This document discusses making course content more accessible. It begins with an introduction to accessibility and a discussion of common digital materials used in courses like documents, presentations, videos, and websites. It then outlines the "6 core skills" of accessibility: 1) using headings, 2) formatted lists, 3) hyperlinks, 4) color and contrast, 5) alternative text for images, and 6) captions for videos. For each skill, examples are provided of how to implement the skill accessibly as well as examples of poor implementation to avoid. The document emphasizes that starting small with even a few of these skills can greatly improve accessibility without much additional effort.
A circle is a simple shape defined as all points in a plane that are a given distance from a central point. This distance is called the radius. The circumference of a circle is calculated as 2πr, where r is the radius. The area of a circle is calculated as πr^2. The diameter of a circle is twice the radius and passes through the center point.
1) Randheer's age is 60 years
2) The difference between A and B's ages is 12 years
3) The present age of the father is 50 years
4) P's age is 12 years
5) The present age of Pradhan's father is 50 years
6) Shyam's present age is 16 years
7) The ages of Ravi's father and mother when his brother was born are 32 years and 23 years respectively
8) The son's age after 6 years will be 12 years
9) 10 years before, the ratio of Harsh and Sumit's ages was 3:5
10) The teacher's age is 34 years
Presentation by Ms. Megumi Nozawa, Ministry of Health, Labour and Welfare in Japan at the OECD LEED conference on "Demographic transition and ageing society - Implications for local labour markets" (Lodz, Poland), 21/-22 March 2013.
This document defines and describes several types of quadrilaterals: a trapezium has one pair of parallel sides, a parallelogram has both pairs of sides parallel, a rectangle is a parallelogram with right angles, a rhombus is an equal-sided parallelogram, a square is an equal-sided rectangle, and a kite has two pairs of consecutive equal sides.
PPT on forest society and colonialism full lessonvijaybh3
This document discusses the impact of colonialism and deforestation on forest societies in India and Java. It describes how under British colonial rule in India, and Dutch rule in Java, large areas of forest were cleared for commercial purposes like railways, shipbuilding, and plantation agriculture. This led to loss of land and livelihoods for indigenous forest communities and restrictions on traditional shifting cultivation and resource use. In some areas like Bastar, India, this caused rebellions against the colonial authorities by groups like the Gonds. The document also discusses the introduction of scientific forestry and policies that further limited forest access.
SlideRocket is a cloud-based presentation app that allows users to easily create and access slideshows from any device. Glogster EDU is a tool to create online multimedia "posters" incorporating various elements. Prezi is a zoomable presentation software that allows mapping out entire lessons on one canvas.
This document provides instructions for using a presentation template from Slidesgo. It includes:
1. An overview of the template's contents and structure for a thesis defense presentation.
2. Instructions for both free and premium users on modifying and sharing the template while maintaining proper credits to Slidesgo.
3. Resources included in the template like illustrations, fonts, colors and icon sets that can be customized.
The document discusses key concepts in development and development theories, including:
- Definitions of the concept of "development" in psychology and what it entails.
- Three key concepts in development: growth, maturation, and change.
- An overview of development theories.
- Principles/laws of development.
A circle is a simple shape defined as all points in a plane that are a given distance from a central point. This distance is called the radius. The circumference of a circle is calculated as 2πr, where r is the radius. The area of a circle is calculated as πr^2. The diameter of a circle is twice the radius and passes through the center point.
1) Randheer's age is 60 years
2) The difference between A and B's ages is 12 years
3) The present age of the father is 50 years
4) P's age is 12 years
5) The present age of Pradhan's father is 50 years
6) Shyam's present age is 16 years
7) The ages of Ravi's father and mother when his brother was born are 32 years and 23 years respectively
8) The son's age after 6 years will be 12 years
9) 10 years before, the ratio of Harsh and Sumit's ages was 3:5
10) The teacher's age is 34 years
Presentation by Ms. Megumi Nozawa, Ministry of Health, Labour and Welfare in Japan at the OECD LEED conference on "Demographic transition and ageing society - Implications for local labour markets" (Lodz, Poland), 21/-22 March 2013.
This document defines and describes several types of quadrilaterals: a trapezium has one pair of parallel sides, a parallelogram has both pairs of sides parallel, a rectangle is a parallelogram with right angles, a rhombus is an equal-sided parallelogram, a square is an equal-sided rectangle, and a kite has two pairs of consecutive equal sides.
PPT on forest society and colonialism full lessonvijaybh3
This document discusses the impact of colonialism and deforestation on forest societies in India and Java. It describes how under British colonial rule in India, and Dutch rule in Java, large areas of forest were cleared for commercial purposes like railways, shipbuilding, and plantation agriculture. This led to loss of land and livelihoods for indigenous forest communities and restrictions on traditional shifting cultivation and resource use. In some areas like Bastar, India, this caused rebellions against the colonial authorities by groups like the Gonds. The document also discusses the introduction of scientific forestry and policies that further limited forest access.
SlideRocket is a cloud-based presentation app that allows users to easily create and access slideshows from any device. Glogster EDU is a tool to create online multimedia "posters" incorporating various elements. Prezi is a zoomable presentation software that allows mapping out entire lessons on one canvas.
This document provides instructions for using a presentation template from Slidesgo. It includes:
1. An overview of the template's contents and structure for a thesis defense presentation.
2. Instructions for both free and premium users on modifying and sharing the template while maintaining proper credits to Slidesgo.
3. Resources included in the template like illustrations, fonts, colors and icon sets that can be customized.
The document discusses key concepts in development and development theories, including:
- Definitions of the concept of "development" in psychology and what it entails.
- Three key concepts in development: growth, maturation, and change.
- An overview of development theories.
- Principles/laws of development.
This document lists and describes 10 Google Docs and Sheets add-ons that are useful for education. The add-ons include tools for creating bibliographies, grading assignments, expanding vocabulary, automating document merges, highlighting text, splitting names, creating diagrams, curating tweets, and providing audio feedback on documents. Many are designed specifically with teachers and student workflow in mind.
Maximizing Classroom Collaboration Using Web 2.0 Technologytcc07
This document discusses using Google Docs and Spreadsheets to maximize classroom collaboration. It provides an overview of how these tools allow for anytime access to shared documents, automatic saving, and ability to view individual contributions. Examples are given of how these tools could be used for group projects and papers in classes to improve the collaborative process for both students and faculty. Concerns about using these tools are also addressed, such as interface issues and managing multiple revisions.
Wikis can be used for teacher and student collaboration by creating shared documents or networks of documents. They allow groups like grade levels or course teams to gather and share information for projects. Wikis also provide a platform for students to collect and share work with each other. Etherpad and Google Docs are useful single document collaboration tools. Etherpad offers simultaneous editing and chatting while working on a document. Google Docs allows sharing and collaboration on documents but requires sign-in and lacks an integrated chat function currently. Google Docs and other apps provide many possibilities for collaborative document creation, responding to student work, and creating student portfolios.
This document outlines a student project on applying the first law of thermodynamics through building a heat engine. It includes an introduction stating the topic and application, lists members, poses general and specific research questions, and outlines objectives to demonstrate the first law, analyze thermodynamic laws and their daily relevance, and evaluate the importance of studying thermodynamics. It then justifies the project, presents a hypothesis, provides a theoretical framework on thermodynamics and its uses, and describes a physics experiment on building a steam car from common materials. Results and conclusions sections are included but not described.
This document summarizes the key topics discussed at a general meeting of Nasi Mayor, an Indonesian food company. The meeting aimed to communicate the latest information, strengthen internal communication, and discuss important issues related to Nasi Mayor's development. Maintaining food quality standards was emphasized as crucial to business success, reputation, customer satisfaction, health, differentiation, and trust. Operational topics like menu variations, smoking areas, and pricing were also addressed.
There are many digital tools that can be used as alternatives to traditional paper tasks that students complete. This document provides an overview of different types of digital tools, including tools for digital worksheets, forms, note taking, graphic organizers, flashcards, to-do lists, assessments, documents, wikis, and podcasts. Many of these tools allow for collaboration and provide immediate feedback to students. Teachers can select tools in areas they are interested in to digitize tasks like practice exercises, assignments, organization, and content creation.
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This document introduces blogs, journals, and wikis as tools to maximize classroom collaboration using web 2.0 technologies. It defines collaboration as working together for a common end and lists wikis, blogs, and social bookmarking sites as examples of web 2.0 technologies that emphasize online collaboration and sharing among users. The objectives are to describe benefits and obstacles to collaboration, identify online tools that support collaborative work particularly on shared documents, provide examples of collaborative teaching and learning uses, and determine how to evaluate using these tools for different educational situations.
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The document outlines the agenda for a session on integrating technology. It discusses sharing, storing, and collaborating using various tools like Skype, Twitter, Diigo, Google apps, wikis, Edmodo, and online teacher resources. It provides information on setting up accounts and profiles for these tools, as well as best practices and resources for using them effectively in education.
This document provides an overview of using Google Docs for educational purposes. It discusses Google Drive and how to get started with Google Docs. It also covers how to harness the power of collaboration in Google Docs and how to use forms in the classroom. The document includes examples of activities like creating documents, surveys and quizzes. It demonstrates how to use templates and how to grade forms using Flubaroo. The goal is to learn the basics of Google Docs and explore ways to incorporate it into lessons to foster collaboration.
The document discusses carbohydrates. It begins by stating that carbohydrates are not just an important source of rapid energy production in cells, but are also fundamental cell structures and components of numerous metabolic pathways. It then provides definitions of carbohydrates and various types of carbohydrates like monosaccharides, disaccharides, oligosaccharides, and polysaccharides. It also discusses the metabolism of carbohydrates including glycolysis, pyruvate routes, the pentose phosphate pathway, and the citric acid cycle. It concludes by stating the importance of carbohydrate quality over quantity in one's diet.
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Technology and education are pretty much intertwined. Nearly every school board in the world requires their teachers to implement some sort of technology in their classroom. For some teachers, educational tech tools seem foreign and they thereby feel hesitant and uncertain in using them and tying them to the curriculum they are teaching. Here are 10 Educational Tech Tools you may want to research about and implement in time for first day of school.
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Web 1.0 focused on publishing information for readers. Web 2.0 enables users to read, write, share, collaborate and create online through tools like Google Docs, Sites, Groups, and more. Web 3.0, also called the Semantic Web, aims to make online information more interconnected through metadata and data integration to enable personalization and adaptive experiences. The document discusses how Web 2.0 tools like Google Apps, Blogger, VoiceThread, and Google Earth can enhance student engagement and collaboration in courses. Examples of student projects using these tools are also provided.
The document discusses strategies for integrating technology into K-12 education in a meaningful way. It recommends that teachers carefully plan technology use to enhance their teaching of core curriculum, rather than just adding tech for its own sake. It provides examples of using blogs, wikis, websites and Google Earth to engage students, foster collaboration and critical thinking, and align with 21st century skills. The document also introduces various free Web 2.0 tools that can be used in the classroom, such as creating multimedia projects with Google Docs, Eduglogster and Bitstrips for Schools.
The document discusses strategies for integrating technology into K-12 education in a meaningful way. It recommends that teachers carefully plan technology use to enhance their teaching of core curriculum, rather than just adding tech for its own sake. It provides examples of using blogs, wikis, websites and tools like Google Earth and Google Docs to engage students, foster collaboration, and develop 21st century skills like searching for information, global citizenship, and communicating with an authentic audience.
This document provides instructions and resources for a presentation template on thesis defense. It includes 10 slides with sections on objectives, methodology, results, and conclusions. The document describes the slide structure, assortment of pictures, thanks and resources slides, fonts, colors, illustrations, infographics, and customizable icon sets included in the template. It provides instructions for both free and premium users on how to use and credit the template.
The document outlines techniques for creating more effective presentation slides. It discusses the problems with traditional slide designs, such as using slides as teleprompters that force audiences to choose between listening and reading. The document recommends using visual techniques like limiting text, choosing a consistent color scheme, and adding visual elements to engage audiences and emphasize key points. It also provides templates and examples of better slide design practices.
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
21. Worksheet on Where the Red Fern Grows
descriptive (so you
know where you’re
going before you click)
22. Where the Red Fern Grows worksheet
starts with
keyword
23. Click here for instructions on making pie.
Click here for instructions on making pie
Click here for instructions on making pie
Pie-making instructions (new tab)
Interactive
Pie Quiz
24. Poor example of hyperlink use in an email
Hello Dr. Soandso,
Thank you for contacting our office. We would be happy to assist with the
redesign of your course website for COUR 3001. A project of this nature
typically takes 8 weeks; the preliminary timeline document is here.
In advance of the kick-off meeting, please read and initial the
memorandum of understanding in this Google doc:
https://docs.google.com/document/d/1BA94RehVApmCXKIDYMfx_4oOO
yU77A1VnwuX_ryqHec/edit#slide=id.g11a2c1da02_1_54
Then review this blog post that describes our philosophy for usability and
accessibility, and request a new Moodle site using the request form
Thank you,
Thomas Whitehead
Sandy Soandso
redesign of COUR 3001
25. Poor example of hyperlink use in an emailSandy Soandso
redesign of COUR 3001
Hello Dr. Soandso,
Thank you for contacting our office. We would be happy to assist with the
redesign of your course website for COUR 3001. A project of this nature
typically takes 8 weeks; please see the preliminary timeline.
Important: in advance of the kick-off meeting, please:
1. read and initial the memorandum of understanding (Google doc)
2. review this blog post that describes our philosophy for usability and
accessibility, and
3. request a new course website
Thank you,
Thomas Whitehead
47. A diagram that shows
relationships among
organisms.
A branching, treelike
diagram in which the
endpoints of the branches
represent specific species
of organisms. It is used to
illustrate phylogenetic
relationships and show
points at which various
species have diverged from
common ancestral forms.
Cladogram showing 3
families of the order
Crocodilia: Gavialadae,
Crocodylidae, and
Alligatoridae.
48. Image of a gavial: a large,
crocodile-like reptile about
350 pounds and 20 feet
long, dark gray in color and
an elongated snout about
12 inches long with a large
boss at the end of the nose.
A content page
55. Gavials
● One of the longest of all
living crocodilians
● Native to India
● Snout is adapted to catching
fish, its main diet
● Male has a distinctive boss
at the end of the snout
● Inhabit flowing rivers with
high banks
Boss →
57. Gavials
● One of the longest of all
living crocodilians
● Native to India
● Snout is adapted to catching
fish, its main diet
● Male has a distinctive boss
at the end of the snout
● Inhabit flowing rivers with
high banks
Boss →
Correct color
contrast
Alt text for text
boxes (yes!)
Alt text for
images
I am not an accessibility expert, I am a person who struggled with what it meant to incorporate accessibility best practices into my instructional design practice
We will be talking about both Schoology and Google Apps.
Who is in the room?
How comfortable are you with your accessibility in your practice?
During our 90 minutes together, we will talk about accessibility thinking and what I mean by that, I will show you the 6 core skills of digital accessibility, we will spend an additional amount of time talking about slides, and I also would like to float the idea to you that we should also be teaching our students these 6 core skills.
We’re going to be talking exclusively about digital accessibility, and that means not just your Schoology course website, but also the documents you connect to it.
We will focus on Google Apps, images, and video.
I started this work thinking I was doing extra things to my daily work in order to make them accessible for the occasional person who was blind or deaf. I was doing “us/them” thinking.
Just tell me what to do and I’ll do it! Was the mentality I had.
I thought: this is just extra work for a few people’s benefit, and I saw it as a chore. But now that I’ve been giving this talk around a lot and talking to educators and instructors and instructional designers about their challenges, I begin to see that we all need a balance of both of these things: a balance of understanding who this work will benefit, and some specific things to do.
Co-led the project to redesign this website for the U of M community and, we hoped, the state of Minnesota.
This is some of what I learned.
[definitions]
Accessibility means that the information is designed so it can be read and used by as many people as possible without the need for accommodation
Disability is a conflict between a person’s functional capability and the world we have constructed. This is called the social view of disability, which we can contrast with what is often called the medical view of disability, which is that there is something wrong with the person that needs to be corrected.
When we do this work, we are giving learners agency to choose how they will be involved in their own learning.
Here is a liberating concept for us all: we will never achieve 100% accessible websites and documents. There will always be a need for accommodation for someone’s needs.
However, simple actions (just 6!) on the part of everyone can improve accessibility of digital spaces by 80%.
And you’re already doing some of them!
Accessible things you’re already doing:
Spell check
Defining acronyms the first time you use them
Avoiding jargon, opting for simple words
Spelling out abbreviations first before using them
Another thing you’re already doing: assessing the contextual needs of your students and making decisions about the type of document to provide them based on how many times they will access the document and what they will do with it. For example, when you decide to use Google docs to create your learning materials, you allow the student to choose whether they want to interact with it electronically or download it as a PDF or Word document. You give them agency in this way.
Accessibility is all about providing maximum agency to all students.
In fact, the more work I did in this area, the more I realized:
Anything I do in the name of accessibility so that the learner can read either with their ears or with their eyes also improves the usability of the system.
Usability is a system’s ability to help the user achieve their goals - helping them achieve their goals empowers the learner. It also helps you be more efficient because it frees you to be having more of what Tom Brandt calls learning conversations (as opposed to non-learning conversations).
For students, that usually boils down to 2 principles: findability, learnability, scannability. For instructors, it could be simple maintainability of the course website (the Schoology site).
That said, it is more work, AND If you accept the 6 core skills into your workflows, it becomes just the way this is done (e.g., the way slides are made, the way agendas are made, the way course videos are made, etc.)
I hope to convince you of this: When I first started teaching last semester and got overwhelmed by the amount of other work that goes into it, captioning my videos, which I’d always done faithfully before, suddenly reappeared as an add-on to my workflow. However, I recentered myself and re-added the best practices back in, one at a time, as I had done when I first learned them. Accessibility thinking and accessibility best practices are a process.
This is not training - this is to make you aware of these. We are putting this resource on a Schoology resource site so you can access it later.
Where the magic happens: paragraph styles and the list buttons in the rich text editor of your Schoology assignment edit page. Look for the rich text editor in any application if you want to make your text accessible.
We also will look at how to toggle between the rich text (normal) and HTML (code) view of your assignment page, but you don’t have to learn this if you don’t want to or don’t feel ready to right now. Understanding just a little bit about how HTML (hypertext markup language) works and what its function is on websites can enhance your accessibility practices.
Headings. You are using the rich text features to access paragraph styles. Select the text you want to style and then find and select the heading level that makes semantic sense in the document. Headings should be nested within the one of the level that preceded it. This is not just about the visual appearance of the text, it is also about making sure the screen reader or other adaptive technology can find and read headings to the learner, allowing them to scan just the headings in a document to find the information they’re looking for without having to read the whole doc.
Demo in Schoology
Demo in Google docs
Formatted lists is the simplest of the skills. Instead of manually creating lists (e.g,. Using dashes and spaces
- list item
- list item
Etc.
...you select the items you want to make into a list and press the list button in the rich text editor. This action also modifies the HTML markup of your page; now, users of adaptive technologies can isolate and listen just to the list items on a page, rather than having to listen to the contents of the whole page.
This is both a skill and a style to hyperlinks, that is, you must make some decisions in writing accessible hyperlinks in addition to knowing how to use the rich text editor to create them.
Accessible hyperlinks are embedded, descriptive, and start with a keyword.
They are embedded in the text that describes where the link goes.
They are descriptive, so you know where the link leads before you click on it.
And they start with a keyword or the word that is least likely to be used multiple places on the same page.
In this example, I changed “Worksheet on Where The Red Fern Grows” to “Where the Red Fern Grows worksheet” because there may be other links to other worksheets on the page.
Click here for instructions on making pie, with click here embedded. Not descriptive
Click here for instructions on making pie, with link embedded in the whole clause. Descriptive, but doesn’t start with a keyword, and it’s unnecessarily verbose.
Click here for instructions on making pie, with “instructions on making pie” embedded. Doesn’t start with a keyword.
Pie-making instructions is most concise
Best practice is to open in same tab and to let the learner know when you are going to open a new tab.
Example from “in the wild” where you can see a bunch of things going on that could be improved with better accessibility.
Vastly improved both for accessibility and usability by writing accessible hyperlinks, and adding a list where content warrants.
Color and contrast: there are just 2 rules to remember about color, that we need adequate color contrast (strong contrast foreground against background) and that we should never rely on color alone to convey information.
Contrast is measured as a ratio of brightest to darkest.
Rainbow color schemes are confusing to the eye because some of the colors have adequate contrast and some don’t. It’s difficult to effectively use a rainbow color scheme, and I recommend to avoid it.
Even if you put it on a dark background, it’s still not good. Now you have an additional problem with color vibration.
Most of the time you’ll be good if you just eyeball it. Very dark text against a very light background is a good general starting place.
Use the contrast checker at webaim.org/resources/contrastChecker when you’re not sure.
You are always safe with black and white. Black and white contrast is 21:1
But sometimes you might want to use colors other than just black and white
The place I usually see color contrast issues is when people try to place text on top of images. This black text is placed on top of an image of the side of a building that has a variety of color. The text reads, “Add a highlight box behind text to create contrast over images.” It’s hard to read, though, because it competes with the background, especially in the darker areas of the image.
We can improve this slide by doing what the text says: placing a highlight box behind the text. I also added a little transparency to the box, so you could see the image behind it.
Avoid using color alone to indicate information; some people in the audience will miss it, either because of low vision or because of environmental conditions like bright sunlight or washed out LCD projection in the classroom.
This example is poor because it uses just the color red to emphasize the words.
This example is better because it uses color plus boldface to show emphasis.
You might also use color + size.
Better, you can use white space to emphasize the 3 words. Less is more, in the case of this slide.
Don’t use color + underline for emphasis, because it looks like a hyperlink. In digital environments, it will look like a broken link. In print, students will be frustrated they can’t click on it.
Also try not to use color plus italics, which is hard to read, especially in large doses, and also should be reserved for conventional book titles and foreign words.
Of course, none of these strategies will work for someone who is using an adaptive technology to read the text, because adaptive technologies most often don’t read the style of the type. If you have something important to point out, consider writing the word Important with a colon.
What problem might there be with this hyperdoc? Source
Alternative text, or alt text, is just what it is called: a text alternative to a visual display. Alt text helps a screen reader user get the information that is suspended in an image.
Schoology provides an Edit Image dialog box that allows you to add an image description. But it doesn’t prompt you for this information until you upload the image and then click the icon at top left of the image. You would enter the alt text for the image into this Image Description field, and it would end up as an alt attribute of the image in the HTML code.
Format > Alt Text for both Google Docs and Presentations
If you’ve ever seen a broken link icon on a web page, you know the pain of missing information. You’re not sure whether you’re missing important information or not. If the website where this broken link icon occurs happened to have added alt text to their image, you would be able to view the alt text and at least get an idea of whether you were missing something. Otherwise, you just won’t know.
Alt text is contextual and depends on your instructional goal for including the image, as well as the level of learner that you teach. In this course web page that shows a picture of a clade that shows the taxonomic relationships among 3 crocodile-like creatures, your goal may be to just show what a clade is. In that case, it may be perfectly appropriate for the alt text to be “A diagram that shows relationships among organisms.” You may be interested in providing a more ornate explanation for more advanced students, e.g., “A branching, tree-like diagram in which the endpoints of the branches represent specific species of organisms. It is used to illustrate phylogenetic relationships and show points at which various species have diverged from common ancestral forms.” However, if you actually are interested in having your students learn the specific species relationships of these creatures, your alt text for this image might read, “Cladogram showing 3 families of the order Crocodilia: Gavialadae, Crocodylidae, and Alligatoridae.”
In any case, you don’t need to add the words “image of” or “picture of” to your alt text, because the screen reader will already have announced the presence of an image to the learner.
In the event that your image is on the page merely as decoration, you can either write “decoration” in the alt text field, or simply leave it blank. Some screen reader users prefer one and some prefer the other.
And, some systems you encounter will not let you leave the alt text field blank, so in that case you could use “decoration” to get through that screen.
Systems sometimes default to reading the filename to the learner, e.g., “gavial.jpg”
Demo in the Schoology site
In my quest to incorporate all 6 core skills of digital accessibility into my workflows, I no longer consider my video projects done when I upload them or link them in my learning management system. Instead, I consider my video project done when the corrected captions have been published on YouTube.
We will talk about YouTube because Schoology doesn’t have a good, obvious way of adding captions to media files that you host right in Schoology.
YouTube does a decent job of automatic captioning, but you will always need to correct the captions, if only for capitalization of sentences and proper nouns, and for punctuation.
This is a picture of a video I made for my class, and the screen where I can make corrections to the automatic captions that had been generated for me.
Besides auto captioning, you also could upload a script, which YouTube will sync with the sound file in the video, OR you could type along with video, a kind of dictation system that pauses the video while you catch up with the typing.
Demo correcting captions in YouTube
Let’s talk about slides and slide decks.
People use them for so many purposes: as teleprompter or lecture notes, as handouts, as visual aids, and a 4th function I see more and more, which is the slide-as-archival resource. It’s difficult to make slides do more than 1 of these things as one time, and therefore difficult to give good recommendations for accessible slide decks that services all scenarios.
Just regular slides have a combination of titles and text or titles, text and images. This slide is meant for an archival reference only and will be distributed to students as a Google Slides file. Let’s examine the 5 things that will need to be done to all the slides in this deck in order to make it accessible.
Use layouts instead of text boxes. In this case we’ll use the one-column text layout and just know that we will need to add alt text to the image, because Google Slides doesn’t include placeholders for pictures.
We will need to correct the color contrast that’s present in the slide title, add alternative text for both the text boxes and the images. (Yes! For the text boxes as well!)
We’ll need to order the objects in the order you want them to be read by a screen reader user. If you didn’t use the standard layouts to create your slides, or if you added additional shapes or text boxes to the original layout, the slide software will put them in the order that you created them in.
This is a picture from PowerPoint because PowerPoint has a better reordering interface than Google Slides. However, you can do the same thing in Google Slides by using the tab key.
You may need to group objects in order to get them in the order you want them in.
The U of M accessibility resource website has a video tutorial series that will show you start-to-finish how to prepare slides for distribution if you are planning to give students the native slide file or slide deck (either a direct link to the Google Slides or a PowerPoint file ending in .ppt or .pptx)
OTHERWISE, you should consider providing a separate handout that is not your same slide deck.
PDFs of slides that you print 3-per-page or 6- or 9-per-page are inaccessible because the information in the slides becomes an image thumbnail that cannot be read by adaptive technologies. You would need a copy of Adobe Acrobat software and would need to add alternative text to each individual slide image (thumbnail) in order to make the handout accessible.
Instead, consider creating a separate, accessibly formatted document that includes all the main information of your presentation.
Or, alternatively, prepare a PDF of the image plus speaker notes (another option in your slide software print menu). Make sure the speaker notes include an alternative text version of the slide content itself, which can serve as both a reminder to you to adopt this practice as you talk through your slides, and also will help screen reader users understand the content of the slides (now images) in your presentation deck.
We live in a Web-based world, and our world has become much more visual and much less textual than it was during the 20th century. Therefore I would argue that, in the same way that schools taught penmanship in the 20th century, we ought to teach digital accessibility to students today. That these practices become just the way children learn to write and display information in Web-based environments.
Student portfolio
One way to incorporate accessible web writing is to include it in the rubric for writing assignments. This is from the course I’m currently teaching. I separately linked out to the Accessible U website and asked the students to find and read the tutorial on headings.
Incidentally, students aren’t used to this at all! Of 20 students, 19 of 20 formatted their heading text to be visually bigger than the body text, but only 6 actually got it right in the HTML.
The 6 core skills are a lot to start all at once. So we recommend you pick one and start doing it until it becomes a habit, at which point you can