Organizing your course accessibly. All people learn differently.
Organizing your course in a way that supports the learning needs and styles of all users can be a difficult task. Your learning materials need to engage, educate, evaluate and accommodate people effectively. In this topic we discuss a number of design decisions you can make to help ensure your course is accessible to all users. Set clear course expectations When you set up an online course it is important to remember that for many students it marks a big change from a traditional classroom. Furthermore, Learning Environment provides course designers a lot of flexibility in how they set up and organize their course materials. WebA11Y HB2 Print HiRes. Accessibility checkers. A Word of Caution Automated, accessibility testing tools provide a good baseline check for accessibility of HTML web pages, PDFs and Microsoft Office 2010 documents, but the documents still need a human to check the pages and ask these questions: Are headings used to give the document structure?
Are embedded media and any interactive widgets on the page, keyboard accessible? Does the ALT text for images and graphics clearly represent the meaning the instructor wants to convey with the image? Insidehighered. The decision last week by the University of California, Berkeley, to take years' worth of video and audio lectures out of the public realm because of federal requirements on accessibility for people with disabilities was decried by many accessibility advocates.
And many other universities told Inside Higher Ed this week that they would not be following suit. But Berkeley's response aside, colleges and universities must increasingly deal with the underlying issue of how to make their educational content -- more and more of which is taking digital form -- available to and usable by all. And that's not an easy thing to ensure, given the many, diffuse players involved in the creation of instructional materials and the important principles of faculty independence and academic freedom that are deeply embedded in the content development process.
IDI Web Accessibility Checker : Web Accessibility Checker. Tips for creating a transcript file - YouTube Help. Transcripts are a simple way of creating captions.
They only contain the text of what is said in the video and you don't need to enter any time codes. You can enter a transcript directly in your video or follow the steps below to create a transcript file. Transcripts work best with videos that are less than an hour long with good sound quality and clear speech. Keep in mind that the transcript file needs to be in the same language that is spoken in the video. After you've created your file, follow the instructions to upload it to your video. Format your transcript file Type the text of what was said in your video and save it as a plain text file (.txt). In order to get the best results, use these formatting tips: Use a blank line to force the start of a new caption.
Here's an example of what your transcript file might look like: >> ALICE: Hi, my name is Alice Miller and this is John Brown >> JOHN: and we're the owners of Miller Bakery. [intro music] Saving non-English files Open Notepad. Accessibility Tips to accompany our “Make Technology Work for Everyone” video. You are here: Home > Accessibility Tips to accompany our “Make Technology Work for Everyone” video What’s on this page?
Our new “Make Technology Work for Everyone” animated video introduction to Digital Accessibility is available on YouTube and is embedded later in this page. Because the video can’t cover everything, and technology and best practice are always evolving, this page accompanies the video. Here you can find: Global Accessibility Awareness Day Thursday May 21st 2015 is the 4th annual Global Accessibility Awareness Day.
To help promote the day and digital accessibility, Citizens Online collaborated with the Digital Accessibility Centre, DIG Inclusion, and members of our Fix the Web project‘s steering group to create a short animated video about digital accessibility, containing 15 tips to help people creating websites, apps, software and documents improve the accessibility of their technology. Text description of the visual style of the Video Hello Screen reader users! Podcast: Copyright & UDL, An Interview with Thomas J. Tobin. When it comes to copyrights, do you know the difference between material you create for your class and material you are contracted to create for a class?
Who owns the rights to that material? According to copyright law, can you use a student’s paper as an example in future classes? These are some of the questions Thomas Tobin, PhD, answers in our interview conducted at the Teaching Professor Technology Conference this past weekend in Atlanta. How to Be Culturally Sensitive with Your eLearning Courses. When I taught English in Japan, I quickly realized that it was easier for my students to learn when the content I used was culturally relevant, or at least not based solely on my cultural perspective.
If there were cultural elements familiar to them – food, names, places, holidays, images – in our English language lessons, they were more likely to engage with the content. The students weren’t hung up trying to understand something that didn’t make any sense to them. I set aside my own assumptions and took time to consider what would make the most sense from a cultural point of view that was different than my own. The same is true when we’re creating content for eLearners. The world is getting much smaller and chances are your learners come from many, many different cultural backgrounds. c2f101 f735652b31044b13b8671a389d6514a8. UDL On Campus: Media & Materials.