WEBVTT 00:00:00.000 --> 00:00:35.120 align:middle line:90% 00:00:35.120 --> 00:00:37.940 align:middle line:84% SHERYL BURGSTAHLER: OK, 9 o'clock here in Seattle. 00:00:37.940 --> 00:00:40.840 align:middle line:84% It's a little bit of a cloudy day here-- not a big surprise. 00:00:40.840 --> 00:00:42.880 align:middle line:84% But often, those clouds will burn off, 00:00:42.880 --> 00:00:44.100 align:middle line:90% and it'll be really sunny. 00:00:44.100 --> 00:00:45.820 align:middle line:84% Or at least we'll have some sun breaks. 00:00:45.820 --> 00:00:48.780 align:middle line:84% We like to have sun breaks here in the Seattle area. 00:00:48.780 --> 00:00:50.740 align:middle line:84% I'm Sheryl Burgstahler, the Director 00:00:50.740 --> 00:00:53.320 align:middle line:84% of Accessible Technology Services at the University 00:00:53.320 --> 00:00:54.340 align:middle line:90% of Washington. 00:00:54.340 --> 00:00:57.100 align:middle line:84% And I'm joined by Terrill Thompson and Brianna Blaser 00:00:57.100 --> 00:01:01.390 align:middle line:90% today to deliver this webinar. 00:01:01.390 --> 00:01:04.230 align:middle line:84% And we'll be chatting all morning, 00:01:04.230 --> 00:01:05.730 align:middle line:84% but we're going to have a few breaks 00:01:05.730 --> 00:01:07.272 align:middle line:84% so you can get up and get some snacks 00:01:07.272 --> 00:01:10.390 align:middle line:90% and so forth at those times. 00:01:10.390 --> 00:01:14.500 align:middle line:84% Well, in this new normal of face masks and hand sanitizers 00:01:14.500 --> 00:01:17.350 align:middle line:84% and social distancing, we decided 00:01:17.350 --> 00:01:21.370 align:middle line:84% to offer this webinar or this particular program 00:01:21.370 --> 00:01:23.770 align:middle line:90% online, of course. 00:01:23.770 --> 00:01:25.660 align:middle line:84% But also, we decided that our focus 00:01:25.660 --> 00:01:27.400 align:middle line:84% is going to be almost exclusively 00:01:27.400 --> 00:01:31.300 align:middle line:84% to online applications, although we are going to be talking 00:01:31.300 --> 00:01:34.630 align:middle line:84% about some basic principles about accessibility that 00:01:34.630 --> 00:01:37.780 align:middle line:90% can be applied on site as well. 00:01:37.780 --> 00:01:40.540 align:middle line:84% And we'll mention those periodically. 00:01:40.540 --> 00:01:43.330 align:middle line:84% So moving online has been a bit of a change 00:01:43.330 --> 00:01:45.910 align:middle line:90% for all of us and what we-- 00:01:45.910 --> 00:01:48.520 align:middle line:84% the fact that it's totally online, and for many of us 00:01:48.520 --> 00:01:49.840 align:middle line:90% in our jobs. 00:01:49.840 --> 00:01:53.200 align:middle line:84% And I miss some things, like meeting with staff in person 00:01:53.200 --> 00:01:53.850 align:middle line:90% and so forth. 00:01:53.850 --> 00:01:56.830 align:middle line:84% But you know there's a lot of talk about what's 00:01:56.830 --> 00:01:59.350 align:middle line:84% negative about it, but I've found a few personal things 00:01:59.350 --> 00:02:01.210 align:middle line:90% that are quite positive for me. 00:02:01.210 --> 00:02:02.650 align:middle line:84% I think it's nice in the morning. 00:02:02.650 --> 00:02:06.130 align:middle line:84% Only have to dress myself from the waist up. 00:02:06.130 --> 00:02:06.670 align:middle line:90% Pretty cool. 00:02:06.670 --> 00:02:08.259 align:middle line:84% I don't even use the mirror anymore 00:02:08.259 --> 00:02:13.600 align:middle line:84% to see what back my hair looks like, so that's kind of nice. 00:02:13.600 --> 00:02:16.780 align:middle line:84% One thing I really like about it is the occasional child 00:02:16.780 --> 00:02:20.250 align:middle line:84% or pet that ends up to be in Zoom meetings 00:02:20.250 --> 00:02:24.100 align:middle line:84% and just seeing them quietly be around or actually noisily be 00:02:24.100 --> 00:02:25.240 align:middle line:90% around at times as well. 00:02:25.240 --> 00:02:26.560 align:middle line:90% So that's fun too. 00:02:26.560 --> 00:02:29.530 align:middle line:84% It's just a new normal, a new thing. 00:02:29.530 --> 00:02:34.060 align:middle line:84% So this event is part of our dissemination for a grant 00:02:34.060 --> 00:02:37.240 align:middle line:84% that we received from the National Science Foundation 00:02:37.240 --> 00:02:39.910 align:middle line:90% called AccessINCLUDES. 00:02:39.910 --> 00:02:45.370 align:middle line:84% And all three of us are involved in that particular project. 00:02:45.370 --> 00:02:47.440 align:middle line:90% I'll point to one reference. 00:02:47.440 --> 00:02:50.410 align:middle line:84% And Brianna's going to follow up with a message 00:02:50.410 --> 00:02:52.960 align:middle line:84% at the end of this to all of you with a summary of resources 00:02:52.960 --> 00:02:53.752 align:middle line:90% we've talked about. 00:02:53.752 --> 00:02:56.493 align:middle line:84% We'll put some things in chat occasionally and so forth, 00:02:56.493 --> 00:02:58.660 align:middle line:84% but there'll be a follow-up message with all of them 00:02:58.660 --> 00:03:00.610 align:middle line:84% in there, and this will be in there. 00:03:00.610 --> 00:03:02.650 align:middle line:84% It's Universal Design in Higher Education-- 00:03:02.650 --> 00:03:05.200 align:middle line:84% From Principles to Practice, actually 00:03:05.200 --> 00:03:08.650 align:middle line:84% funded by an earlier grant from the Department of Education. 00:03:08.650 --> 00:03:12.670 align:middle line:84% And it has 40 authors and co-authors, published 00:03:12.670 --> 00:03:15.880 align:middle line:84% by Harvard Education Press, that talk about universal design, 00:03:15.880 --> 00:03:18.460 align:middle line:84% and some of that is related to IT, 00:03:18.460 --> 00:03:21.400 align:middle line:84% online learning, and so forth, what we're talking about today. 00:03:21.400 --> 00:03:26.890 align:middle line:84% And coming soon, we are going to have a complementary book. 00:03:26.890 --> 00:03:29.200 align:middle line:84% It's not an update of that book, but one 00:03:29.200 --> 00:03:31.150 align:middle line:84% that's more focused on applications called 00:03:31.150 --> 00:03:33.910 align:middle line:84% Creative Inclusive Learning Opportunities in Higher 00:03:33.910 --> 00:03:34.840 align:middle line:90% Education-- 00:03:34.840 --> 00:03:36.820 align:middle line:90% A Universal Design Toolkit. 00:03:36.820 --> 00:03:39.220 align:middle line:84% We're focusing on higher education again, but most of it 00:03:39.220 --> 00:03:42.970 align:middle line:84% applies to K-12 and other applications as well. 00:03:42.970 --> 00:03:49.390 align:middle line:84% I host an online community, and it's UDHE CoP 00:03:49.390 --> 00:03:53.165 align:middle line:84% is the title of it, a community of practice. 00:03:53.165 --> 00:03:54.790 align:middle line:84% And if you want to join that community, 00:03:54.790 --> 00:03:56.630 align:middle line:90% you can just send me email-- 00:03:56.630 --> 00:04:03.287 align:middle line:84% S-H-E-R-Y-L-B @uw.edu, and I will sign you up for that list. 00:04:03.287 --> 00:04:05.620 align:middle line:84% It's not a high-traffic list, but there are people on it 00:04:05.620 --> 00:04:07.013 align:middle line:90% from all over the world. 00:04:07.013 --> 00:04:08.680 align:middle line:84% So if you're looking at inclusive design 00:04:08.680 --> 00:04:11.200 align:middle line:84% or universal design, that's a good place to be, 00:04:11.200 --> 00:04:13.390 align:middle line:84% particularly if you're in higher education. 00:04:13.390 --> 00:04:15.910 align:middle line:84% I mentioned that I direct accessible technology services. 00:04:15.910 --> 00:04:21.010 align:middle line:84% The three of us represent the two groups within that domain. 00:04:21.010 --> 00:04:23.230 align:middle line:84% We all work at the University of Washington. 00:04:23.230 --> 00:04:25.150 align:middle line:84% One is our IT accessibility team, 00:04:25.150 --> 00:04:28.300 align:middle line:84% and Terrill is the manager of that team. 00:04:28.300 --> 00:04:30.490 align:middle line:84% That team, technically not called that, 00:04:30.490 --> 00:04:33.370 align:middle line:84% but we started efforts as far as accessible IT, 00:04:33.370 --> 00:04:36.310 align:middle line:84% mainly focusing on AT, Assistive Technology or Adaptive 00:04:36.310 --> 00:04:39.562 align:middle line:90% Technology, way back in 1984. 00:04:39.562 --> 00:04:41.020 align:middle line:84% All of our efforts there are funded 00:04:41.020 --> 00:04:44.050 align:middle line:84% by the University of Washington, and much of what we do now 00:04:44.050 --> 00:04:46.690 align:middle line:84% is focusing more on accessible technology design, 00:04:46.690 --> 00:04:48.380 align:middle line:90% like websites and so forth. 00:04:48.380 --> 00:04:50.560 align:middle line:84% But we haven't lost our original efforts 00:04:50.560 --> 00:04:52.330 align:middle line:84% as far as assistive technology as well. 00:04:52.330 --> 00:04:53.532 align:middle line:90% We have a showroom. 00:04:53.532 --> 00:04:55.240 align:middle line:84% Doesn't get a lot of visitors these days, 00:04:55.240 --> 00:04:56.115 align:middle line:90% but it's still there. 00:04:56.115 --> 00:04:58.780 align:middle line:90% We'll be back to it soon I hope. 00:04:58.780 --> 00:05:00.190 align:middle line:90% And so that's one of our groups. 00:05:00.190 --> 00:05:01.360 align:middle line:84% Some people will say, well, how come 00:05:01.360 --> 00:05:03.527 align:middle line:84% the University of Washington's put so many resources 00:05:03.527 --> 00:05:08.860 align:middle line:84% into create things like this and meetings and resources online? 00:05:08.860 --> 00:05:11.500 align:middle line:84% Well, it's not only University of Washington. 00:05:11.500 --> 00:05:14.050 align:middle line:84% A lot of those resources that are benefiting other people 00:05:14.050 --> 00:05:16.870 align:middle line:84% are funded by the DO-IT Center, where disabilities, 00:05:16.870 --> 00:05:20.440 align:middle line:84% opportunities, internet working, and technology is all 00:05:20.440 --> 00:05:21.820 align:middle line:90% that we are about. 00:05:21.820 --> 00:05:26.050 align:middle line:84% And that started in 1992 focusing on the United States 00:05:26.050 --> 00:05:28.030 align:middle line:90% of America-- whole thing. 00:05:28.030 --> 00:05:31.150 align:middle line:84% And it was funded by the National Science Foundation. 00:05:31.150 --> 00:05:35.510 align:middle line:84% And we've had continuous funding from them for various projects, 00:05:35.510 --> 00:05:37.220 align:middle line:84% but also by the state of Washington 00:05:37.220 --> 00:05:40.610 align:middle line:84% and other federal grants, like Department 00:05:40.610 --> 00:05:43.880 align:middle line:84% of Education, Department of Labor, corporate sponsors, 00:05:43.880 --> 00:05:46.470 align:middle line:90% and private funds. 00:05:46.470 --> 00:05:49.505 align:middle line:84% But we went international somewhere along the line 00:05:49.505 --> 00:05:51.380 align:middle line:84% and worked with a lot of different countries. 00:05:51.380 --> 00:05:54.480 align:middle line:84% But DO-IT Japan is the one that has a fully implemented 00:05:54.480 --> 00:05:57.440 align:middle line:84% DO-IT Center at the University of Tokyo. 00:05:57.440 --> 00:06:00.080 align:middle line:84% And you can go there, but unless you know Japanese, 00:06:00.080 --> 00:06:02.925 align:middle line:84% you won't recognize much of the content. 00:06:02.925 --> 00:06:05.300 align:middle line:84% But there are a lot of pictures of kids with disabilities 00:06:05.300 --> 00:06:08.660 align:middle line:84% doing cool things in Japan and sometimes 00:06:08.660 --> 00:06:12.890 align:middle line:84% working with our own kids participating in our country. 00:06:12.890 --> 00:06:16.273 align:middle line:84% And one thing that was funded by the US Department of Education, 00:06:16.273 --> 00:06:17.690 align:middle line:84% and we continue to maintain it, is 00:06:17.690 --> 00:06:20.330 align:middle line:84% the Center on Universal Design and Education. 00:06:20.330 --> 00:06:22.010 align:middle line:90% That started in 1999. 00:06:22.010 --> 00:06:24.315 align:middle line:84% The primary focus is post-secondary education 00:06:24.315 --> 00:06:25.940 align:middle line:84% because that's what we're mainly about, 00:06:25.940 --> 00:06:29.300 align:middle line:84% but it does also apply to the K-12 as well. 00:06:29.300 --> 00:06:34.160 align:middle line:84% We point to resources that have more in-depth resources 00:06:34.160 --> 00:06:35.790 align:middle line:90% in that particular category. 00:06:35.790 --> 00:06:39.200 align:middle line:84% So AccessINCLUDES, it's making the INCLUDES network better 00:06:39.200 --> 00:06:41.180 align:middle line:84% prepared to address disability-related issues 00:06:41.180 --> 00:06:44.090 align:middle line:84% and broadening participation in STEM. 00:06:44.090 --> 00:06:49.160 align:middle line:84% And the INCLUDES network is a nationwide network 00:06:49.160 --> 00:06:51.890 align:middle line:84% hosted by the National Science Foundation that basically 00:06:51.890 --> 00:06:54.290 align:middle line:84% is just a collection of projects that are focusing 00:06:54.290 --> 00:06:56.240 align:middle line:90% on broadening participation. 00:06:56.240 --> 00:07:00.620 align:middle line:84% And sometimes, in some cases, some other organizations 00:07:00.620 --> 00:07:02.690 align:middle line:84% as well, like partners in our projects 00:07:02.690 --> 00:07:06.020 align:middle line:84% that are not really funded by NSF but working with us. 00:07:06.020 --> 00:07:09.052 align:middle line:84% And so we're trying to make all these activities 00:07:09.052 --> 00:07:10.885 align:middle line:84% accessible to individuals with disabilities. 00:07:10.885 --> 00:07:13.550 align:middle line:84% And what we find that probably is no surprise 00:07:13.550 --> 00:07:16.790 align:middle line:84% to most people on this webinar today 00:07:16.790 --> 00:07:19.280 align:middle line:84% is that most of those projects focus 00:07:19.280 --> 00:07:22.640 align:middle line:84% on women and racial ethnic minorities 00:07:22.640 --> 00:07:25.790 align:middle line:84% and don't deal with disability, even 00:07:25.790 --> 00:07:28.100 align:middle line:84% for the participants in their programs 00:07:28.100 --> 00:07:30.200 align:middle line:90% that might have disabilities. 00:07:30.200 --> 00:07:32.900 align:middle line:84% And so we're really about accessibility. 00:07:32.900 --> 00:07:35.090 align:middle line:84% And our projects, in this case, focuses 00:07:35.090 --> 00:07:37.310 align:middle line:84% on working with other INCLUDES projects 00:07:37.310 --> 00:07:39.890 align:middle line:84% to help make their projects more welcoming 00:07:39.890 --> 00:07:42.590 align:middle line:84% and accessible to individuals with disabilities 00:07:42.590 --> 00:07:43.900 align:middle line:90% that they serve. 00:07:43.900 --> 00:07:48.350 align:middle line:84% That includes their resources that they might have online. 00:07:48.350 --> 00:07:50.540 align:middle line:84% So our agenda-- this is all Pacific time, 00:07:50.540 --> 00:07:51.530 align:middle line:90% as that's where we are. 00:07:51.530 --> 00:07:54.050 align:middle line:90% And I'll keep us on schedule-- 00:07:54.050 --> 00:07:56.340 align:middle line:90% is pretty simple. 00:07:56.340 --> 00:07:57.940 align:middle line:84% We are going to talk for about an hour 00:07:57.940 --> 00:07:59.990 align:middle line:84% on just a little introduction, mainly 00:07:59.990 --> 00:08:03.657 align:middle line:84% focusing on the universal design perspective and principles 00:08:03.657 --> 00:08:05.240 align:middle line:84% and how it applies to online learning. 00:08:05.240 --> 00:08:08.540 align:middle line:84% A very high-level approach to what 00:08:08.540 --> 00:08:11.900 align:middle line:84% do we need to think about in online learning? 00:08:11.900 --> 00:08:14.210 align:middle line:84% And then, we'll have a quick break. 00:08:14.210 --> 00:08:17.180 align:middle line:84% And at 10:10, Terrill will be talking 00:08:17.180 --> 00:08:21.200 align:middle line:84% about websites, documents, videos, and vendor products. 00:08:21.200 --> 00:08:23.720 align:middle line:84% And then, we'll have a quick break again. 00:08:23.720 --> 00:08:26.360 align:middle line:84% And when you come back, Brianna will be available 00:08:26.360 --> 00:08:27.770 align:middle line:90% talking about online meetings. 00:08:27.770 --> 00:08:30.980 align:middle line:84% She has become our specialist on online meetings because she 00:08:30.980 --> 00:08:35.299 align:middle line:84% hosts a lot of them and has a lot of good boots-on-the-ground 00:08:35.299 --> 00:08:37.350 align:middle line:84% experience to share in that regard. 00:08:37.350 --> 00:08:41.419 align:middle line:84% And then we'll have 10 minutes for resources and discussion. 00:08:41.419 --> 00:08:43.070 align:middle line:84% If you have some individual questions, 00:08:43.070 --> 00:08:47.300 align:middle line:84% we'll remain online for a little while after the presentation, 00:08:47.300 --> 00:08:50.450 align:middle line:84% but we will officially close at noon. 00:08:50.450 --> 00:08:53.000 align:middle line:84% So if you want to make a comment, 00:08:53.000 --> 00:08:54.860 align:middle line:84% you should raise your hand, and we'll 00:08:54.860 --> 00:08:56.360 align:middle line:90% see if we can fit that in. 00:08:56.360 --> 00:08:59.600 align:middle line:84% Most of the Q&A will happen at the end of our presentations, 00:08:59.600 --> 00:09:03.140 align:middle line:84% and so write your questions in chat, 00:09:03.140 --> 00:09:06.200 align:middle line:84% and we will keep track of them and feed some questions 00:09:06.200 --> 00:09:07.790 align:middle line:90% to the presenter at the end. 00:09:07.790 --> 00:09:10.610 align:middle line:84% Hopefully, it'll be more efficient in that regard. 00:09:10.610 --> 00:09:14.120 align:middle line:84% You can also follow up with us after the presentation is over. 00:09:14.120 --> 00:09:16.250 align:middle line:90% We can respond by email. 00:09:16.250 --> 00:09:19.550 align:middle line:84% So at the very end, we'll have some resources and discussion. 00:09:19.550 --> 00:09:22.200 align:middle line:90% 00:09:22.200 --> 00:09:25.830 align:middle line:84% So I'm doing the section that is on universal design 00:09:25.830 --> 00:09:27.540 align:middle line:90% and online learning. 00:09:27.540 --> 00:09:30.150 align:middle line:84% Also, the intro, which is the universal design part 00:09:30.150 --> 00:09:32.680 align:middle line:90% of all that. 00:09:32.680 --> 00:09:35.550 align:middle line:84% And I just want to have a little bit about our approach to all 00:09:35.550 --> 00:09:40.050 align:middle line:84% this because we're just taking a slice of what we might want 00:09:40.050 --> 00:09:41.820 align:middle line:84% to talk about as far as increasing 00:09:41.820 --> 00:09:44.500 align:middle line:84% opportunities for individuals with disabilities. 00:09:44.500 --> 00:09:47.760 align:middle line:84% So they're more similar to what other people have opportunities 00:09:47.760 --> 00:09:48.660 align:middle line:90% to do. 00:09:48.660 --> 00:09:51.653 align:middle line:84% And with their Black Lives Matter movement and so forth, 00:09:51.653 --> 00:09:53.070 align:middle line:84% I think we're particularly in tune 00:09:53.070 --> 00:09:56.580 align:middle line:84% to underrepresented groups that are just not treated fairly 00:09:56.580 --> 00:09:57.660 align:middle line:90% in many ways. 00:09:57.660 --> 00:10:00.790 align:middle line:84% And individuals with disabilities is another group. 00:10:00.790 --> 00:10:04.470 align:middle line:84% And so we ask well what could make the success of people 00:10:04.470 --> 00:10:07.260 align:middle line:84% with disabilities in higher education and careers 00:10:07.260 --> 00:10:08.940 align:middle line:90% be at a higher level? 00:10:08.940 --> 00:10:10.410 align:middle line:90% Who needs to do what? 00:10:10.410 --> 00:10:13.050 align:middle line:84% And just as a quick review, the person with a disability 00:10:13.050 --> 00:10:16.098 align:middle line:84% has to be prepared to take advantage 00:10:16.098 --> 00:10:18.390 align:middle line:84% of opportunities that are available to them, of course. 00:10:18.390 --> 00:10:20.723 align:middle line:84% We work a lot with kids with disabilities, for instance, 00:10:20.723 --> 00:10:23.250 align:middle line:84% and getting them prepared for college and careers, 00:10:23.250 --> 00:10:25.680 align:middle line:84% using technology that can help them be more successful. 00:10:25.680 --> 00:10:27.875 align:middle line:84% Their family members-- DO-IT has projects. 00:10:27.875 --> 00:10:29.625 align:middle line:84% We work with parents of our DO-IT scholars 00:10:29.625 --> 00:10:32.400 align:middle line:84% in one of our programs to help them help their child be 00:10:32.400 --> 00:10:35.580 align:middle line:84% more successful and whatever they choose to do. 00:10:35.580 --> 00:10:40.470 align:middle line:84% Peers and near peers, adult mentors, allies of any type 00:10:40.470 --> 00:10:41.970 align:middle line:90% are important as well. 00:10:41.970 --> 00:10:45.240 align:middle line:84% Community groups and special programs, service providers, 00:10:45.240 --> 00:10:49.140 align:middle line:84% like disability support services and community services-- 00:10:49.140 --> 00:10:50.700 align:middle line:84% K-12 teachers and counselors have 00:10:50.700 --> 00:10:54.390 align:middle line:84% to help these students get ready for after high school. 00:10:54.390 --> 00:10:56.500 align:middle line:84% And post-secondary administrators, faculty, 00:10:56.500 --> 00:11:01.770 align:middle line:84% and staff employers technology individuals and vendors, 00:11:01.770 --> 00:11:06.240 align:middle line:84% and those are all groups that we need to consider along 00:11:06.240 --> 00:11:08.280 align:middle line:84% with even high level things, like legislators 00:11:08.280 --> 00:11:10.650 align:middle line:84% and policymakers and funding agencies. 00:11:10.650 --> 00:11:13.350 align:middle line:84% And in the Black Lives Matter movement, 00:11:13.350 --> 00:11:15.870 align:middle line:84% which I'm really liking the conversations that we're 00:11:15.870 --> 00:11:18.780 align:middle line:84% hearing from that, listening to people 00:11:18.780 --> 00:11:21.960 align:middle line:84% present different roles that organizations need to play 00:11:21.960 --> 00:11:23.213 align:middle line:90% is a difficult problem. 00:11:23.213 --> 00:11:24.630 align:middle line:84% It means that a lot of people have 00:11:24.630 --> 00:11:26.922 align:middle line:84% to be involved in the solution, and just about everyone 00:11:26.922 --> 00:11:27.768 align:middle line:90% can do something. 00:11:27.768 --> 00:11:33.390 align:middle line:90% 00:11:33.390 --> 00:11:37.410 align:middle line:84% So what is an inclusive environment for everyone? 00:11:37.410 --> 00:11:40.260 align:middle line:84% This means something different to different people, 00:11:40.260 --> 00:11:42.370 align:middle line:90% as I have learned. 00:11:42.370 --> 00:11:44.430 align:middle line:84% So what we're talking about is everybody 00:11:44.430 --> 00:11:47.430 align:middle line:84% who meets the requirements, with or without accommodations, 00:11:47.430 --> 00:11:51.450 align:middle line:84% is encouraged to participate in a project, in a course, 00:11:51.450 --> 00:11:52.740 align:middle line:90% in an activity. 00:11:52.740 --> 00:11:56.370 align:middle line:84% And when your staff respond to a student's request 00:11:56.370 --> 00:11:58.830 align:middle line:84% for an accommodation in a startled way, like, 00:11:58.830 --> 00:12:01.380 align:middle line:84% oh, oh, well, we weren't anticipating 00:12:01.380 --> 00:12:03.330 align:middle line:84% that we were going to a blind person sign 00:12:03.330 --> 00:12:04.470 align:middle line:90% up for this program. 00:12:04.470 --> 00:12:06.120 align:middle line:90% That is not very welcoming. 00:12:06.120 --> 00:12:08.550 align:middle line:84% We should encourage people to participate by being 00:12:08.550 --> 00:12:10.600 align:middle line:90% ready for them to participate. 00:12:10.600 --> 00:12:12.110 align:middle line:90% People feel welcome. 00:12:12.110 --> 00:12:15.510 align:middle line:84% And they're fully engaged and accessible and inclusive 00:12:15.510 --> 00:12:18.550 align:middle line:90% activities. 00:12:18.550 --> 00:12:20.430 align:middle line:84% So there is a legal basis for all of this, 00:12:20.430 --> 00:12:22.530 align:middle line:84% and that could be a whole webinar in itself. 00:12:22.530 --> 00:12:24.870 align:middle line:84% But it goes back to 1973 with section 00:12:24.870 --> 00:12:27.870 align:middle line:84% 504 of the Rehabilitation Act, and actually 00:12:27.870 --> 00:12:30.960 align:middle line:84% adding to that, the Americans with Disabilities Act of 1990 00:12:30.960 --> 00:12:33.130 align:middle line:90% and its 2008 amendments. 00:12:33.130 --> 00:12:35.340 align:middle line:84% There are also state and local laws. 00:12:35.340 --> 00:12:38.220 align:middle line:84% But looking at those two federal laws, 00:12:38.220 --> 00:12:40.145 align:middle line:84% sometimes, people are surprised to learn 00:12:40.145 --> 00:12:41.520 align:middle line:84% that there isn't detail about how 00:12:41.520 --> 00:12:43.920 align:middle line:84% to make your online courses or even 00:12:43.920 --> 00:12:47.760 align:middle line:84% your physical spaces accessible in the law itself. 00:12:47.760 --> 00:12:49.320 align:middle line:84% There are standards and guidelines 00:12:49.320 --> 00:12:51.090 align:middle line:84% that have followed those, but it's 00:12:51.090 --> 00:12:53.650 align:middle line:84% because it's civil rights legislation. 00:12:53.650 --> 00:12:56.850 align:middle line:84% We basically say in those laws that people with disabilities 00:12:56.850 --> 00:12:59.220 align:middle line:84% have a right to participate in whatever we offer. 00:12:59.220 --> 00:13:03.420 align:middle line:84% Whether it's a course or resources on a website 00:13:03.420 --> 00:13:05.460 align:middle line:84% or whatever, they have a right to be there, 00:13:05.460 --> 00:13:08.040 align:middle line:84% and we need to make those things accessible. 00:13:08.040 --> 00:13:10.230 align:middle line:84% Now, some of you on this list are disability service 00:13:10.230 --> 00:13:13.740 align:middle line:84% providers, and you have to be very familiar with these laws, 00:13:13.740 --> 00:13:16.530 align:middle line:84% and also even definitions of disability and common 00:13:16.530 --> 00:13:18.520 align:middle line:90% accommodations and so forth. 00:13:18.520 --> 00:13:19.870 align:middle line:90% Most of us are not in that role. 00:13:19.870 --> 00:13:23.220 align:middle line:84% Particularly in my case I teach online as part of the things 00:13:23.220 --> 00:13:24.490 align:middle line:90% that I do. 00:13:24.490 --> 00:13:28.290 align:middle line:84% But for us, I think just think about ability on a continuum, 00:13:28.290 --> 00:13:30.570 align:middle line:84% that we just assume that in our course 00:13:30.570 --> 00:13:32.070 align:middle line:84% there will be a range in abilities 00:13:32.070 --> 00:13:35.100 align:middle line:84% to understand English, to understand social norms. 00:13:35.100 --> 00:13:36.700 align:middle line:90% It might be a cultural issue. 00:13:36.700 --> 00:13:38.850 align:middle line:90% It might be a disability issue. 00:13:38.850 --> 00:13:43.560 align:middle line:84% But there might people that have not much experience 00:13:43.560 --> 00:13:46.350 align:middle line:84% in that area, and so they might be toward the arrow 00:13:46.350 --> 00:13:50.250 align:middle line:84% on the left, which is not able, and others might be very able. 00:13:50.250 --> 00:13:53.190 align:middle line:84% So all we do as instructors or resource operators 00:13:53.190 --> 00:13:55.560 align:middle line:84% is just assume that there are people that 00:13:55.560 --> 00:13:58.380 align:middle line:84% are using our resources or taking our courses that fall 00:13:58.380 --> 00:13:59.730 align:middle line:90% on that continuum. 00:13:59.730 --> 00:14:01.230 align:middle line:90% The ability to see-- 00:14:01.230 --> 00:14:04.140 align:middle line:84% many of us were born with very high ability to see. 00:14:04.140 --> 00:14:07.590 align:middle line:84% And as we get older, we become less able. 00:14:07.590 --> 00:14:11.160 align:middle line:84% So we're not stable on this double-edged arrow 00:14:11.160 --> 00:14:12.360 align:middle line:90% throughout our lives. 00:14:12.360 --> 00:14:15.570 align:middle line:84% And then others are just born with various abilities to see. 00:14:15.570 --> 00:14:18.870 align:middle line:84% So again, as service providers and content providers, 00:14:18.870 --> 00:14:21.580 align:middle line:84% we need to think there are just a variety of people 00:14:21.580 --> 00:14:24.090 align:middle line:84% in our course or looking at our resource, 00:14:24.090 --> 00:14:27.120 align:middle line:84% all the way from can't see at all to very good sight, 00:14:27.120 --> 00:14:30.150 align:middle line:84% on and on, where the ability to hear, or walk, or read print, 00:14:30.150 --> 00:14:32.970 align:middle line:84% or write with a pen or pencil, to communicate verbally, 00:14:32.970 --> 00:14:35.400 align:middle line:84% to tune out distraction, to learn and manage 00:14:35.400 --> 00:14:36.940 align:middle line:90% physical and mental health. 00:14:36.940 --> 00:14:38.940 align:middle line:84% Again, some of these, like tune out distraction, 00:14:38.940 --> 00:14:41.370 align:middle line:84% you might say, well, that must be 00:14:41.370 --> 00:14:44.460 align:middle line:90% related to attention deficits. 00:14:44.460 --> 00:14:48.240 align:middle line:84% And it is, in a way, because that affects 00:14:48.240 --> 00:14:49.590 align:middle line:90% that particular ability. 00:14:49.590 --> 00:14:50.610 align:middle line:84% But again, there are other people 00:14:50.610 --> 00:14:52.152 align:middle line:84% that might have difficulty tuning out 00:14:52.152 --> 00:14:54.960 align:middle line:84% distractions that wouldn't be considered having a disability. 00:14:54.960 --> 00:14:56.127 align:middle line:90% And we don't even know that. 00:14:56.127 --> 00:14:59.220 align:middle line:84% We just have to assume a variety of people in our classes. 00:14:59.220 --> 00:15:01.260 align:middle line:84% The accommodation focused approach 00:15:01.260 --> 00:15:02.925 align:middle line:84% that we typically use on our campus 00:15:02.925 --> 00:15:08.010 align:middle line:84% as our primary approach is to provide an accommodation 00:15:08.010 --> 00:15:11.010 align:middle line:84% to students that sign up for a particular class 00:15:11.010 --> 00:15:13.590 align:middle line:84% and those accommodations are approved by the Disability 00:15:13.590 --> 00:15:15.330 align:middle line:90% Support Services Office. 00:15:15.330 --> 00:15:17.070 align:middle line:84% But what they actually do at that point 00:15:17.070 --> 00:15:19.770 align:middle line:84% is they adjust an existing product or environment 00:15:19.770 --> 00:15:22.840 align:middle line:90% for a particular person. 00:15:22.840 --> 00:15:27.030 align:middle line:84% Common accommodations when we're looking at online resources 00:15:27.030 --> 00:15:29.430 align:middle line:84% are creating accessible documents-- 00:15:29.430 --> 00:15:32.190 align:middle line:84% actually, remediating documents that are not accessible 00:15:32.190 --> 00:15:34.140 align:middle line:84% might be a better way to word that-- 00:15:34.140 --> 00:15:36.760 align:middle line:90% and captioning videos. 00:15:36.760 --> 00:15:40.140 align:middle line:84% And so we'll be talking today about universal design, where 00:15:40.140 --> 00:15:43.860 align:middle line:84% you look proactively at the product itself 00:15:43.860 --> 00:15:46.230 align:middle line:84% because sometimes it's the design of the course 00:15:46.230 --> 00:15:49.530 align:middle line:84% or the website or whatever else we're providing 00:15:49.530 --> 00:15:51.540 align:middle line:90% that we should be scrutinizing. 00:15:51.540 --> 00:15:55.200 align:middle line:84% How come the design is not built-in to be accessible, 00:15:55.200 --> 00:15:57.510 align:middle line:90% like captions on videos? 00:15:57.510 --> 00:15:58.960 align:middle line:84% Some of you have seen this before. 00:15:58.960 --> 00:16:01.252 align:middle line:84% Some people who know we are tired of seeing this image. 00:16:01.252 --> 00:16:02.827 align:middle line:90% I love this image. 00:16:02.827 --> 00:16:04.910 align:middle line:84% "The Coffee Pot for Masochists" out of the Catalog 00:16:04.910 --> 00:16:06.815 align:middle line:90% of Unfindable Objects. 00:16:06.815 --> 00:16:08.190 align:middle line:84% This is no longer in print, but I 00:16:08.190 --> 00:16:11.730 align:middle line:84% have the Psychology of Everyday Things and also this catalog, 00:16:11.730 --> 00:16:13.680 align:middle line:84% and it's really a fun thing to look through. 00:16:13.680 --> 00:16:15.180 align:middle line:84% It has a lot of products like this 00:16:15.180 --> 00:16:16.680 align:middle line:90% that aren't very well designed. 00:16:16.680 --> 00:16:19.660 align:middle line:84% And so you have the spout and the handle on the same side. 00:16:19.660 --> 00:16:23.040 align:middle line:84% And if you were using this coffee pot at an event 00:16:23.040 --> 00:16:25.380 align:middle line:84% or something, I don't think you would just casually 00:16:25.380 --> 00:16:27.390 align:middle line:90% say, OK, fine. 00:16:27.390 --> 00:16:30.120 align:middle line:84% I suppose you could pour the coffee out the other side 00:16:30.120 --> 00:16:33.367 align:middle line:84% so you don't burn your arm or something. 00:16:33.367 --> 00:16:35.700 align:middle line:84% Or if you are an engineer, if any of you were engineers, 00:16:35.700 --> 00:16:37.130 align:middle line:84% you would probably put plastic tubing-- 00:16:37.130 --> 00:16:38.700 align:middle line:84% you've probably designed it already-- 00:16:38.700 --> 00:16:40.320 align:middle line:84% through that spout in there, and you'd 00:16:40.320 --> 00:16:42.617 align:middle line:84% have some kind of a engine or something that 00:16:42.617 --> 00:16:43.450 align:middle line:90% would pull that out. 00:16:43.450 --> 00:16:45.838 align:middle line:84% But anyway, it's a ridiculous product. 00:16:45.838 --> 00:16:47.880 align:middle line:84% And you could look at some of our online learning 00:16:47.880 --> 00:16:49.620 align:middle line:90% and look at it on ourselves. 00:16:49.620 --> 00:16:51.030 align:middle line:90% We don't criticize each other. 00:16:51.030 --> 00:16:53.550 align:middle line:84% But say, well, this is really not very accessible. 00:16:53.550 --> 00:16:55.650 align:middle line:84% Maybe I could work on this a little bit better. 00:16:55.650 --> 00:16:58.650 align:middle line:84% When we talk about that, we're talking about universal design. 00:16:58.650 --> 00:17:01.410 align:middle line:84% And so the definition of universal design 00:17:01.410 --> 00:17:05.339 align:middle line:84% by the Center on Universal Design at North Carolina State 00:17:05.339 --> 00:17:09.240 align:middle line:84% University was defined many years ago as the design 00:17:09.240 --> 00:17:13.440 align:middle line:84% of products and environments to be usable by all people 00:17:13.440 --> 00:17:16.890 align:middle line:84% to the greatest extent possible without the need for adaptation 00:17:16.890 --> 00:17:18.480 align:middle line:90% or specialized design. 00:17:18.480 --> 00:17:20.430 align:middle line:84% Notice it doesn't mentioned disability. 00:17:20.430 --> 00:17:22.660 align:middle line:90% It's talking about all people. 00:17:22.660 --> 00:17:27.630 align:middle line:84% And so people in our online class or using our resources, 00:17:27.630 --> 00:17:29.310 align:middle line:84% English may not be their first language. 00:17:29.310 --> 00:17:32.290 align:middle line:84% They might be colorblind, which is not a disability. 00:17:32.290 --> 00:17:34.950 align:middle line:84% So universal design, even though people connect it 00:17:34.950 --> 00:17:37.410 align:middle line:84% with disability, is not that way. 00:17:37.410 --> 00:17:40.350 align:middle line:84% We may focus on disability, which is what art project does. 00:17:40.350 --> 00:17:42.030 align:middle line:90% That's what we do. 00:17:42.030 --> 00:17:46.820 align:middle line:90% But it's more general than that. 00:17:46.820 --> 00:17:49.490 align:middle line:84% And then, if we take a look at online products 00:17:49.490 --> 00:17:52.700 align:middle line:84% and environments then, what we're talking about today-- 00:17:52.700 --> 00:17:55.820 align:middle line:84% activities or resources or whatever. 00:17:55.820 --> 00:17:57.080 align:middle line:90% We look at those. 00:17:57.080 --> 00:17:58.580 align:middle line:84% We can just use the same definition. 00:17:58.580 --> 00:18:00.913 align:middle line:84% There are a lot of definitions out there for this, that, 00:18:00.913 --> 00:18:02.990 align:middle line:84% and whatever where we apply universal design, 00:18:02.990 --> 00:18:04.670 align:middle line:84% and maybe because I like to look at things simply, 00:18:04.670 --> 00:18:06.170 align:middle line:84% I just use the same old definition, 00:18:06.170 --> 00:18:07.670 align:middle line:84% just change the wording a little bit 00:18:07.670 --> 00:18:09.352 align:middle line:90% if I want to provide emphasis. 00:18:09.352 --> 00:18:11.810 align:middle line:84% So I would say a good definition for what we're doing today 00:18:11.810 --> 00:18:14.570 align:middle line:84% is the design of online products and environments 00:18:14.570 --> 00:18:17.750 align:middle line:84% to be usable by all people to the greatest 00:18:17.750 --> 00:18:20.750 align:middle line:84% extent possible without the need for adaptation or specialized 00:18:20.750 --> 00:18:21.860 align:middle line:90% design. 00:18:21.860 --> 00:18:23.810 align:middle line:84% So we might have to provide accommodations. 00:18:23.810 --> 00:18:25.530 align:middle line:90% It doesn't say we never do. 00:18:25.530 --> 00:18:27.020 align:middle line:84% It's just that we should design it 00:18:27.020 --> 00:18:31.500 align:middle line:84% so that we don't have to pry very many, and maybe none. 00:18:31.500 --> 00:18:35.910 align:middle line:84% And so we don't have to provide that specialized design. 00:18:35.910 --> 00:18:38.270 align:middle line:84% Proactive design terminology-- there's 00:18:38.270 --> 00:18:39.600 align:middle line:90% a lot of that out there. 00:18:39.600 --> 00:18:41.600 align:middle line:84% And I'm just going to hit some of the highlights 00:18:41.600 --> 00:18:43.413 align:middle line:90% here that I run into the most. 00:18:43.413 --> 00:18:45.080 align:middle line:84% And sometimes, they're used synonymously 00:18:45.080 --> 00:18:47.120 align:middle line:84% with universal design, but I don't think 00:18:47.120 --> 00:18:49.610 align:middle line:90% they are actually synonyms. 00:18:49.610 --> 00:18:51.320 align:middle line:84% But people use them in different ways. 00:18:51.320 --> 00:18:53.750 align:middle line:84% When I use this accessible design, I think about it 00:18:53.750 --> 00:18:55.910 align:middle line:84% and how it's typically used, it's 00:18:55.910 --> 00:18:57.750 align:middle line:90% about people with disabilities. 00:18:57.750 --> 00:19:00.500 align:middle line:84% It is specifically making products and environments 00:19:00.500 --> 00:19:02.960 align:middle line:84% usable by individuals with disabilities. 00:19:02.960 --> 00:19:04.670 align:middle line:90% It's used differently, So. 00:19:04.670 --> 00:19:08.660 align:middle line:84% It's not in stone, but that's a way I think of accessibility. 00:19:08.660 --> 00:19:11.090 align:middle line:90% Another step is usable design. 00:19:11.090 --> 00:19:14.450 align:middle line:84% And we have usability experts in this area, where you're 00:19:14.450 --> 00:19:18.380 align:middle line:84% actually testing the product to see if you can actually use it 00:19:18.380 --> 00:19:22.430 align:middle line:84% for the purpose that it was designed for. 00:19:22.430 --> 00:19:24.110 align:middle line:90% Someone on our staff, Hadi-- 00:19:24.110 --> 00:19:25.850 align:middle line:90% some of you know him-- 00:19:25.850 --> 00:19:27.890 align:middle line:90% happens to be blind himself. 00:19:27.890 --> 00:19:30.950 align:middle line:84% And he was telling me not long-- well, it was a while back now. 00:19:30.950 --> 00:19:32.540 align:middle line:84% But some software package, he was 00:19:32.540 --> 00:19:34.100 align:middle line:84% joking about this software package 00:19:34.100 --> 00:19:36.020 align:middle line:84% that he was checking for accessibility. 00:19:36.020 --> 00:19:40.410 align:middle line:84% And the company had just built in a lot of shortcut keys 00:19:40.410 --> 00:19:43.093 align:middle line:84% so that you can work around all the inaccessible features 00:19:43.093 --> 00:19:44.510 align:middle line:84% if you happen to be using a screen 00:19:44.510 --> 00:19:46.970 align:middle line:90% reader as a blind person. 00:19:46.970 --> 00:19:50.120 align:middle line:84% And anyway, there are over a hundred of them. 00:19:50.120 --> 00:19:55.050 align:middle line:84% And so for Hadi, that product was technically accessible. 00:19:55.050 --> 00:19:57.470 align:middle line:84% He could access all the features. 00:19:57.470 --> 00:20:00.170 align:middle line:84% But I don't think any of us would think that that's usable. 00:20:00.170 --> 00:20:02.590 align:middle line:84% It's not reasonable for someone to have to memorize 00:20:02.590 --> 00:20:07.610 align:middle line:90% 100 or more shortcut keys. 00:20:07.610 --> 00:20:10.707 align:middle line:90% 00:20:10.707 --> 00:20:11.540 align:middle line:90% Where would they be? 00:20:11.540 --> 00:20:15.170 align:middle line:84% Next to him in a Braille document or somewhere online 00:20:15.170 --> 00:20:17.510 align:middle line:84% that he would have to use for every feature. 00:20:17.510 --> 00:20:19.562 align:middle line:90% So that was not a usable design. 00:20:19.562 --> 00:20:21.020 align:middle line:84% And then, there's inclusive design. 00:20:21.020 --> 00:20:23.720 align:middle line:84% Sometimes a design is totally separate for individuals 00:20:23.720 --> 00:20:25.550 align:middle line:84% with disabilities or some other group. 00:20:25.550 --> 00:20:27.510 align:middle line:90% That wouldn't be inclusive. 00:20:27.510 --> 00:20:29.720 align:middle line:84% And so I look at universal design 00:20:29.720 --> 00:20:32.330 align:middle line:84% is being a very broad category, where 00:20:32.330 --> 00:20:36.260 align:middle line:84% it has the capability or the characteristic of being 00:20:36.260 --> 00:20:40.230 align:middle line:84% accessible and usable and inclusive. 00:20:40.230 --> 00:20:43.220 align:middle line:84% And so if an approach or a resource 00:20:43.220 --> 00:20:46.310 align:middle line:84% needs those three characteristics, 00:20:46.310 --> 00:20:48.350 align:middle line:84% I would call that a universally designed 00:20:48.350 --> 00:20:51.080 align:middle line:90% product or environment. 00:20:51.080 --> 00:20:54.560 align:middle line:84% Barrier free design is another term often used. 00:20:54.560 --> 00:20:56.900 align:middle line:84% And I see it more often used when 00:20:56.900 --> 00:20:59.030 align:middle line:84% we're talking about the physical environment, 00:20:59.030 --> 00:21:02.540 align:middle line:84% and then more appropriately for people 00:21:02.540 --> 00:21:06.110 align:middle line:84% who have mobility impairments or other impairments that affect 00:21:06.110 --> 00:21:09.500 align:middle line:84% their engagement in a physical environment, 00:21:09.500 --> 00:21:13.250 align:middle line:84% although I've seen people use that term for universal design 00:21:13.250 --> 00:21:13.940 align:middle line:90% as well. 00:21:13.940 --> 00:21:16.610 align:middle line:84% And then, design for all-- some countries, including India, 00:21:16.610 --> 00:21:17.473 align:middle line:90% use that. 00:21:17.473 --> 00:21:19.640 align:middle line:84% And as far as I can see, it's exactly the same thing 00:21:19.640 --> 00:21:21.870 align:middle line:90% as universal design. 00:21:21.870 --> 00:21:27.660 align:middle line:84% So proactive approaches-- all these approaches [AUDIO OUT] 00:21:27.660 --> 00:21:31.910 align:middle line:84% so you worry about them at the beginning stages of design, 00:21:31.910 --> 00:21:34.430 align:middle line:84% and they make things inclusive of everyone. 00:21:34.430 --> 00:21:36.230 align:middle line:84% This has been around for a long time. 00:21:36.230 --> 00:21:40.370 align:middle line:84% People didn't call it universal design way back when. 00:21:40.370 --> 00:21:44.540 align:middle line:84% I have an image on the screen of a person in a wheelchair. 00:21:44.540 --> 00:21:47.840 align:middle line:84% This picture was of this person in the "UW Daily" 00:21:47.840 --> 00:21:50.510 align:middle line:90% on the front page in 1970. 00:21:50.510 --> 00:21:53.450 align:middle line:84% It says underneath it, "Forging a stream of humanity, 00:21:53.450 --> 00:21:57.380 align:middle line:84% this silent protester carries his campaign on his back. 00:21:57.380 --> 00:22:00.390 align:middle line:84% His goal-- to end high-rise sidewalks." 00:22:00.390 --> 00:22:02.150 align:middle line:90% It says "Ramp the curbs. 00:22:02.150 --> 00:22:03.630 align:middle line:90% Get me off the street." 00:22:03.630 --> 00:22:05.360 align:middle line:84% And so this was back in the '70s. 00:22:05.360 --> 00:22:08.900 align:middle line:84% And people were campaigning, protesting 00:22:08.900 --> 00:22:12.728 align:middle line:84% to get curb cuts put in sidewalks 00:22:12.728 --> 00:22:14.270 align:middle line:84% so people were in wheelchairs did not 00:22:14.270 --> 00:22:17.390 align:middle line:84% have to be out on major streets or not 00:22:17.390 --> 00:22:19.780 align:middle line:84% be able to get from one place to another. 00:22:19.780 --> 00:22:21.410 align:middle line:84% Now, I'm assuming that some people back 00:22:21.410 --> 00:22:23.090 align:middle line:84% in the '70s thought that was unreasonable 00:22:23.090 --> 00:22:25.340 align:middle line:84% because there were so many sidewalks in the world that 00:22:25.340 --> 00:22:26.907 align:middle line:90% didn't have curb cuts. 00:22:26.907 --> 00:22:28.490 align:middle line:84% But I think we're at a point now where 00:22:28.490 --> 00:22:31.220 align:middle line:84% everybody just assumes they'll be built into a sidewalk. 00:22:31.220 --> 00:22:34.340 align:middle line:84% It's a lot of extra work to go back and retrofit a sidewalk 00:22:34.340 --> 00:22:35.420 align:middle line:90% so it has a curb cut. 00:22:35.420 --> 00:22:37.550 align:middle line:84% We know about that at the University of Washington 00:22:37.550 --> 00:22:38.630 align:middle line:90% with our old campus. 00:22:38.630 --> 00:22:41.320 align:middle line:84% But it's very easy to build it in the original design, 00:22:41.320 --> 00:22:43.730 align:middle line:84% and that's what universal design is. 00:22:43.730 --> 00:22:46.270 align:middle line:84% I also like to point out and really emphasize 00:22:46.270 --> 00:22:49.060 align:middle line:84% the idea that universal design is inclusive. 00:22:49.060 --> 00:22:51.735 align:middle line:84% On the screen now, you see a typical entrance to a building. 00:22:51.735 --> 00:22:53.402 align:middle line:84% This is at the University of Washington. 00:22:53.402 --> 00:22:56.540 align:middle line:84% It has two steps to the front entrance, and to the left, 00:22:56.540 --> 00:23:01.450 align:middle line:84% it looks like an ADA-compliant ramp that goes up for someone 00:23:01.450 --> 00:23:03.980 align:middle line:90% who cannot maneuver those steps. 00:23:03.980 --> 00:23:08.260 align:middle line:84% And so we have an ADA-compliant, very accessible, quite usable 00:23:08.260 --> 00:23:10.840 align:middle line:90% product, but it's not inclusive. 00:23:10.840 --> 00:23:11.350 align:middle line:90% Why? 00:23:11.350 --> 00:23:13.000 align:middle line:84% Because if I'm walking side-by-side 00:23:13.000 --> 00:23:16.540 align:middle line:84% with someone using a wheelchair, we will usually part ways 00:23:16.540 --> 00:23:18.100 align:middle line:90% as we go into that building. 00:23:18.100 --> 00:23:19.960 align:middle line:84% And I've actually tried walking in front 00:23:19.960 --> 00:23:26.295 align:middle line:84% of the in a wheelchair or behind, and it's very awkward. 00:23:26.295 --> 00:23:27.670 align:middle line:84% And so you don't want to do that. 00:23:27.670 --> 00:23:30.920 align:middle line:90% 00:23:30.920 --> 00:23:32.900 align:middle line:90% So it really is not inclusive. 00:23:32.900 --> 00:23:35.330 align:middle line:84% You're giving to operate opportunities, 00:23:35.330 --> 00:23:37.700 align:middle line:84% but you have to choose one or the other. 00:23:37.700 --> 00:23:40.490 align:middle line:84% Where this last image is another building on our campus 00:23:40.490 --> 00:23:43.040 align:middle line:84% that actually is much an older building that 00:23:43.040 --> 00:23:45.830 align:middle line:90% has just a single entrance. 00:23:45.830 --> 00:23:50.510 align:middle line:84% It's a ramp, a sloping ramp that goes into the building. 00:23:50.510 --> 00:23:52.690 align:middle line:90% You'll notice it's quite wide. 00:23:52.690 --> 00:23:55.040 align:middle line:84% And so I can walk down that ramp with a person 00:23:55.040 --> 00:23:57.390 align:middle line:84% who's using a wheelchair or a walker side-by-side. 00:23:57.390 --> 00:24:00.965 align:middle line:84% We can continue our conversation to get into the building. 00:24:00.965 --> 00:24:02.840 align:middle line:84% There are steps in that building, by the way, 00:24:02.840 --> 00:24:04.880 align:middle line:84% but it's not the primary entrance. 00:24:04.880 --> 00:24:07.530 align:middle line:84% And so that's what universal design is about. 00:24:07.530 --> 00:24:10.190 align:middle line:84% It's not that anything's terribly wrong with the image 00:24:10.190 --> 00:24:11.150 align:middle line:90% on the left. 00:24:11.150 --> 00:24:12.800 align:middle line:90% It's just not fully inclusive. 00:24:12.800 --> 00:24:15.440 align:middle line:84% So universal design takes us to a higher standard 00:24:15.440 --> 00:24:17.460 align:middle line:90% than ADA-compliant. 00:24:17.460 --> 00:24:21.980 align:middle line:84% We take a look at technology, universal design of technology 00:24:21.980 --> 00:24:26.060 align:middle line:84% will build in accessibility features as much as possible. 00:24:26.060 --> 00:24:28.630 align:middle line:84% The best example is our smartphones. 00:24:28.630 --> 00:24:31.280 align:middle line:84% You could change the color of your screen, and text, 00:24:31.280 --> 00:24:32.420 align:middle line:90% and it talks to you. 00:24:32.420 --> 00:24:34.552 align:middle line:84% Actually, mine talks to me too much. 00:24:34.552 --> 00:24:36.760 align:middle line:84% I get my iPhone talking to me, and I can't figure out 00:24:36.760 --> 00:24:38.990 align:middle line:90% how to get it to stop talking. 00:24:38.990 --> 00:24:40.440 align:middle line:90% But anyway, it does that. 00:24:40.440 --> 00:24:42.320 align:middle line:84% And there are a lot of accessibility features 00:24:42.320 --> 00:24:45.770 align:middle line:84% not necessarily used by people with disabilities. 00:24:45.770 --> 00:24:48.050 align:middle line:84% But also, universal design requires 00:24:48.050 --> 00:24:51.320 align:middle line:84% that there's compatibility with assistive technology. 00:24:51.320 --> 00:24:52.940 align:middle line:84% Assistive technology being products 00:24:52.940 --> 00:24:55.640 align:middle line:84% that a person with a disability might 00:24:55.640 --> 00:24:58.880 align:middle line:84% be using, like a screen reader that will read content 00:24:58.880 --> 00:25:01.790 align:middle line:84% on the screen clear to a person who is blind, 00:25:01.790 --> 00:25:04.740 align:middle line:84% assuming that content is in a text-based form. 00:25:04.740 --> 00:25:08.060 align:middle line:84% And so we need compatibility with existing products, 00:25:08.060 --> 00:25:11.493 align:middle line:84% like Braille embossers, and other assistive technologies, 00:25:11.493 --> 00:25:13.160 align:middle line:84% like alternative keyboards and so forth, 00:25:13.160 --> 00:25:15.973 align:middle line:84% that a person with a disability might want to use. 00:25:15.973 --> 00:25:17.390 align:middle line:84% And there are a lot of people that 00:25:17.390 --> 00:25:19.890 align:middle line:90% benefit from universal design. 00:25:19.890 --> 00:25:21.800 align:middle line:90% A simple example is just videos. 00:25:21.800 --> 00:25:24.260 align:middle line:84% If we take a look at YouTube videos or other videos 00:25:24.260 --> 00:25:27.110 align:middle line:84% that we can access, the captions benefit 00:25:27.110 --> 00:25:30.810 align:middle line:84% people who are any unable to hear the audio, of course. 00:25:30.810 --> 00:25:33.230 align:middle line:84% And that could be because a person is deaf, 00:25:33.230 --> 00:25:36.020 align:middle line:84% but it also might be that they're in a situation where 00:25:36.020 --> 00:25:39.200 align:middle line:84% they cannot hear the audio because it's really noisy 00:25:39.200 --> 00:25:40.820 align:middle line:90% or it's noiseless. 00:25:40.820 --> 00:25:43.640 align:middle line:84% Like in a baby's room, you want to watch a video, 00:25:43.640 --> 00:25:46.110 align:middle line:84% but you don't want to wake up the baby. 00:25:46.110 --> 00:25:48.410 align:middle line:84% And so they might be English language learners, 00:25:48.410 --> 00:25:50.930 align:middle line:84% and they need to see the spelling of the words. 00:25:50.930 --> 00:25:53.390 align:middle line:84% Again, it could be a noisy or noiseless location. 00:25:53.390 --> 00:25:55.370 align:middle line:84% It could be a slow internet connection, 00:25:55.370 --> 00:25:58.970 align:middle line:84% why someone's not using the image in the video, 00:25:58.970 --> 00:26:01.250 align:middle line:84% and they want to know the spelling of words. 00:26:01.250 --> 00:26:04.910 align:middle line:84% If you look at a video on YouTube on chemistry, 00:26:04.910 --> 00:26:09.830 align:middle line:84% if those computer-generated captions have not 00:26:09.830 --> 00:26:12.770 align:middle line:84% been edited by a professor, I bet 00:26:12.770 --> 00:26:16.058 align:middle line:84% there are a lot of really long words that are spelled wrong. 00:26:16.058 --> 00:26:17.600 align:middle line:84% And a lot of people just simply don't 00:26:17.600 --> 00:26:20.278 align:middle line:84% know that they can go in and edit those captions. 00:26:20.278 --> 00:26:22.070 align:middle line:84% Now, there might be other ways to make them 00:26:22.070 --> 00:26:23.330 align:middle line:90% more elegant and synchronized. 00:26:23.330 --> 00:26:26.780 align:middle line:84% But at least people who post their YouTube videos 00:26:26.780 --> 00:26:30.110 align:middle line:84% should edit the captions and get the punctuation 00:26:30.110 --> 00:26:33.080 align:middle line:90% and the correct spelling in. 00:26:33.080 --> 00:26:36.570 align:middle line:84% And then, we might want to find content quickly. 00:26:36.570 --> 00:26:39.380 align:middle line:84% And of you could scan through the text of captions, 00:26:39.380 --> 00:26:42.410 align:middle line:90% you could actually do that. 00:26:42.410 --> 00:26:46.997 align:middle line:84% And so that's the nature of universal design. 00:26:46.997 --> 00:26:48.830 align:middle line:84% I'm going to talk about online learning now. 00:26:48.830 --> 00:26:50.900 align:middle line:84% And I think I'll just start real quickly with three people that 00:26:50.900 --> 00:26:51.920 align:middle line:90% might be in your class. 00:26:51.920 --> 00:26:53.930 align:middle line:84% And just think about them a little bit. 00:26:53.930 --> 00:26:56.300 align:middle line:84% Anthony-- all these people have been participants 00:26:56.300 --> 00:26:58.040 align:middle line:90% in our other projects. 00:26:58.040 --> 00:26:59.570 align:middle line:84% He works at Prentke Romich Company, 00:26:59.570 --> 00:27:03.530 align:middle line:84% which develops and distributes assistive technology. 00:27:03.530 --> 00:27:05.630 align:middle line:84% Anthony happens to have cerebral palsy that 00:27:05.630 --> 00:27:08.780 align:middle line:84% affects his mobility, his dexterity, 00:27:08.780 --> 00:27:13.950 align:middle line:84% his ability to speak with his voice. 00:27:13.950 --> 00:27:16.880 align:middle line:84% And so it also has contributed to a learning disability. 00:27:16.880 --> 00:27:20.240 align:middle line:84% So he has difficulty reading and composing 00:27:20.240 --> 00:27:21.800 align:middle line:90% messages and documents. 00:27:21.800 --> 00:27:24.950 align:middle line:84% So he uses a spellchecker and a grammar checker, 00:27:24.950 --> 00:27:27.980 align:middle line:84% just traditional ones that other people would be using. 00:27:27.980 --> 00:27:32.360 align:middle line:84% He does use a synthesized voice on a communication device. 00:27:32.360 --> 00:27:34.580 align:middle line:84% He uses a touch screen, and he uses 00:27:34.580 --> 00:27:40.775 align:middle line:84% a computer-based environmental control unit and phone access. 00:27:40.775 --> 00:27:42.150 align:middle line:84% And I don't think a lot of people 00:27:42.150 --> 00:27:47.600 align:middle line:84% would just think of Anthony and his functional capabilities 00:27:47.600 --> 00:27:50.630 align:middle line:84% and think he would be a person providing phone support, 00:27:50.630 --> 00:27:51.260 align:middle line:90% but he does. 00:27:51.260 --> 00:27:55.460 align:middle line:84% He provides telephone support for Prentke Romich. 00:27:55.460 --> 00:27:57.570 align:middle line:84% And a lot of the people he talks to, he tells me, 00:27:57.570 --> 00:28:00.448 align:middle line:84% are parents where their child has been recently diagnosed 00:28:00.448 --> 00:28:02.240 align:middle line:84% with cerebral palsy or some other condition 00:28:02.240 --> 00:28:06.255 align:middle line:84% that affects their ability to speak and perhaps operate 00:28:06.255 --> 00:28:07.340 align:middle line:90% a keyboard. 00:28:07.340 --> 00:28:10.820 align:middle line:84% And he gives them advice for products that they can use. 00:28:10.820 --> 00:28:13.070 align:middle line:84% And I have to smile when I think about those parents 00:28:13.070 --> 00:28:16.850 align:middle line:84% and how it might be very encouraging for them, 00:28:16.850 --> 00:28:18.770 align:middle line:84% as they're worried about their child, 00:28:18.770 --> 00:28:21.410 align:middle line:84% to see somebody who is so successful in a technology 00:28:21.410 --> 00:28:25.330 align:middle line:84% field who has a disability somewhat of their own. 00:28:25.330 --> 00:28:28.000 align:middle line:84% Nicole could be in your class when she was younger, perhaps. 00:28:28.000 --> 00:28:31.660 align:middle line:84% But she's beyond that now have a bachelor's in computer science 00:28:31.660 --> 00:28:33.967 align:middle line:90% and graduated from Stanford. 00:28:33.967 --> 00:28:35.800 align:middle line:84% We tried to make an offer at the university, 00:28:35.800 --> 00:28:37.210 align:middle line:90% and we didn't get her. 00:28:37.210 --> 00:28:40.390 align:middle line:84% But she's been involved in our programs ever since 00:28:40.390 --> 00:28:41.950 align:middle line:90% and works for Google. 00:28:41.950 --> 00:28:43.180 align:middle line:90% She's blind. 00:28:43.180 --> 00:28:47.450 align:middle line:84% She uses speech output screen reader 00:28:47.450 --> 00:28:50.050 align:middle line:84% so she can hear the content presented on the screen 00:28:50.050 --> 00:28:51.820 align:middle line:90% If it's presented in text. 00:28:51.820 --> 00:28:53.680 align:middle line:84% She uses Braille translation software 00:28:53.680 --> 00:28:57.550 align:middle line:84% and can produce her own Braille materials on a Braille display. 00:28:57.550 --> 00:29:00.820 align:middle line:84% She also uses a standard printer if she wants to print something 00:29:00.820 --> 00:29:03.890 align:middle line:90% that a sighted user would use. 00:29:03.890 --> 00:29:06.340 align:middle line:90% And the last case is Jessie. 00:29:06.340 --> 00:29:09.160 align:middle line:84% She's graduated in informatics at the University of Washington 00:29:09.160 --> 00:29:10.960 align:middle line:90% and works at Amazon. 00:29:10.960 --> 00:29:13.870 align:middle line:84% And she has multiple learning disabilities 00:29:13.870 --> 00:29:18.890 align:middle line:84% that make it difficult for her to understand reading material, 00:29:18.890 --> 00:29:22.090 align:middle line:84% but also to compose her thoughts in an email message or document 00:29:22.090 --> 00:29:22.880 align:middle line:90% or something. 00:29:22.880 --> 00:29:26.080 align:middle line:84% And so she actually uses speech input and output. 00:29:26.080 --> 00:29:29.380 align:middle line:84% So her computer will talk to her, and she dictates to it. 00:29:29.380 --> 00:29:34.940 align:middle line:84% And so she might compose an email message using her speech, 00:29:34.940 --> 00:29:38.890 align:middle line:84% but then she can hear back with the speech output system 00:29:38.890 --> 00:29:42.310 align:middle line:84% text-to-speech software what she has said. 00:29:42.310 --> 00:29:46.807 align:middle line:84% And she uses grammar and spellcheckers as well. 00:29:46.807 --> 00:29:48.890 align:middle line:84% So those are three people you might want to think about. 00:29:48.890 --> 00:29:50.080 align:middle line:84% And as I said, with universal design, 00:29:50.080 --> 00:29:51.860 align:middle line:84% you just assume you're in the class. 00:29:51.860 --> 00:29:55.020 align:middle line:84% Some people will ask me, well, should I survey all my students 00:29:55.020 --> 00:29:57.020 align:middle line:84% and see if anyone has a disability or whatever-- 00:29:57.020 --> 00:29:59.670 align:middle line:84% besides getting the letters from the Disabilities Service 00:29:59.670 --> 00:30:00.170 align:middle line:90% office. 00:30:00.170 --> 00:30:02.950 align:middle line:84% Well, I don't object to surveying your students, 00:30:02.950 --> 00:30:04.120 align:middle line:90% but why would you do that? 00:30:04.120 --> 00:30:05.870 align:middle line:84% Well, somebody might be blind in my class. 00:30:05.870 --> 00:30:07.328 align:middle line:84% Well, if you've prepared your class 00:30:07.328 --> 00:30:10.240 align:middle line:84% for students who are blind to succeed in the class, 00:30:10.240 --> 00:30:12.370 align:middle line:90% then you don't need to do that. 00:30:12.370 --> 00:30:15.620 align:middle line:84% You don't require that they share their disability 00:30:15.620 --> 00:30:16.120 align:middle line:90% with you. 00:30:16.120 --> 00:30:18.040 align:middle line:90% They just might choose not to. 00:30:18.040 --> 00:30:20.440 align:middle line:84% So some people think they have to learn 00:30:20.440 --> 00:30:23.710 align:middle line:84% a lot about assistive technology to design accessibility, 00:30:23.710 --> 00:30:25.420 align:middle line:90% particularly in an online class. 00:30:25.420 --> 00:30:28.960 align:middle line:84% And that's actually not the case. 00:30:28.960 --> 00:30:31.990 align:middle line:84% Assistive technology has functionality, 00:30:31.990 --> 00:30:34.340 align:middle line:84% but it also has some limitations. 00:30:34.340 --> 00:30:36.067 align:middle line:90% And so what you can do-- 00:30:36.067 --> 00:30:38.650 align:middle line:84% although it's really fun to go and learn about a lot assistive 00:30:38.650 --> 00:30:42.430 align:middle line:84% technology, so I would encourage you to do so. 00:30:42.430 --> 00:30:45.760 align:middle line:84% What you can do is know what the limitations and capabilities 00:30:45.760 --> 00:30:48.850 align:middle line:84% are of that technology, and then design accordingly. 00:30:48.850 --> 00:30:52.720 align:middle line:84% For instance, we know with a lot of assistive technology 00:30:52.720 --> 00:30:54.250 align:middle line:84% that people who are blind and people 00:30:54.250 --> 00:30:56.740 align:middle line:84% who have some mobility impairments use 00:30:56.740 --> 00:31:00.970 align:middle line:84% will emulate the keyboard but not necessarily the mouse. 00:31:00.970 --> 00:31:01.940 align:middle line:90% So what does that mean? 00:31:01.940 --> 00:31:03.820 align:middle line:84% Well, for a web designer, it means 00:31:03.820 --> 00:31:07.330 align:middle line:84% that you need to create products that can be operated 00:31:07.330 --> 00:31:08.950 align:middle line:90% with the keyboard alone. 00:31:08.950 --> 00:31:11.050 align:middle line:84% It doesn't mean you can't create products that are 00:31:11.050 --> 00:31:13.000 align:middle line:90% operated with a mouse as well. 00:31:13.000 --> 00:31:15.760 align:middle line:84% But when you're pulling down a menu or something and people 00:31:15.760 --> 00:31:18.970 align:middle line:84% are generally using a mouse that you work through the process 00:31:18.970 --> 00:31:21.340 align:middle line:84% to figure out how to do that in an alternative way, 00:31:21.340 --> 00:31:23.970 align:middle line:84% maybe using arrow keys or something on the keyboard. 00:31:23.970 --> 00:31:28.630 align:middle line:84% And that's true of software and other IT products as well. 00:31:28.630 --> 00:31:31.780 align:middle line:84% A screen reader cannot read the content presented in images. 00:31:31.780 --> 00:31:34.960 align:middle line:84% They can only read content presented in a text format. 00:31:34.960 --> 00:31:37.490 align:middle line:84% And so if you're showing an image on the screen, 00:31:37.490 --> 00:31:39.940 align:middle line:84% it's important to provide alternative text 00:31:39.940 --> 00:31:42.980 align:middle line:84% so that their screen reader can pick up on that text. 00:31:42.980 --> 00:31:45.820 align:middle line:84% That screen reader can also tab from link to link. 00:31:45.820 --> 00:31:47.770 align:middle line:84% It also can skip from heading to heading 00:31:47.770 --> 00:31:51.620 align:middle line:84% if software is formatted with headings structure. 00:31:51.620 --> 00:31:56.470 align:middle line:84% So in your links on your website or in your course content page, 00:31:56.470 --> 00:31:59.950 align:middle line:84% when you're linking to a video or some other resource, 00:31:59.950 --> 00:32:03.100 align:middle line:84% make sure that that alternative text is descriptive. 00:32:03.100 --> 00:32:04.510 align:middle line:84% So a person using a screen reader 00:32:04.510 --> 00:32:06.040 align:middle line:84% could go through that page and see 00:32:06.040 --> 00:32:10.520 align:middle line:84% what it links to without going through every word on that page 00:32:10.520 --> 00:32:13.090 align:middle line:84% so that they can see the crowd surrounding text. 00:32:13.090 --> 00:32:15.430 align:middle line:84% So when you see a website that all the links are 00:32:15.430 --> 00:32:17.950 align:middle line:84% very consistent, and they say click here, click here, click 00:32:17.950 --> 00:32:20.890 align:middle line:84% here, that's what a person who's blind using a screen reader 00:32:20.890 --> 00:32:25.000 align:middle line:84% will hear if that person hasn't provided descriptive 00:32:25.000 --> 00:32:26.230 align:middle line:90% text for those links. 00:32:26.230 --> 00:32:28.510 align:middle line:84% And the screen reader then is reading the links 00:32:28.510 --> 00:32:31.870 align:middle line:84% so that the person can see the overview and the products 00:32:31.870 --> 00:32:34.540 align:middle line:90% that it's linking to. 00:32:34.540 --> 00:32:38.020 align:middle line:84% Similarly, your headings, like, say, in a Word document, 00:32:38.020 --> 00:32:39.677 align:middle line:90% use the styles function. 00:32:39.677 --> 00:32:41.260 align:middle line:84% But if you're creating other documents 00:32:41.260 --> 00:32:44.170 align:middle line:84% or in the content page of your learning management system, 00:32:44.170 --> 00:32:47.140 align:middle line:84% make sure that the headings are labeled as heading one, heading 00:32:47.140 --> 00:32:51.160 align:middle line:84% two, again, as structure because a screen reader can then 00:32:51.160 --> 00:32:54.310 align:middle line:84% skip through and read all of those headings to the user. 00:32:54.310 --> 00:32:57.310 align:middle line:84% And they can get an idea of how the page is organized. 00:32:57.310 --> 00:33:01.565 align:middle line:84% And we've already talked about computer-generated materials 00:33:01.565 --> 00:33:05.690 align:middle line:84% may not be captioned accurately. 00:33:05.690 --> 00:33:07.960 align:middle line:84% And so we need to caption our video. 00:33:07.960 --> 00:33:10.460 align:middle line:84% We need to edit the captions that are created by a computer, 00:33:10.460 --> 00:33:11.278 align:middle line:90% and so forth. 00:33:11.278 --> 00:33:12.820 align:middle line:84% The next presentation, Terry is going 00:33:12.820 --> 00:33:17.570 align:middle line:84% to talk about technology content in more detail. 00:33:17.570 --> 00:33:19.000 align:middle line:90% But I'm giving an overview. 00:33:19.000 --> 00:33:20.500 align:middle line:84% The other overview I'm going to give 00:33:20.500 --> 00:33:22.870 align:middle line:84% is the principles for making your course are 00:33:22.870 --> 00:33:27.400 align:middle line:84% online resources welcoming and accessible to people 00:33:27.400 --> 00:33:31.000 align:middle line:84% with disabilities and other populations. 00:33:31.000 --> 00:33:34.060 align:middle line:84% Actually, part of a different project, Access Cyberlearning, 00:33:34.060 --> 00:33:36.940 align:middle line:84% has done a lot of research in the area of what principles 00:33:36.940 --> 00:33:40.300 align:middle line:84% can help guide us in making IT, like a learning management 00:33:40.300 --> 00:33:42.190 align:middle line:84% system, but IT that we create ourselves, 00:33:42.190 --> 00:33:44.320 align:middle line:84% like videos and content in an online learning 00:33:44.320 --> 00:33:48.700 align:middle line:84% course, welcoming and accessible and usable by everyone. 00:33:48.700 --> 00:33:50.320 align:middle line:90% And we've landed on three-- 00:33:50.320 --> 00:33:53.140 align:middle line:84% universal design principles, universal design 00:33:53.140 --> 00:33:55.600 align:middle line:84% for learning principles, and the principles 00:33:55.600 --> 00:33:59.560 align:middle line:84% that underpin the Web Content Accessibility Guidelines. 00:33:59.560 --> 00:34:02.060 align:middle line:84% So I'm going to go through them very briefly here. 00:34:02.060 --> 00:34:04.310 align:middle line:84% Some of you may know some of them but not all of them. 00:34:04.310 --> 00:34:09.520 align:middle line:84% But there's plenty of online resources for further reading, 00:34:09.520 --> 00:34:11.110 align:middle line:84% including our Access Cyberlearning 00:34:11.110 --> 00:34:14.860 align:middle line:84% whitepaper that Brianna will be able to put in the follow-up 00:34:14.860 --> 00:34:16.250 align:middle line:90% email. 00:34:16.250 --> 00:34:19.250 align:middle line:84% So the principles for universal design of learning-- 00:34:19.250 --> 00:34:23.380 align:middle line:84% many people just point to those in making things accessible-- 00:34:23.380 --> 00:34:25.060 align:middle line:84% multiple means of representation, 00:34:25.060 --> 00:34:26.889 align:middle line:84% providing multiple means of engagement 00:34:26.889 --> 00:34:29.715 align:middle line:84% and multiple means of action and expression. 00:34:29.715 --> 00:34:31.090 align:middle line:84% These are developed by the Center 00:34:31.090 --> 00:34:34.030 align:middle line:84% for Applied Special Technology, CAST. 00:34:34.030 --> 00:34:37.250 align:middle line:84% And they have guidelines and prints and practices 00:34:37.250 --> 00:34:38.960 align:middle line:90% and so forth that go with those. 00:34:38.960 --> 00:34:41.620 align:middle line:84% But we also can look back at the basic principles 00:34:41.620 --> 00:34:45.040 align:middle line:84% of universal design that came before UDL because it 00:34:45.040 --> 00:34:49.600 align:middle line:84% adds some detail to that short list of principles. 00:34:49.600 --> 00:34:52.810 align:middle line:84% So the principles the universal design are equitable use. 00:34:52.810 --> 00:34:55.570 align:middle line:84% That means that everybody can use whatever product you're 00:34:55.570 --> 00:34:56.440 align:middle line:90% creating. 00:34:56.440 --> 00:34:58.810 align:middle line:84% Flexibility in use-- multiple ways to do things 00:34:58.810 --> 00:35:00.250 align:middle line:90% are in that category. 00:35:00.250 --> 00:35:01.810 align:middle line:90% Simple and intuitive use-- 00:35:01.810 --> 00:35:04.210 align:middle line:84% I sure wish some of our software would be simpler 00:35:04.210 --> 00:35:05.690 align:middle line:90% and more intuitive to me. 00:35:05.690 --> 00:35:07.300 align:middle line:90% I know that. 00:35:07.300 --> 00:35:09.130 align:middle line:84% Perceptible information-- everybody 00:35:09.130 --> 00:35:12.740 align:middle line:84% can perceive what the content is, for instance, regarding 00:35:12.740 --> 00:35:14.710 align:middle line:84% of what assistive technology they're using. 00:35:14.710 --> 00:35:17.770 align:middle line:84% Tolerance for error, low physical effort, 00:35:17.770 --> 00:35:19.810 align:middle line:84% unless you're teaching bodybuilding. 00:35:19.810 --> 00:35:22.780 align:middle line:84% Space and size for approach and use-- 00:35:22.780 --> 00:35:24.310 align:middle line:84% an example would be a computer lab 00:35:24.310 --> 00:35:27.870 align:middle line:84% that makes a space for left-handed users. 00:35:27.870 --> 00:35:30.120 align:middle line:84% So this is the Center of Universal Design, again, that 00:35:30.120 --> 00:35:33.190 align:middle line:84% came up with these principles that were designed to cover 00:35:33.190 --> 00:35:35.140 align:middle line:90% any product and environment. 00:35:35.140 --> 00:35:37.810 align:middle line:90% We could apply this to IT. 00:35:37.810 --> 00:35:40.960 align:middle line:84% But I've come to believe that IT is 00:35:40.960 --> 00:35:44.170 align:middle line:84% important enough and specialized enough that it's also 00:35:44.170 --> 00:35:47.170 align:middle line:84% good to look for specific principles 00:35:47.170 --> 00:35:51.220 align:middle line:84% in the design of IT, where we have our third set of print 00:35:51.220 --> 00:35:55.700 align:middle line:84% principles that guide us in universal design. 00:35:55.700 --> 00:35:58.780 align:middle line:84% So underpinning the Web Content Accessibility Guidelines 00:35:58.780 --> 00:36:03.880 align:middle line:84% are four principles that tools and content is perceivable. 00:36:03.880 --> 00:36:06.700 align:middle line:84% Everybody can perceive the content. 00:36:06.700 --> 00:36:08.920 align:middle line:84% That it's operable-- you can use all the functions 00:36:08.920 --> 00:36:10.930 align:middle line:90% of whatever the website is. 00:36:10.930 --> 00:36:14.170 align:middle line:84% It's understandable for a variety of people 00:36:14.170 --> 00:36:15.700 align:middle line:90% with different abilities. 00:36:15.700 --> 00:36:19.510 align:middle line:84% And it's robust, that it doesn't matter what web browser you 00:36:19.510 --> 00:36:20.810 align:middle line:90% use, for instance. 00:36:20.810 --> 00:36:23.800 align:middle line:90% Your product will still work. 00:36:23.800 --> 00:36:26.560 align:middle line:90% It isn't just used with a PC. 00:36:26.560 --> 00:36:28.240 align:middle line:84% It can also be used with a Macintosh. 00:36:28.240 --> 00:36:30.260 align:middle line:84% That would be the robust part of it. 00:36:30.260 --> 00:36:32.212 align:middle line:84% And so we'd like to look to those principles, 00:36:32.212 --> 00:36:33.670 align:middle line:84% and there are, as many of you know, 00:36:33.670 --> 00:36:36.400 align:middle line:84% a lot of guidelines and practices that go with that. 00:36:36.400 --> 00:36:38.320 align:middle line:84% And so the Principles of Universal Design, 00:36:38.320 --> 00:36:41.740 align:middle line:84% Universal Design for Learning, and the Web Content 00:36:41.740 --> 00:36:44.020 align:middle line:84% Accessibility Guidelines, those principles 00:36:44.020 --> 00:36:47.000 align:middle line:90% are important to consider. 00:36:47.000 --> 00:36:50.200 align:middle line:84% And in our resources you'll find a lot of detail 00:36:50.200 --> 00:36:51.470 align:middle line:90% on all of those. 00:36:51.470 --> 00:36:53.860 align:middle line:84% But in summary, this is the way I like to look at it. 00:36:53.860 --> 00:36:56.590 align:middle line:84% You don't need to memorize any of those principles actually. 00:36:56.590 --> 00:36:58.390 align:middle line:90% I look at it in this way. 00:36:58.390 --> 00:37:01.990 align:middle line:84% You provide whatever you're doing multiple ways to learn, 00:37:01.990 --> 00:37:04.570 align:middle line:84% and that includes just gaining access to content, 00:37:04.570 --> 00:37:06.430 align:middle line:90% but also learning in a class. 00:37:06.430 --> 00:37:08.410 align:middle line:84% Multiple ways to do that-- using a video, 00:37:08.410 --> 00:37:10.780 align:middle line:84% using printed materials, and so forth. 00:37:10.780 --> 00:37:13.720 align:middle line:84% You provide multiple ways to demonstrate 00:37:13.720 --> 00:37:17.170 align:middle line:84% that learning, for instance, in a training or an online course. 00:37:17.170 --> 00:37:19.008 align:middle line:84% How is this participant showing that they 00:37:19.008 --> 00:37:20.050 align:middle line:90% have learned the content? 00:37:20.050 --> 00:37:22.510 align:middle line:84% If you're only providing multiple choice tests, 00:37:22.510 --> 00:37:25.510 align:middle line:84% look at alternative ways to test what they've learned 00:37:25.510 --> 00:37:28.370 align:middle line:90% and multiple ways to interact. 00:37:28.370 --> 00:37:30.190 align:middle line:84% And it's also important to ensure 00:37:30.190 --> 00:37:33.370 align:middle line:84% that each action and resource is accessible to people 00:37:33.370 --> 00:37:34.880 align:middle line:90% with disabilities. 00:37:34.880 --> 00:37:36.370 align:middle line:84% For example, some people will say 00:37:36.370 --> 00:37:39.072 align:middle line:84% they're applying universal design when they say, well, 00:37:39.072 --> 00:37:40.780 align:middle line:84% I've got a video that shows some content, 00:37:40.780 --> 00:37:44.480 align:middle line:84% and then I've got a PDF file here that does as well. 00:37:44.480 --> 00:37:47.740 align:middle line:84% And so that's it, multiple ways to do things, right? 00:37:47.740 --> 00:37:50.325 align:middle line:84% Well, that's a step in the right direction perhaps. 00:37:50.325 --> 00:37:51.700 align:middle line:84% But you should look at the video, 00:37:51.700 --> 00:37:54.910 align:middle line:84% and make it accessible by using captions and audio 00:37:54.910 --> 00:37:56.405 align:middle line:90% descriptions perhaps. 00:37:56.405 --> 00:37:58.030 align:middle line:84% And you should look at that PDF and ask 00:37:58.030 --> 00:37:59.630 align:middle line:84% if that's accessible to everyone, 00:37:59.630 --> 00:38:01.680 align:middle line:84% including people using screen readers. 00:38:01.680 --> 00:38:04.480 align:middle line:84% And so it's not enough just providing different options. 00:38:04.480 --> 00:38:06.970 align:middle line:84% Those options should be accessible in part 00:38:06.970 --> 00:38:10.780 align:middle line:84% because you want your user to be able to choose the option. 00:38:10.780 --> 00:38:15.730 align:middle line:84% You don't want to pre-choose it by providing distinct options, 00:38:15.730 --> 00:38:19.775 align:middle line:90% but some people can't use both. 00:38:19.775 --> 00:38:22.150 align:middle line:84% I'm going to quickly go through a handout that's actually 00:38:22.150 --> 00:38:24.150 align:middle line:90% going to be on the resources. 00:38:24.150 --> 00:38:27.190 align:middle line:84% And this handout is a one I put together for faculty, actually, 00:38:27.190 --> 00:38:30.250 align:middle line:84% on 20 tips for making an accessible online course. 00:38:30.250 --> 00:38:33.310 align:middle line:84% And I did this because people were getting overwhelmed. 00:38:33.310 --> 00:38:36.000 align:middle line:84% Faculty were getting overwhelmed with that they needed to do, 00:38:36.000 --> 00:38:36.960 align:middle line:90% and paralyzed. 00:38:36.960 --> 00:38:38.710 align:middle line:84% And it's like, so they didn't do anything. 00:38:38.710 --> 00:38:40.043 align:middle line:90% So I don't have time to do that. 00:38:40.043 --> 00:38:41.890 align:middle line:90% I can't do that. 00:38:41.890 --> 00:38:43.600 align:middle line:90% Anyway, so I put this together. 00:38:43.600 --> 00:38:50.560 align:middle line:84% In the online version that you'll have a URL for, 00:38:50.560 --> 00:38:54.020 align:middle line:84% you also have links to resources for each of these things 00:38:54.020 --> 00:38:55.600 align:middle line:90% that I'm going to present now. 00:38:55.600 --> 00:38:57.955 align:middle line:84% And so it's a pretty rich resource. 00:38:57.955 --> 00:39:01.740 align:middle line:90% 00:39:01.740 --> 00:39:05.460 align:middle line:84% So it has nine tips that are about web pages, documents, 00:39:05.460 --> 00:39:07.560 align:middle line:84% images, videos, what Terry is going 00:39:07.560 --> 00:39:10.980 align:middle line:90% to talk about, real soon here. 00:39:10.980 --> 00:39:13.170 align:middle line:84% But then, the rest of it is 11 tips, 00:39:13.170 --> 00:39:15.220 align:middle line:84% and it's about instructional methods. 00:39:15.220 --> 00:39:20.010 align:middle line:84% So a lot of this is in the hands and in the control 00:39:20.010 --> 00:39:23.510 align:middle line:84% of the instructor or the designer of a course 00:39:23.510 --> 00:39:26.430 align:middle line:84% or of a website, for that matter. 00:39:26.430 --> 00:39:28.770 align:middle line:84% It doesn't require high-level technical skills. 00:39:28.770 --> 00:39:31.020 align:middle line:84% You will see quickly, even in my list, 00:39:31.020 --> 00:39:35.130 align:middle line:84% but also more so when Terry talks, is that we need 00:39:35.130 --> 00:39:37.200 align:middle line:90% IT accessibility specialists. 00:39:37.200 --> 00:39:40.645 align:middle line:84% All of us aren't going to learn all these technical details. 00:39:40.645 --> 00:39:42.270 align:middle line:84% And so you need on your campus somebody 00:39:42.270 --> 00:39:45.040 align:middle line:84% that can provide that resource as well. 00:39:45.040 --> 00:39:48.130 align:middle line:84% So again, the resources will be provided in the online version. 00:39:48.130 --> 00:39:49.728 align:middle line:84% So let me just go through quickly. 00:39:49.728 --> 00:39:51.270 align:middle line:84% I'd like to start with something that 00:39:51.270 --> 00:39:53.900 align:middle line:90% is, really, you can't do this? 00:39:53.900 --> 00:39:56.460 align:middle line:84% Things that faculty absolutely can do-- 00:39:56.460 --> 00:39:59.190 align:middle line:84% clear, consistent layouts and organization schemes. 00:39:59.190 --> 00:40:01.050 align:middle line:84% What I find people, particularly now 00:40:01.050 --> 00:40:03.373 align:middle line:84% when they're turning their on-site courses online, 00:40:03.373 --> 00:40:05.790 align:middle line:84% they're pretty much taking resources from different things 00:40:05.790 --> 00:40:07.080 align:middle line:90% they used before. 00:40:07.080 --> 00:40:08.730 align:middle line:84% And they don't go back and make them 00:40:08.730 --> 00:40:13.050 align:middle line:84% consistent in their format, and that can be really confusing, 00:40:13.050 --> 00:40:15.430 align:middle line:84% particularly to a student with a disability that 00:40:15.430 --> 00:40:18.150 align:middle line:84% has a hard time organizing that content on their own. 00:40:18.150 --> 00:40:21.390 align:middle line:84% And so really we really look back and say is it clear? 00:40:21.390 --> 00:40:22.650 align:middle line:90% Is it consistent? 00:40:22.650 --> 00:40:25.650 align:middle line:84% Do I use the same organizational as schemes 00:40:25.650 --> 00:40:28.740 align:middle line:84% when I'm working in those resources 00:40:28.740 --> 00:40:30.973 align:middle line:84% that I'm sharing with my students? 00:40:30.973 --> 00:40:32.640 align:middle line:84% Structured headings, I already mentioned 00:40:32.640 --> 00:40:34.188 align:middle line:90% why that's important-- 00:40:34.188 --> 00:40:35.730 align:middle line:84% so that someone using a screen reader 00:40:35.730 --> 00:40:37.890 align:middle line:84% can go from heading to heading and see 00:40:37.890 --> 00:40:40.470 align:middle line:84% the organization of the document or the content 00:40:40.470 --> 00:40:43.830 align:middle line:84% in your page on a learning management system. 00:40:43.830 --> 00:40:46.230 align:middle line:84% Descriptive wording for hyperlinks-- again, 00:40:46.230 --> 00:40:47.850 align:middle line:84% making them descriptive so the screen 00:40:47.850 --> 00:40:51.260 align:middle line:84% reader can read with the resource is you're going to. 00:40:51.260 --> 00:40:54.440 align:middle line:84% Terrill will talk about accessible documents. 00:40:54.440 --> 00:41:00.390 align:middle line:84% My advice to faculty is just don't create PDFs. 00:41:00.390 --> 00:41:04.680 align:middle line:84% PDFs can be made accessible, absolutely, 00:41:04.680 --> 00:41:07.042 align:middle line:84% but there are some difficulties along the line. 00:41:07.042 --> 00:41:09.000 align:middle line:84% And they're difficult to remediate if you don't 00:41:09.000 --> 00:41:11.130 align:middle line:90% do that right in the beginning. 00:41:11.130 --> 00:41:14.430 align:middle line:84% And particularly to avoid scanned in PDFs. 00:41:14.430 --> 00:41:16.530 align:middle line:90% Accessible HTML is ideal. 00:41:16.530 --> 00:41:18.420 align:middle line:84% And that is what you're doing, by the way, 00:41:18.420 --> 00:41:22.770 align:middle line:84% when you're putting in content one of your content pages 00:41:22.770 --> 00:41:24.480 align:middle line:90% in a learning management system. 00:41:24.480 --> 00:41:27.420 align:middle line:84% Use that for your primary content. 00:41:27.420 --> 00:41:29.580 align:middle line:84% On our website, if you notice some of our resources 00:41:29.580 --> 00:41:32.670 align:middle line:84% that we'll link to, we use PDFs, but we don't use it 00:41:32.670 --> 00:41:34.890 align:middle line:90% as a primary source of content. 00:41:34.890 --> 00:41:37.620 align:middle line:84% So our handouts-- and we have about a hundred of them, 00:41:37.620 --> 00:41:40.530 align:middle line:90% I think, different publications. 00:41:40.530 --> 00:41:44.370 align:middle line:84% We put the accessible one, the most accessible one first, 00:41:44.370 --> 00:41:45.660 align:middle line:90% and that's HTML. 00:41:45.660 --> 00:41:50.100 align:middle line:84% We make sure that the web page is fully accessibly designed. 00:41:50.100 --> 00:41:53.580 align:middle line:84% But then, you'll notice we have a link to the PDF. 00:41:53.580 --> 00:41:55.230 align:middle line:84% It's accessible too, if you go there, 00:41:55.230 --> 00:42:00.450 align:middle line:84% because we like to do the best of this. 00:42:00.450 --> 00:42:03.180 align:middle line:90% So we have that as well. 00:42:03.180 --> 00:42:05.490 align:middle line:84% But we're primarily provided it for people 00:42:05.490 --> 00:42:06.820 align:middle line:90% who want to print it. 00:42:06.820 --> 00:42:08.760 align:middle line:84% And so you can get a nice printed copy. 00:42:08.760 --> 00:42:10.320 align:middle line:84% We use that all the time when we're 00:42:10.320 --> 00:42:13.620 align:middle line:84% giving on-site presentations and we just want to have a handout. 00:42:13.620 --> 00:42:16.440 align:middle line:84% You just like it to look fairly professional. 00:42:16.440 --> 00:42:20.960 align:middle line:84% And so we use that that's a good use of PDF. 00:42:20.960 --> 00:42:22.320 align:middle line:90% In an online course-- 00:42:22.320 --> 00:42:23.330 align:middle line:90% I teach online. 00:42:23.330 --> 00:42:27.480 align:middle line:84% And the only time I provide an attached document at all 00:42:27.480 --> 00:42:30.690 align:middle line:84% is for the syllabus because students actually 00:42:30.690 --> 00:42:33.240 align:middle line:84% want sometimes to download that document. 00:42:33.240 --> 00:42:35.340 align:middle line:84% Otherwise, I put everything in HTML. 00:42:35.340 --> 00:42:39.630 align:middle line:84% And in that case, I put it in the content page so it's HTML. 00:42:39.630 --> 00:42:42.030 align:middle line:84% And then, I have an attachment, which is a Word document. 00:42:42.030 --> 00:42:43.950 align:middle line:84% That way, the students can take that document. 00:42:43.950 --> 00:42:46.320 align:middle line:84% They can edit the syllabus to suit them, 00:42:46.320 --> 00:42:48.570 align:middle line:84% take out some material on the syllabus that doesn't 00:42:48.570 --> 00:42:50.310 align:middle line:90% apply to them and so forth. 00:42:50.310 --> 00:42:53.640 align:middle line:84% And I actually encourage them to do that. 00:42:53.640 --> 00:42:55.060 align:middle line:84% Some people will say, well, yeah, 00:42:55.060 --> 00:42:56.250 align:middle line:84% but there are all these other PDFs. 00:42:56.250 --> 00:42:56.920 align:middle line:90% What about that? 00:42:56.920 --> 00:42:59.280 align:middle line:84% Well, if you're linking to other people's PDFs, 00:42:59.280 --> 00:43:01.260 align:middle line:84% it's worth looking to see if that article might 00:43:01.260 --> 00:43:04.950 align:middle line:84% be available in a HTML format or other format that's 00:43:04.950 --> 00:43:07.380 align:middle line:90% more accessible. 00:43:07.380 --> 00:43:11.040 align:middle line:84% And you could contact the company or the source 00:43:11.040 --> 00:43:12.970 align:middle line:84% to see if they make things more accessible. 00:43:12.970 --> 00:43:15.240 align:middle line:84% But if you don't even deal with that aspect of it, 00:43:15.240 --> 00:43:16.950 align:middle line:84% if you haven't created more PDFs, 00:43:16.950 --> 00:43:19.920 align:middle line:84% you haven't given the disability services office 00:43:19.920 --> 00:43:21.510 align:middle line:90% more resources to remediate. 00:43:21.510 --> 00:43:24.270 align:middle line:84% They'll just have to remediate those others. 00:43:24.270 --> 00:43:26.153 align:middle line:84% Text descriptions of content and images-- 00:43:26.153 --> 00:43:27.570 align:middle line:84% we talked about important that is. 00:43:27.570 --> 00:43:29.850 align:middle line:84% And learning management systems will generally 00:43:29.850 --> 00:43:32.260 align:middle line:84% remind you to do that and sometimes tell you why, 00:43:32.260 --> 00:43:34.080 align:middle line:90% anytime you post an image. 00:43:34.080 --> 00:43:36.960 align:middle line:84% Large, bold fonts, uncluttered pages, plain backgrounds-- 00:43:36.960 --> 00:43:39.360 align:middle line:90% I'm demonstrating that today. 00:43:39.360 --> 00:43:41.220 align:middle line:84% High contrast color combinations, 00:43:41.220 --> 00:43:44.130 align:middle line:84% problematic ones for those who are colorblind avoided-- 00:43:44.130 --> 00:43:46.380 align:middle line:84% and you'll see in the online version 00:43:46.380 --> 00:43:48.090 align:middle line:84% I point to some resources we can check 00:43:48.090 --> 00:43:51.050 align:middle line:84% to see what colors are problematic. 00:43:51.050 --> 00:43:53.670 align:middle line:84% Green and red that's one that's a combination that's 00:43:53.670 --> 00:43:55.650 align:middle line:84% quite problematic for many people, 00:43:55.650 --> 00:43:57.990 align:middle line:84% but there are other combinations as well. 00:43:57.990 --> 00:43:59.700 align:middle line:84% Content and navigation is accessible 00:43:59.700 --> 00:44:03.710 align:middle line:84% using the keyboard alone, and we learned why that's important. 00:44:03.710 --> 00:44:07.470 align:middle line:84% Videos are captioned and audio described and so forth. 00:44:07.470 --> 00:44:09.940 align:middle line:84% So that's the technology part, and Terrill is 00:44:09.940 --> 00:44:11.610 align:middle line:90% going to elaborate on all that. 00:44:11.610 --> 00:44:13.970 align:middle line:84% But here's some as far as instructional methods. 00:44:13.970 --> 00:44:16.280 align:middle line:84% Address a broad range of technical skills. 00:44:16.280 --> 00:44:19.600 align:middle line:84% In my class, the class I'm teaching 00:44:19.600 --> 00:44:24.470 align:middle line:84% at another institution, but it's in Blackboard-- 00:44:24.470 --> 00:44:26.630 align:middle line:84% I hear all the time from instructors, well, 00:44:26.630 --> 00:44:29.810 align:middle line:84% all the students know how to do Blackboard because that's 00:44:29.810 --> 00:44:31.270 align:middle line:90% our standard at our institution. 00:44:31.270 --> 00:44:33.890 align:middle line:90% Ours is Canvas on our campus. 00:44:33.890 --> 00:44:36.200 align:middle line:84% Well, what I come back with, my pushback 00:44:36.200 --> 00:44:38.690 align:middle line:84% is, well, what if it's a first class 00:44:38.690 --> 00:44:41.120 align:middle line:84% they're taking on Canvas or Blackboard? 00:44:41.120 --> 00:44:43.040 align:middle line:84% You can point them to the help screens, 00:44:43.040 --> 00:44:44.670 align:middle line:90% but there's so many items. 00:44:44.670 --> 00:44:47.450 align:middle line:84% So what I do is I say, if this is your first time using 00:44:47.450 --> 00:44:50.630 align:middle line:84% Blackboard or another class I teach on Canvas, 00:44:50.630 --> 00:44:52.555 align:middle line:84% here's a good place to get started 00:44:52.555 --> 00:44:54.680 align:middle line:84% in learning about the capabilities of this learning 00:44:54.680 --> 00:44:55.790 align:middle line:90% management system. 00:44:55.790 --> 00:44:59.030 align:middle line:84% I don't send them to the whole, huge collection 00:44:59.030 --> 00:45:01.220 align:middle line:90% of help options. 00:45:01.220 --> 00:45:04.088 align:middle line:84% I send it to one or two to get started 00:45:04.088 --> 00:45:05.630 align:middle line:84% in the things that are most important 00:45:05.630 --> 00:45:08.450 align:middle line:84% in my particular class for them to know. 00:45:08.450 --> 00:45:12.560 align:middle line:84% And so you can address different technology skills, 00:45:12.560 --> 00:45:15.050 align:middle line:84% in this case a lower technology skill than you would hope, 00:45:15.050 --> 00:45:18.080 align:middle line:84% in that class without slowing down the rest of the class. 00:45:18.080 --> 00:45:20.450 align:middle line:84% It also tells a student you're welcome here. 00:45:20.450 --> 00:45:22.280 align:middle line:84% I assume students would come and not 00:45:22.280 --> 00:45:24.120 align:middle line:90% have those technical skills. 00:45:24.120 --> 00:45:26.350 align:middle line:84% Make sure content is presented in multiple ways. 00:45:26.350 --> 00:45:28.130 align:middle line:90% We talked about that. 00:45:28.130 --> 00:45:31.910 align:middle line:84% Make sure that you spell acronyms and jargon 00:45:31.910 --> 00:45:33.690 align:middle line:90% and define it. 00:45:33.690 --> 00:45:36.430 align:middle line:84% I like to use the expression low hanging fruit a lot. 00:45:36.430 --> 00:45:38.900 align:middle line:84% And in this one class, I teach, I use that expression. 00:45:38.900 --> 00:45:42.740 align:middle line:84% And then, I say if you haven't heard that expression before, 00:45:42.740 --> 00:45:45.080 align:middle line:84% what I'm referring to is some of the simpler things 00:45:45.080 --> 00:45:48.350 align:middle line:84% that you can do to make your website accessible. 00:45:48.350 --> 00:45:51.500 align:middle line:84% And so I don't need to survey the class 00:45:51.500 --> 00:45:54.060 align:middle line:84% to know if people know that word. 00:45:54.060 --> 00:45:57.230 align:middle line:84% Another way people do it is they just have links to some 00:45:57.230 --> 00:45:58.620 align:middle line:90% of the words in their class. 00:45:58.620 --> 00:46:00.320 align:middle line:84% And so a student can go there if they 00:46:00.320 --> 00:46:02.030 align:middle line:90% don't understand the jargon. 00:46:02.030 --> 00:46:04.190 align:middle line:84% Instructions and expectations clear-- 00:46:04.190 --> 00:46:06.890 align:middle line:84% when I work with students with disabilities, often in surveys 00:46:06.890 --> 00:46:10.070 align:middle line:84% and so forth, and disability service providers often 00:46:10.070 --> 00:46:12.050 align:middle line:84% say one of the biggest problems is 00:46:12.050 --> 00:46:15.230 align:middle line:84% that instructions and expectations are not clear. 00:46:15.230 --> 00:46:17.930 align:middle line:84% You can include all of your assignments in your syllabus, 00:46:17.930 --> 00:46:20.960 align:middle line:84% for instance, or at least in another document 00:46:20.960 --> 00:46:22.670 align:middle line:84% toward the beginning of the class, 00:46:22.670 --> 00:46:25.700 align:middle line:84% and make sure you have a rubric for your grading, 00:46:25.700 --> 00:46:27.710 align:middle line:84% but also the instructions are very clear what 00:46:27.710 --> 00:46:29.570 align:middle line:90% you expect the student to do. 00:46:29.570 --> 00:46:33.510 align:middle line:84% Examples and assignments are relevant to a diverse audience. 00:46:33.510 --> 00:46:36.260 align:middle line:84% Outlines and other scaffolding tools are provided. 00:46:36.260 --> 00:46:39.060 align:middle line:84% How can you somehow help your students get to the level 00:46:39.060 --> 00:46:41.720 align:middle line:90% that you want them to be at? 00:46:41.720 --> 00:46:43.470 align:middle line:84% If they're writing a term paper, could you 00:46:43.470 --> 00:46:45.540 align:middle line:84% provide an example of a term paper 00:46:45.540 --> 00:46:50.310 align:middle line:84% someone else has written, as a scaffolding device and also 00:46:50.310 --> 00:46:53.010 align:middle line:84% a link to a document that tells them 00:46:53.010 --> 00:46:56.160 align:middle line:84% how to create term papers in case 00:46:56.160 --> 00:46:57.880 align:middle line:84% they need some more help in that regard. 00:46:57.880 --> 00:46:59.730 align:middle line:84% So you're not lowering your standards. 00:46:59.730 --> 00:47:02.970 align:middle line:84% You're just helping students be more successful. 00:47:02.970 --> 00:47:05.440 align:middle line:84% Giving them adequate opportunities for practice-- 00:47:05.440 --> 00:47:07.530 align:middle line:84% so you don't want to overwhelm people that don't 00:47:07.530 --> 00:47:09.720 align:middle line:90% need as much extra practice. 00:47:09.720 --> 00:47:12.435 align:middle line:84% You can include, for instance, a link to-- you 00:47:12.435 --> 00:47:13.935 align:middle line:90% can call it optional. 00:47:13.935 --> 00:47:15.810 align:middle line:84% If you'd like to do market work in this area, 00:47:15.810 --> 00:47:18.710 align:middle line:84% I suggest, or here are some more examples or whatever. 00:47:18.710 --> 00:47:20.340 align:middle line:84% Just put optional there so that people 00:47:20.340 --> 00:47:24.270 align:middle line:84% don't have to go to it if they don't want to or need to. 00:47:24.270 --> 00:47:27.810 align:middle line:84% Provide adequate time for activities, projects and tests. 00:47:27.810 --> 00:47:29.910 align:middle line:84% Getting your assignments in the syllabus 00:47:29.910 --> 00:47:31.995 align:middle line:84% actually helps do that because students 00:47:31.995 --> 00:47:34.620 align:middle line:84% know what's going to be expected through the rest of the class. 00:47:34.620 --> 00:47:36.000 align:middle line:84% You also can put your syllabus up 00:47:36.000 --> 00:47:38.520 align:middle line:84% early so that they can take a look at it. 00:47:38.520 --> 00:47:42.270 align:middle line:84% Provide feedback on parts of projects or term papers, 00:47:42.270 --> 00:47:46.000 align:middle line:84% and then give corrective opportunities with some credit. 00:47:46.000 --> 00:47:47.670 align:middle line:84% So students at the end of your class 00:47:47.670 --> 00:47:53.850 align:middle line:84% don't turn in their project and have a totally misunderstood 00:47:53.850 --> 00:47:55.690 align:middle line:84% understanding of what that project was, 00:47:55.690 --> 00:47:59.850 align:middle line:84% and you have to figure out how to grade them. 00:47:59.850 --> 00:48:03.030 align:middle line:84% Options for communicating and collaborating-- on a syllabus, 00:48:03.030 --> 00:48:07.200 align:middle line:84% I'll say you can meet with me one-on-one at any time. 00:48:07.200 --> 00:48:10.860 align:middle line:90% And I like to meet by Zoom. 00:48:10.860 --> 00:48:15.030 align:middle line:84% But rather than say that, I say to myself, Sheryl, 00:48:15.030 --> 00:48:16.900 align:middle line:90% it's not about you. 00:48:16.900 --> 00:48:19.080 align:middle line:84% It's about them, and they may have 00:48:19.080 --> 00:48:20.640 align:middle line:90% a different opinion about that. 00:48:20.640 --> 00:48:23.070 align:middle line:90% So I say we can meet one-on-on. 00:48:23.070 --> 00:48:26.610 align:middle line:84% We can use Skype, Zoom, email, the discussion 00:48:26.610 --> 00:48:30.190 align:middle line:84% board in our learning management system, whatever. 00:48:30.190 --> 00:48:33.240 align:middle line:84% So just let me know how you'd like to meet. 00:48:33.240 --> 00:48:35.700 align:middle line:84% It also sends that message right at the beginning 00:48:35.700 --> 00:48:39.090 align:middle line:84% of the syllabus that I expect to be flexible in what we do 00:48:39.090 --> 00:48:41.760 align:middle line:90% and how we can communicate. 00:48:41.760 --> 00:48:45.960 align:middle line:84% And the last one, options for demonstrating their learning 00:48:45.960 --> 00:48:51.157 align:middle line:84% using portfolios, tests, term papers, projects, group work, 00:48:51.157 --> 00:48:53.490 align:middle line:84% rather they have just a couple of things that people get 00:48:53.490 --> 00:48:54.980 align:middle line:90% graded on. 00:48:54.980 --> 00:48:59.580 align:middle line:84% So like I said, that's kind of a quick overview of the topic. 00:48:59.580 --> 00:49:04.290 align:middle line:84% And Terrill will now fill in the details for those first nine 00:49:04.290 --> 00:49:06.300 align:middle line:90% in the IT area. 00:49:06.300 --> 00:49:08.790 align:middle line:84% So when I look at universal design, 00:49:08.790 --> 00:49:11.970 align:middle line:84% I think of it as an attitude, first of all, 00:49:11.970 --> 00:49:15.210 align:middle line:84% that the attitude is, well I expect 00:49:15.210 --> 00:49:18.300 align:middle line:84% it's my responsibility to think about how 00:49:18.300 --> 00:49:21.270 align:middle line:84% I can make what I'm doing and be inclusive of a lot of people 00:49:21.270 --> 00:49:23.130 align:middle line:84% with a lot of different characteristics. 00:49:23.130 --> 00:49:24.570 align:middle line:90% It's an attitude. 00:49:24.570 --> 00:49:26.430 align:middle line:84% You own that, but that's something 00:49:26.430 --> 00:49:27.910 align:middle line:90% you're going to work on. 00:49:27.910 --> 00:49:29.790 align:middle line:84% It's a framework, and so there are 00:49:29.790 --> 00:49:31.360 align:middle line:90% step-by-step things you can do. 00:49:31.360 --> 00:49:33.390 align:middle line:90% There's a there is a definition. 00:49:33.390 --> 00:49:36.600 align:middle line:84% There are guidelines, and principles, 00:49:36.600 --> 00:49:39.030 align:middle line:84% and there are practices that are well-established. 00:49:39.030 --> 00:49:41.460 align:middle line:84% And that's the framework that you're using. 00:49:41.460 --> 00:49:43.292 align:middle line:84% And you did develop some process where 00:49:43.292 --> 00:49:45.000 align:middle line:84% you continue to use that framework as you 00:49:45.000 --> 00:49:46.710 align:middle line:90% develop your materials. 00:49:46.710 --> 00:49:49.020 align:middle line:84% It's a goal that whatever you're doing 00:49:49.020 --> 00:49:54.490 align:middle line:84% is welcoming and accessible to everyone. 00:49:54.490 --> 00:49:56.580 align:middle line:84% But it's not one that we probably 00:49:56.580 --> 00:49:58.410 align:middle line:90% will ever totally reach. 00:49:58.410 --> 00:50:00.450 align:middle line:84% It's just that we can get better and better 00:50:00.450 --> 00:50:02.160 align:middle line:90% as we apply more practices. 00:50:02.160 --> 00:50:04.800 align:middle line:84% And it's a process, and part of the process 00:50:04.800 --> 00:50:08.550 align:middle line:84% is being proactive, where you do the universal design as you're 00:50:08.550 --> 00:50:10.950 align:middle line:90% doing other practices. 00:50:10.950 --> 00:50:14.940 align:middle line:84% For instance, there are many proven practices 00:50:14.940 --> 00:50:17.110 align:middle line:84% in how to deliver good online learning. 00:50:17.110 --> 00:50:21.000 align:middle line:84% Many of those articles-- most of them, I'd say, that you read, 00:50:21.000 --> 00:50:22.860 align:middle line:84% they don't address disability at all. 00:50:22.860 --> 00:50:25.410 align:middle line:84% And some of the practices they're suggesting 00:50:25.410 --> 00:50:29.100 align:middle line:84% aren't even accessible to people with disabilities. 00:50:29.100 --> 00:50:31.920 align:middle line:84% But you can combine some of those ideas 00:50:31.920 --> 00:50:35.310 align:middle line:84% and make them inclusive using universal design to come up 00:50:35.310 --> 00:50:37.650 align:middle line:84% with the practices you use in your class. 00:50:37.650 --> 00:50:39.810 align:middle line:84% It'd be nice if they were tested, 00:50:39.810 --> 00:50:42.490 align:middle line:84% but they aren't necessarily going to be. 00:50:42.490 --> 00:50:45.210 align:middle line:84% So universal design, it values diversity. 00:50:45.210 --> 00:50:46.050 align:middle line:90% That's important. 00:50:46.050 --> 00:50:47.860 align:middle line:90% It also values equity. 00:50:47.860 --> 00:50:51.420 align:middle line:84% And it values inclusion, that people are working together. 00:50:51.420 --> 00:50:54.540 align:middle line:84% One example is you could give an assignment in small groups. 00:50:54.540 --> 00:50:56.490 align:middle line:84% And they're going to create a project together 00:50:56.490 --> 00:50:59.280 align:middle line:84% to ask that group as their first item of business 00:50:59.280 --> 00:51:02.290 align:middle line:84% to decide how they're going to communicate with one another. 00:51:02.290 --> 00:51:05.130 align:middle line:84% And so that way, they have to provide 00:51:05.130 --> 00:51:07.782 align:middle line:84% it to be accessible to everybody in the group, 00:51:07.782 --> 00:51:09.240 align:middle line:84% and you don't have to dictate that. 00:51:09.240 --> 00:51:12.727 align:middle line:84% And it gives them an opportunity to talk about differences 00:51:12.727 --> 00:51:14.310 align:middle line:84% and figure out what people want to do. 00:51:14.310 --> 00:51:17.310 align:middle line:84% And it doesn't require that a disability is disclosed. 00:51:17.310 --> 00:51:19.840 align:middle line:84% A person might just say, well I prefer that we use email, 00:51:19.840 --> 00:51:22.740 align:middle line:84% even though it in part is because some other way 00:51:22.740 --> 00:51:25.050 align:middle line:84% of communicating is difficult for them. 00:51:25.050 --> 00:51:27.420 align:middle line:84% It promotes best practices, and it absolutely 00:51:27.420 --> 00:51:28.800 align:middle line:90% does not lower expectations. 00:51:28.800 --> 00:51:31.740 align:middle line:84% Faculty need to hear that more than once. 00:51:31.740 --> 00:51:35.158 align:middle line:84% It's proactive, and it can be implemented incrementally. 00:51:35.158 --> 00:51:36.950 align:middle line:84% Hopefully, every time you offer the course, 00:51:36.950 --> 00:51:38.690 align:middle line:84% it's a little bit more accessible 00:51:38.690 --> 00:51:40.190 align:middle line:90% than it was the last time. 00:51:40.190 --> 00:51:42.400 align:middle line:84% And it benefits everyone or most everyone. 00:51:42.400 --> 00:51:47.600 align:middle line:84% It shouldn't interfere with the experience of people 00:51:47.600 --> 00:51:52.350 align:middle line:84% in your course, and it minimizes the need for accommodations. 00:51:52.350 --> 00:51:53.850 align:middle line:84% Again, like I said at the beginning, 00:51:53.850 --> 00:51:55.880 align:middle line:84% there's nothing wrong with accommodations. 00:51:55.880 --> 00:51:59.750 align:middle line:84% We absolutely on our campuses should provide accommodations. 00:51:59.750 --> 00:52:03.890 align:middle line:84% But it's my feeling that we provide more than we need. 00:52:03.890 --> 00:52:07.100 align:middle line:90% 00:52:07.100 --> 00:52:09.242 align:middle line:84% In some ways, you can look at what accommodations 00:52:09.242 --> 00:52:09.950 align:middle line:90% we are providing. 00:52:09.950 --> 00:52:14.260 align:middle line:84% I mentioned earlier remediation of PDFs and captioning videos 00:52:14.260 --> 00:52:15.440 align:middle line:90% there too. 00:52:15.440 --> 00:52:18.260 align:middle line:84% And with techniques that Terry will talk about, 00:52:18.260 --> 00:52:20.480 align:middle line:84% what about if you just captioned all your videos, 00:52:20.480 --> 00:52:23.590 align:middle line:84% and you didn't use PDFs, and you made whatever documents 00:52:23.590 --> 00:52:24.897 align:middle line:90% you are using accessible? 00:52:24.897 --> 00:52:27.230 align:middle line:84% Then they wouldn't need that accommodations, would they? 00:52:27.230 --> 00:52:30.660 align:middle line:84% And so that's important to consider as well. 00:52:30.660 --> 00:52:32.420 align:middle line:84% And if you're just getting started, 00:52:32.420 --> 00:52:34.580 align:middle line:84% you might want to focus on the first week of class. 00:52:34.580 --> 00:52:36.920 align:middle line:84% Make sure your syllabus is accessible. 00:52:36.920 --> 00:52:40.010 align:middle line:84% Make sure your videos are accessible, and your documents 00:52:40.010 --> 00:52:41.553 align:middle line:90% for the first week or two. 00:52:41.553 --> 00:52:43.970 align:middle line:84% At least then, you're giving the disabled student services 00:52:43.970 --> 00:52:46.250 align:middle line:84% office and the student a little time 00:52:46.250 --> 00:52:48.000 align:middle line:84% to make the rest of the course accessible. 00:52:48.000 --> 00:52:49.375 align:middle line:84% So that's not a perfect solution, 00:52:49.375 --> 00:52:52.745 align:middle line:84% but you can prioritize what you do and when. 00:52:52.745 --> 00:52:54.620 align:middle line:84% I'm going to close with a quote that I really 00:52:54.620 --> 00:52:57.470 align:middle line:84% like from a Vietnamese Buddhist monk. 00:52:57.470 --> 00:53:00.740 align:middle line:84% When you plant lettuce, if it does not grow well, 00:53:00.740 --> 00:53:02.090 align:middle line:90% you don't blame the lettuce. 00:53:02.090 --> 00:53:04.460 align:middle line:84% You look for reasons it is not doing well. 00:53:04.460 --> 00:53:08.480 align:middle line:84% It may need fertilizer or more water or less sun. 00:53:08.480 --> 00:53:14.210 align:middle line:84% So again, the idea is you first look at the product 00:53:14.210 --> 00:53:16.130 align:middle line:84% before you look at the individual 00:53:16.130 --> 00:53:20.090 align:middle line:84% and consider their limitations or their functions, 00:53:20.090 --> 00:53:21.920 align:middle line:90% capabilities. 00:53:21.920 --> 00:53:23.840 align:middle line:84% And so you look at the product first 00:53:23.840 --> 00:53:27.850 align:middle line:84% is the idea with universal design. 00:53:27.850 --> 00:53:30.080 align:middle line:84% So that's universal design in a nutshell. 00:53:30.080 --> 00:53:34.320 align:middle line:84% Let's see if we have any questions. 00:53:34.320 --> 00:53:37.770 align:middle line:84% I also will point out I tried to apply these practices 00:53:37.770 --> 00:53:38.903 align:middle line:90% in the presentation. 00:53:38.903 --> 00:53:40.320 align:middle line:84% And one example of that is did you 00:53:40.320 --> 00:53:43.170 align:middle line:84% notice when I had that cute little red coffeepot up 00:53:43.170 --> 00:53:45.990 align:middle line:84% on the screen, the only thing I did to describe it, really, 00:53:45.990 --> 00:53:48.240 align:middle line:84% was saying that the spout and the handle 00:53:48.240 --> 00:53:49.590 align:middle line:90% were on the same side. 00:53:49.590 --> 00:53:51.390 align:middle line:84% In my view, that's all you really 00:53:51.390 --> 00:53:54.270 align:middle line:84% needed to know about that image if you can't see the image. 00:53:54.270 --> 00:53:55.978 align:middle line:84% I didn't want to go into great detail 00:53:55.978 --> 00:53:57.520 align:middle line:84% because it was irrelevant that it was 00:53:57.520 --> 00:54:01.700 align:middle line:90% this, cool bright red color. 00:54:01.700 --> 00:54:03.440 align:middle line:84% So Brianna, do we have any questions? 00:54:03.440 --> 00:54:03.860 align:middle line:90% BRIANNA BLASER: We don't. 00:54:03.860 --> 00:54:06.170 align:middle line:84% I just want to encourage folks, if you have questions, 00:54:06.170 --> 00:54:09.680 align:middle line:84% to go ahead and type them in the chat or raise your hand. 00:54:09.680 --> 00:54:12.390 align:middle line:90% 00:54:12.390 --> 00:54:14.930 align:middle line:84% SHERYL BURGSTAHLER: OK, so while we're waiting for that, 00:54:14.930 --> 00:54:19.310 align:middle line:84% I have a few examples of applying universal design. 00:54:19.310 --> 00:54:22.100 align:middle line:84% And one I've mentioned is a course 00:54:22.100 --> 00:54:24.380 align:middle line:84% I teach at City University of New York, which 00:54:24.380 --> 00:54:28.400 align:middle line:84% is universal design in higher education. 00:54:28.400 --> 00:54:31.430 align:middle line:84% One of the activities that the students need to do 00:54:31.430 --> 00:54:35.690 align:middle line:84% is go off and look for on the internet-- 00:54:35.690 --> 00:54:37.993 align:middle line:84% I have a lot of internet activities in this class. 00:54:37.993 --> 00:54:40.160 align:middle line:84% Look on the internet and try to find an image that's 00:54:40.160 --> 00:54:43.430 align:middle line:84% not labeled as universal design but is 00:54:43.430 --> 00:54:45.440 align:middle line:84% a good example of a universal design 00:54:45.440 --> 00:54:49.120 align:middle line:84% feature in a physical environment. 00:54:49.120 --> 00:54:54.700 align:middle line:84% And then, write in the discussion forum 00:54:54.700 --> 00:55:00.130 align:middle line:84% a message to the whole group with an attached image, 00:55:00.130 --> 00:55:02.620 align:middle line:84% and explain why you think that image 00:55:02.620 --> 00:55:05.795 align:middle line:84% is an example of a universal design feature. 00:55:05.795 --> 00:55:07.170 align:middle line:84% Now, I looked at that assignment. 00:55:07.170 --> 00:55:08.000 align:middle line:90% I go that's kind of cool. 00:55:08.000 --> 00:55:09.320 align:middle line:84% They'll get to do something visual 00:55:09.320 --> 00:55:10.695 align:middle line:84% and be out there on the internet. 00:55:10.695 --> 00:55:14.165 align:middle line:84% I try to have action and almost like field trips in my class. 00:55:14.165 --> 00:55:16.160 align:middle line:84% And so I really like that activity. 00:55:16.160 --> 00:55:18.870 align:middle line:84% But I pause for a minute, as I do with all my activities, 00:55:18.870 --> 00:55:21.250 align:middle line:84% and I said, well, who wouldn't be able to do this? 00:55:21.250 --> 00:55:23.910 align:middle line:84% Well, the most obvious one is a person 00:55:23.910 --> 00:55:26.230 align:middle line:84% who is blind and can't see those images. 00:55:26.230 --> 00:55:28.753 align:middle line:84% Now, if everybody used alternative text, 00:55:28.753 --> 00:55:29.670 align:middle line:90% it might be all right. 00:55:29.670 --> 00:55:31.795 align:middle line:84% But they also might not put in the alternative text 00:55:31.795 --> 00:55:35.010 align:middle line:84% some of the features that I'm looking for them to identify. 00:55:35.010 --> 00:55:37.920 align:middle line:84% One option is to provide that as an accommodation 00:55:37.920 --> 00:55:42.950 align:middle line:84% if I learned that a person who is blind is in my class. 00:55:42.950 --> 00:55:44.410 align:middle line:90% That would be one approach. 00:55:44.410 --> 00:55:47.740 align:middle line:84% Leave it up to disabled services or disability services 00:55:47.740 --> 00:55:50.860 align:middle line:84% or leave it up to that person identifying themself as blind 00:55:50.860 --> 00:55:53.230 align:middle line:84% and asking me for an accommodation. 00:55:53.230 --> 00:55:55.600 align:middle line:84% Rather than that, right in the lesson, 00:55:55.600 --> 00:55:58.100 align:middle line:84% I kind of describe it, as I just mentioned. 00:55:58.100 --> 00:56:01.150 align:middle line:84% But then, right at that point, alternatively, I start out, 00:56:01.150 --> 00:56:05.290 align:middle line:84% alternatively, think about a physical environment 00:56:05.290 --> 00:56:09.370 align:middle line:84% you have experienced and where you 00:56:09.370 --> 00:56:13.090 align:middle line:84% felt that something that was provided in that environment 00:56:13.090 --> 00:56:18.283 align:middle line:84% was really representative of the universal design philosophy. 00:56:18.283 --> 00:56:20.950 align:middle line:84% BRIANNA BLASER: There's a couple of great questions in the chat. 00:56:20.950 --> 00:56:23.860 align:middle line:84% One is can you describe the turning point 00:56:23.860 --> 00:56:28.480 align:middle line:84% for your university to really support universal design 00:56:28.480 --> 00:56:30.940 align:middle line:84% and provide resources that might help other folks trying 00:56:30.940 --> 00:56:33.130 align:middle line:84% to get their university to support this? 00:56:33.130 --> 00:56:34.505 align:middle line:84% SHERYL BURGSTAHLER: Well, I don't 00:56:34.505 --> 00:56:36.920 align:middle line:90% think we've reached that curve. 00:56:36.920 --> 00:56:39.460 align:middle line:90% We are not had that major turn. 00:56:39.460 --> 00:56:42.070 align:middle line:90% 00:56:42.070 --> 00:56:45.100 align:middle line:84% We have a lot more people talking 00:56:45.100 --> 00:56:46.910 align:middle line:84% about universal design on our campus, 00:56:46.910 --> 00:56:49.470 align:middle line:90% and so it's a gradual process. 00:56:49.470 --> 00:56:51.580 align:middle line:84% And we just talk about it all that we can. 00:56:51.580 --> 00:56:55.810 align:middle line:84% We have a group of liaisons, IT accessibility liaisons 00:56:55.810 --> 00:56:57.890 align:middle line:90% supporting our teams' efforts. 00:56:57.890 --> 00:56:59.890 align:middle line:84% And they're like 150 people, and they 00:56:59.890 --> 00:57:03.040 align:middle line:84% get training on accessible design and design 00:57:03.040 --> 00:57:06.700 align:middle line:84% of online learning that is accessible. 00:57:06.700 --> 00:57:09.970 align:middle line:84% And we count on them to spread the word. 00:57:09.970 --> 00:57:12.340 align:middle line:90% We give a lot of presentations. 00:57:12.340 --> 00:57:15.020 align:middle line:84% We don't have a lot of pushback on universal design. 00:57:15.020 --> 00:57:16.530 align:middle line:84% More and more people know about it. 00:57:16.530 --> 00:57:18.890 align:middle line:84% Is it's actually practicing it is a problem. 00:57:18.890 --> 00:57:22.150 align:middle line:84% It's like, well, I don't have time, especially lately. 00:57:22.150 --> 00:57:24.140 align:middle line:84% The 20 Tips publication can help. 00:57:24.140 --> 00:57:26.380 align:middle line:84% For instance, on our campus with the pandemic, 00:57:26.380 --> 00:57:29.470 align:middle line:84% we went online just literally over overnight. 00:57:29.470 --> 00:57:31.300 align:middle line:84% And I thought that's not a good time 00:57:31.300 --> 00:57:34.535 align:middle line:84% to approach faculty that are just panicked over this 00:57:34.535 --> 00:57:36.910 align:middle line:84% and converting their courses to have a lot of information 00:57:36.910 --> 00:57:38.080 align:middle line:90% about universal design. 00:57:38.080 --> 00:57:40.790 align:middle line:84% But we made a big effort around all these campus websites 00:57:40.790 --> 00:57:43.300 align:middle line:84% that started appearing and departments and colleges 00:57:43.300 --> 00:57:48.370 align:middle line:84% and schools on helping their faculty convert to online. 00:57:48.370 --> 00:57:50.620 align:middle line:84% We made sure that our resources, which 00:57:50.620 --> 00:57:54.580 align:middle line:84% included the 20 tips, because that's a way to get started. 00:57:54.580 --> 00:57:56.590 align:middle line:84% And then, that publication was a link 00:57:56.590 --> 00:57:58.540 align:middle line:90% on their list of resources. 00:57:58.540 --> 00:58:00.970 align:middle line:84% And our more general IT accessibility, 00:58:00.970 --> 00:58:03.310 align:middle line:84% technology sensibility website, which 00:58:03.310 --> 00:58:05.830 align:middle line:84% includes technical details, much like what 00:58:05.830 --> 00:58:09.700 align:middle line:84% Terry is going to talk about next, was on there as well. 00:58:09.700 --> 00:58:11.345 align:middle line:90% And I think it's a journey. 00:58:11.345 --> 00:58:13.370 align:middle line:84% We're certainly progressing on that journey, 00:58:13.370 --> 00:58:16.000 align:middle line:84% but we're not at the end of that journey by any stretch 00:58:16.000 --> 00:58:17.145 align:middle line:90% of the imagination. 00:58:17.145 --> 00:58:19.270 align:middle line:84% BRIANNA BLASER: There's a few questions in the chat 00:58:19.270 --> 00:58:22.030 align:middle line:90% about accessibility of PDFs. 00:58:22.030 --> 00:58:25.616 align:middle line:84% And I know this is a teaser for Terrill's presentation. 00:58:25.616 --> 00:58:28.120 align:middle line:84% Terrill, I don't know if you want to jump in. 00:58:28.120 --> 00:58:30.610 align:middle line:84% Some of the questions are whether searchable PDFs 00:58:30.610 --> 00:58:33.162 align:middle line:90% are relatively inaccessible? 00:58:33.162 --> 00:58:37.090 align:middle line:84% Are Word documents with good heading structures better? 00:58:37.090 --> 00:58:39.985 align:middle line:84% What do you do about journal PDFs that are inaccessible? 00:58:39.985 --> 00:58:42.360 align:middle line:84% And I know you're going to talk about some of this later, 00:58:42.360 --> 00:58:44.763 align:middle line:84% so I don't want to steal your thunder too much. 00:58:44.763 --> 00:58:47.180 align:middle line:84% TERRILL THOMPSON: Yeah, these are all excellent questions. 00:58:47.180 --> 00:58:51.770 align:middle line:84% Also, the question I'm seeing there about alt text 00:58:51.770 --> 00:58:55.070 align:middle line:84% as it applies to more complex graphics-- 00:58:55.070 --> 00:58:58.340 align:middle line:84% bar graphs, scatter plots, et cetera. 00:58:58.340 --> 00:59:02.390 align:middle line:84% I can try to build in some discussion about all 00:59:02.390 --> 00:59:04.348 align:middle line:90% of those things in my segment. 00:59:04.348 --> 00:59:06.140 align:middle line:84% I think we should have time to cover those, 00:59:06.140 --> 00:59:07.880 align:middle line:84% so I'll make a note of those questions 00:59:07.880 --> 00:59:11.264 align:middle line:84% and try to address that in my talk. 00:59:11.264 --> 00:59:13.650 align:middle line:90% BRIANNA BLASER: Excellent. 00:59:13.650 --> 00:59:14.760 align:middle line:90% [INTERPOSING VOICES] 00:59:14.760 --> 00:59:15.410 align:middle line:90% SHERYL BURGSTAHLER: Go ahead. 00:59:15.410 --> 00:59:15.980 align:middle line:84% BRIANNA BLASER: I was just going to say 00:59:15.980 --> 00:59:17.397 align:middle line:84% somebody asked about accessibility 00:59:17.397 --> 00:59:18.350 align:middle line:90% of journal articles. 00:59:18.350 --> 00:59:20.690 align:middle line:84% And I just this morning was reading some emails 00:59:20.690 --> 00:59:22.820 align:middle line:84% on our student mentoring list where 00:59:22.820 --> 00:59:26.210 align:middle line:84% a student who was trying to access some computer science 00:59:26.210 --> 00:59:30.140 align:middle line:84% PDFs from journals found they were all inaccessible. 00:59:30.140 --> 00:59:32.750 align:middle line:84% And there was a resulting conversation 00:59:32.750 --> 00:59:35.510 align:middle line:84% where another person said, yeah, this professional organization 00:59:35.510 --> 00:59:37.130 align:middle line:84% isn't great at making PDFs accessible. 00:59:37.130 --> 00:59:39.170 align:middle line:90% So it's a problem. 00:59:39.170 --> 00:59:40.910 align:middle line:84% SHERYL BURGSTAHLER: It's a huge problem. 00:59:40.910 --> 00:59:43.740 align:middle line:84% From the student perspective, what we do on our campus 00:59:43.740 --> 00:59:47.840 align:middle line:84% is we have a contract with SensusAccess, which is 00:59:47.840 --> 00:59:49.660 align:middle line:90% a tool that can convert PDF-- 00:59:49.660 --> 00:59:52.880 align:middle line:84% well, it can one format to another. 00:59:52.880 --> 00:59:56.720 align:middle line:84% And it will take a PDF and do a computer generated 00:59:56.720 --> 00:59:58.550 align:middle line:90% version of an accessible PDF. 00:59:58.550 --> 01:00:01.280 align:middle line:90% It's not pretty, necessarily. 01:00:01.280 --> 01:00:05.330 align:middle line:84% It might not have the headings structured and so forth. 01:00:05.330 --> 01:00:08.060 align:middle line:84% But it allows a student who's working at midnight on Saturday 01:00:08.060 --> 01:00:11.600 align:middle line:84% night with no access to the disability services office 01:00:11.600 --> 01:00:12.920 align:middle line:90% to do remediation. 01:00:12.920 --> 01:00:15.230 align:middle line:84% And that term paper is due on Monday. 01:00:15.230 --> 01:00:18.180 align:middle line:84% They have a right to procrastinate as well. 01:00:18.180 --> 01:00:19.910 align:middle line:84% But they can access some resources 01:00:19.910 --> 01:00:21.420 align:middle line:90% that they really need. 01:00:21.420 --> 01:00:26.210 align:middle line:84% We also have Ally, which is an add-on by Blackboard, 01:00:26.210 --> 01:00:29.730 align:middle line:84% but it's with our Canvas, that does something similar to that. 01:00:29.730 --> 01:00:32.900 align:middle line:84% And then the other thing is you can contact your librarians. 01:00:32.900 --> 01:00:34.910 align:middle line:84% They might be able to help you get an accessible 01:00:34.910 --> 01:00:37.970 align:middle line:90% version of that PDF. 01:00:37.970 --> 01:00:41.520 align:middle line:84% You've seen an article or something that's 01:00:41.520 --> 01:00:44.432 align:middle line:84% it's available on the website on the internet 01:00:44.432 --> 01:00:45.890 align:middle line:84% in different formats, and you might 01:00:45.890 --> 01:00:48.110 align:middle line:90% find a more accessible one. 01:00:48.110 --> 01:00:51.590 align:middle line:84% Otherwise, I think contacting that organization, 01:00:51.590 --> 01:00:55.103 align:middle line:84% encouraging them to produce accessible documents. 01:00:55.103 --> 01:00:56.520 align:middle line:84% You have to decide how much you're 01:00:56.520 --> 01:00:58.220 align:middle line:84% going to be an advocate in that regard. 01:00:58.220 --> 01:01:03.050 align:middle line:84% Otherwise, it's left up to the disability services office 01:01:03.050 --> 01:01:04.250 align:middle line:90% to do the remediation. 01:01:04.250 --> 01:01:06.770 align:middle line:84% I actually, in my class, choose not 01:01:06.770 --> 01:01:10.820 align:middle line:84% to use information that's not designed in an accessible 01:01:10.820 --> 01:01:11.340 align:middle line:90% format. 01:01:11.340 --> 01:01:15.138 align:middle line:84% So that's another, but maybe too big of a drastic measure 01:01:15.138 --> 01:01:15.680 align:middle line:90% in your case. 01:01:15.680 --> 01:01:18.900 align:middle line:84% But my course is on universal design, 01:01:18.900 --> 01:01:21.387 align:middle line:84% so I have to hold myself to a higher standard. 01:01:21.387 --> 01:01:22.220 align:middle line:90% [INTERPOSING VOICES] 01:01:22.220 --> 01:01:22.852 align:middle line:90% Oh. 01:01:22.852 --> 01:01:24.560 align:middle line:84% BRIANNA BLASER: There's one last question 01:01:24.560 --> 01:01:26.018 align:middle line:84% that I think is really interesting, 01:01:26.018 --> 01:01:27.550 align:middle line:84% but I think you just covered this, 01:01:27.550 --> 01:01:29.425 align:middle line:84% so maybe you can give a quick answer to this. 01:01:29.425 --> 01:01:31.767 align:middle line:84% Meg Ray asked how do you deal with tools 01:01:31.767 --> 01:01:34.100 align:middle line:84% that may make learning more accessible for some students 01:01:34.100 --> 01:01:35.540 align:middle line:90% but less accessible for others? 01:01:35.540 --> 01:01:39.650 align:middle line:84% And then she gave an example of Flipgrid 01:01:39.650 --> 01:01:41.510 align:middle line:84% in place of discussion, or it's which 01:01:41.510 --> 01:01:43.460 align:middle line:84% allows folks a variety of ways to answer, 01:01:43.460 --> 01:01:46.130 align:middle line:84% but it makes it less accessible to folks need captioning? 01:01:46.130 --> 01:01:48.305 align:middle line:84% SHERYL BURGSTAHLER: Yeah, well, Terry 01:01:48.305 --> 01:01:49.940 align:middle line:84% will talk about accessible software, 01:01:49.940 --> 01:01:53.510 align:middle line:84% so you want to see if there's an alternative that you can use. 01:01:53.510 --> 01:01:56.540 align:middle line:84% Another thing you can do is you can have a tool that you really 01:01:56.540 --> 01:01:58.970 align:middle line:84% like using, but maybe it's not accessible to students 01:01:58.970 --> 01:02:00.930 align:middle line:90% who are blind. 01:02:00.930 --> 01:02:04.100 align:middle line:84% And if a student who is blind signs up for your class, 01:02:04.100 --> 01:02:06.920 align:middle line:84% you can just quick like a bunny use a different tool 01:02:06.920 --> 01:02:10.388 align:middle line:84% to make it accessible to that specific class you have. 01:02:10.388 --> 01:02:12.180 align:middle line:84% Because it might be accessible to everybody 01:02:12.180 --> 01:02:13.680 align:middle line:84% that's in your class, but you've got 01:02:13.680 --> 01:02:15.202 align:middle line:90% to do that in a seamless way. 01:02:15.202 --> 01:02:16.910 align:middle line:84% I've heard of faculty that make a change, 01:02:16.910 --> 01:02:18.320 align:middle line:84% and they actually point that out. 01:02:18.320 --> 01:02:20.153 align:middle line:84% We're making this change because this person 01:02:20.153 --> 01:02:21.890 align:middle line:84% is blind in the class and so forth. 01:02:21.890 --> 01:02:26.090 align:middle line:84% But Terry we'll talk more about accessible tools. 01:02:26.090 --> 01:02:28.610 align:middle line:84% For multiple reasons, I keep it real simple. 01:02:28.610 --> 01:02:31.040 align:middle line:90% I use asynchronous tools. 01:02:31.040 --> 01:02:32.988 align:middle line:84% All the tools I use are pretty simple. 01:02:32.988 --> 01:02:35.280 align:middle line:84% I hear from students that they get really confused when 01:02:35.280 --> 01:02:37.340 align:middle line:84% the faculty member uses a whole bunch of tools they think 01:02:37.340 --> 01:02:38.270 align:middle line:90% are really great. 01:02:38.270 --> 01:02:40.880 align:middle line:84% So really look seriously about whether you need to use 01:02:40.880 --> 01:02:42.560 align:middle line:90% that particular tool. 01:02:42.560 --> 01:02:44.600 align:middle line:84% Sometimes you can stretch an accessible tool 01:02:44.600 --> 01:02:46.267 align:middle line:84% to do some of the things that you really 01:02:46.267 --> 01:02:47.750 align:middle line:90% like about that tool. 01:02:47.750 --> 01:02:48.890 align:middle line:90% But we're done for now. 01:02:48.890 --> 01:02:51.170 align:middle line:84% And at 10 after, Terrill is going 01:02:51.170 --> 01:02:54.970 align:middle line:84% to start talking about the technology stuff. 01:02:54.970 --> 01:02:56.325 align:middle line:90% So see you then. 01:02:56.325 --> 01:02:57.700 align:middle line:84% BRIANNA BLASER: See you in a bit. 01:02:57.700 --> 01:03:01.470 align:middle line:90% 01:03:01.470 --> 01:03:04.150 align:middle line:84% TERRILL THOMPSON: --for those of you where it is still morning. 01:03:04.150 --> 01:03:07.050 align:middle line:84% Good afternoon for those of you that have slipped over 01:03:07.050 --> 01:03:10.240 align:middle line:90% into the other side. 01:03:10.240 --> 01:03:13.800 align:middle line:84% I am going to be talking about a variety of things. 01:03:13.800 --> 01:03:16.260 align:middle line:84% This was originally advertised in the agenda, 01:03:16.260 --> 01:03:20.020 align:middle line:84% I think, as documents and video accessibility. 01:03:20.020 --> 01:03:25.890 align:middle line:84% But there is really so much more that can be talked about, 01:03:25.890 --> 01:03:29.340 align:middle line:84% and so I wanted to also include website and vendor 01:03:29.340 --> 01:03:34.050 align:middle line:84% products in the mix of things that I'm going to talk about. 01:03:34.050 --> 01:03:37.080 align:middle line:84% As Sheryl mentioned, I am the manager of the IT accessibility 01:03:37.080 --> 01:03:40.100 align:middle line:84% team, so we deal with all of these sorts of things 01:03:40.100 --> 01:03:41.340 align:middle line:90% on campus. 01:03:41.340 --> 01:03:45.330 align:middle line:84% Our charge is to promote technology 01:03:45.330 --> 01:03:46.890 align:middle line:90% accessibility campus-wide. 01:03:46.890 --> 01:03:50.070 align:middle line:84% And so we work with our own university 01:03:50.070 --> 01:03:53.300 align:middle line:84% to try and ensure that our websites, documents, video, 01:03:53.300 --> 01:03:55.870 align:middle line:84% and vendor products are accessible. 01:03:55.870 --> 01:03:58.050 align:middle line:84% And so there's a lot of other training, 01:03:58.050 --> 01:04:02.370 align:middle line:84% consulting, collaborating, and just working 01:04:02.370 --> 01:04:05.250 align:middle line:84% to educate the campus community and build capacity. 01:04:05.250 --> 01:04:08.130 align:middle line:84% We do a lot of this on our own campus 01:04:08.130 --> 01:04:10.050 align:middle line:90% at the University of Washington. 01:04:10.050 --> 01:04:13.750 align:middle line:84% And then, through the grant funding, 01:04:13.750 --> 01:04:17.940 align:middle line:84% such as AccessINCLUDES, and part of my position 01:04:17.940 --> 01:04:20.790 align:middle line:84% is funded by an NSF project called 01:04:20.790 --> 01:04:24.630 align:middle line:84% AccessComputing, which is dedicated to broadening 01:04:24.630 --> 01:04:27.210 align:middle line:84% participation of students with disabilities 01:04:27.210 --> 01:04:29.170 align:middle line:90% in computing fields. 01:04:29.170 --> 01:04:32.340 align:middle line:84% And so I do a lot of the same sort of work 01:04:32.340 --> 01:04:34.860 align:middle line:84% on the AccessComputing project dedicated 01:04:34.860 --> 01:04:42.030 align:middle line:84% to improving accessibility among our partners on that grant. 01:04:42.030 --> 01:04:44.820 align:middle line:84% So within an hour, we'll cover just a little bit 01:04:44.820 --> 01:04:46.080 align:middle line:90% of each of these topics. 01:04:46.080 --> 01:04:47.962 align:middle line:84% But I do want to allow time for questions, 01:04:47.962 --> 01:04:49.920 align:middle line:84% and I want to answer some of the questions that 01:04:49.920 --> 01:04:53.300 align:middle line:84% came up in the first session, and point you 01:04:53.300 --> 01:04:56.700 align:middle line:84% towards some resources where you can continue learning more 01:04:56.700 --> 01:04:58.170 align:middle line:90% about each of these things. 01:04:58.170 --> 01:05:02.870 align:middle line:90% 01:05:02.870 --> 01:05:07.940 align:middle line:84% So first of all, and we are talking about diversity. 01:05:07.940 --> 01:05:11.120 align:middle line:84% This is a big focus of AccessINCLUDES. 01:05:11.120 --> 01:05:15.450 align:middle line:84% And specifically when we talk about technology accessibility, 01:05:15.450 --> 01:05:19.400 align:middle line:84% we're talking about technology diversity and the diversity 01:05:19.400 --> 01:05:22.010 align:middle line:84% among people in the way they interact 01:05:22.010 --> 01:05:27.620 align:middle line:84% with computing tools, information-- 01:05:27.620 --> 01:05:30.120 align:middle line:84% electronic and digital information. 01:05:30.120 --> 01:05:36.950 align:middle line:84% So the historical model is you've got some data somewhere. 01:05:36.950 --> 01:05:38.510 align:middle line:90% Now, we call it the cloud. 01:05:38.510 --> 01:05:41.090 align:middle line:84% There's data out there in the cloud or on the internet, 01:05:41.090 --> 01:05:44.510 align:middle line:84% or somewhere there's data that you need access to. 01:05:44.510 --> 01:05:50.870 align:middle line:84% And traditionally, you would get access via monitor, a screen. 01:05:50.870 --> 01:05:56.240 align:middle line:84% And you would communicate back to the computer using keyboard. 01:05:56.240 --> 01:05:58.430 align:middle line:90% That was the original interface. 01:05:58.430 --> 01:06:00.840 align:middle line:84% But then, also, a mouse was introduced later. 01:06:00.840 --> 01:06:05.600 align:middle line:84% And so this kind of then became the traditional model 01:06:05.600 --> 01:06:07.940 align:middle line:84% of a keyboard and mouse for input, 01:06:07.940 --> 01:06:12.320 align:middle line:90% and a monitor for output. 01:06:12.320 --> 01:06:15.110 align:middle line:84% But that's an old fashioned model. 01:06:15.110 --> 01:06:17.510 align:middle line:84% We see more and more people interacting 01:06:17.510 --> 01:06:20.480 align:middle line:84% with their mobile devices in order 01:06:20.480 --> 01:06:22.910 align:middle line:90% to get access to information. 01:06:22.910 --> 01:06:25.040 align:middle line:84% And within mobile devices, you've 01:06:25.040 --> 01:06:28.040 align:middle line:84% got a wide variety of different platforms, 01:06:28.040 --> 01:06:30.980 align:middle line:90% different shapes, sizes. 01:06:30.980 --> 01:06:32.870 align:middle line:90% You've got tablets as well. 01:06:32.870 --> 01:06:35.780 align:middle line:84% A lot of different shapes, sizes, and platforms 01:06:35.780 --> 01:06:37.760 align:middle line:90% when it comes to tablets. 01:06:37.760 --> 01:06:39.410 align:middle line:84% You've got people who are listening 01:06:39.410 --> 01:06:44.180 align:middle line:84% to content rather than accessing the output visually 01:06:44.180 --> 01:06:45.980 align:middle line:90% through a monitor. 01:06:45.980 --> 01:06:48.920 align:middle line:84% Traditionally, this has been the domain of people who 01:06:48.920 --> 01:06:50.850 align:middle line:90% are blind using screen readers. 01:06:50.850 --> 01:06:54.930 align:middle line:84% But also, now, since we're becoming more mobile 01:06:54.930 --> 01:06:59.450 align:middle line:84% and relying more on hands-free interfaces 01:06:59.450 --> 01:07:02.180 align:middle line:84% and eyes-free interfaces, then we're 01:07:02.180 --> 01:07:07.250 align:middle line:84% using speech output in order to access technology, as well as 01:07:07.250 --> 01:07:08.570 align:middle line:90% speech input. 01:07:08.570 --> 01:07:10.850 align:middle line:84% That too has been traditionally the domain 01:07:10.850 --> 01:07:13.040 align:middle line:84% of people with disabilities, particularly 01:07:13.040 --> 01:07:14.690 align:middle line:84% people with physical disabilities 01:07:14.690 --> 01:07:19.490 align:middle line:84% who are unable to type or to use a mouse. 01:07:19.490 --> 01:07:21.950 align:middle line:84% They could use speech input in order 01:07:21.950 --> 01:07:27.200 align:middle line:84% to dictate documents or control the interface. 01:07:27.200 --> 01:07:30.260 align:middle line:84% And now, more and more people are using speech input as well 01:07:30.260 --> 01:07:31.940 align:middle line:90% speech output. 01:07:31.940 --> 01:07:34.880 align:middle line:84% Some people interact through a tactile interface. 01:07:34.880 --> 01:07:38.570 align:middle line:84% So on the slide here, we have a refreshable Braille device, 01:07:38.570 --> 01:07:40.970 align:middle line:84% which can be used both for input and output. 01:07:40.970 --> 01:07:45.070 align:middle line:84% It's got Braille keys that they can type in order 01:07:45.070 --> 01:07:50.780 align:middle line:84% to produce input, and then a refreshable row of dots 01:07:50.780 --> 01:07:53.030 align:middle line:84% that they can use to receive the output. 01:07:53.030 --> 01:07:55.670 align:middle line:84% And they can explore web pages and software 01:07:55.670 --> 01:07:59.060 align:middle line:84% and documents using the Braille dots 01:07:59.060 --> 01:08:01.530 align:middle line:90% as they continue to change. 01:08:01.530 --> 01:08:03.432 align:middle line:84% So I ran out of slide space here. 01:08:03.432 --> 01:08:05.390 align:middle line:84% Otherwise, I could have gone on and on with all 01:08:05.390 --> 01:08:07.700 align:middle line:84% the different assistive technologies people use 01:08:07.700 --> 01:08:11.300 align:middle line:84% and different devices people use to access technology. 01:08:11.300 --> 01:08:15.530 align:middle line:84% But bottom line is there's a huge variety. 01:08:15.530 --> 01:08:19.970 align:middle line:84% And this is really what accessibility hinges upon, 01:08:19.970 --> 01:08:22.880 align:middle line:84% that we want to create information, 01:08:22.880 --> 01:08:26.330 align:middle line:84% content, applications that work for people, 01:08:26.330 --> 01:08:28.370 align:middle line:84% regardless of what their interface is 01:08:28.370 --> 01:08:30.710 align:middle line:84% like, what sort of devices they're using, 01:08:30.710 --> 01:08:33.500 align:middle line:84% or what sort of configuration they're using. 01:08:33.500 --> 01:08:37.250 align:middle line:84% So even if we just look at a visual interface, 01:08:37.250 --> 01:08:39.200 align:middle line:90% people are using the monitor. 01:08:39.200 --> 01:08:42.890 align:middle line:84% They have a lot of flexibility in, for example, 01:08:42.890 --> 01:08:44.210 align:middle line:90% their screen resolution. 01:08:44.210 --> 01:08:46.490 align:middle line:84% This is all the screen resolutions 01:08:46.490 --> 01:08:48.470 align:middle line:84% that are available to me on my MacBook Pro. 01:08:48.470 --> 01:08:53.990 align:middle line:84% I can go anywhere from 640 by 480 to 1680 by 1050 01:08:53.990 --> 01:08:57.500 align:middle line:84% and all points in between, stretched and not stretched. 01:08:57.500 --> 01:09:00.290 align:middle line:84% And my choice of resolutions means 01:09:00.290 --> 01:09:02.600 align:middle line:84% that what I'm seeing on my screen 01:09:02.600 --> 01:09:04.520 align:middle line:84% right now is probably very different than what 01:09:04.520 --> 01:09:06.609 align:middle line:90% you're seeing on yours. 01:09:06.609 --> 01:09:09.080 align:middle line:84% And as you're producing content, you 01:09:09.080 --> 01:09:13.819 align:middle line:84% can't depend on people having the same configuration as what 01:09:13.819 --> 01:09:15.000 align:middle line:90% you have. 01:09:15.000 --> 01:09:17.200 align:middle line:90% The same is true of font size. 01:09:17.200 --> 01:09:21.790 align:middle line:84% This is a screenshot from Firefox. 01:09:21.790 --> 01:09:25.930 align:middle line:84% The default is 16, but I've got font sizes 01:09:25.930 --> 01:09:27.760 align:middle line:90% anywhere from 9 to 72. 01:09:27.760 --> 01:09:30.910 align:middle line:84% So I can make the text smaller if I wanted 01:09:30.910 --> 01:09:34.210 align:middle line:84% to squeeze more text into the available real estate, 01:09:34.210 --> 01:09:37.149 align:middle line:84% or I can make it larger if I have trouble 01:09:37.149 --> 01:09:41.229 align:middle line:90% viewing the text at size 16-- 01:09:41.229 --> 01:09:43.310 align:middle line:90% all the way up to size 72. 01:09:43.310 --> 01:09:45.399 align:middle line:84% And so with that kind of variety, 01:09:45.399 --> 01:09:48.220 align:middle line:84% people are going to have very different visual experiences. 01:09:48.220 --> 01:09:49.720 align:middle line:84% And of course, some people are going 01:09:49.720 --> 01:09:54.940 align:middle line:84% to have experiences that don't use visual output at all. 01:09:54.940 --> 01:10:02.250 align:middle line:84% So already, Sheryl introduced you to Anthony, Nicole, 01:10:02.250 --> 01:10:05.150 align:middle line:90% and Jesse I think it was. 01:10:05.150 --> 01:10:09.937 align:middle line:84% So you've met a few of the students and scholars 01:10:09.937 --> 01:10:11.520 align:middle line:84% that we've worked with over the years. 01:10:11.520 --> 01:10:14.250 align:middle line:84% I wanted to introduce you to a few more, 01:10:14.250 --> 01:10:18.810 align:middle line:84% specifically focusing on the technologies that they use. 01:10:18.810 --> 01:10:20.930 align:middle line:90% This is Jennifer. 01:10:20.930 --> 01:10:24.150 align:middle line:84% She, last I knew, had an associate's degree 01:10:24.150 --> 01:10:26.910 align:middle line:84% from Yakima Valley Community College. 01:10:26.910 --> 01:10:29.850 align:middle line:84% And she was working with the Yakima Valley Community 01:10:29.850 --> 01:10:32.790 align:middle line:84% Seeds, which is an organization whose goal is 01:10:32.790 --> 01:10:37.800 align:middle line:84% to respond to unmet needs of local adults with disabilities. 01:10:37.800 --> 01:10:43.980 align:middle line:84% Communication, I think, was her major and her strong suit. 01:10:43.980 --> 01:10:46.620 align:middle line:84% As you can see, she's got some different technology 01:10:46.620 --> 01:10:47.850 align:middle line:90% that she's using here. 01:10:47.850 --> 01:10:49.560 align:middle line:84% She has a mobility impairment that 01:10:49.560 --> 01:10:53.760 align:middle line:84% prevents her from using a traditional keyboard/mouse 01:10:53.760 --> 01:10:56.370 align:middle line:90% interface. 01:10:56.370 --> 01:10:59.070 align:middle line:84% In her right hand, she's holding a stick. 01:10:59.070 --> 01:11:01.560 align:middle line:84% And she's using an IntelliKeys keyboard, 01:11:01.560 --> 01:11:04.800 align:middle line:84% which has larger keys than a typical keyboard. 01:11:04.800 --> 01:11:07.890 align:middle line:84% And those make a perfect target for her 01:11:07.890 --> 01:11:10.690 align:middle line:90% since she has limited dexterity. 01:11:10.690 --> 01:11:13.800 align:middle line:84% But with the stick held in her right hand, 01:11:13.800 --> 01:11:16.820 align:middle line:90% she can hit those larger keys. 01:11:16.820 --> 01:11:19.920 align:middle line:84% So she's navigating almost entirely then with keyboard. 01:11:19.920 --> 01:11:21.480 align:middle line:90% She's not using a mouse at all. 01:11:21.480 --> 01:11:27.560 align:middle line:84% She's using this stick and large keyboard combination. 01:11:27.560 --> 01:11:28.910 align:middle line:90% This is Courtney. 01:11:28.910 --> 01:11:32.750 align:middle line:84% She has a bachelor's degree in communications from the UW. 01:11:32.750 --> 01:11:35.840 align:middle line:84% And she works as a creative production assistant 01:11:35.840 --> 01:11:39.830 align:middle line:84% now at Rooted in Rights, which is a program of disability 01:11:39.830 --> 01:11:43.130 align:middle line:84% rights Washington that focuses on creating media centered 01:11:43.130 --> 01:11:45.500 align:middle line:90% around disability rights. 01:11:45.500 --> 01:11:47.210 align:middle line:84% She's been a really strong advocate 01:11:47.210 --> 01:11:50.360 align:middle line:84% for the rights of individuals with disabilities, 01:11:50.360 --> 01:11:53.570 align:middle line:84% and she in her role at Rooted and Rights 01:11:53.570 --> 01:11:57.890 align:middle line:84% writes for their blog and has written for other publications, 01:11:57.890 --> 01:12:01.880 align:middle line:84% like the Braille Monitor is one that I know of. 01:12:01.880 --> 01:12:04.730 align:middle line:84% And she maintains a personal blog as well. 01:12:04.730 --> 01:12:08.735 align:middle line:84% But she's seen here using a refreshable Braille device. 01:12:08.735 --> 01:12:11.370 align:middle line:90% 01:12:11.370 --> 01:12:13.530 align:middle line:84% And here's Courtney again, but she's 01:12:13.530 --> 01:12:17.700 align:middle line:84% with her friend Conrad, who graduated summa cum 01:12:17.700 --> 01:12:20.890 align:middle line:84% laude from Seattle Pacific University 01:12:20.890 --> 01:12:24.090 align:middle line:84% but then came to the UW and got a law degree. 01:12:24.090 --> 01:12:28.770 align:middle line:84% And his list of accomplishments is pretty long 01:12:28.770 --> 01:12:31.807 align:middle line:90% but worth mentioning, I think. 01:12:31.807 --> 01:12:33.390 align:middle line:84% When he was working on his law degree, 01:12:33.390 --> 01:12:37.680 align:middle line:84% he interned in Washington, DC three different times, 01:12:37.680 --> 01:12:39.600 align:middle line:84% once with the American Association of People 01:12:39.600 --> 01:12:42.630 align:middle line:84% with Disabilities, once with The Heritage Foundation, 01:12:42.630 --> 01:12:46.620 align:middle line:84% and once with the Alliance Defending Freedom. 01:12:46.620 --> 01:12:49.530 align:middle line:84% And he's won many awards, including 01:12:49.530 --> 01:12:53.280 align:middle line:84% the Carlson-Parker award from Pacific Justice 01:12:53.280 --> 01:12:57.750 align:middle line:84% Institute in 2016, the Ron Adams Outstanding Advocate 01:12:57.750 --> 01:13:02.280 align:middle line:84% Award from the Northwest Access Fund in 2017, Public Service 01:13:02.280 --> 01:13:06.120 align:middle line:84% and Leadership Award from Young Lawyers Committee of Washington 01:13:06.120 --> 01:13:09.420 align:middle line:90% State Bar Association in 2018. 01:13:09.420 --> 01:13:14.640 align:middle line:84% He founded his own 501(c)(3) nonprofit disability rights law 01:13:14.640 --> 01:13:17.610 align:middle line:84% firm in Seattle and is quite well-known in Seattle 01:13:17.610 --> 01:13:21.870 align:middle line:84% as a civil rights lawyer focusing primarily 01:13:21.870 --> 01:13:24.150 align:middle line:90% on disability rights. 01:13:24.150 --> 01:13:29.280 align:middle line:84% He's the outgoing chair of the Governor's Award subcommittee, 01:13:29.280 --> 01:13:32.070 align:middle line:84% a member of the coordinating committee for the Washington 01:13:32.070 --> 01:13:34.980 align:middle line:84% State Governor's Committee on Disability Issues 01:13:34.980 --> 01:13:36.930 align:middle line:90% and Employment. 01:13:36.930 --> 01:13:38.440 align:middle line:90% And I could go on and on. 01:13:38.440 --> 01:13:39.660 align:middle line:90% He's an avid Seahawks fan. 01:13:39.660 --> 01:13:42.840 align:middle line:84% You can see he's wearing the number 12 there. 01:13:42.840 --> 01:13:45.580 align:middle line:84% But he has very limited use of his hands. 01:13:45.580 --> 01:13:49.590 align:middle line:84% And so he is using a sip and puff 01:13:49.590 --> 01:13:54.070 align:middle line:84% device, which allows him to control a lot of things, 01:13:54.070 --> 01:13:56.820 align:middle line:90% including on-screen access. 01:13:56.820 --> 01:13:59.940 align:middle line:90% He can manipulate the cursor. 01:13:59.940 --> 01:14:02.640 align:middle line:84% With a device such as a sip and puff switch, 01:14:02.640 --> 01:14:08.160 align:middle line:84% you can program it to meet your individual needs. 01:14:08.160 --> 01:14:11.160 align:middle line:84% But a sip may click, and a puff may double 01:14:11.160 --> 01:14:14.610 align:middle line:90% click, something like that. 01:14:14.610 --> 01:14:19.000 align:middle line:84% And he also is a big user of speech recognition technology. 01:14:19.000 --> 01:14:22.230 align:middle line:84% So he uses Dragon NaturallySpeaking 01:14:22.230 --> 01:14:26.010 align:middle line:84% to do a lot of his computing, so dictating documents, 01:14:26.010 --> 01:14:27.780 align:middle line:84% as well as controlling the interface. 01:14:27.780 --> 01:14:30.650 align:middle line:90% 01:14:30.650 --> 01:14:32.480 align:middle line:90% And this is Hannah. 01:14:32.480 --> 01:14:34.940 align:middle line:84% She graduated from the University of Washington 01:14:34.940 --> 01:14:37.250 align:middle line:84% with a computer science major but also 01:14:37.250 --> 01:14:40.190 align:middle line:90% had physics and math minors. 01:14:40.190 --> 01:14:44.000 align:middle line:84% She spent some time studying in Paris while she was at the UW. 01:14:44.000 --> 01:14:46.970 align:middle line:84% She also played piccolo in the UW marching band. 01:14:46.970 --> 01:14:49.460 align:middle line:84% She was awarded the UW President's Medal 01:14:49.460 --> 01:14:54.470 align:middle line:84% for the 2015-'16 academic year, won the Boas Scholarship 01:14:54.470 --> 01:15:00.470 align:middle line:84% for physics in 2017-2018, and interned at Facebook 01:15:00.470 --> 01:15:05.180 align:middle line:84% in software development and now works for Facebook. 01:15:05.180 --> 01:15:09.710 align:middle line:84% And she's shown here with her screen magnified. 01:15:09.710 --> 01:15:15.110 align:middle line:84% So she's using ZoomText to zoom in and make the font larger. 01:15:15.110 --> 01:15:15.890 align:middle line:90% And she does this. 01:15:15.890 --> 01:15:18.360 align:middle line:84% You can use ZoomText in a variety of ways. 01:15:18.360 --> 01:15:20.480 align:middle line:90% But she is zooming everything. 01:15:20.480 --> 01:15:22.720 align:middle line:84% So she makes everything bigger, and she 01:15:22.720 --> 01:15:26.165 align:middle line:84% is looking at studying program code here, which, of course, is 01:15:26.165 --> 01:15:27.920 align:middle line:90% what her specialty is. 01:15:27.920 --> 01:15:32.183 align:middle line:84% But when you're zoomed into just a small portion of the screen, 01:15:32.183 --> 01:15:34.100 align:middle line:84% that means things that are happening elsewhere 01:15:34.100 --> 01:15:36.360 align:middle line:90% in the screen are not visible. 01:15:36.360 --> 01:15:40.710 align:middle line:84% And so that's something that needs to be kept in mind. 01:15:40.710 --> 01:15:44.690 align:middle line:84% So again, we could go on and on introducing you 01:15:44.690 --> 01:15:46.490 align:middle line:84% to more and more of the students that we've 01:15:46.490 --> 01:15:48.060 align:middle line:90% worked with over the years. 01:15:48.060 --> 01:15:53.330 align:middle line:84% But I think Jennifer, Courtney, Conrad, and Hannah all give us 01:15:53.330 --> 01:15:56.900 align:middle line:84% some ideas about just the differences between people 01:15:56.900 --> 01:15:59.390 align:middle line:84% and how they interact with technology. 01:15:59.390 --> 01:16:04.110 align:middle line:84% And we need to then keep those users in mind, 01:16:04.110 --> 01:16:07.370 align:middle line:84% keep that diversity in mind as we ask questions 01:16:07.370 --> 01:16:10.320 align:middle line:90% like is my website accessible? 01:16:10.320 --> 01:16:13.250 align:middle line:84% Are these digital documents accessible? 01:16:13.250 --> 01:16:15.230 align:middle line:84% Are each of those individuals that we just 01:16:15.230 --> 01:16:20.750 align:middle line:84% met going to be able to use those technologies? 01:16:20.750 --> 01:16:24.710 align:middle line:84% And so let's step through each of the categories 01:16:24.710 --> 01:16:28.490 align:middle line:84% and talk a little bit about what makes websites, 01:16:28.490 --> 01:16:32.030 align:middle line:84% and digital documents, and videos, and software, 01:16:32.030 --> 01:16:36.020 align:middle line:84% or third-party products and services accessible. 01:16:36.020 --> 01:16:38.780 align:middle line:90% I have an example website here. 01:16:38.780 --> 01:16:42.440 align:middle line:84% This is the NSF INCLUDES national network website. 01:16:42.440 --> 01:16:46.940 align:middle line:84% And there may be some of you who represent this organization 01:16:46.940 --> 01:16:49.250 align:middle line:84% or have something to do with this website. 01:16:49.250 --> 01:16:51.830 align:middle line:84% So I just picked this for its relevance to the meeting, 01:16:51.830 --> 01:16:55.070 align:middle line:90% not because it's good or bad. 01:16:55.070 --> 01:16:57.890 align:middle line:84% And I'm not necessarily going to delve 01:16:57.890 --> 01:17:00.620 align:middle line:90% into this particular website. 01:17:00.620 --> 01:17:04.760 align:middle line:84% But as you're looking at websites, and you're asking 01:17:04.760 --> 01:17:09.050 align:middle line:84% is this website accessible, then some things that kind of jump 01:17:09.050 --> 01:17:12.050 align:middle line:90% out are images. 01:17:12.050 --> 01:17:16.080 align:middle line:84% If you have images, then they need to be described. 01:17:16.080 --> 01:17:19.040 align:middle line:84% So again, there was the question earlier about alt text, 01:17:19.040 --> 01:17:21.980 align:middle line:84% and we'll talk a little bit more later about alt text. 01:17:21.980 --> 01:17:25.310 align:middle line:84% But there is at least one, maybe two, maybe three, 01:17:25.310 --> 01:17:27.440 align:middle line:90% actually, images on the slide. 01:17:27.440 --> 01:17:29.760 align:middle line:84% We've got a logo at the top-left. 01:17:29.760 --> 01:17:32.090 align:middle line:90% We've got the NSF logo. 01:17:32.090 --> 01:17:38.630 align:middle line:84% And we have an image that's kind of front and center 01:17:38.630 --> 01:17:42.080 align:middle line:84% that features a silhouette of people gathered 01:17:42.080 --> 01:17:48.920 align:middle line:84% around the table and some iconography that represents 01:17:48.920 --> 01:17:52.070 align:middle line:84% some of the key ideas or concepts that 01:17:52.070 --> 01:17:56.600 align:middle line:90% are covered by NSF INCLUDES. 01:17:56.600 --> 01:18:00.720 align:middle line:84% So the question is what is good alt text for those images? 01:18:00.720 --> 01:18:02.720 align:middle line:84% How can you describe them succinctly 01:18:02.720 --> 01:18:06.610 align:middle line:84% in a way that meets the needs of somebody that can't see them? 01:18:06.610 --> 01:18:12.080 align:middle line:84% And for a logo, it may simply be something like "NSF INCLUDES" 01:18:12.080 --> 01:18:14.930 align:middle line:90% or "NSF INCLUDES logo." 01:18:14.930 --> 01:18:16.850 align:middle line:84% Or in the case of the NSF logo, it 01:18:16.850 --> 01:18:21.620 align:middle line:90% may just be "NSF" or "NSF logo." 01:18:21.620 --> 01:18:23.840 align:middle line:84% The other images are a bit more complex, 01:18:23.840 --> 01:18:26.210 align:middle line:84% and therefore that would require a little bit more 01:18:26.210 --> 01:18:30.170 align:middle line:84% thought into how best to communicate what's 01:18:30.170 --> 01:18:31.880 align:middle line:90% happening in this picture? 01:18:31.880 --> 01:18:35.720 align:middle line:84% What is the key takeaway within this picture? 01:18:35.720 --> 01:18:39.440 align:middle line:84% And that really requires the person 01:18:39.440 --> 01:18:41.540 align:middle line:84% who owns the website who is having 01:18:41.540 --> 01:18:43.565 align:middle line:84% this communication with their audience, 01:18:43.565 --> 01:18:45.980 align:middle line:84% it requires them thinking about that 01:18:45.980 --> 01:18:47.720 align:middle line:90% and answering that question. 01:18:47.720 --> 01:18:52.230 align:middle line:84% As an outsider, I see the silhouette of people, 01:18:52.230 --> 01:18:54.680 align:middle line:84% and it looks like a diverse group of people gathered 01:18:54.680 --> 01:18:58.760 align:middle line:84% around the table, including one wheelchair user who's 01:18:58.760 --> 01:19:00.410 align:middle line:90% sitting at the table. 01:19:00.410 --> 01:19:03.440 align:middle line:84% But there are also some key concepts 01:19:03.440 --> 01:19:07.580 align:middle line:90% in the iconography above. 01:19:07.580 --> 01:19:09.830 align:middle line:84% In fact, some of those are expressed with words-- 01:19:09.830 --> 01:19:13.550 align:middle line:84% vision, partnership, goals, metrics, leadership, 01:19:13.550 --> 01:19:18.800 align:middle line:84% communication, expansion, sustainability, scale. 01:19:18.800 --> 01:19:22.820 align:middle line:84% So wherever there are words in an image, 01:19:22.820 --> 01:19:25.610 align:middle line:84% if those are playing a key role in the communication, 01:19:25.610 --> 01:19:28.797 align:middle line:84% then they need to be included in the alt text. 01:19:28.797 --> 01:19:29.630 align:middle line:90% So that's one thing. 01:19:29.630 --> 01:19:31.490 align:middle line:84% You've got images that need to be described 01:19:31.490 --> 01:19:33.360 align:middle line:90% for people that can't see them. 01:19:33.360 --> 01:19:34.610 align:middle line:90% Another thing is headings. 01:19:34.610 --> 01:19:38.450 align:middle line:84% It really is important to have headings that are 01:19:38.450 --> 01:19:41.700 align:middle line:90% coded properly for the content. 01:19:41.700 --> 01:19:43.790 align:middle line:84% So on this page, we've got "About us-- 01:19:43.790 --> 01:19:47.750 align:middle line:84% NSF INCLUDES" as a prominent heading. 01:19:47.750 --> 01:19:51.620 align:middle line:84% I would say that, arguably, is the main heading of this page, 01:19:51.620 --> 01:19:56.440 align:middle line:84% and therefore it should be coded with an H1 tag in HTML. 01:19:56.440 --> 01:19:59.720 align:middle line:84% And we'll talk in a bit more detail 01:19:59.720 --> 01:20:02.240 align:middle line:90% about headings coming up. 01:20:02.240 --> 01:20:04.500 align:middle line:84% Other things that jump out at me here 01:20:04.500 --> 01:20:09.440 align:middle line:84% are that we've got a menu that has-- 01:20:09.440 --> 01:20:10.580 align:middle line:90% looks like dropdown menus. 01:20:10.580 --> 01:20:12.380 align:middle line:84% I can tell by the little arrow that's 01:20:12.380 --> 01:20:14.570 align:middle line:84% beside some of the items on the menu 01:20:14.570 --> 01:20:17.570 align:middle line:84% "About Us" and "Groups" and "Events." 01:20:17.570 --> 01:20:22.040 align:middle line:84% And if that is a dropdown menu that is triggered by a mouse, 01:20:22.040 --> 01:20:24.350 align:middle line:84% particularly by hovering with a mouse, 01:20:24.350 --> 01:20:26.870 align:middle line:84% then I want to know can I access those menu 01:20:26.870 --> 01:20:29.170 align:middle line:90% items with a keyboard? 01:20:29.170 --> 01:20:31.960 align:middle line:84% And if I'm tabbing through this page-- 01:20:31.960 --> 01:20:34.630 align:middle line:84% like a couple of the people that you met a moment ago are not 01:20:34.630 --> 01:20:38.320 align:middle line:84% mouse users, so they're using a keyboard 01:20:38.320 --> 01:20:40.120 align:middle line:90% or they're using speech input. 01:20:40.120 --> 01:20:43.900 align:middle line:84% Can they trigger the menu with the mouse? 01:20:43.900 --> 01:20:46.420 align:middle line:90% Can they access the menu items? 01:20:46.420 --> 01:20:50.020 align:middle line:90% So that is a key consideration. 01:20:50.020 --> 01:20:53.430 align:middle line:84% Also, color contrast is important. 01:20:53.430 --> 01:20:56.030 align:middle line:90% And I question-- again. 01:20:56.030 --> 01:20:59.740 align:middle line:84% I'm not here to critique this particular website, but I do 01:20:59.740 --> 01:21:02.860 align:middle line:90% question whether the subtitle-- 01:21:02.860 --> 01:21:05.700 align:middle line:84% "Broadening Participation, Expanding Opportunities," 01:21:05.700 --> 01:21:09.700 align:middle line:84% that lime green on white looks like content 01:21:09.700 --> 01:21:13.780 align:middle line:84% that might fail the accessibility requirements 01:21:13.780 --> 01:21:15.820 align:middle line:90% for color contrast. 01:21:15.820 --> 01:21:17.440 align:middle line:84% And that would be something to check. 01:21:17.440 --> 01:21:19.630 align:middle line:84% There are lots of free tools available for checking 01:21:19.630 --> 01:21:20.860 align:middle line:90% color contrast. 01:21:20.860 --> 01:21:24.760 align:middle line:84% We'll talk about the tools and about the requirements 01:21:24.760 --> 01:21:26.647 align:middle line:90% in a moment. 01:21:26.647 --> 01:21:27.730 align:middle line:90% So here's another website. 01:21:27.730 --> 01:21:29.530 align:middle line:90% I actually just tossed this in. 01:21:29.530 --> 01:21:31.510 align:middle line:90% It has all the same issues. 01:21:31.510 --> 01:21:33.490 align:middle line:84% It raises all the same questions. 01:21:33.490 --> 01:21:37.330 align:middle line:84% You've got a menu that has dropdowns, 01:21:37.330 --> 01:21:40.670 align:middle line:84% and so you want to know whether you can access those keyboard. 01:21:40.670 --> 01:21:43.970 align:middle line:84% It also has a clear, visible heading structure. 01:21:43.970 --> 01:21:46.060 align:middle line:84% And so hopefully, it's coded in a way 01:21:46.060 --> 01:21:49.390 align:middle line:84% that where accessible technology at the UW 01:21:49.390 --> 01:21:51.400 align:middle line:90% is the heading level 1. 01:21:51.400 --> 01:21:54.010 align:middle line:84% And then, you've got a couple of subheadings-- 01:21:54.010 --> 01:21:57.760 align:middle line:84% "Experiencing Inaccessible IT" and "Accessible Technology" 01:21:57.760 --> 01:21:58.750 align:middle line:90% over in the sidebar. 01:21:58.750 --> 01:22:01.960 align:middle line:84% Both look like they are secondary headings, which 01:22:01.960 --> 01:22:03.025 align:middle line:90% would be heading level 2. 01:22:03.025 --> 01:22:05.740 align:middle line:90% 01:22:05.740 --> 01:22:08.080 align:middle line:84% But mainly, I just wanted to introduce this website 01:22:08.080 --> 01:22:13.310 align:middle line:84% because this is really a great go-to resource. 01:22:13.310 --> 01:22:16.260 align:middle line:84% This is how we communicate with our campus community 01:22:16.260 --> 01:22:18.340 align:middle line:90% on accessible technology. 01:22:18.340 --> 01:22:24.370 align:middle line:84% But us.edu/accessibility-- I'll be referring to this page 01:22:24.370 --> 01:22:26.380 align:middle line:90% on several subsequent slides. 01:22:26.380 --> 01:22:30.493 align:middle line:90% 01:22:30.493 --> 01:22:31.910 align:middle line:84% So that's just a few of the things 01:22:31.910 --> 01:22:33.810 align:middle line:84% we can look at with accessible websites. 01:22:33.810 --> 01:22:36.730 align:middle line:84% And we'll come back to those in a bit. 01:22:36.730 --> 01:22:40.130 align:middle line:84% I first want to give you a high-level overview. 01:22:40.130 --> 01:22:43.730 align:middle line:84% And accessible documents have a lot 01:22:43.730 --> 01:22:46.580 align:middle line:84% of the same issues with documents as with websites. 01:22:46.580 --> 01:22:49.680 align:middle line:84% And they all really come down to structure. 01:22:49.680 --> 01:22:53.640 align:middle line:84% So here, we have a course syllabus. 01:22:53.640 --> 01:22:56.750 align:middle line:84% This is the Introduction to Physics Course Syllabus that 01:22:56.750 --> 01:22:58.220 align:middle line:84% includes a lot of the things you'd 01:22:58.220 --> 01:23:01.820 align:middle line:84% expect to find in a syllabus, like the course objectives 01:23:01.820 --> 01:23:05.030 align:middle line:84% and a schedule with reading assignments 01:23:05.030 --> 01:23:07.490 align:middle line:84% broken down week by week, and some information about how 01:23:07.490 --> 01:23:10.610 align:middle line:90% the grades are determined. 01:23:10.610 --> 01:23:13.760 align:middle line:84% But if you are a sighted person and you're 01:23:13.760 --> 01:23:16.687 align:middle line:84% trying to make sense of this, it doesn't 01:23:16.687 --> 01:23:17.770 align:middle line:90% make a whole lot of sense. 01:23:17.770 --> 01:23:19.670 align:middle line:90% It's just a blob of text. 01:23:19.670 --> 01:23:25.460 align:middle line:84% And if I were to ask you what is the reading assignment in week 01:23:25.460 --> 01:23:28.970 align:middle line:84% three, then you're going to have a really hard time coming up 01:23:28.970 --> 01:23:30.200 align:middle line:90% with that information. 01:23:30.200 --> 01:23:32.330 align:middle line:84% Even if I ask you something relatively simple, 01:23:32.330 --> 01:23:35.000 align:middle line:84% like how many course objectives are there? 01:23:35.000 --> 01:23:38.690 align:middle line:84% That's really difficult to answer that question, given 01:23:38.690 --> 01:23:41.460 align:middle line:90% the way this is presented. 01:23:41.460 --> 01:23:45.920 align:middle line:84% So if we present it in a different way-- 01:23:45.920 --> 01:23:51.710 align:middle line:84% this is the exact same document, but now we have structure, 01:23:51.710 --> 01:23:53.540 align:middle line:90% where you have a main heading-- 01:23:53.540 --> 01:23:55.460 align:middle line:84% Introduction to Physics Course Syllabus. 01:23:55.460 --> 01:23:58.640 align:middle line:84% You have subheadings, Textbook, Course Objectives, 01:23:58.640 --> 01:24:00.500 align:middle line:90% Class Schedule, and Grades. 01:24:00.500 --> 01:24:02.600 align:middle line:84% You've got a list of objectives, and you 01:24:02.600 --> 01:24:05.540 align:middle line:84% can see very easily that there are three objectives by looking 01:24:05.540 --> 01:24:06.860 align:middle line:90% at that list. 01:24:06.860 --> 01:24:09.140 align:middle line:84% And then you've got your class schedule, which 01:24:09.140 --> 01:24:10.460 align:middle line:90% is organized in the tables. 01:24:10.460 --> 01:24:13.160 align:middle line:84% You get rows and columns of data that 01:24:13.160 --> 01:24:16.560 align:middle line:84% help you to understand the relationships between all 01:24:16.560 --> 01:24:18.210 align:middle line:90% the parts. 01:24:18.210 --> 01:24:22.310 align:middle line:84% So the message that I'm wanting to communicate 01:24:22.310 --> 01:24:26.570 align:middle line:84% with this slide versus the previous slide 01:24:26.570 --> 01:24:32.560 align:middle line:84% is that for somebody who can't see the visible structure, 01:24:32.560 --> 01:24:36.190 align:middle line:84% if the headings are just big, bold text but they 01:24:36.190 --> 01:24:39.070 align:middle line:84% aren't actually coded as headings, 01:24:39.070 --> 01:24:42.300 align:middle line:90% then this is what you get. 01:24:42.300 --> 01:24:44.330 align:middle line:90% You get a blob of text. 01:24:44.330 --> 01:24:48.020 align:middle line:84% If you can't see the fact that text is big and bold 01:24:48.020 --> 01:24:51.530 align:middle line:84% and you're depending on the underlying structure, 01:24:51.530 --> 01:24:55.170 align:middle line:90% then this is what you get. 01:24:55.170 --> 01:24:58.550 align:middle line:84% So if you think about the implications of that. 01:24:58.550 --> 01:25:02.300 align:middle line:84% This is a tough course, and this is only 01:25:02.300 --> 01:25:04.550 align:middle line:90% the syllabus of that course. 01:25:04.550 --> 01:25:08.030 align:middle line:84% And the student is taking many tough courses. 01:25:08.030 --> 01:25:10.760 align:middle line:84% And if every document is going to be this hard to read, 01:25:10.760 --> 01:25:13.310 align:middle line:84% imagine how challenging it's going to be 01:25:13.310 --> 01:25:16.330 align:middle line:90% to complete your education. 01:25:16.330 --> 01:25:19.740 align:middle line:84% So if you've got the headings coded as headings, 01:25:19.740 --> 01:25:22.860 align:middle line:84% and the lists as lists, and the tables as tables, 01:25:22.860 --> 01:25:26.700 align:middle line:84% and everything is properly marked up, 01:25:26.700 --> 01:25:32.910 align:middle line:84% then a person who can't see gets the same content, 01:25:32.910 --> 01:25:36.450 align:middle line:84% the same document, essentially, as somebody who can. 01:25:36.450 --> 01:25:38.610 align:middle line:84% So all that structure enables them 01:25:38.610 --> 01:25:41.520 align:middle line:84% to understand the relationships between parts. 01:25:41.520 --> 01:25:44.310 align:middle line:84% And screen readers have the ability 01:25:44.310 --> 01:25:47.145 align:middle line:84% to allow their users to jump from heading to heading 01:25:47.145 --> 01:25:48.390 align:middle line:90% to heading, for example. 01:25:48.390 --> 01:25:50.730 align:middle line:84% And when they enter a list, it informs 01:25:50.730 --> 01:25:53.430 align:middle line:84% them of how many items are in the list. 01:25:53.430 --> 01:25:56.490 align:middle line:84% And there are shortcuts for navigating through the rows 01:25:56.490 --> 01:25:58.380 align:middle line:90% and columns of a table. 01:25:58.380 --> 01:26:03.870 align:middle line:84% And so having good structure is really the most important thing 01:26:03.870 --> 01:26:06.810 align:middle line:84% to making websites accessible and to making 01:26:06.810 --> 01:26:09.240 align:middle line:90% digital documents accessible. 01:26:09.240 --> 01:26:15.820 align:middle line:84% And structure is supported by every major document format. 01:26:15.820 --> 01:26:20.820 align:middle line:84% So whether it be HTML for web pates, or Word, or PDF, 01:26:20.820 --> 01:26:24.120 align:middle line:84% you've got structure built into those platforms, 01:26:24.120 --> 01:26:26.070 align:middle line:90% but it's not automatic. 01:26:26.070 --> 01:26:30.300 align:middle line:84% And so as a document author or website author, 01:26:30.300 --> 01:26:34.080 align:middle line:84% you have to understand the importance of structure 01:26:34.080 --> 01:26:37.650 align:middle line:84% and make sure that you tag things appropriately or author 01:26:37.650 --> 01:26:41.250 align:middle line:84% things appropriately so that that structure is present 01:26:41.250 --> 01:26:43.800 align:middle line:84% and is appropriate for communicating the content. 01:26:43.800 --> 01:26:46.630 align:middle line:90% 01:26:46.630 --> 01:26:48.940 align:middle line:90% So we'll come back to that. 01:26:48.940 --> 01:26:51.940 align:middle line:84% But just, again, a high-level overview initially. 01:26:51.940 --> 01:26:54.410 align:middle line:90% Now, an accessible video-- 01:26:54.410 --> 01:26:57.340 align:middle line:84% of course, we need to have captions. 01:26:57.340 --> 01:27:02.650 align:middle line:84% So if there's audio content that a person can't hear, 01:27:02.650 --> 01:27:06.800 align:middle line:84% then they've got access to that audio content. 01:27:06.800 --> 01:27:08.850 align:middle line:84% A lot of people aren't aware, though, 01:27:08.850 --> 01:27:12.410 align:middle line:84% aren't thinking about how a person who can't see 01:27:12.410 --> 01:27:14.480 align:middle line:90% accesses video. 01:27:14.480 --> 01:27:17.650 align:middle line:84% This is a video from YouTube from the UW. 01:27:17.650 --> 01:27:19.280 align:middle line:84% It's one of our more popular videos 01:27:19.280 --> 01:27:21.710 align:middle line:84% as scientists witness underwater volcanic 01:27:21.710 --> 01:27:24.190 align:middle line:90% eruption for the first time. 01:27:24.190 --> 01:27:27.340 align:middle line:84% There is some narration, which is captioned. 01:27:27.340 --> 01:27:31.630 align:middle line:84% But there's also a lot of content that is visual only, 01:27:31.630 --> 01:27:32.650 align:middle line:90% so nobody's talking. 01:27:32.650 --> 01:27:37.300 align:middle line:84% We're just watching this volcanic eruption happen. 01:27:37.300 --> 01:27:39.270 align:middle line:84% And so if somebody can't see, they 01:27:39.270 --> 01:27:42.680 align:middle line:84% don't get a full understanding of what's happening, 01:27:42.680 --> 01:27:45.960 align:middle line:84% what exactly is going on in this video, which 01:27:45.960 --> 01:27:50.250 align:middle line:84% is where audio description also is an important thing 01:27:50.250 --> 01:27:51.270 align:middle line:90% to consider. 01:27:51.270 --> 01:27:54.060 align:middle line:84% If you have a video that has important content that 01:27:54.060 --> 01:27:58.330 align:middle line:84% is communicated only with visual information, 01:27:58.330 --> 01:28:01.530 align:middle line:84% then somebody who can't see that doesn't have access. 01:28:01.530 --> 01:28:05.010 align:middle line:84% So there are techniques called audio description 01:28:05.010 --> 01:28:10.620 align:middle line:84% which enable you to communicate that to people that can't see. 01:28:10.620 --> 01:28:13.140 align:middle line:84% Another piece of the video accessibility puzzle 01:28:13.140 --> 01:28:17.510 align:middle line:84% is the player itself that there are 01:28:17.510 --> 01:28:21.760 align:middle line:84% a lot of different media players out there, video players. 01:28:21.760 --> 01:28:25.800 align:middle line:84% And if you are not a mouse user, you still 01:28:25.800 --> 01:28:28.560 align:middle line:84% need to be able to click the play button or any 01:28:28.560 --> 01:28:30.450 align:middle line:90% of those other buttons. 01:28:30.450 --> 01:28:33.090 align:middle line:84% And so can you do that with the keyboard? 01:28:33.090 --> 01:28:36.155 align:middle line:84% Can you do that with speech input? 01:28:36.155 --> 01:28:37.530 align:middle line:84% Those are questions that you have 01:28:37.530 --> 01:28:39.780 align:middle line:84% to consider as you're choosing how you're 01:28:39.780 --> 01:28:41.760 align:middle line:90% going to distribute your video. 01:28:41.760 --> 01:28:44.180 align:middle line:84% And the YouTube player, it seems like a lot of video 01:28:44.180 --> 01:28:48.210 align:middle line:84% is being distributed via YouTube these days or Vimeo. 01:28:48.210 --> 01:28:53.460 align:middle line:84% And both of those are controllable with the keyboard. 01:28:53.460 --> 01:28:56.060 align:middle line:84% And so that's a pretty good choice 01:28:56.060 --> 01:28:57.420 align:middle line:90% that you can't access those. 01:28:57.420 --> 01:29:01.230 align:middle line:84% And the buttons are labeled well for screen reader users. 01:29:01.230 --> 01:29:04.330 align:middle line:90% 01:29:04.330 --> 01:29:08.410 align:middle line:84% Accessible vendor products-- let's take Zoom for an example. 01:29:08.410 --> 01:29:12.550 align:middle line:84% Here's a screenshot from a Zoom meeting. 01:29:12.550 --> 01:29:16.510 align:middle line:84% In fact, I just finished my slide deck this morning, 01:29:16.510 --> 01:29:19.360 align:middle line:84% so you've got today's Zoom meeting shown here 01:29:19.360 --> 01:29:21.220 align:middle line:90% on this slide. 01:29:21.220 --> 01:29:23.620 align:middle line:84% But obviously, you've got captions, 01:29:23.620 --> 01:29:24.850 align:middle line:90% and so that's a good thing. 01:29:24.850 --> 01:29:26.680 align:middle line:84% We know that if there are people who 01:29:26.680 --> 01:29:28.830 align:middle line:84% are deaf or hard of hearing that read captions, 01:29:28.830 --> 01:29:31.860 align:middle line:90% then you've got access to those. 01:29:31.860 --> 01:29:36.520 align:middle line:84% So Zoom provides that, and that's good. 01:29:36.520 --> 01:29:42.460 align:middle line:84% Zoom also provides access to almost every feature 01:29:42.460 --> 01:29:44.140 align:middle line:90% via the keyboard. 01:29:44.140 --> 01:29:49.030 align:middle line:84% So you don't have to be a mouse user to access things. 01:29:49.030 --> 01:29:52.660 align:middle line:84% You can test that yourself by tabbing around and exploring 01:29:52.660 --> 01:29:53.290 align:middle line:90% the interface. 01:29:53.290 --> 01:29:55.630 align:middle line:84% You can usually see where you are. 01:29:55.630 --> 01:29:59.230 align:middle line:84% There's clear, visible focus as you're tabbing. 01:29:59.230 --> 01:30:01.510 align:middle line:84% And there are also keyboard shortcuts 01:30:01.510 --> 01:30:05.200 align:middle line:90% to almost every feature. 01:30:05.200 --> 01:30:07.510 align:middle line:84% And the Zoom accessibility website 01:30:07.510 --> 01:30:10.840 align:middle line:84% documents what those keyboard shortcuts are. 01:30:10.840 --> 01:30:14.680 align:middle line:84% So this is a vendor product, where 01:30:14.680 --> 01:30:17.440 align:middle line:84% it's a pretty good product when it comes to accessibility. 01:30:17.440 --> 01:30:21.400 align:middle line:84% The question came up earlier about pitting one disability 01:30:21.400 --> 01:30:24.430 align:middle line:84% group against another when you're making choices. 01:30:24.430 --> 01:30:29.830 align:middle line:84% And ideally, we want a product that meets everybody's needs. 01:30:29.830 --> 01:30:31.750 align:middle line:84% But this is one, actually, where we 01:30:31.750 --> 01:30:36.670 align:middle line:84% do have to make some compromises because it's not 01:30:36.670 --> 01:30:41.620 align:middle line:84% great for somebody who uses sign language. 01:30:41.620 --> 01:30:44.680 align:middle line:84% The way sign language works in Zoom 01:30:44.680 --> 01:30:49.960 align:middle line:84% is a sign language interpreter signs in, just 01:30:49.960 --> 01:30:51.190 align:middle line:90% like any other participant. 01:30:51.190 --> 01:30:53.290 align:middle line:84% And they've got a little video, just 01:30:53.290 --> 01:30:55.090 align:middle line:90% like any other participant. 01:30:55.090 --> 01:30:58.120 align:middle line:84% And the person who needs that interpreter 01:30:58.120 --> 01:31:05.250 align:middle line:84% can pin that person's video so that it is always visible. 01:31:05.250 --> 01:31:07.210 align:middle line:84% And they can do side-by-side mode, 01:31:07.210 --> 01:31:10.930 align:middle line:84% where you've got a pretty large video of the presenter 01:31:10.930 --> 01:31:15.040 align:middle line:84% or of the interpreter, maybe next to the slides. 01:31:15.040 --> 01:31:18.910 align:middle line:84% But a problem is you can only pin one video, one person's 01:31:18.910 --> 01:31:20.050 align:middle line:90% video at a time. 01:31:20.050 --> 01:31:23.290 align:middle line:84% And so you can't look at the presenter 01:31:23.290 --> 01:31:25.210 align:middle line:90% and the interpreter both. 01:31:25.210 --> 01:31:27.370 align:middle line:84% One of those is going to have to be small, 01:31:27.370 --> 01:31:30.950 align:middle line:90% while the other is pinned. 01:31:30.950 --> 01:31:34.240 align:middle line:84% And usually, interpreters work in pairs, 01:31:34.240 --> 01:31:35.870 align:middle line:84% depending on how long the meeting is. 01:31:35.870 --> 01:31:40.420 align:middle line:84% And so when an interpreter hands off to the next interpreter, 01:31:40.420 --> 01:31:43.270 align:middle line:84% then you've got a challenge as a user 01:31:43.270 --> 01:31:44.830 align:middle line:84% because you've lost your interpreter. 01:31:44.830 --> 01:31:47.500 align:middle line:84% You have pinned one interpreter, but the other is out there 01:31:47.500 --> 01:31:48.520 align:middle line:90% somewhere interpreting. 01:31:48.520 --> 01:31:52.690 align:middle line:84% And in a meeting like this where we have over 100 participants, 01:31:52.690 --> 01:31:55.450 align:middle line:84% then it can be very difficult sometimes 01:31:55.450 --> 01:31:57.990 align:middle line:90% to find your second interpreter. 01:31:57.990 --> 01:32:00.730 align:middle line:84% So you've lost several seconds of communication 01:32:00.730 --> 01:32:03.640 align:middle line:84% by the time you find them and pin them. 01:32:03.640 --> 01:32:06.270 align:middle line:84% So Zoom, actually, is working on all these things. 01:32:06.270 --> 01:32:08.530 align:middle line:84% They have done a lot of work to make 01:32:08.530 --> 01:32:11.500 align:middle line:84% their product accessible to screen reader users 01:32:11.500 --> 01:32:14.080 align:middle line:90% and to keyboard users. 01:32:14.080 --> 01:32:16.330 align:middle line:84% But they still have some room for improvement 01:32:16.330 --> 01:32:18.790 align:middle line:84% when it comes to deaf and hard of hearing. 01:32:18.790 --> 01:32:21.750 align:middle line:84% And so we have had to make that compromise, 01:32:21.750 --> 01:32:25.840 align:middle line:84% but we make it based partly on culture, 01:32:25.840 --> 01:32:30.310 align:middle line:84% that we trust Zoom because they have expressed a commitment 01:32:30.310 --> 01:32:33.250 align:middle line:84% to improving, and they have a roadmap, 01:32:33.250 --> 01:32:35.470 align:middle line:84% and we have a good relationship with them. 01:32:35.470 --> 01:32:38.650 align:middle line:84% But all of these things have to be included 01:32:38.650 --> 01:32:40.650 align:middle line:90% as you're choosing products. 01:32:40.650 --> 01:32:43.820 align:middle line:84% Particularly now, as we're doing more and more things online, 01:32:43.820 --> 01:32:45.280 align:middle line:84% we're seeing a lot of products that 01:32:45.280 --> 01:32:49.750 align:middle line:84% are purchased quickly and without enough due diligence 01:32:49.750 --> 01:32:53.980 align:middle line:84% to ascertain whether this is a product or a service that 01:32:53.980 --> 01:32:58.450 align:middle line:84% is accessible, and how accessible is the company? 01:32:58.450 --> 01:33:01.000 align:middle line:84% Do they really care about accessibility? 01:33:01.000 --> 01:33:03.310 align:middle line:90% And what are they working on? 01:33:03.310 --> 01:33:07.570 align:middle line:84% How do they build accessibility into their workflows? 01:33:07.570 --> 01:33:10.160 align:middle line:84% These are all things you'd have to know when you're selecting 01:33:10.160 --> 01:33:15.250 align:middle line:84% a product, and we'll talk about that more in a moment as well. 01:33:15.250 --> 01:33:18.490 align:middle line:90% So how is accessibility defined? 01:33:18.490 --> 01:33:23.160 align:middle line:84% We've looked at a high level at what do you 01:33:23.160 --> 01:33:25.680 align:middle line:84% mean when we're talking about website accessibility 01:33:25.680 --> 01:33:28.390 align:middle line:84% and document accessibility and so forth? 01:33:28.390 --> 01:33:30.900 align:middle line:84% Well, there actually are specific standards 01:33:30.900 --> 01:33:35.460 align:middle line:90% that we need to meet. 01:33:35.460 --> 01:33:41.520 align:middle line:84% Typically, standards related to the web and to technology 01:33:41.520 --> 01:33:45.540 align:middle line:84% are from the World Wide Web Consortium, the W3C. 01:33:45.540 --> 01:33:47.550 align:middle line:84% This is an organization that Tim Berners-Lee, 01:33:47.550 --> 01:33:50.910 align:middle line:84% the founder of the web or the creator of the web, 01:33:50.910 --> 01:33:54.510 align:middle line:84% founded this organization back in the early '90s. 01:33:54.510 --> 01:33:59.550 align:middle line:84% And they are the keepers of the HTML specification, 01:33:59.550 --> 01:34:00.270 align:middle line:90% for example-- 01:34:00.270 --> 01:34:04.050 align:middle line:84% Hypertext Markup Language, the language of the web. 01:34:04.050 --> 01:34:07.980 align:middle line:84% And that, by the way, has a lot of accessibility built into it. 01:34:07.980 --> 01:34:12.270 align:middle line:84% HTML has always had accessibility built into it. 01:34:12.270 --> 01:34:16.950 align:middle line:84% So that in and of itself is a good language 01:34:16.950 --> 01:34:19.730 align:middle line:90% for supporting accessibility. 01:34:19.730 --> 01:34:23.790 align:middle line:84% The W3C also is the author of the Web Content Accessibility 01:34:23.790 --> 01:34:25.800 align:middle line:90% Guidelines, or WCAG. 01:34:25.800 --> 01:34:28.140 align:middle line:84% That's been around since the late '90s. 01:34:28.140 --> 01:34:30.870 align:middle line:84% They actually started working on it in the early '90s 01:34:30.870 --> 01:34:34.170 align:middle line:84% very soon after the web became a thing. 01:34:34.170 --> 01:34:41.220 align:middle line:84% They were aware that there was the potential to erect barriers 01:34:41.220 --> 01:34:43.740 align:middle line:84% with the web, and that was totally contrary to what 01:34:43.740 --> 01:34:44.670 align:middle line:90% the vision was. 01:34:44.670 --> 01:34:48.960 align:middle line:84% The vision was to break down barriers and make information 01:34:48.960 --> 01:34:55.740 align:middle line:84% available at your fingertips all over the world whoever you are 01:34:55.740 --> 01:34:59.052 align:middle line:84% and whatever sort of computing technology you're using. 01:34:59.052 --> 01:35:00.510 align:middle line:84% And so the fact that there could be 01:35:00.510 --> 01:35:03.540 align:middle line:84% barriers introduced by the web was not 01:35:03.540 --> 01:35:06.380 align:middle line:90% something the W3C wanted. 01:35:06.380 --> 01:35:11.190 align:middle line:84% And so they created a group within the W3C, the Web 01:35:11.190 --> 01:35:13.470 align:middle line:84% Accessibility Initiative, who began 01:35:13.470 --> 01:35:15.690 align:middle line:90% working on these guidelines. 01:35:15.690 --> 01:35:19.590 align:middle line:84% And so there have been many versions since the '90s, 01:35:19.590 --> 01:35:21.480 align:middle line:84% and we'll talk about versions at a moment. 01:35:21.480 --> 01:35:29.710 align:middle line:84% But WCAG is the standard for web content accessibility. 01:35:29.710 --> 01:35:33.910 align:middle line:84% And the W3C also has developed a relatively new specification 01:35:33.910 --> 01:35:38.200 align:middle line:84% called ARIA, which is Accessible Rich Internet Applications. 01:35:38.200 --> 01:35:40.270 align:middle line:84% This is a markup language that makes 01:35:40.270 --> 01:35:45.160 align:middle line:84% it possible to make pretty complex, 01:35:45.160 --> 01:35:48.790 align:middle line:84% dynamic, interactive web applications 01:35:48.790 --> 01:35:54.340 align:middle line:84% accessible to communicate what exactly is going on in a way 01:35:54.340 --> 01:35:56.710 align:middle line:84% that assistive technologies can pick up on that 01:35:56.710 --> 01:35:58.060 align:middle line:90% and relay that to their users. 01:35:58.060 --> 01:36:01.520 align:middle line:90% 01:36:01.520 --> 01:36:04.590 align:middle line:84% So I mentioned that there are different versions of WCAG. 01:36:04.590 --> 01:36:07.870 align:middle line:84% I said many, but really not that many, given how long it's been. 01:36:07.870 --> 01:36:12.460 align:middle line:84% But WCAG 1, the first version, was published in 1999. 01:36:12.460 --> 01:36:15.250 align:middle line:84% And then, version 2 was published in 2008. 01:36:15.250 --> 01:36:18.310 align:middle line:84% And then, the latest official version 01:36:18.310 --> 01:36:23.560 align:middle line:84% is 2.1, which was published a couple of years ago. 01:36:23.560 --> 01:36:29.530 align:middle line:84% And I've got WCAG 2.1 bolded now because that is the most 01:36:29.530 --> 01:36:30.570 align:middle line:90% recent. 01:36:30.570 --> 01:36:36.010 align:middle line:84% But anything in the 2 dot is where we need to land 01:36:36.010 --> 01:36:39.430 align:middle line:84% and we're talking about accessibility expectations 01:36:39.430 --> 01:36:42.700 align:middle line:84% from a legal standpoint and a policy standpoint. 01:36:42.700 --> 01:36:45.310 align:middle line:84% There have been a very large number 01:36:45.310 --> 01:36:51.370 align:middle line:84% of legal complaints, lawsuits, in some cases, 01:36:51.370 --> 01:36:54.880 align:middle line:90% related to web accessibility. 01:36:54.880 --> 01:36:59.320 align:middle line:84% And almost invariably, the resolutions or the settlements 01:36:59.320 --> 01:37:02.110 align:middle line:84% that come out of those cases require 01:37:02.110 --> 01:37:09.010 align:middle line:84% that the defendant meet WCAG 2.0, or more recently, 01:37:09.010 --> 01:37:10.330 align:middle line:90% WCAG 2.1. 01:37:10.330 --> 01:37:15.780 align:middle line:84% So that's the version that we're standardized on. 01:37:15.780 --> 01:37:18.140 align:middle line:84% So if we look more closely at that new version, 01:37:18.140 --> 01:37:24.270 align:middle line:84% WCAG 2.1, as well as WCAG 2.0, there 01:37:24.270 --> 01:37:27.240 align:middle line:84% are four broad principles that serve as the entry point. 01:37:27.240 --> 01:37:30.680 align:middle line:90% 01:37:30.680 --> 01:37:33.680 align:middle line:84% In order for content to be accessible, 01:37:33.680 --> 01:37:41.440 align:middle line:84% it needs to be perceivable, operable, understandable, 01:37:41.440 --> 01:37:43.630 align:middle line:90% and robust. 01:37:43.630 --> 01:37:47.970 align:middle line:84% So rather than explaining each of those principles, 01:37:47.970 --> 01:37:52.320 align:middle line:84% it's sometimes easier to delve into the details. 01:37:52.320 --> 01:37:56.100 align:middle line:84% And the finest level of detail within WCAG 01:37:56.100 --> 01:37:58.590 align:middle line:90% are the success criteria. 01:37:58.590 --> 01:38:02.560 align:middle line:84% There are 79 of those in WCAG 2.1. 01:38:02.560 --> 01:38:07.590 align:middle line:84% And those are the nuts and bolts of add alt text 01:38:07.590 --> 01:38:09.110 align:middle line:90% to images, that sort of thing. 01:38:09.110 --> 01:38:11.436 align:middle line:90% Add headings to your document. 01:38:11.436 --> 01:38:13.940 align:middle line:84% They express a little differently than that, 01:38:13.940 --> 01:38:16.020 align:middle line:84% but those are the ideas that are captured 01:38:16.020 --> 01:38:19.320 align:middle line:90% at the success criterion level. 01:38:19.320 --> 01:38:21.750 align:middle line:84% And each of those success criteria 01:38:21.750 --> 01:38:27.870 align:middle line:84% is assigned a level, either A, AA, or AAA, 01:38:27.870 --> 01:38:32.520 align:middle line:84% depending on how critical it is for making sure 01:38:32.520 --> 01:38:35.010 align:middle line:84% that you don't just completely shut out 01:38:35.010 --> 01:38:38.760 align:middle line:84% particular groups of users, but also how difficult it is. 01:38:38.760 --> 01:38:41.370 align:middle line:84% There are some things that fall to level AAA, 01:38:41.370 --> 01:38:47.560 align:middle line:84% just because they're extremely challenging to implement. 01:38:47.560 --> 01:38:49.940 align:middle line:84% I have level A level AA bolded here 01:38:49.940 --> 01:38:54.470 align:middle line:84% because those same legal cases over the years 01:38:54.470 --> 01:39:01.910 align:middle line:84% have clearly expressed that level AA is the bar, that that 01:39:01.910 --> 01:39:08.870 align:middle line:84% is what we're expected to meet is WCAG 2.0 or 2.1 level AA, 01:39:08.870 --> 01:39:13.770 align:middle line:84% which also means we need to meet the level A success criteria. 01:39:13.770 --> 01:39:14.870 align:middle line:90% So that is our standard. 01:39:14.870 --> 01:39:18.290 align:middle line:84% We're trying to meet the latest version of WCAG, 01:39:18.290 --> 01:39:22.820 align:middle line:84% and there are 51 success criteria at level A and level 01:39:22.820 --> 01:39:26.800 align:middle line:90% AA that we need to meet. 01:39:26.800 --> 01:39:30.130 align:middle line:84% So let's just focus in on how do we do this? 01:39:30.130 --> 01:39:33.990 align:middle line:84% I'll provide a few simple tips that give you the how 01:39:33.990 --> 01:39:40.400 align:middle line:84% to of each of the technologies we've looked at. 01:39:40.400 --> 01:39:46.430 align:middle line:84% First of all, with websites, you start by identifying your goal. 01:39:46.430 --> 01:39:49.820 align:middle line:84% And that, in many ways, has been set 01:39:49.820 --> 01:39:55.310 align:middle line:84% for us because of all the legal resolutions and settlements. 01:39:55.310 --> 01:39:59.420 align:middle line:84% Because WCAG 2.1 has now been around since 2018, 01:39:59.420 --> 01:40:01.970 align:middle line:84% that is now the expectation that we 01:40:01.970 --> 01:40:05.045 align:middle line:90% would meet WCAG 2.1 level AA. 01:40:05.045 --> 01:40:08.010 align:middle line:84% The big difference between 2.1 and 2.0-- 01:40:08.010 --> 01:40:09.200 align:middle line:90% there are a few. 01:40:09.200 --> 01:40:11.300 align:middle line:84% But probably, the biggest is that it now 01:40:11.300 --> 01:40:14.540 align:middle line:84% includes mobile devices and accessibility 01:40:14.540 --> 01:40:16.100 align:middle line:90% on mobile devices. 01:40:16.100 --> 01:40:20.720 align:middle line:84% Since so many people are using a mobile device now rather than 01:40:20.720 --> 01:40:24.440 align:middle line:84% a desktop, then your website needs 01:40:24.440 --> 01:40:26.150 align:middle line:84% to be accessible on a mobile device. 01:40:26.150 --> 01:40:30.140 align:middle line:84% And so there are some specific success criteria in 2.1 01:40:30.140 --> 01:40:31.100 align:middle line:90% that address that. 01:40:31.100 --> 01:40:33.710 align:middle line:90% 01:40:33.710 --> 01:40:37.330 align:middle line:84% So another tip then is if you're outsourcing your web design 01:40:37.330 --> 01:40:41.230 align:middle line:84% or development, then include the accessibility requirements 01:40:41.230 --> 01:40:42.120 align:middle line:90% in the contract. 01:40:42.120 --> 01:40:46.490 align:middle line:84% So you define your accessibility as WCAG 2.1 level AA. 01:40:46.490 --> 01:40:50.300 align:middle line:84% Make sure that whoever is doing the design and the development, 01:40:50.300 --> 01:40:52.700 align:middle line:84% whether that be internal or external, 01:40:52.700 --> 01:40:54.920 align:middle line:84% they need to know that that's the target. 01:40:54.920 --> 01:40:58.970 align:middle line:84% This is what your expectations are for the website 01:40:58.970 --> 01:41:02.020 align:middle line:90% that they deliver. 01:41:02.020 --> 01:41:05.020 align:middle line:84% Another tip is to take the #nomouse challenge. 01:41:05.020 --> 01:41:06.430 align:middle line:84% And we've got a hashtag for that. 01:41:06.430 --> 01:41:10.960 align:middle line:84% So if you do this and you're a social media person, 01:41:10.960 --> 01:41:14.620 align:middle line:84% then tweet about it and help us to spread the word. 01:41:14.620 --> 01:41:16.600 align:middle line:84% But taking the #nomouse challenge 01:41:16.600 --> 01:41:18.685 align:middle line:84% is a really simple way to check the accessibility 01:41:18.685 --> 01:41:19.840 align:middle line:90% of your website. 01:41:19.840 --> 01:41:23.860 align:middle line:84% Just try using the keyboard to access your website. 01:41:23.860 --> 01:41:25.360 align:middle line:90% Don't touch the mouse. 01:41:25.360 --> 01:41:30.160 align:middle line:84% Just use the Tab key to navigate through the website, 01:41:30.160 --> 01:41:34.270 align:middle line:84% and then use other keys that make sense, like Enter or Space 01:41:34.270 --> 01:41:37.630 align:middle line:90% to activate buttons or links. 01:41:37.630 --> 01:41:41.200 align:middle line:84% And sometimes, other keys make sense, like arrow keys 01:41:41.200 --> 01:41:43.740 align:middle line:90% or the Escape key. 01:41:43.740 --> 01:41:47.520 align:middle line:84% If it doesn't work with keyboard or if you 01:41:47.520 --> 01:41:49.980 align:middle line:84% can't tell where you are with keyboard, 01:41:49.980 --> 01:41:52.110 align:middle line:84% then that's an indication that you probably 01:41:52.110 --> 01:41:55.140 align:middle line:84% have some deeper accessibility problems that you're 01:41:55.140 --> 01:41:58.875 align:middle line:84% going to need to check out, investigate more thoroughly. 01:41:58.875 --> 01:42:01.850 align:middle line:90% 01:42:01.850 --> 01:42:05.530 align:middle line:84% Another tip is just to learn more about web accessibility. 01:42:05.530 --> 01:42:08.570 align:middle line:84% And so the website that I mentioned earlier, 01:42:08.570 --> 01:42:15.100 align:middle line:84% our own website, uw.edu/accessibility is 01:42:15.100 --> 01:42:19.450 align:middle line:84% our effort to teach our own web design development community. 01:42:19.450 --> 01:42:21.310 align:middle line:84% There's a lot of information out there 01:42:21.310 --> 01:42:24.890 align:middle line:84% on our website about web accessibility, 01:42:24.890 --> 01:42:30.980 align:middle line:84% including a page that has a number of free accessibility 01:42:30.980 --> 01:42:31.880 align:middle line:90% checkers. 01:42:31.880 --> 01:42:34.360 align:middle line:84% There are lots of them out there-- 01:42:34.360 --> 01:42:37.700 align:middle line:84% website accessibility checkers, color contrast accessibility 01:42:37.700 --> 01:42:41.570 align:middle line:84% checkers, lots of different toolbars 01:42:41.570 --> 01:42:46.060 align:middle line:84% and downloadable software and websites. 01:42:46.060 --> 01:42:49.970 align:middle line:84% And this is a hand-picked list of checkers 01:42:49.970 --> 01:42:55.070 align:middle line:84% that we use and we like a lot, and it's annotated 01:42:55.070 --> 01:42:57.380 align:middle line:84% so you can see description of each one. 01:42:57.380 --> 01:43:01.710 align:middle line:84% So to access our list of tools, just go to the main website, 01:43:01.710 --> 01:43:07.850 align:middle line:84% uw.edu/accessibility/tools, and that's where you'll find that 01:43:07.850 --> 01:43:10.360 align:middle line:90% list. 01:43:10.360 --> 01:43:14.560 align:middle line:84% For accessibility of documents, always 01:43:14.560 --> 01:43:18.700 align:middle line:84% ask what's the best format for delivering this information? 01:43:18.700 --> 01:43:24.900 align:middle line:84% We see so frequently people disseminating PDFs. 01:43:24.900 --> 01:43:29.980 align:middle line:84% And it's just text that doesn't really-- 01:43:29.980 --> 01:43:32.680 align:middle line:84% a PDF is not in the best format for delivering 01:43:32.680 --> 01:43:34.090 align:middle line:90% a lot of content. 01:43:34.090 --> 01:43:38.860 align:middle line:84% So it's probably the best format if the format, 01:43:38.860 --> 01:43:42.490 align:middle line:84% if the actual visual structure of the document, is critical 01:43:42.490 --> 01:43:46.550 align:middle line:84% and you need to make sure that that's preserved. 01:43:46.550 --> 01:43:51.060 align:middle line:84% Like on a lot of federal forms, this is a requirement. 01:43:51.060 --> 01:43:53.650 align:middle line:84% But if that's not important, then PDF 01:43:53.650 --> 01:43:55.840 align:middle line:90% might not be the best choice. 01:43:55.840 --> 01:43:58.300 align:middle line:84% Wherever possible, use HTML, because I mentioned, 01:43:58.300 --> 01:44:04.060 align:middle line:84% HTML has accessibility really built into the specification. 01:44:04.060 --> 01:44:07.930 align:middle line:84% And it works across all platforms, all browsers. 01:44:07.930 --> 01:44:10.762 align:middle line:84% Accessibility is very well supported. 01:44:10.762 --> 01:44:12.220 align:middle line:84% There was a question in the earlier 01:44:12.220 --> 01:44:15.940 align:middle line:90% session on Word versus PDF. 01:44:15.940 --> 01:44:21.040 align:middle line:84% With PDF, it is possible to create an accessible 01:44:21.040 --> 01:44:23.860 align:middle line:84% PDF that has an underlying structure that's 01:44:23.860 --> 01:44:26.070 align:middle line:90% similar to HTML. 01:44:26.070 --> 01:44:27.640 align:middle line:90% It's called a tagged PDF. 01:44:27.640 --> 01:44:29.710 align:middle line:84% So your goal if you distribute PDF 01:44:29.710 --> 01:44:35.840 align:middle line:84% is a tagged PDF with tags that are the right tags. 01:44:35.840 --> 01:44:40.600 align:middle line:84% So the tags have to communicate heading 1, and heading 2, 01:44:40.600 --> 01:44:43.840 align:middle line:84% and this is a list, and this is a table. 01:44:43.840 --> 01:44:46.660 align:middle line:84% And there needs to be alt text on images. 01:44:46.660 --> 01:44:51.280 align:middle line:84% And so having tags and having the correct tags 01:44:51.280 --> 01:44:54.890 align:middle line:84% is what it takes to have an accessible PDF. 01:44:54.890 --> 01:44:58.280 align:middle line:84% So that's a little bit challenging. 01:44:58.280 --> 01:45:02.000 align:middle line:84% It can be difficult to tag a PDF properly. 01:45:02.000 --> 01:45:05.960 align:middle line:84% But also, it's important to know that tagged PDF is only 01:45:05.960 --> 01:45:07.820 align:middle line:90% supported in Windows. 01:45:07.820 --> 01:45:11.090 align:middle line:84% So Windows screen readers support it. 01:45:11.090 --> 01:45:13.880 align:middle line:84% It's not supported on a Mac, and so it's never 01:45:13.880 --> 01:45:20.350 align:middle line:84% going to be as good as HTML, no matter how hard you work at it. 01:45:20.350 --> 01:45:24.940 align:middle line:84% Whether Word is better depends a lot on the content. 01:45:24.940 --> 01:45:28.750 align:middle line:84% Word is probably better for cross-platform, 01:45:28.750 --> 01:45:32.380 align:middle line:84% so it's more likely to be accessible in Mac in addition 01:45:32.380 --> 01:45:33.430 align:middle line:90% to Windows. 01:45:33.430 --> 01:45:34.630 align:middle line:90% You can do headings. 01:45:34.630 --> 01:45:36.370 align:middle line:90% You can do alt text on images. 01:45:36.370 --> 01:45:39.730 align:middle line:84% You can do accessible math and Word documents, 01:45:39.730 --> 01:45:42.370 align:middle line:90% whereas you can't in PDF. 01:45:42.370 --> 01:45:47.430 align:middle line:84% So it really depends a lot on the nature of your content 01:45:47.430 --> 01:45:49.410 align:middle line:84% whether Word is going to be better than PDF. 01:45:49.410 --> 01:45:55.370 align:middle line:84% But HTML is better than both, so wherever possible, use HTML. 01:45:55.370 --> 01:45:59.470 align:middle line:84% The keys-- headings, I stressed that many times. 01:45:59.470 --> 01:46:03.340 align:middle line:84% And that is probably the most important accessibility issue 01:46:03.340 --> 01:46:05.980 align:middle line:90% in both websites and documents. 01:46:05.980 --> 01:46:08.085 align:middle line:84% Also, add meaningful alt text to images. 01:46:08.085 --> 01:46:09.460 align:middle line:84% There's another slide where we're 01:46:09.460 --> 01:46:11.918 align:middle line:84% going to talk about alt text, and I'll use that opportunity 01:46:11.918 --> 01:46:14.590 align:middle line:84% to answer the question about long descriptions 01:46:14.590 --> 01:46:15.610 align:middle line:90% for complex images. 01:46:15.610 --> 01:46:18.140 align:middle line:90% 01:46:18.140 --> 01:46:21.050 align:middle line:84% And just about every authoring format 01:46:21.050 --> 01:46:22.955 align:middle line:90% has an accessibility checker. 01:46:22.955 --> 01:46:24.830 align:middle line:84% So as you're creating your digital documents, 01:46:24.830 --> 01:46:27.140 align:middle line:84% this is a really good place to start. 01:46:27.140 --> 01:46:31.350 align:middle line:84% If you're in Word or if you're creating a PowerPoint, 01:46:31.350 --> 01:46:36.620 align:middle line:84% then use the Microsoft Office built-in accessibility checker, 01:46:36.620 --> 01:46:38.550 align:middle line:90% and it will-- 01:46:38.550 --> 01:46:40.730 align:middle line:84% there's some limits to what accessibility checkers 01:46:40.730 --> 01:46:44.020 align:middle line:90% can automatically identify. 01:46:44.020 --> 01:46:46.160 align:middle line:84% But this can go a long way to help 01:46:46.160 --> 01:46:48.350 align:middle line:84% you understand what the issues are 01:46:48.350 --> 01:46:51.830 align:middle line:84% and guide you through how to fix those issues. 01:46:51.830 --> 01:46:54.350 align:middle line:84% If you have a PDF, including a PDF 01:46:54.350 --> 01:46:57.450 align:middle line:84% that you have acquired from some other source 01:46:57.450 --> 01:47:00.720 align:middle line:84% and you don't have the original source to work with, 01:47:00.720 --> 01:47:04.970 align:middle line:84% then you can still make that accessible in Adobe Acrobat. 01:47:04.970 --> 01:47:08.180 align:middle line:84% You have to have Adobe Acrobat Pro, 01:47:08.180 --> 01:47:11.060 align:middle line:84% but it includes an accessibility checker, 01:47:11.060 --> 01:47:13.490 align:middle line:84% and it includes a variety of tools 01:47:13.490 --> 01:47:16.580 align:middle line:84% that can help you fix the accessibility problems 01:47:16.580 --> 01:47:17.510 align:middle line:90% within that document. 01:47:17.510 --> 01:47:20.160 align:middle line:90% 01:47:20.160 --> 01:47:23.310 align:middle line:84% Once again, another tip is to just learn more 01:47:23.310 --> 01:47:24.540 align:middle line:90% about document accessibility. 01:47:24.540 --> 01:47:26.990 align:middle line:90% There's a lot to know. 01:47:26.990 --> 01:47:29.970 align:middle line:84% And a good starting point is our own website, 01:47:29.970 --> 01:47:33.990 align:middle line:90% uw.edu/accessibility/documents. 01:47:33.990 --> 01:47:36.510 align:middle line:84% So you can see there's a trend here. 01:47:36.510 --> 01:47:41.740 align:middle line:84% Just add slash something to the end of our main URL, 01:47:41.740 --> 01:47:45.840 align:middle line:84% and that will get you to documents or to tools 01:47:45.840 --> 01:47:48.640 align:middle line:90% or various other things. 01:47:48.640 --> 01:47:55.490 align:middle line:84% So I wanted to give you just a couple examples that apply 01:47:55.490 --> 01:47:58.230 align:middle line:90% to documents specifically. 01:47:58.230 --> 01:47:59.370 align:middle line:90% Here we are in Word. 01:47:59.370 --> 01:48:01.765 align:middle line:84% And I chose the Constitution of the United States 01:48:01.765 --> 01:48:03.390 align:middle line:84% because it has a really good structure, 01:48:03.390 --> 01:48:05.280 align:middle line:84% and so what I really want to communicate here 01:48:05.280 --> 01:48:08.280 align:middle line:90% was heading structure. 01:48:08.280 --> 01:48:13.710 align:middle line:84% And the structure of the pieces that I've excerpted here-- 01:48:13.710 --> 01:48:15.570 align:middle line:84% Constitution of United States, first of all, 01:48:15.570 --> 01:48:16.890 align:middle line:90% is the main heading. 01:48:16.890 --> 01:48:19.100 align:middle line:84% That's the title of the entire document, 01:48:19.100 --> 01:48:22.200 align:middle line:90% so that would be the heading 1. 01:48:22.200 --> 01:48:25.770 align:middle line:84% And in HTML, you would use an H1 tag. 01:48:25.770 --> 01:48:29.970 align:middle line:84% In PDF, with a tagged PDF, you would want 01:48:29.970 --> 01:48:33.480 align:middle line:90% an H1 tag, similar to HTML. 01:48:33.480 --> 01:48:36.000 align:middle line:90% In word, you use styles. 01:48:36.000 --> 01:48:40.890 align:middle line:84% And so here I am in Microsoft Word on the Home tab. 01:48:40.890 --> 01:48:43.350 align:middle line:84% And I've got a bunch of styles visible. 01:48:43.350 --> 01:48:48.780 align:middle line:84% So I can choose the style for the particular text 01:48:48.780 --> 01:48:52.350 align:middle line:90% that I have highlighted. 01:48:52.350 --> 01:48:54.810 align:middle line:84% And Word's styles include headings, 01:48:54.810 --> 01:48:57.540 align:middle line:84% so heading 1, heading 2, heading 3. 01:48:57.540 --> 01:49:01.530 align:middle line:84% It's really important to use those headings styles 01:49:01.530 --> 01:49:03.690 align:middle line:90% for your headings. 01:49:03.690 --> 01:49:06.270 align:middle line:84% So Constitution of the United States in this document 01:49:06.270 --> 01:49:07.545 align:middle line:90% is heading 1. 01:49:07.545 --> 01:49:11.610 align:middle line:84% The Preamble is a secondary heading 01:49:11.610 --> 01:49:14.190 align:middle line:90% underneath that main heading. 01:49:14.190 --> 01:49:16.740 align:middle line:84% And later, Amendments to the Constitution 01:49:16.740 --> 01:49:20.650 align:middle line:90% is also a heading level 2. 01:49:20.650 --> 01:49:23.880 align:middle line:84% So as you're using headings, it's really important 01:49:23.880 --> 01:49:26.460 align:middle line:90% to think about the outline. 01:49:26.460 --> 01:49:28.410 align:middle line:84% Your goal with headings is to communicate 01:49:28.410 --> 01:49:32.850 align:middle line:84% the outline of the document so that the person who can't see 01:49:32.850 --> 01:49:34.080 align:middle line:90% gets that structure. 01:49:34.080 --> 01:49:37.930 align:middle line:84% They understand that this is a subheading underneath this. 01:49:37.930 --> 01:49:41.550 align:middle line:84% And when you get down into Article 1 or the First 01:49:41.550 --> 01:49:44.460 align:middle line:84% Amendment, that's a heading level 3, 01:49:44.460 --> 01:49:48.340 align:middle line:84% which is a subheading under Amendments to the Constitution. 01:49:48.340 --> 01:49:51.960 align:middle line:84% And so really important to preserve the outline. 01:49:51.960 --> 01:49:55.560 align:middle line:84% And it also has advantages for the author because you 01:49:55.560 --> 01:49:56.820 align:middle line:90% can change the style. 01:49:56.820 --> 01:49:58.320 align:middle line:84% If you've got a bunch of heading 2s, 01:49:58.320 --> 01:50:00.390 align:middle line:84% a bunch of heading 3s in your document, 01:50:00.390 --> 01:50:02.640 align:middle line:84% then all you have to do is right-click on that Style 01:50:02.640 --> 01:50:05.700 align:middle line:84% button, and you can change the appearance. 01:50:05.700 --> 01:50:09.240 align:middle line:84% So you're not attached to the way it looks, and you shouldn't 01:50:09.240 --> 01:50:11.730 align:middle line:84% make your decisions about headings based 01:50:11.730 --> 01:50:14.250 align:middle line:84% on the visual representation because you 01:50:14.250 --> 01:50:16.000 align:middle line:90% can very easily change that. 01:50:16.000 --> 01:50:20.220 align:middle line:84% And when you change it, it applies to every heading 3 01:50:20.220 --> 01:50:22.800 align:middle line:84% in the entire document, which is really, really 01:50:22.800 --> 01:50:24.300 align:middle line:90% handy for you as an author. 01:50:24.300 --> 01:50:28.040 align:middle line:90% 01:50:28.040 --> 01:50:32.450 align:middle line:84% For adding alt text to images, in Word-- 01:50:32.450 --> 01:50:34.640 align:middle line:84% you can now-- the latest version of Word, actually, 01:50:34.640 --> 01:50:36.660 align:middle line:90% this happens automatically. 01:50:36.660 --> 01:50:40.130 align:middle line:84% So this is where we've got automatic captioning that's 01:50:40.130 --> 01:50:40.880 align:middle line:90% happening now. 01:50:40.880 --> 01:50:43.280 align:middle line:90% We've got automatic alt text. 01:50:43.280 --> 01:50:45.940 align:middle line:90% But you always need to check. 01:50:45.940 --> 01:50:47.810 align:middle line:84% Whenever there's automatic captioning, 01:50:47.810 --> 01:50:50.420 align:middle line:84% you need to check that because it makes mistakes. 01:50:50.420 --> 01:50:53.460 align:middle line:84% And you need to check automatic alt text. 01:50:53.460 --> 01:50:56.970 align:middle line:84% You always need to add alt text to your images. 01:50:56.970 --> 01:51:00.710 align:middle line:84% But you always need to check if that alt text is 01:51:00.710 --> 01:51:02.900 align:middle line:90% being added automatically. 01:51:02.900 --> 01:51:04.490 align:middle line:84% So I added an image to a document 01:51:04.490 --> 01:51:08.620 align:middle line:84% here in Word that is professor Richard Ladner. 01:51:08.620 --> 01:51:10.580 align:middle line:84% Some of you may know him as a computer science 01:51:10.580 --> 01:51:14.810 align:middle line:84% professor-- very active in the National Science Foundation. 01:51:14.810 --> 01:51:16.790 align:middle line:84% And he's shown here communicating 01:51:16.790 --> 01:51:19.910 align:middle line:84% with a group of deaf students, and they're all sitting 01:51:19.910 --> 01:51:22.410 align:middle line:90% in a group using sign language. 01:51:22.410 --> 01:51:27.860 align:middle line:84% And the automatic alt text that Word provided 01:51:27.860 --> 01:51:31.960 align:middle line:84% was "a group of people looking at a computer," which 01:51:31.960 --> 01:51:33.100 align:middle line:90% really does not-- 01:51:33.100 --> 01:51:36.550 align:middle line:84% it's actually not bad as automatic alt text goes, 01:51:36.550 --> 01:51:38.050 align:middle line:90% but that's not happening here. 01:51:38.050 --> 01:51:39.730 align:middle line:84% They're not looking at the computer. 01:51:39.730 --> 01:51:41.440 align:middle line:90% There are computers present. 01:51:41.440 --> 01:51:44.680 align:middle line:84% But they are very clearly looking at each other. 01:51:44.680 --> 01:51:47.320 align:middle line:84% They're communicating by sign language. 01:51:47.320 --> 01:51:52.220 align:middle line:84% And it seems to be a very lively conversation. 01:51:52.220 --> 01:51:56.920 align:middle line:84% And so all of that needs to be communicated in this alt text. 01:51:56.920 --> 01:52:02.440 align:middle line:84% And there's some key information that's missing. 01:52:02.440 --> 01:52:07.140 align:middle line:84% So your alt text is going to vary based on context. 01:52:07.140 --> 01:52:09.510 align:middle line:84% And you always have to ask what is it 01:52:09.510 --> 01:52:13.770 align:middle line:84% that I'm trying to communicate here by providing this image? 01:52:13.770 --> 01:52:17.670 align:middle line:84% And what are the important takeaways? 01:52:17.670 --> 01:52:20.280 align:middle line:84% The question came up earlier about graphs 01:52:20.280 --> 01:52:27.150 align:middle line:84% and charts and images that have a lot of complex information. 01:52:27.150 --> 01:52:32.100 align:middle line:84% Alt text really is not designed for that kind of description. 01:52:32.100 --> 01:52:35.030 align:middle line:84% It's designed for short and sweet. 01:52:35.030 --> 01:52:37.310 align:middle line:84% So in an academic journal, for example, you 01:52:37.310 --> 01:52:42.590 align:middle line:84% might have figure 1 with a caption, 01:52:42.590 --> 01:52:45.690 align:middle line:84% and then you've got a complex image. 01:52:45.690 --> 01:52:50.880 align:middle line:84% The alt text would be a place to just say figure 1, 01:52:50.880 --> 01:52:55.290 align:middle line:84% and then say something like description provided elsewhere, 01:52:55.290 --> 01:53:00.300 align:middle line:84% and reference where the person can find the description. 01:53:00.300 --> 01:53:03.150 align:middle line:84% There have been various techniques, 01:53:03.150 --> 01:53:07.050 align:middle line:84% depending on whether it's on a website or a PDF document 01:53:07.050 --> 01:53:09.150 align:middle line:84% or a Word document, different techniques 01:53:09.150 --> 01:53:11.130 align:middle line:84% for providing a short description, which 01:53:11.130 --> 01:53:14.700 align:middle line:84% is alt text, versus a long description. 01:53:14.700 --> 01:53:16.530 align:middle line:84% So those are kept separate, and they're 01:53:16.530 --> 01:53:18.720 align:middle line:90% coded in different ways. 01:53:18.720 --> 01:53:22.230 align:middle line:84% But the standard recommendation these days 01:53:22.230 --> 01:53:26.580 align:middle line:84% is wherever possible to provide a communication 01:53:26.580 --> 01:53:32.580 align:middle line:84% of the key points of the graph or the chart in the text. 01:53:32.580 --> 01:53:37.140 align:middle line:84% So not everybody processes the visual information, 01:53:37.140 --> 01:53:39.090 align:middle line:84% processes graphs and charts well. 01:53:39.090 --> 01:53:42.290 align:middle line:84% Even people who are sighted don't necessarily-- 01:53:42.290 --> 01:53:44.040 align:middle line:84% if they look at a flow chart, for example, 01:53:44.040 --> 01:53:45.660 align:middle line:84% they can't necessarily track what's 01:53:45.660 --> 01:53:47.920 align:middle line:90% happening in the flow chart. 01:53:47.920 --> 01:53:52.470 align:middle line:84% So having a text description in the body of the article 01:53:52.470 --> 01:53:56.250 align:middle line:84% or the piece of content, having that text description there 01:53:56.250 --> 01:54:00.140 align:middle line:84% for everybody to benefit from, and then just using the alt 01:54:00.140 --> 01:54:05.220 align:middle line:84% text to reference that section of the page 01:54:05.220 --> 01:54:08.100 align:middle line:84% is a recommended best practice at this point. 01:54:08.100 --> 01:54:11.570 align:middle line:90% 01:54:11.570 --> 01:54:13.075 align:middle line:90% So let's move on to video. 01:54:13.075 --> 01:54:16.660 align:middle line:90% 01:54:16.660 --> 01:54:19.520 align:middle line:84% The first step is to finish your videos. 01:54:19.520 --> 01:54:22.420 align:middle line:84% Then, I'm going to argue a video isn't complete 01:54:22.420 --> 01:54:23.445 align:middle line:90% until it's captioned. 01:54:23.445 --> 01:54:25.570 align:middle line:84% And so if you've got a video, and you've put it up, 01:54:25.570 --> 01:54:27.460 align:middle line:84% and it doesn't have any captions, 01:54:27.460 --> 01:54:32.650 align:middle line:84% then people who can't hear it, maybe 01:54:32.650 --> 01:54:34.720 align:middle line:84% because they're deaf and hard of hearing, 01:54:34.720 --> 01:54:37.030 align:middle line:84% maybe because they have their sound turned down. 01:54:37.030 --> 01:54:38.560 align:middle line:90% They're in a noisy environment. 01:54:38.560 --> 01:54:39.930 align:middle line:90% They can't hear. 01:54:39.930 --> 01:54:41.620 align:middle line:84% Or they're in a quiet environment, 01:54:41.620 --> 01:54:43.180 align:middle line:84% and they can't turn their volume up, 01:54:43.180 --> 01:54:45.580 align:middle line:84% and they don't have their headset with them. 01:54:45.580 --> 01:54:49.300 align:middle line:84% There are lots of reasons why you need captions. 01:54:49.300 --> 01:54:52.570 align:middle line:84% Captions also make videos searchable. 01:54:52.570 --> 01:54:56.440 align:middle line:84% And that certainly is really a handy feature. 01:54:56.440 --> 01:54:59.800 align:middle line:84% And therefore, if you don't have captions, 01:54:59.800 --> 01:55:01.540 align:middle line:90% you're not finished yet. 01:55:01.540 --> 01:55:05.520 align:middle line:84% It's a necessary part of the video production process. 01:55:05.520 --> 01:55:09.120 align:middle line:84% Also, a lot of questions come up about automatic captions. 01:55:09.120 --> 01:55:10.590 align:middle line:84% If you upload a video to YouTube, 01:55:10.590 --> 01:55:13.290 align:middle line:90% it is automatically captioned. 01:55:13.290 --> 01:55:20.340 align:middle line:84% If you capture a Zoom, record a Zoom meeting or Zoom webinar, 01:55:20.340 --> 01:55:22.410 align:middle line:84% that too can be automatic caption. 01:55:22.410 --> 01:55:24.600 align:middle line:84% You have to turn it on, but that does 01:55:24.600 --> 01:55:26.990 align:middle line:90% get automatically captioned. 01:55:26.990 --> 01:55:29.820 align:middle line:84% But automatic captions are not accurate enough 01:55:29.820 --> 01:55:31.502 align:middle line:90% to be relied on. 01:55:31.502 --> 01:55:33.960 align:middle line:84% Even though they're getting better and better all the time, 01:55:33.960 --> 01:55:36.840 align:middle line:84% they still make enough mistakes that a person 01:55:36.840 --> 01:55:42.270 align:middle line:84% who's depending on them can miss some really important details. 01:55:42.270 --> 01:55:45.730 align:middle line:84% Think about the importance of the word "not." 01:55:45.730 --> 01:55:48.360 align:middle line:84% It completely reverses the message. 01:55:48.360 --> 01:55:52.410 align:middle line:84% And if the automatic captions miss the word not, 01:55:52.410 --> 01:55:57.130 align:middle line:84% then you get the wrong idea from what's being said. 01:55:57.130 --> 01:56:00.870 align:middle line:84% And so it really is critical to go in and edit 01:56:00.870 --> 01:56:02.490 align:middle line:90% those automatic captions. 01:56:02.490 --> 01:56:05.160 align:middle line:84% And that then can be a much easier process 01:56:05.160 --> 01:56:07.230 align:middle line:84% than captioning from scratch, depending 01:56:07.230 --> 01:56:09.120 align:middle line:90% on the quality of the original. 01:56:09.120 --> 01:56:14.790 align:middle line:84% But before you publish, edit those captions, 01:56:14.790 --> 01:56:17.040 align:middle line:84% either in the YouTube caption editor 01:56:17.040 --> 01:56:18.490 align:middle line:90% or in the Zoom caption editor. 01:56:18.490 --> 01:56:24.010 align:middle line:90% Both tools provide that service. 01:56:24.010 --> 01:56:26.790 align:middle line:84% And then, also, I mentioned earlier audio description. 01:56:26.790 --> 01:56:27.780 align:middle line:90% Some videos need it. 01:56:27.780 --> 01:56:29.010 align:middle line:90% Some don't. 01:56:29.010 --> 01:56:32.610 align:middle line:84% But it's important to ask as you are for producing or providing 01:56:32.610 --> 01:56:35.430 align:middle line:84% a video, is the important content 01:56:35.430 --> 01:56:38.210 align:middle line:84% of this video clear through audio alone? 01:56:38.210 --> 01:56:41.640 align:middle line:84% If somebody is not looking at it, do they get the message? 01:56:41.640 --> 01:56:44.485 align:middle line:84% Do they understand what's being said, 01:56:44.485 --> 01:56:46.110 align:middle line:84% and do they understand who's saying it? 01:56:46.110 --> 01:56:47.760 align:middle line:84% Because that can be critical too. 01:56:47.760 --> 01:56:49.470 align:middle line:84% If you've got an on screen graphic 01:56:49.470 --> 01:56:55.290 align:middle line:84% that identifies the speaker but that isn't apparent anywhere 01:56:55.290 --> 01:56:58.200 align:middle line:84% just by listening to the video, then that may need to be audio 01:56:58.200 --> 01:57:00.080 align:middle line:90% described. 01:57:00.080 --> 01:57:02.580 align:middle line:84% And there are lots of ways for delivering audio description. 01:57:02.580 --> 01:57:06.300 align:middle line:84% But probably the easiest way and the best way at this point 01:57:06.300 --> 01:57:09.630 align:middle line:84% is to send it out to somebody that specializes 01:57:09.630 --> 01:57:11.550 align:middle line:90% in audio description. 01:57:11.550 --> 01:57:15.120 align:middle line:84% And there are a number of vendors in this space. 01:57:15.120 --> 01:57:18.780 align:middle line:84% They can return to you a separate video 01:57:18.780 --> 01:57:20.760 align:middle line:90% that has audio description. 01:57:20.760 --> 01:57:23.580 align:middle line:84% Then you've got a version with description and a version 01:57:23.580 --> 01:57:26.530 align:middle line:84% without, and you link to both of them. 01:57:26.530 --> 01:57:29.410 align:middle line:84% So wherever you provide the original version, 01:57:29.410 --> 01:57:33.240 align:middle line:84% you can say also available with audio description and link 01:57:33.240 --> 01:57:33.750 align:middle line:90% to that. 01:57:33.750 --> 01:57:37.520 align:middle line:90% 01:57:37.520 --> 01:57:40.130 align:middle line:84% Once again, you can learn more about video accessibility 01:57:40.130 --> 01:57:41.270 align:middle line:90% by going to-- 01:57:41.270 --> 01:57:42.770 align:middle line:84% you probably could have guessed it-- 01:57:42.770 --> 01:57:51.660 align:middle line:90% uw.edu/accessibility/videos. 01:57:51.660 --> 01:57:54.120 align:middle line:84% And then, here's just a screenshot of adding captions 01:57:54.120 --> 01:57:55.770 align:middle line:90% to videos on YouTube. 01:57:55.770 --> 01:58:00.240 align:middle line:84% If you could find your way here to the subtitle and closed 01:58:00.240 --> 01:58:03.870 align:middle line:84% caption manager, then it's just a matter 01:58:03.870 --> 01:58:06.330 align:middle line:90% of following the prompts. 01:58:06.330 --> 01:58:09.615 align:middle line:84% In this case, you would click on the Add New Subtitles, 01:58:09.615 --> 01:58:11.240 align:middle line:84% and it would prompt you for a language. 01:58:11.240 --> 01:58:16.260 align:middle line:84% And you select the language, and then you can upload a file. 01:58:16.260 --> 01:58:19.010 align:middle line:84% There are various ways that you can 01:58:19.010 --> 01:58:21.750 align:middle line:90% capture a video within YouTube. 01:58:21.750 --> 01:58:24.780 align:middle line:84% And YouTube's captioning features 01:58:24.780 --> 01:58:25.950 align:middle line:90% are really well documented. 01:58:25.950 --> 01:58:27.990 align:middle line:84% So you could find that on our website, 01:58:27.990 --> 01:58:34.560 align:middle line:84% as well as on the YouTube help docs. 01:58:34.560 --> 01:58:40.510 align:middle line:84% So vendor products-- always ask the vendor about accessibility. 01:58:40.510 --> 01:58:43.170 align:middle line:84% So as you're shopping for a piece of technology 01:58:43.170 --> 01:58:47.100 align:middle line:84% that you are going to deploy now, as you're teaching online, 01:58:47.100 --> 01:58:49.920 align:middle line:84% or you're moving conferences to online, 01:58:49.920 --> 01:58:52.620 align:middle line:84% or whatever it is that you're doing, 01:58:52.620 --> 01:58:57.180 align:middle line:84% and you need some sort of tool to support that, then you've 01:58:57.180 --> 01:58:59.970 align:middle line:84% got to ask the vendor about accessibility. 01:58:59.970 --> 01:59:03.590 align:middle line:84% If they don't hear this from all of us-- 01:59:03.590 --> 01:59:07.040 align:middle line:84% there are 112 people in the meeting now. 01:59:07.040 --> 01:59:10.170 align:middle line:84% If every one of us asks about accessibility, 01:59:10.170 --> 01:59:12.600 align:middle line:84% then vendors are going to get the message 01:59:12.600 --> 01:59:15.507 align:middle line:84% that, wow, my target market really 01:59:15.507 --> 01:59:16.590 align:middle line:90% cares about accessibility. 01:59:16.590 --> 01:59:18.480 align:middle line:84% We've got to take this seriously. 01:59:18.480 --> 01:59:20.640 align:middle line:84% Otherwise, if we don't ask, then they 01:59:20.640 --> 01:59:23.290 align:middle line:90% don't think it's important. 01:59:23.290 --> 01:59:28.110 align:middle line:84% And so the question is not are you accessible 01:59:28.110 --> 01:59:32.520 align:middle line:84% or is your product accessible, but how 01:59:32.520 --> 01:59:34.790 align:middle line:84% do you know your products are accessible? 01:59:34.790 --> 01:59:38.220 align:middle line:84% Or what is your process for ensuring that your products are 01:59:38.220 --> 01:59:39.120 align:middle line:90% accessible? 01:59:39.120 --> 01:59:41.280 align:middle line:84% What sort of testing have you done? 01:59:41.280 --> 01:59:43.290 align:middle line:90% What do your engineers know? 01:59:43.290 --> 01:59:45.300 align:middle line:84% What sort of training is provided to them 01:59:45.300 --> 01:59:48.450 align:middle line:90% about accessibility? 01:59:48.450 --> 01:59:50.900 align:middle line:84% Also, you can request documentation. 01:59:50.900 --> 01:59:52.920 align:middle line:84% And you've defined your specific standard 01:59:52.920 --> 01:59:54.295 align:middle line:84% that you're trying to meet, which 01:59:54.295 --> 01:59:57.430 align:middle line:90% probably is WCAG 2.1 level AA. 01:59:57.430 --> 01:59:59.640 align:middle line:84% And you can request documentation 01:59:59.640 --> 02:00:03.240 align:middle line:84% of how they meet that, and they should be able to provide it. 02:00:03.240 --> 02:00:07.320 align:middle line:84% There is a standard form called a VPAT, the Voluntary Product 02:00:07.320 --> 02:00:10.980 align:middle line:84% Accessibility Template, that vendors often 02:00:10.980 --> 02:00:16.170 align:middle line:84% use to document their level of accessibility compliance. 02:00:16.170 --> 02:00:18.120 align:middle line:84% It's important when you get a VPAT back 02:00:18.120 --> 02:00:20.390 align:middle line:84% to know that the vendor is providing this. 02:00:20.390 --> 02:00:21.990 align:middle line:90% So it's self-report often. 02:00:21.990 --> 02:00:24.300 align:middle line:84% Sometimes, they have a third-party accessibility 02:00:24.300 --> 02:00:26.580 align:middle line:84% consultant fill it out for them, and that's 02:00:26.580 --> 02:00:29.430 align:middle line:84% going to be more trustworthy, more credible. 02:00:29.430 --> 02:00:32.140 align:middle line:84% But if they have filled it out themselves, 02:00:32.140 --> 02:00:34.530 align:middle line:84% then you can't necessarily trust it, 02:00:34.530 --> 02:00:37.450 align:middle line:84% not because they're dishonest necessarily, 02:00:37.450 --> 02:00:41.490 align:middle line:84% but because they may not have the accessibility expertise 02:00:41.490 --> 02:00:42.860 align:middle line:90% to fill it out on their own. 02:00:42.860 --> 02:00:45.390 align:middle line:84% They need somebody who really understands 02:00:45.390 --> 02:00:48.840 align:middle line:84% accessibility to do an honest and thorough assessment 02:00:48.840 --> 02:00:50.410 align:middle line:90% of their product. 02:00:50.410 --> 02:00:54.450 align:middle line:84% So given that, VPATs are a conversation starter, 02:00:54.450 --> 02:00:57.480 align:middle line:84% not the final word on whether a product or service is 02:00:57.480 --> 02:00:58.240 align:middle line:90% accessible. 02:00:58.240 --> 02:01:00.600 align:middle line:84% So you look at the VPAT, and you try 02:01:00.600 --> 02:01:03.150 align:middle line:84% to come up with questions based on what you're seeing. 02:01:03.150 --> 02:01:05.940 align:middle line:84% What do you know about whether this product can 02:01:05.940 --> 02:01:09.510 align:middle line:84% be used by somebody who is using a screen reader, 02:01:09.510 --> 02:01:11.760 align:middle line:84% or somebody who can't use a mouse, 02:01:11.760 --> 02:01:15.060 align:middle line:84% or somebody who's using speech input? 02:01:15.060 --> 02:01:18.010 align:middle line:84% And if the VPAT doesn't give you that information, 02:01:18.010 --> 02:01:20.220 align:middle line:84% doesn't give you a thorough understanding 02:01:20.220 --> 02:01:21.900 align:middle line:84% of what sort of barriers this product 02:01:21.900 --> 02:01:26.280 align:middle line:84% is going to create, if any, then you need to ask those follow-up 02:01:26.280 --> 02:01:28.620 align:middle line:90% questions. 02:01:28.620 --> 02:01:31.080 align:middle line:84% Also, you need to include accessibility requirements 02:01:31.080 --> 02:01:32.710 align:middle line:90% in the contract. 02:01:32.710 --> 02:01:36.930 align:middle line:84% So if they are not accessible, they need to improve, 02:01:36.930 --> 02:01:39.630 align:middle line:84% and you need to agree upon a roadmap 02:01:39.630 --> 02:01:43.200 align:middle line:84% whereby they are working toward better accessibility, 02:01:43.200 --> 02:01:48.720 align:middle line:84% and there is some guarantee in that it's 02:01:48.720 --> 02:01:50.820 align:middle line:84% written into the contract, and they've 02:01:50.820 --> 02:01:55.140 align:middle line:84% got a timetable where you're expecting them to meet 02:01:55.140 --> 02:01:58.090 align:middle line:90% accessibility guidelines. 02:01:58.090 --> 02:02:01.210 align:middle line:84% We've got all this spelled out in our own accessibility 02:02:01.210 --> 02:02:02.740 align:middle line:90% and procurement page. 02:02:02.740 --> 02:02:04.965 align:middle line:84% And so you can go to uw.edu/accessibi 02:02:04.965 --> 02:02:06.280 align:middle line:90% lity/procurement. 02:02:06.280 --> 02:02:10.200 align:middle line:90% 02:02:10.200 --> 02:02:11.470 align:middle line:90% So we're getting near the end. 02:02:11.470 --> 02:02:15.760 align:middle line:84% I do want to do a plug for another learning opportunity. 02:02:15.760 --> 02:02:19.930 align:middle line:84% And this is mostly for web developers. 02:02:19.930 --> 02:02:22.460 align:middle line:84% In fact, entirely, this is designed for web developers. 02:02:22.460 --> 02:02:23.920 align:middle line:84% And if you're not a web developer 02:02:23.920 --> 02:02:25.750 align:middle line:84% but you know web developers, then 02:02:25.750 --> 02:02:28.070 align:middle line:90% please encourage them to attend. 02:02:28.070 --> 02:02:31.270 align:middle line:84% HighEdWeb, which is the association 02:02:31.270 --> 02:02:35.440 align:middle line:84% for higher education web developers and designers, 02:02:35.440 --> 02:02:39.220 align:middle line:84% they're hosting their first ever accessibility summit. 02:02:39.220 --> 02:02:42.710 align:middle line:84% It was going to be face-to-face in St. Louis, 02:02:42.710 --> 02:02:44.860 align:middle line:90% but it's online now. 02:02:44.860 --> 02:02:50.320 align:middle line:84% It's next week, the same day next week, and only $25 02:02:50.320 --> 02:02:51.040 align:middle line:90% to register. 02:02:51.040 --> 02:02:53.830 align:middle line:84% And with that, you get 12 sessions, or 6 02:02:53.830 --> 02:02:56.440 align:middle line:84% because they're concurrent, but really good 02:02:56.440 --> 02:03:00.230 align:middle line:84% sessions that is a deeper dive into accessibility. 02:03:00.230 --> 02:03:04.000 align:middle line:84% And so I mentioned very briefly accessible web navigation menus 02:03:04.000 --> 02:03:06.250 align:middle line:90% as I was looking at websites. 02:03:06.250 --> 02:03:10.360 align:middle line:84% That's a topic that I'm going to be exploring in great depth, 02:03:10.360 --> 02:03:12.940 align:middle line:84% looking at code and really exploring what the best 02:03:12.940 --> 02:03:16.810 align:middle line:84% practices in a session, along with 11 02:03:16.810 --> 02:03:18.760 align:middle line:90% other really good sessions. 02:03:18.760 --> 02:03:22.200 align:middle line:84% So you find out about that at a11ysummit20.highedweb.org. 02:03:22.200 --> 02:03:25.660 align:middle line:90% 02:03:25.660 --> 02:03:28.630 align:middle line:84% So I apologize I didn't leave much time for questions. 02:03:28.630 --> 02:03:32.530 align:middle line:84% But Brianna are there some that I can answer 02:03:32.530 --> 02:03:33.950 align:middle line:90% in a short period of time? 02:03:33.950 --> 02:03:35.180 align:middle line:84% BRIANNA BLASER: We do have a lot of questions. 02:03:35.180 --> 02:03:37.222 align:middle line:84% And I do want to leave a little time for a break. 02:03:37.222 --> 02:03:40.870 align:middle line:84% But there was some questions about the accessibility 02:03:40.870 --> 02:03:46.070 align:middle line:84% of various conferencing meetings software other than Zoom-- 02:03:46.070 --> 02:03:49.790 align:middle line:84% Google Meet, GoToMeeting, Adobe Connect, WebEx, 02:03:49.790 --> 02:03:52.830 align:middle line:90% Microsoft Teams. 02:03:52.830 --> 02:03:55.490 align:middle line:84% TERRILL THOMPSON: Yeah, this question comes up a lot. 02:03:55.490 --> 02:03:58.310 align:middle line:84% And we've been focusing primarily on Zoom, 02:03:58.310 --> 02:04:00.530 align:middle line:84% so that's the one I'm most familiar with. 02:04:00.530 --> 02:04:02.450 align:middle line:84% But I've seen a lot of conversations 02:04:02.450 --> 02:04:05.930 align:middle line:84% among other institutions who are asking the same question. 02:04:05.930 --> 02:04:09.320 align:middle line:84% And Zoom really seems to be the frontrunner when 02:04:09.320 --> 02:04:13.130 align:middle line:84% it comes to keyboard accessibility 02:04:13.130 --> 02:04:15.080 align:middle line:90% and screen reader accessibility. 02:04:15.080 --> 02:04:18.440 align:middle line:84% So they really have embraced that 02:04:18.440 --> 02:04:22.760 align:middle line:84% and have rocketed above the competition in that regard. 02:04:22.760 --> 02:04:26.765 align:middle line:84% I think Microsoft is taking it pretty seriously too, so Teams. 02:04:26.765 --> 02:04:28.640 align:middle line:84% And there's actually-- I don't know, Brianna, 02:04:28.640 --> 02:04:32.010 align:middle line:84% if you pasted is the resource from our colleagues 02:04:32.010 --> 02:04:33.010 align:middle line:90% that we were discussing. 02:04:33.010 --> 02:04:35.240 align:middle line:84% BRIANNA BLASER: I did, the one from AccessSIGCHI, 02:04:35.240 --> 02:04:38.375 align:middle line:84% and somebody else shared one from NAD, 02:04:38.375 --> 02:04:39.750 align:middle line:84% National Association of the Deaf, 02:04:39.750 --> 02:04:42.267 align:middle line:84% if I got that abbreviation right. 02:04:42.267 --> 02:04:44.600 align:middle line:84% TERRILL THOMPSON: Yeah, so I would consult both of those 02:04:44.600 --> 02:04:46.808 align:middle line:84% because they're going to come from slightly different 02:04:46.808 --> 02:04:48.740 align:middle line:90% perspectives, probably. 02:04:48.740 --> 02:04:51.680 align:middle line:84% And you do, unfortunately, have that reality where you're 02:04:51.680 --> 02:04:54.530 align:middle line:84% sometimes balancing screen reader 02:04:54.530 --> 02:04:59.730 align:middle line:84% accessibility for deaf and hard of hearing accessibility. 02:04:59.730 --> 02:05:02.630 align:middle line:84% I don't want to endorse Zoom necessarily, 02:05:02.630 --> 02:05:05.450 align:middle line:84% but we've been collaborating very closely with them 02:05:05.450 --> 02:05:06.210 align:middle line:90% for years. 02:05:06.210 --> 02:05:09.380 align:middle line:84% And like I said, they are now paying attention 02:05:09.380 --> 02:05:11.810 align:middle line:84% to deaf and hard of hearing issues 02:05:11.810 --> 02:05:14.600 align:middle line:84% more than they had been in the past. 02:05:14.600 --> 02:05:17.360 align:middle line:84% And so I feel pretty comfortable with the path 02:05:17.360 --> 02:05:19.250 align:middle line:90% that we're on with them. 02:05:19.250 --> 02:05:21.800 align:middle line:84% BRIANNA BLASER: There is also a discussion about captioning 02:05:21.800 --> 02:05:24.920 align:middle line:84% and the amount of labor involved in editing 02:05:24.920 --> 02:05:26.960 align:middle line:84% captioning versus the cost of sending it out. 02:05:26.960 --> 02:05:29.127 align:middle line:84% Maybe you can talk a little bit about the strategies 02:05:29.127 --> 02:05:31.752 align:middle line:84% that UW has been using in that regard. 02:05:31.752 --> 02:05:33.710 align:middle line:84% TERRILL THOMPSON: Yeah, the state of Washington 02:05:33.710 --> 02:05:37.610 align:middle line:84% has a contract with a third-party caption provider, 02:05:37.610 --> 02:05:39.880 align:middle line:90% so we've got a pretty good rate. 02:05:39.880 --> 02:05:43.250 align:middle line:84% And so it may, in fact, be easier and more cost 02:05:43.250 --> 02:05:48.290 align:middle line:84% effective just to send out to a captioning vendor. 02:05:48.290 --> 02:05:53.240 align:middle line:84% And that question really rests on 02:05:53.240 --> 02:05:56.360 align:middle line:84% whether you have people available at the university. 02:05:56.360 --> 02:06:01.190 align:middle line:84% It could be a student job to edit captions. 02:06:01.190 --> 02:06:06.200 align:middle line:84% But also, if the quality is good of the automatic captions, 02:06:06.200 --> 02:06:11.630 align:middle line:84% then it can be pretty quick and easy to go in and edit that. 02:06:11.630 --> 02:06:14.990 align:middle line:84% And so it really depends on those things, 02:06:14.990 --> 02:06:16.465 align:middle line:84% whether it truly is quick and easy 02:06:16.465 --> 02:06:20.290 align:middle line:84% and you just have to fix a few small things 02:06:20.290 --> 02:06:23.907 align:middle line:84% and whether you have the labor available to even do that. 02:06:23.907 --> 02:06:24.990 align:middle line:90% BRIANNA BLASER: Excellent. 02:06:24.990 --> 02:06:29.100 align:middle line:84% One last question, and then we'll give everybody a break. 02:06:29.100 --> 02:06:31.410 align:middle line:84% Can you talk a little bit about accessibility pitfalls 02:06:31.410 --> 02:06:32.265 align:middle line:90% within Canvas? 02:06:32.265 --> 02:06:35.220 align:middle line:90% 02:06:35.220 --> 02:06:37.470 align:middle line:84% TERRILL THOMPSON: Well, I mentioned the sign language. 02:06:37.470 --> 02:06:40.250 align:middle line:84% So that really is the biggest-- oh within Canvas, sorry. 02:06:40.250 --> 02:06:42.680 align:middle line:90% I was on still on Zoom. 02:06:42.680 --> 02:06:45.720 align:middle line:84% Canvas, actually, that's another collaboration 02:06:45.720 --> 02:06:48.510 align:middle line:84% where we have worked really closely with them. 02:06:48.510 --> 02:06:51.000 align:middle line:84% And there actually are 100 institutions, 02:06:51.000 --> 02:06:56.170 align:middle line:84% close to 100 institutions that are part of that collaboration. 02:06:56.170 --> 02:07:00.270 align:middle line:84% And so they actually have been very supportive 02:07:00.270 --> 02:07:02.280 align:middle line:84% of accessibility and built accessibility 02:07:02.280 --> 02:07:04.550 align:middle line:90% into their platform. 02:07:04.550 --> 02:07:06.630 align:middle line:84% The biggest challenge, though, is 02:07:06.630 --> 02:07:10.590 align:middle line:84% that even with an accessible learning management system, 02:07:10.590 --> 02:07:12.810 align:middle line:84% you can break accessibility in your course 02:07:12.810 --> 02:07:15.010 align:middle line:84% by uploading inaccessible content. 02:07:15.010 --> 02:07:19.950 align:middle line:84% And so that's where accessible documents especially 02:07:19.950 --> 02:07:24.160 align:middle line:84% comes in, that you really need to pay attention to that. 02:07:24.160 --> 02:07:31.960 align:middle line:84% And also, if you use plug-ins, you can 02:07:31.960 --> 02:07:34.620 align:middle line:84% you can very easily break accessibility 02:07:34.620 --> 02:07:41.380 align:middle line:84% by adding an integration or plug-in that is not accessible. 02:07:41.380 --> 02:07:45.330 align:middle line:90% 02:07:45.330 --> 02:07:47.460 align:middle line:84% Accessibility is complex and involves 02:07:47.460 --> 02:07:49.550 align:middle line:90% a lot of different parts. 02:07:49.550 --> 02:07:54.900 align:middle line:84% But Canvas as a whole, it has been pretty accessible. 02:07:54.900 --> 02:07:57.915 align:middle line:84% Now, that said, they've just recently got acquired. 02:07:57.915 --> 02:08:00.255 align:middle line:90% 02:08:00.255 --> 02:08:02.130 align:middle line:84% There's some questions about their commitment 02:08:02.130 --> 02:08:03.430 align:middle line:90% to accessibility ongoing. 02:08:03.430 --> 02:08:05.520 align:middle line:84% But we continue to be optimistic, 02:08:05.520 --> 02:08:07.470 align:middle line:84% and we're still interacting with them 02:08:07.470 --> 02:08:11.190 align:middle line:84% and hoping to continue having a positive relationship 02:08:11.190 --> 02:08:14.880 align:middle line:84% and keeping them on our side in making sure 02:08:14.880 --> 02:08:17.393 align:middle line:90% that the platform is accessible. 02:08:17.393 --> 02:08:18.810 align:middle line:84% BRIANNA BLASER: Great, and I think 02:08:18.810 --> 02:08:23.220 align:middle line:84% we should probably end it there so that we have a chance 02:08:23.220 --> 02:08:23.910 align:middle line:90% to take a break. 02:08:23.910 --> 02:08:26.760 align:middle line:90% And we'll be back around 11:20. 02:08:26.760 --> 02:08:29.430 align:middle line:84% And we'll be talking about accessibility 02:08:29.430 --> 02:08:31.440 align:middle line:84% and universal design of online meetings 02:08:31.440 --> 02:08:35.020 align:middle line:84% since we're all in so many online meetings these days. 02:08:35.020 --> 02:08:36.806 align:middle line:84% So we'll see you all in a few minutes. 02:08:36.806 --> 02:08:37.973 align:middle line:90% TERRILL THOMPSON: Excellent. 02:08:37.973 --> 02:08:41.040 align:middle line:84% And I'll take a look at chat too and reply via chat 02:08:41.040 --> 02:08:42.970 align:middle line:84% if there are other questions that people have. 02:08:42.970 --> 02:08:43.530 align:middle line:90% BRIANNA BLASER: Oh, great. 02:08:43.530 --> 02:08:44.340 align:middle line:90% Thanks, Terrill. 02:08:44.340 --> 02:08:45.257 align:middle line:90% TERRILL THOMPSON: Yep. 02:08:45.257 --> 02:09:04.870 align:middle line:90% 02:09:04.870 --> 02:09:07.600 align:middle line:84% BRIANNA BLASER: So when you're preparing for the meeting, 02:09:07.600 --> 02:09:10.630 align:middle line:84% again, think about the diversity of your audience with regard 02:09:10.630 --> 02:09:14.128 align:middle line:84% to some of these characteristics that we've spoken about. 02:09:14.128 --> 02:09:15.670 align:middle line:84% But there's some other things I think 02:09:15.670 --> 02:09:17.320 align:middle line:84% are important to think about as well. 02:09:17.320 --> 02:09:19.810 align:middle line:84% Something that I've certainly experienced 02:09:19.810 --> 02:09:25.330 align:middle line:84% in the last few months is in meeting with various folks 02:09:25.330 --> 02:09:28.120 align:middle line:84% that may not have high bandwidth at their homes 02:09:28.120 --> 02:09:29.920 align:middle line:90% and how to navigate that. 02:09:29.920 --> 02:09:33.580 align:middle line:84% So at times it means knowing things like, well, 02:09:33.580 --> 02:09:35.890 align:middle line:84% if somebody calls in on the phone line 02:09:35.890 --> 02:09:39.550 align:middle line:84% versus connects to the audio via the internet 02:09:39.550 --> 02:09:42.160 align:middle line:84% that they will have a more smooth connection. 02:09:42.160 --> 02:09:44.860 align:middle line:84% Or it might mean that they can't turn the camera on because they 02:09:44.860 --> 02:09:47.235 align:middle line:84% don't have high enough bandwidth at home to support that. 02:09:47.235 --> 02:09:49.455 align:middle line:90% 02:09:49.455 --> 02:09:51.580 align:middle line:84% One of the things I like to think about when you're 02:09:51.580 --> 02:09:54.640 align:middle line:84% thinking about our audience is that some folks may choose 02:09:54.640 --> 02:09:58.360 align:middle line:84% not to turn their camera on for a variety of reasons, 02:09:58.360 --> 02:09:59.680 align:middle line:90% and I need to be-- 02:09:59.680 --> 02:10:03.487 align:middle line:84% particularly in the context that we're in right now-- 02:10:03.487 --> 02:10:04.570 align:middle line:90% respectful of that, right? 02:10:04.570 --> 02:10:07.270 align:middle line:84% So it might be that you have a chaotic house. 02:10:07.270 --> 02:10:09.557 align:middle line:84% Your kids are running around in the background. 02:10:09.557 --> 02:10:11.140 align:middle line:84% It may be that your house isn't clean. 02:10:11.140 --> 02:10:13.930 align:middle line:84% It may be, again, this bandwidth issue. 02:10:13.930 --> 02:10:16.570 align:middle line:84% That you may not want to share that aspect 02:10:16.570 --> 02:10:18.820 align:middle line:84% of your personal life with whoever is in this meeting. 02:10:18.820 --> 02:10:22.120 align:middle line:84% So understanding and respecting that, I think, 02:10:22.120 --> 02:10:24.070 align:middle line:90% is important as well. 02:10:24.070 --> 02:10:25.570 align:middle line:84% When you're preparing for a meeting, 02:10:25.570 --> 02:10:27.160 align:middle line:84% you might consider whether or not 02:10:27.160 --> 02:10:29.410 align:middle line:84% you're going to record the meeting. 02:10:29.410 --> 02:10:32.183 align:middle line:84% There's a variety of reasons you might record it. 02:10:32.183 --> 02:10:33.600 align:middle line:84% If you know that some folks aren't 02:10:33.600 --> 02:10:36.370 align:middle line:84% going to be able to attend, that can be helpful. 02:10:36.370 --> 02:10:39.190 align:middle line:84% But again, whether that's really going to add something or not 02:10:39.190 --> 02:10:40.845 align:middle line:90% is a different conversation. 02:10:40.845 --> 02:10:42.970 align:middle line:84% The other thing that we like to do in our meetings, 02:10:42.970 --> 02:10:44.890 align:middle line:84% particularly when we have a large meeting, 02:10:44.890 --> 02:10:47.770 align:middle line:84% is designate someone who can manage the meeting in terms 02:10:47.770 --> 02:10:51.340 align:middle line:84% of muting and unmuting people, in terms of checking the chat, 02:10:51.340 --> 02:10:54.430 align:middle line:84% making sure things are attended to in there separately 02:10:54.430 --> 02:10:55.840 align:middle line:90% from the presenter. 02:10:55.840 --> 02:10:59.560 align:middle line:84% It really divides your attention to try and follow and attend 02:10:59.560 --> 02:11:03.017 align:middle line:84% to those different tasks at the same time. 02:11:03.017 --> 02:11:04.600 align:middle line:84% I often find if I'm running a meeting, 02:11:04.600 --> 02:11:07.142 align:middle line:84% I might also be getting emails from people during the meeting 02:11:07.142 --> 02:11:08.920 align:middle line:84% because they can't get on, so figuring out 02:11:08.920 --> 02:11:11.148 align:middle line:84% how you can make sure that folks can attend 02:11:11.148 --> 02:11:12.190 align:middle line:90% to those separate things. 02:11:12.190 --> 02:11:15.140 align:middle line:90% 02:11:15.140 --> 02:11:17.730 align:middle line:84% And then, a really important part of preparation 02:11:17.730 --> 02:11:19.630 align:middle line:84% is thinking about accommodations as well. 02:11:19.630 --> 02:11:22.260 align:middle line:84% So when you have a meeting, make it clear 02:11:22.260 --> 02:11:25.260 align:middle line:84% how somebody can request accommodations. 02:11:25.260 --> 02:11:28.140 align:middle line:84% And it's also important to be mindful 02:11:28.140 --> 02:11:30.600 align:middle line:84% that those needs might differ from what somebody might need 02:11:30.600 --> 02:11:33.425 align:middle line:90% in an in-person meeting, right? 02:11:33.425 --> 02:11:34.800 align:middle line:84% In an in-person meeting, somebody 02:11:34.800 --> 02:11:36.930 align:middle line:84% may have less trouble hearing, but they 02:11:36.930 --> 02:11:42.600 align:middle line:84% may need captions or something like that 02:11:42.600 --> 02:11:44.520 align:middle line:90% during an online meeting. 02:11:44.520 --> 02:11:46.050 align:middle line:84% So again, you can encourage folks-- 02:11:46.050 --> 02:11:48.955 align:middle line:84% if you have folks register, put it on the form. 02:11:48.955 --> 02:11:51.330 align:middle line:84% Have a blank there where they can request accommodations. 02:11:51.330 --> 02:11:53.307 align:middle line:90% Encourage folks to email you. 02:11:53.307 --> 02:11:55.140 align:middle line:84% Just make sure that everybody knows how they 02:11:55.140 --> 02:11:57.150 align:middle line:90% can request accommodations. 02:11:57.150 --> 02:11:59.460 align:middle line:84% And then, know how to respond to those requests. 02:11:59.460 --> 02:12:01.620 align:middle line:84% So I frequently hear from people with disabilities 02:12:01.620 --> 02:12:05.010 align:middle line:84% that are attending meetings, both in-person and virtual, 02:12:05.010 --> 02:12:07.410 align:middle line:84% that I told them what accommodations I needed, 02:12:07.410 --> 02:12:09.327 align:middle line:90% and then I never heard anything. 02:12:09.327 --> 02:12:11.160 align:middle line:84% So that can be a little bit anxiety-inducing 02:12:11.160 --> 02:12:12.450 align:middle line:84% when you're trying to figure out whether or not 02:12:12.450 --> 02:12:14.770 align:middle line:84% you're going to really be able to participate. 02:12:14.770 --> 02:12:18.210 align:middle line:84% And it certainly doesn't feel particularly welcoming. 02:12:18.210 --> 02:12:22.320 align:middle line:84% So again, the things that you might prepare people for-- 02:12:22.320 --> 02:12:25.710 align:middle line:84% somebody who is blind or somebody 02:12:25.710 --> 02:12:31.230 align:middle line:84% who likes text-to-speech might ask for an electronic version 02:12:31.230 --> 02:12:33.810 align:middle line:84% of the presentations so they can access those, 02:12:33.810 --> 02:12:36.870 align:middle line:84% as well, because their screen reader won't necessarily 02:12:36.870 --> 02:12:40.290 align:middle line:84% be able to read things that you are sharing on your screen. 02:12:40.290 --> 02:12:43.080 align:middle line:84% That's a fairly easy thing to figure out how to respond to, 02:12:43.080 --> 02:12:46.020 align:middle line:90% how to share those with folks. 02:12:46.020 --> 02:12:49.800 align:middle line:84% You might also get requests for sign language, 02:12:49.800 --> 02:12:51.900 align:middle line:90% so knowing how to request that. 02:12:51.900 --> 02:12:54.090 align:middle line:84% Oftentimes, at our university, we 02:12:54.090 --> 02:12:56.430 align:middle line:84% can just request it the disability services office. 02:12:56.430 --> 02:13:00.130 align:middle line:84% We tell them what our budget number is, and they arrange it. 02:13:00.130 --> 02:13:04.607 align:middle line:84% And again, captioning as well, knowing how to arrange that. 02:13:04.607 --> 02:13:06.690 align:middle line:84% Again, we work through disability services office. 02:13:06.690 --> 02:13:11.220 align:middle line:84% But there are also companies you can find online 02:13:11.220 --> 02:13:12.480 align:middle line:90% that will caption meetings. 02:13:12.480 --> 02:13:16.300 align:middle line:90% 02:13:16.300 --> 02:13:17.900 align:middle line:90% And this is a question too. 02:13:17.900 --> 02:13:20.660 align:middle line:84% We've talked a lot about captioning this morning 02:13:20.660 --> 02:13:22.520 align:middle line:90% in different contexts. 02:13:22.520 --> 02:13:25.350 align:middle line:84% And when you're thinking about a meeting, 02:13:25.350 --> 02:13:30.200 align:middle line:84% I think it's a fair question whether captions are serving 02:13:30.200 --> 02:13:32.120 align:middle line:84% as an accommodation to provide access 02:13:32.120 --> 02:13:35.090 align:middle line:84% for somebody who is deaf or hard of hearing, 02:13:35.090 --> 02:13:38.070 align:middle line:84% or if they're an example of universal design. 02:13:38.070 --> 02:13:40.610 align:middle line:84% So when we run meetings, we frequently 02:13:40.610 --> 02:13:43.430 align:middle line:84% caption them proactively because we anticipate, 02:13:43.430 --> 02:13:46.520 align:middle line:84% given our interests, that there may be folks 02:13:46.520 --> 02:13:48.520 align:middle line:90% who need them in the audience. 02:13:48.520 --> 02:13:50.510 align:middle line:84% But I also know I turn on the captions. 02:13:50.510 --> 02:13:52.140 align:middle line:84% I've had the captions on all morning. 02:13:52.140 --> 02:13:54.230 align:middle line:84% I don't have any difficulty with hearing, 02:13:54.230 --> 02:13:57.253 align:middle line:84% but it helps me pay attention better. 02:13:57.253 --> 02:13:58.670 align:middle line:84% It means that if I get distracted, 02:13:58.670 --> 02:14:02.480 align:middle line:84% I can look at the screen and see what's going on, and again, all 02:14:02.480 --> 02:14:05.450 align:middle line:84% of those other reasons we've talked about why somebody 02:14:05.450 --> 02:14:08.608 align:middle line:90% might want the captions on. 02:14:08.608 --> 02:14:11.150 align:middle line:84% And then another question, and then we've heard this as well, 02:14:11.150 --> 02:14:14.150 align:middle line:84% this morning is whether the AI-generated captions 02:14:14.150 --> 02:14:17.180 align:middle line:90% are sufficient. 02:14:17.180 --> 02:14:18.680 align:middle line:84% And they may be sufficient if you're 02:14:18.680 --> 02:14:22.610 align:middle line:84% using captioning as an example of universal design. 02:14:22.610 --> 02:14:24.290 align:middle line:84% But as Terrill pointed out, there 02:14:24.290 --> 02:14:27.560 align:middle line:84% are frequently lots of words that are misheard, 02:14:27.560 --> 02:14:29.510 align:middle line:84% and that can be particularly true for somebody 02:14:29.510 --> 02:14:33.395 align:middle line:84% who doesn't have clear speech or somebody who has an accent. 02:14:33.395 --> 02:14:35.845 align:middle line:90% 02:14:35.845 --> 02:14:37.220 align:middle line:84% So you really want to think about 02:14:37.220 --> 02:14:39.095 align:middle line:84% whether those are going to be useful to folks 02:14:39.095 --> 02:14:45.040 align:middle line:90% or a distraction, yeah. 02:14:45.040 --> 02:14:46.660 align:middle line:84% So again, thinking about software, 02:14:46.660 --> 02:14:48.670 align:middle line:84% and Terrill talked about this a bit, 02:14:48.670 --> 02:14:51.650 align:middle line:84% is not all meeting software is accessible. 02:14:51.650 --> 02:14:54.790 align:middle line:84% So we're talking about the sorts of things like whether they 02:14:54.790 --> 02:14:58.870 align:middle line:84% interface with screen readers or other assistive technology, 02:14:58.870 --> 02:15:00.850 align:middle line:90% whether they support captioning. 02:15:00.850 --> 02:15:03.280 align:middle line:84% And then, if you are the host of the meeting, 02:15:03.280 --> 02:15:04.750 align:middle line:84% take some time to become familiar 02:15:04.750 --> 02:15:07.030 align:middle line:84% with accessibility features of your software 02:15:07.030 --> 02:15:08.980 align:middle line:84% so that you can answer questions folks 02:15:08.980 --> 02:15:12.220 align:middle line:84% might have if they've never connected with that software. 02:15:12.220 --> 02:15:15.340 align:middle line:84% And make sure you share that information with participants. 02:15:15.340 --> 02:15:17.200 align:middle line:84% You might share it generally with everybody, 02:15:17.200 --> 02:15:19.033 align:middle line:84% or share it with folks that are specifically 02:15:19.033 --> 02:15:22.960 align:middle line:84% requesting information about accommodations. 02:15:22.960 --> 02:15:24.850 align:middle line:84% As I mentioned in the chat earlier, 02:15:24.850 --> 02:15:29.350 align:middle line:84% AccessSIGCHI, which works on accessibility within SIGCHI, 02:15:29.350 --> 02:15:32.110 align:middle line:84% which is that Computer Human Interaction Special Interest 02:15:32.110 --> 02:15:36.220 align:middle line:84% Group of the Association for Computing Machinery, 02:15:36.220 --> 02:15:38.170 align:middle line:84% has a resource that goes through some 02:15:38.170 --> 02:15:40.420 align:middle line:84% of the various commonly used meeting 02:15:40.420 --> 02:15:42.280 align:middle line:84% softwares and their accessibility features. 02:15:42.280 --> 02:15:47.180 align:middle line:90% 02:15:47.180 --> 02:15:49.580 align:middle line:84% And then, again, thinking about presentation materials. 02:15:49.580 --> 02:15:53.340 align:middle line:84% So preparing and sharing an accessible version 02:15:53.340 --> 02:15:56.790 align:middle line:84% of your agenda ahead of time lets folks know what to expect. 02:15:56.790 --> 02:16:00.875 align:middle line:84% That can help folks with invisible disabilities who 02:16:00.875 --> 02:16:02.250 align:middle line:84% might benefit from that structure 02:16:02.250 --> 02:16:03.333 align:middle line:90% and knowing what's coming. 02:16:03.333 --> 02:16:05.400 align:middle line:84% It can also help keep the meeting on track. 02:16:05.400 --> 02:16:07.500 align:middle line:84% If folks know, well, I want to talk about XYZ, 02:16:07.500 --> 02:16:09.540 align:middle line:84% and I see that's on the agenda later, 02:16:09.540 --> 02:16:12.060 align:middle line:84% they can save it until that time. 02:16:12.060 --> 02:16:14.133 align:middle line:84% And again, sharing presentation materials 02:16:14.133 --> 02:16:16.050 align:middle line:84% with folks that might need accessible versions 02:16:16.050 --> 02:16:18.075 align:middle line:90% is important. 02:16:18.075 --> 02:16:19.950 align:middle line:84% The other thing that's particularly important 02:16:19.950 --> 02:16:23.740 align:middle line:84% when you're presenting is, if you're sharing a video, 02:16:23.740 --> 02:16:25.860 align:middle line:84% make sure you're using a captioned version 02:16:25.860 --> 02:16:26.610 align:middle line:90% of that video. 02:16:26.610 --> 02:16:30.677 align:middle line:90% 02:16:30.677 --> 02:16:32.385 align:middle line:84% If you have a video you really want show, 02:16:32.385 --> 02:16:35.129 align:middle line:84% and it's not captioned, are you really going 02:16:35.129 --> 02:16:36.629 align:middle line:84% to show that video, or are you going 02:16:36.629 --> 02:16:39.240 align:middle line:84% to decide not to show it because it's not 02:16:39.240 --> 02:16:43.530 align:middle line:84% going to be the ideal accessible experience for everybody? 02:16:43.530 --> 02:16:46.020 align:middle line:84% You might consider providing, particularly if it's 02:16:46.020 --> 02:16:49.290 align:middle line:84% highly technical, any of those materials ahead of time 02:16:49.290 --> 02:16:51.180 align:middle line:84% to interpreters or captionists that you're 02:16:51.180 --> 02:16:55.995 align:middle line:84% using so they know things like jargon that you might be using. 02:16:55.995 --> 02:16:59.340 align:middle line:90% 02:16:59.340 --> 02:17:00.840 align:middle line:84% So delivery-- a few things I like 02:17:00.840 --> 02:17:03.719 align:middle line:84% to do when I'm running meetings is I 02:17:03.719 --> 02:17:06.059 align:middle line:84% look through the names in the participant list. 02:17:06.059 --> 02:17:08.160 align:middle line:84% Sometimes folks will be connecting to Zoom 02:17:08.160 --> 02:17:09.320 align:middle line:90% for a variety of reasons. 02:17:09.320 --> 02:17:11.905 align:middle line:84% So I have seen things that are like nicknames people use 02:17:11.905 --> 02:17:13.530 align:middle line:84% in a game that they may not want to use 02:17:13.530 --> 02:17:15.330 align:middle line:90% in a professional setting. 02:17:15.330 --> 02:17:18.270 align:middle line:84% I've seen some that come up as gobbledygook 02:17:18.270 --> 02:17:19.889 align:middle line:90% for whatever reason. 02:17:19.889 --> 02:17:21.840 align:middle line:84% I know folks that use multiple accounts, 02:17:21.840 --> 02:17:24.209 align:middle line:84% and they might be logged in as somebody 02:17:24.209 --> 02:17:26.650 align:middle line:90% else in their household. 02:17:26.650 --> 02:17:28.680 align:middle line:84% So if it's a small meeting, sometimes I 02:17:28.680 --> 02:17:31.350 align:middle line:84% will change other folks' names that I see 02:17:31.350 --> 02:17:33.610 align:middle line:90% are incorrect if I know them. 02:17:33.610 --> 02:17:35.850 align:middle line:84% I look at my own name to see what's there. 02:17:35.850 --> 02:17:39.120 align:middle line:84% You can encourage folks to change their names 02:17:39.120 --> 02:17:44.070 align:middle line:84% so that their pronouns show where their name is as well. 02:17:44.070 --> 02:17:47.309 align:middle line:84% So it's worth taking a look there. 02:17:47.309 --> 02:17:50.250 align:middle line:84% I also encourage folks to use headsets. 02:17:50.250 --> 02:17:53.430 align:middle line:84% Often, audio quality is better if you're 02:17:53.430 --> 02:17:55.740 align:middle line:90% using a headset versus not. 02:17:55.740 --> 02:17:57.110 align:middle line:90% So it's something to consider. 02:17:57.110 --> 02:17:59.610 align:middle line:84% I know there is at least one of our colleagues in our office 02:17:59.610 --> 02:18:03.330 align:middle line:84% who says she has a much easier time hearing and participating 02:18:03.330 --> 02:18:07.950 align:middle line:84% actively if everybody in the room is using a headset. 02:18:07.950 --> 02:18:10.170 align:middle line:84% And I don't think they even have to be fancy. 02:18:10.170 --> 02:18:12.809 align:middle line:84% I'm just using today what came with my iPhone, right? 02:18:12.809 --> 02:18:17.790 align:middle line:90% 02:18:17.790 --> 02:18:20.129 align:middle line:84% And again, thinking about muting participants 02:18:20.129 --> 02:18:22.889 align:middle line:84% who aren't speaking, so whether you have everybody 02:18:22.889 --> 02:18:24.990 align:middle line:84% automatically muted as they're joining. 02:18:24.990 --> 02:18:28.469 align:middle line:84% But background noise can really be distracting. 02:18:28.469 --> 02:18:30.600 align:middle line:84% It can interrupt the meeting, but also 02:18:30.600 --> 02:18:33.200 align:middle line:84% make it much more difficult to hear folks as they're talking. 02:18:33.200 --> 02:18:35.549 align:middle line:84% So encouraging folks to mute themselves 02:18:35.549 --> 02:18:37.350 align:middle line:90% and unmute themselves. 02:18:37.350 --> 02:18:39.930 align:middle line:84% The side issue there is that then I 02:18:39.930 --> 02:18:44.275 align:middle line:84% find myself watching the screen to see who is talking, 02:18:44.275 --> 02:18:46.650 align:middle line:84% but I can't hear them to remind them to unmute themselves 02:18:46.650 --> 02:18:49.200 align:middle line:90% when they want to talk. 02:18:49.200 --> 02:18:51.360 align:middle line:84% We think about things like telling participants 02:18:51.360 --> 02:18:53.320 align:middle line:90% how they can ask questions. 02:18:53.320 --> 02:18:56.969 align:middle line:84% So you might encourage folks to use the chat function, 02:18:56.969 --> 02:19:01.209 align:middle line:84% or you might also allow them to ask questions verbally. 02:19:01.209 --> 02:19:04.559 align:middle line:84% Using both is an example of universal design for folks 02:19:04.559 --> 02:19:07.590 align:middle line:84% that are more comfortable doing one or the other-- 02:19:07.590 --> 02:19:09.600 align:middle line:84% utilizing things like hand raising functions 02:19:09.600 --> 02:19:12.700 align:middle line:90% in your software. 02:19:12.700 --> 02:19:14.438 align:middle line:84% We like to allow time for introductions 02:19:14.438 --> 02:19:16.980 align:middle line:84% at the beginning of the meeting if it's a small meeting so we 02:19:16.980 --> 02:19:19.980 align:middle line:90% all know one another. 02:19:19.980 --> 02:19:21.750 align:middle line:84% Thinking about how you can incorporate 02:19:21.750 --> 02:19:24.090 align:middle line:84% a variety of method instructional methods 02:19:24.090 --> 02:19:24.910 align:middle line:90% in your meetings. 02:19:24.910 --> 02:19:27.930 align:middle line:84% So in a meeting that we hold regularly, 02:19:27.930 --> 02:19:30.719 align:middle line:84% we might have somebody give a presentation. 02:19:30.719 --> 02:19:34.320 align:middle line:84% We might have some time for large group discussion. 02:19:34.320 --> 02:19:36.365 align:middle line:84% And then we've been using a lot of breakout rooms 02:19:36.365 --> 02:19:37.740 align:middle line:84% recently, particularly if we have 02:19:37.740 --> 02:19:40.030 align:middle line:90% a meeting of 20 or 30 people. 02:19:40.030 --> 02:19:42.030 align:middle line:84% Taking a few minutes at the beginning or the end 02:19:42.030 --> 02:19:45.330 align:middle line:84% of the meeting to go to breakout rooms, have some small group 02:19:45.330 --> 02:19:48.792 align:middle line:84% discussion is particularly friendly, but also 02:19:48.792 --> 02:19:50.250 align:middle line:84% can lead to important conversations 02:19:50.250 --> 02:19:51.750 align:middle line:84% that you don't necessarily have when 02:19:51.750 --> 02:19:55.527 align:middle line:84% you have a whole bunch of people in one room. 02:19:55.527 --> 02:19:58.110 align:middle line:84% One of the things we encourage folks to do in any presentation 02:19:58.110 --> 02:20:01.280 align:middle line:84% that they do and that you may have noticed Sheryl and Terrill 02:20:01.280 --> 02:20:04.380 align:middle line:84% and I doing this morning is speaking at a key content 02:20:04.380 --> 02:20:06.350 align:middle line:90% that's presented visually. 02:20:06.350 --> 02:20:09.390 align:middle line:84% So a lot of folks will have a bunch of information 02:20:09.390 --> 02:20:11.160 align:middle line:90% they toss up on a slide. 02:20:11.160 --> 02:20:13.780 align:middle line:84% And then they say, well, you can see here. 02:20:13.780 --> 02:20:16.150 align:middle line:84% And the problem with that is, first of all, 02:20:16.150 --> 02:20:17.040 align:middle line:84% there's the folks that can't see it, 02:20:17.040 --> 02:20:18.998 align:middle line:84% but then the folks that are also trying to read 02:20:18.998 --> 02:20:21.340 align:middle line:90% that while listening to you. 02:20:21.340 --> 02:20:24.090 align:middle line:84% And it really asks people to divide their attention. 02:20:24.090 --> 02:20:27.180 align:middle line:84% So any content that's presented visually 02:20:27.180 --> 02:20:29.850 align:middle line:90% should be spoken as well. 02:20:29.850 --> 02:20:32.630 align:middle line:84% Consider whether you want to use automatic captioning tools. 02:20:32.630 --> 02:20:36.810 align:middle line:84% Again, so within both Google Slides and Microsoft 02:20:36.810 --> 02:20:38.910 align:middle line:84% PowerPoint, there are automatic captioning tools 02:20:38.910 --> 02:20:41.135 align:middle line:90% that do a decent job. 02:20:41.135 --> 02:20:42.510 align:middle line:84% So if you don't have a captioner, 02:20:42.510 --> 02:20:46.260 align:middle line:84% you can utilize those as you're presenting. 02:20:46.260 --> 02:20:49.140 align:middle line:84% I encourage you to identify somebody to take notes. 02:20:49.140 --> 02:20:51.990 align:middle line:84% So that might be jotting down resources, 02:20:51.990 --> 02:20:56.580 align:middle line:84% action items, follow-up steps throughout the meeting 02:20:56.580 --> 02:20:58.290 align:middle line:90% to share with everybody. 02:20:58.290 --> 02:20:59.790 align:middle line:84% That way, it's only one person who's 02:20:59.790 --> 02:21:04.080 align:middle line:84% collecting that information and sharing it afterwards. 02:21:04.080 --> 02:21:05.580 align:middle line:84% We frequently encourage participants 02:21:05.580 --> 02:21:07.500 align:middle line:84% to speak their name every time that they 02:21:07.500 --> 02:21:11.940 align:middle line:84% speak as a means of helping folks who may not know who's 02:21:11.940 --> 02:21:15.390 align:middle line:84% speaking, particularly folks, again, who may not 02:21:15.390 --> 02:21:18.100 align:middle line:84% be able to see that the screen highlights that person who's 02:21:18.100 --> 02:21:18.600 align:middle line:90% speaking. 02:21:18.600 --> 02:21:21.150 align:middle line:90% 02:21:21.150 --> 02:21:24.017 align:middle line:84% And then, after meetings, we consider it 02:21:24.017 --> 02:21:25.600 align:middle line:84% good practice to follow-up with folks, 02:21:25.600 --> 02:21:28.680 align:middle line:84% so following up with things like URLs and resources 02:21:28.680 --> 02:21:32.760 align:middle line:84% that are mentioned, action items via email. 02:21:32.760 --> 02:21:36.420 align:middle line:84% Gather feedback from folks that attended about accessibility. 02:21:36.420 --> 02:21:38.970 align:middle line:84% If you were doing something like captioning or sign language, 02:21:38.970 --> 02:21:40.020 align:middle line:90% how did it work to them? 02:21:40.020 --> 02:21:42.450 align:middle line:84% And how did it work for them, and figuring out 02:21:42.450 --> 02:21:45.450 align:middle line:84% how you can make some adjustments to future meetings 02:21:45.450 --> 02:21:47.490 align:middle line:90% to make them more accessible. 02:21:47.490 --> 02:21:50.940 align:middle line:84% So that's all I wanted to share about that. 02:21:50.940 --> 02:21:53.190 align:middle line:84% We have a resource we've written that shares some more 02:21:53.190 --> 02:21:56.040 align:middle line:84% information about these tips that I 02:21:56.040 --> 02:21:57.540 align:middle line:84% will put the link for in the chat 02:21:57.540 --> 02:22:00.330 align:middle line:90% and in our follow-up notes. 02:22:00.330 --> 02:22:02.460 align:middle line:84% So I'm happy to take questions that folks have. 02:22:02.460 --> 02:22:06.530 align:middle line:84% And I know Sheryl and Terrill are still on the line as well 02:22:06.530 --> 02:22:07.718 align:middle line:90% to take questions. 02:22:07.718 --> 02:22:08.760 align:middle line:90% SHERYL BURGSTAHLER: Sure. 02:22:08.760 --> 02:22:10.010 align:middle line:90% I've got one for you, Brianna. 02:22:10.010 --> 02:22:13.380 align:middle line:90% 02:22:13.380 --> 02:22:16.303 align:middle line:90% It's about platforms. 02:22:16.303 --> 02:22:17.970 align:middle line:84% This actually might be better for Terry, 02:22:17.970 --> 02:22:19.570 align:middle line:90% but you two can decide. 02:22:19.570 --> 02:22:22.680 align:middle line:84% Best practices for platforms for highly 02:22:22.680 --> 02:22:25.290 align:middle line:84% interactive and collaborative meetings-- you talked 02:22:25.290 --> 02:22:26.670 align:middle line:90% about breaking up into groups. 02:22:26.670 --> 02:22:29.740 align:middle line:84% That's probably the biggest thing we use for collaboration. 02:22:29.740 --> 02:22:31.440 align:middle line:84% So you can comment on that, or Terry 02:22:31.440 --> 02:22:35.998 align:middle line:84% can if there are some platforms that are better than others. 02:22:35.998 --> 02:22:38.040 align:middle line:84% BRIANNA BLASER: I don't know about breakout rooms 02:22:38.040 --> 02:22:42.287 align:middle line:84% and other platforms, but I will share that I have just 02:22:42.287 --> 02:22:44.120 align:middle line:84% enjoyed it and found that, particularly when 02:22:44.120 --> 02:22:46.730 align:middle line:84% we are all at home during this pandemic, 02:22:46.730 --> 02:22:49.310 align:middle line:84% it has been an opportunity to have some networking type 02:22:49.310 --> 02:22:51.590 align:middle line:84% conversations during meetings that you might not 02:22:51.590 --> 02:22:53.592 align:middle line:90% have otherwise. 02:22:53.592 --> 02:22:56.050 align:middle line:84% Terrill, I don't know if you know more about breakout rooms 02:22:56.050 --> 02:22:58.760 align:middle line:90% on various platforms. 02:22:58.760 --> 02:23:00.760 align:middle line:84% TERRILL THOMPSON: Unfortunately, I don't really. 02:23:00.760 --> 02:23:06.520 align:middle line:84% I, like you, have been focusing on the tools that we use. 02:23:06.520 --> 02:23:10.090 align:middle line:84% And so yeah, we're getting the most out of Zoom and the fact 02:23:10.090 --> 02:23:13.520 align:middle line:84% that you can use the breakout rooms and sort of mix it up, 02:23:13.520 --> 02:23:15.820 align:middle line:84% so you get big group discussions, 02:23:15.820 --> 02:23:18.430 align:middle line:84% and then go off into breakout rooms, and then come back 02:23:18.430 --> 02:23:22.960 align:middle line:84% and have big group discussions as follow-up 02:23:22.960 --> 02:23:24.407 align:middle line:90% can be really useful. 02:23:24.407 --> 02:23:25.990 align:middle line:84% There's a question in chat right now-- 02:23:25.990 --> 02:23:28.550 align:middle line:84% does anyone know if Zoom does captioning in breakout rooms 02:23:28.550 --> 02:23:29.050 align:middle line:90% too? 02:23:29.050 --> 02:23:30.990 align:middle line:90% And it does. 02:23:30.990 --> 02:23:35.500 align:middle line:84% The captionist-- if you do breakout rooms, right now, 02:23:35.500 --> 02:23:37.810 align:middle line:84% since we have a live captioner, then 02:23:37.810 --> 02:23:39.550 align:middle line:84% we would need to make sure to assign 02:23:39.550 --> 02:23:45.680 align:middle line:84% the captioner to an appropriate breakout room. 02:23:45.680 --> 02:23:49.330 align:middle line:84% So if you've got somebody that you know who needs captions, 02:23:49.330 --> 02:23:53.030 align:middle line:84% then that would be a little bit challenging to organize, 02:23:53.030 --> 02:23:54.940 align:middle line:90% depending on how many there are. 02:23:54.940 --> 02:23:58.630 align:middle line:84% But anybody who you know is using captions 02:23:58.630 --> 02:24:01.480 align:middle line:84% needs to go where the captioner goes. 02:24:01.480 --> 02:24:04.630 align:middle line:84% So that becomes a bit of a management issue, 02:24:04.630 --> 02:24:06.535 align:middle line:84% depending on how large your group is. 02:24:06.535 --> 02:24:08.327 align:middle line:84% SHERYL BURGSTAHLER: And an interactive tool 02:24:08.327 --> 02:24:11.440 align:middle line:84% that we use a lot with Zoom and you can use it on Adobe Connect 02:24:11.440 --> 02:24:15.760 align:middle line:84% and other conferencing packages as well is the poll function. 02:24:15.760 --> 02:24:18.160 align:middle line:84% And we didn't do it today, but if we had, 02:24:18.160 --> 02:24:20.530 align:middle line:84% it would have been at the beginning when you came in, 02:24:20.530 --> 02:24:24.040 align:middle line:84% rather than putting your information in chat, which 02:24:24.040 --> 02:24:26.380 align:middle line:84% is what we had decided to do, that you put 02:24:26.380 --> 02:24:30.280 align:middle line:84% your name and your organization and the title of your position 02:24:30.280 --> 02:24:31.180 align:middle line:90% or what you do. 02:24:31.180 --> 02:24:34.270 align:middle line:84% And other than that, an alternative 02:24:34.270 --> 02:24:37.170 align:middle line:84% is to have a poll that would've been up on the screen. 02:24:37.170 --> 02:24:39.820 align:middle line:84% And it probably would have been something like check all 02:24:39.820 --> 02:24:41.220 align:middle line:90% that apply. 02:24:41.220 --> 02:24:42.550 align:middle line:90% In my job I-- 02:24:42.550 --> 02:24:44.500 align:middle line:90% and then it says I teach online. 02:24:44.500 --> 02:24:46.740 align:middle line:90% I help others teach online. 02:24:46.740 --> 02:24:48.730 align:middle line:90% I design courses. 02:24:48.730 --> 02:24:50.600 align:middle line:90% I'm an IT specialist. 02:24:50.600 --> 02:24:52.690 align:middle line:84% I'm an AT specialist, or whatever. 02:24:52.690 --> 02:24:57.340 align:middle line:84% And then people would indicate their position. 02:24:57.340 --> 02:24:59.350 align:middle line:84% And then I, as the speaker at that time, 02:24:59.350 --> 02:25:01.000 align:middle line:90% would have summarized that. 02:25:01.000 --> 02:25:02.660 align:middle line:84% But they would see it on their screen. 02:25:02.660 --> 02:25:05.530 align:middle line:90% I like doing that. 02:25:05.530 --> 02:25:09.300 align:middle line:84% So that's another way to get people to interact as well. 02:25:09.300 --> 02:25:12.300 align:middle line:90% So I do know in meetings-- 02:25:12.300 --> 02:25:15.630 align:middle line:84% I have more experience in this in meetings that don't-- 02:25:15.630 --> 02:25:17.280 align:middle line:84% well, I guess professionally and not 02:25:17.280 --> 02:25:21.540 align:middle line:84% professionally Zoom meetings is a smaller meeting-- 02:25:21.540 --> 02:25:24.930 align:middle line:84% not the size of this one that we have today, but having 02:25:24.930 --> 02:25:26.110 align:middle line:90% everybody communicate. 02:25:26.110 --> 02:25:28.402 align:middle line:84% And there are various ways you can do that to interact. 02:25:28.402 --> 02:25:32.160 align:middle line:84% One is just look at all of the people on the screen, 02:25:32.160 --> 02:25:33.300 align:middle line:90% and somebody facilitates. 02:25:33.300 --> 02:25:35.070 align:middle line:90% And you just go down. 02:25:35.070 --> 02:25:37.500 align:middle line:84% Terrill talks now, and then Brianna, then Terrell, then 02:25:37.500 --> 02:25:38.580 align:middle line:90% whatever. 02:25:38.580 --> 02:25:42.300 align:middle line:84% And there's an more informal, maybe friendlier way 02:25:42.300 --> 02:25:45.150 align:middle line:84% to do that, where one person takes 02:25:45.150 --> 02:25:46.610 align:middle line:84% ownership of making sure everyone 02:25:46.610 --> 02:25:47.610 align:middle line:90% contributes in some way. 02:25:47.610 --> 02:25:51.450 align:middle line:84% So they might call on them, but let people voluntarily 02:25:51.450 --> 02:25:53.370 align:middle line:84% talk and share their story, maybe the answer 02:25:53.370 --> 02:25:55.800 align:middle line:90% to one question or something. 02:25:55.800 --> 02:25:57.900 align:middle line:84% And then that person keeps track. 02:25:57.900 --> 02:26:00.050 align:middle line:84% And so if she noticed that, well, Brianna 02:26:00.050 --> 02:26:01.680 align:middle line:84% didn't say anything, she could say, well, Brianna, 02:26:01.680 --> 02:26:03.180 align:middle line:84% do you have anything to add of that? 02:26:03.180 --> 02:26:05.950 align:middle line:84% It's a friendly way to get people to interact. 02:26:05.950 --> 02:26:10.240 align:middle line:90% So that can help as well. 02:26:10.240 --> 02:26:15.220 align:middle line:90% So I think that handles that. 02:26:15.220 --> 02:26:17.550 align:middle line:84% Oh, tips in getting to everyone-- well, 02:26:17.550 --> 02:26:19.070 align:middle line:90% when I do that-- when I-- 02:26:19.070 --> 02:26:21.750 align:middle line:84% if I do the infor-- if you do the formal way where you just 02:26:21.750 --> 02:26:23.850 align:middle line:84% go one person to the other in the order 02:26:23.850 --> 02:26:25.950 align:middle line:84% you see them on your screen, that's 02:26:25.950 --> 02:26:28.620 align:middle line:84% the easiest way to make sure everybody contributes. 02:26:28.620 --> 02:26:30.930 align:middle line:84% The informal one, when I've done it, 02:26:30.930 --> 02:26:32.700 align:middle line:84% it's been a relatively small group, 02:26:32.700 --> 02:26:34.980 align:middle line:90% like maybe 20, 25 people. 02:26:34.980 --> 02:26:39.420 align:middle line:84% And I make a little note on a piece paper 02:26:39.420 --> 02:26:43.170 align:middle line:90% and keep track that way. 02:26:43.170 --> 02:26:45.990 align:middle line:84% BRIANNA BLASER: I have found that if we want people to speak 02:26:45.990 --> 02:26:48.780 align:middle line:84% in an online meeting, what Sheryl's talking about calling 02:26:48.780 --> 02:26:50.940 align:middle line:84% on particular people, making it clear 02:26:50.940 --> 02:26:52.920 align:middle line:84% how the flow of the conversation should go 02:26:52.920 --> 02:26:56.880 align:middle line:84% makes it run a lot easier than just waiting 02:26:56.880 --> 02:26:59.130 align:middle line:84% for the next person to talk, because then nobody knows 02:26:59.130 --> 02:27:00.218 align:middle line:90% whose turn should be next. 02:27:00.218 --> 02:27:01.260 align:middle line:90% SHERYL BURGSTAHLER: Yeah. 02:27:01.260 --> 02:27:04.470 align:middle line:84% Yeah, it does take facilitation either way, actually. 02:27:04.470 --> 02:27:07.060 align:middle line:84% But that second one, where if there's a pause, 02:27:07.060 --> 02:27:09.607 align:middle line:84% they can say, OK, well, Terrill, you didn't say anything. 02:27:09.607 --> 02:27:10.940 align:middle line:90% Why don't you say something now? 02:27:10.940 --> 02:27:13.920 align:middle line:84% But one reason I like the more informal one, too, 02:27:13.920 --> 02:27:16.950 align:middle line:84% if it's a fairly small group and you know the people, 02:27:16.950 --> 02:27:18.700 align:middle line:84% then if someone hasn't contributed, 02:27:18.700 --> 02:27:20.370 align:middle line:84% you might know something that they 02:27:20.370 --> 02:27:23.010 align:middle line:84% could contribute that's relative what you're talking about. 02:27:23.010 --> 02:27:25.170 align:middle line:84% And you can actually prompt it then and say, oh, 02:27:25.170 --> 02:27:26.107 align:middle line:90% you were telling me-- 02:27:26.107 --> 02:27:28.440 align:middle line:84% John, you were telling me last week about such and such. 02:27:28.440 --> 02:27:30.120 align:middle line:84% Could you share that with the group? 02:27:30.120 --> 02:27:33.130 align:middle line:84% So you facilitate the communication. 02:27:33.130 --> 02:27:34.660 align:middle line:84% So it depends on what your style is. 02:27:34.660 --> 02:27:36.580 align:middle line:90% And-- 02:27:36.580 --> 02:27:39.000 align:middle line:84% BRIANNA BLASER: I think not everybody necessarily 02:27:39.000 --> 02:27:40.710 align:middle line:84% wants to share with the large group, 02:27:40.710 --> 02:27:45.400 align:middle line:84% and that could be related to a disability, say, anxiety, 02:27:45.400 --> 02:27:46.210 align:middle line:90% or whatnot. 02:27:46.210 --> 02:27:47.585 align:middle line:84% And so that's another place where 02:27:47.585 --> 02:27:49.770 align:middle line:84% those breakout rooms and utilizing multiple forms 02:27:49.770 --> 02:27:52.320 align:middle line:84% of interaction allow some folks to share in a way that's 02:27:52.320 --> 02:27:54.480 align:middle line:90% more comfortable for them. 02:27:54.480 --> 02:27:56.313 align:middle line:84% SHERYL BURGSTAHLER: Yes, absolutely. 02:27:56.313 --> 02:27:58.230 align:middle line:84% BRIANNA BLASER: Kate mentioned Poll Everywhere 02:27:58.230 --> 02:28:00.720 align:middle line:90% as an effective tool to use. 02:28:00.720 --> 02:28:02.670 align:middle line:84% I know a lot of folks really do like that. 02:28:02.670 --> 02:28:04.388 align:middle line:90% It's visual. 02:28:04.388 --> 02:28:06.180 align:middle line:84% And she pointed out that then the moderator 02:28:06.180 --> 02:28:07.300 align:middle line:90% can read that out loud. 02:28:07.300 --> 02:28:09.720 align:middle line:84% And I think that's another thing we didn't talk about, 02:28:09.720 --> 02:28:12.585 align:middle line:84% but doing things like reading questions from the chat 02:28:12.585 --> 02:28:16.687 align:middle line:84% out loud as you were responding to them, much like you might 02:28:16.687 --> 02:28:19.020 align:middle line:84% repeat questions from an audience to make sure everybody 02:28:19.020 --> 02:28:21.195 align:middle line:84% heard them in an in-person presentation, 02:28:21.195 --> 02:28:23.820 align:middle line:84% again, that could make sure that everybody is on the same page. 02:28:23.820 --> 02:28:29.360 align:middle line:90% 02:28:29.360 --> 02:28:35.722 align:middle line:84% SHERYL BURGSTAHLER: OK, any other questions about meetings? 02:28:35.722 --> 02:28:37.680 align:middle line:84% As I mentioned earlier, Brianna is the pro here 02:28:37.680 --> 02:28:39.930 align:middle line:84% because she runs many of our meetings 02:28:39.930 --> 02:28:43.170 align:middle line:84% and she does a great job of doing that. 02:28:43.170 --> 02:28:46.000 align:middle line:84% And you can tell that she just thinks about a lot of things. 02:28:46.000 --> 02:28:49.705 align:middle line:84% And that's what a universal design is all about. 02:28:49.705 --> 02:28:51.330 align:middle line:84% I have a couple of things that I wanted 02:28:51.330 --> 02:28:54.420 align:middle line:84% to make a comment on that came up in the chat, 02:28:54.420 --> 02:28:55.950 align:middle line:84% and maybe we covered at some level, 02:28:55.950 --> 02:28:58.110 align:middle line:84% but things that are interesting to me. 02:28:58.110 --> 02:29:01.050 align:middle line:84% One of them is this whole idea of whether you 02:29:01.050 --> 02:29:06.440 align:middle line:84% are required to caption videos in a course where a student-- 02:29:06.440 --> 02:29:08.450 align:middle line:84% where you don't have a student who's deaf. 02:29:08.450 --> 02:29:11.390 align:middle line:90% 02:29:11.390 --> 02:29:13.080 align:middle line:84% Captions benefit a lot of people, 02:29:13.080 --> 02:29:15.720 align:middle line:84% but the law requires that we provide captions 02:29:15.720 --> 02:29:17.580 align:middle line:84% for a student who is deaf or sign language 02:29:17.580 --> 02:29:21.948 align:middle line:84% interpreting, some way that they can have access to the content. 02:29:21.948 --> 02:29:22.740 align:middle line:90% It kind of depends. 02:29:22.740 --> 02:29:24.948 align:middle line:84% And the person who asked the question kind of tied it 02:29:24.948 --> 02:29:25.560 align:middle line:90% in-- what it-- 02:29:25.560 --> 02:29:30.480 align:middle line:84% does-- is-- do we have to-- is it then part of WCAG 2.1? 02:29:30.480 --> 02:29:33.570 align:middle line:84% Well, captioning videos is part of WCAG 2.1. 02:29:33.570 --> 02:29:40.350 align:middle line:84% So meeting those-- that level, level A, in that case, of 2.1, 02:29:40.350 --> 02:29:43.050 align:middle line:90% or level AA, as well. 02:29:43.050 --> 02:29:44.110 align:middle line:90% You would capture them. 02:29:44.110 --> 02:29:46.110 align:middle line:84% It's just a standard or a guideline. 02:29:46.110 --> 02:29:47.760 align:middle line:84% You either do it or you don't do it. 02:29:47.760 --> 02:29:50.460 align:middle line:84% But I think what this person meant is, is it 02:29:50.460 --> 02:29:53.150 align:middle line:90% legal or compliant with ADA? 02:29:53.150 --> 02:29:55.380 align:middle line:84% Well, ADA-- again, civil rights legislation. 02:29:55.380 --> 02:30:00.090 align:middle line:84% So anybody in your class that needs an accommodation in order 02:30:00.090 --> 02:30:03.870 align:middle line:84% to access content in your class needs to be able to-- 02:30:03.870 --> 02:30:05.400 align:middle line:84% needs to be provided one, and it has 02:30:05.400 --> 02:30:07.740 align:middle line:84% to be a reasonable accommodation. 02:30:07.740 --> 02:30:12.130 align:middle line:84% And there's a lot of case law that decides these issues. 02:30:12.130 --> 02:30:15.150 align:middle line:84% And I'm not a lawyer, but I can say these things can 02:30:15.150 --> 02:30:16.750 align:middle line:90% go one way or another. 02:30:16.750 --> 02:30:19.842 align:middle line:84% And so if you have a student who's deaf in your class, 02:30:19.842 --> 02:30:22.050 align:middle line:84% you need to provide access to all that content, which 02:30:22.050 --> 02:30:24.080 align:middle line:90% would probably be captions. 02:30:24.080 --> 02:30:25.830 align:middle line:84% But suppose you have a class of 10 people, 02:30:25.830 --> 02:30:26.610 align:middle line:90% and you knew the people. 02:30:26.610 --> 02:30:27.690 align:middle line:90% Maybe it's a graduate course. 02:30:27.690 --> 02:30:29.940 align:middle line:84% You know them in person, and there isn't anybody there 02:30:29.940 --> 02:30:32.593 align:middle line:90% that requires captions. 02:30:32.593 --> 02:30:34.260 align:middle line:84% I don't think the Office of Civil Rights 02:30:34.260 --> 02:30:36.810 align:middle line:84% is going to come after you for that particular class. 02:30:36.810 --> 02:30:39.270 align:middle line:84% It might not be best practice of instruction 02:30:39.270 --> 02:30:41.670 align:middle line:84% because I think you would caption too 02:30:41.670 --> 02:30:46.530 align:middle line:84% as a best practice of teaching strategy in keeping 02:30:46.530 --> 02:30:49.260 align:middle line:90% with universal design. 02:30:49.260 --> 02:30:54.303 align:middle line:84% But it depends on who you're providing that video for. 02:30:54.303 --> 02:30:56.220 align:middle line:84% If you decide, oh, yeah, that's a great video. 02:30:56.220 --> 02:30:58.303 align:middle line:84% I'm also going to put it up on YouTube for anybody 02:30:58.303 --> 02:30:59.880 align:middle line:90% else who wants to watch it. 02:30:59.880 --> 02:31:01.915 align:middle line:84% As soon as you provide something to the world, 02:31:01.915 --> 02:31:03.540 align:middle line:84% the world includes people who are deaf, 02:31:03.540 --> 02:31:06.780 align:middle line:84% so then you're obligated to provide captioning. 02:31:06.780 --> 02:31:09.960 align:middle line:84% Harvard and MIT received civil rights complaints 02:31:09.960 --> 02:31:13.650 align:middle line:84% about not captioning a whole lot of videos 02:31:13.650 --> 02:31:16.437 align:middle line:84% that they had put up for the public. 02:31:16.437 --> 02:31:18.270 align:middle line:84% And as I understand it, some of those videos 02:31:18.270 --> 02:31:21.390 align:middle line:84% were actually used with federal funds to create. 02:31:21.390 --> 02:31:23.580 align:middle line:84% But anyway, they wanted to provide these videos 02:31:23.580 --> 02:31:26.400 align:middle line:90% to the population. 02:31:26.400 --> 02:31:28.178 align:middle line:84% Everybody in the world could access them. 02:31:28.178 --> 02:31:30.720 align:middle line:84% Well, they were really kind of irritated, some of the members 02:31:30.720 --> 02:31:33.810 align:middle line:84% there, when the Office of Civil Rights came along and said, 02:31:33.810 --> 02:31:36.090 align:middle line:84% well, you have to caption all those videos. 02:31:36.090 --> 02:31:37.890 align:middle line:84% And they thought it was really unfair. 02:31:37.890 --> 02:31:39.307 align:middle line:84% And some people were saying, well, 02:31:39.307 --> 02:31:41.100 align:middle line:84% gee, here, we were trying to just make 02:31:41.100 --> 02:31:44.160 align:middle line:84% something available free to benefit people, 02:31:44.160 --> 02:31:49.110 align:middle line:84% and then we get this kick in the stomach for not capturing them. 02:31:49.110 --> 02:31:51.630 align:middle line:84% Well, my response to that is, well, you're 02:31:51.630 --> 02:31:55.180 align:middle line:84% the ones who said you are making them available to everyone. 02:31:55.180 --> 02:31:56.285 align:middle line:90% That's your decision. 02:31:56.285 --> 02:31:57.410 align:middle line:90% You didn't have to do that. 02:31:57.410 --> 02:31:59.340 align:middle line:84% But once you do that, you're committed to make 02:31:59.340 --> 02:32:02.760 align:middle line:84% it available to everyone, which includes people who are deaf. 02:32:02.760 --> 02:32:06.250 align:middle line:84% And so it's who you're making that a video available to you. 02:32:06.250 --> 02:32:07.890 align:middle line:84% There's another issue, and that is 02:32:07.890 --> 02:32:10.200 align:middle line:84% what happens when you get a legal complaint 02:32:10.200 --> 02:32:12.630 align:middle line:84% about the overall inaccessibility 02:32:12.630 --> 02:32:15.720 align:middle line:84% of your IT on a campus, I would say, post-secondary campus. 02:32:15.720 --> 02:32:17.730 align:middle line:84% There are hundreds of these complaints now. 02:32:17.730 --> 02:32:19.980 align:middle line:84% They're either made through the Office of Civil Rights 02:32:19.980 --> 02:32:21.750 align:middle line:90% or the Department of Justice. 02:32:21.750 --> 02:32:25.590 align:middle line:84% And we have access to examples of these legal cases 02:32:25.590 --> 02:32:28.080 align:middle line:84% up on our website, the IT accessibility 02:32:28.080 --> 02:32:31.380 align:middle line:84% website that Terrill gave you the URL helpful, 02:32:31.380 --> 02:32:34.050 align:middle line:84% and you'll see it in the after product. 02:32:34.050 --> 02:32:40.545 align:middle line:84% So what happened then is the Office of Civil Rights-- 02:32:40.545 --> 02:32:42.420 align:middle line:84% I think was out of the Department of Justice. 02:32:42.420 --> 02:32:44.190 align:middle line:90% It can be one or both-- 02:32:44.190 --> 02:32:47.400 align:middle line:84% came to them and said, well, we have a complaint 02:32:47.400 --> 02:32:49.830 align:middle line:84% from individuals in the deaf community, 02:32:49.830 --> 02:32:52.950 align:middle line:84% but also from a deaf support organization 02:32:52.950 --> 02:32:54.302 align:middle line:90% representing that population. 02:32:54.302 --> 02:32:56.010 align:middle line:84% So you need the caption all those videos. 02:32:56.010 --> 02:32:58.860 align:middle line:90% 02:32:58.860 --> 02:33:02.007 align:middle line:84% And there are other resolutions from other campuses as well. 02:33:02.007 --> 02:33:03.840 align:middle line:84% And when those come out, sometimes they just 02:33:03.840 --> 02:33:06.540 align:middle line:84% say you have to caption all your videos in your courses. 02:33:06.540 --> 02:33:10.140 align:middle line:84% And so then, you're kind of getting an added requirement. 02:33:10.140 --> 02:33:12.600 align:middle line:84% So anyway, that's kind of wandering around here, 02:33:12.600 --> 02:33:15.635 align:middle line:84% but you do have to provide captions to a student 02:33:15.635 --> 02:33:17.010 align:middle line:84% with a disability who needs them. 02:33:17.010 --> 02:33:19.530 align:middle line:84% That would likely be a student who's deaf. 02:33:19.530 --> 02:33:22.710 align:middle line:84% And you need to provide them when anybody in the target 02:33:22.710 --> 02:33:24.630 align:middle line:84% population, like if it's a MOOC or whatever, 02:33:24.630 --> 02:33:27.540 align:middle line:84% could possibly be deaf, where if it's 02:33:27.540 --> 02:33:30.120 align:middle line:84% a self-contained class where you know the people in it 02:33:30.120 --> 02:33:32.310 align:middle line:84% and there isn't a person who is deaf, 02:33:32.310 --> 02:33:34.500 align:middle line:84% I am not aware of any legal challenges 02:33:34.500 --> 02:33:38.257 align:middle line:90% to that particular scenario. 02:33:38.257 --> 02:33:40.340 align:middle line:84% BRIANNA BLASER: Kay Strover asked a great question 02:33:40.340 --> 02:33:41.900 align:middle line:84% in the chat about recruiting people 02:33:41.900 --> 02:33:44.930 align:middle line:84% with disabilities to programs both within and outside 02:33:44.930 --> 02:33:46.525 align:middle line:90% the university. 02:33:46.525 --> 02:33:47.900 align:middle line:84% So I have a few ideas, and I know 02:33:47.900 --> 02:33:51.500 align:middle line:84% Sheryl has lots of ideas on this topic as well. 02:33:51.500 --> 02:33:53.210 align:middle line:84% One thing that we do is sometimes 02:33:53.210 --> 02:33:56.445 align:middle line:84% recruiting specifically through educators 02:33:56.445 --> 02:33:58.820 align:middle line:84% that might be working with students with disabilities, so 02:33:58.820 --> 02:34:01.160 align:middle line:84% whether that's going through our disability resources office 02:34:01.160 --> 02:34:03.290 align:middle line:84% on campus and asking if they can share information 02:34:03.290 --> 02:34:06.080 align:middle line:84% with their students, whether that is reaching out 02:34:06.080 --> 02:34:09.560 align:middle line:84% to special education teachers or other educators that 02:34:09.560 --> 02:34:11.060 align:middle line:84% work with students with disabilities 02:34:11.060 --> 02:34:13.222 align:middle line:90% in our communities. 02:34:13.222 --> 02:34:15.680 align:middle line:84% Of course, we know that not every student with a disability 02:34:15.680 --> 02:34:18.050 align:middle line:84% is going to be, for example, on our campus, registered 02:34:18.050 --> 02:34:20.268 align:middle line:84% with the disability services office. 02:34:20.268 --> 02:34:22.310 align:middle line:84% So we also try and send out announcements broadly 02:34:22.310 --> 02:34:26.840 align:middle line:84% because you never know where you're going to pick folks up. 02:34:26.840 --> 02:34:30.000 align:middle line:84% Sheryl, do you going to talk a little bit more about that? 02:34:30.000 --> 02:34:30.525 align:middle line:84% SHERYL BURGSTAHLER: About recruiting? 02:34:30.525 --> 02:34:30.840 align:middle line:90% BRIANNA BLASER: Yeah. 02:34:30.840 --> 02:34:31.890 align:middle line:84% SHERYL BURGSTAHLER: One thing that you 02:34:31.890 --> 02:34:33.960 align:middle line:84% might want to consider doing is if you have 02:34:33.960 --> 02:34:42.032 align:middle line:84% a particular reason where you'd like the impact or the input 02:34:42.032 --> 02:34:43.740 align:middle line:84% from people with disabilities, let's say, 02:34:43.740 --> 02:34:46.350 align:middle line:84% for your class or something you're doing-- maybe you're 02:34:46.350 --> 02:34:47.820 align:middle line:90% teaching a class. 02:34:47.820 --> 02:34:50.310 align:middle line:84% We actually will pay students with disabilities 02:34:50.310 --> 02:34:51.930 align:middle line:90% to engage with you. 02:34:51.930 --> 02:34:55.370 align:middle line:84% We don't pay them a lot, by way-- $50 or something, 02:34:55.370 --> 02:34:57.120 align:middle line:84% for instance, if we wanted to put together 02:34:57.120 --> 02:35:00.000 align:middle line:84% a panel of students with disabilities 02:35:00.000 --> 02:35:03.580 align:middle line:84% to appear as guests in your online course. 02:35:03.580 --> 02:35:05.080 align:middle line:84% So we do have that money to do that. 02:35:05.080 --> 02:35:06.830 align:middle line:84% And we can actually pay them out-of-state. 02:35:06.830 --> 02:35:09.600 align:middle line:84% And you can just email one of us so we can 02:35:09.600 --> 02:35:10.893 align:middle line:90% see if we can make that happen. 02:35:10.893 --> 02:35:12.060 align:middle line:90% Usually, we do it in person. 02:35:12.060 --> 02:35:14.143 align:middle line:84% It's like if you're teaching in class on sociology 02:35:14.143 --> 02:35:17.790 align:middle line:84% of education, we can see if we get round up maybe four 02:35:17.790 --> 02:35:19.890 align:middle line:84% students with different types of disabilities 02:35:19.890 --> 02:35:22.380 align:middle line:84% to be a panel in that class and answer questions 02:35:22.380 --> 02:35:26.530 align:middle line:84% from the students and faculty member as well. 02:35:26.530 --> 02:35:30.600 align:middle line:84% So one thing that we do related to what Brianna was saying 02:35:30.600 --> 02:35:32.490 align:middle line:90% is we recruit on campus. 02:35:32.490 --> 02:35:35.530 align:middle line:84% We put together opportunities, newsletters we call them, 02:35:35.530 --> 02:35:37.380 align:middle line:84% with campuses that we're actually working 02:35:37.380 --> 02:35:39.360 align:middle line:90% with in the DO-IT project. 02:35:39.360 --> 02:35:41.460 align:middle line:84% We can distribute that newsletter 02:35:41.460 --> 02:35:44.730 align:middle line:84% that we'll put together with all kinds of opportunities for them 02:35:44.730 --> 02:35:47.130 align:middle line:84% through the disabled student services office. 02:35:47.130 --> 02:35:49.815 align:middle line:84% Now, some people back up and say, well, wait a minute. 02:35:49.815 --> 02:35:51.690 align:middle line:84% They can't provide you with information about 02:35:51.690 --> 02:35:52.648 align:middle line:90% who's registered there. 02:35:52.648 --> 02:35:53.910 align:middle line:90% That's private information. 02:35:53.910 --> 02:35:56.730 align:middle line:84% Absolutely, but I have yet to find a disability services 02:35:56.730 --> 02:36:02.370 align:middle line:84% office that does not have an email-based discussion list 02:36:02.370 --> 02:36:03.810 align:middle line:84% so they can distribute information 02:36:03.810 --> 02:36:06.340 align:middle line:84% to people who are registered in their office. 02:36:06.340 --> 02:36:08.070 align:middle line:84% So what that means is if you put together 02:36:08.070 --> 02:36:10.640 align:middle line:84% a paragraph of recruiting to what-- 02:36:10.640 --> 02:36:13.920 align:middle line:90% what are we recruiting for. 02:36:13.920 --> 02:36:16.960 align:middle line:84% They will most likely forward that to those students. 02:36:16.960 --> 02:36:18.750 align:middle line:84% And then they will get in contact with you 02:36:18.750 --> 02:36:20.640 align:middle line:90% if they're interested. 02:36:20.640 --> 02:36:24.130 align:middle line:84% But again, even though they keep the privacy, 02:36:24.130 --> 02:36:26.730 align:middle line:84% there are ways to communicate with those students 02:36:26.730 --> 02:36:29.188 align:middle line:90% like the one I just described. 02:36:29.188 --> 02:36:30.730 align:middle line:84% BRIANNA BLASER: As we're wrapping up, 02:36:30.730 --> 02:36:32.710 align:middle line:84% I want to encourage folks, too, to ask 02:36:32.710 --> 02:36:35.020 align:middle line:90% other questions in the chat. 02:36:35.020 --> 02:36:37.750 align:middle line:84% Terrill was quite active answering some questions 02:36:37.750 --> 02:36:38.320 align:middle line:90% from earlier. 02:36:38.320 --> 02:36:40.278 align:middle line:84% Terrill, do you want a comment on any of those? 02:36:40.278 --> 02:36:49.393 align:middle line:90% 02:36:49.393 --> 02:36:50.810 align:middle line:84% TERRILL THOMPSON: Not necessarily. 02:36:50.810 --> 02:36:52.750 align:middle line:90% [LAUGHTER] 02:36:52.750 --> 02:36:56.540 align:middle line:84% I'm doing my best to catch up and keep up. 02:36:56.540 --> 02:37:02.705 align:middle line:84% But, yeah, check the chat for answers to your question. 02:37:02.705 --> 02:37:06.612 align:middle line:84% And I'm still trying to see what all has gone unanswered. 02:37:06.612 --> 02:37:08.570 align:middle line:84% SHERYL BURGSTAHLER: One thing that just came up 02:37:08.570 --> 02:37:10.520 align:middle line:84% is that some states require captioning 02:37:10.520 --> 02:37:12.710 align:middle line:90% by law in higher education-- 02:37:12.710 --> 02:37:13.340 align:middle line:90% absolutely. 02:37:13.340 --> 02:37:16.240 align:middle line:84% When I had that slide on legal issues, 02:37:16.240 --> 02:37:18.590 align:middle line:84% the two federal laws, and then afterward, 02:37:18.590 --> 02:37:23.770 align:middle line:84% state and local and campus requirements too. 02:37:23.770 --> 02:37:26.690 align:middle line:84% It might not be a legal requirement by federal law, 02:37:26.690 --> 02:37:29.450 align:middle line:84% but it might be a requirement because of efforts 02:37:29.450 --> 02:37:34.720 align:middle line:84% that your state is making and your campus specific. 02:37:34.720 --> 02:37:37.280 align:middle line:84% One question that sometimes comes up these days 02:37:37.280 --> 02:37:38.720 align:middle line:84% when I'm delivering presentations 02:37:38.720 --> 02:37:41.150 align:middle line:84% is people will comment, at least on our line drawings, 02:37:41.150 --> 02:37:45.800 align:middle line:84% of students with disabilities using computers and so forth. 02:37:45.800 --> 02:37:48.560 align:middle line:84% We make those freely available to the public. 02:37:48.560 --> 02:37:52.342 align:middle line:90% All of those images were-- 02:37:52.342 --> 02:37:54.050 align:middle line:84% line drawings were created, most of them, 02:37:54.050 --> 02:38:00.170 align:middle line:84% by students with disabilities in our program or as a student 02:38:00.170 --> 02:38:02.420 align:middle line:90% helpers in our programs. 02:38:02.420 --> 02:38:05.330 align:middle line:84% And we can make them available to you. 02:38:05.330 --> 02:38:08.330 align:middle line:84% Brianna will include in that list of references 02:38:08.330 --> 02:38:11.720 align:middle line:84% that we will distribute the URL where 02:38:11.720 --> 02:38:13.850 align:middle line:84% you can find tons of line drawings 02:38:13.850 --> 02:38:16.220 align:middle line:84% like that because we do have people that 02:38:16.220 --> 02:38:18.020 align:middle line:84% want to create publications or websites 02:38:18.020 --> 02:38:21.050 align:middle line:84% and have some images of individuals with disabilities 02:38:21.050 --> 02:38:22.490 align:middle line:84% but don't particularly want to use 02:38:22.490 --> 02:38:24.910 align:middle line:90% real pictures of those students. 02:38:24.910 --> 02:38:27.360 align:middle line:84% Obviously, they'd have to have permission to do that. 02:38:27.360 --> 02:38:29.570 align:middle line:84% But they're mainly trying to make a point. 02:38:29.570 --> 02:38:32.380 align:middle line:84% And so I like the artistic line drawings, 02:38:32.380 --> 02:38:34.350 align:middle line:90% and we have a ton of them. 02:38:34.350 --> 02:38:36.780 align:middle line:84% I don't know, 60, more than 60, I bet. 02:38:36.780 --> 02:38:39.020 align:middle line:84% Anyway, so you'll see the URL for that, 02:38:39.020 --> 02:38:40.520 align:middle line:90% and feel free to use them. 02:38:40.520 --> 02:38:42.230 align:middle line:84% We do ask that you give us credit. 02:38:42.230 --> 02:38:45.165 align:middle line:84% Give credit to the source, which would be the DO-IT Center, 02:38:45.165 --> 02:38:47.540 align:middle line:84% but there's some wording on there for making that happen. 02:38:47.540 --> 02:38:50.850 align:middle line:90% 02:38:50.850 --> 02:38:52.390 align:middle line:90% BRIANNA BLASER: Great. 02:38:52.390 --> 02:38:53.860 align:middle line:90% Any closing thoughts, Sheryl? 02:38:53.860 --> 02:38:57.340 align:middle line:84% I did put up the resource slide with some of these links 02:38:57.340 --> 02:38:58.192 align:middle line:90% we've talked about. 02:38:58.192 --> 02:38:59.650 align:middle line:84% As we've said numerous times, we'll 02:38:59.650 --> 02:39:03.490 align:middle line:84% follow-up with an email with more resources as well. 02:39:03.490 --> 02:39:04.990 align:middle line:84% SHERYL BURGSTAHLER: A question often 02:39:04.990 --> 02:39:08.980 align:middle line:84% comes up is, well, what if I'm using a commercial video 02:39:08.980 --> 02:39:10.583 align:middle line:90% and there aren't captions? 02:39:10.583 --> 02:39:12.250 align:middle line:84% We always recommend to go to the company 02:39:12.250 --> 02:39:15.430 align:middle line:84% and try to get them to provide captions on their video, 02:39:15.430 --> 02:39:17.350 align:middle line:90% so that's always a good thing. 02:39:17.350 --> 02:39:19.750 align:middle line:84% But what if you're using it the next day? 02:39:19.750 --> 02:39:21.730 align:middle line:84% There are some tools on the internet 02:39:21.730 --> 02:39:27.600 align:middle line:84% that actually allow you to caption somebody else's video. 02:39:27.600 --> 02:39:33.340 align:middle line:84% And Amara-- isn't that the name of the one we often use? 02:39:33.340 --> 02:39:35.890 align:middle line:84% And Terrill, do you know of any others that 02:39:35.890 --> 02:39:36.810 align:middle line:90% allow you to do that? 02:39:36.810 --> 02:39:40.223 align:middle line:90% 02:39:40.223 --> 02:39:41.890 align:middle line:84% TERRILL THOMPSON: There are quite a few. 02:39:41.890 --> 02:39:46.160 align:middle line:84% Amara, which is A-M-A-R-A dot org. 02:39:46.160 --> 02:39:47.350 align:middle line:90% Is one that we use. 02:39:47.350 --> 02:39:49.030 align:middle line:90% DotSUB is another. 02:39:49.030 --> 02:39:54.750 align:middle line:84% It's Dot, D-O-T-S-U-B, dotsub.com. 02:39:54.750 --> 02:39:58.600 align:middle line:84% There's a free tool called Subtitle Horse, 02:39:58.600 --> 02:40:00.440 align:middle line:84% and I think probably several others as well. 02:40:00.440 --> 02:40:03.602 align:middle line:90% 02:40:03.602 --> 02:40:05.060 align:middle line:84% SHERYL BURGSTAHLER: OK, we're going 02:40:05.060 --> 02:40:07.820 align:middle line:84% to share the slides and the recording 02:40:07.820 --> 02:40:13.830 align:middle line:84% and also short list of web resources after the fact. 02:40:13.830 --> 02:40:18.050 align:middle line:84% We would like you to complete an evaluation when you get access 02:40:18.050 --> 02:40:19.130 align:middle line:90% to that. 02:40:19.130 --> 02:40:22.820 align:middle line:84% And within that, you can provide ideas for further programs 02:40:22.820 --> 02:40:25.670 align:middle line:84% you might want to provide, or perhaps 02:40:25.670 --> 02:40:29.510 align:middle line:84% repeat this one or something similar to it to a large group 02:40:29.510 --> 02:40:31.940 align:middle line:84% that you can put together, like a large group of people 02:40:31.940 --> 02:40:35.672 align:middle line:84% at your institution or multiple institutions in your region. 02:40:35.672 --> 02:40:37.130 align:middle line:84% If you get a pretty large audience, 02:40:37.130 --> 02:40:40.220 align:middle line:84% we generally will do that because we have deliverables 02:40:40.220 --> 02:40:43.697 align:middle line:84% on our projects to reach out to people, which 02:40:43.697 --> 02:40:44.780 align:middle line:90% is what we're doing today. 02:40:44.780 --> 02:40:47.210 align:middle line:84% But don't hesitate to ask, and we might be 02:40:47.210 --> 02:40:50.220 align:middle line:90% able to do something like that. 02:40:50.220 --> 02:40:52.410 align:middle line:84% TERRILL THOMPSON: Just a footnote, too-- 02:40:52.410 --> 02:40:54.635 align:middle line:84% I just pasted a link in the chat. 02:40:54.635 --> 02:40:56.010 align:middle line:84% There's quite a bit of discussion 02:40:56.010 --> 02:41:01.350 align:middle line:84% about long descriptions of images, complex graphs 02:41:01.350 --> 02:41:04.240 align:middle line:84% and charts and that sort of thing. 02:41:04.240 --> 02:41:08.130 align:middle line:84% And the difficulty of, as I mentioned, 02:41:08.130 --> 02:41:12.780 align:middle line:84% describing the takeaways within the text, 02:41:12.780 --> 02:41:15.510 align:middle line:84% sometimes that's not appropriate, 02:41:15.510 --> 02:41:17.160 align:middle line:84% given whatever the need happens to be, 02:41:17.160 --> 02:41:20.850 align:middle line:84% or impossible given the complexity of the image. 02:41:20.850 --> 02:41:26.050 align:middle line:84% So sometimes, providing access to the raw data can help. 02:41:26.050 --> 02:41:29.880 align:middle line:84% There are tools that blind people have access 02:41:29.880 --> 02:41:33.660 align:middle line:84% to that can sonify data, but they need access to the data 02:41:33.660 --> 02:41:35.680 align:middle line:90% in order to do that. 02:41:35.680 --> 02:41:38.690 align:middle line:84% So providing access to raw data-- 02:41:38.690 --> 02:41:40.950 align:middle line:84% if it's a simple data set, they could read the table 02:41:40.950 --> 02:41:43.760 align:middle line:84% with a screen reader user with a screen reader. 02:41:43.760 --> 02:41:46.670 align:middle line:84% But there was also the link that I provided-- 02:41:46.670 --> 02:41:50.760 align:middle line:84% this was grant-funded research by the National Center 02:41:50.760 --> 02:41:54.480 align:middle line:84% on Accessible Media on effective ways 02:41:54.480 --> 02:41:57.790 align:middle line:90% to describe scientific images. 02:41:57.790 --> 02:42:00.210 align:middle line:84% And so it goes into a lot of detail, 02:42:00.210 --> 02:42:02.850 align:middle line:84% providing very specific examples about how 02:42:02.850 --> 02:42:07.940 align:middle line:84% one could describe the images and graphs and charts 02:42:07.940 --> 02:42:09.100 align:middle line:90% and so forth. 02:42:09.100 --> 02:42:12.070 align:middle line:84% So in some cases, these examples may be applicable to you, 02:42:12.070 --> 02:42:15.877 align:middle line:84% and I encourage people to check that resource out. 02:42:15.877 --> 02:42:18.210 align:middle line:84% BRIANNA BLASER: Great, thanks for sharing that, Terrill. 02:42:18.210 --> 02:42:19.627 align:middle line:84% Thanks, everybody, for joining us. 02:42:19.627 --> 02:42:20.400 align:middle line:90% We'll be in touch. 02:42:20.400 --> 02:42:22.660 align:middle line:90% Have a good rest of your day. 02:42:22.660 --> 02:42:24.610 align:middle line:84% TERRILL THOMPSON: Thanks, everyone. 02:42:24.610 --> 02:42:31.000 align:middle line:90%