Scheduled at 11:30 in Denver 4-6 on Thursday, November 19.
#44145Speaker(s)
- Katie Grennell, Product Engagement Manager, Blackboard
- Chris Aldin, Director of Product, Blackboard
Session Details
- Length of Session: 1-hr
- Format: Lecture
- Expertise Level: Beginner
- Type of session: General Conference
Summary
"I don't have time" and "I don't know how" are common objections to accessibility work. For PDFs, the second is often fair—tagging and OCR require skills instructors typically don't have. Ally's PDF Quick Fixes close that gap, fixing scanned PDFs, untagged PDFs, and missing titles/language. With [X Quick Fixes] applied globally, this session shows what's possible once that barrier is gone, how to find these insights in your own Ally reporting, and why remediation is more achievable than assumed.
Abstract
Two of the most common instructor objections to accessibility work aren't about disbelief or indifference—they're about capacity: "I don't have time" and "I don't know how to do this." For PDFs specifically, the second objection is often justified. Tagging a PDF's structure so screen readers can interpret it or running OCR on a scanned document so its text becomes readable at all, are not intuitive tasks—they involve technical concepts most instructors have never encountered and software most have never used. This isn't reluctance; it's a genuine skills gap. Blackboard Ally's PDF Quick Fixes were built to close that gap, offering inline remediation for the most common PDF issues: OCR for scanned PDFs, automatic tagging for untagged PDFs, and fixes for missing titles and language sets.. Since the first three PDF Quick Fixes launched in the summer of 2025, we have seen [X total PDF Quick Fixes applied], including [X uses of the auto-tagging fix specifically] across U.S. based institutions using Ally. This session uses that data to show what happens when a capability gap is removed—and what new opportunities emerge for supporting instructors once that barrier is no longer in the way. Beyond referencing Ally’s global usage data, attendees will learn how to find these same insights in their own institution's Ally reporting, tap into Ally's resource hub for remediation support, and use both to track progress and show that remediation is more achievable than instructors assume. Designed for accessibility professionals, instructional designers, faculty developers, academic technology staff, disability services personnel, and others who support instructors in accessibility efforts.
Keypoints
- PDF accessibility barriers reflect a genuine skills gap for instructors, not reluctance or indifference.
- Blackboard Ally's PDF Quick Fixes close that gap with inline OCR, auto-tagging, and metadata fixes.
- Ally's global PDF Quick Fixes usage data reveals the scale of impact once the skills gap is removed.
Disability Areas
All Areas
Topic Areas
Accessibility and Accommodation in the Current Political/Legal Environment, Faculty Development & Support, Uncategorized
Speaker Bio(s)
Katie Grennell
Dr. Katie Grennell is the Product . Her first Engagement Manager for Blackboard Ally, a digital accessibility tool designed to help make learning materials accessible. In this role, she works with institutions across the globe on furthering their adoption of Ally and accessible best practices. She completed her PhD in American Studies from the University at Buffalo in 2016. Her dissertation, entitled The Making of the ‘Fame Monster’: Disability Aesthetics, Bodily Deviance and Celebrity Culture troubled the distinctions between deviance and normativity by analyzing representations of disability, bodily difference, and deviance in American popular music and popular culture of the late 20th and early 21st century. She has worked as an adjunct in the disciplines of history, American Studies, American popular music, and disability studies for over 19 years at multiple institutions. Her first book, Disability and Accessibility in the Music Classroom: An Instructor’s Guide (Routledge) was published September 1, 2022.
Chris Aldin
Chris Aldin is currently Director of Product for Anthology Ally where he works with institutions all around the world to create better, more inclusive content for all learners. With an extensive background working in digital education and content after an early consulting career, he is passionate about ensuring that everyone has access to and benefits from the best possible content available.
In addition to his experience with Ally, Chris has spent time in the online cybersecurity training industry focused on building more inclusive online training experiences. Before joining the Ally team, he spent almost 7 years in higher education publishing focused on building and designing custom and inclusive digital educational products while managing the production and distribution of some of the largest digital content libraries in North America. This experience, coupled with his passion for inclusive learning, continues to drive Chris forward to deliver impactful products and experiences that increase student success both inside and outside of the classroom.