Brightspace Accessibility in Five, 1: Link Text

February 10, 2023March 13, 2024 Luke McKnight

Brightspace plus accessibility logo

Brightspace is an exceptionally accessible platform. Using Brightspace for your course content, documents, and media is an excellent way to provide equitable, inclusive access to learning material.

Take advantage of Brightspace’s built-in tools and the Accessibility Checker to ensure what you share is accessible. Accessible content is inclusive, democratic, and maximizes learner independence.

In the first of this five-part series, we will learn about adding link text to your Brightspace content.

Link Text

Link text should provide a clear description of the destination, independent of the surrounding text.

Students that with a visual impairement may use screen reader software that allows them to navigate by links. Descriptive link text helps orient and guide them to resources. A list of “click here”, “click here”, “Read more”, etc. is not going to provide users with any meaningful information. Pasting raw URLs in Brightspace should also be avoided as, for example, heading “https://iweb.langara.ca/edtech/blog” is jarring and not a useful indicator of what that link would lead to.

Additionally, sighted users can easily spot or relocate a link when it has a clear text description. As well, all users benefit from quality link text to understand why they would want to click on the link.

Effective link text should be:

Descriptive
- Describe the destination
Concise
- Try to limit link text to a few words
Unique
- If two links on a page go to the same destination, they should have the same link text, otherwise ensure all link text is unique
Visually distinct
- Links should be visually distinct from surrounding text. In Brightspace, stick with default formatting (blue underlined text) for links.

To Link Text in Brightspace

Highlight the text to be linked and select Add/Edit Link
The highlighted text will appear in the Title field. Paste the URL in the Link field and select Create.

Find more information about link text in the Langara Accessibility Handbook and read more about adding hyperlinks in Brightspace.

Accessibility Checker

Brightspace includes a built-in accessibility checker. The checker appears on the second row of the editor toolbar.

Select More Actions to reveal the second row of the toolbar
Select Accessibility Checker

The accessibility checker will highlight many accessibility issues and offer solutions to correct them.

Watch for more posts in the Brightspace Accessibility in Five series coming soon, including:

PebblePad Brief: Activity Logs

October 17, 2022October 18, 2022 susanbonham

Langara’s pilot of the ePortfolio learning platform, PebblePad, is now in its second year. This is the third in a series highlighting some of the platform’s features. Whether you’re already using PebblePad or considering using it at some point in the future, our hope is that the PebblePad Brief series extends your understanding of the platform’s capabilities.

This month’s “Brief” is going to focus on activity logs. Whether you’re asking students to track how many minutes or hours they spend on a task, or you have developed a “point” system based on your own criteria to log an activity, this can all be digitized and linked to a PebblePad workbook. In addition, instructors can run reports to get a snapshot of how the entire class is progressing towards their targets.

Please watch the video for an example of how this works, or read the article below.

Activity logs can be used when you want a student to document how many times they’ve engaged in an activity, or how much time they’ve spent on the activity.

Time Sheets

Let’s look at an example of how this works. In a practicum, a student may have to complete a required number of hours in their placement… let’s say 120 hours.

In their practicum workbook, the student goes to a page called “Activity Log”. Here they find a link to their timesheet.

They click on the link and enter their time:

When they go back to the workbook it tells them how many hours are now left to complete. Since they should be in the workbook regularly doing other course-related tasks, this makes it very easy for the student to keep track of their hours.

These types of workbooks are usually shared with the instructor for feedback and assessment. That being the case, it’s easy for the instructor to see whether the student is on track to complete their hours. There’s a demonstration of how instructors can monitor activity logs in the video above.

Feedback on timesheets has been positive from both students and instructors who have used them in PebblePad. It’s easy for students to track their hours right where they’re completing the work for the course, and it’s easy for instructors to check on the students’ progress towards the goal.

If you have questions about PebblePad or any other learning technology that EdTech supports, we can be contacted at edtech@langara.ca

PebblePad Brief: Feedback Options

September 13, 2022March 13, 2024 Ari Crossby

Langara’s pilot of the ePortfolio learning platform, PebblePad, is now in its second year. This is the second in a series highlighting some of the platform’s features. Whether you’re already using PebblePad or considering using it at some point in the future, our hope is that the PebblePad Brief series extends your understanding of the platform’s capabilities.
This month’s “Brief” is going to focus on the variety of feedback options available within PebblePad, and how they can benefit students and instructors. Whether you’re looking for a tool to give formative or summative feedback, PebblePad has multiple options.

Feedback in Brightspace Versus PebblePad:

PebblePad functions differently than Brightspace when it comes to assignments. In Brightspace, students usually submit a file by a due date and the instructor has no way of giving formative feedback on the developing assignment unless they ask students to submit a draft of their work. PebblePad, on the other hand, doesn’t work with file submissions but with shared links. If an assignment is set up for auto-submission, the instructor is able to see the students’ work in real time as soon as they start it. This enables instructors to give formative feedback any time prior to a due date, as well as summative assessment after a due date. Further, unlike Brightspace, students have access to the feedback after their course finishes and even after they graduate.

Feedback Options:

Simple Comments:

The simplest way to give feedback in PebblePad is through general comments. To use the comment feature, a student shares a link with someone else. When that person clicks on the link, there’s a comment icon on to the top-right which can be used to by instructors, mentors, or peers to provide feedback. The student can reply to the comments so feedback is potentially dialogic.

Feedback Comments:

By using the tools in the formal assessment part of the platform called ATLAS, there are extended options. Here we can to a specific answer, a page, or the entire assignment. If an instructor will be using the same comments for many students, feedback statements can be created that will be available when marking. Any comments added via ATLAS have the advantage that they are only visible to the student and won’t be seen by anyone they share their work with. When assessing in ATLAS, instructors have the option to release feedback as it’s added, or hold all feedback for later release so that the whole class receives it at the same time.

Assessor Fields:

When creating scaffolded learning activities for students, assessor fields can be inserted right into body of the assignment. It’s possible to assign “blocks” or sections to either the students or the instructor to complete. Instructors can be assigned text fields, drop-downs, radio buttons, checkboxes, and rubrics that only they can complete (the student will see them but not be able to complete them). These fields are easy for instructors to find when they’re assessing, and easy for the student to see when they’re looking for feedback. This type of feedback will always be visible so is generally used for activities to develop knowledge or skills, rather than assignments that might be used as a showcase in future.

Feedback Templates:

These are very similar to rubrics in Brightspace, and can be created and used to assess students’ work in ATLAS. They can include any or all of: clickable rubric components, comment fields, radio buttons, drop-downs, and checkboxes. Because this feedback will only be visible to the student, this is a better option to use with assignments that the student might want to use as a showcase to show to others.

Grades:

Assignments can also be graded in ATLAS. Grading is flexible as instructors can enter percentages, letter grades, or even pass/fail wording such as “meets expectations/does not meet expectations”. Although PebblePad is not currently integrated with Brightspace, it is possible to get a CSV file of all grades and easily transfer them to a gradebook.
Adding Grades

Feedback Longevity:

We all know that it takes time and effort to provide meaningful feedback to learners. One of the advantages of using PebblePad is that the students have access to feedback long after the course ends and even after they graduate as students can get an alumni account. This will help them make meaningful connections between assignments, between courses, and between studies and career. Feedback can be fed forward.

If you have questions about PebblePad or any other learning technology that EdTech supports, we can be contacted at edtech@langara.ca

Graphic composite image showing an interactive workshop, where a person is writing words on posted notes suggested by the workshop participants

How can EdTech help YOU?

August 23, 2022March 13, 2024 Ari Crossby

We help you use the latest learning tools & technologies to deliver compelling content, design engaging learning activities & effectively assess your students

Turnitin and Student Privacy

March 7, 2022March 13, 2024 Ari Crossby

Turnitin is a text matching tool that compares students’ written work with a database of student papers, web pages, and academic publications. The two main uses for Turnitin are: 1) for formative or low-stakes assessment of paraphrasing or citation; and 2) for prevention and identification of plagiarism.

Privacy Concerns

When an assignment is submitted to Turnitin for a text matching report, the student’s work is saved as part of Turnitin’s database of more than 1 billion student papers. This raises privacy concerns that include:

Students’ inability to remove their work from the database
The indefinite length of time that papers are stored
Access to the content of the papers, especially personal data or sensitive content, including potential security breaches of the server

Copyright Concerns

In addition, saving a student’s work on Turnitin’s database without their consent may put an institution at risk for legal action based on Canadian copyright law (Strawczynski, 2004).

Guidelines for Using Turnitin

To mitigate these concerns, we recommend the following guidelines for all instructors using Turnitin:

Be clear and transparent that you will be using Turnitin. Even if a course outline includes a statement indicating that Turnitin will be used in a course, we recommend not relying on that statement alone. Ideally, instructors should also explain to students that their papers will be stored on the company’s database and ask for their consent. If they don’t provide consent, have an alternate plan (see below).
Decide whether or not students’ work needs to be saved on Turnitin’s database. The default is for all papers to be saved, but this can be changed. Not saving papers to the database means that those papers can’t be used to generate future similarity reports, but it does remove the privacy and copyright concerns.
Coach students to remove identifying details. If the students’ submissions will be added to Turnitin’s database, make sure you get them to remove any personal information from their assignment, including their name, student number, address, etc. Meta-data that is embedded should also be removed (e.g. in track changes or file properties). If you’re having them submit to an assignment folder on Brightspace, their name will be with their submission so it shouldn’t be a problem if it’s not on the paper itself.
Don’t run a similarity report for an individual student without their knowledge. Ethical use of Turnitin occurs when it is transparently and equally used for all students. Running a report only on a specific student’s work without their knowledge or consent is not transparent or equal.
Consider whether or not the assignment is appropriate for Turnitin. If the students need to include personal or sensitive information in the assignment, Turnitin should probably not be used. If you do decide to use it, the students’ papers should not be stored in the database.
If contacted by another institution, be cautious about revealing student information. If at some point in the future there is a match to one of your student’s papers in Turnitin’s database, Turnitin does not give the other institution access to the text of the paper but will provide the instructor at the other institution with your email. If you are contacted about a match, consider carefully before forwarding the paper or any identifying details about the student to the other institution. If you do want to forward the paper, you should obtain the student’s consent.

Alternatives to Confirm Authorship When Turnitin is Not Used

If a student objects to having their paper submitted to Turnitin, or if the assignment is not appropriate for submission to Turnitin because it includes personal or sensitive content, you can increase confidence that the students are doing their own work in other ways. For example, an instructor can require any or all of the following:

submission of multiple drafts
annotation of reference lists
oral defence of their work

Requiring students to complete any or all of these will increase the student’s workload which would mean that students who opt out of Turnitin aren’t at an advantage over students who opt in.

Helping Students Make Turnitin Work for Them

If you’re using Turnitin, it’s highly recommended that you adjust the settings to allow the students to see their similarity reports. You may need to teach students how to interpret the reports if they haven’t learned how to do so from a previous course. Turnitin’s website has resources if you need them (https://help.turnitin.com/feedback-studio/turnitin-website/student/student-category.htm#TheSimilarityReport) and you can also point your students to the Turnitin link on Langara’s Help with Student Learning Tools iweb (https://iweb.langara.ca/lts/brightspace/turnitin/). Finally, remember that these reports won’t be helpful to a student if they’re not given the chance to revise and resubmit after they see the report. In Brightspace, we recommend that instructors set up two separate assignment folders with Turnitin enabled: one for their draft and one for the final submission.

Have questions?

If you need support with Turnitin, please contact edtech@langara.ca

References

Strawczynski, J. (2004). When students won’t Turnitin: An examination of the use of plagiarism prevention services in Canada. Education & Law Journal 14(2), 167-190.

Vanacker, B. (2011). Returning students’ right to access, choice and notice: a proposed code of ethics for instructors using Turnitin. Ethics & Information Technology, 13(4), 327-338.

Zaza, C., & McKenzie, A. (2018). Turnitin® Use at a Canadian University. Canadian Journal for the Scholarship of Teaching and Learning, 9(2). https://doi.org/10.5206/cjsotl-rcacea.2018.2.4

Zimmerman, T.A. (2018). Twenty years of Turnitin: In an age of big data, even bigger questions remain. The 2017 CCCC Intellectual Property Annual. Retrieved from https://prod-ncte-cdn.azureedge.net/nctefiles/groups/cccc/committees/ip/2017/zimmerman2017.pdf

Fall EdTEch Book Club 2021

September 1, 2021March 13, 2024 Ari Crossby

This fall, the EdTech Book Club will read and discuss The Manifesto for Teaching Online by Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O’Shea, Jen Ross, Philippa Sheail and Christine Sinclair.

This book is an update to a provocative manifesto intended to serve as a platform for debate and as a resource and inspiration for those teaching in online environments. In 2011, a group of scholars associated with the Centre for Research in Digital Education at the University of Edinburgh released “A Manifesto for Teaching Online,” a series of provocative statements intended to articulate their pedagogical philosophy. In the original manifesto and a 2016 update, the authors counter both the “impoverished” vision of education being advanced by corporate and governmental edtech and higher education’s traditional view of online students and teachers as second-class citizens. The two versions of the manifesto were much discussed, shared, and debated. In this book, the authors have expanded the text of the 2016 manifesto, revealing the sources and larger arguments behind the abbreviated provocations.

Join us for discussions on The Manifesto for Teaching Online. We will reflect on our practices as users of educational technology, question assumptions and consider new ideas.

We will meet on Tuesdays, from 4:30 – 5:30, from September 21^st – November 16^th (for 9 weeks). We will be experimenting with a hybrid model; you can join us online and/or in person in the TCDC/ETech space (cookies and coffee/tea available).

Please note: While we encourage participants to sign up for the duration, if you wish to attend only one or two sessions, please contact us at tcdc@langara.ca to get the Zoom link and meeting details.

Unlimited e-book access and limited hard copies of the book are available through the Langara library. The book is also available for purchase via Book Warehouse, Chapters, and Amazon.

The EdTech Book Club is a supportive environment in which to share ideas, pose questions, and learn about effective online teaching practices, EdTech theory, and hands-on online tools.

Sign up here!

Meet the people supporting you as EdTech Support Specialists!

March 4, 2020March 13, 2024 Ari Crossby

Daniel Andrade Fonseca
My specialties are web development and project management; I offer technical support to instructors in Brightspace and other Langara tools, like Zoom and Kaltura.
My interest in technology started early. I’ve loved video games since I was a kid in Brazil; I have a big collection of consoles and games, including PS4, Xbox One, and retro games, such as Super Nintendo. I am also a big fan of sports, especially soccer and basketball. I recently attended NFL, NBA games and went to the last Olympic Games in Rio. During my weekly 10 k run, I enjoy Vancouver’s weather and think about life.

Nimmy Nelson
I have been with EdTech since 2016.
I did my Bachelor’s in Computer Science (2011-2015) in Kerala, India and my PDD in Business Administration here at Langara (2016-2017).
My hobbies include cooking traditional South Indian dishes like Sambhar and Kozhikode biriyani and I recently picked up crocheting and embroidery. I also love listening to books in Audible. Most recently, I’ve read Inglorious Empire by Shashi Tharoor and Jane Eyre by Charlotte Bronte.

Heidi Mede
I joined the EdTech department in 2006 as Support Specialist and became the Supervisor of Department Operations in 2016. My career path has had several zigzags; working in a shelter for the homeless, with children with physical and mental challenges, in a transition home for people with traumatic brain injuries and operating my own daycare. Ever since I was a child, I’ve loved taking apart electronics, so during the dot-com boom, I went back to school to learn about computers & graduated in network administration. I worked at Oracle Corporation for 5 years, but always felt like a square peg in a round hole and didn’t know why. It wasn’t until I came to Langara that I realized it was the public sector where I belong; showing people how to blend technology and education has become my passion.
Outside of work, I get out into nature as much as possible and I love to garden. I’m known to remove dead flower heads from plants on my walks, which shocks my walking partners.

Brett Foster
Since I was a child, I’ve enjoyed taking things apart to see how they work and then putting them back together. I operated a computer consulting business for over ten years and worked with the IT Department at the Vancouver Sun/Province newspapers for many years. To this day, I love to learn about technology and share what I’ve learned.
I came to Langara in 2018 to work as a Technical Services Coordinator for Ricoh Canada in the Information Technology Department, where I managed over 100 Ricoh Multi-Function devices.
In December of 2019, I was hired to work in the Educational Technology Department as a Support Specialist. I love my new job and coworkers in EdTech and TCDC.
When I am not on the campus, I run, play guitar and listen to music.

Serenia Tam
My technical education began in San Francisco, from which I have a BA in Industrial Design, concentrating in Web Design; AS concentrating in Computer Science; AAs in Illustration & Fashion Design and a certificate in Library & Information Technology. I also have certificates in Web Developer & Publisher from Langara, where I’m currently studying photography. I’ve worked with EdTech since early 2010 after having worked in BCIT, VGH, VPL, and San Francisco Public Library in addition to freelancing as a website designer. I’m currently a Support Specialist in EdTech and an Instructional Assistant in Library & Information Tech.
I read and write Cantonese & Mandarin, and have studied Japanese, French & English. I love traveling, photography, fabric arts and gardening and am passionate about animal rights & social justice.


Craig Madokoro
I’ve been the Media Production Technician for the Educational Technology department for 4 years, after having worked at the College for many more. In addition to maintaining the EdTech recording studio, I livestream College events, facilitate workshops and preserve and convert analogue to digital material. I also enjoy helping faculty and staff create audio & video content to enhance learning using state of the art technical equipment.
After graduating from the Vancouver Film School, I worked in the local film & television industry (CBC, Roger’s Community TV) as an editor, camera operator, audio recorder and special effects artist.
When I’m not at work, I enjoy painting, playing hockey, and caring for my 2 dogs, Coco and Bboshong.

Ari Crossby
I love learning new interfaces and technologies and helping others learn them. I’ve been with EdTech since 2011, around the time that we began the transition from Blackboard to Brightspace. I have a background in web design, and started at Langara in the Library & Information Technology program. Now you can ask me your questions about Brightspace, Zoom web conferencing, Kaltura/MediaSpace, or setting up or maintaining your WordPress site on CourseWeb or iWeb.
In my free time I do a lot of knitting, gardening, and fitting in as much tabletop gaming as I can manage

Meet the people supporting you as Educational Technology’s Instructional Assistants!

March 4, 2020March 13, 2024 Ari Crossby

Daniel Andrade Fonseca

My specialties are web development and project management; I offer technical support to instructors in Brightspace and other Langara tools, like Zoom and Kaltura.

My interest in technology started early. I’ve loved video games since I was a kid in Brazil; I have a big collection of consoles and games, including PS4, Xbox One, and retro games, such as Super Nintendo. I am also a big fan of sports, especially soccer and basketball. I recently attended NFL, NBA games and went to the last Olympic Games in Rio. During my weekly 10 k run, I enjoy Vancouver’s weather and think about life.

Nimmy Nelson

I have been with EdTech since 2016.

I did my Bachelor’s in Computer Science (2011-2015) in Kerala, India and my PDD in Business Administration here at Langara (2016-2017).

My hobbies include cooking traditional South Indian dishes like Sambhar and Kozhikode biriyani and I recently picked up crocheting and embroidery. I also love listening to books in Audible. Most recently, I’ve read Inglorious Empire by Shashi Tharoor and Jane Eyre by Charlotte Bronte.

Heidi Mede

I joined the EdTech department in 2006 as an Instructional Assistant and became the Supervisor of Department Operations in 2016. My career path has had several zigzags; working in a shelter for the homeless, with children with physical and mental challenges, in a transition home for people with traumatic brain injuries and operating my own daycare. Ever since I was a child, I’ve loved taking apart electronics, so during the dot-com boom, I went back to school to learn about computers & graduated in network administration. I worked at Oracle Corporation for 5 years, but always felt like a square peg in a round hole and didn’t know why. It wasn’t until I came to Langara that I realized it was the public sector where I belong; showing people how to blend technology and education has become my passion.

Outside of work, I get out into nature as much as possible and I love to garden. I’m known to remove dead flower heads from plants on my walks, which shocks my walking partners.

Brett Foster

Since I was a child, I’ve enjoyed taking things apart to see how they work and then putting them back together. I operated a computer consulting business for over ten years and worked with the IT Department at the Vancouver Sun/Province newspapers for many years. To this day, I love to learn about technology and share what I’ve learned.

I came to Langara in 2018 to work as a Technical Services Coordinator for Ricoh Canada in the Information Technology Department, where I managed over 100 Ricoh Multi-Function devices.

In December of 2019, I was hired to work in the Educational Technology Department as an Instructional Assistant. I love my new job and coworkers in EdTech and TCDC.

When I am not on the campus, I run, play guitar and listen to music.

Serenia Tam

My technical education began in San Francisco, from which I have a BA in Industrial Design, concentrating in Web Design; AS concentrating in Computer Science; AAs in Illustration & Fashion Design and a certificate in Library & Information Technology. I also have certificates in Web Developer & Publisher from Langara, where I’m currently studying photography. I’ve worked with EdTech since early 2010 after having worked in BCIT, VGH, VPL, and San Francisco Public Library in addition to freelancing as a website designer. I’m currently an Instructional Assistant in both EdTech & Library & Information Tech.

I read and write Cantonese & Mandarin, and have studied Japanese, French & English. I love traveling, photography, fabric arts and gardening and am passionate about animal rights & social justice.

Craig Madokoro

I’ve been the Media Production Technician for the Educational Technology department for 4 years, after having worked at the College for many more. In addition to maintaining the EdTech recording studio, I livestream College events, facilitate workshops and preserve and convert analogue to digital material. I also enjoy helping faculty and staff create audio & video content to enhance learning using state of the art technical equipment.

After graduating from the Vancouver Film School, I worked in the local film & television industry (CBC, Roger’s Community TV) as an editor, camera operator, audio recorder and special effects artist.

When I’m not at work, I enjoy painting, playing hockey, and caring for my 2 dogs, Coco and Bboshong.

Arien (Ari) Crosby

I love learning new interfaces and technologies and helping others learn them. I’ve been with EdTech since 2011, around the time that we began the transition from Blackboard to Brightspace. I have a background in web design, and started at Langara in the Library & Information Technology program. Now you can ask me your questions about Brightspace, Zoom web conferencing, Kaltura/MediaSpace, or setting up or maintaining your WordPress site on CourseWeb or iWeb.

In my free time I do a lot of knitting, gardening, and fitting in as much tabletop gaming as I can manage

Brightspace Quizzes now save automatically.

November 1, 2018February 24, 2023 Ari Crossby

New: Auto-Save for Brightspace Quizzes

You’ve always been told to advise your students to save every quiz question as they finish it, and Save All Responses before submitting. This was to make sure that in-progress quizzes would be saved if a student was interrupted mid-quiz.

As of October 2018, it’s no longer necessary to need to manually save answers when taking a quiz. Quiz responses will now be saved as students complete each question. See below for images showing the old version (with Save button) versus the new, including what it will look like when a question auto-saves.

The old Brightspace quiz question interface, with Save button and disk icon (showing that the question is saved).

The new Brightspace quiz question interface, without Save button, with the "Saving/Saved" message highlighted.

Instructor Note: The quiz event log will show whenever a question is automatically saved, including an updated character count for Written Response questions.

Other Updates

No More Save Button

The “Save” and “Save All Responses” buttons at the bottom of a Quiz screen have been removed. The “Go to Submit Quiz” button is now called “Submit Quiz.”

There will still be a submission confirmation screen, after clicking “Submit Quiz,” that prompts students to submit the quiz when they’re ready.

Auto-Save Works Differently for Written Response Questions

If a Written Response question shows the format bar (also known as the HTML Editor), student responses will not be automatically saved as they type. To make sure that the answer is being saved as they work, students must click anywhere outside the text entry field to prompt the “Saving…/Saved” message to appear at the top right.

Other question types, or Written Response questions with the format bar disabled, will auto-save approximately every 30 seconds.

Internet Connection Status Notifications

Brightspace will now display a notification if the student loses their internet connection while taking a quiz.

a red-bordered notification box that reads "Internet connection lost. Trying to reconnect..."

Students will also see a notification when the connection is restored, at which point Brightspace will automatically save any unsaved answers.

A green-bordered notification that reads "Internet connection restored! Saving all answers..."

Instructor Note: The quiz log will record when a lost connection is restored.

Question is Still “Saving…”

If a student has answered a question and it seems to be stuck on “Saving…” for a very long time, they should double-check their internet connection. If they seem to be connected, they should continue writing their quiz. Any unsaved answers will be saved when they either move between pages, or go to submit the quiz.

Recommendations for Writing Quizzes

As always, we generally recommend using a wired internet connection, if possible. This greatly reduces the chances of losing an internet connection in the middle of a quiz.

If a student is writing a quiz from a mobile device like a phone or tablet, it’s best to access the quiz from Assessments > Quizzes, rather than from Course Materials > Content. This will provide more room on the screen for quiz questions. If possible, a desktop or laptop computer is best for taking quizzes, as these devices offer the best experience.

Updating Your Course Materials

If you’ve been advising your students to save each question as they go, please update those instructions in your courses to account for these updates. You can also just link to the student support page for these changes, which outline the new auto-save function and other new features now active in Brightspace quizzes. Click here, or access the link below, to see the student update.

https://iweb.langara.ca/lts/news/brightspace-quizzes-now-save-automatically/