WEBVTT 1 00:00:03.005 --> 00:00:11.315 Celine Greene (CTL): All right, as you just heard that this meeting is being recorded. We'll send out a link for everybody 2 00:00:11.435 --> 00:00:30.474 Celine Greene (CTL): when after the conclusion, after it's been processed in the zoom cloud. And I do want to say, though it definitely is beneficial that you're here joining us today. I'm Celine Green. I am the senior digital teaching and learning strategist at the center for teaching and learning at the Bloomberg school, and I'm joined today. Bye. Now, go ahead. 3 00:00:30.835 --> 00:00:37.004 Tainá Hanno (CTL): Hello! My name is Tynat Hano. I am the inclusive Peregrine specialist at the Center for teaching and learning at the 4 00:00:37.015 --> 00:00:42.265 Tainá Hanno (CTL): Bloomberg School of Public Health alongside Celine Green. Thank you for joining us today. 5 00:00:44.155 --> 00:00:45.835 Celine Greene (CTL): Great, thank you, Tana. 6 00:00:46.145 --> 00:00:46.945 Tainá Hanno (CTL): Thank you. 7 00:00:49.485 --> 00:00:50.515 Celine Greene (CTL): So 8 00:00:50.665 --> 00:01:06.415 Celine Greene (CTL): if we have some files for for download. I will actually try oops. I think I'm sending this to the wrong thing. Okay, I will actually try to upload these files right now. But 9 00:01:06.925 --> 00:01:13.065 Celine Greene (CTL): again we they are there. I ask that you download them, however. and 10 00:01:13.785 --> 00:01:27.814 Celine Greene (CTL): because of the fact that you are going to be working in them. So we don't want you to work in the document. That's there. We want you to download a version for yourself. And again let me get you those files. Hold on 1 s. 11 00:01:33.455 --> 00:01:38.425 Celine Greene (CTL): Oh, I can't! I have to close it out? Hold on 1 s. Sorry 12 00:01:41.385 --> 00:01:44.425 Celine Greene (CTL): I opened the file that I want to upload to you. 13 00:01:45.645 --> 00:01:52.995 Celine Greene (CTL): and I'm gonna go ahead and do the same with the practice word document. 14 00:02:01.795 --> 00:02:08.804 Celine Greene (CTL): Okay? So that now they're loaded in the chat. But if anybody comes in after we all, we always can. 15 00:02:09.035 --> 00:02:11.744 Celine Greene (CTL): get those files to them. Yeah. 16 00:02:12.925 --> 00:02:13.955 Celine Greene (CTL): okay. 17 00:02:15.775 --> 00:02:16.834 Celine Greene (CTL): but not go ahead. 18 00:02:19.645 --> 00:02:21.215 Tainá Hanno (CTL): So 19 00:02:21.405 --> 00:02:25.415 Tainá Hanno (CTL): we wanted to share with you some of the objectives that we're going to cover today. 20 00:02:25.545 --> 00:02:38.624 Tainá Hanno (CTL): So by the end of this workshop, we're tentatively addressing for learning objectives you should be able to meet the minimum digital accessibility expectations of Johns Hopkins faculty 21 00:02:38.685 --> 00:02:44.965 Tainá Hanno (CTL): and know what which what tools are available in Microsoft products to help you get there. 22 00:02:44.985 --> 00:03:04.225 Tainá Hanno (CTL): You'll be able to understand why you can't only rely on automated check checkers alone regarding digital accessibility. And you'll also be able to know the value in employing these skills all the time with every document that you work with, and not just when you have time or when it really matters. 23 00:03:07.575 --> 00:03:09.695 Tainá Hanno (CTL): you're you're muted, Celine. Alright. 24 00:03:13.645 --> 00:03:20.554 Celine Greene (CTL): thank you. I actually had to stop sharing for 1 s. When I did that, it did something funky with my computer. So I'm going to open back up. Sorry. 25 00:03:23.085 --> 00:03:24.235 Celine Greene (CTL): thanks, Tina. 26 00:03:24.745 --> 00:03:25.455 Tainá Hanno (CTL): Sure. 27 00:03:27.445 --> 00:03:28.525 Celine Greene (CTL): And 28 00:03:38.995 --> 00:03:39.745 Celine Greene (CTL): hmm. 29 00:03:45.695 --> 00:03:47.105 Celine Greene (CTL): very strange. 30 00:04:12.965 --> 00:04:17.405 Celine Greene (CTL): Okay. Good. Go ahead. Sorry 31 00:04:18.515 --> 00:04:22.655 Celine Greene (CTL): am I at the right spot again. I apologize. My computer just really froze up. 32 00:04:23.265 --> 00:04:32.204 Tainá Hanno (CTL): I don't think the I'm not. I'm not seeing the the next slide. I think we should be seeing slide 4. Okay. 33 00:04:34.485 --> 00:04:36.495 Tainá Hanno (CTL): Our end goal. 34 00:04:36.945 --> 00:04:38.875 Okay. oops. 35 00:04:39.195 --> 00:04:42.935 Tainá Hanno (CTL): And then we can go forward. 36 00:04:43.525 --> 00:04:53.315 Celine Greene (CTL): Okay, I'm sorry. Again. I apologize. I got distracted by my technology on my end, with the file freezing on me. Is this the slide that we're on? Or the next slide 37 00:04:53.595 --> 00:04:58.925 Tainá Hanno (CTL): we should be able to move. Move forward to slide number 4. 38 00:04:59.025 --> 00:05:02.365 Tainá Hanno (CTL): Sure. But we're still not seeing them. 39 00:05:02.575 --> 00:05:08.694 Celine Greene (CTL): Oh, you're not. No, we're not seeing. Thank you. Sorry. 40 00:05:08.715 --> 00:05:19.525 Tainá Hanno (CTL): That's okay. But it had. I had to select a chair, but I did not click. There you go, share button. Thank you. Now let's move back one slide. 41 00:05:20.555 --> 00:05:21.235 and 42 00:05:21.415 --> 00:05:23.775 Tainá Hanno (CTL): there you go, and that should be you. 43 00:05:24.545 --> 00:05:25.725 Celine Greene (CTL): Alright. 44 00:05:26.455 --> 00:05:45.855 Celine Greene (CTL): So again. Alright, thank you, Tina. Our end goal is to actually employ the best practices for accessible materials that we ask for all faculty and staff across Johns Hopkins University to employ and we are going to do some hands on stuff to help you get to some of these best practices, including using accessible templates. 45 00:05:45.855 --> 00:06:01.284 Celine Greene (CTL): using the built-in tools, including Microsoft and Powerpoint styles, to maintain your structure and formatting, considering color, contrast ratios, and never relying on color alone. Additionally, we're going to talk about how do you provide alternative text. 46 00:06:01.285 --> 00:06:21.834 Celine Greene (CTL): what is alternative text and not just on images, but also on other non-text objects, like graphs and charts, and even media. We also want to make sure that we introduce you to Microsoft's accessibility checkers. But you would also, if you're using acrobat with Pds, you would also run their access accessibility checker. 47 00:06:22.025 --> 00:06:51.445 Celine Greene (CTL): In addition, the best practices that we're not gonna actually employ today. But I wanna talk to you about just so that you hear them for a second. Is that anytime you share media audio or audio with video, you wanna make sure that you're also providing captions or a downloadable transcript for that audio and video media. And lastly, I want you to become familiar with university accessibility resources. Very simple, URL. It's accessibility. 48 00:06:51.445 --> 00:07:05.884 Celine Greene (CTL): JHUD. U. And you will have access to these slides after. When I send out the link to the recording. So don't worry about writing down that you are. You are elk. Currently, because again, you will have it soon. 49 00:07:07.675 --> 00:07:21.084 Tainá Hanno (CTL): Thank you, Celine. So why should you worry? Why are we here? And what? What brings us to this point? So I wanted to talk to you about a concept that I like very much from an accessibility expert 50 00:07:22.115 --> 00:07:32.465 Tainá Hanno (CTL): called marrow events. And it's the concept of progress over perfection. And you are here because you're interested in improving your processes, and that is already a great step. 51 00:07:32.545 --> 00:07:46.164 Tainá Hanno (CTL): So Mara Evans talks about thinking of digital accessibility as part of daily habits. So when we think about daily habits, we think about digital accessibility is something doable and not as a burden. 52 00:07:46.275 --> 00:08:15.475 Tainá Hanno (CTL): and we hope to be able to show you that when you focus on digital accessibility as making small changes every day, you can make huge strides towards improving the lives of many, even those that you do not directly see, we have a lot of practical examples and hands on exercises for you to work on. But we're also going to cover some important things related to being part of a huge institution like Johns Hopkins University and the Bloomberg School of Public Health. So. 53 00:08:15.565 --> 00:08:29.084 Tainá Hanno (CTL): as Celine mentioned we have our and goal and some things we're not going to touch on here today, and you will have access to all of these materials for later practice. Celine, you're next 54 00:08:35.565 --> 00:08:48.824 Celine Greene (CTL): accessibility in a nutshell. It is a public health issue. And as part of our commitment to helping students through our rigorous academic offerings. We're going to make sure that our learning environment is one that is accessible. 55 00:08:48.945 --> 00:08:52.445 Celine Greene (CTL): And we state that in our 56 00:08:52.725 --> 00:09:09.125 Celine Greene (CTL): we state that in our MoD, our promise here that we are committed to helping students succeed. And this includes making our learning environment one that is accessible, providing equitable opportunity and usability for all individuals regardless of limitations. 57 00:09:09.615 --> 00:09:11.155 Celine Greene (CTL): So again. 58 00:09:11.165 --> 00:09:26.765 Celine Greene (CTL): this is the University's commitment. This is how this mandate of having all courses and communications accessible came through. But we really want to highlight today. The fact is that there's more than just the university's commitment. 59 00:09:27.055 --> 00:09:54.335 Celine Greene (CTL): We've got this reason, this moral and ethical responsibility to making things successful. Every member of the Johns Hopkins University deserves equal access to our abundant educational and employment opportunities. Without we offer, I would say, every member of the Johns Hopkins University community and surrounding communities. We don't want to close our doors to anybody. Accessibility is part of inclusivity. 60 00:09:54.345 --> 00:10:00.474 Celine Greene (CTL): We have to think to ourselves, can everyone participate equally and independently are potential barriers removed. 61 00:10:00.705 --> 00:10:19.355 Celine Greene (CTL): We have enhanced environments, both online and physical environments around us. When we think about accessibility, of course, we're only talking about the digital, the online today. But they are enhanced environments. And we have to think to ourselves, is this the best we can offer to the widest range of people's people? 62 00:10:19.355 --> 00:10:43.345 Celine Greene (CTL): Is this sustainable? If I make modifications, am I gonna have to start from scratch, or is it sustainable when time goes on, for instance, across versions of Microsoft word and acrobat and Powerpoint. We all have this ethical and moral responsibility beyond universities, mandates, and of course there's that legal responsibility. I'm not gonna get too much into that right now. But there are. 63 00:10:43.345 --> 00:11:07.115 Celine Greene (CTL): there. There is the Americans with disabilities act as well as the sections 504 and 508 out of the Rehabilitation Act of 1,973. As a matter of fact, section 508 used to it was actually originally written very specific to Microsoft office products, and it's actually been refreshed in 2,018, it was refreshed to be more in line with universal guidelines for 64 00:11:07.115 --> 00:11:25.134 Celine Greene (CTL): accessibility, and that is the what cag the World Wide web, consortium accessibility guidelines, what cag standards, and that's what we subscribe to across Johns Hopkins is falling in line with those standards, not testing anybody. I'm asking people to take into practice 65 00:11:25.285 --> 00:11:29.035 Celine Greene (CTL): strategies that meet those guidelines. 66 00:11:30.165 --> 00:11:34.265 Celine Greene (CTL): So beyond the mandates, beyond the legal concerns. 67 00:11:34.505 --> 00:12:02.194 Celine Greene (CTL): beyond reaching everybody, we all actually are benefited, no matter our abilities, no matter what environment we're in, we're all benefited, benefited. When we have accessible materials on this slide, there's actually 3 screen clippings that show some of the ways that we aren't being professional or conscientious when we're making things inaccessible whoops. That was the wrong thing. I apologize. And to click on that 68 00:12:02.195 --> 00:12:27.884 Celine Greene (CTL): the zoom, for instance, a grayscale chart that's based on color alone, this sales chart showing quarterly even with my vision, and I do not I do not have colored blindness, I cannot tell which is first, quarter, second quarter, or third quarter on that chart I have no idea, but if I'm printing this out, running off in a hurry, and I only have black ink. I'm gonna print it in Grayscale. And I'm gonna be at a loss. 69 00:12:28.095 --> 00:12:42.414 Celine Greene (CTL): Then again, we have this email, that whose pictures weren't downloaded. But I have no idea what is contained in the email. And maybe they're not going to get downloaded because of security concerns. Or maybe I have limited bandwidth. So those images aren't going to get downloaded. 70 00:12:42.545 --> 00:12:58.415 Celine Greene (CTL): Additionally, we have tables. Well, if I suffered from what 8% of the population. I think it's 12% cisgendered males and 4% or 5% of cisgendered females suffer from this color of blindness 71 00:12:58.415 --> 00:13:10.355 Celine Greene (CTL): where a specific set of color blend is, I apologize. I don't know. The scientific term cannot read red against green text. That's not a sufficient contrast ratio, which is light to dark. 72 00:13:10.355 --> 00:13:29.075 Celine Greene (CTL): So we don't want to rely on color alone, because, like that chart shows. And we also wanna make sure that when we are using color that we provide sufficient contrast light to dark ratios so that everybody can read what it is that we have to say. There's actually a whole lot more issues with this table than the color, by the way. 73 00:13:29.265 --> 00:13:30.974 Celine Greene (CTL): But going back 74 00:13:31.445 --> 00:13:34.984 Celine Greene (CTL): zooming back out a little bit before we look at that a little further. 75 00:13:36.185 --> 00:14:04.265 Celine Greene (CTL): There's things that are coded and web programmers. Know all this coding, and it gets really complex. But we've got tools in Microsoft office and adobe acrobat that make things easier for us to meet the accessibility guidelines the complexity of technology. It's off to the side. And then we've got these things in place where, like I said, as versions come up, we don't have to reinvent the wheel. As a matter of fact, if you've ever been in Microsoft word, and you see the styles, and you see title 76 00:14:04.365 --> 00:14:28.904 Celine Greene (CTL): that's there from a long time ago, so that it will still display as a title format. I actually don't ever want you to use title again after today, it's actually not helpful for us toward accessibility. Instead, you're always gonna use heading level one. That is the most important piece. That's the all encompassing thing of my document heading level one. But Microsoft Office still has title there, because guess what? 77 00:14:28.905 --> 00:14:54.734 Celine Greene (CTL): It wasn't sustainable to have those documents that were created in 2,005 open up in 2023 that use the title formatting style. That's old. But again, now that we're only using, heading, one heading, 2, heading 3, or making it sustainable. Additionally, we reach a larger audience. Things that are accessible are translatable, be it to assistive technologies or to other languages. 78 00:14:55.455 --> 00:15:08.574 Celine Greene (CTL): I already talked a little bit about this slide. It is again color contrast. It's not. It says me, not color. Contrast. The color alone makes it very, very wrong. But if you can type in the chat. 79 00:15:08.615 --> 00:15:16.775 Celine Greene (CTL): how might you make this slide a little bit more accessible? I would love to know some ideas of how you think that this chart might be made more accessible. 80 00:15:18.265 --> 00:15:20.065 Celine Greene (CTL): feel free to type in the chat? 81 00:15:25.395 --> 00:15:29.025 Celine Greene (CTL): How can I make a pie chart more accessible than just using color alone. 82 00:15:31.375 --> 00:15:35.315 Celine Greene (CTL): Add in, yes, add in the percentages sure and text, add numbers 83 00:15:35.575 --> 00:15:48.684 Celine Greene (CTL): at those labels. For goodness sake, make it pattern. That's another idea. Instead of just color. We're gonna make it patterns like hash marks or diagonal lines. Other details again, fantastic. Thank you. 84 00:15:48.945 --> 00:15:49.675 Thank you 85 00:15:50.155 --> 00:15:55.664 Celine Greene (CTL): in addition. Here is again I mentioned, if it's if you're 86 00:15:55.695 --> 00:16:17.424 Celine Greene (CTL): getting your images blocked. Well, alt text, alternate text helps for individuals who are having the technology read the the document to them. They're using a screen reader, for instance. But what about for us who don't use assistive technology? And all of my information is contained in tech in an image, and it's blocked. 87 00:16:17.695 --> 00:16:45.564 Celine Greene (CTL): Make sure that the text isn't just in the image. Make sure that the important pieces of information are someplace, else if this is an award winning tour, then tell me it in text. Don't just put it in a graphic. Give me text, you can make the text look as beautiful as you want, and it still be text. If you have an image, you are, gonna have alternative text to let the people who cannot see can that visually discern the image, know what it is displaying. 88 00:16:45.565 --> 00:16:53.404 Celine Greene (CTL): But again, even for myself, I'm never going to use a screen, reader, if I don't have to, God willing, I won't have to. But if I do. 89 00:16:53.455 --> 00:17:00.555 Celine Greene (CTL): if if I don't have to use a screen, reader, but I do need the information, and it's only contained in an image. And this happens, I'm at a loss. 90 00:17:00.865 --> 00:17:21.394 Celine Greene (CTL): Lastly, let's do another little thing here. I love the ideas, adding graphic details and changing the colors is somewhat okay. But again, it's not just colors adding, the numbers would be fantastic. Sherman, thank you. But what about this table? How many things besides the color? Can some people help me identify? That might be wrong with this table? 91 00:17:21.925 --> 00:17:27.104 Celine Greene (CTL): You can again type in the chat, or you could unmute yourself, or a small enough group. 92 00:17:27.755 --> 00:17:34.144 Celine Greene (CTL): Yes, that font size. Oh, my gosh! I have a big monitor off to my right 93 00:17:34.185 --> 00:17:37.955 Celine Greene (CTL): and even zoomed in. I barely can see that 94 00:17:38.215 --> 00:17:40.145 Tainá Hanno (CTL): bottom line. Comparative. 95 00:17:41.625 --> 00:17:43.215 Tainá Hanno (CTL): That's true. Yeah. 96 00:17:43.505 --> 00:18:10.574 Celine Greene (CTL): it is overwhelming to look at a paragraph. Thank you, Clara. Or Claire. I apologize. If I did not pronounce it correctly, the text should all all be the same. Size is a matter of opinion. But definitely, Margaret, we wanna have a minimum size for the text. And thank you, Clara, but I will say, somebody pointed out something on this table that I didn't catch the first time I ever came up with this as an example of a bad table. 97 00:18:11.495 --> 00:18:18.314 Celine Greene (CTL): That is the fact that and this is not an accessibility check thing. This is just about making it better for more people. 98 00:18:18.725 --> 00:18:33.174 Celine Greene (CTL): What about that? Number 8? Am I missing the decimal? Did it round to 8? What was the real number I don't know, and it's not a wicca or Wcag principle. It's just about making things better for more people 99 00:18:33.215 --> 00:18:34.905 Celine Greene (CTL): in addition. 100 00:18:34.975 --> 00:18:43.084 Celine Greene (CTL): as we just saw some people do use screen magnifiers, and I only magnified it to about 200. 5,300. 101 00:18:43.215 --> 00:18:49.675 Celine Greene (CTL): When I am using a screen magnifier, I need to know where one cell starts and the other one stops. 102 00:18:49.705 --> 00:18:57.655 Celine Greene (CTL): That's why it is a wiccad principle. We always want to show the borders on ourselves. Additionally. 103 00:18:57.655 --> 00:19:20.254 Celine Greene (CTL): tables are used for presenting data alone, never for formatting, never for just display. It's just for sorting organized data. So if I come to this table and I know that there's 3 categories, enrollment, category, Maryland and Nation, or 3 different columns. Those are my column headers. If I've identified them as such. So this is the data that's being sorted. 104 00:19:20.475 --> 00:19:40.255 Celine Greene (CTL): Well, if I had emerged or an empty cell and I'm having this table read to me think in my mind, it's 1, 2, 3, row, 1, 1, 2, 3, row, 2, 1, 2, 3, etc. Then all of a sudden, I get down to this sixth row, which, by the way, reads the percent of all minorities. 105 00:19:40.305 --> 00:19:51.904 Celine Greene (CTL): And instead of 1, 2, 3, I'm only having. I'm sorry percent white. Instead of having 1, 2, 3 pieces of data read to me. I'm only having 50 the category 106 00:19:52.295 --> 00:20:17.914 Celine Greene (CTL): and this 51.7. If I'm not able to visually discern the table. How do I know if that was Marilyn's number or the national number? So we never wanna leave empty cells. We can put in just an M. Dash or an na or TVT. Anything else. An M. Dash is fine, especially if I'm giving a table to students for them to complete putting in that M. Dash or M. Dash would be fine. 107 00:20:18.235 --> 00:20:20.055 Celine Greene (CTL): But again 108 00:20:20.065 --> 00:20:38.605 Celine Greene (CTL): try to avoid empty and also merged or split cells, because the data's been organized, and it's always indicated by that top header. Now, I will say, if you run the accessibility check and you have merged or split cells, you're gonna get a warning, not an error. 109 00:20:38.725 --> 00:20:48.515 Celine Greene (CTL): Microsoft is, gonna say, morning. And that is because there are ways programmatically to identify that it's a merged or split cell. But let me tell you something. 110 00:20:48.665 --> 00:20:58.024 Celine Greene (CTL): It's complex. The average user of word. And Powerpoint is not going to know how to do that. So let's just try to avoid merged and split cells. 111 00:20:58.045 --> 00:21:04.174 Celine Greene (CTL): And I have an example in the sample documents of where we're reworking a table to avoid that happening. 112 00:21:05.385 --> 00:21:16.045 Celine Greene (CTL): So now let's go ahead and get back to these best practices toward composing and editing accessible written communications and documents. 113 00:21:17.055 --> 00:21:31.045 Celine Greene (CTL): I wanna emphasize here that it's important for us to focus on the best practices not to understand those wicca, those web content accessibility, guidelines. And it's not important for you to understand necessarily who's gonna be 114 00:21:31.275 --> 00:21:56.384 Celine Greene (CTL): consuming or reading your document or editing with it with you, because as long as you're following the best practices, you're meeting those things, you're meeting the needs for the person who's using assistive technology. You're meeting the needs of the person who has limited bandwidth and can't download the video, you're meeting the needs of the person who, for whatever reason has their eyes dilated that day that afternoon that you said, I'm gonna go ahead and 115 00:21:56.775 --> 00:22:05.124 Celine Greene (CTL): give this test. And so they can now have alternative text or, excuse me, the transcripts of the video, for instance. 116 00:22:05.195 --> 00:22:16.565 Celine Greene (CTL): don't worry about the who don't worry about the what. Don't worry about the why, just employ the best practices. It is a public health issue. So the best practices that we're 117 00:22:16.715 --> 00:22:26.315 Celine Greene (CTL): sharing with you today, they consider levels of effort like not. It's not going to be too hard for you to do, and the more often you do it, it's going to be easier. 118 00:22:26.335 --> 00:22:52.505 Celine Greene (CTL): They consider they consider what tools are already available toward efficiency and precision. Again, I'm not teaching you how to code anything. I'm teaching you how to use what's built into word and Powerpoint, and we're not gonna ask you again to retrofit or rework anything the next time you open the document to edit it right, it's already gonna be accessible. So that that is one way of saying that it's robust 119 00:22:52.645 --> 00:23:03.585 Celine Greene (CTL): principles of accessibility are perceivable, that everything can be perceived by the entire audience, that it's operable that somebody can navigate around it, that it's understandable. 120 00:23:03.585 --> 00:23:26.024 Celine Greene (CTL): So if something got out of order, I know exactly where I'm supposed to go to be in order. That's why reading order on Powerpoint slides is so important. By the way, it's gotta be understandable. And lastly, the principle is that it be robust again that it be sustainable across technologies, across time, across people, environments, languages, all of the above. 121 00:23:26.825 --> 00:23:43.195 Celine Greene (CTL): So let's go ahead. I'm going to step through some of these best practices. This first part is going to be show and tell, and then we're going to do one one item hands on, and then we will do vote. I actually have a poll to vote 122 00:23:43.195 --> 00:23:59.504 Celine Greene (CTL): to do more items. That I'll share at the pull after I step through everything. If you're joining us late. The documents that we're going to be working with when we step through. Some of these best practices with the hands on part are available from that URL. Jetlogin is required. 123 00:24:01.515 --> 00:24:02.845 Celine Greene (CTL): Step 124 00:24:03.085 --> 00:24:15.275 Celine Greene (CTL): first thing best practices all documents, no matter where you are. I don't even care if you're in Microsoft. I don't care if you're in canva or anything else, all documents should have some sort of structure. 125 00:24:15.465 --> 00:24:29.644 Celine Greene (CTL): The document structure refers to the the scaffolding, programmatic scaffolding of a document, and it makes certain that the document is organized both in how it appears its layout and how it's navigated, including its reading order. 126 00:24:29.865 --> 00:24:41.534 Celine Greene (CTL): So it makes certain that what is organized and laid out visually to the original editor is still maintained when the document is opened or translated to another program or technology. 127 00:24:41.685 --> 00:25:00.144 Celine Greene (CTL): That's why a web page that has heading level, one heading level, 2 content list items. All of those things are structural elements. That's why, when that web page is saved as a word document, it actually is conveying the exact same information in the exact, same order, and it looks. 128 00:25:00.235 --> 00:25:08.855 Celine Greene (CTL): The emphasis is on the exact same sections, and when that word document is then converted into an acrobat document, a Pdf. 129 00:25:09.045 --> 00:25:22.784 Celine Greene (CTL): Similarly exact same order, exact same emphasis, etc. And then, lastly, if we were to export that word document back to a web page, it would look the same again. It might look a little bit different. 130 00:25:22.785 --> 00:25:35.205 Celine Greene (CTL): but the same meaning is conveyed. So we maintain document structure using templates that are accessible, such as the Bsp Powerpoint template that's available from our toolkit site. 131 00:25:35.205 --> 00:25:54.375 Celine Greene (CTL): I will be sending that link to you after as part of the follow up email. We also want to make sure that we're using built-in styles. I don't want you to just make bold 16 point font. Use the style. If it is a heading of a section, we're going to use the style to control the appearance and layout and reading order. 132 00:25:54.375 --> 00:25:56.295 Celine Greene (CTL): Same thing with bullet licks. 133 00:25:56.345 --> 00:26:25.095 Celine Greene (CTL): So in word, in Microsoft office we use again those styles. Now word keeps on adding in things to its toolbars and everything. So I apologize. This might not look exactly like your version of office, but, believe me, it's there you can search for styles, and you can see that word has styles that if you are using them you're you're using them to control the structure of your document. 134 00:26:25.095 --> 00:26:29.644 Celine Greene (CTL): making sure that it's properly nested, as I mentioned earlier. 135 00:26:29.645 --> 00:26:58.454 Celine Greene (CTL): heading one once and only once. Please don't ever use the title, style and word if it's there from an old document. Fine. Convert it to heading one again. That is, that's the old section 508. That's just a leftover from the Federal government when they had title, being part of their accessibility guidelines. It means nothing to adobe acrobat. It means nothing to a web page. Title on a web page is something different. I want you to make one heading level one. 136 00:26:58.715 --> 00:27:25.715 Celine Greene (CTL): and I want you to make that next level a heading level 2. If you need to change it. You can. If you want to change the appearance, you can control those styles, you can modify them. You can modify it for a single entry, but again properly nested, heading level, one contains all the other things heading level 2 might contain 3 and 4 and 5, but you'll never have a heading level 3 without first having a heading level 2 or heading level one. 137 00:27:25.945 --> 00:27:41.355 Celine Greene (CTL): and also make sure that you use the page setup and formatting for controlling the layout. Not tables. Again. There's an activity in our in our document. That we can do if if, again, if it's voted uploaded to control the layout without using tables 138 00:27:41.705 --> 00:28:01.465 Celine Greene (CTL): in Powerpoint. It's a little bit different in Powerpoint. We worry about the slide, master. That is one of the things that we can use with placeholders. We can always add in objects that aren't on the placeholders in a slide. But then we have to worry a little bit more about the reading order. 139 00:28:01.665 --> 00:28:06.545 Celine Greene (CTL): So again in Powerpoint, start by using an accessible template. 140 00:28:06.585 --> 00:28:29.254 Celine Greene (CTL): Always check the reading order after you modify a slide, certainly making sure. And again, we'll see where that reading order is as part of the activity. Making sure that the title is always read first, and speaking of the title in Microsoft Powerpoint. If I told you to go find the slide that said Structure and Microsoft Office, Powerpoint, and there was more than one of them 141 00:28:29.255 --> 00:28:47.174 Celine Greene (CTL): I wouldn't know which one or you wouldn't know which one I was talking about. That's one of the reasons for again, the understandability and the navigation aspect. That's why, we always wanna have unique slide titles and Microsoft accessibility checker does check to make sure that all of your slides have unique titles. 142 00:28:47.495 --> 00:28:49.814 Celine Greene (CTL): Now, alternative text. 143 00:28:50.085 --> 00:29:11.764 Celine Greene (CTL): Sometimes the image might not be loaded. We wanna have text next to that image, if it's that important to to explain. But there's a lot of people who cannot visually discern an image. So they depend on screen readers. And this alt text, this alternative or alt text, basically describes the image. What is being communicated in this image. 144 00:29:11.765 --> 00:29:25.315 Celine Greene (CTL): and as a person who can visually discern this image, I never am going to see the alt text except for on a website or an adobe acrobat. When my cursor moves over the image, it comes up as like a little tool tip text. 145 00:29:25.585 --> 00:29:49.765 Celine Greene (CTL): but it fades away for me. It does not do that in Microsoft office. So Microsoft Office has a way. We'll see on the next screen where we can put it in has a way for you to put in that hidden text that doesn't show us isn't shown to us visually unless again, it's an interactive document, or unless you're using a screen reader as an assistive technology. And what that is is just simply 146 00:29:49.795 --> 00:29:57.695 Celine Greene (CTL): text that basically describes any non decorative image or any other complex element like a video. 147 00:29:57.705 --> 00:30:18.544 Celine Greene (CTL): Think about this, if you were coming to a slide and it had an embedded video. And the slide just said video as its title. And it had an embedded video. How do you know if you can't see the the, I guess it's the preview of the video? If you can't visually discern what's in that video frame? How do you know what the video is about? 148 00:30:18.685 --> 00:30:42.165 Celine Greene (CTL): Well, you know what is about? Because you have alternative text that tells you assist description of what that video contains. Alt text convey the meaning of the object, but especially for us working in science all over the place, left and right here at Bloomberg school. We wanna make sure that we state it within context. Don't don't state the obvious you're not gonna say 149 00:30:42.225 --> 00:31:10.565 Celine Greene (CTL): photo of unless it's important, like, maybe if it's medical imagery, maybe the X-ray is the important piece, or the MRI is the important piece, so you might say, MRI, of a cancerous lesion. But you're not gonna say image of a cancerous lesion. I already know it's an image. I've come across it. I know it's an image. Just tell me, keep it in context. And again, I'm the science field, use the appropriate language, keep it in context. 150 00:31:11.335 --> 00:31:29.505 Celine Greene (CTL): try to avoid including text in an image, if you can, by the way, and if it is in the image, make sure that same text is included in the alternative or alt text. Now in Microsoft office. It has come a long way for alt text. It actually gives you. 151 00:31:29.845 --> 00:31:32.734 Celine Greene (CTL): It gives you, suggested alt text 152 00:31:32.805 --> 00:31:36.785 Celine Greene (CTL): automatically. Artificial intelligence, people. It's everywhere. 153 00:31:36.805 --> 00:31:49.894 Celine Greene (CTL): But I always want you to go ahead and verify what's suggested. And even if your document says, Hey, I passed all the accessibility checks, I passed it and meets it. What if it's an old document? 154 00:31:50.575 --> 00:32:19.525 Celine Greene (CTL): Those of us who have edited old documents? We know that alt text is a lot of times the file name not helpful for anybody. So what I want you to do is when you're in Microsoft office, you right click on the image. Or again, this happens to be a chart in this left side. You right click, and you select from the shortcut menu to select to input alt text. And that's where you can succinctly describe. In this case the bar chart was important. 155 00:32:19.525 --> 00:32:30.544 Celine Greene (CTL): Maybe it could have been just comparison of 3 series across 4 categories, but it doesn't really give me too much. What kind of chart is it if it's important, convey it in the alt text. 156 00:32:30.545 --> 00:32:42.364 Celine Greene (CTL): Similarly, this scatter graph, I would probably put a scatter point graph as part of the alt text, but simply right click. And from the shortcut menu that comes up, select edit alt text. 157 00:32:43.885 --> 00:32:46.694 Celine Greene (CTL): Thank you, Ty. Now for putting that in the chat. 158 00:32:49.145 --> 00:32:50.164 Celine Greene (CTL): There we go 159 00:32:51.645 --> 00:32:58.325 Celine Greene (CTL): now. Color. We saw that really, really poor pie chart. Any document 160 00:32:58.805 --> 00:33:26.894 Celine Greene (CTL): that uses color alone is a failure. Alright, just like you shouldn't depend on somebody seeing what's displayed. So the use alt text don't depend that somebody has the acumen, or even the way to to see it the way it is originally intended, because we have color deficiencies in our site. And also again, like I was saying for myself. I don't use the coloring. It's more expensive than the black ink, so I print things in Grayscale all the time. I print less and less, it's true. 161 00:33:26.895 --> 00:33:48.204 Celine Greene (CTL): but occasionally I still do print, and in excuse me occasionally I still do print. So what we do is we provide alternatives. Some of these were mentioned earlier. When we're talking about the pie chart, we give variation and shapes, the line types and the emphasis. For instance, in this chart, which is one of the ones that's in the sample graph. 162 00:33:48.324 --> 00:33:49.475 Celine Greene (CTL): So 163 00:33:49.574 --> 00:34:00.245 Celine Greene (CTL): if you don't know if you haven't worked with graphs in Microsoft office before you actually can select the object. You can select the single line, and you can format it to have different 164 00:34:01.154 --> 00:34:12.095 Celine Greene (CTL): placeholders. The different checkpoints. You can format it to have different line thicknesses and different types of lines, and your legend will automatically update to match how you've made it. 165 00:34:13.525 --> 00:34:35.905 Celine Greene (CTL): Additionally, I mentioned the red to green we want in that bad table. We wanna make sure that there's sufficient contrast ratio that's light to dark values. I can't tell personally, just by looking at something. If it's sufficient. There's a magic number, there's a scale, and there's a mathematical formula to tell me. 166 00:34:36.415 --> 00:34:38.234 Celine Greene (CTL): quick and easy rule of thumb 167 00:34:38.405 --> 00:35:00.834 Celine Greene (CTL): is to look at your Powerpoint and grayscale, or your word document and grayscale. You can do it now. You can just search Microsoft help. I actually don't have that as part of our exercise, but you can look at it in Grayscale. Now, rule of thumb. Just say, does that really sufficient? But the better thing is to use these calculators that are on the web, such as contrast, checker.com. 168 00:35:00.835 --> 00:35:28.124 Celine Greene (CTL): Again, the slides will be provided to you as long as well as all the Urls to see, is there a sufficient contrast ratio and guess what it changes based on? If it's font. If it's text against a background, it changes the contrast. Ratio has to be different if it's smaller, font versus larger font. All of that is important, and it's all calculated. And I definitely don't carry that with me. So I use the tools that are available at my fingertips. And I love this one because it's URL 169 00:35:28.125 --> 00:35:42.134 Celine Greene (CTL): is easy to remember. Contrast checker.com. Additionally, it allows me to input hex decimal values, or those RGB, red, green, blue values, both of which Microsoft office gives to us 170 00:35:43.115 --> 00:35:43.775 Celine Greene (CTL): sh 171 00:35:44.405 --> 00:35:51.155 Celine Greene (CTL): active hyperlinks or meaningful hyperlinks. Hyperlink is a way to get from one place to another. 172 00:35:51.435 --> 00:35:52.565 Celine Greene (CTL): Now 173 00:35:52.635 --> 00:36:08.154 Celine Greene (CTL): it points to another resource, but and it's also interactive. So when a person puts forth an effort to click on it. They're putting forth effort right there. But think about if you saw Www. 174 00:36:08.195 --> 00:36:12.304 Celine Greene (CTL): My lovely website, Com. what does it contain? 175 00:36:12.665 --> 00:36:24.904 Celine Greene (CTL): I don't know unless I click on it quickly and say, Oh, that's what it is. So I go back. I click to go back in my browser button. Now imagine I was using a puff switch to navigate, and I actually have a friend 176 00:36:24.915 --> 00:36:35.985 Celine Greene (CTL): whose daughter had suffered from a horrible virus about 10 years ago. She's now a freshman at Umbc. She uses a puff switch to get through her chemistry classes. 177 00:36:36.025 --> 00:36:57.365 Celine Greene (CTL): She has a note taker and everything, but when she's controlling her her wheelchair, she's paraplegic when she's controlling her wheelchair when she's controlling her computer, she's controlling it with the breath of her mouth. And if you can't be kind enough to give that individual meaningful text that says, this is my website's description. And linking that text. 178 00:36:57.805 --> 00:37:00.814 Celine Greene (CTL): excuse me, Link Pink, the URL to that text. 179 00:37:01.035 --> 00:37:06.665 Celine Greene (CTL): Then you're not being very nice. You're not deserving public health. Additionally. 180 00:37:06.755 --> 00:37:10.385 Celine Greene (CTL): somebody who is dependent on a screen reader. 181 00:37:10.475 --> 00:37:18.954 Celine Greene (CTL): if they come across. www.my lovely websitecom. Oftentimes it's going to be read twice to them. 182 00:37:19.205 --> 00:37:47.544 Celine Greene (CTL): Sometimes you do want that URL, such as in a citation, if it's a specific citation style. So sometimes the URL is important, just like contrast, checker.com. It was important. I needed you to see that text. I wanted you to remember how easy that URL was to remember. So sometimes you're gonna put in that Ww. My lovely websitecom, but more often than not use meaningful text, and then simply insert 183 00:37:47.575 --> 00:38:09.445 Celine Greene (CTL): the hyperlink to the URL, such as Johns Hopkins Institute for health and social policy or center for research and policy, and tell me again the purpose of why is that? Why is there a link there is to download the application? If I had a URL there, that was one of these long sharepoint Urls boy, and I had to have that read to me. 184 00:38:09.755 --> 00:38:11.095 Celine Greene (CTL): boy, my 185 00:38:11.375 --> 00:38:18.985 Celine Greene (CTL): frustrated right with our eyes we can often skip over the Urls. But if we're having an assistive technology read to us. 186 00:38:19.085 --> 00:38:26.254 Celine Greene (CTL): we don't get that option. Use meaningful text as a hyperlink. And the only thing I ask that you do 187 00:38:26.325 --> 00:38:31.864 Celine Greene (CTL): is that you always distinguish that hyperlinked text from the text around it. 188 00:38:31.945 --> 00:38:34.755 Celine Greene (CTL): Somehow. not color alone 189 00:38:35.005 --> 00:38:46.445 Celine Greene (CTL): doesn't have to be the underline, but it could be an underline, it could be color and italics. It could be larger font. Just make sure that text stands out. Here's why 190 00:38:46.445 --> 00:39:06.624 Celine Greene (CTL): I go to a website, and I can visually, quickly get to the resource I need, because I'm looking for the hyperlinks. I don't have to read through entire blocks of text. It's more understandable. Remember, perceivable, operable, understandable, and robust. When I have that hyperlink text look a little bit different from its surrounding text 191 00:39:07.735 --> 00:39:26.214 Celine Greene (CTL): and tables. Oh, my gosh again! Here's an example of that. Somebody might be quick to use a table to make this layout, they might say, oh, I'm gonna make a 2 by 2 table with cell borders that are invisible. That's not fair. Tables are only supposed to be used to sort data 192 00:39:26.505 --> 00:39:33.705 Celine Greene (CTL): only organized sort of data. If you came across that, and you couldn't visually discern this number one. 193 00:39:33.985 --> 00:39:58.354 Celine Greene (CTL): I don't know if it's gonna be read in the right order. I can't really tell that. But number 2, I'm gonna think that there's a sorting thing going on. And here the first thing I'm gonna have read to me is as the sorting first category is the alt text of the image, and then accessible communications. Whatever comes to mind when you dot, that would be the second category that makes no sense. So do not use tables for controlling layout 194 00:39:58.355 --> 00:40:08.585 Celine Greene (CTL): instead, use paragraph forming formatting column breaks continuous section breaks line, spacing, etc. Those are there to control the layout. 195 00:40:08.805 --> 00:40:15.375 Celine Greene (CTL): and when you do have tables. tables are part of the document structure. If you're in Powerpoint. 196 00:40:15.935 --> 00:40:28.445 Celine Greene (CTL): use the table placeholder, if you're in word, make sure you insert the table. Don't just try and draw it by hand. Use the insert table feature and make sure that your tables all contain a header row. 197 00:40:28.465 --> 00:40:53.135 Celine Greene (CTL): Avoid those, and I'll show you where that is in a moment. Avoid empty merged and split cells unless it's absolutely necessary. Include visible borders, those grid lines and have sufficient contrast ratio between the text and any background filling colors and include a caption for complex tables. If it's a table with like this is a kind of a big table. So if I'm having a screen, reader, read it to me. 198 00:40:53.715 --> 00:40:57.515 Celine Greene (CTL): But tell me what it's about, and then I'll know if I can skip over it. 199 00:40:57.605 --> 00:41:11.235 Celine Greene (CTL): Give me an alt text description for this complex table. Allow me to skip over it. People can visually discern the table. They skip over it all the time, so give me a little clue as to whether I can skip over it as well. 200 00:41:11.425 --> 00:41:14.444 Celine Greene (CTL): Okay, so alt text belongs there 201 00:41:15.965 --> 00:41:26.664 Celine Greene (CTL): again. I said I was gonna tell you where you mark a header row, because again, I need to tell people where. What is what is it about this table? What data is being sorted? 202 00:41:27.125 --> 00:41:34.845 Celine Greene (CTL): So you put your cursor in that first row of the table and you make sure that that's the row that is marked as a header. 203 00:41:35.155 --> 00:41:42.944 Celine Greene (CTL): and this is both in word and Powerpoint. But, in word, additionally. you have this. Repeat, header rows. 204 00:41:43.025 --> 00:42:00.644 Celine Greene (CTL): Here's why I never know if that table is just gonna fit on one page for me that day, or if it's gonna grow and grow and grow, or maybe somebody needs to enlarge the font size, and it's gonna go onto another page. As soon as you mark. Repeat, header rows, those tables headers. We're gonna repeat 205 00:42:00.645 --> 00:42:14.654 Celine Greene (CTL): every page that those tape that table has rows on it. It's gonna make sense. It's gonna be operable and understandable. And it's gonna be perceivable. I'm gonna know what data is there. So in word, you're always marking 206 00:42:15.225 --> 00:42:18.294 Celine Greene (CTL): for the table's design. You're going to use 207 00:42:18.525 --> 00:42:26.965 Celine Greene (CTL): that header row. But in word, you keep your cursor in that first row, and you also select. Repeat header rows. 208 00:42:28.005 --> 00:42:37.104 Celine Greene (CTL): Alright. We're getting near the end of aggregation. So we're gonna have time for some hands-on. So excuse me getting near the end of the show and tell so we will have time for hands on 209 00:42:37.565 --> 00:42:38.615 Celine Greene (CTL): this one. 210 00:42:39.055 --> 00:42:47.184 Celine Greene (CTL): This is a simple thing that so many people don't do. How many of us just open a document to see if it's the right one? 211 00:42:47.315 --> 00:42:58.455 Celine Greene (CTL): I'm guessing. Raise your hand if you just you're like looking at a bunch of documents, and you're like, I don't know if this is the right one, so you just double click it and open it to see if it's the right one. Can you raise your hand? Maybe? 212 00:42:59.455 --> 00:43:06.714 Celine Greene (CTL): Yeah, some people. Yeah, I do. I do it all the time, cause it's convenient and cause I can, and because for me 213 00:43:07.155 --> 00:43:11.094 Celine Greene (CTL): I don't have any mobility impairment, I can double click it. No problem. 214 00:43:11.515 --> 00:43:15.504 Celine Greene (CTL): What if you had a mobility impairment. and you couldn't open it. 215 00:43:15.995 --> 00:43:22.904 Celine Greene (CTL): What if you weren't at a place where it had the program that you've created that document in and you couldn't open it. 216 00:43:23.595 --> 00:43:37.844 Celine Greene (CTL): Well, it's to be very cumbersome and very frustrating very quickly. So what we do is we make sure that we insert metadata or file information or document properties, and in Microsoft word. 217 00:43:37.885 --> 00:43:39.295 Celine Greene (CTL): that is. 218 00:43:39.425 --> 00:43:45.885 Celine Greene (CTL): and Powerpoint, excuse me, all of Microsoft office, that is, on this tab info. 219 00:43:46.295 --> 00:43:55.714 Celine Greene (CTL): So where you click, you have your home tab, and then you go to your file info, and you come back. This is the arrow to go back to the editing view. You have this info tab. 220 00:43:56.265 --> 00:44:04.904 Celine Greene (CTL): Any other file type, whether you are in windows or in windows, explorer or in finder on the Mac. I believe it's called. 221 00:44:04.945 --> 00:44:09.655 Celine Greene (CTL): You have this option where you can input information again. 222 00:44:09.755 --> 00:44:14.275 Celine Greene (CTL): we're going to put in information to tell us, what is that? 223 00:44:14.835 --> 00:44:28.004 Celine Greene (CTL): If it's something cryptic like mysil 24. Dot doc. What is the real title to that document? Don't make me open it. I don't have to work to find out. I'm in the list of documents. 224 00:44:28.105 --> 00:44:39.944 Celine Greene (CTL): So give it the title. That's one piece of information. Make sure that the document properties also try and include the tags like, tell me some keywords that it's about. 225 00:44:40.125 --> 00:44:50.654 Celine Greene (CTL): I actually totally skipped over this piece here also make sure you always have page numbers. I want to be able to navigate within that document or slide numbers. And again, that's part of our hands on part. 226 00:44:50.815 --> 00:45:04.444 Celine Greene (CTL): and aim to again aim to at least give me the title and the keywords which are called tags and metadata, sounds really good to have author. By the way, I can't tell you how many times I get Microsoft word as the author. 227 00:45:04.645 --> 00:45:29.574 Celine Greene (CTL): or I've as when I've taught. I've had students hand in assignments with the last modified person is a different person. I mean, that's been the student. That's just the whole, the whole other ball of wax. But again, make it so that I can identify a lot about that file without ever having to actually open it, and lastly, save the file with no restrictions. If you have a password protected document 228 00:45:29.865 --> 00:45:43.135 Celine Greene (CTL): fine temporarily, but as soon as you're passing that on to somebody else that makes it more cumbersome again. There's more for them to do to get to that document, so please try and save without that. 229 00:45:43.485 --> 00:45:50.845 Celine Greene (CTL): Lastly, what I want to show you before we open up those documents again. Hopefully, you've downloaded them. Is the Microsoft Accessibility checker 230 00:45:51.015 --> 00:46:09.795 Celine Greene (CTL): and the Microsoft Accessibility checker is available 2 places. It is available through that file info shortcut when you're checking for issues. But it's also available on the review menu, which wasn't even there in Microsoft 2 years ago. Microsoft has up its game. 231 00:46:10.045 --> 00:46:11.825 Celine Greene (CTL): Check your accessibility. 232 00:46:12.315 --> 00:46:42.114 Celine Greene (CTL): The review, the review ribbon is my go-to now, because here I also can check when I'm in Powerpoint. It can also check the reading order. And I can check for alt text or input alt text. Right here, if I have the image selected, or the table, or whatever I want to provide alt text to, I select it instead of doing the right click. Menu, I can go to the review, tab the dropdown. My version might look different than yours, the dropdown for check accessibility. I can go to alt text right there also. 233 00:46:42.795 --> 00:46:43.885 Celine Greene (CTL): Okay. 234 00:46:44.335 --> 00:46:51.184 Celine Greene (CTL): I'm gonna go ahead. Oh, and by the way, this is just lists some of the things I'm gonna go ahead and actually 235 00:46:51.235 --> 00:46:56.175 Celine Greene (CTL): stop sharing for a second because I wanna make sure I have the right document open 236 00:46:56.685 --> 00:47:00.775 Celine Greene (CTL): because I had to close it when I uploaded the 2 documents earlier. 237 00:47:02.215 --> 00:47:06.934 Celine Greene (CTL): And I'm gonna ask everybody here to open up 238 00:47:07.055 --> 00:47:10.824 Celine Greene (CTL): both the Powerpoint and the word document. 239 00:47:12.045 --> 00:47:17.734 Celine Greene (CTL): For a moment. I'm gonna go back and share the screen. If I can get back over to zoom 240 00:47:19.745 --> 00:47:20.495 Celine Greene (CTL): oops. 241 00:47:21.805 --> 00:47:23.145 Celine Greene (CTL): That's not zoom 242 00:47:24.995 --> 00:47:36.555 Celine Greene (CTL): I know as there, never mind, I found it. Co-host, can you? Can you do this? But II got it. I got back to my zoom window just a little bit of keyboard trickery. 243 00:47:38.485 --> 00:47:51.464 Celine Greene (CTL): Alright. Okay. So the one thing I want us all to do before I launch the poll to see which thing you also want to do is to go talk about document structure in the word document. 244 00:47:51.735 --> 00:48:02.925 Celine Greene (CTL): So the practice document for word I'm going to zoom in if you haven't seen this before. Well, welcome to it. I am using a shortcut down here at the bottom, right 245 00:48:03.205 --> 00:48:04.445 Celine Greene (CTL): to zoom in. 246 00:48:05.395 --> 00:48:11.414 Celine Greene (CTL): and I am going to go ahead and ask you to follow in the word document 247 00:48:11.735 --> 00:48:16.115 Celine Greene (CTL): to do everything it says and italicize text 248 00:48:16.895 --> 00:48:21.024 Celine Greene (CTL): between the line that reads document structure using styles 249 00:48:21.085 --> 00:48:34.654 Celine Greene (CTL): and alt text. If you'd like to just watch me do it, you can. But we are going to be using styles in Microsoft word, I can do this. Pop out Little Arrow over to the side and 250 00:48:35.025 --> 00:48:45.295 Celine Greene (CTL): click it so that styles either appears as a little floating pane. This is micro and in windows. So things I think of as window panes. But I'm going to make styles right there. 251 00:48:45.705 --> 00:48:52.674 Celine Greene (CTL): and my first instruction is to apply heading one to the first phrase in this document. so I will select it. 252 00:48:52.995 --> 00:48:58.044 Celine Greene (CTL): and I will go over, and I'm going to click on heading one. It's applied. 253 00:48:58.715 --> 00:49:05.805 Celine Greene (CTL): The next thing I'm gonna do is I'm gonna apply heading to to the line reading document structure using styles 254 00:49:07.315 --> 00:49:08.525 Celine Greene (CTL): heading to. 255 00:49:09.915 --> 00:49:12.784 Celine Greene (CTL): And I'm going to change the font 256 00:49:12.885 --> 00:49:15.875 Celine Greene (CTL): to times new Roman. I think that's cut off 257 00:49:16.185 --> 00:49:21.695 Celine Greene (CTL): green and underlined. So from Calibri I'll change it to times. New Roman. 258 00:49:24.645 --> 00:49:26.985 Celine Greene (CTL): I'm going to change the font to be green. 259 00:49:28.485 --> 00:49:30.495 Celine Greene (CTL): And I'm going to make it underlined. 260 00:49:32.355 --> 00:49:37.325 Celine Greene (CTL): And then I'm gonna update that because I want that style that I have right there 261 00:49:37.585 --> 00:49:40.904 Celine Greene (CTL): to be every heading level 2 that I want. 262 00:49:40.975 --> 00:49:43.015 Celine Greene (CTL): that I'm going to continue to have. 263 00:49:43.165 --> 00:49:50.664 Celine Greene (CTL): So I go to. I can do it a couple of ways. But the way I'm showing you is I'm going to go to the style itself. Click the dropdown menu. 264 00:49:51.055 --> 00:49:55.374 Celine Greene (CTL): And I'm gonna update that heading level to match the selection. 265 00:49:56.905 --> 00:49:58.375 Celine Greene (CTL): So now. 266 00:49:58.495 --> 00:50:04.944 Celine Greene (CTL): when I apply heading level 2 to these next few lines, alt text color, meaningful hyperlinks 267 00:50:05.405 --> 00:50:11.755 Celine Greene (CTL): and tables. it's going to look just like that alt text heading to 268 00:50:11.935 --> 00:50:15.315 Celine Greene (CTL): boom green times, new Roman underline. 269 00:50:15.475 --> 00:50:18.115 Celine Greene (CTL): Color. I'm gonna scroll down 270 00:50:18.575 --> 00:50:22.114 Celine Greene (CTL): whoops. I scroll down too far. Apologize. No, I didn't. 271 00:50:23.465 --> 00:50:24.435 Celine Greene (CTL): Color 272 00:50:25.455 --> 00:50:27.774 Celine Greene (CTL): hiding. Level 2. Boom. 273 00:50:29.225 --> 00:50:30.785 Celine Greene (CTL): meaningful hyperlinks. 274 00:50:32.565 --> 00:50:36.645 Celine Greene (CTL): Boom tables. Boom. 275 00:50:37.665 --> 00:50:48.315 Celine Greene (CTL): The next item that I was asked to do is to apply heading level 3 to the lines, reading part one minimum requirements and part 2 of the table. 276 00:50:49.765 --> 00:50:54.515 Celine Greene (CTL): So I want to show you what I'm seeing here on the left. If you haven't picked it up yet. 277 00:50:54.825 --> 00:51:00.345 Celine Greene (CTL): If I go to my view on Microsoft word navigation pane. 278 00:51:01.475 --> 00:51:02.935 Celine Greene (CTL): Look what happens. 279 00:51:03.215 --> 00:51:07.755 Celine Greene (CTL): The heading levels appear in this navigation pane and boom. 280 00:51:07.915 --> 00:51:14.635 Celine Greene (CTL): I get there a lot quicker. So I'm going to go ahead and select part one minimum requirements of a table. 281 00:51:14.945 --> 00:51:18.434 Celine Greene (CTL): And, as instructed, make that heading level 3. 282 00:51:18.865 --> 00:51:20.475 Celine Greene (CTL): I'm gonna scroll down 283 00:51:20.935 --> 00:51:23.895 Celine Greene (CTL): to part 2 purposeful tables 284 00:51:24.265 --> 00:51:36.095 Celine Greene (CTL): and boom! Make that heading level 3. I believe I'm then instructed to go to navigation and make that heading level 2 285 00:51:36.415 --> 00:51:42.295 Celine Greene (CTL): file info heading level 2 and run the accessibility checker 286 00:51:42.455 --> 00:51:53.394 Celine Greene (CTL): heading level 2. I'm going to get back to the top of my document using my navigation pane. And I'm going to stop at this point. Does anybody need to see me read you that? How I just applied 287 00:51:53.675 --> 00:51:58.055 Celine Greene (CTL): those styles and including modifying heading level 2, 288 00:51:59.965 --> 00:52:04.855 Celine Greene (CTL): you can feel free to unmute yourself. By the way. would actually be easier for me at this point. 289 00:52:08.475 --> 00:52:09.355 Celine Greene (CTL): Okay. 290 00:52:10.355 --> 00:52:20.515 Celine Greene (CTL): in Powerpoint. We're gonna we're gonna leave. Actually, let me go over to the Powerpoint whoops. There we go in Powerpoint. 291 00:52:22.405 --> 00:52:32.855 Celine Greene (CTL): We're asked to change. This is again structure. It's much like the heading levels. We're going to actually change the layout of this slide to title subtitle and to content. 292 00:52:33.595 --> 00:52:39.774 Celine Greene (CTL): So I'm going to to go to the slides again, you might see it a little bit differently. and I'm going to change the layout. 293 00:52:41.125 --> 00:52:48.125 Celine Greene (CTL): To what sorry title, subtitle, and 2 content slides. layout. 294 00:52:49.125 --> 00:52:56.025 Celine Greene (CTL): title, subtitle, and 2 content. Notice that the Scissors Graphic is just kind of hanging around. 295 00:52:57.235 --> 00:53:00.115 Celine Greene (CTL): I need to cut that image 296 00:53:01.935 --> 00:53:04.354 Celine Greene (CTL): and paste it into the placeholder. 297 00:53:06.975 --> 00:53:08.685 Celine Greene (CTL): and 298 00:53:09.605 --> 00:53:23.665 Celine Greene (CTL): and I'm going to go ahead and see the Alt text again. It's a little bit different than what my slide said. Photograph of scissors is the fact that it's photograph important. I don't know. I'm gonna say, no. So I'm gonna go ahead and just say scissors. 299 00:53:24.475 --> 00:53:26.785 Celine Greene (CTL): And I was taught 300 00:53:27.085 --> 00:53:35.864 Celine Greene (CTL): or it was reminded, I was reminded recently that we should actually put punctuation at the end of alt text that makes the screen reader pause scissors. 301 00:53:36.605 --> 00:53:39.674 Celine Greene (CTL): So I now like that Alt text. 302 00:53:39.735 --> 00:53:50.594 Celine Greene (CTL): It's there. And I've now used the placeholder. The one other thing I want you to do here on this slide is to select the reading order, and you could have done it through 303 00:53:50.675 --> 00:54:00.974 Celine Greene (CTL): check accessibility. or apparently there's now an accessibility tab that I swear. I just saw for the first time today. It's nice. Turn out. Did you know that tap was there before? 304 00:54:01.165 --> 00:54:06.224 Celine Greene (CTL): Yeah. Oh, okay. I'm so used to going to to this 305 00:54:06.975 --> 00:54:09.185 Celine Greene (CTL): to this ribbon. 306 00:54:09.285 --> 00:54:13.234 Celine Greene (CTL): So, anyway, so with the reading order, it is read 307 00:54:13.295 --> 00:54:15.245 Celine Greene (CTL): top to bottom. 308 00:54:15.775 --> 00:54:21.735 Celine Greene (CTL): just like you would expect reading order title. Yep, that comes first. That text sure content. Sure. 309 00:54:21.825 --> 00:54:31.795 Celine Greene (CTL): footer. -Oh, I don't want the footer red before I want, and the slide number red before I want the scissors. So I'm going to take this scissors and move them up 310 00:54:32.405 --> 00:54:39.164 Celine Greene (CTL): before the footer. That's reading order. If you've been with me before, and you were 2 versions of office 311 00:54:39.375 --> 00:54:43.034 Celine Greene (CTL): ahead of time. You could be doing the same thing 312 00:54:43.135 --> 00:54:53.365 Celine Greene (CTL): under the arrange tab and the selection pane. But, unlike reading order which is top to bottom. The selection pane is always bottom to top. Think about it as flipping over pages in the book. 313 00:54:53.935 --> 00:55:09.235 Celine Greene (CTL): It's just important that title either be at the bottom most, and slide number B at the top most for selection pane, or again, for reading order. It would be exactly as most people would expect top to bottom. 314 00:55:10.005 --> 00:55:20.765 Celine Greene (CTL): At this point again, we're running short on time. I actually wanna distribute this poll. And I would love for you guys to tell me what it is that you'd like us to demonstrate 315 00:55:20.895 --> 00:55:21.795 Celine Greene (CTL): next. 316 00:55:23.675 --> 00:55:28.354 Celine Greene (CTL): So please go ahead and take the poll and just hit submit when you're ready. 317 00:55:34.075 --> 00:55:39.705 Celine Greene (CTL): Had a feeling it was, gonna be this tables one. It is tricky. 318 00:55:40.125 --> 00:55:49.165 Celine Greene (CTL): and a quick check on time shows we have 4 min. Alright, as I continue with that Poll, I'm gonna preemptively bring up the word document. 319 00:55:50.615 --> 00:55:54.565 Celine Greene (CTL): I'm going to actually close the styles on mine side. Seymour. 320 00:55:56.465 --> 00:55:57.325 Celine Greene (CTL): Okay. 321 00:55:58.575 --> 00:56:05.775 Celine Greene (CTL): alright. 10 out of 10 people have participated to say, working to in word to avoid using tables for layout. 322 00:56:05.895 --> 00:56:08.645 Tainá Hanno (CTL): please. Everybody. 323 00:56:09.975 --> 00:56:16.564 Celine Greene (CTL): There we go! There's my proof. I didn't. I didn't lie to you because shared. That is the most popular one. 324 00:56:16.935 --> 00:56:32.285 Celine Greene (CTL): just so that you know all these, if you step through the documents, it actually tells you what to do. And if you can get through both documents reading the instructions and then going to Microsoft for the how finishing the how to you're gonna be golden. 325 00:56:32.415 --> 00:56:36.835 Celine Greene (CTL): Let's jump down to this table again. We've only got a few minutes. 326 00:56:37.365 --> 00:56:46.814 Celine Greene (CTL): Tables should only be used to sort data, and oftentimes our tables are created in a way where the data isn't sorted. Being sorted isn't clearly identified. 327 00:56:47.205 --> 00:56:51.485 Celine Greene (CTL): And then there's that one again. 328 00:56:51.875 --> 00:56:57.985 Celine Greene (CTL): It's important. But I'm not going to do that one. I'm going to do this one. The next table is being used to control layout. 329 00:56:58.335 --> 00:57:08.154 Celine Greene (CTL): select the table and make its borders visible. and recreate the appearance of the image and text, using the built in tools for layout and formatting in word. 330 00:57:08.875 --> 00:57:11.694 Celine Greene (CTL): So here's the table and select it. 331 00:57:12.755 --> 00:57:16.844 Celine Greene (CTL): I'm gonna make it so that it's borders are visible oops. 332 00:57:18.155 --> 00:57:35.744 Celine Greene (CTL): There it is. and I'm gonna recreate this by following these directions. And again, I know I made it very small. So let me zoom in a bit oops. One way to do this is to copy the image and paste it as a start to a new paragraph outside the table. 333 00:57:36.035 --> 00:57:37.735 Celine Greene (CTL): So I'm going to copy this image 334 00:57:39.185 --> 00:57:57.644 Celine Greene (CTL): and I'm just going to go ahead and insert it as a new paragraph. Then I'm gonna go ahead and copy and paste the text from the top right column immediately after that image which, by the way, keep your images in line. Don't have the text. Wrap them that messes with the reading order. 335 00:57:57.865 --> 00:58:00.125 Celine Greene (CTL): So I'm going to select this text. 336 00:58:01.175 --> 00:58:04.205 Celine Greene (CTL): paste it right after this image. 337 00:58:05.425 --> 00:58:09.925 Celine Greene (CTL): and I'm actually going to make a paragraph break right there by hitting. Enter on my keyboard. 338 00:58:10.805 --> 00:58:15.684 Celine Greene (CTL): and next, I'm going to copy and paste the text from the bottom row. After that. 339 00:58:17.655 --> 00:58:19.274 Celine Greene (CTL): copying this text 340 00:58:21.465 --> 00:58:23.335 Celine Greene (CTL): and pasting 341 00:58:24.535 --> 00:58:26.125 Celine Greene (CTL): whoops. Sorry 342 00:58:27.595 --> 00:58:31.345 Celine Greene (CTL): lot of lot of spelling errors in that Lauren Ifson font there 343 00:58:31.695 --> 00:58:41.445 Celine Greene (CTL): and then. The next thing it asked me to do is to select the image and the first block of text to be formatted to 2 columns. So here I go, image 344 00:58:42.035 --> 00:58:43.594 Celine Greene (CTL): first block of text. 345 00:58:44.175 --> 00:58:52.184 Celine Greene (CTL): Think of what columns are words, ribbons are met are are named appropriately. You're controlling the layout. 346 00:58:52.245 --> 00:58:56.564 Celine Greene (CTL): You want to make. It looks away. So we're going to change it to 2 columns. 347 00:58:56.785 --> 00:59:08.075 Celine Greene (CTL): and if you've never been great at controlling columns, I'll show you in a second. How do we? We're gonna adjust this. But first, I want you while we're still here, just to put your cursor right before the word start. 348 00:59:08.505 --> 00:59:11.155 Celine Greene (CTL): and you would insert a column break 349 00:59:11.745 --> 00:59:18.034 Celine Greene (CTL): right there looks miserable right now. but I've got my 2 columns. I'm gonna go ahead 350 00:59:18.545 --> 00:59:21.605 Celine Greene (CTL): and to the columns drop down. Select more columns. 351 00:59:21.695 --> 00:59:32.294 Celine Greene (CTL): I don't want them to be equal column with. That's the first thing you have to do. Uncheck equal column. Make it pretty close together. Let's start making that first column. 352 00:59:32.615 --> 00:59:40.705 Celine Greene (CTL): tiny. Not that, Tiny. But let's say 1.2 5 1.2 1.3 and hit. Ok. 353 00:59:41.485 --> 00:59:52.334 Celine Greene (CTL): boom, look at that. I only need to tweak it a little bit more to get a little bit closer and look the exact same way this looked before I put the borders on it. 354 00:59:53.145 --> 00:59:56.264 Celine Greene (CTL): I hope that was helpful. and again. 355 00:59:56.665 --> 01:00:07.494 Celine Greene (CTL): you can do the same thing using a table. Excuse me, using the formatting of columns and spacing paragraph spacing, too, as you can, using a table to control layout. 356 01:00:08.665 --> 01:00:22.255 Celine Greene (CTL): With that we're out of time, I wanna know. Before I say goodbye. If there's anything anybody really wants to do, I will would be more than happy to showcase it. But again, I'm gonna be sending a follow up file. 357 01:00:22.325 --> 01:00:23.745 Celine Greene (CTL): I 358 01:00:23.875 --> 01:00:34.274 Celine Greene (CTL): Do you think that in the Powerpoint, for instance, and in the word documents, you actually do have a lot of links that will help you. And I'm also going to include them in the email. 359 01:00:34.775 --> 01:00:36.284 Celine Greene (CTL): So any questions. 360 01:00:37.655 --> 01:00:45.805 Celine Greene (CTL): It's a lot to take in. Please go ahead and start Ty, not go ahead, and I apologize. I'm 361 01:00:45.845 --> 01:01:05.805 Tainá Hanno (CTL): forgot to stop sharing the screen with that last slide. But yeah, that's alright. We we showed a lot of things. Link did a wonderful job. Showing you a lot of things. But remember, you don't have to do everything all at once. 362 01:01:05.815 --> 01:01:10.055 Tainá Hanno (CTL): We do want you to go into those documents and play around with everything. 363 01:01:10.075 --> 01:01:20.985 Tainá Hanno (CTL): and you are. We don't expect you to get everything right at once, but test it out, play around with everything, and try everything a little bit. 364 01:01:21.365 --> 01:01:38.714 Tainá Hanno (CTL): Those small steps that you take now means that you will do mask work later on. And remember those legal and ethical and moral reasons for digital accessibility. And as you get started. Maybe when you get you won't get discouraged. Remember that 365 01:01:38.945 --> 01:01:43.375 Tainá Hanno (CTL): the things that we're doing now that we showed you today benefits 366 01:01:43.715 --> 01:02:05.314 Tainá Hanno (CTL): so many people because it it it give access to everyone. So I know it was a lot. And you probably didn't even think about us. Some of the things that we shared. But we want to show you ways that you can improve the work that you've been doing. So if you have any questions which we think we, you might 367 01:02:05.345 --> 01:02:20.984 Tainá Hanno (CTL): go back free. Watch this recording pause, try, work it out with the documents, and if you have any questions, please reach out to any of us, we'll be happy to answer any questions. We really do hope that you play around with those documents because it it'll be worth it. 368 01:02:21.495 --> 01:02:24.715 Tainá Hanno (CTL): let's just start authoring accessible documents. 369 01:02:26.375 --> 01:02:28.235 Celine Greene (CTL): Thanks, Tyna, that's great. 370 01:02:33.135 --> 01:02:36.614 Celine Greene (CTL): Thank you. Everybody for attending. I'm gonna thank you. 371 01:02:36.635 --> 01:02:42.044 Celine Greene (CTL): And you're gonna stop the recording. And if anybody has questions you can stay on with me, I'll be happy to answer them.