Approval Process for New Learning Technologies

When a new tool is proposed or requested, the first step in the process is to do a needs assessment. The Office of Distance Education will ask who will be using the tool, what the primary function of the tool is, how the tool supports student learning, and the planned usage for the tool. Once we have this information, ASC ODE will review with the instructor the available university-approved and college-approved tools to see if any could meet the requirements. Additionally, ASC ODE will make an inquiry to find out if anyone else in the College or University more broadly is using the specific tool or a similar one. Ohio State is a large institution that serves more than sixty thousand students. But where disciplinary and technical skills for programs differ, instructors may still find common ground in the usage of tools that meet a similar learning goal. For example, many disciplines will benefit from using a social annotation tool like Hypothesis or creating interactive images and videos with a tool like ThingLink.  ASC ODE are in touch with our peers across the institution to discover who might already be using the tool and what roadblocks or tips they might have encountered with their particular usage. 

ASC ODE will help the instructor or department take into consideration whether the requested tool will enhance or restrict access to student learning, the anticipated learning curve for users, potential training needed, how the tool supports curriculum needs, how the tool supports the learning outcomes of a course or subject area, and if the tool aligns with organizational and departmental guidelines and policies. ASC ODE can provide support for instructors when developing supporting materials for tool adoption. Additionally, conversations around cost and funding will need to occur, especially if it is a user-based subscription tool or a student-pay model. 

If a tool is requested by an instructor, staff member, or department that will be used at the College or Unit level, the College of Arts and Sciences, Instructional and Research IT Support Services (IRIS) Risk Management team will review the vendor and tool information for network security, data security, storage, privacy, and FERPA compliance. This is a comprehensive review aimed at identifying and addressing potential vulnerabilities and weaknesses on the back end of the tool that could lead to data breaches or unauthorized access. This is especially important if the tool will be utilizing Single Sign On (SSO). 

OTDI’s Application Services and Business Solutions, Learning Systems team manages and supports enterprise level tools, including CarmenCanvas [1]. If a requested tool requires the use of a learning tool interoperability connection (LTI) within CarmenCanvas, the OTDI Learning Systems team will need to evaluate the connection for FERPA compliance, data security, storage, and privacy. While this review is similar to a security risk assessment, the learning systems integration review focuses on the connection and communication pathways between CarmenCanvas and the external learning tool or system.  

An accessibility evaluation is required for all software purchases, including learning technologies, “to be sure that tools are compatible with screen readers or other assistive technology devices, that non-mouse users can navigate the technology, and that students do not encounter other difficulties because of visual, auditory, or cognitive disabilities” (OTDI). Accessibility testing can take up to three months, depending on the complexity of the tool and the identified use cases. The goal of the accessibility review is to identify problem areas a software or tool may have and create a compliance plan to bring the software in line with Ohio State’s Minimum Digital Accessibility Standards (MDAS). Often a compliance plan requires frequent communication with the vendor and their accessibility team to make sure they are aware of the identified issues and what their roadmap and timeline is for fixing and bringing the tool up to standards.  

If problem areas are identified during the accessibility review, an Equally Effective Alternate Access Plan (EEAAP) needs to be established as part of the compliance plan. An EEAAP is a document that outlines how the requesting unit or person plans to provide equal or alternative access to the learning technology tool to “eligible individuals who are unable to effectively use or interact with the digital information or digital service” [2]. The identification of instructors and/or staff members responsible for oversight and administration of the EEAAP plan will be a key part of the compliance plan. At the college level, accessibility of an adopted tool is the responsibility of the requesting unit or person. ASC’s Digital Accessibility Team, with ASC ODE, can help you identify an individual and develop an EEAAP for the tool.  

Ohio State Digital Accessibility Center (DAC) requires an active Accommodations-Based Exception Request be on file with their office for each tool that does not meet Ohio State’s MDAS. This exception will include business purpose for the tool, the EEAAP established, a communication plan, and a plan if the vendor fails to make their product accessible. If an exception is needed, ASC ODE and ASC’s Digital Accessibility Team will file an Accommodations-Base Exception Request on your behalf. Exceptions are active for one year and need to be renewed annually.  

If a software or tool has a monetary cost associated with it, whether it be a student-paid cost or a department/unit-paid cost, the vendor terms and conditions must be reviewed by the ASC Business Services department and the Ohio State legal team. License agreements, intellectual property rights, warranties and liabilities, data protection and security, compliance with Ohio laws and regulations, and dispute resolution are some of the many aspects the Legal review encompasses.