WEBVTT 1 00:00:03.510 --> 00:00:12.499 BSPH CTL Teaching Toolkit: Well, I wanted to welcome everybody. Today. I am hoping that you are here to learn about digital accessibility in our classrooms. 2 00:00:12.770 --> 00:00:15.730 BSPH CTL Teaching Toolkit: and I will be sharing my screen. 3 00:00:19.000 --> 00:00:23.610 BSPH CTL Teaching Toolkit: There we go. Zoom little faster. Zoom's not as fast as I am. 4 00:00:24.237 --> 00:00:31.960 BSPH CTL Teaching Toolkit: but we are going to be talking about digital accessibility in our classrooms. It's an overview of of A 5 00:00:32.520 --> 00:00:48.680 BSPH CTL Teaching Toolkit: of what digital accessibility means, because digital accessibility is yes, about remediating documents. But about so much more. And again. I'm Celine Green from the center for teaching and learning, and I am joined by Lauren. Dana. She's my 6 00:00:48.830 --> 00:00:51.749 BSPH CTL Teaching Toolkit: my Vanna White, my assistant, my 7 00:00:51.950 --> 00:01:01.860 BSPH CTL Teaching Toolkit: monitoring the chat, and a lovely colleague at the Center for teaching and learning in the instructional Design and Technologies Department. Excuse me, team. 8 00:01:03.560 --> 00:01:20.769 BSPH CTL Teaching Toolkit: So what I want to do is, I want to have everybody, by the end of this hour have a baseline understanding of digital accessibility, and that means knowing the 4 principles. There are 4 principles of just digital accessibility. There's a nice little acronym. You'll learn to help you remember them. 9 00:01:20.810 --> 00:01:46.589 BSPH CTL Teaching Toolkit: I want you to have questions in your mind to think about how you might go about embracing those principles, not just in remediating Powerpoints. That's the terminology. Excuse me. The phrase that gets tossed around a lot. Know how to remediate your Powerpoint, or know how to make your Powerpoint accessible, but not just that, but a little bit more than that, and then also understand the benefits of making things accessible. 10 00:01:46.640 --> 00:01:51.390 BSPH CTL Teaching Toolkit: making things accessible beyond just 11 00:01:51.800 --> 00:02:07.829 BSPH CTL Teaching Toolkit: meeting the requirements that are our mandates still, but so much more. But we're also going to understand our role in making things accessible. We're going to go ahead and consider strategies in the classroom that 12 00:02:08.020 --> 00:02:15.119 BSPH CTL Teaching Toolkit: apply to each of those 4 principles of digital accessibility. And we're going to think about our next steps. 13 00:02:15.280 --> 00:02:39.810 BSPH CTL Teaching Toolkit: So I will have this holistic review of accessibility before introducing those principles. Again, 4 of them, then we have a little bit of an empathy exercise. It's a persona and scenario exercise that matches individuals with barriers and solutions like what barriers might these individuals face, and in certain classroom settings, and what solutions might we be able to offer them? 14 00:02:40.010 --> 00:03:05.499 BSPH CTL Teaching Toolkit: In addition? If there is time we have part, we will be able to get into this Powerpoint exercise, remediating Powerpoint, and both the Powerpoint and a word version of making a document accessible. That's what I mean by remediation that will be available to you to finish on your own, and we will have hopefully some time for discussion interspersed throughout, but certainly at the end as well. 15 00:03:07.150 --> 00:03:08.080 BSPH CTL Teaching Toolkit: All right. 16 00:03:08.220 --> 00:03:17.100 BSPH CTL Teaching Toolkit: So what is accessibility? Well, universal, inclusive design is this overarching theme? But that is nothing 17 00:03:17.200 --> 00:03:32.629 BSPH CTL Teaching Toolkit: can't be inclusive. It's nothing. If you're not being accessible in the design, in the design of how you're going to facilitate in the design of how you're going to present in the design of how you're going to interact. And in the design of your materials 18 00:03:32.630 --> 00:03:55.860 BSPH CTL Teaching Toolkit: well, you can't be designing accessibly unless you make your documents digitally accessible. So your Pdfs, your Powerpoints, your word documents, your excel files, your course, plus or other web pages. If they are not digitally accessible, meaning, they can be accessed and understood 19 00:03:55.860 --> 00:04:12.800 BSPH CTL Teaching Toolkit: by anyone without need to remediate them. If they're not digitally accessible, then they're not part of an accessible design. But even before we can get to be digitally accessible. We have to have those supporting practices. 20 00:04:13.030 --> 00:04:16.179 BSPH CTL Teaching Toolkit: because if I'm not sharing the document with you. 21 00:04:16.860 --> 00:04:35.800 BSPH CTL Teaching Toolkit: then I haven't bothered to be considered that it doesn't matter if the document's accessible or not, I have to have supporting practices, including today, you're going to be receiving a Pdf version of this Powerpoint. You're going to be receiving videos with transcripts. My supporting practice is not just to 22 00:04:35.960 --> 00:04:56.929 BSPH CTL Teaching Toolkit: share this to you, being one and done, but to have flexible options for you to access the information. That's 1 of the supporting practices so outward to inward. We can't have universal, inclusive design without starting by having supporting practices. And that's where we're going to be going today. 23 00:04:57.230 --> 00:05:25.610 BSPH CTL Teaching Toolkit: the culture that we're trying to create a culture of accessibility. It affords multiple learning styles and intelligences. It affords you as faculty and learning support staff to be more efficient and more productive, and it's better for everybody, plus ding, ding, ding. It is still required by us civil rights laws as well as the international declarations and conventions beyond the United States. So if you are 24 00:05:25.900 --> 00:05:47.320 BSPH CTL Teaching Toolkit: teaching a course virtually, or if you're in another country, you do have these declarations, such as the UN. Convention on the Rights of Persons with Disabilities and the Marrakesh Treaty. The Marrakesh Treaty, by the way, is specific to printed materials. It basically says that any printed material can be made into an accessible braille format. 25 00:05:47.838 --> 00:05:52.440 BSPH CTL Teaching Toolkit: That's just one of the one of the international rights declarations. 26 00:05:53.360 --> 00:06:08.600 BSPH CTL Teaching Toolkit: So we are here today because we're choosing to be accessible. This is that 1st step in that path to embrace accessibility. And we are going to be designing our facilitation and our course materials and our interactions to be accessible 27 00:06:08.600 --> 00:06:36.760 BSPH CTL Teaching Toolkit: as part of that, we make sure that we build accessible resources, and we have to make sure that we maintain accessible resources. If we go in and change an item in our table, that's, in a word, document, or a header of a section in a Powerpoint or Excel file. We want to maintain accessibility. Don't just make an accessible document and then forget to maintain it as we edit it along the way. 28 00:06:36.760 --> 00:06:48.809 BSPH CTL Teaching Toolkit: But we're also going to go ahead and involve others. We're learning together, including if you're a faculty member who's teaching a class and asking them to submit a or or 29 00:06:49.210 --> 00:07:02.749 BSPH CTL Teaching Toolkit: not necessarily submit, but to have a presentation. We're going to ask them not just to have correct citations, but to have it digitally accessible. Ask that. Why not have that baseline train? Others 30 00:07:02.850 --> 00:07:27.980 BSPH CTL Teaching Toolkit: offer support for students and for your colleagues as to where they can learn or be willing to sit down and learn with them. And we're also going to make time to review, to refresh our skills, because sometimes, if it's been a long time we forget how to do something, so we are going to make time to review and even ask just as if I were writing a blog post. I might ask Lauren to proofread my blog post. 31 00:07:28.100 --> 00:07:39.069 BSPH CTL Teaching Toolkit: Maybe I'm making a Powerpoint, and I might ask Lauren, can you make sure that this is digitally accessible. I've tried, but I want you to make sure, make time to review. And lastly, I do want us to try. 32 00:07:39.080 --> 00:08:07.490 BSPH CTL Teaching Toolkit: as part of our path to embracing accessibility, to integrate it beyond the classroom, integrate it in the workplace and in our personal practices. If you're constructing an email to colleagues, don't just use bold, large font. If you have a second section in your email, go ahead and make that a heading level which makes it more digitally accessible. Be aware of contrast ratios. If you're making a party invitation and you're using canva, make sure that you're not using that nice fun. 33 00:08:07.490 --> 00:08:14.990 BSPH CTL Teaching Toolkit: pink font that you wanted on a purple background. If it's not a sufficient light to dark contrast, ratio again. 34 00:08:14.990 --> 00:08:22.499 BSPH CTL Teaching Toolkit: incorporate it, and integrate it into things beyond the classroom. That is your path to embracing accessibility. 35 00:08:23.220 --> 00:08:26.829 BSPH CTL Teaching Toolkit: So understanding digital accessibility. 36 00:08:26.970 --> 00:08:39.530 BSPH CTL Teaching Toolkit: we're going to look at 4 principles of digital accessibility. Those are the overarching ideas that serve as standards. And these 4 principles have this nice acronym for perceivable. 37 00:08:39.730 --> 00:08:58.000 BSPH CTL Teaching Toolkit: operable, understandable, and robust. We will. We will be getting into what each of these are. Lauren has just shared a document that's going to be kind of summing up what we're going to be stepping through over the next few minutes. But what does it mean to be? To 38 00:08:58.200 --> 00:09:24.829 BSPH CTL Teaching Toolkit: what does it mean to have these characteristics perceivable? Well, perceivable content will make it possible for all of your learners to see and hear, basically to access your information using more than one sense, operable content will help all of your learners navigate the information independently, using their preferred tools. So if I am a keyboard user and I don't have the manual dexterity to use the mouse. 39 00:09:24.830 --> 00:09:30.200 BSPH CTL Teaching Toolkit: or maybe I can't use a mouse or keyboard, and I have to use eye tracking tool. 40 00:09:30.320 --> 00:09:34.489 BSPH CTL Teaching Toolkit: If your website is operable, I could be able. I can do that. 41 00:09:34.700 --> 00:09:46.729 BSPH CTL Teaching Toolkit: Understandable, understandable content will support your learner's understanding through consistent and predictable designs that includes using structured headings and a lot of other things that we're going to get into. 42 00:09:46.780 --> 00:10:05.910 BSPH CTL Teaching Toolkit: And lastly, robust, robust is usually the one that people most people just don't know about. Well, robust means that your content, whatever you create is going to work for your learners over a range of current and future technologies. If I developed a document in Microsoft word 2,007 43 00:10:05.970 --> 00:10:07.879 BSPH CTL Teaching Toolkit: and it was digitally accessible. 44 00:10:08.030 --> 00:10:18.280 BSPH CTL Teaching Toolkit: I can go ahead and open it in Microsoft Office 3, 65, and it will convey the exact same information. It won't take me. It won't be difficult to understand. 45 00:10:18.320 --> 00:10:42.359 BSPH CTL Teaching Toolkit: Similarly, if I can construct an accessible document in Microsoft Office 365, maybe a Powerpoint document, and I save it as a Pdf. Or a web page it might look a little bit different, but it is robust enough that it is understood across all of these platforms. It also is understood by assistive technologies. But we're not designing just for assistive technologies. 46 00:10:42.560 --> 00:11:06.970 BSPH CTL Teaching Toolkit: however, for perceivable, operable, understandable and robust those 4 qualities of digital accessibility. They do come from web content, accessibility. Guidelines or wcag guidelines, web content, accessibility, guidelines, and those guidelines are updated and maintained. They're put out by the world wide web consortium 47 00:11:06.970 --> 00:11:18.660 BSPH CTL Teaching Toolkit: W. 3 C. So you may see those acronyms of W. 3 C. And Wcag referring to digital accessibility. But what I'm here to say today is that 48 00:11:18.690 --> 00:11:26.530 BSPH CTL Teaching Toolkit: those principles perceivable, operable, understandable, and robust, extend to more than just websites. 49 00:11:27.710 --> 00:11:53.349 BSPH CTL Teaching Toolkit: First, st let's go ahead and talk about perceivable. Again, the resources and tools can be accessed and presented in manners that reach multiple senses. So this means that we might be asking ourselves these questions, can the information be perceived? In more than one sense? Am I talking about smelling? Probably not. Am I talking about hearing it? And I use a reader 50 00:11:53.440 --> 00:12:12.340 BSPH CTL Teaching Toolkit: or anybody if it if I get a text message on my phone. Now, I can have that read to me if I'm driving right. It's not just for people with assistive technologies. But we too, definitely want people who require assistive technologies to be able to perceive it. Can we customize the display? 51 00:12:12.710 --> 00:12:32.950 BSPH CTL Teaching Toolkit: If you've got a Powerpoint slide in a live talk, for instance, or in your class, and you're asking students to review it. Can they view that Powerpoint on their phone instead of on a laptop? Can they view it on their phone? And can they resize it without losing the quality of the image? 52 00:12:33.200 --> 00:12:39.879 BSPH CTL Teaching Toolkit: Can we customize the display? Can I switch on dark mode on my phone or bright mode on my phone 53 00:12:40.090 --> 00:12:47.390 BSPH CTL Teaching Toolkit: customizing display? Can I resize the text without it losing anything? Am I still able to perceive it? 54 00:12:47.700 --> 00:12:50.850 BSPH CTL Teaching Toolkit: Are there text alternatives to embedded media? 55 00:12:51.160 --> 00:13:05.789 BSPH CTL Teaching Toolkit: And is the text readable and legible? Or did I just use a screenshot, a fuzzy screenshot of some old journal article from an old Pdf. That has lost its integrity. The digital integrity over time 56 00:13:06.380 --> 00:13:17.779 BSPH CTL Teaching Toolkit: are there accessible alternatives for special notations. So, for instance, for math and science notations, they may look great on our Powerpoint 57 00:13:18.140 --> 00:13:26.959 BSPH CTL Teaching Toolkit: when we're using equation editor, or if you're using Latex, it looks great there. But can an assistive technology read it? 58 00:13:27.160 --> 00:13:45.880 BSPH CTL Teaching Toolkit: Well, if you're handing out a Pdf of that presentation that you created in law, Tech or Powerpoint? The answer is, no. Those special notations, those scientific and special notations, cannot be accessed by the assistive technology. So what you have to do is you have to give it in an alternate format. 59 00:13:48.510 --> 00:13:58.910 BSPH CTL Teaching Toolkit: So some of the strategies we can start doing to make things perceivable, or for or continue doing if you're already doing it. Never use color alone to distinguish something. 60 00:13:59.570 --> 00:14:02.469 BSPH CTL Teaching Toolkit: People. There's a variety of people who have 61 00:14:03.250 --> 00:14:11.300 BSPH CTL Teaching Toolkit: color blindness. I think it's 1 in 8 males, one in 12 cisgender females, I believe, is what it's at 62 00:14:11.680 --> 00:14:24.200 BSPH CTL Teaching Toolkit: all of your audio and video that you share with your class, make sure that there are transcripts and captions, and provide a narration of any visual element. So, in other words. If I am 63 00:14:24.710 --> 00:14:40.199 BSPH CTL Teaching Toolkit: talking about a heat map, and I am annotating where I want people to draw their attention to speak through that annotation. Don't just draw on that heat map and then expect people to who can't visually perceive it, to know where you are. 64 00:14:40.490 --> 00:15:02.639 BSPH CTL Teaching Toolkit: The transcripts and captions. I want to make sure that you understand, in course, plus if you use our embedded video player. So if you're in an online course, it would be recorded. And by ctl, you have an interactive transcript which serves because it is interactive. It serves the same purpose as time-based captioning 65 00:15:02.830 --> 00:15:11.889 BSPH CTL Teaching Toolkit: panopto recordings do the same thing. Zoom recordings do the same thing. But what's really nice about these interactive transcripts 66 00:15:12.060 --> 00:15:19.740 BSPH CTL Teaching Toolkit: and or captions is when you can download the transcript, you can have it translated to a language that's not your own. 67 00:15:19.940 --> 00:15:30.330 BSPH CTL Teaching Toolkit: So I am recording this video, I'm going to share a video. If I share a video through Microsoft Stream or make a downloadable text, file someplace else. 68 00:15:30.570 --> 00:15:45.279 BSPH CTL Teaching Toolkit: And by the way, stream, you can turn on captions and transcripts make it available. Then a user whose language isn't, whose 1st language isn't English. They can download that transcript and translate it to a language that makes sense to them 69 00:15:45.480 --> 00:15:46.949 BSPH CTL Teaching Toolkit: a little bit more sense. 70 00:15:47.090 --> 00:15:56.830 BSPH CTL Teaching Toolkit: Another thing we can do to make things perceivable is within our rich text editors, whether you're using word or Google docs, whatever rich text editor, even 71 00:15:56.830 --> 00:16:19.360 BSPH CTL Teaching Toolkit: course pluses, rich text editors and our documents. We want to make sure that we're using styles. We want to make the headings and lists as structured elements. Use them, not just to make it look pretty, but actually structuring our documents, heading one heading 2, etc. Make sure that for any non decorative image or 72 00:16:19.360 --> 00:16:25.880 BSPH CTL Teaching Toolkit: non-text element, like a media file that we use alt text 73 00:16:25.880 --> 00:16:52.169 BSPH CTL Teaching Toolkit: alt text is text that gets carried with the file. We can't visually perceive alt text, but it is there. If the document were read to us by an assistive technology, so somebody who might not be able to visually perceive that document or web page, they won't be able to see the image, or that there's media, but they will have a little text description that alt or alternative text will be read with it. 74 00:16:52.310 --> 00:17:16.180 BSPH CTL Teaching Toolkit: We want to make sure that our document can be resized without losing information that includes making sure that our images are high quality. We don't have to worry so much about making our emails. And Pdfs have a low file size right anymore. We all have a lot of storage space on our servers. So make sure you're using that high resolution image, if you can. It's not necessarily for print. 75 00:17:16.180 --> 00:17:23.050 BSPH CTL Teaching Toolkit: But again, I want to be able to resize it. I want to be able to magnify it to 300, or even 700%, 76 00:17:23.050 --> 00:17:26.530 BSPH CTL Teaching Toolkit: and still be able to perceive what it is that I'm looking for. 77 00:17:26.790 --> 00:17:35.450 BSPH CTL Teaching Toolkit: and we want to make sure that we have descriptions or alt text, even for complex charts and tables. 78 00:17:36.100 --> 00:17:39.569 BSPH CTL Teaching Toolkit: Some people are able to 79 00:17:39.750 --> 00:17:46.739 BSPH CTL Teaching Toolkit: get right away what they're supposed to be looking in at in that complex chart. Others of us we look for that description underneath. 80 00:17:46.860 --> 00:18:04.669 BSPH CTL Teaching Toolkit: Or, again, alt text is okay. But it's really nice to have a caption or a description underneath that complex chart and table. It makes it easier for me to perceive and understand it. I'm going to go ahead and step through the operable, and then I'll pause for questions. 81 00:18:04.780 --> 00:18:13.380 BSPH CTL Teaching Toolkit: So for operable, we're going to talk about resources and tools that can be maneuvered or navigated and used by everyone with minimal effort. 82 00:18:13.550 --> 00:18:30.820 BSPH CTL Teaching Toolkit: including those who are using assistive technologies like I talked about before, and some of the questions we can ask ourselves in terms of getting things operable or making sure things are operable? Are there flexible options to control or respond to websites and materials? 83 00:18:31.000 --> 00:18:34.059 BSPH CTL Teaching Toolkit: Think about? If you're using in-class polling? 84 00:18:34.510 --> 00:18:48.250 BSPH CTL Teaching Toolkit: Are there options to respond? Can I raise my hand? Can I use a card? Can I respond with my phone? Are there options for operating flexible options to control and respond to the materials. 85 00:18:48.380 --> 00:18:53.150 BSPH CTL Teaching Toolkit: Is there a shortcut or aid to navigation? So I know where I am? 86 00:18:53.930 --> 00:19:19.270 BSPH CTL Teaching Toolkit: If you notice on the slides that you're seeing today. You have slide numbers in the bottom right of each slide that makes things more operable. It's an aid to navigation. So I know where I am. Same thing with distinct titles on a Powerpoint slide. Right? If a Powerpoint slide is accessible, we have every slide having its unique title. So it helps me know when I'm looking at it. 87 00:19:19.270 --> 00:19:24.839 BSPH CTL Teaching Toolkit: where I am? Do we know where a link will take us without having to click on it. 88 00:19:24.920 --> 00:19:32.989 BSPH CTL Teaching Toolkit: So that's why we use things called meaningful hyperlinks, meaningful links. So don't just say click! Here it would be 89 00:19:33.410 --> 00:19:57.790 BSPH CTL Teaching Toolkit: homework assignment one, and those words would be linked to the Pdf. In the online library. Not click here, but homework assignment one can we control the timing and movement of media? So in other words. For instance, in Courseplus and Microsoft Stream and Panopto students can control how fast the playback speed is. 90 00:19:57.790 --> 00:20:03.970 BSPH CTL Teaching Toolkit: Additionally, we want to ask the question, can we avoid inducing harm, such as seizures. 91 00:20:04.060 --> 00:20:21.659 BSPH CTL Teaching Toolkit: That is why we do not have animations in Powerpoint slides. There is a rule of it's not just a rule of thumb. It actually is a requirement that something cannot flash more than I think it is 3 times in a in a second, on a website or Powerpoint file 92 00:20:22.050 --> 00:20:22.720 BSPH CTL Teaching Toolkit: to 93 00:20:23.710 --> 00:20:50.800 BSPH CTL Teaching Toolkit: be able to excuse me to make it safe for people who get those seizures. You see those warnings in movies, sometimes about caution or amusement. Park rides caution. There's flashing lights. Well, that's why we don't bother to include animations in our Powerpoints, because we don't want to have to worry about the times per second. We don't want to have to worry about inducing seizures. We make sure that everything is given to the student to control and 94 00:20:50.800 --> 00:20:56.769 BSPH CTL Teaching Toolkit: terms of any movements. The student can control the playback speed, etc. And 95 00:20:57.400 --> 00:21:26.949 BSPH CTL Teaching Toolkit: so some of the ways that we can achieve this in our classrooms are, yes, the documents and websites are made keyboard accessible, so we make them accessible documents. The page or the slide numbers are included on our documents. We have those once again, just like with the perceivable we have operable. It happens when we have properly structured headings, those nested headings it allows us, if our keyboard user to skip between. In addition, I'll show you real quick. 96 00:21:29.830 --> 00:21:31.529 BSPH CTL Teaching Toolkit: How it helps all of us. 97 00:21:32.570 --> 00:21:37.680 BSPH CTL Teaching Toolkit: because I have properly nested headings in my word document, I'm able to go 98 00:21:38.730 --> 00:21:41.180 BSPH CTL Teaching Toolkit: in the navigation pane of a word, Doc. 99 00:21:41.590 --> 00:21:47.100 BSPH CTL Teaching Toolkit: Very, very nice. It makes it nice and operable. I'm able to easily navigate. 100 00:21:48.260 --> 00:22:03.179 BSPH CTL Teaching Toolkit: Additionally, we want to make sure that we use those meaningful hyperlinks, and that we don't punish users for the time that it takes them to interact with the tool. I'm going to come back to that one a second. And, like I already said, flashing content is avoided. Now 101 00:22:04.040 --> 00:22:05.719 BSPH CTL Teaching Toolkit: I want to ask you guys. 102 00:22:06.170 --> 00:22:10.020 BSPH CTL Teaching Toolkit: 1st of all for perceivable and operable. I'm going to start with. Operable 103 00:22:10.750 --> 00:22:15.149 BSPH CTL Teaching Toolkit: users are not punished for the time it takes them to interact with a tool. 104 00:22:15.560 --> 00:22:19.189 BSPH CTL Teaching Toolkit: How might that apply to classrooms. 105 00:22:24.610 --> 00:22:31.629 Fran Burman: Well, I know that there were activities that I was engaged in in, not 106 00:22:32.000 --> 00:22:40.290 Fran Burman: in a classroom setting, but in a different setting. People who responded 1st got the got the reward. 107 00:22:40.690 --> 00:22:49.540 Fran Burman: and I couldn't even figure out how to get the keyboard to function, much less type, and people had already been already won. Their award. 108 00:22:50.450 --> 00:23:13.050 BSPH CTL Teaching Toolkit: Right. So so that quick response thing that was punishing your you by making you perhaps less engaged. It makes me less engaged, believe me if there's gamification on something I've already checked out. That's me. If it's gamification against somebody for time, because it is the operable things sometimes, and sometimes it's my processing right? 109 00:23:13.100 --> 00:23:39.489 BSPH CTL Teaching Toolkit: I might take longer to process something. So why should I be punished? Whether I'm purposefully just taking longer? Because it's a rough day, or because I have a cognitive processing impairment, or because that's just how I approach things. Maybe it's a cultural thing. So we want to make sure that users are not punished for the time it takes them to interact with a tool. So if you're bringing an active learning 110 00:23:39.490 --> 00:24:02.249 BSPH CTL Teaching Toolkit: activity into your class, I know everybody loves to use those in online webinars. Everybody loves to use those quick response things, but we know that it's actually serving as a sort of punishment for people. Additionally, we do have people with assistive technologies that 111 00:24:02.280 --> 00:24:28.860 BSPH CTL Teaching Toolkit: are not going to be able to. They just can't. They can't get the click done quickly. They might have to do a keyboard alternative to their phone or might be logging into their computer. Maybe they have a touch screen computer and they touch something incorrectly. It's a variety of reasons. So that's 1 of the ways that the operable strategy would go beyond documents. What about perceivable 112 00:24:29.560 --> 00:24:36.973 BSPH CTL Teaching Toolkit: beyond documents? How can we make sure that let's see. One of the questions from perceivable was, 113 00:24:39.560 --> 00:24:44.129 BSPH CTL Teaching Toolkit: well, one of the questions from perceivable was, is the text readable and legible? 114 00:24:44.910 --> 00:24:49.500 BSPH CTL Teaching Toolkit: What does that have to do with our classrooms? Think about a physical classroom setting. 115 00:24:50.010 --> 00:24:53.110 BSPH CTL Teaching Toolkit: or something might not be able to be perceived. 116 00:24:57.050 --> 00:25:03.820 Mindy Dmuchowski: Like directions on an assignment or something, and that you would need for to complete for a grade 117 00:25:04.010 --> 00:25:04.530 Mindy Dmuchowski: not be. 118 00:25:04.530 --> 00:25:04.890 BSPH CTL Teaching Toolkit: Yeah. 119 00:25:04.890 --> 00:25:05.480 Mindy Dmuchowski: Are you doing it? 120 00:25:05.830 --> 00:25:07.759 BSPH CTL Teaching Toolkit: Yeah, maybe the font is too small. 121 00:25:07.760 --> 00:25:08.150 Mindy Dmuchowski: Hmm. 122 00:25:08.150 --> 00:25:11.460 BSPH CTL Teaching Toolkit: Right. I have these amazing 123 00:25:12.070 --> 00:25:26.499 BSPH CTL Teaching Toolkit: cards that were given out by something. And let me tell you this font at the bottom of this card that keeps on going in and out. They're great cards. But I have to do this when I'm reading it. And I mean, I already have an assistive technology sitting right here on the bridge of my nose. 124 00:25:26.800 --> 00:25:30.670 BSPH CTL Teaching Toolkit: But also what about the physical classroom's lighting? 125 00:25:31.110 --> 00:25:35.760 BSPH CTL Teaching Toolkit: You have bright light coming in your room, and an older projector. 126 00:25:35.890 --> 00:25:54.149 BSPH CTL Teaching Toolkit: You've got to be conscientious of those things right? It's just like again, if we go into dark mode on our phone light or dark mode on your phone. So yeah, that has to do with the display. But make sure that the proper lighting is there when you are in the room, and also, by the way, perceivable. 127 00:25:54.820 --> 00:26:00.220 BSPH CTL Teaching Toolkit: Not everybody who has a hearing impairment uses captioning. 128 00:26:00.700 --> 00:26:13.530 BSPH CTL Teaching Toolkit: and sometimes the captioning is bad. Some people who have hearing impairments, they actually are reading lips when you are presenting virtually try to always have your camera on. 129 00:26:14.290 --> 00:26:16.960 BSPH CTL Teaching Toolkit: It is a good practice. 130 00:26:17.180 --> 00:26:30.269 BSPH CTL Teaching Toolkit: because somebody might be reading your lips. It also helps people track if they are distracted. Track. Who is talking? Because yes, the squares light up in zoom. But that's not always the case. 131 00:26:30.510 --> 00:26:43.240 BSPH CTL Teaching Toolkit: but try to make sure that your lips are visible. Similarly in the classroom, if you're presenting in hybrid or in class, try and make sure that the that you are well lit. 132 00:26:43.540 --> 00:26:47.930 BSPH CTL Teaching Toolkit: Don't talk. Don't talk with your back to the students. 133 00:26:48.210 --> 00:27:03.299 BSPH CTL Teaching Toolkit: Have that perception available to individuals. Okay, so that is part of perceivable, too. We are hearing auditorily who's speaking? But we are seeing who's speaking as well. That is available to more than one sense. 134 00:27:03.560 --> 00:27:17.940 BSPH CTL Teaching Toolkit: The light in the classroom or the small font, making sure that we actually to make it perceivable, we will go ahead and present it to them visually, but we will make sure that no matter what the environment is 135 00:27:18.310 --> 00:27:34.329 BSPH CTL Teaching Toolkit: or their eyesight that they can. So maybe we give them a handout. Excuse me, handout. Yeah, handout. That's what it's called right still physical paper, but we also make it digitally available to them so they can download it onto their computer. And they can maximize the size without having to. 136 00:27:35.010 --> 00:27:54.030 BSPH CTL Teaching Toolkit: I don't know how many people in this in this zoom room are are at that age yet but myself and my friends. We go out, and we look at a menu, and we zoom in use. The camera, the the flashlight, and everything else. So we get it right. Thanks for agreeing with me, and I felt maybe it was just empathy. But I'll I'll take it. 137 00:27:54.360 --> 00:27:57.869 BSPH CTL Teaching Toolkit: But we're going to go ahead and learn about those next 2 principles. 138 00:27:58.280 --> 00:28:00.940 BSPH CTL Teaching Toolkit: I'm gonna have to catch up because I went backwards. Sunday. 139 00:28:05.290 --> 00:28:06.470 BSPH CTL Teaching Toolkit: Alright. 140 00:28:07.850 --> 00:28:12.339 BSPH CTL Teaching Toolkit: So perceivable operable. And now we're getting to 141 00:28:12.810 --> 00:28:26.720 BSPH CTL Teaching Toolkit: understandable. Remember, we're pouring right. POUR. So an understandable principle means that resources and tools are consistent and predictable or intuitive without distracting from the information being communicated. 142 00:28:27.450 --> 00:28:39.930 BSPH CTL Teaching Toolkit: So basically, we're trying to lower the effort to get to understanding right? So we want to make sure that the tone, the style, and the words and phrases are appropriate for the intended audience. 143 00:28:40.240 --> 00:28:57.530 BSPH CTL Teaching Toolkit: Why show us that you're this erudite scholar when you're trying to appeal to the masses? Right? Make sure that the tone, style, words, and phrases are appropriate for the intended audience. Make sure that the resource is organized in a logical manner, so that it is intuitive and consistent. 144 00:28:58.080 --> 00:29:00.020 BSPH CTL Teaching Toolkit: If you have a course plus site. 145 00:29:00.470 --> 00:29:03.220 BSPH CTL Teaching Toolkit: and you go to one of your standard pages 146 00:29:03.390 --> 00:29:20.839 BSPH CTL Teaching Toolkit: and your your load on the course plus site, the the page. There's the heading, the page title, and then you see the objectives right under the right. Well, most classes. It's by default put under the title on the top right of a column. 147 00:29:21.410 --> 00:29:27.290 BSPH CTL Teaching Toolkit: and then on the top left of the column. If it's an online course, you might see the lecture materials. 148 00:29:27.400 --> 00:29:39.969 BSPH CTL Teaching Toolkit: I know where these things are. If they're consistent across the course. If I get to a lecture page, and I don't see the objectives at the top right underneath that course title, I might think that the objectives aren't there. 149 00:29:40.310 --> 00:29:51.989 BSPH CTL Teaching Toolkit: So that makes it harder for me to understand the resource. We want to make sure that we have logical, consistent, intuitive display of information and organization. 150 00:29:52.250 --> 00:30:02.359 BSPH CTL Teaching Toolkit: We want to make sure that the again, that meaningful hyperlinks are the interactive elements, including the hyperlinks, understood without clicking or interacting. 151 00:30:02.680 --> 00:30:06.069 BSPH CTL Teaching Toolkit: Put an asterisk on that 3rd question right there, we're going to come back to it. 152 00:30:06.230 --> 00:30:20.889 BSPH CTL Teaching Toolkit: Is there guidance to complete a task, including avoiding unnecessary errors? So if you have a form with required fields, is there an asterisk next to the required fields? Because we don't want to make people 153 00:30:20.950 --> 00:30:50.080 BSPH CTL Teaching Toolkit: extend unnecessary, extend unnecessary work right? Especially again, think about that person who is short on time, or that person who's using. If you're not familiar with a puff, switch puff, switch is somebody who doesn't have the manual dexterity. They're usually it's a person with complete paralysis in the upper body, but they might, or their extremities. I'm sorry, but they might use a puff switch to control their computer. And if you make them fill out a form, and they missed a step on the form. 154 00:30:50.300 --> 00:30:56.530 BSPH CTL Teaching Toolkit: Oh, my gosh! You're really making them work hard for no reason, and they've probably given up and walked away. 155 00:30:56.870 --> 00:31:05.499 BSPH CTL Teaching Toolkit: So in our classrooms, unfamiliar words and acronyms. We're going to make sure that it's understandable because we're going to define them the 1st time that they're used. 156 00:31:05.500 --> 00:31:28.369 BSPH CTL Teaching Toolkit: We're going to make sure that there's consistent navigation on our course site and in our activities instructions kind of like a recipe. If you're just throwing the recipes ingredients down there in the how to that doesn't make it understandable. Make sure it's put up front. So maybe consider rewriting your assignments as recipes, consistent navigation in our activities. Instructions 157 00:31:28.420 --> 00:31:30.750 BSPH CTL Teaching Toolkit: provide guidance for novel 158 00:31:31.080 --> 00:31:45.730 BSPH CTL Teaching Toolkit: activities and elements. If you are going to use some poll everywhere or other interactive element, make sure that you have guidance, do a low stakes, assignment or low stakes activity before introducing that novel element or activities. 159 00:31:46.060 --> 00:32:05.340 BSPH CTL Teaching Toolkit: And again, those meaningful hyperlinks and mandatory form fields being marked. If a specific data type is required. Then restrict that field. You all have access to Microsoft forms. You can make date fields, actually be date formats again. Reduce the likelihood of errors. 160 00:32:05.620 --> 00:32:12.980 BSPH CTL Teaching Toolkit: I said I was, gonna step back to this. 3rd question, are interactive elements. 161 00:32:13.160 --> 00:32:20.620 BSPH CTL Teaching Toolkit: including hyperlinks understood without clicking or interacting. That goes back to 162 00:32:22.190 --> 00:32:25.199 BSPH CTL Teaching Toolkit: to that whole idea of just 163 00:32:25.710 --> 00:32:29.089 BSPH CTL Teaching Toolkit: making sure people know what they're doing. 164 00:32:29.320 --> 00:32:35.669 BSPH CTL Teaching Toolkit: If you're asking students to fill out a form, make sure they know. 165 00:32:37.470 --> 00:32:40.909 BSPH CTL Teaching Toolkit: make sure that they know who's getting the information on the form. 166 00:32:41.550 --> 00:32:58.079 BSPH CTL Teaching Toolkit: Okay, if you're asking them to use a resource, make sure that they know what is happening with that resource. Again, are the interactive elements, including hyperlinks understood without clicking or interacting, it goes beyond the document. 167 00:33:01.840 --> 00:33:29.249 BSPH CTL Teaching Toolkit: So lastly, we'll talk about robust robustness, the resources and tools will work across platforms and technologies, including assistive technologies and future iterations of technologies. I said up front that one example was going from Microsoft word 2,007 to Microsoft Office 3, 65, from Microsoft office, 3, 65 to a Pdf. Or a web page, and also to be able to be understood by 168 00:33:29.720 --> 00:33:59.069 BSPH CTL Teaching Toolkit: by the different assistive technologies. Fran asked a question in the chat that says is qualtrics set up for accessibility, and yes, I'm happy to say it is. As a matter of fact, there's a student survey that recently went out from Ctl. And I got to preview it and test it, and it is accessible, and it even gives you like a rating as to whether or not you have to work on something to make it accessible, but qualtrics is set up for accessibility. Great question. Thank you. 169 00:34:01.030 --> 00:34:22.959 BSPH CTL Teaching Toolkit: So the questions we ask ourselves is, can the resource be saved or exported to a different format without losing structure and context easy enough if you're making it accessible. The answer is, yes. Does the resource work on different devices, laptop or phone? That's the kind of thing where I'm going to ask you to consider if somebody were to view your 170 00:34:23.010 --> 00:34:39.210 BSPH CTL Teaching Toolkit: resource. Maybe again, it's an image on a web page. If they were to view it on their phone. Is it going to be discernible? Can I discern it? It kind of goes toward perception. But think about it. Going from one platform, the laptop to another platform, the phone. 171 00:34:39.610 --> 00:34:46.739 BSPH CTL Teaching Toolkit: Are there any restrictions to accessing and using the resource that includes, for instance, paywalls? 172 00:34:47.040 --> 00:35:09.720 BSPH CTL Teaching Toolkit: So in our classroom proper structure. We're always going to use it. Accessible documents export them as Pdfs or websites, and it retains that reading order. If somebody were to read it, it might not look, it might look a little bit different, but the information will be conveyed to be the same. That's 1 of the reasons we do in our 173 00:35:09.980 --> 00:35:38.110 BSPH CTL Teaching Toolkit: making documents accessible. We don't put an image on a Microsoft word document and just wrap the text around it. We make sure that it is in line, and we use columns to break up our. If you want the text to wrap around an image, you actually are going to use column breaks, and that actually helps it to be readable, no matter where it goes. That image will always be at the exact same place in the document, in its reading context, and the text will not be broken up. 174 00:35:38.150 --> 00:35:55.060 BSPH CTL Teaching Toolkit: The primary language and properties. Those are metadata that are saved with a document or website that is part of the Microsoft word exercise the metadata. It talks not so much about language, but about the file's title. 175 00:35:55.180 --> 00:36:02.560 BSPH CTL Teaching Toolkit: a file name, my Doc dot Docx, is not the same thing as the file's metadata of a title. 176 00:36:02.690 --> 00:36:05.840 BSPH CTL Teaching Toolkit: and the file's metadata might be. 177 00:36:05.990 --> 00:36:30.820 BSPH CTL Teaching Toolkit: you know, Econ, 101 fall 2026 syllabus. That might be the title. It oftentimes is the same as that heading level one that's at the top of the document, and the resources display. We talked about resizing the resources. Display can be customized without losing information, brightness, hidden images, resize, display, etc. And no passwords protected document. 178 00:36:31.870 --> 00:36:36.869 BSPH CTL Teaching Toolkit: So with regards to robustness, I do. I did want to say that 179 00:36:37.290 --> 00:36:41.590 BSPH CTL Teaching Toolkit: as long as you are getting your documents to be accessible 180 00:36:42.350 --> 00:36:48.799 BSPH CTL Teaching Toolkit: in all the it passes, the accessibility checkers. Your documents are going to be robust. 181 00:36:48.950 --> 00:36:51.080 BSPH CTL Teaching Toolkit: Does anybody use her 182 00:36:53.030 --> 00:37:05.890 BSPH CTL Teaching Toolkit: and versus windows, Mac? No, I'll just tell you. In our department I've recently been getting these documents shared with me that were developed using a Mac. I'm a windows user. 183 00:37:06.110 --> 00:37:11.210 BSPH CTL Teaching Toolkit: And they passed me a file that was of numbers format, which is very similar. 184 00:37:11.380 --> 00:37:17.650 BSPH CTL Teaching Toolkit: I guess to excel. I don't know. I've never used numbers, but the file type was numbers. I couldn't open it. 185 00:37:17.700 --> 00:37:44.409 BSPH CTL Teaching Toolkit: That is not a robust document. Every time they pass it to me. They have to 1st save as a Pdf. Unfortunately, when they're saving from the Mac program of numbers, or whatever the program is, when they save to a Pdf, it's not an accessible Pdf, but luckily I don't need it to be a fully accessible Pdf, however, if I had relied on an assistive technology, they would have to redo rework the entire document to make it accessible to me. 186 00:37:44.410 --> 00:37:48.069 BSPH CTL Teaching Toolkit: So if you are making your Microsoft office 187 00:37:48.180 --> 00:37:54.900 BSPH CTL Teaching Toolkit: and or Google Docs accessible, then they are going to be robust. But if you use something else like 188 00:37:55.600 --> 00:37:57.440 BSPH CTL Teaching Toolkit: Kansa, even 189 00:37:57.780 --> 00:38:08.320 BSPH CTL Teaching Toolkit: you canvas are great. But you, if you're passing along a Pdf. So that everybody can access it. You have to take some extra steps to make sure that that Pdf is accessible. 190 00:38:10.756 --> 00:38:31.079 BSPH CTL Teaching Toolkit: There's been actually Lauren for picnic Pd. Last year, if you recall, there was a there was an indesign. There was a Pdf. That was created using adobe indesign, and when it was saved, again looked great, but it was not an accessible document, so we had to do some rework to make it a robust document. 191 00:38:33.460 --> 00:38:38.889 BSPH CTL Teaching Toolkit: Okay, Hi, Amy, thanks for joining us. Alright. Let me go back to sharing, and we've got 192 00:38:39.040 --> 00:38:41.050 BSPH CTL Teaching Toolkit: more to more to do. 193 00:38:41.820 --> 00:38:43.410 BSPH CTL Teaching Toolkit: More interaction. 194 00:38:43.800 --> 00:39:07.949 BSPH CTL Teaching Toolkit: All right. Lauren already passed along, Lauren, if you could paste that link again just in case a compiled list of questions to ask. It's summarized list of most of those things that we talked about, and those are the poor, perceivable, operable, understandable, and robust accessibility questions for a digitally accessible classroom. Thanks, Lauren. 195 00:39:11.390 --> 00:39:28.039 BSPH CTL Teaching Toolkit: So I am going to quickly breeze over. Lauren is going to be pasting another link for me, because Lauren's my awesome assistant today. The minimum expectations of faculty for making their documents digitally accessible 196 00:39:30.330 --> 00:39:32.009 BSPH CTL Teaching Toolkit: apologize. I am. 197 00:39:34.780 --> 00:39:39.750 BSPH CTL Teaching Toolkit: Did I just stop sharing by accident? I apologize. That did not mean to do that. 198 00:39:39.750 --> 00:39:40.810 Lauren Dana: No, you're good. 199 00:39:41.020 --> 00:39:44.590 BSPH CTL Teaching Toolkit: Okay, alright, it's just the meeting popped up. 200 00:39:48.600 --> 00:40:14.058 BSPH CTL Teaching Toolkit: Okay, there we go. Hide meeting. I clicked on the wrong thing, Bentley. So real quick. I'm not going to read through everything here. This is old news. It's been around since 2021. There are minimum expectations of faculty, and I would suggest that you ask your students to start doing the same for their presentations and word documents that they are sharing 201 00:40:14.710 --> 00:40:18.439 BSPH CTL Teaching Toolkit: including doing a lot of the things that we've talked about 202 00:40:18.550 --> 00:40:25.039 BSPH CTL Teaching Toolkit: using a template. An accessible template is just a good start. It saves you work in the long run. 203 00:40:25.380 --> 00:40:44.970 BSPH CTL Teaching Toolkit: the formatting, using the style tools, making sure that tables are properly structured. There's more information in that. In the Powerpoint, for instance, excuse me not, Powerpoint, in this sample word and Powerpoint documents, but also on the website link for the minimum expectations there are. 204 00:40:45.220 --> 00:41:05.600 BSPH CTL Teaching Toolkit: We want to make sure that we don't use color alone. So if you have a bar graph, and you're telling me that the red bar means this. The blue bar means that that is color alone. However, if you use those red bars and blue bars. That's fine, but put some sort of label next to it, so that. 205 00:41:05.700 --> 00:41:18.209 BSPH CTL Teaching Toolkit: or or use hashes, or excuse me, cross marks, or something to differentiate, not just color. Don't use color alone. Contrast and alt text. We talked about that a little bit already 206 00:41:18.500 --> 00:41:25.309 BSPH CTL Teaching Toolkit: the meaningful hyperlinks I talked about a lot accessible tagged Pdfs, that is, actually. 207 00:41:26.730 --> 00:41:45.159 BSPH CTL Teaching Toolkit: I just recommend accessible tagged Pdfs. It's a skill that is a very cherished skill. In other words, people get paid, take money to actually remediate documents and make them accessible. Pdfs, because it is a lot like programming. There's a lot that's involved. However. 208 00:41:45.250 --> 00:42:01.678 BSPH CTL Teaching Toolkit: for the rest of us. We can go ahead and make accessible. Microsoft office documents start with that and then save to Pdf, and it is 99% of the way there toward an accessible Pdf, but there are checkers that 209 00:42:02.320 --> 00:42:22.339 BSPH CTL Teaching Toolkit: the accessibility checkers both in Microsoft office and in adobe acrobat that we can use. There's also other tools that have built in accessibility checkers. And then, lastly, the alternate formats for audio and video files. Make sure you have those transcripts and captioning as part of it. 210 00:42:23.200 --> 00:42:44.530 BSPH CTL Teaching Toolkit: Document properties. I wanted to show you real quick where this is. I mentioned it before. This is the metadata. These are low lifts. You don't have to worry about language in Microsoft office documents. It's there by default, but the file name and restrictions and title, and I'll show you on this same document that I was showing you before. 211 00:42:44.800 --> 00:42:52.940 BSPH CTL Teaching Toolkit: So if I go to the top of this document, this is heading level, one, digital accessibility, learning, scenarios, exercise. 212 00:42:53.180 --> 00:42:58.349 BSPH CTL Teaching Toolkit: I see that if I open up the document, or if I'm listening to the document. 213 00:42:58.720 --> 00:43:02.790 BSPH CTL Teaching Toolkit: that is not the same thing as the file name 214 00:43:03.000 --> 00:43:14.500 BSPH CTL Teaching Toolkit: you can see up here. My file name is underscore digital accessibility, scenario exercise, with absolutely no spaces in it, with a dash copy for me. But that is 215 00:43:14.910 --> 00:43:18.960 BSPH CTL Teaching Toolkit: literally just for the computer. If I go to info. 216 00:43:20.560 --> 00:43:28.639 BSPH CTL Teaching Toolkit: I have a title field where I can actually put a title in here and you'll see this one was labeled Version 2. 217 00:43:28.930 --> 00:43:32.379 BSPH CTL Teaching Toolkit: I also can add in keywords 218 00:43:32.640 --> 00:43:51.619 BSPH CTL Teaching Toolkit: for search engine optimization, or for just you searching onedrive or sharepoint, or for somebody who's just like, what's this file about? They don't want to have to have the effort to open the document and find out. This is metadata that's carried with it. So it is again. 219 00:43:51.850 --> 00:44:07.330 BSPH CTL Teaching Toolkit: This extra step of it's a low, level lift that I would ask that you do is to go in Microsoft office to go to file, info, and put in a title and tags which is different from the file name. By the way, restrictions 220 00:44:07.370 --> 00:44:25.200 BSPH CTL Teaching Toolkit: try to avoid password protection. If there you can do password protection by sharing it appropriately from your onedrive or Google drive account. You don't have to put a password on the document itself, because that is just one more thing for the person to do right. We want to make it as low of a lift 221 00:44:25.440 --> 00:44:26.460 BSPH CTL Teaching Toolkit: possible. 222 00:44:27.480 --> 00:44:28.299 BSPH CTL Teaching Toolkit: All right. 223 00:44:28.880 --> 00:44:37.540 BSPH CTL Teaching Toolkit: So we have about 12 more minutes, and I do want to get through at least part of this exercise. Are there any questions right now? 224 00:44:42.450 --> 00:44:43.300 BSPH CTL Teaching Toolkit: Okay. 225 00:44:43.970 --> 00:44:51.160 BSPH CTL Teaching Toolkit: alright. So Lauren's gonna pass along another document, and this is the document that you keep on seeing me flash over to the word document. 226 00:44:51.290 --> 00:44:59.570 BSPH CTL Teaching Toolkit: This is a personas and scenarios exercise for each of the people in this document, you're going to be identifying 227 00:45:00.030 --> 00:45:04.650 BSPH CTL Teaching Toolkit: potential digital barriers or any barriers, not just digital 228 00:45:04.840 --> 00:45:09.519 BSPH CTL Teaching Toolkit: but potential accessibility barriers at the top of the document. 229 00:45:12.490 --> 00:45:20.509 BSPH CTL Teaching Toolkit: if you if you download the document. And again Lauren Lauren will have pasted that into the chat. If you view 230 00:45:21.230 --> 00:45:23.009 BSPH CTL Teaching Toolkit: a navigation pane. 231 00:45:23.660 --> 00:45:30.599 BSPH CTL Teaching Toolkit: It's in the show group of the view menu in Microsoft word yours. Your version of word might look a little different 232 00:45:31.150 --> 00:45:37.460 BSPH CTL Teaching Toolkit: if you view the navigation pane. You're going to see that the document is decided divided into personas 233 00:45:38.390 --> 00:45:39.920 BSPH CTL Teaching Toolkit: and scenarios. 234 00:45:40.650 --> 00:45:45.040 BSPH CTL Teaching Toolkit: So for each persona you'll see Vohi, the veteran. 235 00:45:45.190 --> 00:45:55.130 BSPH CTL Teaching Toolkit: I gave an example. Here I read Vohi's description, and I wrote some potential digital barriers to Vohi. 236 00:45:55.290 --> 00:46:16.950 BSPH CTL Teaching Toolkit: I thought about it in terms of the perceivable, operable, understandable, and robust in terms of the poor principles you can think of others, perhaps, but I want you to just pick. We're only a few people. So hopefully, between all of us here. We'll pick different people. Ella Pravi, Helen, Danny, and Gleb 237 00:46:17.110 --> 00:46:37.199 BSPH CTL Teaching Toolkit: pick a person, just one person, identify their potential barriers and then go down and read through the scenarios and in the scenarios. Just decide on one of them. I already have this one, for example, for the on campus, synchronous class session. 238 00:46:37.740 --> 00:46:38.870 BSPH CTL Teaching Toolkit: Think about 239 00:46:39.140 --> 00:46:50.789 BSPH CTL Teaching Toolkit: what barriers there might be, and consider what strategies that might avoid potential barriers, digital or environmental barriers. So list as much as you want. 240 00:46:51.232 --> 00:46:58.420 BSPH CTL Teaching Toolkit: I would ask again, you can. You could do number one. But I would ask you to consider number 2 and Number 3. 241 00:46:58.810 --> 00:47:02.170 BSPH CTL Teaching Toolkit: Are there any questions in how we're doing this. 242 00:47:02.550 --> 00:47:04.270 BSPH CTL Teaching Toolkit: and I'm going to stop the share. 243 00:47:08.410 --> 00:47:14.724 BSPH CTL Teaching Toolkit: Okay, so I don't have my groovy music on but I will. I will try and pull it up 244 00:47:15.330 --> 00:47:21.949 BSPH CTL Teaching Toolkit: pretty quickly. But I'm gonna go ahead and give us about 5 min for this. 245 00:47:23.000 --> 00:47:27.231 Fran Burman: So Celine, you want us to pick one of the 246 00:47:28.090 --> 00:47:33.560 Fran Burman: one or 2 or 3, and write some stuff about. 247 00:47:33.560 --> 00:47:39.079 BSPH CTL Teaching Toolkit: Yep. So you pick any character you want. I would be so. He's just the example. 248 00:47:39.080 --> 00:47:39.470 Fran Burman: Oh! 249 00:47:39.470 --> 00:47:47.660 BSPH CTL Teaching Toolkit: A good character. Write down just like what I did with Lohi, some of the potential digital or environmental barriers that that individual might have. 250 00:47:47.920 --> 00:48:01.780 BSPH CTL Teaching Toolkit: and then pick a scenario, 1, 2, or 3. 1 is already done as an example, and consider in that digital scenario some of the things that could be modified, strategies that might 251 00:48:02.080 --> 00:48:09.690 BSPH CTL Teaching Toolkit: be used, or things that might be modified to avoid those barriers for your character or for anybody else. 252 00:48:09.690 --> 00:48:10.430 Fran Burman: Gotcha. 253 00:49:51.480 --> 00:49:52.340 Fran Burman: Give me a. 254 00:52:54.430 --> 00:52:56.070 BSPH CTL Teaching Toolkit: So I have a couple more minutes 255 00:52:56.880 --> 00:52:59.327 BSPH CTL Teaching Toolkit: or excuse me a couple more seconds, not minutes. 256 00:53:07.030 --> 00:53:15.560 BSPH CTL Teaching Toolkit: Okay, so does anybody wanna share one their character. 257 00:53:15.740 --> 00:53:18.360 BSPH CTL Teaching Toolkit: and maybe some of the barriers that you thought of. 258 00:53:24.260 --> 00:53:27.190 BSPH CTL Teaching Toolkit: or we can jump right through the scenarios. Lauren. 259 00:53:27.638 --> 00:53:31.669 Lauren Dana: I did Gleb, the Ta or the research assistant 260 00:53:32.746 --> 00:53:42.233 Lauren Dana: and so I did. I didn't get to everything, but for perceivable they mentioned he was colorblind, so that could be a challenge for graphs or charts, or even websites. 261 00:53:42.840 --> 00:53:57.770 Lauren Dana: and then I also, for I was thinking if he doesn't record. If there aren't recorded lectures that may be challenging for him with the Adhd like, if he loses focus, it might be helpful to have a recorded lecture with transcripts or captions. 262 00:53:58.240 --> 00:54:01.459 Lauren Dana: and then operable. 263 00:54:01.900 --> 00:54:10.493 Lauren Dana: I struggled a little with this one. I was thinking, maybe just the idea of like having to move across a lot of different systems like Zoom or course, plus 264 00:54:11.070 --> 00:54:31.929 Lauren Dana: And then I only got to understandable and I just thought potentially like instructions that are vague or confusing, might might be an issue. And it seems like he had like accommodations like a checklist like formally structured like. If he doesn't have that, that it might make it overwhelming, or have be struggling to perform. 265 00:54:32.370 --> 00:54:41.740 BSPH CTL Teaching Toolkit: Right? Right? So so all these things that you mentioned that he might help him are gonna benefit every learner. And so that's like one of the key things. 266 00:54:41.890 --> 00:54:55.799 BSPH CTL Teaching Toolkit: Now, what about? Let's jump to the scenarios. Does anybody want to tell me? Especially if it was hybrid or online? Some of the potential strategies that could have been employed to avoid 267 00:54:56.170 --> 00:54:58.649 BSPH CTL Teaching Toolkit: barriers in their scenario. 268 00:54:59.110 --> 00:55:02.050 BSPH CTL Teaching Toolkit: I don't know if anybody had time to look at those. 269 00:55:07.220 --> 00:55:08.039 Mindy Dmuchowski: Can share. 270 00:55:08.360 --> 00:55:09.659 BSPH CTL Teaching Toolkit: Great Mindy, go ahead. 271 00:55:10.158 --> 00:55:15.141 Mindy Dmuchowski: So for the number 3, the online group project. 272 00:55:16.220 --> 00:55:22.879 Mindy Dmuchowski: it mentions that the the classes online and asynchronous. So it feels 273 00:55:23.070 --> 00:55:34.829 Mindy Dmuchowski: fair for the project to also be able to be done online and asynchronously and there are some pieces of the project where it does feel like you would need to 274 00:55:35.130 --> 00:55:38.019 Mindy Dmuchowski: be in the same time, zone or kind of have the same 275 00:55:38.528 --> 00:55:49.290 Mindy Dmuchowski: thought, process or style, especially like the recording, the the pre, the recorded presentation. So I wasn't sure if if, instead of the 276 00:55:49.290 --> 00:56:13.799 Mindy Dmuchowski: Lms system putting students into groups, they could choose their group depending on what would work best for them. So you know, if you're okay recording yourself and adding it to, you know, we can edit it, or something like that, or would you rather meet on Zoom at this time, or would you prefer to work in a live document and just communicate on email? I wasn't sure if that would be. 277 00:56:13.870 --> 00:56:14.580 BSPH CTL Teaching Toolkit: Yeah. So 278 00:56:14.580 --> 00:56:25.269 BSPH CTL Teaching Toolkit: that's giving them that's giving them an option to that is an operable thing, right? They're getting to interact the way that suits them best. 279 00:56:25.270 --> 00:56:25.720 Mindy Dmuchowski: Yeah. 280 00:56:25.720 --> 00:56:46.570 BSPH CTL Teaching Toolkit: So that's that is fantastic. That's a that's a great idea. Another thing about that. The link to the recorded presentation 7 to 12 min in duration whatever. Here's an opportunity for you as an educator to say, Hey, when you're giving me the link to your Mp. 4, make sure you give me the transcript we have. 281 00:56:46.570 --> 00:57:06.459 BSPH CTL Teaching Toolkit: we have onedrive, and if you share, if you upload the video to onedrive, even if you made it on your phone, if you upload it to onedrive onedrive now, automatically will transcribe that when you share the link it provide, you do well, I say automatically, you have to click a little thing click, a little thing. 282 00:57:06.690 --> 00:57:25.220 BSPH CTL Teaching Toolkit: Click a little button in. I'm not. Words are coming hard to me. I apologize. Yes, it's the end of the day, and it is 4 o'clock. But you have to turn on the Transcript, and it's going to allow you to do an automated transcript. So let's add that in. Why are we still concentrating on correct citations? Biblio, you know. 283 00:57:25.220 --> 00:57:25.679 Mindy Dmuchowski: Yeah. He's a. 284 00:57:25.680 --> 00:57:48.600 BSPH CTL Teaching Toolkit: It does that, I mean, I think it is important to know how to do citations. But let's actually allow everybody to learn from their peers and embrace these practices. So that's 1 of the things that I would add in, and also having that downloadable transcript when they share the videos, allows that English, as a second language learner to be able to translate the transcript and not have to worry about it. 285 00:57:48.960 --> 00:58:13.849 BSPH CTL Teaching Toolkit: Alright we are. We are out of time, Lauren, if you don't mind, I'm gonna be sending out an email. But if Lauren, if you don't mind pasting the Powerpoint and word documents links so that people just have them. If you wanted to get started quickly. I do have videos that I'm going to share with you in the follow up email that will talk you through the solutions to these. 286 00:58:14.480 --> 00:58:19.000 BSPH CTL Teaching Toolkit: but I just wanted to make sure that like I said, I think 287 00:58:19.110 --> 00:58:47.429 BSPH CTL Teaching Toolkit: hopefully, you guys have gotten a concept of perceivable, operable, understandable, robust right? Those 4 principles they extend to more than just making digitally accessible documents. We're going to go ahead and work on it on our own, or going into another course or another thing. But this is that overview with considerations. And let me, just, I am still sharing. Okay, so let me go back to this and let me just throw up there 288 00:58:47.480 --> 00:59:08.059 BSPH CTL Teaching Toolkit: this last thing. This is a 2 min survey to give some feedback on this. I'm hopefully going to be one of these days. I'll fit an hour's worth of material into an hour for me. That's I just have so much passion for this. Please feel free to reach out to me with any questions, and again, hopefully, I will 289 00:59:08.160 --> 00:59:31.099 BSPH CTL Teaching Toolkit: be able to offer at some point another like how to session. But really, that's not what the goal was today, right? It was to appreciate the principles and learn learn more about it. But there is a lot of work to do. And again, in changing that culture of accessibility and making things perceivable, operable, understandable and robust beyond just our documents. 290 00:59:31.700 --> 00:59:41.620 BSPH CTL Teaching Toolkit: So thank you for everything. If you have any questions, feel free to stay on. I am going to go ahead and stop the recording, though.