Getting Students to (and Through) Advanced Math: Where Course Offerings and Content Are Not Adding Up. American Educator Panels. Research Report. RR-A827-10

This report uses Spring 2022 data from nationally representative surveys of principals and math teachers in kindergarten through grade 12 (K-12) to explore students' opportunities to prepare for and take advanced math. The authors found that small high schools, high schools in rural areas, and high schools that predominantly serve students from historically marginalized communities tend to offer fewer advanced math courses (e.g., precalculus, Advanced Placement math courses) and that uneven access to advanced math begins in middle school. K-12 teachers who work in schools that predominately serve students living in poverty are more likely to report skipping standards-aligned content and replacing the skipped content with concepts from previous grade levels. Also, more than half of K-12 math teachers said they need additional support for delivering high-quality math instruction, especially teachers who work in schools that serve predominantly high-poverty students. In the wake of the disproportionate impacts of the COVID-19 pandemic on students living in poverty and students of color, these results highlight a critical need for resources to support teachers and to increase student access to advanced courses. [For technical information about the surveys and analysis in this report, see "Learn Together Surveys. 2022 Technical Documentation and Survey Results. Research Report. RR-A827-9" (ED626092).]

Best practices for building faculty presence and student engagement

At first, the pandemic caught the world off-guard, and then the rate of change to innovate did not give many the time needed to adapt. With physical distance added to the equation of the new normal, higher education might never look the same again. For many of us, this means teaching through a new medium, higher dependence on technology, delivering live lectures to students who hide behind turned-off cameras, decreased participation, and higher performance anxiety. The new normal makes us wonder how to lead our students during these unprecedented times;how to create an active faculty presence in the courses that we teach remotely or online;and how to build student engagement without adding to the performance anxiety. This chapter aims to answer all these questions considering the practices that have repeatedly helped me establish my presence and outstanding student engagement during these unprecedented times of COVID-19. These involve the use of audio visual tools, breakout rooms, short lectures, content update, classroom games, social media and faculty branding. © Springer Nature Switzerland AG 2021. All rights reserved.

Perception of pharmacy students towards blended pedagogy in 21st century pharmacy education

Background: In industrialized and developing economic countries like India, the technology transfer has significantly enhanced the quality of higher education, where the tentacles of digitalization have deeply entered education system, which opened the gateway of blended pedagogy, enabling a greater access to course content, learning preparation in peers and interactions. Across the globe, blended learning is applied in pharmaceutical education but it gained momentum in Indian pharmacy education during the global threat, COVID-19 pandemic. Aim and Objectives: The current experimental study of six months duration was performed to investigate the perception of pharmacy students towards blended pedagogy in pharmacy education at undergraduate level. Methodology: In the current experiment survey, a validated standard self-administered questionnaire with 28 inventories under 7 categories was administered to students pursuing undergraduate pharmacy programs in a pharmacy institute located at rural Andhra Pradesh for a period of six months, through online mode;data collection was performed in students showing willingness and further collected data was assessed through excel spreadsheet. Result(s): The study observed a two-third satisfaction on an average in terms of all the indicators which influence the blended pedagogy (teacher 71.8%, course content 74.8%, technology transfer 58.7%, interactions 78.8%, and constructive knowledge 73.7%). Conclusion(s): In conclusion, our study envisaged effective student engagement, with more facilitator-student interactions and adaptability;through blended learning which enabled, enhanced and transformed students to active learners.Copyright © 2023, Indian Pharmaceutical Association. All rights reserved.

'Critical Concepts': Development of an online Introduction to Intensive Care lecture series

Introduction: Background: Intensive Care Learning in the North East is a group of intensive care doctors in the North East of England, passionate about education in ICM.1 The SARS-CoV-2 pandemic has necessitated social distancing and disrupted traditional in-person courses. However, this has borne opportunities for virtual courses delivered to a national audience.2 Course content: We describe the second iteration of an eight-part online and interactive lecture series entitled 'Critical Concepts: An Introduction to Intensive Care'. The lectures focus on the A-E management of the critically ill patient, with additional sessions on 'Return of Spontaneous Circulation', and 'Applications and Careers in ICM.' The lectures were delivered fortnightly via Zoom,3 and consist of a 45-minute lecture followed by a 45-minute break-out room to discuss interactive cases with a facilitator and four participants. The lectures were available for two weeks on YouTube4 via private link, to enable participants to catch-up if not able to attend. Objective(s): We wished to examine the effectiveness and quality of our lecture series through a pre-course and a post-course questionnaire. We designed the questionnaire to elicit qualitative and quantitative feedback from the participants. Method(s): We invited the 60 course participants to fill in a pre- and post-course questionnaire, and received 28 and 51 responses respectively. Result(s): Participant demographics: 25% of delegates were in FY1, 75% were in FY2. 50% had no prior experience of working in an ICU, 21.4% had worked in an ICU during FY, 28.6% had undertaken a Taster Week in ICU. Quantitative results: * 'How would you rate your current apprehension regarding redeployment to ICU?' (1 - very apprehensive;5 - not apprehensive), the mean self-rating prior to the course was 2.54, and following completion of the course was 3.51. * 'How would you rate your understanding of what happens in an ICU?' (1 - very poor understanding;5 - very good understanding), the mean self-rating prior to the course was 2.75, and following completion of the course was 4.00. * 'How confident do you feel in discussing escalation of care with critical care staff?' (1 - not confident at all;5 - very confident), the mean self-rating prior to the course was 3.00, and following completion of the course was 4.04. YouTube catch-up The mean number of weeks that participants were able to attend in real-time was 4. 4 participants were able to attend all weeks, 78.8% of participants missing at least 1 week were able to catch-up on all weeks using YouTube, 21.2% were able to catch-up on some weeks, and no participants did not use this facility. Conclusion(s): We have demonstrated that our online teaching course has improved understanding of the care delivered on ICU, and reduced apprehension surrounding working in ICU and discussing patients with colleagues. We have demonstrated that YouTube is a free and well utilised method to enable to enable participants to catch-up on lecture content they were unable to attend in real-time. We believe that courses such as this will remain as Covid-19 restrictions are lifted.

"The Stories We Tell Ourselves Shape Our Identities": Journals in a Plague Year

The author--in the role of one teacher observing another--documented a spring 2021 remote introductory art history course during the COVID-19 pandemic when graduate student teaching assistants called a campus-wide strike. Forced to improvise, the professor replaced formal analysis papers and exams with an ungraded journal. Drawing from the content of these journals, notes from the Zoom classes, and email correspondence with the professor, the author explicates how students took this journal assignment as an invitation to respond personally to the course content, and as an opportunity to grapple with their own identities. These journals allowed students to use art to explore similarities and differences freely across culture, space, and time. With the traditional requirement for an academic argument temporarily on pause, the author raises questions that characterize our present day: how to encourage a world that accepts different identities without hostility.

An Autonomous Discord Bot to Improve Online Course Experience and Engagement: Lessons Learned Amid the COVID-19 Pandemic

The COVID-19 pandemic pushed many educational institutions to adopt online learning models for most or all of their courses. As a result, the effectiveness of remote learning is more important now than ever before. In this paper, we report on work that was conducted in the Spring of 2021 at Utah Valley University. We explored the use of Discord as a delivery mechanism for online course content during the 2020-2021 school year. We also developed a Discord bot to autonomously track attendance. Based on our experience to date, the Discord bot appears to enhance remote learning. We describe the design, implementation, and deployment of our bot. We also discuss what worked well, as well as areas for improvement. In future semesters we plan to collect data by which we may begin to answer fundamental questions about the impact of such bots on remote learning. © 2022 IEEE Computer Society. All rights reserved.

E-learning among 2-year MBBS students in a Government Medical College in South India - A KAP study

Background: E-learning or electronic learning is a popular modality to address the educational needs of a population. In the context of medical education, E-learning is useful but has its limitations. Aim and Objectives: This study was conducted among 2-year MBBS students of a Government Medical College in South India to know their knowledge, attitude, and practice of E-learning and also to learn from their experiences during the COVID pandemic. Material(s) and Method(s): After obtaining informed consent, students were asked to fill up a questionnaire containing 15 questions in Google Forms and submit it. Result(s): This study shows that more than 70% of students consider themselves capable of using computers for everyday activities. They also reported using search engines and online animations for updated medical information. However, they preferred their course content to be delivered through blended learning, a combination of classroom and E-learning. The students reported poor internet connectivity as a major limitation in E-learning. They also suggested having a separate website for each college where the teaching material can be uploaded by the faculty and can be accessed by all the students of the institution. Conclusion(s): From this study, it can be concluded that a majority of students have good knowledge and are already using E-learning modalities. They are also open to the idea of blended learning for clinical cases.Copyright © 2023 Jeyasudha J, et al.

Using the Hackathon model in social work education

A recent innovation adapted from the world of commercial computer hacking is known as a Hackathon event. Hackathons are characterized by problem-solving in small groups, under time pressure, to develop creative solutions to a challenging problem. This paper presents the evaluation of a Hackathon applied in two courses on trauma-informed practice (one BSW and the other at MSW level). Students (N = 57) developed interventions to address group and community trauma presented in case studies. Social work doctoral students served as judges (N = 5), evaluated the presentations and selected the winning team. The evaluation showed that the students and judges felt that the Hackathon promoted learning, creativity, teamwork and the incorporation of concepts learned in the course. The competitiveness and being judged were viewed as negative aspects by the students and the judges concurred that the competition detracted from the educational experience. More research is needed on how to apply the Hackathon model to other types of social work curricula including the teaching of various research methods. The current COVID-19 pandemic is challenging the social work profession to address its myriad social implications. How to adapt social work practice toward the incorporation of e-therapy and e-consultation might benefit from Hackathon brainstorming. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Navigating Political Tensions over Schooling: Findings from the Fall 2022 American School District Panel Survey

Public schooling has always been politically fraught, but current disagreements over issues related to race, sexuality, gender, and COVID-19 have reached a tipping point. According to this report from the Center on Reinventing Public Education and RAND, half of school system leaders say that these disagreements are disrupting schooling. Almost one in three district leaders also said their educators had received verbal or written threats about politically controversial topics since fall 2021. The findings come from surveys issued to 300 district and charter network leaders and interviews with superintendents. Their responses shed light on how political polarization has affected classrooms and how districts are responding. This report presents results from the fall 2022 survey of the American School District Panel (ASDP). The ASDP is a research partnership between RAND and CRPE. The panel also collaborates with several other education organizations, including the Council of the Great City Schools and Kitamba, to help improve outcomes for students throughout the United States.

Preparing Pre-Service English Language Teachers to Teach at Unprecedented Times: The Case of Turkey

COVID-19 has impacted education negatively to a certain extent by suspending schools and universities, ending face-to-face and practical education, and causing a rapid transition to distance education. These changes have led to several negative effects on teachers and students such as anxiety, stress, and depression, which demonstrates the importance of teacher preparedness to teach at unprecedented times such as COVID19. Therefore, assessing and evaluating teacher preparedness has become significant. One way to do this is to evaluate teacher education programs with a new perspective developed considering the effects of COVID-19 on education. Therefore, the present study aimed to find out how teacher education programs can prepare teachers to teach at unprecedented times by focusing on the English language teacher education program (ELTEP) of Turkey. It was designed as a qualitative study in which the ELTEP of Turkey was used as the data collection tool. The collected data were content analyzed. The findings have shown that the ELTEP of Turkey can prepare pre-service English language teachers to teach at unprecedented times through three psychological courses, five technology courses, and 21 pedagogical courses. The findings were discussed, and suggestions for further studies were made.

Complexity and Simplicity during COVID-19: Reflections on Moving Pre-Sessional Programmes Online at Pace

This article describes how a complex and large Pre-Sessional (PS) programme at the University of Southampton (UoS) moved online at pace during the COVID-19 pandemic. It outlines the scale of the challenge and the ideas that informed our approach. It gives an overview of the technical and learning design used to deliver the programme, and makes observations on how this was achieved using Blackboard, MS Teams, and Padlet. It indicates how a mix of whole-cohort content and smaller, online group spaces within one site were used to recreate a personalised, small-group teaching experience. It closes with some comments on lessons learned from the experience. [For the complete volume, "Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19," see ED612070.]

Investigation of Teacher Support and Teacher Training during the COVID-19 Pandemic: Tools and Skills Moving the Classroom Forward

Teaching remotely from home is now compulsory for lecturers as schools across the globe have closed due to the COVID-19 pandemic. A marriage of technology and teacher training is required to help educators deliver lessons effectively online. This research aimed to 1) investigate the type of technological support teachers need to teach online during and after the COVID-19 pandemic, 2) identify the type of teacher training needed during and after the pandemic, and 3) assess teachers' satisfaction towards their training in relation to their needs. This study utilized a mixed methods research design and included a sample of 59 teachers studying for a Master's degree in Curriculum and Instruction, majoring in English language at an open university in Thailand. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) to compute means and standard deviations. In addition, qualitative data derived from a questionnaire were analyzed using typological analysis. The research findings showed: 1) the "fundamental technologies" teachers need for online teaching include computers or other computing devices, a reliable and stable-as-possible internet connection, a microphone, and a headset and camera, and 2) the task of implementing engaging lessons online and supporting students to use ICTs for projects or class work placed particular training demands on teachers. Specifically, they required: (1) training to build knowledge of the basic functions for undertaking virtual teaching and learning, (2) access to meaningful and relevant content to create lessons for students, and (3) online worksheets and projects for students.

One Year into the Pandemic, What Secondary Math Teachers Said about Challenges to Standards-Aligned Instruction and Skipping Content. Data Note: Insights from the American Educator Panels. Research Report. RR-A827-8

The coronavirus disease 2019 (COVID-19) pandemic upended math instruction--but not equitably. Although little is known about the quality of math instruction in different school settings during the 2020-2021 school year, evidence from national survey data collected throughout the pandemic suggests that students' "opportunity to learn" (OTL)--defined here as time on instruction and content coverage--differed dramatically depending on whether students were learning in person or through an alternative mode of instruction. This Date Note presents findings from the 2020 and 2021 Learn Together Surveys to highlight the challenges to standards-aligned instruction that secondary (grades 6 to 12) math teachers might have perceived one year into the pandemic, how frequently they skipped standards-aligned math content, and their reasons for doing so. These findings add to the growing body of evidence showing that students in fully remote and hybrid school settings had fewer opportunities to engage with grade-level math than students learning in person. Specifically, secondary math teachers who provided remote or hybrid instruction reported skipping standards-aligned content more frequently and were less likely to report being able to devote as much time as they would have liked to math instruction compared with their in-person counterparts. These findings are particularly significant for students who attended schools that were less likely to offer in-person instruction during the 2020-2021 school year.

What Do Teachers Say about Inclusion of Epidemic Diseases in the Science Curriculum?

This study was carried out to determine the views of science teachers about the inclusion of epidemic diseases in science curriculum. Phenomenology, one of the qualitative research designs, was used as the research design in the study. The study group consists of six science teachers who have at least five years of experience and have participated in the development of science curriculum in previous years. A semi-structured interview form consisting of five questions, whose content validity was provided by taking expert opinion, was used as a data collection tool. Code, category and themes were created by analyzing the content of the teachers' opinions. As a result of the study, inclusion of epidemic diseases, which has become a current topic all around the world, into the science curriculum, reasons, advantages and disadvantages, class level, achievements that can be included in the program were evaluated according to the views of science teachers in terms of teaching methods-techniques and materials also it was emphasized that the subject of epidemic diseases should be included in the science course curriculum. Suggestions that in line with the findings of the research were made to the developers of the science course curriculum and researchers.

Pivoting an international experience preparation course during the COVID-19 pandemic

This case study describes the adaptation of a small group interactive course, originally designed to prepare student pharmacists for an international Advanced Pharmacy Practice Experience (APPE), to a hybrid virtual course designed to prepare students to work across cultures and in many different professional environments. As the uncertainty of the COVID-19 pandemic impacted planned international experiences, a strategic pivot in delivery and content was necessary. The course content was changed to enhance student skills in cross cultural communication and humility, working through conflict, personal emotion regulation, and appropriately engaging with other cultures. Copyright © 2020, International Pharmaceutical Federation. All rights reserved.

Learning outcomes of a MOOC supporting healthcare professionals in treating patients with growth disorders

Background: There is a need to increase digital health literacy in paediatric endocrinology due to the rapid emergence of digital technologies. Massive open online courses (MOOC) provide an opportunity to rapidly increase digital health capabilities at scale, as previously demonstrated in diabetes.1 To our knowledge, there are no comparable examples in the field of growth hormone deficiency. Aim(s): This study evaluates the impact of a new MOOC launched in 2021 entitled 'Telemedicine: Tools to Support Growth Disorders in a Post-COVID Era' by comparing pre- and post-course assessment scores as well as comments received from learners. Method(s): Learners' knowledge in the field was assessed with pre- and post- course surveys via the FutureLearn platform. Learners who completed all ten questions for both the pre- and post-course assessment were included in the analysis. Scores were evaluated by t-test to identify significant knowledge changes. All comments posted by learners on the course discussion forum were evaluated. Result(s): By 17 December 2021, 219 learners had enrolled in the MOOC;31 completed both the pre- and post-course assessments. (Table Presented) Of these evaluated learners, 74% showed improved scores in the post-course assessment, resulting in a mean score increase of 21.25%. No learners achieved 100% in the pre-course assessment, while 12 learners (40%) achieved 100% in the post-course assessment. The highest score increase comparing pre- and post-assessments was 40% in 16% of learners. There was a statistically significant improvement in overall scores, rising from 58.1% +/- 18.9% to 72.6 % +/- 22.4% (p<0.0005) in the post-course assessment. Of the 132 comments analysed, 75 described an increase in knowledge, 39 stated that the course content was appropriate and 10 related to a positive impact on future learning and self-care. Some learners commented on the potential applicability of the course content to other therapeutic areas. Conclusion(s): The MOOC multimodal eLearning model offers an innovative and successful channel to train large numbers of healthcare professionals. Digital health competencies gained included the management of growth disorders through e-health, research and evidence-based methods in eHealth, and e-health codesign. Our results indicate the value of MOOC digital learning to improve digital health literacy on a large scale. Reference 1 Wewer Albrechtsen NJ, et al. BMC Med Educ 17, 97 (2017).

Educating During a Pandemic: Novel Educational Training for Incident Reporting via eLearning in the Radiation Therapy Department

Aim: Since 2018, steps have been undertaken to improve quality culture in the Radiation Therapy program including implementation of a new incident reporting software designed to improve ease of reporting for frontline staff. Recognizing that delivering education on incident reporting relies heavily on examples and clarification of details, an education plan involving in-person, small group sessions with interactive learning opportunities was designed. When COVID restrictions limited group gatherings, alternative delivery methods were explored with online learning being the most viable option. Our aim was to create an eLearning module that was engaging, informative, interactive, and highly example-based to meet the same learning objectives as traditional in-person education. Process: Development began with the creation of learning objectives and content developed for the person session was converted into logically ordered sections with clinical application examples and check-in activities for the online environment. Topical outline included a review of terminology, why and what to report, and how to use the software. Interactive activities reinforced knowledge and provided practice in identifying what should be reported and in critiquing documentation. The final product was created using Articulate360 authoring tool. As a part of the eLearning course, a pre and post self-assessment survey was embedded to measure the perceived effectiveness of the course contents. Benefits/Challenges: Creating educational content in an eLearning module provides increased accessibility for learners, permits ad hoc refreshers as needed, fosters consistency in disseminated information, and is potentially a starting point for a catalogue of courses available for onboarding new staff. Challenges included limiting information per adult learning principles, editing content to ensure visual appeal, and resource demands on instructional designers. Due to an increase in hospital-wide requests for eLearning modules in response to COVID restrictions, there was a significant wait time for initiation of the project. Impact/Outcomes: Based on the results of the pre and post-assessment surveys, 95% of learners reported that they had an increase in understanding of both incident reporting and Improvement Flow. This is a considerably favorable outcome and is indicative that we have successfully implemented an eLearning module that is engaging and informative and that meets the learning objectives originally intended for in-person education. Self-assessment regarding one's abilities to know when to report an incident that: causes patient harm (medical or dosimetric), reaches the patient but does NOT cause harm and that is caught and corrected before reaching the patient each increased by 17.5% after completion of the course with an overall positive response rate of 95%, 100%, and 97.5% respectively. In regards to self-assessment of one's abilities to use Improvement Flow, results indicated a positive 32.5% increase post-module completion with 95% of respondents indicating they are comfortable using the program. An additional 32.5% improvement was seen in response to individuals' self-assessment of their abilities to recognize when a situation is reportable with an overall 95% of respondents indicating positive assessments. Our experience indicates that training that requires interactive, example-based learning and clarification of details is capable of being delivered via an eLearning platform with robustly positive results. Copyright © 2022

Perception of pharmacy students towards blended pedagogy in 21st century pharmacy education

Background: In industrialised and developing economic countries like India, the technology transfer has significantly enhanced the quality of higher education, where the tentacles of digitsation have deeply entered education system, which opened the gateway of blended pedagogy, enabling a greater access to course content, learning preparation in peers and interactions. Across the globe blended learning is applied in pharmaceutical education, but it gained momentum in Indian pharmacy education during the global threat COVID 19 pandemic. Aim and Objectives: The current experimental study of six months duration was performed to investigate the perception of pharmacy students towards blended pedagogy in pharmacy education at undergraduate level. Methodology: In the current experiment survey, a validated standard self-administered questionnaire with 28 inventories under 7 categories was administered to students pursuing undergraduate pharmacy programs in a pharmacy institute located at rural Andhra Pradesh for a period of six months, through online mode;data collection was performed in students showing willingness and further collected data was assessed through excel spread sheet. Result(s): The study observed a two-third satisfaction on an average in terms of all the indicators which influence the blended pedagogy (teacher 71.8%, course content 74.8%, technology transfer 58.7%, interactions 78.8%, and constructive knowledge 73.7%). Conclusion(s): In conclusion, our study envisaged effective student engagement, with more facilitator-student interactions and adaptability;through blended learning which enabled, enhanced and transformed students to active learners. Copyright © 2022, Indian Pharmaceutical Association. All rights reserved.

Improving Health Literacy Training and Communication Competencies for Health Professionals in Austria and Canada: A Comparative Study

Background Canada is a leader in health promotion, public health, interprofessional curricula, intercultural competencies and has a longer history of health literacy (HL) developments. Austria is in the early stages of HL capacity building and developing communication training for health professionals treating people in vulnerable situations. The primary aim of our project is to analyze the education of health professionals (medical, nursing and pharmacy students) regarding HL, intercultural and inter professional communication skills and patient-centered interactions with underserved populations inAustria and Canada. The importance of communication in healthcare has increased significantly during the COVID-19pandemic;thus the question of how communication training has changed in the light of the pandemic is also explored. Methods The study design included four methods: a literature review, a document analysis, a curricula survey, and expert interviews. Results Recognizing the importance of HL and improved quality of health communication;the Austrian government along with educational institutions have looked abroad to identify best practises, e.g., from Canada. Moreover, a national train-the-trainer program was developed but is yet to be integrated in all universities. Expert interviews and curricula surveys as well as a document analysis indicate that communication training varies by province in Austria and Canada in terms of both course content and longitudinal integration. COVID-19 has changed clinical communication practises and hindered training for young professionals. Conclusion The development of communication curricula and HL competencies is a long and continuous process in both countries.

High-Quality Text Descriptions of Visual Elements in Online Interactive Versions of Traditional Print Mechanical Engineering Textbooks

Even before the Covid-19 pandemic, there was an increased utilization of online course materials. Circumstances created by the pandemic increased the need for high quality online course content. These online course materials should comply with accessibility regulations and guidelines to provide an equal learning experience for all students. Although these guidelines describe broad requirements, specific standards for creating text descriptions of visual elements, both static and interactive, have yet to be created for mechanical engineering content. Research is lacking regarding accessibility of images and other visuals within online interactive mechanical engineering texts. Defining standards for how engineering visual elements like images and animations are textually described will provide a baseline to measure the effectiveness of visual elements for students who require assistive technology, such as screen readers. The goal of this paper is to define accessibility standards developed for textually describing images, figures, graphs, animations, and other visual elements for a series of online interactive mechanical engineering textbooks (zyVersions) that have been adapted from traditional print textbooks. The group of content authors working on these zyVersions have written text descriptions (alt text) for the visual interactive content (animations) that have been added to the traditional textbook and in many cases have added to the text descriptions for figures including images, equations, and graphs that already appeared in the print text. The standards that have been used by this team of content authors include: (1) Writing text that balances precision with conciseness;(2) Structuring alt text to first capture important information, then incrementally filling in finer details;(3) Well-defined procedures for describing certain types of visual elements, such as phase diagrams and phase transformation plots in materials science and engineering, T-s, h-s, and P-v diagrams in thermodynamics, output response plots in control systems, as well as other common visual elements in mechanical engineering courses;and (4) Writing text for animated visual elements that describe in detail all dynamic processes and movements in the animation. This paper describes our guidelines in detail, and presents examples from three different zyVersions used in mechanical engineering courses. These standards can be modified for use across various engineering disciplines and will enable authors of online content to provide higher quality material that meets accessibility standards. © American Society for Engineering Education, 2022