roll out
process. So, I think you mentioned you have small pilot first. Yeah.
So I coerced a handful of faculty, chased them down. Many of them were
very willing. So I have about eight or 10 faculty over the summer that
we simply got Ally installed. It was a very quick test to make sure it
was working, and then we turned it on in those eight to 10 courses. I
gave some language to the instructors on how to introduce it to their
students. There were a couple of videos, one for the student and one
for the instructor that Ally had that I shared with them. We quickly
crafted a support page for the students in case they had questions
that they could link to, and basically told them to reach out if they
had any questions or needed assistance. Then towards the end of that,
those first courses, I reached out, I asked, and I sent them a survey,
which they mostly didn't fill out, but for the most part it was
positive. I use that mainly for us to learn what we needed to know. I
don't think there was any documentation we needed or issues that might
crop up so that when we turned it on for everybody, we'd be prepared.
We already knew it was going on for everybody. Did you consult the
institutional report at all before the pilot? Not before the pilot.
Our time from installed to pilot, was really only about two weeks.
Wow! We moved really fast. We got it through just before the price
change, got it installed, did some basic training for our team, and
then played around just a little bit, and then turned it on for the
pilot group, and then kept trying to make sure we knew what we were
talking about. So we moved really fast. This is the fastest roll out
I've ever had here. Really? But it worked really well. We didn't have
any issues. Again, I think the only issues we've had have not been
with Ally. It's been with the communication process, faculty, and
understanding what issues are around those documents and whether or
not we can alter them and how do we do that. So it's really the issues
that really run more around the documents, and the training, and
outreach for the instructors and not Ally. So you went live in the
fall? We went live for everybody. I turned it on a couple of weeks
before the fall semester. Was there a barrage of e-mails that
happened? What happened there? No. We had introduced it to groups a
couple of times. We have a faculty development day, three days a year.
So I had shown it as a coming attraction, and looking for pilotors in
May, and then again in September, I've shown it to people. Or did you
do the September? You did the September. We did the September one.
Yeah. You two did the September. Two of them. Not in September, but
two of those kinds of presentations. Yes. So I had shown it as we were
kicking off the pilot to a couple of faculty groups as a coming
attraction. Then when we turned it on, they started doing the faculty
development and other small trainings. There were a few curious, but
not as many as I thought, actually. I had a few people that reached
out to me separately or via our ticketing system to say, "Hey, what's
this?" Yeah. We put up a push out in our newsletter, on our blog, and
on the login of the app. Once you login to our Blackboard system, we
have the homepage. We have more information about Ally. So we had some
information that Ally was now available. They're scrolling to some
more information. So I think a few people clicked on that, hopefully.
A few reached out individually to say, "What is this and how do I use
it? " Yeah. I would say it's overall been positive. I think it's just
been a little bit of a learning curve, but nobody's complained that
it's there yet that I'm aware of. Maybe they're quietly grousing
behind my back. Any feedback from students when you rolled out from
way you said you gave her a survey. I didn't give out a survey, a
couple of people had used it and it's been a while since I looked at
that information. So a couple of people filled out the survey, then
used it and they found them useful. I don't remember what format they
did, but just being able to download an alternative format was
helpful. From an instructional designer perspective, how did you see
those alternative formats in terms of the pedagogy and your approach
to inclusive design? I think they're quite the boom. But I mentioned
earlier about trying to get instructors more aware that they can give
their students choice to how the students access the content. Know if
it's a PowerPoint, not everybody wants to download a PowerPoint that
can be transformed to a PDF for other kind of things. But also, I
think it opens up course designs in a nice way to where it adds more
flexibility with how things can be presented and built out, because
someone doesn't need to like, I have to have all of my lectures in a
PowerPoint and for one we know don't really want lectures in these
courses. I mean, they're highly facilitated, they're not so much self
paced. So there's got to be a lot of interactivity, and when you have
choice for the kinds of file formats that you can interact with, and
that just increases interactivity. Yeah, absolutely. As you roll out
across the whole campus, have you been doing any workshops right now,
and what's been your process for continuing to up skill faculty? We
did our workshop at faculty development day in January. We did one in
the fall. We did one in January, and then met with a few people like
individually as well. Is that walking them through content remediation
strategies and accessible offering more or less? Mostly. So in the
workshops, we've done at faculty development day. For example, it's
introducing the tool, what it's therefore how it works, general
overview on accessibility, and what this tool does for you. In our one
on ones or even small groups, it's actually looking at their content,
and how to make their particular content accessible. How to use the
tool, how to fix their content? So a lot of it ends up going back to
Microsoft Word, and how to fix the content here, for you at the back.
You mentioned the first place you've tried to start is the syllabus
has that been a key document that you've focused on. Yes. So there's a
lot of content in some of these courses. So rather than having them
feel like they have to do everything all at once so it's focusing on
those high use documents like everybody is going to access your
syllabus. You're probably going to use some version of that, for the
next course you're probably going to tweak it a little bit, and for
use that instead of creating it all new. So starting with those kind
of documents that you're going to use in multiple courses or re-use
those content. Starting with that getting that accessible, and then
working your way out. You have this slow, baby step kind of way but
you're getting there. So, that seems to resonate with them that they
feel like they can manage that. You're not using a syllabus template
or anything like that you're kind of just working with it, with the
syllabus as they have to prove it. You said you're doing templates a
little bit in the online courses? That's for the course design and
layout on hold. But we do. There are syllabi templates, but it's
almost more of a political issue because each school kind of has its
own look and feel. So, the provost office would likely need to
spearhead more of a concerted effort around having one template for
all syllabi it has properly formatted headers and things like that and
some instructional language that helps people look at all text that
they need to do. There some discussions going on about that. We're
just not there yet. Yeah. It's a hard one to convince its faculty to
use a template. I've also seen campuses that had a template that were
making faculty use that wasn't accessible, and it's getting gang in
the faculty using the template that you may be using. Yes. Yeah. I
mean the other advantage of course, if there is a template that they
can use is that hopefully, it has the correct disability services
statement and it has the correct accessible and all of that. So that
as that stuff gets updated. Then they don't have a statement or
whatever the statement is that's four years old. Referencing people
are no longer here. Referencing people contact this person when they
left three years ago. That accessibility, working committee I
mentioned earlier this is actually one of the agenda items for the
group. So there's representatives from disability services, from the
various schools, from the provost office, from all department from IT,
and other places the library. Library. So it's a pretty broad group
focusing on some real efforts. In that group started before Ally.
Definitely. Yeah. It started initially as part of the OCR look at our
public facing web site. So but broader than that they chose not to
just address the one issue, but to look across at making sure that the
statement is in the contracts or software that we purchase or
technologies that we purchase that everyone can use it. Making sure
that software we are using, for our staff as well that they can access
the software that they need to use. So much as just you. You need to
submit your time off, your hours for that week. That's accessible and
usable. But then moving to course content and things like that's
really looking at across everything and try to be proactive. So the
task force kind of brought together various pieces of the campus. I
mean it has Ally and now entered into that conversation at all? Is
there just disability services kind of taking advantage of Ally in any
type of way. What's the relationship there? I'm not sure what
disability services is doing. They're not often enrolled in courses
that they don't teach. They can be at the request of the instructor if
necessary. We try to coordinate and communicate with them as much as
possible. I know they're aware of it. One of their team was supposed
to be at the workshop today. She had a last minute cancellation. So we
tried to communicate with them as much as possible. We have made the
task force aware of Ally because three members of the e-learning
department sit on that. So that when it goes into course content,
that's where we speak up. So letting them know that it's there, and
that we're working with faculty on that. Again, that wasn't the
primary focus of the task force when it was convened, but they saw no
reason to limit themselves. Now, so you basically finished your first
semester, and fully rolled out, you're in your second semester. What
do you see as your biggest challenge right now, especially we did a
review, you see your institutional report. What would you say is your
biggest barrier or biggest challenge at the moment? PDFs that the
instructor doesn't actually own the content for. They've gotten it
from a third-party, wherever that third-party was, and it's in a PDF
format. They don't have the original document, so making not
accessible and having that conversation. I think that's the biggest
challenge. Alt text is easier, because we know how to fix- we know
what the answer to that is. So we just have to get them to do it. But
for us, the challenge of an existing PDF that's not accessible or
scanned, an old chapter that got scanned, and is not in the greatest
of shape of deciding what the plan is for that. So I think that's
where we're a little stuck right now, figuring out what the best plan
is for that, and being consistent with that answer. Getting the
librarians thoughts on that and their interpretations of how that
applies to copyright law and what we are able and not able to do, and
make sure the message gets out to everyone, "This is what we're able
to do. Overall, this is what we're able to do when we have a student
with a documented disability that requires assistance." Just making
sure everything's laid out crystal clear on. This is the page we're
all on. Yeah. Some of the things we've been doing is the library has,
in terms of documentation and training that's more on demand is the
library has accessibility, save it for all of their databases and
content types. We have one for a checklist type of thing, although
it's fairly long on content types. So people can go through, and it's
in the form of questions, does your images have Alt text? Did you do
this? Did you do that? They can just walk through and go, "Yes/no."
whatever for their, well, is it a PDF, is it a Word document or a
PowerPoint or an image, whatever, and with links out to documentation
on how to fix it. So creating that outside of Ally that we can easily
link to as well. Our instructional design team is creating a, for lack
of a better word, compliance. So a little self-paced module on
accessibility that people can walk through that is using some of this
content. So I think we've mostly got ourselves up to speed. There's
always the question we don't know the answer to. So now, making sure
we all have the same answers and are communicating now a consistent
message to the faculty. That is something that they feel like they can
do that is not beyond their capabilities. Yeah. You mentioned early on
it was you pursuing and up skewing your own knowledge. Has that been a
teamwide endeavor of really building your skills and knowledge? I
would say the best way to build those skills, because Danielle
mentioned the same thing for the accessibility checklist. I just
didn't have time so I tasked her to do it. Having to go find out what
those answers are and how to do it so she could write the
documentation, was the best way to get her skills up today. I didn't
realize the reading order in PowerPoint was like this. Fascinating. I
feel like I want to do that. That a lot of it I knew about but some of
it I didn't it, and a few things I knew about but didn't know how to
fix. I'm like, "Oh, how do I do that? Oh, right like that." The
obvious things, the headers, the tagging, the Alt text. Those were all
things that were already in my skillset, and I was already using. But
then, to go back through some of the other things, like I said the
reading order in PowerPoint list. I had no idea it worked like that. I
feel like I want to do that, as I met everybody in the department now,
because it's that typical thing. Don't just read about it, go do it.
So if everybody had to write something about how do you do this, they
would actually learn how. Isn't it funny, good pedagogy applies across
the board credit. Learn by doing it, whether it's in the classroom or
in your own personal learning. Very cool, very cool. Well, I guess in
closing out, so it sounds like you have a plan here, you've got your
areas that you're focusing on, you've got some still existing
challenges that you're working through. Was there anything surprising
when we looked at the data review, anything eye-opening that is
shifting your direction or- There are more downloads on the
alternative formats than I expected, and more I think actually, which
is encouraging. I felt like the number of people who at least
attempted to fix one of the documents was higher than I expected. So
that's really encouraging. I shouldn't be surprised because our
faculty really, I think do want to do the right thing. They're just
like everybody else, they're so busy. But that was nice to see. The
amount of scanned PDF seems to be going down a little bit. That makes
me happy. Always a good thing. That's one of few- Some good progress
on the Alt text. That looked really good. So that's definitely
something there. The headings. Heading space. Heading was really good.
I've been pushing that with people as a work saver for them. So,
what's in it for me? This is what's in that for you and by the way-
Yeah. No. Definitely, I talked about in the workshop to really
improved my content authoring, using the styling, and being
consistent. They're really much more usable. Do you think instructors
are drinking the Kool-Aid that there are benefits to all students?
Something that we push around in our message. Do you see that
happening? I would say, yes. We are a unique population in some ways,
but our primary programs are school led. So we have education faculty
who, because they wanted to help people. We have art therapy and
counseling psych. So these are people who are dealing with people who
have challenges and may have accessibility challenges, whether they're
cognitives or physical, so they want to help these people. So we've
now given them the tools to do that. So I think now that they know,
they want to fix it. It's just really, it is a learning how and
finding the time. So helping them create a plan. Really cool to hear
from Robyn, Kristina, Danielle, and Heather about their journey to a
more inclusive education. From their websites to their course content
to their course designs. That spirit of social justice, equity,
access, really permeates across all their activities. It's the spirit
of that campus. It's exciting to see them using Ally as part of that
broader solution to providing their students a more inclusive
experience. So where's the tour going next? Well, check out the map at
tour.ally.ac and look out for Episode Three coming soon. Join the tour
along with the rest of the Ally Community at tour.ally.ac. You can
catch the latest updates on Instagram and Twitter at #allytour2019 and
listen to stories of inclusion from our community champions on the
Ally Tour 2019 podcast series available on SoundCloud or in your
favorite podcast app. We look forward to seeing you at the next stop
on the road to IncluCity.