Global Accessibility Awareness Day (GAAD) takes place on the 3rd Thursday of May each year. Individuals are encouraged to take an hour to experience first-hand the impact of digital accessibility (or lack thereof). This year GAAD takes place on Thursday 15th May.
Participate Directly
There are many ways to get involved. The GAAD webpage recommends ways that individuals can participate directly– for example, you can:
Think about how you can make your events and meetings more accessible – whether it’s the moment you start planning, writing communications, and looking at how these are hosted (online, in-person or hybrid).
The GAAD webpage also shares how we can spread awareness. One of the suggestions is sharing blog posts. To help our colleagues and students at Newcastle to engage with accessibility content, colleagues in the Learning and Teaching Development Service (LTDS) are going to be sharing blog posts each day during the week that GAAD falls in (week of 12th May). We will be writing and sharing content for you to engage with, including additional resources available to you, around digital accessibility.
Resources
There are plenty of resources you can use to get started and learn about how you can make further considerations around accessibility and encourage others to do the same. You can check out the following resources available at Newcastle:
In this post we will share the external case study that colleagues from the Digital Exams Team wrote for Inspera, and share details of the new Microsoft Teams Community for Inspera users at Newcastle.
Inspera Case Study
The Inspera Co-Leads worked with Inspera to write and design a case study about Newcastle University’s work with Inspera Digital Exams. You can read the case study entitled ‘Newcastle University: Fostering Creativity and Innovation with Digital Assessment’ on the Inspera website. Colleagues in our Digital Exams Team here at Newcastle are delighted to have worked with Inspera to write this. We have a fantastic relationship with our Account Manager at Inspera, Fiona Orel, who supports us with our Inspera needs.
Image of the Inspera case study on Inspera’s website
Newcastle University’s Inspera Digital Exams Team have created an External User Groups with other Inspera users across Higher Education in the UK. The Group currently has members across 14 institutions and meets online every few months.
Digital Exams using Inspera Assessment @ Newcastle – Teams Community
We are pleased to share that we have created an internal user space in the form of a Microsoft Teams Community for Inspera users at Newcastle.
This Teams community is a place for colleagues to share ideas about how Inspera can be used, and maybe even find inspiration.
It also will allow you to keep up to date with the latest developments in the software and flag any general problems, that peers might be able to assist with. Though if you do have any immediate/specific queries about an active exam we would recommend contacting digital.exams@newcastle.ac.uk.
You can request to join the community where you will have access to various materials to support you as an Inspera user.
The Learning Enhancement and Technology Team in the Learning and Teaching Development Service (LTDS) are hosting a Digital Education Technologies Showcase Day on Monday 1st September 2025 between 12 and 3pm in the Boilerhouse.
This is a fantastic opportunity to meet the teams and people behind our Digital Education Technologies here at Newcastle. This will include: Canvas, ReCap, Vevox, Inspera (Digital Exams), Assignments (Canvas, Turnitin and New Canvas Quiz), Buddycheck, NULA, NU Reflect, AI, H5P, as well as the Numbas Team, Digital Adoption (M365 and Adobe) and Library Reading Lists Team.
This event is aimed at both academic and professional services colleagues already using these systems who want to take that step further, as well as new colleagues who want to learn about the digital technologies available.
The event will take place as a drop in, so you don’t need to sign up. If you would like to make any suggestions around what you would like to see at the event, please complete our Microsoft Form.
More information will be shared about this event over the summer.
Inspera have been working on the release of a psychometric dashboard for data on Inspera exams. The dashboard is built using AWS QuickSight and provides insights into assessments conducted on the Inspera platform. The QuickSight Dashboard is part of Inspera’s phase 1 in their strategy for introducing Test-Level Analysis. You can find out more about the Psychometric Dashboard on Inspera’s website.
What can Inspera users access at the moment?
Phase 1 allows the Digital Exams Team to have access to an administrative dashboard, but by Phase 3 Inspera hopes to have this integrated into the Inspera platform, where colleagues currently create questions and grade exams. There is not currently an estimated date for this to be available, but we will be keeping up to date with all developments.
If colleagues are interested in accessing data, the Digital Exams Team can provide a PDF download from Inspera exam’s scheduled from 1st December 2024 onwards that have been graded and marks confirmed. Note: there are some limitations in how much can currently be shared in the PDF but a fuller view is expected later in 2025.
What data is available?
Information around the sort of data available is noted within this section and has been extracted from the Psychometric Dashboard page on Inspera’s website. Within this blog post, you can find out about all the different type of data available. Some screenshots are included but check out the Psychometric Dashboard page on Inspera’s website for further graphics.
Vevox have made some updates to their features in their March product update. Find out more about the new features available and improvements to existing features, including:
On March 5th 2025, Disability Interest Group and Christian Lawson-Perfect, with support from LTDS, hosted the first Digital Accessibility Demo day in the Boiler House on the central campus of Newcastle University.
We were very pleased with the high turnout of attendees. It was wonderful to initiate conversations with colleagues about accessibility awareness and the importance of creating inclusive environments.
Attendees were greeted on entry and encouraged to take away a series of handouts giving accessibility advice prior to visiting one of the stations.
People from LTDS, NUIT and the Disability Interest Group were on hand offer support and answer any questions attendees had about digital accessibility.
Sample of Handouts
Poster for “Designing for Diverse Learners”Poster for Digital Accessibility Resources at Newcastle University”
You can download copies of these handouts at:
Designing for Diverse Learners – Poster on the what you do and what to avoid when designing content. Digital Accessibility Resources at Newcastle University.
Attendees were also informed of the wide range of digital accessibility resources available on the Digital Accessibility Webpages on the Learning and Teaching Website.
Review of Accessibility Demonstration Stations
We had set up stations that simulated various access requirements and featured different accessibility software for attendees to try out.
Screen Reader
A laptop was set up with a red card covering the screen. Attendees were asked to use the provided headphones and screen reader (NVDA) software to navigate online teaching materials.
After using the screen reader, the red card was removed to reveal the content.
This setup provided attendees with a first hand experience of navigating online materials using a screen reader, highlighting the challenges and solutions associated with this.
NVDA enables blind and visually impaired users to interact with the Windows operating system and many third-party applications through synthetic speech.
Devin Louttit of LTDS testing the Screen Reader Station
Text to Speech Software (ClaroRead)
A station featuring ClaroRead was set up alongside a course created on Canvas with intentionally poor accessibility. This setup aimed to demonstrate the capabilities of text-to-speech software. While ClaroRead was used for this demonstration, many other programs offer similar functionality.
Text-to-speech software converts written text into spoken words using synthetic voices. This technology is designed to assist individuals who have difficulty reading text on a screen, but it can also be used for convenience and productivity.
It was demonstrated how ClaroRead works on the demonstration course, providing attendees with the opportunity to experience the software first hand.
Colour Vision Deficiency
Colour Vision Deficiency (CVD), commonly known as colour blindness, is a condition where an individual has difficulty distinguishing between certain colours.
To demonstrate this, a station was set up with colour filters that removed all colours from the screen, rendering everything in black and white. This setup aimed to illustrate the challenges faced by individuals with CVD and to emphasise the importance of not relying solely on colour to convey meaning. It also highlighted potential contrast issues that could arise if colours were inverted. This also would impact users who print materials in black and white.
By experiencing this simulation, attendees gained a better understanding of the need for accessible design practices that consider colour vision deficiencies.
An example was provided of online materials that used colour in a way that could be challenging for users with Colour Vision Deficiency (CVD) to understand, particularly when reading the graph and the highlighted text.
When colour is removed, interpreting the graph and text becomes noticeably more challenging.
Canvas materials in greyscale (with colour removed)Canvas materials with colour
Attendees remarked on the increased difficulty in understanding the content when the colours were changed to greyscale. This experience prompted them to reconsider how they use colour in their own online teaching materials to ensure better accessibility.
Low Mobility
A laptop was set up just out of reach, requiring attendees to use a long stick to access the keyboard. This added level of difficulty was designed to demonstrate the challenges faced by users with mobility issues when accessing content. By experiencing this first hand, attendees gained a deeper understanding of the importance of designing accessible digital environments that accommodate various physical limitations.
Magnification
A laptop and screen were set up for using the Magnifier in Microsoft Windows. The Magnifier on Microsoft Windows is an accessibility tool designed to make parts or all of your screen larger, making words and images easier to see. This is particularly useful for individuals with low vision.
Microsoft Windows Magnification in action on a Canvas course
Canvas Accessibility Tools
There are numerous accessibility tools built into Canvas and Microsoft Office. At this station, we demonstrated some of the accessibility features in Canvas that can help you make your materials more accessible.
In addition to Canvas, Microsoft Office offers a variety of tools designed to enhance accessibility, such as the Accessibility Checker and Immersive Reader. By integrating these features, attendees learned how to create more inclusive and user-friendly online teaching materials.
Canvas Built in Accessibility Tools
Canvas Rich content editor accessbility checker
The demo included looking at the Rich Content Editor Accessibility Checker which helps identify common accessibility issues within your course content. It checks for issues such as missing alt text for images, improper table structures, and insufficient colour contrast.
canvas immersive reader
The Immersive Reader in Canvas tool designed to enhance reading accessibility and comprehension for all learners. Developed by Microsoft, it offers features such as text-to-speech, syllable breakdown, line focus, picture dictionary, and adjustable text settings.
The Immersive Reader can be used on various Canvas pages, including the Course Home Page, Syllabus, assignments, and individual pages, helping to create a more inclusive learning environment.
A group of students that attended the event were unaware that this was available and were very impressed with how the tool worked, they said they’d be looking to incorporate this into their future use of Canvas.
Ally Tool with Canvas
The Ally tool in Canvas is designed to improve the accessibility of course content. The key features include:
Accessibility Scores: Ally provides detailed accessibility scores for course materials, helping instructors identify and prioritise accessibility issues that need attention.
Instructor Feedback: It offers guidance and support to instructors on how to improve the accessibility of their content, including suggestions and documentation on how to correct barriers.
Alternative Formats: Ally automatically generates alternative formats of course content, such as readable text for screen readers, tagged PDFs, HTML, ePub, and audio files. These formats are made available alongside the original content, ensuring students can access materials in the format that best suits their needs.
Some students attending the event had never been introduced to Alternative Formats and were very impressed with their functionality. They were very enthusiastic about incorporating these tools into their studies moving forward.
Microsoft Office Accessibility Tools
The Accessibility Checker in Microsoft Office is a tool that identifies and suggests fixes for common accessibility issues in your documents and presentations. By scanning your content for problems such as missing alt text, improper table structures, and insufficient colour contrast, it ensures that your materials are accessible to all users. The tool provides real-time notifications and detailed explanations for each issue, helping you understand and address them effectively.
This ensures that content is checked for accessibility before being uploaded to Canvas, which helps improve the course’s accessibility score. Additionally, it can be used to troubleshoot and resolve accessibility issues in existing course materials.
A number of academic and professional service colleagues remarked that they would start using these tools when creating materials following the event as they were easy to use and would save time in the future troubleshooting accessibility issues in uploaded documents to Canvas.
Recap Captioning
The captioning tool in Recap was also demonstrated. Captions also benefit those who may struggle to understand spoken language due to background noise or where their first language isn’t English.
Additionally, captions support flexible viewing in various environments, such as public places where sound may be disruptive.
It was demonstrated how easy it is to check and alter these captions in your course using the Recap editor.
Sample of Tool Demonstrations
Image of Microsoft Immersive ReaderImage of Canvas Accessibility CheckerImage of Alternative Formats OptionsImage of Ally Canvas Course ReportImage of Ally Tool for file checkingImage of Recap captions
Loiana Leal, Lecturer in Modern Languages, in the School of Modern Languages has recently developed a case study around their use of Inspera for digital assessment via digital examinations in a language module for formative and summative assessments.
Head over to the Case Study database to read all about Loiana’s work of using Inspera in their POR2010 – Level B Portuguese HE Intermediate module.
The E-Assessment in Mathematical Sciences (EAMS) conference, takes place between 16th and 27th June 2025.
Organised by the team behind our Numbas e-assessment system, the conference aims to bring together researchers and practitioners with an interest in e-assessment for mathematics and the sciences. It will consist of a mix of presentations of new techniques, and pedagogic research, as well as workshops where you can get hands-on with leading e-assessment software.
EAMS 2025 is an entirely online conference, with a mix of live sessions and web-based activities, and plenty of opportunity for discussion and collaboration.
Before the conference starts, there will be a programme of optional training workshops available for participants to get hands-on with state-of-the-art maths e-assessment software.
Live talks will take place over Zoom at 9:30 and 15:30 BST (UTC +1) each weekday, with recordings available later. The online format and longer timescale allow participants to engage more deeply with the material presented.
The call for talk and workshop proposals is currently open. If you have some research or an innovative technique related to mathematical e-assessment that you would like to present, then please submit an abstract at eams.ncl.ac.uk/call-for-speakers by 2nd May.
We’re actively seeking to increase the diversity of our attendees and speakers, and particularly encourage speakers from groups under-represented in previous editions of EAMS to submit proposals.
Multiple Attempts is a feature which supports formative auto-marked Inspera digital exams. Module teams can now allow their students to take practice auto-marked Inspera exams repeatedly, either by having students submit as many times as they wish, or by setting a defined number of retakes. Please be aware there is no option to lock down an exam using Multiple Attempts.
Multiple Attempts can help students to learn rapidly and understand topics by allowing them to practice until answers are correct. This can also allow for a dynamic and effective learning experience.
Students can:
Improve their understanding of the topic by practicing multiple times
Increase their confidence by identifying and correcting mistakes
Prepare more effectively for exams by identifying improvement areas
Multiple Attempts can currently only be used with Inspera digital exams which are using automatically marked questions. The feature can also be used with pre-defined feedback. Pre-defined feedback is recommended if using multiple attempts, as this allows students to improve their understanding of the exam content.
Setting up Multiple Attempts
Within the Deliver Tab on Inspera, you will need to edit the exam settings and click ‘Enable Multiple Attempts’.
You will then be prompted to set a maximum number of attempts. If wishing students to have an unlimited number of attempts, click ‘Unlimited Attempts’.
Under ‘Setting final result’, choose the most appropriate option for your exam which will be applicable as part of your student feedback. Options are:
Highest: The highest score achieved among all attempts will be the final result.
Average: The average score obtained across all attempts will be calculated and used as the final result.
Latest: The most recent score from the student’s attempts will be the final result.
Student feedback when using Multiple Attempts
When using Multiple Attempts, feedback should be set to be released to students immediately after each test attempt. Feedback which is immediate enables students to see full details of their attempt instantly and work on this for the next attempt.
We have created a new resource with our students to help us create a more inclusive university experience.
Neurodivergent students are a growing and important part of our university community, yet many still encounter barriers that impact their ability to thrive. With increasing numbers of neurodivergent students enrolling each year, most colleagues will interact with them regularly—whether they realise it or not.
Many of our students struggle with traditional academic structures, unclear expectations, and inaccessible learning environments, often without formal support plans in place. By making small adjustments and genuinely listening to our neurodivergent students, we can create a more inclusive university experience that benefits everyone—not just neurodivergent students, but the entire learning community.
How the Project Started
This project emerged from recognising that student needs are evolving, and traditional academic structures do not always provide the necessary support for neurodivergent students. With funding from LTDS, we collaborated with the Student Health and Wellbeing Team to ensure that student voices remained central to this project.
Hearing Real Student Experiences
Our key focus was understanding how neurodivergent students experience university life, both academically and socially. We used a framework called Key Aspects of Student Academic Life, which helped us examine crucial areas such as learning environments, social interactions, and overall student wellbeing.
We recruited students through JobsOC, then held relaxed, open discussions where students shared their perspectives on university life—what works, what doesn’t, and what could be improved. Their insights were honest, eye-opening, and full of valuable ideas for change.
Creating a Resource for Staff
From these discussions, we developed the Understanding and Supporting Neurodivergent Students Canvas course. The course is flexible and self-guided, allowing Newcastle University colleagues to explore the sections most relevant to them. Whether it’s deadlines, adapting to university life, or common challenges, the course offers real student perspectives and practical recommendations for staff.
The course covers a range of key topics, including:
Introduction to Neurodiversity
Key Aspects of Student Life
Creating an Inclusive Learning Environment
Support and Resources
Why Student Voices Matter
One of the most powerful aspects of this project has been hearing directly from students. Many shared not just their struggles but also practical solutions, demonstrating how valuable their voices are in shaping a better university experience.
By listening to students, we have already made positive changes. For example, students told us they like using the Room Finder tool to see what a classroom looks like before attending, as unfamiliar environments can cause significant anxiety. However, many students were unaware of this tool. Thanks to their feedback, we have made it more accessible on the Student Timetables webpage. Hopefully, this is just one of many positive outcomes from this project.
What’s Next?
This project has highlighted the importance of truly listening to students. By ensuring neurodivergent voices are heard and acted upon, we are taking steps towards a more inclusive and supportive university for everyone.
If you are interested in learning more about supporting neurodivergent students, you can self-enrol in the Canvas course using the following link: https://ncl.instructure.com/enroll/B9YKFJ.
