This document discusses the importance of accessibility in online environments. It defines accessibility as equal opportunity and access to information and communication technologies for all students, including those with disabilities. The benefits of online accessibility are outlined, such as removing barriers that people may face in the real world. Assistive technologies can help students with disabilities access and interact with online content. However, poorly designed web content can still create barriers. The document provides examples of the costs of making alternative formats, such as transcribing audio content for a deaf student. It stresses the importance of timely delivery of accessible formats to avoid further disadvantaging students. Guidelines and resources are provided to help implement inclusive online practices.
DEANZ Webinar - Exploring E-Learning in New Zealand: A Comparison to Other Gl...Michael Barbour
Barbour, M. K., Wenmoth, D., & Davis, N. (2011, May). Exploring e-learning in New Zealand: A comparison to other global models. A webinar presentation to the Distance Educational Association of New Zealand, http://www.deanz.org.nz/home/
DEANZ Webinar - Exploring E-Learning in New Zealand: A Comparison to Other Gl...Michael Barbour
Barbour, M. K., Wenmoth, D., & Davis, N. (2011, May). Exploring e-learning in New Zealand: A comparison to other global models. A webinar presentation to the Distance Educational Association of New Zealand, http://www.deanz.org.nz/home/
IWMW 2002: Legislation, Disabilities and Education Web Sites.pptIWMW
Plenary talk on "Legislation, Disabilities and Education Web Sites" talk given by Lawrie Phipps at IWMW 2002 held at the University of Strathclyde on 18-20 June 2002.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2002/sessions.html#talk-phipps
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
E-learning has a significant role in instruction of students in higher education, so the objective of this study is investigating the strength of the relationship between e-learning and students' motivation among students participating in the research.
Noone can deny the importance of continuing professional development for ELT instructors.It helps teachers to stay up to date with the new methods and procedures of teaching and learning which leads to the improvement of their classes output.Learning was and is still always linked to travel but the only difference between past teachers and actual ones, seeking professional development, is that in the past educators take long real journeys .However , traveling for knowledge in the modern era can also be virtual with same or better results in various aspects.
Following CSU's inaugral Foundation Day event on Wednesday 22 July 2015, feedback was gathered to evaluate the success of the celebration and guide the direction of future events.
IWMW 2002: Legislation, Disabilities and Education Web Sites.pptIWMW
Plenary talk on "Legislation, Disabilities and Education Web Sites" talk given by Lawrie Phipps at IWMW 2002 held at the University of Strathclyde on 18-20 June 2002.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2002/sessions.html#talk-phipps
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
E-learning has a significant role in instruction of students in higher education, so the objective of this study is investigating the strength of the relationship between e-learning and students' motivation among students participating in the research.
Noone can deny the importance of continuing professional development for ELT instructors.It helps teachers to stay up to date with the new methods and procedures of teaching and learning which leads to the improvement of their classes output.Learning was and is still always linked to travel but the only difference between past teachers and actual ones, seeking professional development, is that in the past educators take long real journeys .However , traveling for knowledge in the modern era can also be virtual with same or better results in various aspects.
Following CSU's inaugral Foundation Day event on Wednesday 22 July 2015, feedback was gathered to evaluate the success of the celebration and guide the direction of future events.
A lecture I gave in preparation for Foundation Day. It mainly focuses on Moses and Joshua's courses looking at the parallels and challenges between that time and this time. Also looking at some issues in the period of the monarchy and Temple. There is an accompanying video http://www.ustream.tv/channel/ffwpu-seminars?utm_source=live+Ustream+link+for+foundation+day+workshop+-+pastor%27s+update&utm_campaign=19th+january+2013&utm_medium=socialshare#/recorded/28627787
Improving Accessibility Awareness at University College of Estate Management ...Tharindu Liyanagunawardena
This presentation details the Accessibility Awareness course I have created at UCEM and our experience. You can find out more about the course on UCEM Online Education Blog https://blog.ucem.ac.uk/onlineeducation/posts/2029
The Triple A (AAA) of OER: Accessibility, Availability, and AffordabilityJeremy Anderson
Session presented at NERCOMP 2019 on the intersectionality of OER and UDL for promoting highly accessible and available learning experiences for diverse learners. Panelists included Kelsey Hall, Lance Eaton, Kevin Corcoran, and Jeremy Anderson.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
E-learning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led
The Long Road from Reactive to Proactive: Developing an Accessibility Strategy3Play Media
Implementing accessibility policies in higher education is no easy task. For many, it is easy to get caught in a cycle of reactive accommodation where larger accessibility policies are never implemented. So how do you transition from reactive policies to proactive policies?
Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through their two-year process of moving from reactive solutions to proactive accessibility policies. His own experience with how difficult it can be to shift campus climate and administrative support towards proactive accessibility is incredibly useful for other universities struggling with the same thing. His detailed presentation will provide insight into how George Mason has overcome these challenges and developed a proactive approach to accessibility.
This webinar will cover:
- Collaborative strategies for campus-wide IT accessibility
- Strategies for getting faculty to use and create accessible material
- George Mason's accessibility policies & recent updates
- Workflow, collaboration, and policy recommendations
- Resources for accessibility training and testing
- Analysis of completed accessible media requests by fiscal year
Technology (when strategically and practically applied) provides increased accessibility and quality to Higher Education. This presentation was made by USHE Assistant Commissioner and Chief Information Officer Dr. Steve Hess to the State Board of Regents October 29, 2010.
Meeting Preparation and Minute Taking - Clare Jonker
Accessibility online - Sandra Boyd
1. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Accessibility online
“The Web does not just connect machines, it connects people.”
Tim Berners-Lee, Inventor of the World Wide Web, 2008
2. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
What does Accessibility Mean?
• Equal opportunity and access to ICT
• Useability of the web by everyone – focus is on
people with disabilities
• All students should be able to perceive,
understand, navigate and interact with online
material
3. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Benefits of online environment
• Web removes barriers often faced in the real
world
• Assistive Technology software has greatly
improved to allow access and interaction online
4. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
How does Assistive Technology assist
students? Example of JAWS
5. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
• Depends on design of web content
Benefits of online environment
• Badly designed web content creates barriers
that exclude people using the web
6. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Cost of Transcription 2011
$75, 445
Impact on CSU and Students
7. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Alternative Formats
DE student who is deaf
Learning material contains 102 podcasts &
videos
No transcription available
Audio transcribers employed to complete
transcriptions
Total cost - $6,274
8. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Impact on CSU and Students
• Too much reading online and difficulties printing
content
• No transcripts or closed captioning for
podcasts/vodcasts
• Articles/documents not in text format
Eg images in PDF format
9. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Impact on CSU and Students
Timeliness of delivery of alternative format to
students is a major issue.
We are disadvantaging the students even more
than they are disadvantaged by their disability.
10. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Legal Requirements in Australia
• Disability Discrimination Act 1992 and
• Disability Standards for Education, 2005
Impact on CSU and Students
11. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Examples:
• Web – use text format such as text PDF, Html,
Word
• Podcast – use a good microphone
– include a transcript or closed
captions
Implement Inclusive Practices
15. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Text vs Image PDF
Chapter 6_Gravetter.pdf
Reading 1.pdf
16. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Resources
• W3C leads the Web Accessibility Initiative (WAI)
http://www.w3.org/WAI/
• Web Content Accessibility Guidelines 2.0 (WCAG 2.0)
http://www.w3.org/WAI/intro/wcag
17. STUDENT SERVICES OFFICE, ACCESS & COUNSELLING
Why Accessibility Matters
• Communicate to as many people as possible
• It’s user-friendly
• Use of different devices
• Improves Search Engine Optimization
Editor's Notes
Show of hands who is involved in writing or updating content for a web page?
Anyone creating podcasts?
How many creating PDF documents?
What does Accessibility mean?
In relation to web accessibility
- Providing equal opportunity and equal access to information and communication technologies
Useability of the web by everyone, regardless of their location, experience or type of computer technology used.
But we general focus accessibility on people with disabilities because they are the ones most likely to be disadvantaged.Web accessibility affects people with visual, auditory, speech, physical, learning, cognitive and neurological disabilities .
All students should be able to perceive, understand, navigate and interact with online material
Many benefits of using the online environment
The web removes barriers to communication and interaction that people with disabilities face in the physical world.
Just as online web content is improving, so is AT software to support and assistance people with disabilities.
Assistive Technology software often involves high technology, and increases the access to information particularly in online learning.
Eg. Blind people use very sophisticated software that allows them to access and interact with information online very effectively they couldn’t do in the same way 10 years ago.
Some of these programs are free or shareware and some cost up to $2500 per licence.
JAWS is an Assistive Technology program used by people who are blind or significantly vision impaired.
The program is able to read out aloud everything on a screen … if it is accessible.
Play first audio – normal speech rate. Note web elements are all spoken
Play second audio – normal speech rate for an experienced JAWS user.
However, even though online learning environments improve the interaction and participation for students, and assistive technology has greatly improved so students with disabilities are able to access information more readily, we are seeing an increase in the demand for alternative format material due to inaccessible online content in subjects.
Accessibility all depends on the design of the web content
If web content is not designed to be accessible or tested for accessibility, it probably is not accessible
Therefore, this creates barriers that excludes people using the web.
Wendy and I only handle accessibility in subject material for registered SWD
Transcription involves changing original study material to an alternative format.
We only prepare alternative format for study material.
The total cost of transcription for 2011 for students registered with Disability Services was $75, 445.
For 70 students
What do I mean by alternative format material, and why is it so expensive for the university?
I’ll explain by using a case study.
A DE student who is deaf enrolled in a subject last session containing a significant number of podcasts in the subject Interact site.
We also noted there are no transcriptions available for the podcasts.
Consequently, we were given access to the subject Interact site to download the podcasts to create audio transcription for this student.
There are a lot of podcasts - 13 audio lecturers and 89 videos from YouTube. Total transcription required for this student totalled 102 documents completed
We employ several audio transcribers to complete alternative format requests for registered students.
Total cost for this subject for one student in one session?
$6,274
Main accessibility issues for students
If there’s too much reading online and the student has no facility to print out.
If no transcripts or closed captioning for podcasts/vodcasts, including YouTube videos
If documents or forms are not in text format – images in PDF format, powerpoint slide images in Word format, online forms, e-reserve readings
Text format is required for students using screen reader programs
We are seeing an increase in the barriers to learning due to an increase in online learning. The volume and demand for alternative format is increasing.
We are also seeing an increase in the number of students registering with Disability Services because they couldn’t access material online.
Particularly students who are deaf or hearing impaired.
We have difficulties working out what is in a subject. Therefore, the timeliness of delivery of alternative format to the student is a major issue - meaning students have to wait longer periods and are often getting their learning material after the course has started, or after the material is required.
The end result?
We are disadvantaging the students even more than they are already disadvantaged by their disability.
Legislation reminder
In Australia the legislative requirements around disability come under the Disability Discrimination Act 1992, Section 31.
Educational institution - Disability Standards for Education 2005.
The Standards clarify the obligations of education and training providers to ensure that students with disabilities are able to access and participate in education and training on the same basis as those without disability.
How can you help remove the barriers from the online environment?
Implement Inclusive Practices. Also called Universal Design
Meaning we need to offer subject and web content that appeals to more than one sense.
For example:
Reading Web content – should be in text-based format such as text PDF, html, WordConsider a text-only supplement, that accompanies original document
Podcast – Use a headset or desk microphone so the volume and quality of the podcast is accessible to everyone.Include a transcript or closed captions for videosClosed captions can be created in Captivate. Student will click on CC icon to display captioning
These are a few examples
This is an example of a transcript for a podcast
Transcriptions should always be present on a web page if there is any audio content present.
Transcripts assist:
Students who are deaf or have a hearing impairment
ESL students
Students accessing the web in noisy environments or unsuitable places to play audio;
People who don’t spend the time to listen to audio or watch a video but will skim a transcript;
Students who have difficult processing auditory information, because of a cognitive disability;
Students with low bandwidth or they don’t want to download a large audio or video file due to download limits.
Here is an example how you can be inclusive with creating documents in PDF format.
[Show Reading 1]
Explain it is an image of the text, therefore anyone using a screen reader program, as demonstrated previously, cannot access this document.
At CSU all e-reserve readings are images of a document in PDF format.
[Go to next slide showing affect for a blind person]
For a student who is blind, reading an image PDF is reading nothing.
[Show Chapter 6_Gravetter]
Explain it is still a PDF document, but as it’s text-based, screen reader programs can read the text out aloud.
Many resources available to help you use inclusive practices
The World Wide Web Consortium (W3C) leads a body called the Web Accessibility Initiative.
WAI (pronounced way) develops standards and resources to help make the web accessible for people with disabilities.
WAI published the Web Content Accessibility Guidelines 2.0 (WCAG 2.0)
Web Content Accessibility Guidelines (WCAG) 2.0 covers a range of recommendations for making Web content more accessible.
If you follow these guidelines, it will make web content accessible to a wider range of people with disabilities, and also will make your Web content more usable in general.
Why does accessibility matter when writing for the web?
While the main focus of accessibility is around people with disabilities, accessibility also benefits people without disabilities.
Publishing web content is all about communication, and accessibility is also about communication. When you publish web content you want as many people as possible to be able to find, access and understand the content.
Employing accessibility standards techniques means your web content is not only accessible for people with disabilities, but it will be user-friendly over many devices, easier to read, easier to understand, and easier to manage for you.
Text based content used to be only necessary for people with vision impairments. This has changed with the introduction of new technologies and the way the Internet is evolving.People do not only access web sites on a computer – for example, they use tablets, smartphones, special browsers, IPTVsPeople share web content through social media, rss feeds, browsers on phones that don’t display content in the normal way, accessing web content through an e-reader or voice controlled computer in a car. People can now access the web by having their phone read out a web page while on the run, or navigate a website while driving.Voice commands and non-visual browsers are becoming more mainstream.
Implementing good web design standards accommodates search engines.Search engines are essentially blind as they need text content; they don’t understand images unless proper information is provided about them. The more accessible your content is, the easier it is for a search engine to understand that content.
Past 3 months presentations:
LTS - teleconference, bridgit, CSU Replay
SOTE Retreat – CSU Replay recording, hints and tips to Podcasts flyer [show]
CSUED 2012
Admin Focus
Will be presenting to LTS, Media Services
Discussions with Gary Taylor (DIT) & Katherine Klapdor (LTS), Philip Uys (LTS)
Trial internal lectures captured with CSU Replay in Wagga 201330.
In summary
In our next session, Penny talking about ‘online the business’, so please consider accessibility in your ideas what goes online.