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D2L Minimum Technical Specifications
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The minimum technical specifications for Desire2Learn Learning Management System (LMS) are listed below.
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- Expand the “Internet Connection – Speed Test” toggle and use the link to test the speed of your internet service.
- Do the readings match the minimum specifications for Internet speed?
- Review the “toggle” elements below and make sure all elements meet the minimum requirements.
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Your internet connection is one of the most important components to achieve a rewarding online experience. A slow internet connection may cause the LMS to timeout or limit access to course materials.
- See the minimum specification below for your High-Speed Broadband service.
- An internet speed test is provided below to check both upload and download speeds.
Internet Speed Test – https://bit.ly/2KzkzPG
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Devices used to successfully complete online course work should be reviewed and checked against minimum technical specifications of the institutions LMS. The devices should be reliable with an up-to-date operating system. The internet connection should be at least a broadband service and reliable.
- Processor 2 GHz +
- RAM 4 GB +
- Monitor minimum resolution (1024 x 768)
- Video Card
- Keyboard and Mouse
- Speakers/Headphones – (Noise-cancelling headset is recommended)
- Web Camera
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- Compatible Operating System:
- Web Browser: Firefox, Chrome
- Compatible Operating System:
- Web Browser: Firefox, Chrome, Safari
Does your institution’s learning management system require a specific browser and/or software for online coursework? Using the incorrect browser may cause course content to display improperly or not at all. It’s all about compatibility.
D2L Browser Support – https://documentation.brightspace.com/EN/brightspace/requirements/all/browser_support.htm
Other Browsers that may work well include:
- Apple Safari – https://support.apple.com/downloads/safari (Mac)
- Google Chrome – https://www.google.com/chrome/ (Mac or PC)
- Mozilla Firefox – https://www.mozilla.org/en-US/firefox/new/ (Mac or PC)
- Microsoft Office 2016 (Word, Excel, PowerPoint) (Mac or PC)
- Adobe Reader – https://get.adobe.com/reader/
In addition to having the necessary software, oftentimes additional plugins are needed to ensure compatibility with other media such as animations, sound clips, or PDFs. Some of the common plugins include:
- Java – https://www.java.com/en/download/
- Adobe Flash Player – https://get.adobe.com/flashplayer/
- Windows Media Player – https://www.microsoft.com/en-us/download/details.aspx?id=20426
- Apple QuickTime – https://support.apple.com/downloads/%2523quicktime
- Microsoft Silverlight https://www.microsoft.com/getsilverlight/Get-Started/Install/Default
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In the online classroom, you will use a variety of tools to participate in your online class. Most communication is written communication. Written communication allows you to get to know your instructor and other students in your class. Unlike oral communication, written communication allows you to take the time to edit and revise documents and other communications before they are submitted or viewed by others. Here are some topics to consider.
The discussion board is commonly used in the online classroom allowing you to post and reply to text-based messages on a common topic. For example: an instructor may post a question or prompt, then require each student to reply. It is common for instructors to include an “Introduce Yourself” discussion to encourage interaction and allow students to find common interests. Here are items to consider for participation in discussion boards.
- Share a related experience–your personal experiences, experiences of friends or family, or something you have read or seen (especially in the news).
- Expand on others’ experiences or expand on the main theme of the question (or class material for that unit).
- Quoting the text or other resource you have found is a great way to make a connection back to the topic.
- Ask students questions about their ideas/experiences.
- Try to use your posting to add value to the discussion. This is more effective than simply responding to meet a requirement.
- Consider an idea being discussed and offer a different perspective on it.
- Describe an interesting idea from the week’s reading and explain what insights you gained from it.
- Ask the group a question about the week’s reading.
- Provide an opposing argument for something presented in our text by providing a resource/source that demonstrates another view.
- Disagree (respectfully, of course) with a point that someone else has made (asking a question such as “what about…” or “what if…” can be respectful approaches to show nother view)
- Discuss a related issue on which you would like some feedback.
- Describe how you have applied the recent course concepts to your personal/professional life.
- Share another resource you have used as you explored the course topics.
Email is another commonly used form of written communication used in online courses. Use email when a private conversation is needed to ask questions of a more personal nature. For instance, if you have a question about your grade or need clarification on an assignment, email may be the preferred method of communication. Here are some items to consider when using email communications.
- Double check to whom you are sending email. Learn the difference between “reply” and “reply all”. It can be embarrassing when an email meant for one person is read by others.
- Use a meaningful subject line so readers have a clear idea of what your message is about. Instructors may include a protocol for email communications in the course syllabus.
- Using capital letters in email is equivalent to shouting.
In some cases, it is best to initiate a phone or text-based conversation with your instructor or other participants in the class. For instance, if you are working on a group project, consider how a group-messaging app or web conferencing might be a more efficient way to communicate. Here are some items to consider when using phone or text-based communications.
- A private conversation or phone call is more secure than email.
- If you are attempting to communicate with someone who has not responded to email, you may want to use the phone instead.
Guidelines are in place to help you effectively communication in your online class. Netiquette defines how you will behave in the online classroom. Here are some items to consider for appropriate communications.
- Be polite and respectful. Good online manners are necessary to promote a productive and supportive online learning environment
- Be tolerant of views that may or may not agree with your own. Be open-minded and keep in mind you may have something to gain from learning of others’ views and backgrounds on topics discussions.
- When responding to another students’ post, stay on topic to address the ideas, not the person.
- Be cautious when using sarcasm or humor. Without face-to-face communications, people may take your humor personally and be offended by expressions that are commonplace in your every day conversations.
- Make sure your subject line is meaningful in all online communications.
Watch your course home page carefully to view general announcements from your instructor. These announcements may be timely reminders of upcoming due dates for assignments or other very important course-related information.
An assignment tool is used in your online course so that you are able to directly upload files for the instructor to review and provide feedback and grades. Be sure to chedk the course syllabus or instructions for the assignment to know the guidelines for a specific file type for these submissions.
The grades area of the course provides a way for you to check you progress in the course. Some items are graded automatically while others are graded manually and require instructor feedback. It is important that you closely monitor your grades and communicate quickly with your instructor to discuss any discrepancies.
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For online students, technical problems are more than a nuisance. As technology will vary from course to course, search your institution’s website or the course syllabus for troubleshooting guides or tutorials. Here are a few questions to consider to quickly resolve technical questions.
- Have you emailed your instructor?
- Are there tutorials or resources available?
- Have you submitted a support ticket?
- Is there a helpdesk available to answer technical questions by phone?
If you are unable to access content in your online course, the problem may be due to the settings of the pop-up blocker in your browser. You will need to allow pop-ups in order to resolve this issue. The process will be different depending on the internet browser type. Please see the links below to find instructions on how to allow pop-ups in your browser.
- Chrome – https://support.google.com/chrome/answer/95472
- Firefox – https://support.mozilla.org/en-US/kb/pop-blocker-settings-exceptions-troubleshooting
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Federal law requires colleges to provide an equal opportunity to students with disabilities to participate in and receive the benefits of an educational program. When applied to online coursework, this means that materials used for instruction must be accessible to all students.
D2L Accessibility Standards
- Committed to Accessibility in Education – https://www.d2l.com/accessibility/
- Voluntary Participant Accessibility Template – https://www.d2l.com/wp-content/uploads/2019/03/D2L-Brightspace-CORE-10.8.x-VPAT%C2%AE2.2-December-2018.pdf
- Accessibility Standards Compliance – https://www.d2l.com/accessibility/standards/
- About Web Accessibility at D2L – https://documentation.brightspace.com/EN/le/-/learner/about_accessibility.htm
Video and Audio Resources
Whenever video or audio resources are used in the online classroom, the instructor will ensure the content is accessible to all students. For instance, if a student is hearing impaired, the media resource should provide the audio in an alternate format. For students who are not able to see, the media resource should provide a visual component for the student.
- Macintosh: VoiceOver (latest version for Safari) – http://www.apple.com/accessibility/mac/vision/
- PC: JAWS (latest version for Internet Explorer) – http://www.freedomscientific.com/Products/Blindness/JAWS
- PC: NVDA (latest version for Firefox) – http://www.nvaccess.org/
- There is no screen reader support for Canvas in Chrome
Many common software applications have built-in features to help make the course content more accessible to students with disabilities. Most applications allow you to modify the size, color, and style of the font, which can be helpful for low-vision students. Also, the computer operating system may have accessibility features to magnify the screen, change the size of icons, or adjust the way the mouse and keyboard react. Visit the links below for detailed information on accessibility features and information about how these technologies can be applied to assist.
15 Assistive Technology Tools for Students with Disabilities – https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/
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