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Celine Greene (She/Her) - BSPH CTL: It's been a while since I have led a session, so I forgot to record, and I don't… didn't have a colleague here to remind me. I apologize about that.

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Celine Greene (She/Her) - BSPH CTL: But, moving on…

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Celine Greene (She/Her) - BSPH CTL: Our agenda today is to review accessibility holistically, and then we're going to discuss those four principles with a nice, handy acronym. We will learn about making things accessible

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Celine Greene (She/Her) - BSPH CTL: …

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Celine Greene (She/Her) - BSPH CTL: the expectations that the Bloomberg School has of faculty, and then we're also going to learn about accessibility beyond that by completing a persona and scenario exercise matching some individuals, their barriers, and solutions to different learning environments.

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Celine Greene (She/Her) - BSPH CTL: We're also going to talk briefly about reviewing how to check for digital accessibility, and I am going to be leaving you with an invitation to put it into practice, including an accessibility challenge, as well as an opportunity to remediate or fix two documents to make them digitally accessible.

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Celine Greene (She/Her) - BSPH CTL: So what is accessibility?

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Celine Greene (She/Her) - BSPH CTL: Accessibility is part of inclusive design.

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Celine Greene (She/Her) - BSPH CTL: Universal inclusive design is nothing without accessible design. But accessible design is nothing without digital accessibility.

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Celine Greene (She/Her) - BSPH CTL: And digital accessibility in all those outward facets are nothing without the supporting practices. So today, we're going to learn a lot about those supporting practices. But let's first talk about those outer rings.

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Celine Greene (She/Her) - BSPH CTL: Universal, inclusive design that basically focuses on products, systems, and environments, including digital, but not just limited to digital, and not just limited to the physical environment.

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Celine Greene (She/Her) - BSPH CTL: But products, systems, and environments that can be used by the most people to the greatest extent possible without the need for further adaptation or alternate versions. So universally, inclusively designed.

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Celine Greene (She/Her) - BSPH CTL: Whereas accessible design focuses on including features and removing barriers that benefit a certain subpopulation. A population… accessible design benefits people with different abilities and impairments.

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Celine Greene (She/Her) - BSPH CTL: So, inclusive design is when we walk into the storefront where the doors just automatically open upon our approach.

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Celine Greene (She/Her) - BSPH CTL: But accessible design, we actually have to push the button, such as the image on this slide, push to open. That's accessible design.

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Celine Greene (She/Her) - BSPH CTL: It can work with inclusive design, but it itself is not inclusive, because we still have to do something. It's not for everyone, there is an alternate action that has to happen for that design to work.

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Celine Greene (She/Her) - BSPH CTL: Versus, again, universal inclusive design, where we just walk toward the doors, and they magically open.

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Celine Greene (She/Her) - BSPH CTL: Before we get into digital accessibility, which is all about avoiding barriers, let's take a moment to understand

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Celine Greene (She/Her) - BSPH CTL: two models of disability, the medical and social model. I will go on to tell you that there's lots of other different models, but these are the two

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Celine Greene (She/Her) - BSPH CTL: most used models of disability. Other models include the economic model, the charity model, the functional solutions model, but we're going to focus on the medical model of disability, where the focus is on a diagnosis, a health condition, that affects a person's life.

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Celine Greene (She/Her) - BSPH CTL: And the fix to make life better for a medical model of disability is looking at the person who's carrying the impairment.

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Celine Greene (She/Her) - BSPH CTL: Versus the social model of disability, where that disability is actually the reaction, excuse me, the interaction between the person living with impairments and the world around them.

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Celine Greene (She/Her) - BSPH CTL: So the focus on medical is about fixing the person, or fixing the person's impairment, or finding adaptations to work.

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Celine Greene (She/Her) - BSPH CTL: But the social models of disability, the fix about making life better, is about fixing the society and environment, the world we live in, to be more inclusive, including removing barriers.

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Celine Greene (She/Her) - BSPH CTL: So that social model of disability is actually what leads us into digital accessibility.

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Celine Greene (She/Her) - BSPH CTL: So, digital accessibility is a component of accessible design, specific to digital resources and environments, such as websites, non-web content like Word documents and PowerPoints, but also other information and communication technologies.

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Celine Greene (She/Her) - BSPH CTL: Such as polling devices, or even the remote on your TV.

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Celine Greene (She/Her) - BSPH CTL: We want it to be digitally accessible. It concerns design that avoids potential barriers for users with impairments, as well as barriers to any required assistive technologies.

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Celine Greene (She/Her) - BSPH CTL: So digital accessibility is not universal design, because it only applies to the digital environment, but digital design happens to be universal in its approach.

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Celine Greene (She/Her) - BSPH CTL: So it's a little bit more than accessible design, but it is focused on digital environments and tools.

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Celine Greene (She/Her) - BSPH CTL: So now… so now the… so no matter how something is designed.

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Celine Greene (She/Her) - BSPH CTL: There must be those supporting practices that maintain the measure of accessibility.

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Celine Greene (She/Her) - BSPH CTL: The practices we employ are central to not just creating accessible resources and environments, but to keeping them accessible. Plus.

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Celine Greene (She/Her) - BSPH CTL: Our supporting practices allow us to select, and sometimes we have to remediate, but select other accessible resources, and to actually

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Celine Greene (She/Her) - BSPH CTL: Create an accessible environment.

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Celine Greene (She/Her) - BSPH CTL: Such as in our classrooms.

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Celine Greene (She/Her) - BSPH CTL: So when it comes to understanding digital accessibility.

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Celine Greene (She/Her) - BSPH CTL: The four principles. Told you there was a handy acronym for it.

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Celine Greene (She/Her) - BSPH CTL: The four principles are perceivable, operable, understandable, and robust, which spells out pour.

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Celine Greene (She/Her) - BSPH CTL: And they are standards for an accessible experience for people and technologies.

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Celine Greene (She/Her) - BSPH CTL: The Worldwide Web Consortium, which goes by W3C, has a Web Accessibility Initiative, WAI, that relates these international success criteria standards that you may have heard of, WCAG.

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Celine Greene (She/Her) - BSPH CTL: Web Content Accessibility Guidelines.

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Celine Greene (She/Her) - BSPH CTL: The success criteria for those international guidelines all go back to those four principles. We're actually going to take a deep dive into the principles through more of a different lens than web content. We're going to go at it through the AIM lens, A-E-M,

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Celine Greene (She/Her) - BSPH CTL: That is the Accessible Educational Materials Organization. AIMS. AIMS is an organization that is supported by CAST, the same organization that brings us Universal Design for Learning, and it's focused, again, on educational materials. So not just websites, but all educational materials. So looking through that AIMS lens, we're going to consider

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Celine Greene (She/Her) - BSPH CTL: Can these principles, once we learn more about them, be applied beyond digital technologies and resources?

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Celine Greene (She/Her) - BSPH CTL: So, the first of these principles is perceivable.

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Celine Greene (She/Her) - BSPH CTL: Perceivable means that a resource or tool can be accessed and presented in manners that reach multiple senses. In other words, perceivable content will make it possible for all your learners to hear and see… or see and hear the information.

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Celine Greene (She/Her) - BSPH CTL: As a matter of fact, just in presenting this slide, I perhaps broke a core tenet that you might have

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Celine Greene (She/Her) - BSPH CTL: …

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Celine Greene (She/Her) - BSPH CTL: seen or heard of before, a long time ago, which is never read the slide. But if I never read the slide, if somebody is attending this session today, are they going to know what is on the slide?

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Celine Greene (She/Her) - BSPH CTL: Now, if I just say, oh, perceivable, read it, and I'll wait. That's not allowing you to access, to perceive what is being presented in more than one sense.

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Celine Greene (She/Her) - BSPH CTL: Okay? So, perceivable means that it's going to be possible to,

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Celine Greene (She/Her) - BSPH CTL: Oh gosh, now I have to get back out of this same layout.

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Celine Greene (She/Her) - BSPH CTL: Hide me, thanks, sorry. So again, perceivable is going to,

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Celine Greene (She/Her) - BSPH CTL: allow us to access the content in more than one manner. We can see and we can hear, therefore people who might have limitations in their vision or hearing will be able to access that same information.

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Celine Greene (She/Her) - BSPH CTL: So, questions to guide us in perceivable information.

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Celine Greene (She/Her) - BSPH CTL: Can the information be perceived in more than one sense? Can I have something read aloud if I can't see it?

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Celine Greene (She/Her) - BSPH CTL: Can I see something if I can't hear it?

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Celine Greene (She/Her) - BSPH CTL: Do I have captions or an interactive transcript on a video?

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Celine Greene (She/Her) - BSPH CTL: Can we customize the display?

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Celine Greene (She/Her) - BSPH CTL: Many people with vision impairment don't use screen readers. Instead, they use screen magnifiers.

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Celine Greene (She/Her) - BSPH CTL: Can I zoom in on a graphic without it becoming fuzzy? Use high-quality graphics.

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Celine Greene (She/Her) - BSPH CTL: Can I change the font without losing the hidden meaning? So if you're using bold and italics to emphasize something, is it going to make a difference if somebody can't perceive those bold or italics because it's just being read to them?

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Celine Greene (She/Her) - BSPH CTL: Can I view a course page or a document on a phone and still have it displayed similar to my laptop's browser?

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Celine Greene (She/Her) - BSPH CTL: Can I switch to grayscale and still discern what's being shown, because there is a sufficient contrast ratio, which is light to dark?

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Celine Greene (She/Her) - BSPH CTL: Another question we can ask ourselves is, are there text alternatives to the embedded media in our documents or course sites? Is there a downloadable transcript if we're providing our own video? Is there alternate text or a full description in close proximity to a non-decorative image, chart, or video embedded in a document?

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Celine Greene (She/Her) - BSPH CTL: Is the text readable and legible? Look, you can get a lot of, opinions on what's the best font to use.

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Celine Greene (She/Her) - BSPH CTL: Certain fonts are for… preferred for dyslexic users, certain fonts are preferred for websites, etc. But let's stick with, is it readable and legible? Is the text size too small to be projected in a classroom or across Zoom? Then don't use it.

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Celine Greene (She/Her) - BSPH CTL: Is the font color or data points discernible from their background? Color contrast ratios matter

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Celine Greene (She/Her) - BSPH CTL: On maps, and in words over a page background.

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Celine Greene (She/Her) - BSPH CTL: Can I discern what's being displayed if I'm in a brightly lit environment? Like, I'm riding on the train, and I'm looking at my course site, and I'm looking at the documents, but the sunlight is streaming in, so it changes what I'm seeing on the monitor. Can I still discern it? Again, goes back to that contrast ratio.

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Celine Greene (She/Her) - BSPH CTL: Are there accessible alternatives for special notations? For instance, for equations and scientific notations or scientific formulas, are… is there an alternate way? Is there alternative text for an equation? Or maybe somebody's talking us through this equation if they can't see it?

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Celine Greene (She/Her) - BSPH CTL: I'm going to change… and again, I apologize that I have to…

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Celine Greene (She/Her) - BSPH CTL: get familiar with the Zoom meeting, interaction again.

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Celine Greene (She/Her) - BSPH CTL: So when it… when the, question came to…

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Celine Greene (She/Her) - BSPH CTL: Can we… can we customize the display? Can anybody share a time where they've customized the display?

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Celine Greene (She/Her) - BSPH CTL: You don't have… if you have a documented accommodation, that's fine, you can share that, or share another reason why you might have customized the display.

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Celine Greene (She/Her) - BSPH CTL: Has anybody ever wanted to see more detail on a heat map?

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Celine Greene (She/Her) - BSPH CTL: Or some graph?

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Celine Greene (She/Her) - BSPH CTL: And we're zooming in?

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Celine Greene (She/Her) - BSPH CTL: That's an… that is part of accessible design. It benefits everybody.

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Celine Greene (She/Her) - BSPH CTL: Okay, again, that's just one example there.

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Celine Greene (She/Her) - BSPH CTL: So here's an example with flaws in its image, and I am wondering if anybody can tell me some of these flaws. I'm going to go ahead and

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Celine Greene (She/Her) - BSPH CTL: Zoom in… So that U… And pretend to see it.

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Celine Greene (She/Her) - BSPH CTL: What are some of the accessibility issues in this image?

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Celine Greene (She/Her) - BSPH CTL: Feel free to speak up.

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Celine Greene (She/Her) - BSPH CTL: Or chat.

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Celine Greene (She/Her) - BSPH CTL: The x-axis is too small. Yes, that is very small font. Could you imagine that being displayed in a classroom?

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Celine Greene (She/Her) - BSPH CTL: Poor contrast with the slide title, exactly. That is also one of the image, the perceivable barriers. So what I'm displaying right now is an image of a chart

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Celine Greene (She/Her) - BSPH CTL: That has a poor contrast ratio in the title.

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Celine Greene (She/Her) - BSPH CTL: Its font size in the label for the x-axis is indeed too small. Oops.

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Celine Greene (She/Her) - BSPH CTL: And additionally… whoops, did I manage to… I managed to skip ahead, sorry. Additionally.

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Celine Greene (She/Her) - BSPH CTL: The lines on the graph are all based on color alone.

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Celine Greene (She/Her) - BSPH CTL: So if I'm viewing this in grayscale, maybe I printed it out, I am not able to discern what sample 1 versus sample 2 versus sample 3 is.

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Celine Greene (She/Her) - BSPH CTL: Another example of something that is not perceivable is when we use objects in PowerPoint, for instance, where we just place a bunch of text objects on the screen, you can see they're all selected, to make an equation. That's not going to translate well

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Celine Greene (She/Her) - BSPH CTL: To somebody who is depending upon a screen reader.

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Celine Greene (She/Her) - BSPH CTL: So how do we fix these things?

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Celine Greene (She/Her) - BSPH CTL: We make sure that we have something other than color alone.

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Celine Greene (She/Her) - BSPH CTL: On our graph to discern the different, the different samples, the, …

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Celine Greene (She/Her) - BSPH CTL: series on our graph. We make sure that we use sufficient font size, and we make sure to actually use PowerPoint's built-in equation editor

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Celine Greene (She/Her) - BSPH CTL: which will get translated by the person who's using a screen reader if they're actually using… relying on a screen reader and using PowerPoint. It would not get translated very well if it was a group of text objects instead.

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Celine Greene (She/Her) - BSPH CTL: So…

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Celine Greene (She/Her) - BSPH CTL: The data is connected to the image is one more thing that you can't really see, so that allows me to

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Celine Greene (She/Her) - BSPH CTL: make the display a little bit different than how I'm seeing it if I needed to access the true values. Additionally, again, all the text is legible, color is not the only thing that is used, and that built-in equation editor is used to write the equation, so it now can be read by assistive technology.

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Celine Greene (She/Her) - BSPH CTL: operable.

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Celine Greene (She/Her) - BSPH CTL: The operable principle means resources and tools can be maneuvered or navigated and used by everyone with minimal effort, including those using assistive technologies. Another way to say that is that operable content will help all of your learners navigate the information independently.

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Celine Greene (She/Her) - BSPH CTL: Using their preferred tools.

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Celine Greene (She/Her) - BSPH CTL: So let's see some… whoops… let's see the questions that guide us for operable before we look at some failures. Are there flexible options to control or respond to websites and materials? If I can only use my mouse, it's not operable. I have to be able to use the keyboard to get through the form.

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Celine Greene (She/Her) - BSPH CTL: And if it's a website or a PDF.

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Celine Greene (She/Her) - BSPH CTL: Is there a shortcut or an aid to navigation so that we know where we are?

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Celine Greene (She/Her) - BSPH CTL: I'll tell you what, on this slide, there's a shortcut to navigation, because there's a slide number, so it tells us where we are.

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Celine Greene (She/Her) - BSPH CTL: Another thing about PowerPoint files is that they… each slide has a unique title to tell us where we are.

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Celine Greene (She/Her) - BSPH CTL: Do we know where a link will take us without having to click on it? That's actually a guiding question for a lot of the principals.

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Celine Greene (She/Her) - BSPH CTL: Can we control the timing and movement of media?

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Celine Greene (She/Her) - BSPH CTL: And can we avoid inducing harm, such as seizures?

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Celine Greene (She/Her) - BSPH CTL: Why do we think… let me go ahead and view you guys again.

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Celine Greene (She/Her) - BSPH CTL: Why do we think we might need to, control the timing and movement of media? Like, why don't we want something to autoplay?

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Celine Greene (She/Her) - BSPH CTL: Justin, go ahead and speak up.

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Justin Malogan: If it's, like, a… you're trying to teach, like, a motion-dependent process, maybe one part goes too fast, so they need to, like, rewind it, or, like, stop the frame.

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Celine Greene (She/Her) - BSPH CTL: Wouldn't it be nice to have the speed customized for whatever your needs are, or whatever your preferences are? It is necessary for somebody who's using assistive technologies to be able to start and stop it. There are many reasons for this, but that is just one that would help us all.

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Celine Greene (She/Her) - BSPH CTL: What about avoiding inducing harm, such as seizures? Does anybody know how we actually might make the mistake and induce a seizure if we're just talking in the classroom?

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Celine Greene (She/Her) - BSPH CTL: Flashing content.

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Celine Greene (She/Her) - BSPH CTL: Has anybody ever seen the warning on… when you're streaming Netflix or something on Prime, and it says, warning, content create, you know, lots of light going on and stuff like that? It's because flashing content, and this is why we stay away from the flashing content in PowerPoints now.

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Celine Greene (She/Her) - BSPH CTL: If it's anything more than 3 times per second, that is known to induce epileptic seizures in several people who've had epilepsy. This has been around for decades now.

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Celine Greene (She/Her) - BSPH CTL: And then if we have that auto start, we can't control that, too. There's a lot in there, so let's give people the option. Let's avoid the flashing content, and let's avoid the auto start.

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Celine Greene (She/Her) - BSPH CTL: Okay, so here are the flawed examples.

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Celine Greene (She/Her) - BSPH CTL: Now, I'm going to zoom in so that you can see, is this operable?

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Celine Greene (She/Her) - BSPH CTL: Do I know where I'm going?

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Celine Greene (She/Her) - BSPH CTL: If I click here… No.

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Celine Greene (She/Her) - BSPH CTL: I don't know if it's gonna go to a website, I don't know if it's gonna go to a PDF, I don't know.

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Celine Greene (She/Her) - BSPH CTL: doesn't tell me enough information. It's not operable. And I'm going to get back to that in a second.

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Celine Greene (She/Her) - BSPH CTL: What about these slides? Can anybody tell me

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Celine Greene (She/Her) - BSPH CTL: What is going on with these slides?

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Celine Greene (She/Her) - BSPH CTL: I'll tell you, the first slide… Is the most important slide.

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Celine Greene (She/Her) - BSPH CTL: The second slide is the most important slide.

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Celine Greene (She/Her) - BSPH CTL: The third slide might have a title behind the image. It does.

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Celine Greene (She/Her) - BSPH CTL: And the third slide says, is this my second slide?

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Celine Greene (She/Her) - BSPH CTL: And you know why I put that?

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Celine Greene (She/Her) - BSPH CTL: Because I don't know, because there is no slide number.

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Celine Greene (She/Her) - BSPH CTL: Let's fix that flawed example.

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Celine Greene (She/Her) - BSPH CTL: Let's go ahead and create a meaningful URL.

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Celine Greene (She/Her) - BSPH CTL: That's VisitCTL's Toolkit. Oh, now I know where I'm going. I've been there before. I don't need to go there now.

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Celine Greene (She/Her) - BSPH CTL: I now have my slides in outline view. If you go to PowerPoint and you view outline view, it's easy to see that these are all unique slide titles, so we can easily know where we are.

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Celine Greene (She/Her) - BSPH CTL: Additionally, on the individual slides, they now all have slide numbers. So now, this is

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Celine Greene (She/Her) - BSPH CTL: Again, corrected. It is operable.

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Celine Greene (She/Her) - BSPH CTL: The hyperlink is meaningful, every slide has a unique title, and can be easily referenced, and the slide layouts all include the slide's number.

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Celine Greene (She/Her) - BSPH CTL: So, another thing to think about that will perhaps help you when you're thinking about this operable principle.

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Celine Greene (She/Her) - BSPH CTL: If you have to do something, such as click on a click here, a hyperlink.

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Celine Greene (She/Her) - BSPH CTL: to find out what's going on, and then you decide, I didn't mean to go here, I know what this is, and you go back.

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Celine Greene (She/Her) - BSPH CTL: Might not be a big deal if you have manual dexterity to use a mouse and to click, or even on a keyboard.

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Celine Greene (She/Her) - BSPH CTL: But what if you're using a puff switch? So you're a paraplegic.

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Celine Greene (She/Her) - BSPH CTL: Who doesn't have that manual dexterity. Every single puff, every eye tracking, if you're using an eye tracker, everything is effort.

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Celine Greene (She/Her) - BSPH CTL: Don't make it effort.

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Celine Greene (She/Her) - BSPH CTL: Additionally, if I just had the words click here instead of visit CTL's toolkit site, additionally, you're just causing people frustration. So make it better for everybody. Don't make them click and say, oh, I didn't want to go here and come back. Just make it better for everybody. Make it digitally accessible.

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Celine Greene (She/Her) - BSPH CTL: The next principle is the understandable principle.

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Celine Greene (She/Her) - BSPH CTL: On the understandable principle, resources and tools are consistent and predictable, or intuitive, without distracting from the information being communicated.

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Celine Greene (She/Her) - BSPH CTL: So, in other words, understandable content will support the learner's understanding through consistent and predictable design.

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Celine Greene (She/Her) - BSPH CTL: questions to ask and guide us as we work with the understandable principle. Are the tone, the style, the words and phrases appropriate for the intended audience?

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Celine Greene (She/Her) - BSPH CTL: Is the resource organized in a logical manner so that it is intuitive and consistent?

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Celine Greene (She/Her) - BSPH CTL: Are interactive elements, including hyperlinks, again, we come back to the same thing, are those interactive elements understood without clicking or interacting?

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Celine Greene (She/Her) - BSPH CTL: Is there guidance to complete a task, avoiding unnecessary errors? Which we may think, well, that's all for web designers. No, it's for us as well.

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Celine Greene (She/Her) - BSPH CTL: Here's our flawed examples. Is this understandable? 45 patients presenting with NKDA were in the sample group. Click here. That's a familiar error. Click here after you reviewed the scenario.

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Celine Greene (She/Her) - BSPH CTL: On the form, make sure to enter your phone number.

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Celine Greene (She/Her) - BSPH CTL: What do we think that some of those errors might be?

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Celine Greene (She/Her) - BSPH CTL: Besides the click here.

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Celine Greene (She/Her) - BSPH CTL: Susan, I know you know one of them.

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Celine Greene (She/Her) - BSPH CTL: And that is the…

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Celine Greene (She/Her) - BSPH CTL: acronym, yeah. We've used an acronym without expanding it. We have to know our audience. And even if our audience knows that NKDA, knows what that means in the context, it's always good to introduce it the first time we see it.

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Celine Greene (She/Her) - BSPH CTL: So let's…

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Celine Greene (She/Her) - BSPH CTL: Let's relabel that, or excuse me, let's rewrite that. NKDA. No known drug allergies. Oh, that's what it means.

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Celine Greene (She/Her) - BSPH CTL: Complete this assignment using Dataset 1. Well, Dataset 1 isn't a web page, and it's not a document, so when somebody goes to click on it, they're going to think that nothing's happening because nobody bothered to tell them it was a file download, unless we put that information in that link.

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Celine Greene (She/Her) - BSPH CTL: the CSV file download. After you review the scenario, once again, if it's not a streaming video, it helps to have that MP4 in parentheses, so it gives us some indication that something's going to be downloading to your computer or phone or other mobile device.

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Celine Greene (She/Her) - BSPH CTL: In terms of giving directions, we can specify that on the form, make sure to enter your phone number using only digits and no special characters. That's avoiding an unnecessary error. So we've spelled out our acronym.

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Celine Greene (She/Her) - BSPH CTL: We've made sure that our hyperlinks are presented with their known file types when it's not expected, so that can indicate the behavior, such as a download, and unnecessary errors are prevented by providing sufficient instruction in the form for completion.

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Celine Greene (She/Her) - BSPH CTL: Next, we have the last of our principles, that's the robust principle. Resources and tools will work across platforms and technologies, including assistive technologies and future iterations of technologies. And what that means is that robust content will work for your learners on a range of current and future technologies, including assistive technologies.

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Celine Greene (She/Her) - BSPH CTL: Questions to ask ourselves include, can the resource be saved or exported to a different format without losing structure and context?

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Celine Greene (She/Her) - BSPH CTL: Does the resource work on different devices, such as the laptop, excuse me, such as the laptop versus the mobile phone?

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Celine Greene (She/Her) - BSPH CTL: And are there any restrictions to accessing and using a resource?

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Celine Greene (She/Her) - BSPH CTL: So, flawed examples on this screen. I'll go through this rather quickly. …

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Celine Greene (She/Her) - BSPH CTL: The cursor is in this title, Practice Accessibility, and the style is normal. That is a flawed example. That means when it goes from technology to technology, it's not going to always appear, it's not going to be indicated as being the top-level heading.

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Celine Greene (She/Her) - BSPH CTL: We want to use structures. Additionally, in this, little glimpse, this little screen clipping of a Word document, we have an image of a duck with listed items that go around the duck.

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Celine Greene (She/Her) - BSPH CTL: We don't know the reading order if we haven't used columns and word wrapping and true list styles. If we're not using structure, we're losing the robustness of our document.

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Celine Greene (She/Her) - BSPH CTL: And last, and then also on this Word document, you have a table without borders, which we always want to use a table with borders that are visible. And we also want to try and avoid empty or merged cells, or even split cells.

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Celine Greene (She/Her) - BSPH CTL: That's just one of those things. As far as, again, robustness, one of those things that we'll get to, I apologize. As far as robustness, we want to make sure that there's not a password on our document.

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Celine Greene (She/Her) - BSPH CTL: And then we also want to make sure that we do this little thing, the little lift. Add a title to your document. It's not the same thing as a file name. It explains more than the file name. And if we have a title there, nobody has to open it to find out. That extra effort. Nobody has to open it to find out if it's the right resource.

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Celine Greene (She/Her) - BSPH CTL: So here's our corrected examples. The styles have been applied to the text, so the heading will always be discerned as a heading. A list item will always be discerned as a list item, and the table will always be understood by its header cells. We will go ahead and give the table

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Celine Greene (She/Her) - BSPH CTL: header cells, including category, Maryland, nation, etc. Additionally, there are no restrictions on the document, it's not protected by a password, and its file information now includes a title.

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Celine Greene (She/Her) - BSPH CTL: And it includes keywords, another little lift.

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Celine Greene (She/Her) - BSPH CTL: So somebody doesn't have to open the document, they can find out a lot about the document just in the file information without having to exert that extra effort.

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Celine Greene (She/Her) - BSPH CTL: So, don't worry, there's a compiled list of questions to ask on, that will be sent in a follow-up email today. That's POUR Questions for a Digitally accessible classroom, and it is on our toolkit shelf.

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Celine Greene (She/Her) - BSPH CTL: At this time, are there any questions before we go into…

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Celine Greene (She/Her) - BSPH CTL: how to… thanks, Beth. How we make things pour.

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Celine Greene (She/Her) - BSPH CTL: Okay.

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Celine Greene (She/Her) - BSPH CTL: Let's go into how to make things pour, both in the classroom and in the resources we create.

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Celine Greene (She/Her) - BSPH CTL: so perceivable.

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Celine Greene (She/Her) - BSPH CTL: Remember, perceivable means that we can perceive the information, we can access the information using more than one sense. Information and the user interface can be presented in the way that the user can receive it, the student can receive it. So in our classroom.

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Celine Greene (She/Her) - BSPH CTL: Just like on Zoom.

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Celine Greene (She/Her) - BSPH CTL: Whether it's a physical or a virtual classroom. Make sure your face is visible. There may be lip readers out there.

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Celine Greene (She/Her) - BSPH CTL: If you have it, use a microphone and keep background noise to a minimum.

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Celine Greene (She/Her) - BSPH CTL: I was just… I just completed a class where the faculty member was a mumbler, and was in person, and they didn't use a microphone. I… I was exhausted trying to hear them each time.

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Celine Greene (She/Her) - BSPH CTL: Explain what you're displaying, including key points of graphics. Not everybody is going to be able to see things in the same way, so take the time to explain what you're displaying.

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Celine Greene (She/Her) - BSPH CTL: Describe if you're using annotations or other actions, describe what you're doing, or have somebody else describe it alongside you.

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Celine Greene (She/Her) - BSPH CTL: record and provide accurate transcriptions and captions in case somebody doesn't… maybe somebody's language is in English, and they might be listening and attending the lecture, but they want to go back over it and be able to control the play, the playback speed.

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Celine Greene (She/Her) - BSPH CTL: and try and translate it so that it makes more sense to them. That's just one example. And make sure, if you're sharing media.

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Celine Greene (She/Her) - BSPH CTL: Whether it's in the classroom.

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Celine Greene (She/Her) - BSPH CTL: or online, beyond the synchronous, make sure to include transcripts and captions. Does anybody know why we would want to include transcripts and not just captions?

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Celine Greene (She/Her) - BSPH CTL: Transcripts can be downloaded.

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Celine Greene (She/Her) - BSPH CTL: Captions can't.

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Celine Greene (She/Her) - BSPH CTL: Go back to that English as a second language, but it's going to benefit everybody. If I download a transcript, I probably could use AI to translate that into a different language. I can't do that with captions. So that's one of the reasons why we might want to

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Celine Greene (She/Her) - BSPH CTL: download transcripts, and not just have captions. By the way, Microsoft OneDrive now allows… you just have to turn on the switch in the editing view. You can allow for automated transcripts and captions to

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Celine Greene (She/Her) - BSPH CTL: to be with any video you share through OneDrive. The same is true, it's been true for a long time, with Panopto, and then all of CTL's,

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Celine Greene (She/Her) - BSPH CTL: Professionally produced videos.

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Celine Greene (She/Her) - BSPH CTL: We have transcripts and captions, both.

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Celine Greene (She/Her) - BSPH CTL: So the other things that we want to do beyond the synchronous for the digital accessibility of perceivable, we want to make sure that we use the structured elements, the headings, the lists, etc.

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Celine Greene (She/Her) - BSPH CTL: We want to never use color alone to distinguish something, and we want to use appropriate alt text for images and other non-text elements, such as, complex charts.

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Celine Greene (She/Her) - BSPH CTL: And we want to make sure that we allow the content to be resized without losing information. Only use high-quality media.

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Celine Greene (She/Her) - BSPH CTL: If you're putting that photos or charts or anything, even captures of a journal article or a PDF, if you're using that as an image, use high quality, because again, remember, a lot of people use screen magnifiers.

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Celine Greene (She/Her) - BSPH CTL: So for the operable strategy, for the operable strategy, as a reminder, the user interface navigation must mean… it means that users can navigate or use the resource in the way that works for them best.

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Celine Greene (She/Her) - BSPH CTL: want to avoid time-based activities as the only option. You got a Quizlet, you've got a quick little burst engagement, active learning activity, that's awesome!

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Celine Greene (She/Her) - BSPH CTL: But if it's time-based, and I'm distracted today, or maybe it just doesn't appeal to me, Bennett's failed.

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Celine Greene (She/Her) - BSPH CTL: If it's time-based, and I can't respond quickly because of my impairment, then it's really failed. I'm not saying avoid it entirely, just avoid it as the only option.

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Celine Greene (She/Her) - BSPH CTL: Build in user choice, including providing options for active learning. If you have an oral presentation.

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Celine Greene (She/Her) - BSPH CTL: Build in a user choice for an alternate option.

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Celine Greene (She/Her) - BSPH CTL: You don't know what anybody is going through, and just because you get a list of students with accommodations at the beginning of a term, we might have temporal, temporary impairments. If you've got an oral presentation and somebody has laryngitis.

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Celine Greene (She/Her) - BSPH CTL: They're probably not going to go to the Student Disability Support Services to get that accommodation.

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Celine Greene (She/Her) - BSPH CTL: Have user choice. Have those alternate options ready.

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Celine Greene (She/Her) - BSPH CTL: And beyond the classroom, beyond the synchronous classroom, ensure all of your documents and websites are keyboard accessible, use those page and slide numbers, use headings that accurately can be reflected in a document's outline, as we saw in the PowerPoint example, or in a table of contents in Word.

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Celine Greene (She/Her) - BSPH CTL: If you've used properly structured headings, Heading 1, Heading 2, Heading 3, you're going to get that outline in the table of contents to be matching your document, what you expect. Use those meaningful hyperlinks, avoiding click here.

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Celine Greene (She/Her) - BSPH CTL: Or… and avoid flashing content and any media that starts automatically.

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Celine Greene (She/Her) - BSPH CTL: For understandable in the classroom, we want to make sure that we speak clearly and evenly. And we take logical breaks and pauses for comprehension

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Celine Greene (She/Her) - BSPH CTL: But there's a few other reasons. Can anybody tell me another reason why we want to make sure that we take logical breaks and pauses for compre- besides just comprehension?

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Celine Greene (She/Her) - BSPH CTL: We can catch our breath.

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Celine Greene (She/Her) - BSPH CTL: If somebody's taking notes, it helps them.

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Celine Greene (She/Her) - BSPH CTL: What if all of a sudden you have a student with a hearing impairment that's part of your classroom?

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Celine Greene (She/Her) - BSPH CTL: And there is a cart, a captioner, a live captioner happening.

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Celine Greene (She/Her) - BSPH CTL: They have to keep up. You're being cognizant of them keeping up with you as well. It's not just the students, it is for the assistive technology as well.

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Celine Greene (She/Her) - BSPH CTL: Additionally, we want to go ahead and make sure that we are explaining novel activities. Don't spring something on students and just make sure that the… and just presume that they're going to know how to use Mural.

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Celine Greene (She/Her) - BSPH CTL: or Padlet.

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Celine Greene (She/Her) - BSPH CTL: Have that low-stakes activity where you teach it to them, where they are able to understand it.

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Celine Greene (She/Her) - BSPH CTL: Explain those acronyms and unfamiliar terminology and initialisms, another variant of acronyms.

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Celine Greene (She/Her) - BSPH CTL: Direct the attention and relay key points of all your graphics. If you want students to be looking at a certain part of a chart.

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Celine Greene (She/Her) - BSPH CTL: Tell them where they're supposed to be looking.

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Celine Greene (She/Her) - BSPH CTL: In the top right, we can see such and such information. Direct their attention. It helps people who have cognitive processing issues, and it also helps all of us, right? Helps keep our attention, whether somebody came in because of UPS delivery, or because I have a cognitive impairment. Tell me what I'm supposed to be looking at in this image.

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Celine Greene (She/Her) - BSPH CTL: Consider building a glossary or an FAQ, a frequently asked questions resource, throughout the term to help people with their understanding as well.

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Celine Greene (She/Her) - BSPH CTL: Or beyond synchronous, go ahead and make sure that we, define unfamiliar words and acronyms.

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Celine Greene (She/Her) - BSPH CTL: We are consistent in our communications and expectations.

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Celine Greene (She/Her) - BSPH CTL: provide consistent navigation in the course site in any instructions. So, consistent in communication and expectations. If you are going to be teaching an online course, and you have a live talk, a synchronous session, and it's coming up on Tuesday.

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Celine Greene (She/Her) - BSPH CTL: every…

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Celine Greene (She/Her) - BSPH CTL: Friday, or maybe it's Monday, before that live talk, make sure you ask for questions on that time, not just one hour before the live talk, that's not consistent. If you are giving assignment instructions, and you have, like, a recipe might have ingredients at the top, with the assignment instructions.

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Celine Greene (She/Her) - BSPH CTL: Say at the top what the resources that students will need. Be consistent in the communications and expectations. Consistency in the course site and instructions. All of that. Be consistent, making it understandable.

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Celine Greene (She/Her) - BSPH CTL: Provide guidance, as I had mentioned, like Mural or Padlet, provide guidance for those online collaborative tools.

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Celine Greene (She/Her) - BSPH CTL: Additionally, be clear about mandatory form fields and data types, like that phone number, but perhaps you are actually asking somebody to put in something like a file name or a molecular form…

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Celine Greene (She/Her) - BSPH CTL: an answer to a chemical formula. Do you want the uppercase, or the subscript, or whatever it is, H2O, or is it okay to write it all H2O?

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Celine Greene (She/Her) - BSPH CTL: Tell them what you're looking for in the answer when you build that quiz into Course Plus.

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Celine Greene (She/Her) - BSPH CTL: Use meaningful links, indicating what to expect if we click. Ugh, if there's one thing we've heard today, it's that. Always use a meaningful hyperlink.

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Celine Greene (She/Her) - BSPH CTL: And lastly, in the classroom for robustness, avoid vernacular and outdated terminology when possible. Outdated language when possible. Make it stand across time. So robust means that content is going to be interpreted,

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Celine Greene (She/Her) - BSPH CTL: As technologies advance, and the tools we use, the content needs to remain robust. It needs to remain accessible. So avoid vernacular and outdated terminology. Be sure to explain anything that's not universally known.

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Celine Greene (She/Her) - BSPH CTL: If you're telling a story about the Key Bridge, somebody who doesn't live in the Baltimore area might not know what the Key Bridge is, so give some background information to that.

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Celine Greene (She/Her) - BSPH CTL: Always plan for accommodations, temporary or permanent.

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Celine Greene (She/Her) - BSPH CTL: Documented or not. Always have your Plan B to your activities.

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Celine Greene (She/Her) - BSPH CTL: In addition, when we are working with our documents, always use that proper structure, including styles, and then in PowerPoint, we'll use placeholders. Always check the reading order and keyboard navigation.

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Celine Greene (She/Her) - BSPH CTL: you should be able to use a keyboard to get through your PDF.

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Celine Greene (She/Her) - BSPH CTL: You should be able to use a screen reader and have your Word document read to you, and it should be making sense.

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Celine Greene (She/Her) - BSPH CTL: Only create PDFs that are accessible, including structured tags and proper reading order. That's a different… that's an advanced thing, to be able to remediate or fix a PDF to make it accessible. So just start with the accessible Word or PowerPoint or Excel document, and then save to PDF using

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Celine Greene (She/Her) - BSPH CTL: Microsoft's pretty good at it now, but if you have access to Adobe Acrobat, use Adobe Acrobat's Distiller to make an accessible PDF.

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Celine Greene (She/Her) - BSPH CTL: Check that your file properties include the title and keywords, if possible, and never use passwords to protect a document.

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Celine Greene (She/Her) - BSPH CTL: We have minimum expectations of faculty for all of our digital content that we're creating at Bloomberg School. That includes using templates.

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Celine Greene (She/Her) - BSPH CTL: Formatting with the built-in tools, again, the styles, lists, paragraph elements, using tables with header rows and visible borders, avoiding using color alone, watching the contrast ratios, providing alternate text, using meaningful hyperlinks, and only using accessible tagged PDFs, and use accessibility checkers, but still check.

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Celine Greene (She/Her) - BSPH CTL: And provide alternate formats.

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Celine Greene (She/Her) - BSPH CTL: Additionally, I ask you to consider looking at the document properties, including the title, The keywords or tags.

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Celine Greene (She/Her) - BSPH CTL: specify the language. It actually is helpful for somebody who doesn't, again.

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Celine Greene (She/Her) - BSPH CTL: doesn't have to open the document to find out. And again, avoid password protection or other restrictions.

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Celine Greene (She/Her) - BSPH CTL: Are there any questions right now?

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Celine Greene (She/Her) - BSPH CTL: Okay.

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Celine Greene (She/Her) - BSPH CTL: The next part

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Celine Greene (She/Her) - BSPH CTL: is interactive, but it's going to be time alone, also. We're going to be thinking. We're going to be looking at a case study, let me go ahead and advance the slide, sorry.

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Celine Greene (She/Her) - BSPH CTL: We're going to be looking at these personas, and there's a paragraph to describe these different personas, and then there's three scenarios. We have a small group today. I'm going to upload a document, in the chat.

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Celine Greene (She/Her) - BSPH CTL: that you will be using, and we'll go ahead and choose… everybody's going to choose, hopefully, a different persona. And we are going to consider

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Celine Greene (She/Her) - BSPH CTL: … Whoops.

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Celine Greene (She/Her) - BSPH CTL: There we go.

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Celine Greene (She/Her) - BSPH CTL: We're gonna go ahead and consider, what What barriers these individuals

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Celine Greene (She/Her) - BSPH CTL: I have to move my zoom bar, apologize, there we go.

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Celine Greene (She/Her) - BSPH CTL: There we go.

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Celine Greene (She/Her) - BSPH CTL: Where having a colleague to help me with the uploads is really helpful. But I got it, you guys, just be patient with me.

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Celine Greene (She/Her) - BSPH CTL: Is it not happening?

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Celine Greene (She/Her) - BSPH CTL: It's spinning.

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Celine Greene (She/Her) - BSPH CTL: Okay, there we go.

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Celine Greene (She/Her) - BSPH CTL: Alright.

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Celine Greene (She/Her) - BSPH CTL: So, this… you're gonna go ahead and open the document, and I'm gonna show… open it on my screen.

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Celine Greene (She/Her) - BSPH CTL: So, if you open the document, in Microsoft Word.

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Celine Greene (She/Her) - BSPH CTL: And you open it on your computer instead of the cloud app?

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Celine Greene (She/Her) - BSPH CTL: If you view, Showing the navigation pane?

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Celine Greene (She/Her) - BSPH CTL: This tells me, first of all, that it's an accessible document with properly structured headings.

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Celine Greene (She/Her) - BSPH CTL: There are Vosgi, Ella, Pravi, Helen, Danny, and Galib, or Galab.

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Celine Greene (She/Her) - BSPH CTL: Vosgi, there's already an example for Vosgi. These are some of the potential barriers Vosgi faces.

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Celine Greene (She/Her) - BSPH CTL: So you don't have to think in terms of pour. I just wrote down Vosgi's potential barriers in terms of perceivable, operable, understandable, and robust. But I want you to think about the potential barriers

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Celine Greene (She/Her) - BSPH CTL: for the persona that you've chosen, anybody but Vosgi, let's… let's go ahead and, …

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Celine Greene (She/Her) - BSPH CTL: to… let's make sure we're not getting the same person. So, Susan, if you don't mind looking at Ella, …

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Celine Greene (She/Her) - BSPH CTL: Sukon, go ahead, and Pravi, look at Pravi. Emily, if you don't mind looking at Helen, and Justin, if you don't mind looking at Danny.

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Celine Greene (She/Her) - BSPH CTL: Just look at your persona, jot down some potential barriers, and then look at the three scenarios, and choose one of the scenarios

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Celine Greene (She/Her) - BSPH CTL: just one, to decide how things might be better for your persona, and then also consider other… other ways that we can make things better for others. So we're going to give… I'm going to give you just 4 minutes, 4 or 5 minutes. You're going to read through your persona.

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Celine Greene (She/Her) - BSPH CTL: And I will stop screen sharing, and I will call you back in about 4 minutes.

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Celine Greene (She/Her) - BSPH CTL: One more minute.

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Celine Greene (She/Her) - BSPH CTL: Okay.

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Celine Greene (She/Her) - BSPH CTL: Welcome back.

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Celine Greene (She/Her) - BSPH CTL: I know that wasn't much time, this is the kind of thing that you can do further, on your own time, if you'd like, but for right now.

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Celine Greene (She/Her) - BSPH CTL: If you don't mind unmuting yourself and just tell us

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Celine Greene (She/Her) - BSPH CTL: Who you got to look at, and what were some of the potential barriers?

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Celine Greene (She/Her) - BSPH CTL: And I apologize that I don't remember

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Celine Greene (She/Her) - BSPH CTL: Each person's assignment, but feel free to just unmute yourself if you're comfortable, and just tell us your,

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Celine Greene (She/Her) - BSPH CTL: Your persona, and what was a potential barrier. Sukon?

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S Kanchan: You want me to go first?

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Celine Greene (She/Her) - BSPH CTL: Sure.

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S Kanchan: So, I have… … Let's see… who did I have? I have Pravi, the multitasker.

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S Kanchan: And what would you like to know?

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Celine Greene (She/Her) - BSPH CTL: Tell me some of Pravi's potential barriers.

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S Kanchan: Oh, Pravi's excellent, she's a multitasker, have kids, busy with life, etc.

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S Kanchan: But her barriers… oh, she doesn't have much time.

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S Kanchan: Do you have to handle work, life, … difficult to…

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S Kanchan: study, and I chose the scenario one, which is the on-campus synchronous class session.

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S Kanchan: So, for Pravi to try… to try to go to a class.

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S Kanchan: And in person, on-site somewhere, was almost, like, very difficult for her to do.

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S Kanchan: Therefore, an asynchronous would be much better. What makes it worse is that she's dyslexic.

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S Kanchan: So… Trying to read and read and look at slides on the screen, even, would be difficult.

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S Kanchan: So, recording, audio recording… would be very helpful for Pravi.

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Celine Greene (She/Her) - BSPH CTL: Fantastic. And we could go on and on, but yeah, that's fantastic. And one of the things that you mentioned, with the dyslexia, there's a lot about different impairments that we don't know the assistive technologies that might benefit if we're not the person living with or around the impairment.

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Celine Greene (She/Her) - BSPH CTL: So, if we're making things accessible, we don't need to worry about it. Never worry about the person or the technology, worry about the accessibility of what you're sharing, and that will solve 99% of the problems.

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Celine Greene (She/Her) - BSPH CTL: Thanks, Zukan. Somebody… somebody else, if you want to share

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Celine Greene (She/Her) - BSPH CTL: Some of the potential barriers, and one of the scenarios and solution that might make things better.

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Celine Greene (She/Her) - BSPH CTL: Emily? Or just Justin? I'm sorry, both kind of unmuted. Everybody, just jump in!

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Emily Maroni: Sure, I had Helen, the professor.

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Emily Maroni: So some of, the potential barriers they have is that

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Emily Maroni: They're hard of hearing, and also…

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Emily Maroni: have, are unable to stand for long periods of time due to pain. So, for the, sort of, first part of that, I think…

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Emily Maroni: I didn't quite get through the scenarios. I was too… I was a little into thinking about the… the sort of barriers part, and the….

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Celine Greene (She/Her) - BSPH CTL: I used a time-based activity, which was on me, right? Go ahead. But I was thinking, basically, ….

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Emily Maroni: So, because they're a graduate faculty, you know, they need to be able to teach. So, I think, ideally, having sort of hybrid or online options, that would be great.

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Emily Maroni: But if we're talking in-person conferences or classroom settings, they would need to have a microphone to, like, in the audience to be able to potentially

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Emily Maroni: Maybe to hear the, students, or whoever, the audience questions might also need a microphone, for themselves, depending on

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Emily Maroni: you know, if you're not able to hear your own levels, it might be nice to have a microphone so you know that, like, they can hear you. Right.

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Emily Maroni: And then any, like, audio or video materials or recordings of the classroom would need to have captions and transcripts.

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Celine Greene (She/Her) - BSPH CTL: Okay. I do want to point out something on Helen, and I apologize for cutting you off. Helen also… she relies on reading lips, right? Yes. Which goes back to, if you're an instructor in an on-site classroom and there's a recording happening, that camera better be capturing your lips.

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Celine Greene (She/Her) - BSPH CTL: Because maybe… maybe you don't have time for the captioning?

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Celine Greene (She/Her) - BSPH CTL: To make it accurate, but… or maybe the person… I mean, hopefully you have accurate captioning, but again, these are just, like, little things.

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Celine Greene (She/Her) - BSPH CTL: Because of time, I'm going to actually put a pause on this. I'm happy to continue this discussion after the conclusion of the hour, but I do want us to continue. There's a lot… I have, like, stuff written down, but you guys hopefully are getting the idea of how we have to think beyond the person who's just like, oh, I got a message from SDS that I have a person in my classroom.

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Celine Greene (She/Her) - BSPH CTL: We have to think beyond getting things just digitally ready. We have to think about those supporting practices.

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Celine Greene (She/Her) - BSPH CTL: And again, I apologize that we have to… my timing's never quite perfect, but again, hopefully lots of food for thought. Let's go ahead and wrap up today with, …

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Celine Greene (She/Her) - BSPH CTL: with checking for digital accessibility. Zoom wants to respond to me, that would be great.

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Celine Greene (She/Her) - BSPH CTL: There you go. Alright, so in checking for digital accessibility.

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Celine Greene (She/Her) - BSPH CTL: We actually, for testing a resource or a web page for digital accessibility, testing is a three-tier approach. You can have those automated built-in checkers, you can have manual checking using checklists and tools, which I'm going to present you with one very shortly.

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Celine Greene (She/Her) - BSPH CTL: And then we have true users that are part of the disability community.

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Celine Greene (She/Her) - BSPH CTL: Those automated checkers, the accessibility assistant and Microsoft PowerPoint, and then Acrobat also has an accessibility check, they're not enough. They're very good as a start, but they're not enough. And knowing that an assistive technology tool like speech-to-text or text-to-speech exists doesn't mean it's easy to use.

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Celine Greene (She/Her) - BSPH CTL: And it also means that it's not necessarily going to work alone. So just because you say, oh, I have a screen reader, I know that this is or isn't accessible. That doesn't matter if you're not the true user who relies on that screen reader.

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Celine Greene (She/Her) - BSPH CTL: So again, that's not enough. The true users that are part of the disability community are actually the… have the final say. But we have to do the best we can with the resources that we have.

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Celine Greene (She/Her) - BSPH CTL: So we use those automated checking tools for documents in Microsoft, we've got the Accessibility Assistant, and then Acrobat also has something. There's this resource called the PDF Accessibility Checker that's available for Windows only. If you happen to teach or work in Canvas, there is the Ally tool, which will check your documents for accessibility. Again, all of those are automated.

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Celine Greene (She/Her) - BSPH CTL: Then there's a host of, tools for websites. The Wave browser extension tool, the AI Inspector in Firefox, Site Improve for JHU sites, PokeTech is another one that is also a fee-based, but Wave and AI Inspector are not fee-based. Those are free.

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Celine Greene (She/Her) - BSPH CTL: But luckily for you, on CTL's teaching toolkit shelf, we've got this quick check for accessibility, which tells you what you should be looking for, pass or fail, including, again, the things that we talked about today, like acronyms are expanded, and color isn't the only thing that's being used to, discern something, or to emphasize something.

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Celine Greene (She/Her) - BSPH CTL: So…

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Celine Greene (She/Her) - BSPH CTL: In conclusion, I'm going to invite you to put your accessibility in practice. I've got an accessibility challenge that I'm going to share in the follow-up email, as well as share a link in this session, right before we leave.

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Celine Greene (She/Her) - BSPH CTL: And this is going to be available through our course site. You might have to enroll if you go to the CTL Exemplars and Best Practices course site inside Course Plus. There's an interactive,

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Celine Greene (She/Her) - BSPH CTL: quiz generator activity for this challenge, or you can have the standalone option that I'll also give to you. And it builds upon what you learned today, and it includes barriers beyond what Microsoft Accessibility Checker finds. So again, how good are you? You gotta be better than that accessibility checker.

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Celine Greene (She/Her) - BSPH CTL: Additionally, I'm going to offer you the opportunity to remediate a PowerPoint and Word document. I'm going to be sharing the links. The solutions will come in the follow-up email for those.

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Celine Greene (She/Her) - BSPH CTL: But, lastly, I want to go ahead and ask that you,

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Celine Greene (She/Her) - BSPH CTL: that you take the survey. I'm going to copy and paste the links for you, but while I do that, if anybody has any questions, I would love to hear from you, so go ahead and just unmute yourself since I'm multitasking, I don't have a colleague assisting with my multitasking today.

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Celine Greene (She/Her) - BSPH CTL: Okay.

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S Kanchan: Celine, can I… can I jump in? Can I…

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S Kanchan: promote CTR a little bit, because I heard Justin said in the beginning that he is going to teach a new course

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S Kanchan: Is that right, Justin?

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S Kanchan: If I… if I may, I would like to recommend that you learn how to use the accessible template. My guess is you're going to use PowerPoint.

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S Kanchan: to, to prepare all your slides, and I would recommend that you use CTL Accessible PowerPoint template.

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S Kanchan: If you have not started, prepare your PowerPoint slide yet.

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S Kanchan: and learn how to use the template correctly. Either talk to Celine, or talk to one of our CTL people who can guide you, if you do not know how. You know, they are…

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S Kanchan: resources to tell you how to do it. But by using the template correctly, it would meet what Celine was talking about, this structure thing that, you know, if a person needs to use assistive technology, they can go through the slide in a structured manner.

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S Kanchan: And that's the most important thing, …

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S Kanchan: To get started on this digital accessibility is to have accessible document.

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S Kanchan: So, that's my plug for you. If you're going to start a new course, please do so. It would get you a long way to be digital accessible.

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S Kanchan: And I don't know that… Eberly, are you teaching a new course, or you've already been teaching a lot, etc, so….

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Emily Maroni: No, I'm actually in the Office of Climate and Sustainability at Hopkins, but I saw this on the School of Public Health calendar, and I'm trying to learn more about making

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Emily Maroni: our website and materials and PowerPoints accessible, so….

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Celine Greene (She/Her) - BSPH CTL: Great. I will… I will add, in addition to the classroom use, which again, this was what today was focused on, the research ecosystem, BSPH Research Ecosystem, has a whole page on… and resources available for 508, Section 508 Accessibility.

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Celine Greene (She/Her) - BSPH CTL: But if you are learning the accessible guidelines that we have talked about today for the documents and resources, you're meeting 508 accessibility standards.

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Celine Greene (She/Her) - BSPH CTL: Okay. Thank you, Sukon, for…

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Celine Greene (She/Her) - BSPH CTL: doing that… that wrap-up for, plugging the CTL PowerPoint… CTL created, Bloomberg Schools Academic PowerPoint template. Are there any questions? And I… we're already way over, I apologize again.

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S Kanchan: So, but that could go with Emily, too, because I'm sure that your center needs to give presentations, etc. If you use your regular PowerPoint template, that's fine.

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S Kanchan: But, you know, you may want to consider the school. School also has accessible template. CTL has an accessible template for courses.

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S Kanchan: Okay? It's sort of… the main… the main usage for CTL accessible PowerPoint template are for academic courses, when you, in faculty give lecture. The school also has accessible PowerPoint template.

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S Kanchan: for presentation. So the… the goal is a little bit different. In a presentation, you may want to show off something, like image, one keyword, etc.

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S Kanchan: For power… for the… in the instructional side, we just want to make sure that the contents are presented and not focused on one little image or something like that. So the emphasis is a little bit different.

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S Kanchan: But you… you should consider… I'm sure that you are all using it already, but if you have not, consider the school accessible template. So that's another plug for this template. Back to you, Celine.

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Celine Greene (She/Her) - BSPH CTL: Thanks, Sukon. That was, that other template is available through External Affairs on the portal, the BSPH portal. I don't have a quick link to it, but I can provide it in follow-up email.

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Celine Greene (She/Her) - BSPH CTL: All right, so again, any other questions? And if not, I do want to stop recording and allow us to continue. I wanted to do snapshot if you have a couple minutes.

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Celine Greene (She/Her) - BSPH CTL: The persona and scenario exercise?

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Celine Greene (She/Her) - BSPH CTL: Okay.

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Celine Greene (She/Her) - BSPH CTL: Alright, let me stop recording.

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Celine Greene (She/Her) - BSPH CTL: Thank you very much.