From wiersmac at uww.edu Thu Nov 2 12:57:54 2006 From: wiersmac at uww.edu (Wiersma, Constance A) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda Message-ID: <6A6DDE8A258FF94D86A95DC1898B909EB54751@facmail3.uww.edu> Ron: I'd be interested in continued discussion about the more recent happenings alternative media, such as the new digital book standard, etc. and what this means to those of us who provide these services to students. Sincerely, Connie Wiersma, Assistant Director Center for Students with Disabilities 262-472-5244 ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, October 30, 2006 1:17 PM To: 'Access Technologists in Higher Education Network' Subject: [Athen] AHG Meeting Agenda Please send meeting agenda items to me for the meeting at AHG. Ron -------------- next part -------------- An HTML attachment was scrubbed... URL: From ron.stewart at dolphinusa.com Fri Nov 3 14:39:15 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Position Openings at University of Illinois at Chicago Disability Resource Center Message-ID: <007601c6ff98$e4b3fa70$b35ac180@RONMOBILE> Some may be interested in this position Ron Stewart *************** The Disability Resource Center at the University of Illinois at Chicago (UIC) has position openings for an Adaptive Technology Specialist and a Disability Specialist. The Adaptive Technology Specialist will provide, and educate, students/faculty/staff with adaptive/assistive equipment and computer technologies. This position will manage the distribution of adaptive equipment and software on UIC' s campus. Requirements: BS in Computer Science, Rehabilitation Technology or an appropriate field with computer expertise in adaptive computer technologies (MS preferred); 3 years of experience providing adaptive technology services to individuals with disabilities; expertise in computer hardware, programming and knowledge of technological accommodations for persons with disabilities; superior written and verbal communications skills. Desired qualifications: understanding of the ADA and other federal and state disability policies and legislation; understanding of web accessibility, and experience in providing access to electronic information and communication technology for persons with disabilities. The Disability Specialist will evaluate students' diagnostic documentation to determine reasonable disability accommodation, and serve as the primary point of contact to faculty, academic and student affairs units for student accommodation. Requirements: BS in disability or social sciences field, or equivalent combination of education and work experience (MS preferred); 3 years of experience providing services to individuals with disabilities; knowledge of services for individuals with physical, cognitive and psychiatric disabilities; superior written and verbal communication skills; understanding of the ADA and other federal and state disability policies and legislation. The University offers an attractive full benefits package; salary is commensurate with experience. For fullest consideration apply by November 27, 2006. Applications must include a cover letter, current resume, and contact information for three professional references. Please email materials in an accessible format to Lindajw@uic.edu. You may also mail materials to: Search Coordinator, UIC Disability Resource Center, 1200 W. Harrison St. (M/C 321), Chicago, IL 60607. UIC is an Affirmative Action, Equal Opportunity Employer. From saroj_primlani at ncsu.edu Fri Nov 3 16:46:18 2006 From: saroj_primlani at ncsu.edu (Saroj Primlani) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Athen Digest, Vol 10, Issue 1 In-Reply-To: References: Message-ID: <2322.24.136.240.97.1162601178.squirrel@webmail.ncsu.edu> How about coming up with the agenda for meeting with Educause Saroj > Send Athen mailing list submissions to > athen@athenpro.org > > To subscribe or unsubscribe via the World Wide Web, visit > http://athenpro.org/mailman/listinfo/athen_athenpro.org > or, via email, send a message with subject or body 'help' to > athen-request@athenpro.org > > You can reach the person managing the list at > athen-owner@athenpro.org > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Athen digest..." > > > Today's Topics: > > 1. Re: AHG Meeting Agenda (Wiersma, Constance A) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Thu, 2 Nov 2006 14:57:54 -0600 > From: "Wiersma, Constance A" > Subject: Re: [Athen] AHG Meeting Agenda > To: "Access Technologists in Higher Education Network" > > Message-ID: <6A6DDE8A258FF94D86A95DC1898B909EB54751@facmail3.uww.edu> > Content-Type: text/plain; charset="us-ascii" > > Ron: > I'd be interested in continued discussion about the more recent > happenings alternative media, such as the new digital book standard, > etc. and what this means to those of us who provide these services to > students. > > Sincerely, > > Connie Wiersma, Assistant Director > Center for Students with Disabilities > 262-472-5244 > > ________________________________ > > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On > Behalf Of Ron Stewart > Sent: Monday, October 30, 2006 1:17 PM > To: 'Access Technologists in Higher Education Network' > Subject: [Athen] AHG Meeting Agenda > > > > Please send meeting agenda items to me for the meeting at AHG. > > Ron > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > /pipermail/athen_athenpro.org/attachments/20061102/a1fde0cd/attachment-0001.html > > ------------------------------ > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > End of Athen Digest, Vol 10, Issue 1 > ************************************ > From Howard.Kramer at colorado.edu Sat Nov 4 12:13:57 2006 From: Howard.Kramer at colorado.edu (Howard Kramer) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Proctor help at AHG conference Message-ID: <6.1.2.0.2.20061104130935.067ab640@buffmail.colorado.edu> An HTML attachment was scrubbed... URL: From djbrky at bu.edu Sat Nov 4 13:03:30 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Proctor help at AHG conference References: <6.1.2.0.2.20061104130935.067ab640@buffmail.colorado.edu> Message-ID: Good call Howard - I propose that every ATHEN member proctor at least one session. This is a recruiting opportunity for ATHEN. Along with introduce speakers and doing the paperwork bits - Proctors should thank the audience for attending and make a point of mentioning ATHEN "on behalf of the conference committee and ATHEN... blar. blar, blar". Make certain to let folks know of the connection between ATHEN and the conference. I am definitely planning to attend the following on Thursday: A Foot on Each Platform: Supporting Students Using Macs on a Windows Campus, Shawn Foster, Southern Oregon University [EASI] Digital Talking Books for Math and Science, Dave Schlappenbach & Brad Hosac, gh LLC (via Web Conferencing) Effective Practices for describing STEM images in Digital Talking Books, Bryan Gould, NCAM I am presenting twice on Friday so not planning to attend any but my own. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Howard Kramer Sent: Sat 11/4/2006 3:13 PM To: Access Technologists in Higher Education Network Subject: [Athen] Proctor help at AHG conference Hello All: If any ATHEN members attending the AHG conference would like to help with proctoring (this is basically handing out & collection the evaluation forms for the session and running to find help if there's a problem, getting the speaker a glass of water, etc. - we don't do speaker introductions), I have some sessions still without assignments. If you're interested, send me the list of sessions you plan to attend or are willing to proctor. Note that the schedule has changed a little in the last few weeks and there have been a couple of cancellations, so check the new schedule before you send me your list. Thanks, Howard Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. From wiersmac at uww.edu Mon Nov 6 08:34:40 2006 From: wiersmac at uww.edu (Wiersma, Constance A) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Proctor help at AHG conference Message-ID: <6A6DDE8A258FF94D86A95DC1898B909EB54997@facmail3.uww.edu> Howard: I am willing to help where needed. Let me know where and when. Connie Wiersma Connie Wiersma, Assistant Director Center for Students with Disabilities 262-472-5244 ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Howard Kramer Sent: Saturday, November 04, 2006 2:14 PM To: Access Technologists in Higher Education Network Subject: [Athen] Proctor help at AHG conference Hello All: If any ATHEN members attending the AHG conference would like to help with proctoring (this is basically handing out & collection the evaluation forms for the session and running to find help if there's a problem, getting the speaker a glass of water, etc. - we don't do speaker introductions), I have some sessions still without assignments. If you're interested, send me the list of sessions you plan to attend or are willing to proctor. Note that the schedule has changed a little in the last few weeks and there have been a couple of cancellations, so check the new schedule before you send me your list. Thanks, Howard Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ron.stewart at dolphinusa.com Mon Nov 6 09:39:00 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda Message-ID: <001201c701ca$736503d0$a95ac180@RONMOBILE> Good morning from beautiful and sunny Boulder Colorado. Here are the agenda items for our meeting on Thursday at the AHG Conference. If you have additional items please send them on, it looks to be a full meeting. Introduction and Welcome Membership update EJournal Update Special Interest Groups Consortia Formation EDUCAUSE Update Survey Update -------------- next part -------------- An HTML attachment was scrubbed... URL: From Howard.Kramer at colorado.edu Mon Nov 6 10:04:27 2006 From: Howard.Kramer at colorado.edu (Howard Kramer) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Proctor help at AHG conference In-Reply-To: <6A6DDE8A258FF94D86A95DC1898B909EB54997@facmail3.uww.edu> References: <6A6DDE8A258FF94D86A95DC1898B909EB54997@facmail3.uww.edu> Message-ID: <6.1.2.0.2.20061106110336.05cd3ac0@buffmail.colorado.edu> An HTML attachment was scrubbed... URL: From Vasquez at sbcc.edu Mon Nov 6 10:42:05 2006 From: Vasquez at sbcc.edu (Laurie Vasquez) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda In-Reply-To: <001201c701ca$736503d0$a95ac180@RONMOBILE> References: <001201c701ca$736503d0$a95ac180@RONMOBILE> Message-ID: <454F117C.1869.00F8.0@sbcc.edu> Boulder already!! Will send you the CSUN minutes. Laurie >>> "Ron Stewart" 11/6/2006 9:39 AM >>> Good morning from beautiful and sunny Boulder Colorado. Here are the agenda items for our meeting on Thursday at the AHG Conference. If you have additional items please send them on, it looks to be a full meeting. Introduction and Welcome Membership update EJournal Update Special Interest Groups Consortia Formation EDUCAUSE Update Survey Update From asuncion at alcor.concordia.ca Mon Nov 6 11:10:43 2006 From: asuncion at alcor.concordia.ca (Jennison Asuncion) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] NEADS Conference Webcast Message-ID: Hello, I thought some here might find this free opportunity of interest. Feel free to pass it along, especially to college and university students with disabilities. Jennison From: Frank Smith Hello, NEADS will once again provide a live audio broadcast of our conference workshops taking place on Saturday November 11 and Sunday November 12. Consult the schedule located at http://www.neads.ca/conference2006 for more details. Note that the times listed are Eastern time. The audio broadcast is completely free of charge, and will be available in English and French. You will need a computer with either speakers or a headset. You will also need to download free software such as Windows Media Player or WinAmp. If you would like to listen into the conference workshops, register at http://www.nows.ca/conference/en/online.php If you are unable to listen in, but would like to be informed once the Conference audio and presentations are archived online, email conference2006@neads.ca Thanks, Frank Smith, National Coordinator National Educational Association of Disabled Students Rm. 426 Unicentre, Carleton University Ottawa, Ontario, K1S 5B6 tel. (613) 526-8008 www.neads.ca From mcroll at CAHS.Colostate.edu Mon Nov 6 11:43:18 2006 From: mcroll at CAHS.Colostate.edu (Roll,Marla) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda In-Reply-To: <001201c701ca$736503d0$a95ac180@RONMOBILE> Message-ID: Can you please remind me of the date, time and room location for the athen meeting? thanks! Marla ________________________________________ Marla C. Roll, MS, OTR Director, Assistive Technology Resource Center 304 Occupational Therapy Building Colorado State University Fort Collins, CO 80523 - 1586 970-491-2016 970-491-6290 (fax) mcroll@cahs.colostate.edu ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 06, 2006 10:39 AM To: 'Access Technologists in Higher Education Network' Subject: [Athen] AHG Meeting Agenda Good morning from beautiful and sunny Boulder Colorado. Here are the agenda items for our meeting on Thursday at the AHG Conference. If you have additional items please send them on, it looks to be a full meeting. Introduction and Welcome Membership update EJournal Update Special Interest Groups Consortia Formation EDUCAUSE Update Survey Update -------------- next part -------------- An HTML attachment was scrubbed... URL: From ron.stewart at dolphinusa.com Mon Nov 6 11:51:25 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda In-Reply-To: <454F117C.1869.00F8.0@sbcc.edu> Message-ID: <004b01c701dc$f56c8030$a95ac180@RONMOBILE> Yep Ron -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Laurie Vasquez Sent: Monday, November 06, 2006 1:42 PM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] AHG Meeting Agenda Boulder already!! Will send you the CSUN minutes. Laurie >>> "Ron Stewart" 11/6/2006 9:39 AM >>> Good morning from beautiful and sunny Boulder Colorado. Here are the agenda items for our meeting on Thursday at the AHG Conference. If you have additional items please send them on, it looks to be a full meeting. Introduction and Welcome Membership update EJournal Update Special Interest Groups Consortia Formation EDUCAUSE Update Survey Update _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From djbrky at bu.edu Mon Nov 6 11:57:40 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda In-Reply-To: Message-ID: http://athenpro.blogspot.com/2006/10/accessing-higher-ground-is-almost-h ere.html Join ATHEN for Our Annual Business Meeting Thursday, November 9th @ 6:00 PM in room 231 of the Millennial Hotel ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Roll,Marla Sent: Monday, November 06, 2006 2:43 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] AHG Meeting Agenda Can you please remind me of the date, time and room location for the athen meeting? thanks! Marla ________________________________________ Marla C. Roll, MS, OTR Director, Assistive Technology Resource Center 304 Occupational Therapy Building Colorado State University Fort Collins, CO 80523 - 1586 970-491-2016 970-491-6290 (fax) mcroll@cahs.colostate.edu ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 06, 2006 10:39 AM To: 'Access Technologists in Higher Education Network' Subject: [Athen] AHG Meeting Agenda Good morning from beautiful and sunny Boulder Colorado. Here are the agenda items for our meeting on Thursday at the AHG Conference. If you have additional items please send them on, it looks to be a full meeting. Introduction and Welcome Membership update EJournal Update Special Interest Groups Consortia Formation EDUCAUSE Update Survey Update -------------- next part -------------- An HTML attachment was scrubbed... URL: From ron.stewart at dolphinusa.com Mon Nov 6 12:05:48 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda In-Reply-To: Message-ID: <007001c701de$f525ef60$a95ac180@RONMOBILE> Thursday, Nov 6th 6-8 pm in Room 231 of the Millennium Ron _____ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Roll,Marla Sent: Monday, November 06, 2006 2:43 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] AHG Meeting Agenda Can you please remind me of the date, time and room location for the athen meeting? thanks! Marla ________________________________________ Marla C. Roll, MS, OTR Director, Assistive Technology Resource Center 304 Occupational Therapy Building Colorado State University Fort Collins, CO 80523 - 1586 970-491-2016 970-491-6290 (fax) mcroll@cahs.colostate.edu _____ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 06, 2006 10:39 AM To: 'Access Technologists in Higher Education Network' Subject: [Athen] AHG Meeting Agenda Good morning from beautiful and sunny Boulder Colorado. Here are the agenda items for our meeting on Thursday at the AHG Conference. If you have additional items please send them on, it looks to be a full meeting. Introduction and Welcome Membership update EJournal Update Special Interest Groups Consortia Formation EDUCAUSE Update Survey Update -------------- next part -------------- An HTML attachment was scrubbed... URL: From fgsmith at vcu.edu Mon Nov 6 13:00:52 2006 From: fgsmith at vcu.edu (Frances G Smith/AC/VCU) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Frances G Smith/AC/VCU is out of the office. Message-ID: I will be out of the office starting 11/06/2006 and will not return until 11/13/2006. I will be out of the office starting Monday, 11/6/06 and will not return until Monday 11/13/06. I am attending a conference. From wiersmac at uww.edu Mon Nov 6 13:58:57 2006 From: wiersmac at uww.edu (Wiersma, Constance A) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Proctor help at AHG conference Message-ID: <6A6DDE8A258FF94D86A95DC1898B909EB54A92@facmail3.uww.edu> Howard: Thursday sessions: 8:00 a.m. A Foot on Each Platform... 9:15 a.m. Creating Accessible PDF Forms... 3:45 p.m. Nimas 101: the Basics... Friday sessions: 9:15 a.m. Update on Automated Tactile Graphics. . . 11:15 a.m. ACCESS to Postsecondary Education through UD for Learning 2:00 p.m. Creating a Campus AT Lab using Principles of UD The above are the sessions I would like to attend. For the remainder of the sessions I am flexible and could proctor wherever needed. Connie Wiersma Connie Wiersma, Assistant Director Center for Students with Disabilities University of Wisconsin-Whitewater 262-472-5244 ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Howard Kramer Sent: Monday, November 06, 2006 12:04 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Proctor help at AHG conference Hi Connie, That's great - thanks. Do you know what sessions you plan to attend? This way I can put you in sessions where you were planning to go. Thanks, Howard At 09:34 AM 11/6/2006, you wrote: Howard: I am willing to help where needed. Let me know where and when. Connie Wiersma Connie Wiersma, Assistant Director Center for Students with Disabilities 262-472-5244 ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Howard Kramer Sent: Saturday, November 04, 2006 2:14 PM To: Access Technologists in Higher Education Network Subject: [Athen] Proctor help at AHG conference Hello All: If any ATHEN members attending the AHG conference would like to help with proctoring (this is basically handing out & collection the evaluation forms for the session and running to find help if there's a problem, getting the speaker a glass of water, etc. - we don't do speaker introductions), I have some sessions still without assignments. If you're interested, send me the list of sessions you plan to attend or are willing to proctor. Note that the schedule has changed a little in the last few weeks and there have been a couple of cancellations, so check the new schedule before you send me your list. Thanks, Howard Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. -------------- next part -------------- An HTML attachment was scrubbed... URL: From djbrky at bu.edu Mon Nov 6 14:17:53 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Proctor help at AHG conference References: <6A6DDE8A258FF94D86A95DC1898B909EB54A92@facmail3.uww.edu> Message-ID: I expect to see you at my 8:00 am session in Friday :-) ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Wiersma, Constance A Sent: Mon 11/6/2006 4:58 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Proctor help at AHG conference Howard: Thursday sessions: 8:00 a.m. A Foot on Each Platform... 9:15 a.m. Creating Accessible PDF Forms... 3:45 p.m. Nimas 101: the Basics... Friday sessions: 9:15 a.m. Update on Automated Tactile Graphics. . . 11:15 a.m. ACCESS to Postsecondary Education through UD for Learning 2:00 p.m. Creating a Campus AT Lab using Principles of UD The above are the sessions I would like to attend. For the remainder of the sessions I am flexible and could proctor wherever needed. Connie Wiersma Connie Wiersma, Assistant Director Center for Students with Disabilities University of Wisconsin-Whitewater 262-472-5244 ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Howard Kramer Sent: Monday, November 06, 2006 12:04 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Proctor help at AHG conference Hi Connie, That's great - thanks. Do you know what sessions you plan to attend? This way I can put you in sessions where you were planning to go. Thanks, Howard At 09:34 AM 11/6/2006, you wrote: Howard: I am willing to help where needed. Let me know where and when. Connie Wiersma Connie Wiersma, Assistant Director Center for Students with Disabilities 262-472-5244 ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Howard Kramer Sent: Saturday, November 04, 2006 2:14 PM To: Access Technologists in Higher Education Network Subject: [Athen] Proctor help at AHG conference Hello All: If any ATHEN members attending the AHG conference would like to help with proctoring (this is basically handing out & collection the evaluation forms for the session and running to find help if there's a problem, getting the speaker a glass of water, etc. - we don't do speaker introductions), I have some sessions still without assignments. If you're interested, send me the list of sessions you plan to attend or are willing to proctor. Note that the schedule has changed a little in the last few weeks and there have been a couple of cancellations, so check the new schedule before you send me your list. Thanks, Howard Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 9875 bytes Desc: not available URL: From Howard.Kramer at colorado.edu Mon Nov 6 18:45:40 2006 From: Howard.Kramer at colorado.edu (Howard Kramer) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Proctor help at AHG conference In-Reply-To: <6A6DDE8A258FF94D86A95DC1898B909EB54A92@facmail3.uww.edu> References: <6A6DDE8A258FF94D86A95DC1898B909EB54A92@facmail3.uww.edu> Message-ID: <6.1.2.0.2.20061106194458.05beceb0@buffmail.colorado.edu> An HTML attachment was scrubbed... URL: From ea at emptech.info Tue Nov 7 01:33:33 2006 From: ea at emptech.info (E.A. Draffan) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda In-Reply-To: <001201c701ca$736503d0$a95ac180@RONMOBILE> Message-ID: <00b301c7024f$cb778c70$0a01a8c0@laptop> OK so it is foggy and cold back here in Britain and I am really sad not to be with you. Agenda item 3 - Yes Ron I will promise to try to get to work on the e-Journal articles - have been working on the altformat ones!! Agenda Item 7 - Still very interested in achieving a UK survey at some point and it may be worth discussing this survey with Jennison Asuncion as he was chatting to me about also collaborating on a survey a few weeks ago. Have a wonderful conference and please keep us all up to date with the latest news. Hope your voting day goes as you want and happy wintering - keep sending the sunny weather east! See you at CSUN and must try to make Boulder next time! Best Wishes E.A. Mrs E.A. Draffan Assistive Technologist Mobile: 07976 289103 http://www.emptech.info/ ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 06, 2006 5:39 PM To: 'Access Technologists in Higher Education Network' Subject: [Athen] AHG Meeting Agenda Good morning from beautiful and sunny Boulder Colorado. Here are the agenda items for our meeting on Thursday at the AHG Conference. If you have additional items please send them on, it looks to be a full meeting. Introduction and Welcome Membership update EJournal Update Special Interest Groups Consortia Formation EDUCAUSE Update Survey Update -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.409 / Virus Database: 268.13.30/521 - Release Date: 07/11/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.409 / Virus Database: 268.13.30/521 - Release Date: 07/11/2006 From ron.stewart at dolphinusa.com Tue Nov 7 05:46:45 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] AHG Meeting Agenda In-Reply-To: <00b301c7024f$cb778c70$0a01a8c0@laptop> Message-ID: <00b201c70273$2be68250$a95ac180@RONMOBILE> Thanks, E-Journal 2 is in final draft. Looks pretty good Yes I want to do the UK study as well, I think it may show some interesting differentiation. Take care, I am supposed to be back over in Feb, if not see you at CSUN Ron -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of E.A. Draffan Sent: Tuesday, November 07, 2006 4:34 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] AHG Meeting Agenda OK so it is foggy and cold back here in Britain and I am really sad not to be with you. Agenda item 3 - Yes Ron I will promise to try to get to work on the e-Journal articles - have been working on the altformat ones!! Agenda Item 7 - Still very interested in achieving a UK survey at some point and it may be worth discussing this survey with Jennison Asuncion as he was chatting to me about also collaborating on a survey a few weeks ago. Have a wonderful conference and please keep us all up to date with the latest news. Hope your voting day goes as you want and happy wintering - keep sending the sunny weather east! See you at CSUN and must try to make Boulder next time! Best Wishes E.A. Mrs E.A. Draffan Assistive Technologist Mobile: 07976 289103 http://www.emptech.info/ ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 06, 2006 5:39 PM To: 'Access Technologists in Higher Education Network' Subject: [Athen] AHG Meeting Agenda Good morning from beautiful and sunny Boulder Colorado. Here are the agenda items for our meeting on Thursday at the AHG Conference. If you have additional items please send them on, it looks to be a full meeting. Introduction and Welcome Membership update EJournal Update Special Interest Groups Consortia Formation EDUCAUSE Update Survey Update -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.409 / Virus Database: 268.13.30/521 - Release Date: 07/11/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.409 / Virus Database: 268.13.30/521 - Release Date: 07/11/2006 _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From wiersmac at uww.edu Tue Nov 7 05:52:29 2006 From: wiersmac at uww.edu (Wiersma, Constance A) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Proctor help at AHG conference Message-ID: <6A6DDE8A258FF94D86A95DC1898B909EB54AE3@facmail3.uww.edu> I would like to go to the Nimas session. Connie ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Howard Kramer Sent: Monday, November 06, 2006 8:46 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Proctor help at AHG conference Connie, Nimas has been moved to 8:00 on Thursday. Will you be going to that or to "A Foot in each platform?' Thanks, Howard At 02:58 PM 11/6/2006, you wrote: Howard: Thursday sessions: 8:00 a.m. A Foot on Each Platform... 9:15 a.m. Creating Accessible PDF Forms... 3:45 p.m. Nimas 101: the Basics... Friday sessions: 9:15 a.m. Update on Automated Tactile Graphics. . . 11:15 a.m. ACCESS to Postsecondary Education through UD for Learning 2:00 p.m. Creating a Campus AT Lab using Principles of UD The above are the sessions I would like to attend. For the remainder of the sessions I am flexible and could proctor wherever needed. Connie Wiersma Connie Wiersma, Assistant Director Center for Students with Disabilities University of Wisconsin-Whitewater 262-472-5244 ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Howard Kramer Sent: Monday, November 06, 2006 12:04 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Proctor help at AHG conference Hi Connie, That's great - thanks. Do you know what sessions you plan to attend? This way I can put you in sessions where you were planning to go. Thanks, Howard At 09:34 AM 11/6/2006, you wrote: Howard: I am willing to help where needed. Let me know where and when. Connie Wiersma Connie Wiersma, Assistant Director Center for Students with Disabilities 262-472-5244 ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Howard Kramer Sent: Saturday, November 04, 2006 2:14 PM To: Access Technologists in Higher Education Network Subject: [Athen] Proctor help at AHG conference Hello All: If any ATHEN members attending the AHG conference would like to help with proctoring (this is basically handing out & collection the evaluation forms for the session and running to find help if there's a problem, getting the speaker a glass of water, etc. - we don't do speaker introductions), I have some sessions still without assignments. If you're interested, send me the list of sessions you plan to attend or are willing to proctor. Note that the schedule has changed a little in the last few weeks and there have been a couple of cancellations, so check the new schedule before you send me your list. Thanks, Howard Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org Howard Kramer Assistive Technology Lab Coordinator AT Conference Coordinator Disability Services CU-Boulder, 107 UCB Boulder, Co 80309 303-492-8672 NOTICE: This e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521, is confidential and may be privileged. If you are not the intended recipient, please be aware that any retention, dissemination, distribution, or copying of this communication is prohibited. If you are not the intended recipient, please reply to the sender that you have received this message in error, then delete it. Thank you for helping to maintain privacy. -------------- next part -------------- An HTML attachment was scrubbed... URL: From darren at missouri.edu Thu Nov 9 16:18:45 2006 From: darren at missouri.edu (Gabbert, Darren L.) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] (no subject) Message-ID: Can anyone point me to some credible (perhaps even compelling) research on academic outcomes for students receiving textbooks converted to electronic formats? There are some NIH grant reviewers who in all fairness took issue with our supposition that such outcomes would be positive. Any direction here would be appreciated. Darren Gabbert, Grants & Contracts Administrator Adaptive Computing Technology Center Information & Access Technology Services University of Missouri-Columbia Darren@Missouri.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From Abigail at missouri.edu Fri Nov 10 06:46:07 2006 From: Abigail at missouri.edu (OSullivan, Abigail R.) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] (no subject) In-Reply-To: References: Message-ID: <93FF41EA7C3CB24BB7234B82F43530C3F9FC4D@UM-XMAIL06.um.umsystem.edu> Oh look "NO SUBJECT" From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Gabbert, Darren L. Sent: Thursday, November 09, 2006 6:19 PM To: Athen@athenpro.org Subject: [Athen] (no subject) Can anyone point me to some credible (perhaps even compelling) research on academic outcomes for students receiving textbooks converted to electronic formats? There are some NIH grant reviewers who in all fairness took issue with our supposition that such outcomes would be positive. Any direction here would be appreciated. Darren Gabbert, Grants & Contracts Administrator Adaptive Computing Technology Center Information & Access Technology Services University of Missouri-Columbia Darren@Missouri.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From Abigail at missouri.edu Fri Nov 10 06:46:42 2006 From: Abigail at missouri.edu (OSullivan, Abigail R.) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Recall: (no subject) Message-ID: <93FF41EA7C3CB24BB7234B82F43530C3F9FC4E@UM-XMAIL06.um.umsystem.edu> OSullivan, Abigail R. would like to recall the message, "[Athen] (no subject)". From Abigail at missouri.edu Fri Nov 10 06:49:54 2006 From: Abigail at missouri.edu (OSullivan, Abigail R.) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] (no subject) In-Reply-To: <93FF41EA7C3CB24BB7234B82F43530C3F9FC4D@UM-XMAIL06.um.umsystem.edu> References: <93FF41EA7C3CB24BB7234B82F43530C3F9FC4D@UM-XMAIL06.um.umsystem.edu> Message-ID: <93FF41EA7C3CB24BB7234B82F43530C3F9FC51@UM-XMAIL06.um.umsystem.edu> My apologies for this note. Sorry list. Abbie From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of OSullivan, Abigail R. Sent: Friday, November 10, 2006 8:46 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] (no subject) Oh look "NO SUBJECT" From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Gabbert, Darren L. Sent: Thursday, November 09, 2006 6:19 PM To: Athen@athenpro.org Subject: [Athen] (no subject) Can anyone point me to some credible (perhaps even compelling) research on academic outcomes for students receiving textbooks converted to electronic formats? There are some NIH grant reviewers who in all fairness took issue with our supposition that such outcomes would be positive. Any direction here would be appreciated. Darren Gabbert, Grants & Contracts Administrator Adaptive Computing Technology Center Information & Access Technology Services University of Missouri-Columbia Darren@Missouri.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From darren at missouri.edu Fri Nov 10 11:21:43 2006 From: darren at missouri.edu (Gabbert, Darren L.) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: Message-ID: Let's try this with a subject line... ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Gabbert, Darren L. Sent: Thursday, November 09, 2006 6:19 PM To: Athen@athenpro.org Subject: [Athen] (no subject) Can anyone point me to some credible (perhaps even compelling) research on academic outcomes for students receiving textbooks converted to electronic formats? There are some NIH grant reviewers who in all fairness took issue with our supposition that such outcomes would be positive. Any direction here would be appreciated. Darren Gabbert, Grants & Contracts Administrator Adaptive Computing Technology Center Information & Access Technology Services University of Missouri-Columbia Darren@Missouri.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From ron.stewart at dolphinusa.com Sat Nov 11 10:42:39 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] FW: Position Opening Director, Assistive Technology Services Message-ID: <000901c705c1$2c37cd30$b25ac180@RONMOBILE> This is a very nice opportunity. Ron Stewart -----Original Message----- From: Disabled Student Services in Higher Education [mailto:DSSHE-L@LISTSERV.BUFFALO.EDU] On Behalf Of Lissner, Scott Sent: Saturday, November 11, 2006 11:54 AM To: DSSHE-L@LISTSERV.BUFFALO.EDU Subject: Position Opening Director, Assistive Technology Services Please Distribute: The ADA Coordinator's Office at OSU is accepting applications for the Director, Assistive Technology Services. The successful applicant will provide leadership, technical direction and support to the campus community in the area of assistive technology for people with disabilities. Primary responsibilities include serving as a liaison with the CIO's office, delivering training and support to central IT staff; providing training and second tier support for faculty and staff that require the use of assistive technologies in their daily work and developing protocols and providing assistance in evaluating IT purchases for compatibility with institutional and benchmark standards. Minimum requirements include a Bachelor's Degree in Instructional Technology or equivalent and detailed knowledge of and at least 2 years experience working with assistive technology including hardware and software. For a complete position description and to apply online, please go to www.jobsatosu.com and reference 324643. To build a diverse workforce Ohio State encourages applications from individuals with disabilities, minorities, veterans, and women. EEO/AA employer. L. Scott Lissner, ADA Coordinator Office Of The Provost This list is intended to serve as a forum for professionals involved in the delivery of services to students with disabilities in higher education. Any commercial posts or posts that are deemed by the listowner to be inappropriate for the list will result in the poster being removed from the list. To sign off the list, send a message to * listserv@listserv.acsu.buffalo.edu * with the message * Unsubscribe dsshe-L To search the archives, go to http://listserv.acsu.buffalo.edu/archives/dsshe-l.html Questions? Contact Listowner Dan Ryan at dryan@buffalo.edu From djbrky at bu.edu Sun Nov 12 03:04:14 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text References: Message-ID: Darren, The silence you heard in response to your request was partially due to the lack of a subject line, partially due to a number of your ATHEN colleagues being at the Accessing Higher Ground conference, but mostly due to the fact that what you are seeking simply does not exist! I am presently working towards a terminal degree in education (Ed.D.) and have found this very subject area to be almost completely untapped in terms of outcomes and efficacy studies. I have searched high and low and come up if not empty handed at least with a much lighter catch than I would have liked time and time again. I am not surprised the NIH reviewers are questioning your suppositions. It is there job to ask "how do you know such and such will do this and that?" You should be able to provide research that indicates the results others have obtained from similar studies leading to yours. The problem, of course, is that such studies simply don't exist. On the bright side, it makes writing the Lit Review much less time consuming It is actually quite the Catch-22. Here we have a subject that most definitely needs studying and yet the very lack of studies jeopardizes our ability to study it. NIMAS coming on December 4th - but do we really know if this stuff will work? >From a dissertation point of view - this is a good thing as I have an untapped area of interest. But also from a dissertation point of view I am not asking a Federal agency to provide funding. The chances that I will get a go-head from my committee are far more likely than the chances you will get a go-ahead from Uncle Sam (but do not give up!!) Same area of interest yet different perspectives. Best of luck and let us know how it goes --- Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. Sent: Fri 11/10/2006 2:21 PM To: Access Technologists in Higher Education Network Subject: [Athen] Academic Outcomes and Electronic Text Let's try this with a subject line... ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Gabbert, Darren L. Sent: Thursday, November 09, 2006 6:19 PM To: Athen@athenpro.org Subject: [Athen] (no subject) Can anyone point me to some credible (perhaps even compelling) research on academic outcomes for students receiving textbooks converted to electronic formats? There are some NIH grant reviewers who in all fairness took issue with our supposition that such outcomes would be positive. Any direction here would be appreciated. Darren Gabbert, Grants & Contracts Administrator Adaptive Computing Technology Center Information & Access Technology Services University of Missouri-Columbia Darren@Missouri.edu From defnick at yahoo.com Sun Nov 12 09:03:31 2006 From: defnick at yahoo.com (Nick Ogrizovich) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: Message-ID: <20061112170331.22517.qmail@web33005.mail.mud.yahoo.com> Hi All, I remembered a study done by Kurzweil and Landmark College on themes similar to this. It focused more on ADD specific students though. http://www.landmarkcollege.org/institute/grants_research/kurzweil.html Just keep in mind that this study was funded by Kurzweil, I think. I wouldn't go so far as to say that the study is evocative of the Tobacco's industries studies claiming that Ciggerettes aren't dangerous or that nicotene isn't addictive. It's just that research withstands scrutiny better when a company that stands to benefit fromthe results isn't also a major player in the research. (although I would probably agree with the results they obtained) Anyone interested in this study should contact Kurzweil, Landmark, or the Annals of Dyslexia(??) I remember reading through a little booklet they published after the fact. They might also know of other studies in the past, or know of upcoming studies. Worth a look! Nick Ogrizovich Adaptive Technology Manager University of Vermont ______ "The Effect of Reading Machine Technology on the Reading of Students with Attention Disorders" (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of Assistive Reading Software for Students with Attention Disorders. Annals of Dyslexia, 52, 243-272.) This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students who had a primary diagnosis of attention disorder. The software provides a synchronized visual and auditory presentation of text, and incorporates study skills tools for student highlighting and note-taking. These students used assistive reading software for the majority of a semester. It was utilized to read assignments for an English class, and in testing sessions in which comparisons were made between normal, unassisted reading and software-assisted reading. Attention measures, reading rate, comprehension scores, and attitude questionnaire responses were obtained during these sessions. Principal findings demonstrated that the assistive software allowed students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue, and to read for longer periods of time. It helped them to read faster and to complete reading assignments in less time. It did not have a significant effect on comprehension, but did help some students whose comprehension was very poor. Study results indicate that assistive reading software should be considered as a significant intervention to aid students who have attention disorders, and as an accommodation to help them compensate for their disabilities. Research Team: Linda Hecker, Director of Educational Services Liza Burns, funded through a Title III research award Sirkka Kauffman, Director of Evaluation at the time of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, Kurzweil? Educational Systems --- "Berkowitz, Daniel J" wrote: > Darren, > > The silence you heard in response to your request was partially due to the lack of a subject > line, partially due to a number of your ATHEN colleagues being at the Accessing Higher Ground > conference, but mostly due to the fact that what you are seeking simply does not exist! > > I am presently working towards a terminal degree in education (Ed.D.) and have found this very > subject area to be almost completely untapped in terms of outcomes and efficacy studies. I have > searched high and low and come up if not empty handed at least with a much lighter catch than I > would have liked time and time again. > > I am not surprised the NIH reviewers are questioning your suppositions. It is there job to ask > "how do you know such and such will do this and that?" You should be able to provide research > that indicates the results others have obtained from similar studies leading to yours. The > problem, of course, is that such studies simply don't exist. On the bright side, it makes > writing the Lit Review much less time consuming > > It is actually quite the Catch-22. Here we have a subject that most definitely needs studying > and yet the very lack of studies jeopardizes our ability to study it. NIMAS coming on December > 4th - but do we really know if this stuff will work? > > >From a dissertation point of view - this is a good thing as I have an untapped area of > interest. But also from a dissertation point of view I am not asking a Federal agency to provide > funding. The chances that I will get a go-head from my committee are far more likely than the > chances you will get a go-ahead from Uncle Sam (but do not give up!!) Same area of interest yet > different perspectives. > > Best of luck and let us know how it goes --- Dann > > > ========================= > Daniel Berkowitz - Assistant Director > Boston University Office of Disability Services > 19 Deerfield Street, 2nd floor > Boston, MA 02215 > > (617) 353-3658 (office) > (617) 353-9646 (fax) > djbrky@bu.edu (eMail) > www.bu.edu/disability > > ________________________________ > > From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. > Sent: Fri 11/10/2006 2:21 PM > To: Access Technologists in Higher Education Network > Subject: [Athen] Academic Outcomes and Electronic Text > > > Let's try this with a subject line... > > ________________________________ > > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Gabbert, > Darren L. > Sent: Thursday, November 09, 2006 6:19 PM > To: Athen@athenpro.org > Subject: [Athen] (no subject) > > > > Can anyone point me to some credible (perhaps even compelling) research on academic outcomes for > students receiving textbooks converted to electronic formats? There are some NIH grant > reviewers who in all fairness took issue with our supposition that such outcomes would be > positive. Any direction here would be appreciated. > > Darren Gabbert, Grants & Contracts Administrator > Adaptive Computing Technology Center > Information & Access Technology Services > University of Missouri-Columbia > Darren@Missouri.edu > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > ____________________________________________________________________________________ Want to start your own business? Learn how on Yahoo! Small Business. http://smallbusiness.yahoo.com/r-index From ron.stewart at dolphinusa.com Sun Nov 12 13:26:29 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: <20061112170331.22517.qmail@web33005.mail.mud.yahoo.com> Message-ID: <000801c706a1$39593f40$ac5ac180@RONMOBILE> There is also some research out there that was done by RFB&D, in 2002/2003 and published in Leaning Disabilities Quarterly. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Nick Ogrizovich Sent: Sunday, November 12, 2006 12:04 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text Hi All, I remembered a study done by Kurzweil and Landmark College on themes similar to this. It focused more on ADD specific students though. http://www.landmarkcollege.org/institute/grants_research/kurzweil.html Just keep in mind that this study was funded by Kurzweil, I think. I wouldn't go so far as to say that the study is evocative of the Tobacco's industries studies claiming that Ciggerettes aren't dangerous or that nicotene isn't addictive. It's just that research withstands scrutiny better when a company that stands to benefit fromthe results isn't also a major player in the research. (although I would probably agree with the results they obtained) Anyone interested in this study should contact Kurzweil, Landmark, or the Annals of Dyslexia(??) I remember reading through a little booklet they published after the fact. They might also know of other studies in the past, or know of upcoming studies. Worth a look! Nick Ogrizovich Adaptive Technology Manager University of Vermont ______ "The Effect of Reading Machine Technology on the Reading of Students with Attention Disorders" (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of Assistive Reading Software for Students with Attention Disorders. Annals of Dyslexia, 52, 243-272.) This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students who had a primary diagnosis of attention disorder. The software provides a synchronized visual and auditory presentation of text, and incorporates study skills tools for student highlighting and note-taking. These students used assistive reading software for the majority of a semester. It was utilized to read assignments for an English class, and in testing sessions in which comparisons were made between normal, unassisted reading and software-assisted reading. Attention measures, reading rate, comprehension scores, and attitude questionnaire responses were obtained during these sessions. Principal findings demonstrated that the assistive software allowed students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue, and to read for longer periods of time. It helped them to read faster and to complete reading assignments in less time. It did not have a significant effect on comprehension, but did help some students whose comprehension was very poor. Study results indicate that assistive reading software should be considered as a significant intervention to aid students who have attention disorders, and as an accommodation to help them compensate for their disabilities. Research Team: Linda Hecker, Director of Educational Services Liza Burns, funded through a Title III research award Sirkka Kauffman, Director of Evaluation at the time of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, KurzweilT Educational Systems --- "Berkowitz, Daniel J" wrote: > Darren, > > The silence you heard in response to your request was partially due to > the lack of a subject line, partially due to a number of your ATHEN > colleagues being at the Accessing Higher Ground conference, but mostly due to the fact that what you are seeking simply does not exist! > > I am presently working towards a terminal degree in education (Ed.D.) > and have found this very subject area to be almost completely untapped > in terms of outcomes and efficacy studies. I have searched high and > low and come up if not empty handed at least with a much lighter catch than I would have liked time and time again. > > I am not surprised the NIH reviewers are questioning your > suppositions. It is there job to ask "how do you know such and such > will do this and that?" You should be able to provide research that > indicates the results others have obtained from similar studies > leading to yours. The problem, of course, is that such studies simply > don't exist. On the bright side, it makes writing the Lit Review much > less time consuming > > It is actually quite the Catch-22. Here we have a subject that most > definitely needs studying and yet the very lack of studies jeopardizes > our ability to study it. NIMAS coming on December 4th - but do we really know if this stuff will work? > > >From a dissertation point of view - this is a good thing as I have an > >untapped area of > interest. But also from a dissertation point of view I am not asking a > Federal agency to provide funding. The chances that I will get a > go-head from my committee are far more likely than the chances you > will get a go-ahead from Uncle Sam (but do not give up!!) Same area of interest yet different perspectives. > > Best of luck and let us know how it goes --- Dann > > > ========================= > Daniel Berkowitz - Assistant Director Boston University Office of > Disability Services > 19 Deerfield Street, 2nd floor > Boston, MA 02215 > > (617) 353-3658 (office) > (617) 353-9646 (fax) > djbrky@bu.edu (eMail) www.bu.edu/disability > > ________________________________ > > From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. > Sent: Fri 11/10/2006 2:21 PM > To: Access Technologists in Higher Education Network > Subject: [Athen] Academic Outcomes and Electronic Text > > > Let's try this with a subject line... > > ________________________________ > > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] > On Behalf Of Gabbert, Darren L. > Sent: Thursday, November 09, 2006 6:19 PM > To: Athen@athenpro.org > Subject: [Athen] (no subject) > > > > Can anyone point me to some credible (perhaps even compelling) > research on academic outcomes for students receiving textbooks > converted to electronic formats? There are some NIH grant reviewers > who in all fairness took issue with our supposition that such outcomes would be positive. Any direction here would be appreciated. > > Darren Gabbert, Grants & Contracts Administrator Adaptive Computing > Technology Center Information & Access Technology Services University > of Missouri-Columbia Darren@Missouri.edu > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > ____________________________________________________________________________ ________ Want to start your own business? Learn how on Yahoo! Small Business. http://smallbusiness.yahoo.com/r-index _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From ron.stewart at dolphinusa.com Sun Nov 12 13:36:28 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: <000801c706a1$39593f40$ac5ac180@RONMOBILE> Message-ID: <000a01c706a2$9d6e2b20$ac5ac180@RONMOBILE> Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, Summer 2003 EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY STUDENTS WITH MILD DISABILITIES Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin Washburn, Loring C. Brinckerhoff, and Manju Banerjee Abstract. Secondary students with high-incidence cognitive disabilities often struggle to meet the demands of the general education curriculum due to poor reading skills. To address this challenge, we examined the effects of a CD-ROM audio textbook, alone and combined with a complementary strategy (SLiCK), on the academic performance of secondary students in content-rich history classes. Students were assigned to one of three conditions: audio textbook combined with the SLiCK strategy, the audio textbook alone, or a control condition. Students in the groups using the audio text, both alone and with the strategy, performed significantly higher on content-area assessments than students in the control condition; however, there was no significant difference in scores between the group using the SLiCK strategy and the group using the audio text alone. Still, it is noteworthy that use of the audio text had a significant effect on secondary-level content acquisition. Outcomes are discussed, and implications for practice, strategy development, and future research are presented. ELIZABETH A. BOYLE, M.A., is research associate, Department of Special Education, Johns Hopkins University. MICHAEL S. ROSENBERG, PhD., is professor, Department of Special Education, Johns Hopkins University. VINCENT J. CONNELLY, M.S., is research associate, Department of Special Education, Johns Hopkins University. SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, Recording for the Blind & Dyslexic. LORING C. BRINCKERHOFF, PhD., is education and disability consultant, Recording for the Blind & Dyslexic. MANJU BANERJEE, M.A., M.S., is education and research consultant, Recording for the Blind & Dyslexic. Ron -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Sunday, November 12, 2006 4:26 PM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Academic Outcomes and Electronic Text There is also some research out there that was done by RFB&D, in 2002/2003 and published in Leaning Disabilities Quarterly. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Nick Ogrizovich Sent: Sunday, November 12, 2006 12:04 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text Hi All, I remembered a study done by Kurzweil and Landmark College on themes similar to this. It focused more on ADD specific students though. http://www.landmarkcollege.org/institute/grants_research/kurzweil.html Just keep in mind that this study was funded by Kurzweil, I think. I wouldn't go so far as to say that the study is evocative of the Tobacco's industries studies claiming that Ciggerettes aren't dangerous or that nicotene isn't addictive. It's just that research withstands scrutiny better when a company that stands to benefit fromthe results isn't also a major player in the research. (although I would probably agree with the results they obtained) Anyone interested in this study should contact Kurzweil, Landmark, or the Annals of Dyslexia(??) I remember reading through a little booklet they published after the fact. They might also know of other studies in the past, or know of upcoming studies. Worth a look! Nick Ogrizovich Adaptive Technology Manager University of Vermont ______ "The Effect of Reading Machine Technology on the Reading of Students with Attention Disorders" (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of Assistive Reading Software for Students with Attention Disorders. Annals of Dyslexia, 52, 243-272.) This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students who had a primary diagnosis of attention disorder. The software provides a synchronized visual and auditory presentation of text, and incorporates study skills tools for student highlighting and note-taking. These students used assistive reading software for the majority of a semester. It was utilized to read assignments for an English class, and in testing sessions in which comparisons were made between normal, unassisted reading and software-assisted reading. Attention measures, reading rate, comprehension scores, and attitude questionnaire responses were obtained during these sessions. Principal findings demonstrated that the assistive software allowed students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue, and to read for longer periods of time. It helped them to read faster and to complete reading assignments in less time. It did not have a significant effect on comprehension, but did help some students whose comprehension was very poor. Study results indicate that assistive reading software should be considered as a significant intervention to aid students who have attention disorders, and as an accommodation to help them compensate for their disabilities. Research Team: Linda Hecker, Director of Educational Services Liza Burns, funded through a Title III research award Sirkka Kauffman, Director of Evaluation at the time of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, KurzweilT Educational Systems --- "Berkowitz, Daniel J" wrote: > Darren, > > The silence you heard in response to your request was partially due to > the lack of a subject line, partially due to a number of your ATHEN > colleagues being at the Accessing Higher Ground conference, but mostly > due to the fact that what you are seeking simply does not exist! > > I am presently working towards a terminal degree in education (Ed.D.) > and have found this very subject area to be almost completely untapped > in terms of outcomes and efficacy studies. I have searched high and > low and come up if not empty handed at least with a much lighter catch than I would have liked time and time again. > > I am not surprised the NIH reviewers are questioning your > suppositions. It is there job to ask "how do you know such and such > will do this and that?" You should be able to provide research that > indicates the results others have obtained from similar studies > leading to yours. The problem, of course, is that such studies simply > don't exist. On the bright side, it makes writing the Lit Review much > less time consuming > > It is actually quite the Catch-22. Here we have a subject that most > definitely needs studying and yet the very lack of studies jeopardizes > our ability to study it. NIMAS coming on December 4th - but do we > really know if this stuff will work? > > >From a dissertation point of view - this is a good thing as I have an > >untapped area of > interest. But also from a dissertation point of view I am not asking a > Federal agency to provide funding. The chances that I will get a > go-head from my committee are far more likely than the chances you > will get a go-ahead from Uncle Sam (but do not give up!!) Same area of interest yet different perspectives. > > Best of luck and let us know how it goes --- Dann > > > ========================= > Daniel Berkowitz - Assistant Director Boston University Office of > Disability Services > 19 Deerfield Street, 2nd floor > Boston, MA 02215 > > (617) 353-3658 (office) > (617) 353-9646 (fax) > djbrky@bu.edu (eMail) www.bu.edu/disability > > ________________________________ > > From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. > Sent: Fri 11/10/2006 2:21 PM > To: Access Technologists in Higher Education Network > Subject: [Athen] Academic Outcomes and Electronic Text > > > Let's try this with a subject line... > > ________________________________ > > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] > On Behalf Of Gabbert, Darren L. > Sent: Thursday, November 09, 2006 6:19 PM > To: Athen@athenpro.org > Subject: [Athen] (no subject) > > > > Can anyone point me to some credible (perhaps even compelling) > research on academic outcomes for students receiving textbooks > converted to electronic formats? There are some NIH grant reviewers > who in all fairness took issue with our supposition that such outcomes would be positive. Any direction here would be appreciated. > > Darren Gabbert, Grants & Contracts Administrator Adaptive Computing > Technology Center Information & Access Technology Services University > of Missouri-Columbia Darren@Missouri.edu > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > ____________________________________________________________________________ ________ Want to start your own business? Learn how on Yahoo! Small Business. http://smallbusiness.yahoo.com/r-index _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From djbrky at bu.edu Sun Nov 12 13:50:40 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text References: <20061112170331.22517.qmail@web33005.mail.mud.yahoo.com> Message-ID: There are actually two studies - the 2002 study in cooperation with Landmark was a follow up to one from 1998: Elkind, J. (1998). Computer reading machines for poor readers. Perspectives: The international dyslexia association, 24 (2), 8-14. In fact the entire Spring '98 issue has some good information in it. It is interesting to note how at the time the playback technology took center stage over the media. Here we have a study centered on 'reading machines' instead of E-Text or digital talking books. Both studies have used Kurzweil - I believe the first was done independently of the company but at the time they were the best available and the research was naturally used for marketing purposes. In fact, as I look through the 1998 copy of Perspectives it's rather like looking at a mini-time capsule. It's only been 8+ years but my goodness how the technology in the ads and articles has changed. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Nick Ogrizovich Sent: Sun 11/12/2006 12:03 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text Hi All, I remembered a study done by Kurzweil and Landmark College on themes similar to this. It focused more on ADD specific students though. http://www.landmarkcollege.org/institute/grants_research/kurzweil.html Just keep in mind that this study was funded by Kurzweil, I think. I wouldn't go so far as to say that the study is evocative of the Tobacco's industries studies claiming that Ciggerettes aren't dangerous or that nicotene isn't addictive. It's just that research withstands scrutiny better when a company that stands to benefit fromthe results isn't also a major player in the research. (although I would probably agree with the results they obtained) Anyone interested in this study should contact Kurzweil, Landmark, or the Annals of Dyslexia(??) I remember reading through a little booklet they published after the fact. They might also know of other studies in the past, or know of upcoming studies. Worth a look! Nick Ogrizovich Adaptive Technology Manager University of Vermont ______ "The Effect of Reading Machine Technology on the Reading of Students with Attention Disorders" (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of Assistive Reading Software for Students with Attention Disorders. Annals of Dyslexia, 52, 243-272.) This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students who had a primary diagnosis of attention disorder. The software provides a synchronized visual and auditory presentation of text, and incorporates study skills tools for student highlighting and note-taking. These students used assistive reading software for the majority of a semester. It was utilized to read assignments for an English class, and in testing sessions in which comparisons were made between normal, unassisted reading and software-assisted reading. Attention measures, reading rate, comprehension scores, and attitude questionnaire responses were obtained during these sessions. Principal findings demonstrated that the assistive software allowed students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue, and to read for longer periods of time. It helped them to read faster and to complete reading assignments in less time. It did not have a significant effect on comprehension, but did help some students whose comprehension was very poor. Study results indicate that assistive reading software should be considered as a significant intervention to aid students who have attention disorders, and as an accommodation to help them compensate for their disabilities. Research Team: Linda Hecker, Director of Educational Services Liza Burns, funded through a Title III research award Sirkka Kauffman, Director of Evaluation at the time of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, Kurzweil(tm) Educational Systems --- "Berkowitz, Daniel J" wrote: > Darren, > > The silence you heard in response to your request was partially due to the lack of a subject > line, partially due to a number of your ATHEN colleagues being at the Accessing Higher Ground > conference, but mostly due to the fact that what you are seeking simply does not exist! > > I am presently working towards a terminal degree in education (Ed.D.) and have found this very > subject area to be almost completely untapped in terms of outcomes and efficacy studies. I have > searched high and low and come up if not empty handed at least with a much lighter catch than I > would have liked time and time again. > > I am not surprised the NIH reviewers are questioning your suppositions. It is there job to ask > "how do you know such and such will do this and that?" You should be able to provide research > that indicates the results others have obtained from similar studies leading to yours. The > problem, of course, is that such studies simply don't exist. On the bright side, it makes > writing the Lit Review much less time consuming > > It is actually quite the Catch-22. Here we have a subject that most definitely needs studying > and yet the very lack of studies jeopardizes our ability to study it. NIMAS coming on December > 4th - but do we really know if this stuff will work? > > >From a dissertation point of view - this is a good thing as I have an untapped area of > interest. But also from a dissertation point of view I am not asking a Federal agency to provide > funding. The chances that I will get a go-head from my committee are far more likely than the > chances you will get a go-ahead from Uncle Sam (but do not give up!!) Same area of interest yet > different perspectives. > > Best of luck and let us know how it goes --- Dann > > > ========================= > Daniel Berkowitz - Assistant Director > Boston University Office of Disability Services > 19 Deerfield Street, 2nd floor > Boston, MA 02215 > > (617) 353-3658 (office) > (617) 353-9646 (fax) > djbrky@bu.edu (eMail) > www.bu.edu/disability > > ________________________________ > > From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. > Sent: Fri 11/10/2006 2:21 PM > To: Access Technologists in Higher Education Network > Subject: [Athen] Academic Outcomes and Electronic Text > > > Let's try this with a subject line... > > ________________________________ > > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Gabbert, > Darren L. > Sent: Thursday, November 09, 2006 6:19 PM > To: Athen@athenpro.org > Subject: [Athen] (no subject) > > > > Can anyone point me to some credible (perhaps even compelling) research on academic outcomes for > students receiving textbooks converted to electronic formats? There are some NIH grant > reviewers who in all fairness took issue with our supposition that such outcomes would be > positive. Any direction here would be appreciated. > > Darren Gabbert, Grants & Contracts Administrator > Adaptive Computing Technology Center > Information & Access Technology Services > University of Missouri-Columbia > Darren@Missouri.edu > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > ____________________________________________________________________________________ Want to start your own business? Learn how on Yahoo! Small Business. http://smallbusiness.yahoo.com/r-index _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From kcahill at MIT.EDU Sun Nov 12 15:08:26 2006 From: kcahill at MIT.EDU (Kathleen Cahill) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: <000a01c706a2$9d6e2b20$ac5ac180@RONMOBILE> References: <000a01c706a2$9d6e2b20$ac5ac180@RONMOBILE> Message-ID: <20061112180826.sjwgis8pnj808o08@webmail.mit.edu> Hi; This citation may be too dated, but worth a try: Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of optical character recognition/speech synthesis on reading comprehension of postsecondary students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 8, 75-87. Kathy Cahill Quoting Ron Stewart : > Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, > Summer 2003 > > EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY > STUDENTS > WITH MILD DISABILITIES > > Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin > Washburn, > Loring C. Brinckerhoff, and Manju Banerjee > > Abstract. Secondary students with high-incidence cognitive disabilities > often struggle to meet the demands of the general education curriculum due > to poor reading skills. To address this challenge, we examined the effects > of a CD-ROM audio textbook, alone and combined with a complementary strategy > (SLiCK), on the academic performance of secondary students in content-rich > history classes. Students were assigned to one of three conditions: audio > textbook combined with the SLiCK strategy, the audio textbook alone, or a > control condition. Students in the groups using the audio text, both alone > and with the strategy, performed significantly higher on content-area > assessments than students in the control condition; however, there was no > significant difference in scores between the group using the SLiCK strategy > and the group using the audio text alone. Still, it is noteworthy that use > of the audio text had a significant effect on secondary-level content > acquisition. Outcomes are discussed, and implications for practice, strategy > development, and future research are presented. > ELIZABETH A. BOYLE, M.A., is research associate, Department of Special > Education, Johns Hopkins University. > MICHAEL S. ROSENBERG, PhD., is professor, Department of Special Education, > Johns Hopkins University. > VINCENT J. CONNELLY, M.S., is research associate, Department of Special > Education, Johns Hopkins University. > SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, > Recording for the Blind & Dyslexic. > LORING C. BRINCKERHOFF, PhD., is education and disability consultant, > Recording for the Blind & Dyslexic. > MANJU BANERJEE, M.A., M.S., is education and research consultant, Recording > for the Blind & Dyslexic. > > Ron > > -----Original Message----- > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On > Behalf Of Ron Stewart > Sent: Sunday, November 12, 2006 4:26 PM > To: 'Access Technologists in Higher Education Network' > Subject: Re: [Athen] Academic Outcomes and Electronic Text > > There is also some research out there that was done by RFB&D, in 2002/2003 > and published in Leaning Disabilities Quarterly. > > Ron Stewart > > -----Original Message----- > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On > Behalf Of Nick Ogrizovich > Sent: Sunday, November 12, 2006 12:04 PM > To: Access Technologists in Higher Education Network > Subject: Re: [Athen] Academic Outcomes and Electronic Text > > Hi All, > > I remembered a study done by Kurzweil and Landmark College on themes similar > to this. It focused more on ADD specific students though. > > http://www.landmarkcollege.org/institute/grants_research/kurzweil.html > > Just keep in mind that this study was funded by Kurzweil, I think. I > wouldn't go so far as to say that the study is evocative of the Tobacco's > industries studies claiming that Ciggerettes aren't dangerous or that > nicotene isn't addictive. It's just that research withstands scrutiny better > when a company that stands to benefit fromthe results isn't also a major > player in the research. > (although I would probably agree with the results they obtained) > > Anyone interested in this study should contact Kurzweil, Landmark, or the > Annals of Dyslexia(??) I remember reading through a little booklet they > published after the fact. They might also know of other studies in the past, > or know of upcoming studies. Worth a look! > > Nick Ogrizovich > Adaptive Technology Manager > University of Vermont > ______ > > "The Effect of Reading Machine Technology on the Reading of Students with > Attention Disorders" > (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of > Assistive Reading Software for Students with Attention Disorders. Annals of > Dyslexia, 52, 243-272.) > > This study investigated how assistive reading software affected the reading > performance of a group of 20 post-secondary students who had a primary > diagnosis of attention disorder. The software provides a synchronized visual > and auditory presentation of text, and incorporates study skills tools for > student highlighting and note-taking. > > These students used assistive reading software for the majority of a > semester. It was utilized to read assignments for an English class, and in > testing sessions in which comparisons were made between normal, unassisted > reading and software-assisted reading. Attention measures, reading rate, > comprehension scores, and attitude questionnaire responses were obtained > during these sessions. > > Principal findings demonstrated that the assistive software allowed students > to attend better to their reading, to reduce their distractibility, to read > with less stress and fatigue, and to read for longer periods of time. It > helped them to read faster and to complete reading assignments in less time. > It did not have a significant effect on comprehension, but did help some > students whose comprehension was very poor. > > Study results indicate that assistive reading software should be considered > as a significant intervention to aid students who have attention disorders, > and as an accommodation to help them compensate for their disabilities. > > Research Team: > Linda Hecker, Director of Educational Services Liza Burns, funded through a > Title III research award Sirkka Kauffman, Director of Evaluation at the time > of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, > KurzweilT Educational Systems > > > > > --- "Berkowitz, Daniel J" wrote: > >> Darren, >> >> The silence you heard in response to your request was partially due to >> the lack of a subject line, partially due to a number of your ATHEN >> colleagues being at the Accessing Higher Ground conference, but mostly >> due > to the fact that what you are seeking simply does not exist! >> >> I am presently working towards a terminal degree in education (Ed.D.) >> and have found this very subject area to be almost completely untapped >> in terms of outcomes and efficacy studies. I have searched high and >> low and come up if not empty handed at least with a much lighter catch > than I would have liked time and time again. >> >> I am not surprised the NIH reviewers are questioning your >> suppositions. It is there job to ask "how do you know such and such >> will do this and that?" You should be able to provide research that >> indicates the results others have obtained from similar studies >> leading to yours. The problem, of course, is that such studies simply >> don't exist. On the bright side, it makes writing the Lit Review much >> less time consuming >> >> It is actually quite the Catch-22. Here we have a subject that most >> definitely needs studying and yet the very lack of studies jeopardizes >> our ability to study it. NIMAS coming on December 4th - but do we >> really > know if this stuff will work? >> >> >From a dissertation point of view - this is a good thing as I have an >> >untapped area of >> interest. But also from a dissertation point of view I am not asking a >> Federal agency to provide funding. The chances that I will get a >> go-head from my committee are far more likely than the chances you >> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of > interest yet different perspectives. >> >> Best of luck and let us know how it goes --- Dann >> >> >> ========================= >> Daniel Berkowitz - Assistant Director Boston University Office of >> Disability Services >> 19 Deerfield Street, 2nd floor >> Boston, MA 02215 >> >> (617) 353-3658 (office) >> (617) 353-9646 (fax) >> djbrky@bu.edu (eMail) www.bu.edu/disability >> >> ________________________________ >> >> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. >> Sent: Fri 11/10/2006 2:21 PM >> To: Access Technologists in Higher Education Network >> Subject: [Athen] Academic Outcomes and Electronic Text >> >> >> Let's try this with a subject line... >> >> ________________________________ >> >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] >> On Behalf Of Gabbert, Darren L. >> Sent: Thursday, November 09, 2006 6:19 PM >> To: Athen@athenpro.org >> Subject: [Athen] (no subject) >> >> >> >> Can anyone point me to some credible (perhaps even compelling) >> research on academic outcomes for students receiving textbooks >> converted to electronic formats? There are some NIH grant reviewers >> who in all fairness took issue with our supposition that such outcomes > would be positive. Any direction here would be appreciated. >> >> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing >> Technology Center Information & Access Technology Services University >> of Missouri-Columbia Darren@Missouri.edu >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> > > > > > ____________________________________________________________________________ > ________ > Want to start your own business? > Learn how on Yahoo! Small Business. > http://smallbusiness.yahoo.com/r-index > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > From pratikp1 at gmail.com Sun Nov 12 22:29:18 2006 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: <20061112180826.sjwgis8pnj808o08@webmail.mit.edu> Message-ID: <060201c706ed$0c8ab060$6405050a@LENOVO1C5CE3C3> Hello, The effectiveness of electronic/digital text can also be measured from the delivery perspective. The use of electronic text certainly can be claimed to be delivered in a more timely fashion than other alternative formats. Even reviewers can't argue with the fact that the difference between a student possessing a book and not having access to it until a month into the semester can mean failure for the student--especially for higher ed whether semesters are typically 3 months long. Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Kathleen Cahill Sent: Sunday, November 12, 2006 6:08 PM To: athen@athenpro.org Subject: Re: [Athen] Academic Outcomes and Electronic Text Hi; This citation may be too dated, but worth a try: Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of optical character recognition/speech synthesis on reading comprehension of postsecondary students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 8, 75-87. Kathy Cahill Quoting Ron Stewart : > Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, > Summer 2003 > > EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY > STUDENTS > WITH MILD DISABILITIES > > Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin > Washburn, > Loring C. Brinckerhoff, and Manju Banerjee > > Abstract. Secondary students with high-incidence cognitive disabilities > often struggle to meet the demands of the general education curriculum due > to poor reading skills. To address this challenge, we examined the effects > of a CD-ROM audio textbook, alone and combined with a complementary strategy > (SLiCK), on the academic performance of secondary students in content-rich > history classes. Students were assigned to one of three conditions: audio > textbook combined with the SLiCK strategy, the audio textbook alone, or a > control condition. Students in the groups using the audio text, both alone > and with the strategy, performed significantly higher on content-area > assessments than students in the control condition; however, there was no > significant difference in scores between the group using the SLiCK strategy > and the group using the audio text alone. Still, it is noteworthy that use > of the audio text had a significant effect on secondary-level content > acquisition. Outcomes are discussed, and implications for practice, strategy > development, and future research are presented. > ELIZABETH A. BOYLE, M.A., is research associate, Department of Special > Education, Johns Hopkins University. > MICHAEL S. ROSENBERG, PhD., is professor, Department of Special Education, > Johns Hopkins University. > VINCENT J. CONNELLY, M.S., is research associate, Department of Special > Education, Johns Hopkins University. > SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, > Recording for the Blind & Dyslexic. > LORING C. BRINCKERHOFF, PhD., is education and disability consultant, > Recording for the Blind & Dyslexic. > MANJU BANERJEE, M.A., M.S., is education and research consultant, Recording > for the Blind & Dyslexic. > > Ron > > -----Original Message----- > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On > Behalf Of Ron Stewart > Sent: Sunday, November 12, 2006 4:26 PM > To: 'Access Technologists in Higher Education Network' > Subject: Re: [Athen] Academic Outcomes and Electronic Text > > There is also some research out there that was done by RFB&D, in 2002/2003 > and published in Leaning Disabilities Quarterly. > > Ron Stewart > > -----Original Message----- > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On > Behalf Of Nick Ogrizovich > Sent: Sunday, November 12, 2006 12:04 PM > To: Access Technologists in Higher Education Network > Subject: Re: [Athen] Academic Outcomes and Electronic Text > > Hi All, > > I remembered a study done by Kurzweil and Landmark College on themes similar > to this. It focused more on ADD specific students though. > > http://www.landmarkcollege.org/institute/grants_research/kurzweil.html > > Just keep in mind that this study was funded by Kurzweil, I think. I > wouldn't go so far as to say that the study is evocative of the Tobacco's > industries studies claiming that Ciggerettes aren't dangerous or that > nicotene isn't addictive. It's just that research withstands scrutiny better > when a company that stands to benefit fromthe results isn't also a major > player in the research. > (although I would probably agree with the results they obtained) > > Anyone interested in this study should contact Kurzweil, Landmark, or the > Annals of Dyslexia(??) I remember reading through a little booklet they > published after the fact. They might also know of other studies in the past, > or know of upcoming studies. Worth a look! > > Nick Ogrizovich > Adaptive Technology Manager > University of Vermont > ______ > > "The Effect of Reading Machine Technology on the Reading of Students with > Attention Disorders" > (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of > Assistive Reading Software for Students with Attention Disorders. Annals of > Dyslexia, 52, 243-272.) > > This study investigated how assistive reading software affected the reading > performance of a group of 20 post-secondary students who had a primary > diagnosis of attention disorder. The software provides a synchronized visual > and auditory presentation of text, and incorporates study skills tools for > student highlighting and note-taking. > > These students used assistive reading software for the majority of a > semester. It was utilized to read assignments for an English class, and in > testing sessions in which comparisons were made between normal, unassisted > reading and software-assisted reading. Attention measures, reading rate, > comprehension scores, and attitude questionnaire responses were obtained > during these sessions. > > Principal findings demonstrated that the assistive software allowed students > to attend better to their reading, to reduce their distractibility, to read > with less stress and fatigue, and to read for longer periods of time. It > helped them to read faster and to complete reading assignments in less time. > It did not have a significant effect on comprehension, but did help some > students whose comprehension was very poor. > > Study results indicate that assistive reading software should be considered > as a significant intervention to aid students who have attention disorders, > and as an accommodation to help them compensate for their disabilities. > > Research Team: > Linda Hecker, Director of Educational Services Liza Burns, funded through a > Title III research award Sirkka Kauffman, Director of Evaluation at the time > of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, > KurzweilT Educational Systems > > > > > --- "Berkowitz, Daniel J" wrote: > >> Darren, >> >> The silence you heard in response to your request was partially due to >> the lack of a subject line, partially due to a number of your ATHEN >> colleagues being at the Accessing Higher Ground conference, but mostly >> due > to the fact that what you are seeking simply does not exist! >> >> I am presently working towards a terminal degree in education (Ed.D.) >> and have found this very subject area to be almost completely untapped >> in terms of outcomes and efficacy studies. I have searched high and >> low and come up if not empty handed at least with a much lighter catch > than I would have liked time and time again. >> >> I am not surprised the NIH reviewers are questioning your >> suppositions. It is there job to ask "how do you know such and such >> will do this and that?" You should be able to provide research that >> indicates the results others have obtained from similar studies >> leading to yours. The problem, of course, is that such studies simply >> don't exist. On the bright side, it makes writing the Lit Review much >> less time consuming >> >> It is actually quite the Catch-22. Here we have a subject that most >> definitely needs studying and yet the very lack of studies jeopardizes >> our ability to study it. NIMAS coming on December 4th - but do we >> really > know if this stuff will work? >> >> >From a dissertation point of view - this is a good thing as I have an >> >untapped area of >> interest. But also from a dissertation point of view I am not asking a >> Federal agency to provide funding. The chances that I will get a >> go-head from my committee are far more likely than the chances you >> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of > interest yet different perspectives. >> >> Best of luck and let us know how it goes --- Dann >> >> >> ========================= >> Daniel Berkowitz - Assistant Director Boston University Office of >> Disability Services >> 19 Deerfield Street, 2nd floor >> Boston, MA 02215 >> >> (617) 353-3658 (office) >> (617) 353-9646 (fax) >> djbrky@bu.edu (eMail) www.bu.edu/disability >> >> ________________________________ >> >> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. >> Sent: Fri 11/10/2006 2:21 PM >> To: Access Technologists in Higher Education Network >> Subject: [Athen] Academic Outcomes and Electronic Text >> >> >> Let's try this with a subject line... >> >> ________________________________ >> >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] >> On Behalf Of Gabbert, Darren L. >> Sent: Thursday, November 09, 2006 6:19 PM >> To: Athen@athenpro.org >> Subject: [Athen] (no subject) >> >> >> >> Can anyone point me to some credible (perhaps even compelling) >> research on academic outcomes for students receiving textbooks >> converted to electronic formats? There are some NIH grant reviewers >> who in all fairness took issue with our supposition that such outcomes > would be positive. Any direction here would be appreciated. >> >> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing >> Technology Center Information & Access Technology Services University >> of Missouri-Columbia Darren@Missouri.edu >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> > > > > > ____________________________________________________________________________ > ________ > Want to start your own business? > Learn how on Yahoo! Small Business. > http://smallbusiness.yahoo.com/r-index > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From djbrky at bu.edu Mon Nov 13 06:32:12 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:08 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: <060201c706ed$0c8ab060$6405050a@LENOVO1C5CE3C3> Message-ID: Actually - reviewers can argue with these 'facts' if they are not available. Anecdotal evidence does not cut-it with federal grants. There needs to be evidence that such materials can be delivered in a timely manner (then you have to explain what is meant by 'timely'). Then what about end-user skills? Having a textbook available in a digital format is useless unless the student end-user knows how to make use of the materials and has the proper equipment and training. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Pratik Patel >Sent: Monday, November 13, 2006 1:29 AM >To: 'Access Technologists in Higher Education Network' >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hello, > >The effectiveness of electronic/digital text can also be measured from the >delivery perspective. The use of electronic text certainly can be claimed >to be delivered in a more timely fashion than other alternative formats. >Even reviewers can't argue with the fact that the difference between a >student possessing a book and not having access to it until a month into >the >semester can mean failure for the student--especially for higher ed whether >semesters are typically 3 months long. > >Pratik > > > >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Kathleen Cahill >Sent: Sunday, November 12, 2006 6:08 PM >To: athen@athenpro.org >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hi; > >This citation may be too dated, but worth a try: > >Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of >optical character recognition/speech synthesis on reading comprehension of >postsecondary students with learning disabilities. Learning Disabilities: A >Multidisciplinary Journal, 8, 75-87. > >Kathy Cahill > >Quoting Ron Stewart : > >> Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, >> Summer 2003 >> >> EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY >> STUDENTS >> WITH MILD DISABILITIES >> >> Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin >> Washburn, >> Loring C. Brinckerhoff, and Manju Banerjee >> >> Abstract. Secondary students with high-incidence cognitive disabilities >> often struggle to meet the demands of the general education curriculum >due >> to poor reading skills. To address this challenge, we examined the >effects >> of a CD-ROM audio textbook, alone and combined with a complementary >strategy >> (SLiCK), on the academic performance of secondary students in content- >rich >> history classes. Students were assigned to one of three conditions: audio >> textbook combined with the SLiCK strategy, the audio textbook alone, or a >> control condition. Students in the groups using the audio text, both >alone >> and with the strategy, performed significantly higher on content-area >> assessments than students in the control condition; however, there was no >> significant difference in scores between the group using the SLiCK >strategy >> and the group using the audio text alone. Still, it is noteworthy that >use >> of the audio text had a significant effect on secondary-level content >> acquisition. Outcomes are discussed, and implications for practice, >strategy >> development, and future research are presented. >> ELIZABETH A. BOYLE, M.A., is research associate, Department of Special >> Education, Johns Hopkins University. >> MICHAEL S. ROSENBERG, PhD., is professor, Department of Special >Education, >> Johns Hopkins University. >> VINCENT J. CONNELLY, M.S., is research associate, Department of Special >> Education, Johns Hopkins University. >> SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, >> Recording for the Blind & Dyslexic. >> LORING C. BRINCKERHOFF, PhD., is education and disability consultant, >> Recording for the Blind & Dyslexic. >> MANJU BANERJEE, M.A., M.S., is education and research consultant, >Recording >> for the Blind & Dyslexic. >> >> Ron >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Ron Stewart >> Sent: Sunday, November 12, 2006 4:26 PM >> To: 'Access Technologists in Higher Education Network' >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> There is also some research out there that was done by RFB&D, in >2002/2003 >> and published in Leaning Disabilities Quarterly. >> >> Ron Stewart >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Nick Ogrizovich >> Sent: Sunday, November 12, 2006 12:04 PM >> To: Access Technologists in Higher Education Network >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> Hi All, >> >> I remembered a study done by Kurzweil and Landmark College on themes >similar >> to this. It focused more on ADD specific students though. >> >> http://www.landmarkcollege.org/institute/grants_research/kurzweil.html >> >> Just keep in mind that this study was funded by Kurzweil, I think. I >> wouldn't go so far as to say that the study is evocative of the Tobacco's >> industries studies claiming that Ciggerettes aren't dangerous or that >> nicotene isn't addictive. It's just that research withstands scrutiny >better >> when a company that stands to benefit fromthe results isn't also a major >> player in the research. >> (although I would probably agree with the results they obtained) >> >> Anyone interested in this study should contact Kurzweil, Landmark, or the >> Annals of Dyslexia(??) I remember reading through a little booklet they >> published after the fact. They might also know of other studies in the >past, >> or know of upcoming studies. Worth a look! >> >> Nick Ogrizovich >> Adaptive Technology Manager >> University of Vermont >> ______ >> >> "The Effect of Reading Machine Technology on the Reading of Students with >> Attention Disorders" >> (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of >> Assistive Reading Software for Students with Attention Disorders. Annals >of >> Dyslexia, 52, 243-272.) >> >> This study investigated how assistive reading software affected the >reading >> performance of a group of 20 post-secondary students who had a primary >> diagnosis of attention disorder. The software provides a synchronized >visual >> and auditory presentation of text, and incorporates study skills tools >for >> student highlighting and note-taking. >> >> These students used assistive reading software for the majority of a >> semester. It was utilized to read assignments for an English class, and >in >> testing sessions in which comparisons were made between normal, >unassisted >> reading and software-assisted reading. Attention measures, reading rate, >> comprehension scores, and attitude questionnaire responses were obtained >> during these sessions. >> >> Principal findings demonstrated that the assistive software allowed >students >> to attend better to their reading, to reduce their distractibility, to >read >> with less stress and fatigue, and to read for longer periods of time. It >> helped them to read faster and to complete reading assignments in less >time. >> It did not have a significant effect on comprehension, but did help some >> students whose comprehension was very poor. >> >> Study results indicate that assistive reading software should be >considered >> as a significant intervention to aid students who have attention >disorders, >> and as an accommodation to help them compensate for their disabilities. >> >> Research Team: >> Linda Hecker, Director of Educational Services Liza Burns, funded through >a >> Title III research award Sirkka Kauffman, Director of Evaluation at the >time >> of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, >> KurzweilT Educational Systems >> >> >> >> >> --- "Berkowitz, Daniel J" wrote: >> >>> Darren, >>> >>> The silence you heard in response to your request was partially due to >>> the lack of a subject line, partially due to a number of your ATHEN >>> colleagues being at the Accessing Higher Ground conference, but mostly >>> due >> to the fact that what you are seeking simply does not exist! >>> >>> I am presently working towards a terminal degree in education (Ed.D.) >>> and have found this very subject area to be almost completely untapped >>> in terms of outcomes and efficacy studies. I have searched high and >>> low and come up if not empty handed at least with a much lighter catch >> than I would have liked time and time again. >>> >>> I am not surprised the NIH reviewers are questioning your >>> suppositions. It is there job to ask "how do you know such and such >>> will do this and that?" You should be able to provide research that >>> indicates the results others have obtained from similar studies >>> leading to yours. The problem, of course, is that such studies simply >>> don't exist. On the bright side, it makes writing the Lit Review much >>> less time consuming >>> >>> It is actually quite the Catch-22. Here we have a subject that most >>> definitely needs studying and yet the very lack of studies jeopardizes >>> our ability to study it. NIMAS coming on December 4th - but do we >>> really >> know if this stuff will work? >>> >>> >From a dissertation point of view - this is a good thing as I have an >>> >untapped area of >>> interest. But also from a dissertation point of view I am not asking a >>> Federal agency to provide funding. The chances that I will get a >>> go-head from my committee are far more likely than the chances you >>> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of >> interest yet different perspectives. >>> >>> Best of luck and let us know how it goes --- Dann >>> >>> >>> ========================= >>> Daniel Berkowitz - Assistant Director Boston University Office of >>> Disability Services >>> 19 Deerfield Street, 2nd floor >>> Boston, MA 02215 >>> >>> (617) 353-3658 (office) >>> (617) 353-9646 (fax) >>> djbrky@bu.edu (eMail) www.bu.edu/disability >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. >>> Sent: Fri 11/10/2006 2:21 PM >>> To: Access Technologists in Higher Education Network >>> Subject: [Athen] Academic Outcomes and Electronic Text >>> >>> >>> Let's try this with a subject line... >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] >>> On Behalf Of Gabbert, Darren L. >>> Sent: Thursday, November 09, 2006 6:19 PM >>> To: Athen@athenpro.org >>> Subject: [Athen] (no subject) >>> >>> >>> >>> Can anyone point me to some credible (perhaps even compelling) >>> research on academic outcomes for students receiving textbooks >>> converted to electronic formats? There are some NIH grant reviewers >>> who in all fairness took issue with our supposition that such outcomes >> would be positive. Any direction here would be appreciated. >>> >>> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing >>> Technology Center Information & Access Technology Services University >>> of Missouri-Columbia Darren@Missouri.edu >>> >>> >>> _______________________________________________ >>> Athen mailing list >>> Athen@athenpro.org >>> http://athenpro.org/mailman/listinfo/athen_athenpro.org >>> >> >> >> >> >> >_______________________________________________________________________ ____ >_ >> ________ >> Want to start your own business? >> Learn how on Yahoo! Small Business. >> http://smallbusiness.yahoo.com/r-index >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org From ron.stewart at dolphinusa.com Mon Nov 13 08:32:22 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: Message-ID: <002c01c70741$4c52ec40$9d5ac180@RONMOBILE> This is something that plagues all of AT not just e-text. There is little to no primary research on the efficacy of the various AT accommodations we use with adult learners with disabilities, we can make some inferences from the minimal research from the k-12 sector, but then you also have to assume that adults learn in the same way as children, a major assumption perhaps not supported by the research in teaching and learning theory. This becomes an increasing problem when you are working in a world that requires outcome based measurement to secure funding dollars. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Monday, November 13, 2006 9:32 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text Actually - reviewers can argue with these 'facts' if they are not available. Anecdotal evidence does not cut-it with federal grants. There needs to be evidence that such materials can be delivered in a timely manner (then you have to explain what is meant by 'timely'). Then what about end-user skills? Having a textbook available in a digital format is useless unless the student end-user knows how to make use of the materials and has the proper equipment and training. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Pratik Patel >Sent: Monday, November 13, 2006 1:29 AM >To: 'Access Technologists in Higher Education Network' >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hello, > >The effectiveness of electronic/digital text can also be measured from the >delivery perspective. The use of electronic text certainly can be claimed >to be delivered in a more timely fashion than other alternative formats. >Even reviewers can't argue with the fact that the difference between a >student possessing a book and not having access to it until a month into >the >semester can mean failure for the student--especially for higher ed whether >semesters are typically 3 months long. > >Pratik > > > >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Kathleen Cahill >Sent: Sunday, November 12, 2006 6:08 PM >To: athen@athenpro.org >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hi; > >This citation may be too dated, but worth a try: > >Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of >optical character recognition/speech synthesis on reading comprehension of >postsecondary students with learning disabilities. Learning Disabilities: A >Multidisciplinary Journal, 8, 75-87. > >Kathy Cahill > >Quoting Ron Stewart : > >> Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, >> Summer 2003 >> >> EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY >> STUDENTS >> WITH MILD DISABILITIES >> >> Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin >> Washburn, >> Loring C. Brinckerhoff, and Manju Banerjee >> >> Abstract. Secondary students with high-incidence cognitive disabilities >> often struggle to meet the demands of the general education curriculum >due >> to poor reading skills. To address this challenge, we examined the >effects >> of a CD-ROM audio textbook, alone and combined with a complementary >strategy >> (SLiCK), on the academic performance of secondary students in content- >rich >> history classes. Students were assigned to one of three conditions: audio >> textbook combined with the SLiCK strategy, the audio textbook alone, or a >> control condition. Students in the groups using the audio text, both >alone >> and with the strategy, performed significantly higher on content-area >> assessments than students in the control condition; however, there was no >> significant difference in scores between the group using the SLiCK >strategy >> and the group using the audio text alone. Still, it is noteworthy that >use >> of the audio text had a significant effect on secondary-level content >> acquisition. Outcomes are discussed, and implications for practice, >strategy >> development, and future research are presented. >> ELIZABETH A. BOYLE, M.A., is research associate, Department of Special >> Education, Johns Hopkins University. >> MICHAEL S. ROSENBERG, PhD., is professor, Department of Special >Education, >> Johns Hopkins University. >> VINCENT J. CONNELLY, M.S., is research associate, Department of Special >> Education, Johns Hopkins University. >> SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, >> Recording for the Blind & Dyslexic. >> LORING C. BRINCKERHOFF, PhD., is education and disability consultant, >> Recording for the Blind & Dyslexic. >> MANJU BANERJEE, M.A., M.S., is education and research consultant, >Recording >> for the Blind & Dyslexic. >> >> Ron >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Ron Stewart >> Sent: Sunday, November 12, 2006 4:26 PM >> To: 'Access Technologists in Higher Education Network' >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> There is also some research out there that was done by RFB&D, in >2002/2003 >> and published in Leaning Disabilities Quarterly. >> >> Ron Stewart >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Nick Ogrizovich >> Sent: Sunday, November 12, 2006 12:04 PM >> To: Access Technologists in Higher Education Network >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> Hi All, >> >> I remembered a study done by Kurzweil and Landmark College on themes >similar >> to this. It focused more on ADD specific students though. >> >> http://www.landmarkcollege.org/institute/grants_research/kurzweil.html >> >> Just keep in mind that this study was funded by Kurzweil, I think. I >> wouldn't go so far as to say that the study is evocative of the Tobacco's >> industries studies claiming that Ciggerettes aren't dangerous or that >> nicotene isn't addictive. It's just that research withstands scrutiny >better >> when a company that stands to benefit fromthe results isn't also a major >> player in the research. >> (although I would probably agree with the results they obtained) >> >> Anyone interested in this study should contact Kurzweil, Landmark, or the >> Annals of Dyslexia(??) I remember reading through a little booklet they >> published after the fact. They might also know of other studies in the >past, >> or know of upcoming studies. Worth a look! >> >> Nick Ogrizovich >> Adaptive Technology Manager >> University of Vermont >> ______ >> >> "The Effect of Reading Machine Technology on the Reading of Students with >> Attention Disorders" >> (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of >> Assistive Reading Software for Students with Attention Disorders. Annals >of >> Dyslexia, 52, 243-272.) >> >> This study investigated how assistive reading software affected the >reading >> performance of a group of 20 post-secondary students who had a primary >> diagnosis of attention disorder. The software provides a synchronized >visual >> and auditory presentation of text, and incorporates study skills tools >for >> student highlighting and note-taking. >> >> These students used assistive reading software for the majority of a >> semester. It was utilized to read assignments for an English class, and >in >> testing sessions in which comparisons were made between normal, >unassisted >> reading and software-assisted reading. Attention measures, reading rate, >> comprehension scores, and attitude questionnaire responses were obtained >> during these sessions. >> >> Principal findings demonstrated that the assistive software allowed >students >> to attend better to their reading, to reduce their distractibility, to >read >> with less stress and fatigue, and to read for longer periods of time. It >> helped them to read faster and to complete reading assignments in less >time. >> It did not have a significant effect on comprehension, but did help some >> students whose comprehension was very poor. >> >> Study results indicate that assistive reading software should be >considered >> as a significant intervention to aid students who have attention >disorders, >> and as an accommodation to help them compensate for their disabilities. >> >> Research Team: >> Linda Hecker, Director of Educational Services Liza Burns, funded through >a >> Title III research award Sirkka Kauffman, Director of Evaluation at the >time >> of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, >> KurzweilT Educational Systems >> >> >> >> >> --- "Berkowitz, Daniel J" wrote: >> >>> Darren, >>> >>> The silence you heard in response to your request was partially due to >>> the lack of a subject line, partially due to a number of your ATHEN >>> colleagues being at the Accessing Higher Ground conference, but mostly >>> due >> to the fact that what you are seeking simply does not exist! >>> >>> I am presently working towards a terminal degree in education (Ed.D.) >>> and have found this very subject area to be almost completely untapped >>> in terms of outcomes and efficacy studies. I have searched high and >>> low and come up if not empty handed at least with a much lighter catch >> than I would have liked time and time again. >>> >>> I am not surprised the NIH reviewers are questioning your >>> suppositions. It is there job to ask "how do you know such and such >>> will do this and that?" You should be able to provide research that >>> indicates the results others have obtained from similar studies >>> leading to yours. The problem, of course, is that such studies simply >>> don't exist. On the bright side, it makes writing the Lit Review much >>> less time consuming >>> >>> It is actually quite the Catch-22. Here we have a subject that most >>> definitely needs studying and yet the very lack of studies jeopardizes >>> our ability to study it. NIMAS coming on December 4th - but do we >>> really >> know if this stuff will work? >>> >>> >From a dissertation point of view - this is a good thing as I have an >>> >untapped area of >>> interest. But also from a dissertation point of view I am not asking a >>> Federal agency to provide funding. The chances that I will get a >>> go-head from my committee are far more likely than the chances you >>> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of >> interest yet different perspectives. >>> >>> Best of luck and let us know how it goes --- Dann >>> >>> >>> ========================= >>> Daniel Berkowitz - Assistant Director Boston University Office of >>> Disability Services >>> 19 Deerfield Street, 2nd floor >>> Boston, MA 02215 >>> >>> (617) 353-3658 (office) >>> (617) 353-9646 (fax) >>> djbrky@bu.edu (eMail) www.bu.edu/disability >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. >>> Sent: Fri 11/10/2006 2:21 PM >>> To: Access Technologists in Higher Education Network >>> Subject: [Athen] Academic Outcomes and Electronic Text >>> >>> >>> Let's try this with a subject line... >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] >>> On Behalf Of Gabbert, Darren L. >>> Sent: Thursday, November 09, 2006 6:19 PM >>> To: Athen@athenpro.org >>> Subject: [Athen] (no subject) >>> >>> >>> >>> Can anyone point me to some credible (perhaps even compelling) >>> research on academic outcomes for students receiving textbooks >>> converted to electronic formats? There are some NIH grant reviewers >>> who in all fairness took issue with our supposition that such outcomes >> would be positive. Any direction here would be appreciated. >>> >>> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing >>> Technology Center Information & Access Technology Services University >>> of Missouri-Columbia Darren@Missouri.edu >>> >>> >>> _______________________________________________ >>> Athen mailing list >>> Athen@athenpro.org >>> http://athenpro.org/mailman/listinfo/athen_athenpro.org >>> >> >> >> >> >> >_______________________________________________________________________ ____ >_ >> ________ >> Want to start your own business? >> Learn how on Yahoo! Small Business. >> http://smallbusiness.yahoo.com/r-index >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From ea at emptech.info Mon Nov 13 10:02:21 2006 From: ea at emptech.info (E.A. Draffan) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: <002c01c70741$4c52ec40$9d5ac180@RONMOBILE> Message-ID: <00a901c7074d$df54eeb0$0a01a8c0@laptop> Just on the use of AT within an HE learning environment, early this year we completed a telephone survey with 455 dyslexic students and are waiting to see if it will be published in Disability and Rehabilitation: Assistive Technology. The paper is hopefully being peer reviewed at the moment. Sticky one as I would love to share it all with you - suffice it to say 90% of the students were full of praise for the technologies especially those using scanners and text to speech followed by mind mapping. Recorders caused 50/50 results. I mentioned some of the results at a conference over here in July so have attached the word version I am now hoping to interview 50 dyslexic students to see how they are using the technologies provided. If you have a vital question you want answered there could be a gap on page two of the questionnaire! Cross fingers it all woks out and I have something to tell you next year! :>)) We also have a funding officer asking questions about the procedures etc and hopefully will have more data to share in the future Otherwise here are some links on the subject from our side of the Atlantic. The development of accessibility practices in e-learning: an exploration of communities of practice by J Seale - ALT-J, 2004 - Taylor & Francis http://tinyurl.com/yhals3 She has written several papers on the subject but not exactly about how successful different technologies have been with different aspects within VLEs. But more recently she has published this paper. "Disability, technology and e-learning: challenging conceptions" http://tinyurl.com/ygnjsp Finally for now An investigation into the effects that digital media can have on the learning outcomes. of individuals who have dyslexia. Prof. J. L. Alty, Dr. N. Beacham ... http://www.cs.mdx.ac.uk/research/idc/tech_reports.html Hope this helps a bit. Best Wishes E.A. Mrs E.A. Draffan Visiting Research Fellow School of Informatics University of Manchester. -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 13, 2006 4:32 PM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Academic Outcomes and Electronic Text This is something that plagues all of AT not just e-text. There is little to no primary research on the efficacy of the various AT accommodations we use with adult learners with disabilities, we can make some inferences from the minimal research from the k-12 sector, but then you also have to assume that adults learn in the same way as children, a major assumption perhaps not supported by the research in teaching and learning theory. This becomes an increasing problem when you are working in a world that requires outcome based measurement to secure funding dollars. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Monday, November 13, 2006 9:32 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text Actually - reviewers can argue with these 'facts' if they are not available. Anecdotal evidence does not cut-it with federal grants. There needs to be evidence that such materials can be delivered in a timely manner (then you have to explain what is meant by 'timely'). Then what about end-user skills? Having a textbook available in a digital format is useless unless the student end-user knows how to make use of the materials and has the proper equipment and training. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Pratik Patel >Sent: Monday, November 13, 2006 1:29 AM >To: 'Access Technologists in Higher Education Network' >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hello, > >The effectiveness of electronic/digital text can also be measured from the >delivery perspective. The use of electronic text certainly can be claimed >to be delivered in a more timely fashion than other alternative formats. >Even reviewers can't argue with the fact that the difference between a >student possessing a book and not having access to it until a month into >the >semester can mean failure for the student--especially for higher ed whether >semesters are typically 3 months long. > >Pratik > > > >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Kathleen Cahill >Sent: Sunday, November 12, 2006 6:08 PM >To: athen@athenpro.org >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hi; > >This citation may be too dated, but worth a try: > >Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of >optical character recognition/speech synthesis on reading comprehension of >postsecondary students with learning disabilities. Learning Disabilities: A >Multidisciplinary Journal, 8, 75-87. > >Kathy Cahill > >Quoting Ron Stewart : > >> Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, >> Summer 2003 >> >> EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY >> STUDENTS >> WITH MILD DISABILITIES >> >> Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin >> Washburn, >> Loring C. Brinckerhoff, and Manju Banerjee >> >> Abstract. Secondary students with high-incidence cognitive disabilities >> often struggle to meet the demands of the general education curriculum >due >> to poor reading skills. To address this challenge, we examined the >effects >> of a CD-ROM audio textbook, alone and combined with a complementary >strategy >> (SLiCK), on the academic performance of secondary students in content- >rich >> history classes. Students were assigned to one of three conditions: audio >> textbook combined with the SLiCK strategy, the audio textbook alone, or a >> control condition. Students in the groups using the audio text, both >alone >> and with the strategy, performed significantly higher on content-area >> assessments than students in the control condition; however, there was no >> significant difference in scores between the group using the SLiCK >strategy >> and the group using the audio text alone. Still, it is noteworthy that >use >> of the audio text had a significant effect on secondary-level content >> acquisition. Outcomes are discussed, and implications for practice, >strategy >> development, and future research are presented. >> ELIZABETH A. BOYLE, M.A., is research associate, Department of Special >> Education, Johns Hopkins University. >> MICHAEL S. ROSENBERG, PhD., is professor, Department of Special >Education, >> Johns Hopkins University. >> VINCENT J. CONNELLY, M.S., is research associate, Department of Special >> Education, Johns Hopkins University. >> SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, >> Recording for the Blind & Dyslexic. >> LORING C. BRINCKERHOFF, PhD., is education and disability consultant, >> Recording for the Blind & Dyslexic. >> MANJU BANERJEE, M.A., M.S., is education and research consultant, >Recording >> for the Blind & Dyslexic. >> >> Ron >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Ron Stewart >> Sent: Sunday, November 12, 2006 4:26 PM >> To: 'Access Technologists in Higher Education Network' >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> There is also some research out there that was done by RFB&D, in >2002/2003 >> and published in Leaning Disabilities Quarterly. >> >> Ron Stewart >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Nick Ogrizovich >> Sent: Sunday, November 12, 2006 12:04 PM >> To: Access Technologists in Higher Education Network >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> Hi All, >> >> I remembered a study done by Kurzweil and Landmark College on themes >similar >> to this. It focused more on ADD specific students though. >> >> http://www.landmarkcollege.org/institute/grants_research/kurzweil.html >> >> Just keep in mind that this study was funded by Kurzweil, I think. I >> wouldn't go so far as to say that the study is evocative of the Tobacco's >> industries studies claiming that Ciggerettes aren't dangerous or that >> nicotene isn't addictive. It's just that research withstands scrutiny >better >> when a company that stands to benefit fromthe results isn't also a major >> player in the research. >> (although I would probably agree with the results they obtained) >> >> Anyone interested in this study should contact Kurzweil, Landmark, or the >> Annals of Dyslexia(??) I remember reading through a little booklet they >> published after the fact. They might also know of other studies in the >past, >> or know of upcoming studies. Worth a look! >> >> Nick Ogrizovich >> Adaptive Technology Manager >> University of Vermont >> ______ >> >> "The Effect of Reading Machine Technology on the Reading of Students with >> Attention Disorders" >> (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of >> Assistive Reading Software for Students with Attention Disorders. Annals >of >> Dyslexia, 52, 243-272.) >> >> This study investigated how assistive reading software affected the >reading >> performance of a group of 20 post-secondary students who had a primary >> diagnosis of attention disorder. The software provides a synchronized >visual >> and auditory presentation of text, and incorporates study skills tools >for >> student highlighting and note-taking. >> >> These students used assistive reading software for the majority of a >> semester. It was utilized to read assignments for an English class, and >in >> testing sessions in which comparisons were made between normal, >unassisted >> reading and software-assisted reading. Attention measures, reading rate, >> comprehension scores, and attitude questionnaire responses were obtained >> during these sessions. >> >> Principal findings demonstrated that the assistive software allowed >students >> to attend better to their reading, to reduce their distractibility, to >read >> with less stress and fatigue, and to read for longer periods of time. It >> helped them to read faster and to complete reading assignments in less >time. >> It did not have a significant effect on comprehension, but did help some >> students whose comprehension was very poor. >> >> Study results indicate that assistive reading software should be >considered >> as a significant intervention to aid students who have attention >disorders, >> and as an accommodation to help them compensate for their disabilities. >> >> Research Team: >> Linda Hecker, Director of Educational Services Liza Burns, funded through >a >> Title III research award Sirkka Kauffman, Director of Evaluation at the >time >> of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, >> KurzweilT Educational Systems >> >> >> >> >> --- "Berkowitz, Daniel J" wrote: >> >>> Darren, >>> >>> The silence you heard in response to your request was partially due to >>> the lack of a subject line, partially due to a number of your ATHEN >>> colleagues being at the Accessing Higher Ground conference, but mostly >>> due >> to the fact that what you are seeking simply does not exist! >>> >>> I am presently working towards a terminal degree in education (Ed.D.) >>> and have found this very subject area to be almost completely untapped >>> in terms of outcomes and efficacy studies. I have searched high and >>> low and come up if not empty handed at least with a much lighter catch >> than I would have liked time and time again. >>> >>> I am not surprised the NIH reviewers are questioning your >>> suppositions. It is there job to ask "how do you know such and such >>> will do this and that?" You should be able to provide research that >>> indicates the results others have obtained from similar studies >>> leading to yours. The problem, of course, is that such studies simply >>> don't exist. On the bright side, it makes writing the Lit Review much >>> less time consuming >>> >>> It is actually quite the Catch-22. Here we have a subject that most >>> definitely needs studying and yet the very lack of studies jeopardizes >>> our ability to study it. NIMAS coming on December 4th - but do we >>> really >> know if this stuff will work? >>> >>> >From a dissertation point of view - this is a good thing as I have an >>> >untapped area of >>> interest. But also from a dissertation point of view I am not asking a >>> Federal agency to provide funding. The chances that I will get a >>> go-head from my committee are far more likely than the chances you >>> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of >> interest yet different perspectives. >>> >>> Best of luck and let us know how it goes --- Dann >>> >>> >>> ========================= >>> Daniel Berkowitz - Assistant Director Boston University Office of >>> Disability Services >>> 19 Deerfield Street, 2nd floor >>> Boston, MA 02215 >>> >>> (617) 353-3658 (office) >>> (617) 353-9646 (fax) >>> djbrky@bu.edu (eMail) www.bu.edu/disability >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. >>> Sent: Fri 11/10/2006 2:21 PM >>> To: Access Technologists in Higher Education Network >>> Subject: [Athen] Academic Outcomes and Electronic Text >>> >>> >>> Let's try this with a subject line... >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] >>> On Behalf Of Gabbert, Darren L. >>> Sent: Thursday, November 09, 2006 6:19 PM >>> To: Athen@athenpro.org >>> Subject: [Athen] (no subject) >>> >>> >>> >>> Can anyone point me to some credible (perhaps even compelling) >>> research on academic outcomes for students receiving textbooks >>> converted to electronic formats? There are some NIH grant reviewers >>> who in all fairness took issue with our supposition that such outcomes >> would be positive. Any direction here would be appreciated. >>> >>> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing >>> Technology Center Information & Access Technology Services University >>> of Missouri-Columbia Darren@Missouri.edu >>> >>> >>> _______________________________________________ >>> Athen mailing list >>> Athen@athenpro.org >>> http://athenpro.org/mailman/listinfo/athen_athenpro.org >>> >> >> >> >> >> >_______________________________________________________________________ ____ >_ >> ________ >> Want to start your own business? >> Learn how on Yahoo! Small Business. >> http://smallbusiness.yahoo.com/r-index >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.409 / Virus Database: 268.14.3/531 - Release Date: 12/11/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.409 / Virus Database: 268.14.3/531 - Release Date: 12/11/2006 -------------- next part -------------- A non-text attachment was scrubbed... Name: Update on Assistive Technologies NADO 2006.doc Type: application/msword Size: 67584 bytes Desc: not available URL: From pratikp1 at gmail.com Mon Nov 13 14:16:33 2006 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: <002c01c70741$4c52ec40$9d5ac180@RONMOBILE> Message-ID: <07ba01c70771$61287a10$6405050a@LENOVO1C5CE3C3> Outcome-based research in this field is a bit difficult to accomplish because comparative samples are hard to come by. Unless there are creative methods to study students--interviews, surveys, etc., ethically it is difficult for us to expect a group of students to participate in a study where they would not have access to electronic resources. Combined longitudinal and lateral studies would probably be necessary. And, reviewers aren't willing to wait for such results. Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 13, 2006 11:32 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Academic Outcomes and Electronic Text This is something that plagues all of AT not just e-text. There is little to no primary research on the efficacy of the various AT accommodations we use with adult learners with disabilities, we can make some inferences from the minimal research from the k-12 sector, but then you also have to assume that adults learn in the same way as children, a major assumption perhaps not supported by the research in teaching and learning theory. This becomes an increasing problem when you are working in a world that requires outcome based measurement to secure funding dollars. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Monday, November 13, 2006 9:32 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text Actually - reviewers can argue with these 'facts' if they are not available. Anecdotal evidence does not cut-it with federal grants. There needs to be evidence that such materials can be delivered in a timely manner (then you have to explain what is meant by 'timely'). Then what about end-user skills? Having a textbook available in a digital format is useless unless the student end-user knows how to make use of the materials and has the proper equipment and training. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Pratik Patel >Sent: Monday, November 13, 2006 1:29 AM >To: 'Access Technologists in Higher Education Network' >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hello, > >The effectiveness of electronic/digital text can also be measured from the >delivery perspective. The use of electronic text certainly can be claimed >to be delivered in a more timely fashion than other alternative formats. >Even reviewers can't argue with the fact that the difference between a >student possessing a book and not having access to it until a month into >the >semester can mean failure for the student--especially for higher ed whether >semesters are typically 3 months long. > >Pratik > > > >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Kathleen Cahill >Sent: Sunday, November 12, 2006 6:08 PM >To: athen@athenpro.org >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hi; > >This citation may be too dated, but worth a try: > >Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of >optical character recognition/speech synthesis on reading comprehension of >postsecondary students with learning disabilities. Learning Disabilities: A >Multidisciplinary Journal, 8, 75-87. > >Kathy Cahill > >Quoting Ron Stewart : > >> Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, >> Summer 2003 >> >> EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY >> STUDENTS >> WITH MILD DISABILITIES >> >> Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin >> Washburn, >> Loring C. Brinckerhoff, and Manju Banerjee >> >> Abstract. Secondary students with high-incidence cognitive disabilities >> often struggle to meet the demands of the general education curriculum >due >> to poor reading skills. To address this challenge, we examined the >effects >> of a CD-ROM audio textbook, alone and combined with a complementary >strategy >> (SLiCK), on the academic performance of secondary students in content- >rich >> history classes. Students were assigned to one of three conditions: audio >> textbook combined with the SLiCK strategy, the audio textbook alone, or a >> control condition. Students in the groups using the audio text, both >alone >> and with the strategy, performed significantly higher on content-area >> assessments than students in the control condition; however, there was no >> significant difference in scores between the group using the SLiCK >strategy >> and the group using the audio text alone. Still, it is noteworthy that >use >> of the audio text had a significant effect on secondary-level content >> acquisition. Outcomes are discussed, and implications for practice, >strategy >> development, and future research are presented. >> ELIZABETH A. BOYLE, M.A., is research associate, Department of Special >> Education, Johns Hopkins University. >> MICHAEL S. ROSENBERG, PhD., is professor, Department of Special >Education, >> Johns Hopkins University. >> VINCENT J. CONNELLY, M.S., is research associate, Department of Special >> Education, Johns Hopkins University. >> SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, >> Recording for the Blind & Dyslexic. >> LORING C. BRINCKERHOFF, PhD., is education and disability consultant, >> Recording for the Blind & Dyslexic. >> MANJU BANERJEE, M.A., M.S., is education and research consultant, >Recording >> for the Blind & Dyslexic. >> >> Ron >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Ron Stewart >> Sent: Sunday, November 12, 2006 4:26 PM >> To: 'Access Technologists in Higher Education Network' >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> There is also some research out there that was done by RFB&D, in >2002/2003 >> and published in Leaning Disabilities Quarterly. >> >> Ron Stewart >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Nick Ogrizovich >> Sent: Sunday, November 12, 2006 12:04 PM >> To: Access Technologists in Higher Education Network >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> Hi All, >> >> I remembered a study done by Kurzweil and Landmark College on themes >similar >> to this. It focused more on ADD specific students though. >> >> http://www.landmarkcollege.org/institute/grants_research/kurzweil.html >> >> Just keep in mind that this study was funded by Kurzweil, I think. I >> wouldn't go so far as to say that the study is evocative of the Tobacco's >> industries studies claiming that Ciggerettes aren't dangerous or that >> nicotene isn't addictive. It's just that research withstands scrutiny >better >> when a company that stands to benefit fromthe results isn't also a major >> player in the research. >> (although I would probably agree with the results they obtained) >> >> Anyone interested in this study should contact Kurzweil, Landmark, or the >> Annals of Dyslexia(??) I remember reading through a little booklet they >> published after the fact. They might also know of other studies in the >past, >> or know of upcoming studies. Worth a look! >> >> Nick Ogrizovich >> Adaptive Technology Manager >> University of Vermont >> ______ >> >> "The Effect of Reading Machine Technology on the Reading of Students with >> Attention Disorders" >> (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of >> Assistive Reading Software for Students with Attention Disorders. Annals >of >> Dyslexia, 52, 243-272.) >> >> This study investigated how assistive reading software affected the >reading >> performance of a group of 20 post-secondary students who had a primary >> diagnosis of attention disorder. The software provides a synchronized >visual >> and auditory presentation of text, and incorporates study skills tools >for >> student highlighting and note-taking. >> >> These students used assistive reading software for the majority of a >> semester. It was utilized to read assignments for an English class, and >in >> testing sessions in which comparisons were made between normal, >unassisted >> reading and software-assisted reading. Attention measures, reading rate, >> comprehension scores, and attitude questionnaire responses were obtained >> during these sessions. >> >> Principal findings demonstrated that the assistive software allowed >students >> to attend better to their reading, to reduce their distractibility, to >read >> with less stress and fatigue, and to read for longer periods of time. It >> helped them to read faster and to complete reading assignments in less >time. >> It did not have a significant effect on comprehension, but did help some >> students whose comprehension was very poor. >> >> Study results indicate that assistive reading software should be >considered >> as a significant intervention to aid students who have attention >disorders, >> and as an accommodation to help them compensate for their disabilities. >> >> Research Team: >> Linda Hecker, Director of Educational Services Liza Burns, funded through >a >> Title III research award Sirkka Kauffman, Director of Evaluation at the >time >> of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, >> KurzweilT Educational Systems >> >> >> >> >> --- "Berkowitz, Daniel J" wrote: >> >>> Darren, >>> >>> The silence you heard in response to your request was partially due to >>> the lack of a subject line, partially due to a number of your ATHEN >>> colleagues being at the Accessing Higher Ground conference, but mostly >>> due >> to the fact that what you are seeking simply does not exist! >>> >>> I am presently working towards a terminal degree in education (Ed.D.) >>> and have found this very subject area to be almost completely untapped >>> in terms of outcomes and efficacy studies. I have searched high and >>> low and come up if not empty handed at least with a much lighter catch >> than I would have liked time and time again. >>> >>> I am not surprised the NIH reviewers are questioning your >>> suppositions. It is there job to ask "how do you know such and such >>> will do this and that?" You should be able to provide research that >>> indicates the results others have obtained from similar studies >>> leading to yours. The problem, of course, is that such studies simply >>> don't exist. On the bright side, it makes writing the Lit Review much >>> less time consuming >>> >>> It is actually quite the Catch-22. Here we have a subject that most >>> definitely needs studying and yet the very lack of studies jeopardizes >>> our ability to study it. NIMAS coming on December 4th - but do we >>> really >> know if this stuff will work? >>> >>> >From a dissertation point of view - this is a good thing as I have an >>> >untapped area of >>> interest. But also from a dissertation point of view I am not asking a >>> Federal agency to provide funding. The chances that I will get a >>> go-head from my committee are far more likely than the chances you >>> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of >> interest yet different perspectives. >>> >>> Best of luck and let us know how it goes --- Dann >>> >>> >>> ========================= >>> Daniel Berkowitz - Assistant Director Boston University Office of >>> Disability Services >>> 19 Deerfield Street, 2nd floor >>> Boston, MA 02215 >>> >>> (617) 353-3658 (office) >>> (617) 353-9646 (fax) >>> djbrky@bu.edu (eMail) www.bu.edu/disability >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. >>> Sent: Fri 11/10/2006 2:21 PM >>> To: Access Technologists in Higher Education Network >>> Subject: [Athen] Academic Outcomes and Electronic Text >>> >>> >>> Let's try this with a subject line... >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] >>> On Behalf Of Gabbert, Darren L. >>> Sent: Thursday, November 09, 2006 6:19 PM >>> To: Athen@athenpro.org >>> Subject: [Athen] (no subject) >>> >>> >>> >>> Can anyone point me to some credible (perhaps even compelling) >>> research on academic outcomes for students receiving textbooks >>> converted to electronic formats? There are some NIH grant reviewers >>> who in all fairness took issue with our supposition that such outcomes >> would be positive. Any direction here would be appreciated. >>> >>> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing >>> Technology Center Information & Access Technology Services University >>> of Missouri-Columbia Darren@Missouri.edu >>> >>> >>> _______________________________________________ >>> Athen mailing list >>> Athen@athenpro.org >>> http://athenpro.org/mailman/listinfo/athen_athenpro.org >>> >> >> >> >> >> >_______________________________________________________________________ ____ >_ >> ________ >> Want to start your own business? >> Learn how on Yahoo! Small Business. >> http://smallbusiness.yahoo.com/r-index >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From djbrky at bu.edu Mon Nov 13 15:09:04 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Academic Outcomes and Electronic Text References: <07ba01c70771$61287a10$6405050a@LENOVO1C5CE3C3> Message-ID: No one said anything about not allowing students access to electronic resources. Instead we should be studying which of the electronic resources are best - or at least the most favorable. There are six flavors of DAISY from which to choose alone - comparing them is a good place to start. How about mp3 alone versus an interactive program such as K3000? Or the same format of playback device used by different cohorts (B/LV students versus LD students). The way i view it - at this point we do not know which is the best so it is not as though we are favoring one group or format over the other. By "combined studies" I am guessing you are referring to mixed method protocols? These are becoming more normal. In the work we do they are working towards being a standard if a study lends itself to both qualitative and quantitative. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Pratik Patel Sent: Mon 11/13/2006 5:16 PM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Academic Outcomes and Electronic Text Outcome-based research in this field is a bit difficult to accomplish because comparative samples are hard to come by. Unless there are creative methods to study students--interviews, surveys, etc., ethically it is difficult for us to expect a group of students to participate in a study where they would not have access to electronic resources. Combined longitudinal and lateral studies would probably be necessary. And, reviewers aren't willing to wait for such results. Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 13, 2006 11:32 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Academic Outcomes and Electronic Text This is something that plagues all of AT not just e-text. There is little to no primary research on the efficacy of the various AT accommodations we use with adult learners with disabilities, we can make some inferences from the minimal research from the k-12 sector, but then you also have to assume that adults learn in the same way as children, a major assumption perhaps not supported by the research in teaching and learning theory. This becomes an increasing problem when you are working in a world that requires outcome based measurement to secure funding dollars. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Monday, November 13, 2006 9:32 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text Actually - reviewers can argue with these 'facts' if they are not available. Anecdotal evidence does not cut-it with federal grants. There needs to be evidence that such materials can be delivered in a timely manner (then you have to explain what is meant by 'timely'). Then what about end-user skills? Having a textbook available in a digital format is useless unless the student end-user knows how to make use of the materials and has the proper equipment and training. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Pratik Patel >Sent: Monday, November 13, 2006 1:29 AM >To: 'Access Technologists in Higher Education Network' >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hello, > >The effectiveness of electronic/digital text can also be measured from the >delivery perspective. The use of electronic text certainly can be claimed >to be delivered in a more timely fashion than other alternative formats. >Even reviewers can't argue with the fact that the difference between a >student possessing a book and not having access to it until a month into >the >semester can mean failure for the student--especially for higher ed whether >semesters are typically 3 months long. > >Pratik > > > >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Kathleen Cahill >Sent: Sunday, November 12, 2006 6:08 PM >To: athen@athenpro.org >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hi; > >This citation may be too dated, but worth a try: > >Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of >optical character recognition/speech synthesis on reading comprehension of >postsecondary students with learning disabilities. Learning Disabilities: A >Multidisciplinary Journal, 8, 75-87. > >Kathy Cahill > >Quoting Ron Stewart : > >> Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, >> Summer 2003 >> >> EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY >> STUDENTS >> WITH MILD DISABILITIES >> >> Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin >> Washburn, >> Loring C. Brinckerhoff, and Manju Banerjee >> >> Abstract. Secondary students with high-incidence cognitive disabilities >> often struggle to meet the demands of the general education curriculum >due >> to poor reading skills. To address this challenge, we examined the >effects >> of a CD-ROM audio textbook, alone and combined with a complementary >strategy >> (SLiCK), on the academic performance of secondary students in content- >rich >> history classes. Students were assigned to one of three conditions: audio >> textbook combined with the SLiCK strategy, the audio textbook alone, or a >> control condition. Students in the groups using the audio text, both >alone >> and with the strategy, performed significantly higher on content-area >> assessments than students in the control condition; however, there was no >> significant difference in scores between the group using the SLiCK >strategy >> and the group using the audio text alone. Still, it is noteworthy that >use >> of the audio text had a significant effect on secondary-level content >> acquisition. Outcomes are discussed, and implications for practice, >strategy >> development, and future research are presented. >> ELIZABETH A. BOYLE, M.A., is research associate, Department of Special >> Education, Johns Hopkins University. >> MICHAEL S. ROSENBERG, PhD., is professor, Department of Special >Education, >> Johns Hopkins University. >> VINCENT J. CONNELLY, M.S., is research associate, Department of Special >> Education, Johns Hopkins University. >> SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, >> Recording for the Blind & Dyslexic. >> LORING C. BRINCKERHOFF, PhD., is education and disability consultant, >> Recording for the Blind & Dyslexic. >> MANJU BANERJEE, M.A., M.S., is education and research consultant, >Recording >> for the Blind & Dyslexic. >> >> Ron >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Ron Stewart >> Sent: Sunday, November 12, 2006 4:26 PM >> To: 'Access Technologists in Higher Education Network' >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> There is also some research out there that was done by RFB&D, in >2002/2003 >> and published in Leaning Disabilities Quarterly. >> >> Ron Stewart >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Nick Ogrizovich >> Sent: Sunday, November 12, 2006 12:04 PM >> To: Access Technologists in Higher Education Network >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> Hi All, >> >> I remembered a study done by Kurzweil and Landmark College on themes >similar >> to this. It focused more on ADD specific students though. >> >> http://www.landmarkcollege.org/institute/grants_research/kurzweil.html >> >> Just keep in mind that this study was funded by Kurzweil, I think. I >> wouldn't go so far as to say that the study is evocative of the Tobacco's >> industries studies claiming that Ciggerettes aren't dangerous or that >> nicotene isn't addictive. It's just that research withstands scrutiny >better >> when a company that stands to benefit fromthe results isn't also a major >> player in the research. >> (although I would probably agree with the results they obtained) >> >> Anyone interested in this study should contact Kurzweil, Landmark, or the >> Annals of Dyslexia(??) I remember reading through a little booklet they >> published after the fact. They might also know of other studies in the >past, >> or know of upcoming studies. Worth a look! >> >> Nick Ogrizovich >> Adaptive Technology Manager >> University of Vermont >> ______ >> >> "The Effect of Reading Machine Technology on the Reading of Students with >> Attention Disorders" >> (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of >> Assistive Reading Software for Students with Attention Disorders. Annals >of >> Dyslexia, 52, 243-272.) >> >> This study investigated how assistive reading software affected the >reading >> performance of a group of 20 post-secondary students who had a primary >> diagnosis of attention disorder. The software provides a synchronized >visual >> and auditory presentation of text, and incorporates study skills tools >for >> student highlighting and note-taking. >> >> These students used assistive reading software for the majority of a >> semester. It was utilized to read assignments for an English class, and >in >> testing sessions in which comparisons were made between normal, >unassisted >> reading and software-assisted reading. Attention measures, reading rate, >> comprehension scores, and attitude questionnaire responses were obtained >> during these sessions. >> >> Principal findings demonstrated that the assistive software allowed >students >> to attend better to their reading, to reduce their distractibility, to >read >> with less stress and fatigue, and to read for longer periods of time. It >> helped them to read faster and to complete reading assignments in less >time. >> It did not have a significant effect on comprehension, but did help some >> students whose comprehension was very poor. >> >> Study results indicate that assistive reading software should be >considered >> as a significant intervention to aid students who have attention >disorders, >> and as an accommodation to help them compensate for their disabilities. >> >> Research Team: >> Linda Hecker, Director of Educational Services Liza Burns, funded through >a >> Title III research award Sirkka Kauffman, Director of Evaluation at the >time >> of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, >> KurzweilT Educational Systems >> >> >> >> >> --- "Berkowitz, Daniel J" wrote: >> >>> Darren, >>> >>> The silence you heard in response to your request was partially due to >>> the lack of a subject line, partially due to a number of your ATHEN >>> colleagues being at the Accessing Higher Ground conference, but mostly >>> due >> to the fact that what you are seeking simply does not exist! >>> >>> I am presently working towards a terminal degree in education (Ed.D.) >>> and have found this very subject area to be almost completely untapped >>> in terms of outcomes and efficacy studies. I have searched high and >>> low and come up if not empty handed at least with a much lighter catch >> than I would have liked time and time again. >>> >>> I am not surprised the NIH reviewers are questioning your >>> suppositions. It is there job to ask "how do you know such and such >>> will do this and that?" You should be able to provide research that >>> indicates the results others have obtained from similar studies >>> leading to yours. The problem, of course, is that such studies simply >>> don't exist. On the bright side, it makes writing the Lit Review much >>> less time consuming >>> >>> It is actually quite the Catch-22. Here we have a subject that most >>> definitely needs studying and yet the very lack of studies jeopardizes >>> our ability to study it. NIMAS coming on December 4th - but do we >>> really >> know if this stuff will work? >>> >>> >From a dissertation point of view - this is a good thing as I have an >>> >untapped area of >>> interest. But also from a dissertation point of view I am not asking a >>> Federal agency to provide funding. The chances that I will get a >>> go-head from my committee are far more likely than the chances you >>> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of >> interest yet different perspectives. >>> >>> Best of luck and let us know how it goes --- Dann >>> >>> >>> ========================= >>> Daniel Berkowitz - Assistant Director Boston University Office of >>> Disability Services >>> 19 Deerfield Street, 2nd floor >>> Boston, MA 02215 >>> >>> (617) 353-3658 (office) >>> (617) 353-9646 (fax) >>> djbrky@bu.edu (eMail) www.bu.edu/disability >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. >>> Sent: Fri 11/10/2006 2:21 PM >>> To: Access Technologists in Higher Education Network >>> Subject: [Athen] Academic Outcomes and Electronic Text >>> >>> >>> Let's try this with a subject line... >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] >>> On Behalf Of Gabbert, Darren L. >>> Sent: Thursday, November 09, 2006 6:19 PM >>> To: Athen@athenpro.org >>> Subject: [Athen] (no subject) >>> >>> >>> >>> Can anyone point me to some credible (perhaps even compelling) >>> research on academic outcomes for students receiving textbooks >>> converted to electronic formats? There are some NIH grant reviewers >>> who in all fairness took issue with our supposition that such outcomes >> would be positive. Any direction here would be appreciated. >>> >>> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing >>> Technology Center Information & Access Technology Services University >>> of Missouri-Columbia Darren@Missouri.edu >>> >>> >>> _______________________________________________ >>> Athen mailing list >>> Athen@athenpro.org >>> http://athenpro.org/mailman/listinfo/athen_athenpro.org >>> >> >> >> >> >> >_______________________________________________________________________ ____ >_ >> ________ >> Want to start your own business? >> Learn how on Yahoo! Small Business. >> http://smallbusiness.yahoo.com/r-index >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From pratikp1 at gmail.com Mon Nov 13 16:09:39 2006 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: Message-ID: <081001c70781$2dad82b0$6405050a@LENOVO1C5CE3C3> Dan, The areas that you highlighted are definitely worth studying. As I understand it, the original question that the reviewers seemed to ask is whether electronic resources are effective at all. And, in order to study that, we may look at cohorts who are not using electronic resources as opposed to cohorts who are utilizing electronic material. There are other creative approaches that we might consider in order to answer this question. Determining optimal format is definitely important--especially the optimal DAISY flavor for particular individual needs. The other important question is the level of markup presented in each flavor of DAISY. Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Monday, November 13, 2006 6:09 PM To: Access Technologists in Higher Education Network; Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text No one said anything about not allowing students access to electronic resources. Instead we should be studying which of the electronic resources are best - or at least the most favorable. There are six flavors of DAISY from which to choose alone - comparing them is a good place to start. How about mp3 alone versus an interactive program such as K3000? Or the same format of playback device used by different cohorts (B/LV students versus LD students). The way i view it - at this point we do not know which is the best so it is not as though we are favoring one group or format over the other. By "combined studies" I am guessing you are referring to mixed method protocols? These are becoming more normal. In the work we do they are working towards being a standard if a study lends itself to both qualitative and quantitative. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Pratik Patel Sent: Mon 11/13/2006 5:16 PM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Academic Outcomes and Electronic Text Outcome-based research in this field is a bit difficult to accomplish because comparative samples are hard to come by. Unless there are creative methods to study students--interviews, surveys, etc., ethically it is difficult for us to expect a group of students to participate in a study where they would not have access to electronic resources. Combined longitudinal and lateral studies would probably be necessary. And, reviewers aren't willing to wait for such results. Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Monday, November 13, 2006 11:32 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Academic Outcomes and Electronic Text This is something that plagues all of AT not just e-text. There is little to no primary research on the efficacy of the various AT accommodations we use with adult learners with disabilities, we can make some inferences from the minimal research from the k-12 sector, but then you also have to assume that adults learn in the same way as children, a major assumption perhaps not supported by the research in teaching and learning theory. This becomes an increasing problem when you are working in a world that requires outcome based measurement to secure funding dollars. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Monday, November 13, 2006 9:32 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Academic Outcomes and Electronic Text Actually - reviewers can argue with these 'facts' if they are not available. Anecdotal evidence does not cut-it with federal grants. There needs to be evidence that such materials can be delivered in a timely manner (then you have to explain what is meant by 'timely'). Then what about end-user skills? Having a textbook available in a digital format is useless unless the student end-user knows how to make use of the materials and has the proper equipment and training. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Pratik Patel >Sent: Monday, November 13, 2006 1:29 AM >To: 'Access Technologists in Higher Education Network' >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hello, > >The effectiveness of electronic/digital text can also be measured from the >delivery perspective. The use of electronic text certainly can be claimed >to be delivered in a more timely fashion than other alternative formats. >Even reviewers can't argue with the fact that the difference between a >student possessing a book and not having access to it until a month into >the >semester can mean failure for the student--especially for higher ed whether >semesters are typically 3 months long. > >Pratik > > > >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Kathleen Cahill >Sent: Sunday, November 12, 2006 6:08 PM >To: athen@athenpro.org >Subject: Re: [Athen] Academic Outcomes and Electronic Text > >Hi; > >This citation may be too dated, but worth a try: > >Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of >optical character recognition/speech synthesis on reading comprehension of >postsecondary students with learning disabilities. Learning Disabilities: A >Multidisciplinary Journal, 8, 75-87. > >Kathy Cahill > >Quoting Ron Stewart : > >> Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, >> Summer 2003 >> >> EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY >> STUDENTS >> WITH MILD DISABILITIES >> >> Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin >> Washburn, >> Loring C. Brinckerhoff, and Manju Banerjee >> >> Abstract. Secondary students with high-incidence cognitive disabilities >> often struggle to meet the demands of the general education curriculum >due >> to poor reading skills. To address this challenge, we examined the >effects >> of a CD-ROM audio textbook, alone and combined with a complementary >strategy >> (SLiCK), on the academic performance of secondary students in content- >rich >> history classes. Students were assigned to one of three conditions: audio >> textbook combined with the SLiCK strategy, the audio textbook alone, or a >> control condition. Students in the groups using the audio text, both >alone >> and with the strategy, performed significantly higher on content-area >> assessments than students in the control condition; however, there was no >> significant difference in scores between the group using the SLiCK >strategy >> and the group using the audio text alone. Still, it is noteworthy that >use >> of the audio text had a significant effect on secondary-level content >> acquisition. Outcomes are discussed, and implications for practice, >strategy >> development, and future research are presented. >> ELIZABETH A. BOYLE, M.A., is research associate, Department of Special >> Education, Johns Hopkins University. >> MICHAEL S. ROSENBERG, PhD., is professor, Department of Special >Education, >> Johns Hopkins University. >> VINCENT J. CONNELLY, M.S., is research associate, Department of Special >> Education, Johns Hopkins University. >> SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, >> Recording for the Blind & Dyslexic. >> LORING C. BRINCKERHOFF, PhD., is education and disability consultant, >> Recording for the Blind & Dyslexic. >> MANJU BANERJEE, M.A., M.S., is education and research consultant, >Recording >> for the Blind & Dyslexic. >> >> Ron >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Ron Stewart >> Sent: Sunday, November 12, 2006 4:26 PM >> To: 'Access Technologists in Higher Education Network' >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> There is also some research out there that was done by RFB&D, in >2002/2003 >> and published in Leaning Disabilities Quarterly. >> >> Ron Stewart >> >> -----Original Message----- >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >> Behalf Of Nick Ogrizovich >> Sent: Sunday, November 12, 2006 12:04 PM >> To: Access Technologists in Higher Education Network >> Subject: Re: [Athen] Academic Outcomes and Electronic Text >> >> Hi All, >> >> I remembered a study done by Kurzweil and Landmark College on themes >similar >> to this. It focused more on ADD specific students though. >> >> http://www.landmarkcollege.org/institute/grants_research/kurzweil.html >> >> Just keep in mind that this study was funded by Kurzweil, I think. I >> wouldn't go so far as to say that the study is evocative of the Tobacco's >> industries studies claiming that Ciggerettes aren't dangerous or that >> nicotene isn't addictive. It's just that research withstands scrutiny >better >> when a company that stands to benefit fromthe results isn't also a major >> player in the research. >> (although I would probably agree with the results they obtained) >> >> Anyone interested in this study should contact Kurzweil, Landmark, or the >> Annals of Dyslexia(??) I remember reading through a little booklet they >> published after the fact. They might also know of other studies in the >past, >> or know of upcoming studies. Worth a look! >> >> Nick Ogrizovich >> Adaptive Technology Manager >> University of Vermont >> ______ >> >> "The Effect of Reading Machine Technology on the Reading of Students with >> Attention Disorders" >> (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of >> Assistive Reading Software for Students with Attention Disorders. Annals >of >> Dyslexia, 52, 243-272.) >> >> This study investigated how assistive reading software affected the >reading >> performance of a group of 20 post-secondary students who had a primary >> diagnosis of attention disorder. The software provides a synchronized >visual >> and auditory presentation of text, and incorporates study skills tools >for >> student highlighting and note-taking. >> >> These students used assistive reading software for the majority of a >> semester. It was utilized to read assignments for an English class, and >in >> testing sessions in which comparisons were made between normal, >unassisted >> reading and software-assisted reading. Attention measures, reading rate, >> comprehension scores, and attitude questionnaire responses were obtained >> during these sessions. >> >> Principal findings demonstrated that the assistive software allowed >students >> to attend better to their reading, to reduce their distractibility, to >read >> with less stress and fatigue, and to read for longer periods of time. It >> helped them to read faster and to complete reading assignments in less >time. >> It did not have a significant effect on comprehension, but did help some >> students whose comprehension was very poor. >> >> Study results indicate that assistive reading software should be >considered >> as a significant intervention to aid students who have attention >disorders, >> and as an accommodation to help them compensate for their disabilities. >> >> Research Team: >> Linda Hecker, Director of Educational Services Liza Burns, funded through >a >> Title III research award Sirkka Kauffman, Director of Evaluation at the >time >> of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, >> KurzweilT Educational Systems >> >> >> >> >> --- "Berkowitz, Daniel J" wrote: >> >>> Darren, >>> >>> The silence you heard in response to your request was partially due to >>> the lack of a subject line, partially due to a number of your ATHEN >>> colleagues being at the Accessing Higher Ground conference, but mostly >>> due >> to the fact that what you are seeking simply does not exist! >>> >>> I am presently working towards a terminal degree in education (Ed.D.) >>> and have found this very subject area to be almost completely untapped >>> in terms of outcomes and efficacy studies. I have searched high and >>> low and come up if not empty handed at least with a much lighter catch >> than I would have liked time and time again. >>> >>> I am not surprised the NIH reviewers are questioning your >>> suppositions. It is there job to ask "how do you know such and such >>> will do this and that?" You should be able to provide research that >>> indicates the results others have obtained from similar studies >>> leading to yours. The problem, of course, is that such studies simply >>> don't exist. On the bright side, it makes writing the Lit Review much >>> less time consuming >>> >>> It is actually quite the Catch-22. Here we have a subject that most >>> definitely needs studying and yet the very lack of studies jeopardizes >>> our ability to study it. NIMAS coming on December 4th - but do we >>> really >> know if this stuff will work? >>> >>> >From a dissertation point of view - this is a good thing as I have an >>> >untapped area of >>> interest. But also from a dissertation point of view I am not asking a >>> Federal agency to provide funding. The chances that I will get a >>> go-head from my committee are far more likely than the chances you >>> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of >> interest yet different perspectives. >>> >>> Best of luck and let us know how it goes --- Dann >>> >>> >>> ========================= >>> Daniel Berkowitz - Assistant Director Boston University Office of >>> Disability Services >>> 19 Deerfield Street, 2nd floor >>> Boston, MA 02215 >>> >>> (617) 353-3658 (office) >>> (617) 353-9646 (fax) >>> djbrky@bu.edu (eMail) www.bu.edu/disability >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. >>> Sent: Fri 11/10/2006 2:21 PM >>> To: Access Technologists in Higher Education Network >>> Subject: [Athen] Academic Outcomes and Electronic Text >>> >>> >>> Let's try this with a subject line... >>> >>> ________________________________ >>> >>> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] >>> On Behalf Of Gabbert, Darren L. >>> Sent: Thursday, November 09, 2006 6:19 PM >>> To: Athen@athenpro.org >>> Subject: [Athen] (no subject) >>> >>> >>> >>> Can anyone point me to some credible (perhaps even compelling) >>> research on academic outcomes for students receiving textbooks >>> converted to electronic formats? There are some NIH grant reviewers >>> who in all fairness took issue with our supposition that such outcomes >> would be positive. Any direction here would be appreciated. >>> >>> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing >>> Technology Center Information & Access Technology Services University >>> of Missouri-Columbia Darren@Missouri.edu >>> >>> >>> _______________________________________________ >>> Athen mailing list >>> Athen@athenpro.org >>> http://athenpro.org/mailman/listinfo/athen_athenpro.org >>> >> >> >> >> >> >_______________________________________________________________________ ____ >_ >> ________ >> Want to start your own business? >> Learn how on Yahoo! Small Business. >> http://smallbusiness.yahoo.com/r-index >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> >> >> >> >> _______________________________________________ >> Athen mailing list >> Athen@athenpro.org >> http://athenpro.org/mailman/listinfo/athen_athenpro.org >> > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From skeegan at htctu.net Mon Nov 13 17:18:25 2006 From: skeegan at htctu.net (Sean Keegan) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Request for AHG 2006 Presentations Message-ID: <007501c7078a$c913d570$99821299@htctu.fhda.edu> Athen members, I am in the process of updating the ATHEN site and would like to link to any presentations that you may have participated in at the Accessing Higher Ground Conference. If you just want to send me the URL (if the presentation is online) that is fine. If you would rather just have the ATHEN site host your presentation, then you need to send it to me in an accessible format. Here is the list of individuals who I have as ATHEN members who also presented: # Computer Access on Campus: Separate, Equal or Hybrid? [ATHEN Track] - Alice Anderson & Henry Huang # Geeklopedia: From Blog to Wiki - A Primer on Tech Terminology (v 2.0) [ATHEN Track]- Daniel Berkowitz, Boston University # Update on Automated Tactile Graphics [ATHEN Track] - Dan Comden, University of Washington # E-Text and DAISY Training @ Boston University [ATHEN Track] - Daniel Berkowitz, Boston University # Messing With Math and Sleeping With Science: the Road to Higher Education Access [ATHEN Track] - Pratik Patel If there are other ATHEN members who would like to have their presentations also included and were not listed above, just send me a message. Thanks! Take care, Sean Sean Keegan Web Accessibility Instructor High Tech Center Training Unit of the California Community Colleges From djbrky at bu.edu Mon Nov 13 17:48:30 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Request for AHG 2006 Presentations References: <007501c7078a$c913d570$99821299@htctu.fhda.edu> Message-ID: I am presently cleaning mine up with the LecShare software I picked up atthe conference and will have both them available to you very soon. Cheers --- Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Sean Keegan Sent: Mon 11/13/2006 8:18 PM To: athen@athenpro.org Subject: [Athen] Request for AHG 2006 Presentations Athen members, I am in the process of updating the ATHEN site and would like to link to any presentations that you may have participated in at the Accessing Higher Ground Conference. If you just want to send me the URL (if the presentation is online) that is fine. If you would rather just have the ATHEN site host your presentation, then you need to send it to me in an accessible format. Here is the list of individuals who I have as ATHEN members who also presented: # Computer Access on Campus: Separate, Equal or Hybrid? [ATHEN Track] - Alice Anderson & Henry Huang # Geeklopedia: From Blog to Wiki - A Primer on Tech Terminology (v 2.0) [ATHEN Track]- Daniel Berkowitz, Boston University # Update on Automated Tactile Graphics [ATHEN Track] - Dan Comden, University of Washington # E-Text and DAISY Training @ Boston University [ATHEN Track] - Daniel Berkowitz, Boston University # Messing With Math and Sleeping With Science: the Road to Higher Education Access [ATHEN Track] - Pratik Patel If there are other ATHEN members who would like to have their presentations also included and were not listed above, just send me a message. Thanks! Take care, Sean Sean Keegan Web Accessibility Instructor High Tech Center Training Unit of the California Community Colleges _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 6367 bytes Desc: not available URL: From alice.anderson at doit.wisc.edu Tue Nov 14 10:16:24 2006 From: alice.anderson at doit.wisc.edu (Alice Anderson) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Text Help User - networked in Campus Computer Labs In-Reply-To: References: <007501c7078a$c913d570$99821299@htctu.fhda.edu> Message-ID: <741A8A51-9484-47B4-BE63-4548B7944E7D@doit.wisc.edu> ATHEN list I'm having a senior moment, and cannot remember (or locate the business card) of the woman who has Text Help networked on her campus... if she would contact me off-line, I will forever be grateful. thanks to all for this interruption, and my apologies Alice Alice Anderson, Director MIDWEST Alliance for Science,Technology, Engineering and Math www.stemmidwest.org and Technology Accessibility Program (TAP) Division of Information Technology (DoIT) University of Wisconsin-Madison 1210 West Dayton Street (3124) Madison, WI 53705 http://www.doit.wisc.edu/accessibility/ Telephone: 608.262.2129 From mmp46 at drexel.edu Tue Nov 14 10:41:10 2006 From: mmp46 at drexel.edu (Peters,Michelle) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Text Help User - networked in Campus Computer Labs In-Reply-To: <741A8A51-9484-47B4-BE63-4548B7944E7D@doit.wisc.edu> Message-ID: <244FB2F661422E40A8F9611CF35F180C02629994@ace.drexel.edu> Hi Alice: Please share the woman's name with me, too. Networked software works well with our multi-campus system. Michelle Michelle M. Peters, M.Ed. Director, Office of Disability Services 504/ADA Compliance Officer Drexel University 3141 Chestnut St., 81-210 Philadelphia, PA 19104 215.895.1401 V 215.895.2299 TTY 215.895.1402 Fax www.drexel.edu/ODS This e-mail and any accompanying attachments are confidential. The information is intended solely for the use of the individual to whom it is addressed. Any review, disclosure, copying, distribution, or use of this e-mail communication by others is strictly prohibited. If you are not the intended recipient, please notify us immediately by returning this message to the sender and delete all copies. Thank you for your cooperation. -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Alice Anderson Sent: Tuesday, November 14, 2006 1:16 PM To: Access Technologists in Higher Education Network Subject: [Athen] Text Help User - networked in Campus Computer Labs ATHEN list I'm having a senior moment, and cannot remember (or locate the business card) of the woman who has Text Help networked on her campus... if she would contact me off-line, I will forever be grateful. thanks to all for this interruption, and my apologies Alice Alice Anderson, Director MIDWEST Alliance for Science,Technology, Engineering and Math www.stemmidwest.org and Technology Accessibility Program (TAP) Division of Information Technology (DoIT) University of Wisconsin-Madison 1210 West Dayton Street (3124) Madison, WI 53705 http://www.doit.wisc.edu/accessibility/ Telephone: 608.262.2129 _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From wink.harner at mcmail.maricopa.edu Tue Nov 14 11:12:46 2006 From: wink.harner at mcmail.maricopa.edu (Wink Harner) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Text Help User - networked in Campus Computer Labs In-Reply-To: <741A8A51-9484-47B4-BE63-4548B7944E7D@doit.wisc.edu> References: <007501c7078a$c913d570$99821299@htctu.fhda.edu> <741A8A51-9484-47B4-BE63-4548B7944E7D@doit.wisc.edu> Message-ID: <455A152E.4060309@mcmail.maricopa.edu> Tis I, Alice. What do you need to know? Wink (Ms. Wink Harner) Manager DRS/Mesa Community College Alice Anderson wrote: >ATHEN list > > >I'm having a senior moment, and cannot remember (or locate the >business card) of the woman who has Text Help networked on her campus... > >if she would contact me off-line, I will forever be grateful. > >thanks to all for this interruption, and my apologies > >Alice > > > > > >Alice Anderson, Director >MIDWEST Alliance for Science,Technology, Engineering and Math >www.stemmidwest.org > >and > >Technology Accessibility Program (TAP) >Division of Information Technology (DoIT) >University of Wisconsin-Madison >1210 West Dayton Street (3124) >Madison, WI 53705 >http://www.doit.wisc.edu/accessibility/ >Telephone: 608.262.2129 > > > > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > > From wink.harner at mcmail.maricopa.edu Tue Nov 14 11:13:26 2006 From: wink.harner at mcmail.maricopa.edu (Wink Harner) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Text Help User - networked in Campus Computer Labs In-Reply-To: <244FB2F661422E40A8F9611CF35F180C02629994@ace.drexel.edu> References: <244FB2F661422E40A8F9611CF35F180C02629994@ace.drexel.edu> Message-ID: <455A1556.80906@mcmail.maricopa.edu> Hi Michelle, Tis I! Wink Harner Manager DRS @ Mesa Community College Peters,Michelle wrote: >Hi Alice: > >Please share the woman's name with me, too. Networked software works >well with our multi-campus system. > >Michelle > >Michelle M. Peters, M.Ed. >Director, Office of Disability Services >504/ADA Compliance Officer >Drexel University >3141 Chestnut St., 81-210 >Philadelphia, PA 19104 > >215.895.1401 V >215.895.2299 TTY >215.895.1402 Fax >www.drexel.edu/ODS > >This e-mail and any accompanying attachments are confidential. The >information is intended solely for the use of the individual to whom it >is addressed. Any review, disclosure, copying, distribution, or use of >this e-mail communication by others is strictly prohibited. If you are >not the intended recipient, please notify us immediately by returning >this message to the sender and delete all copies. Thank you for your >cooperation. > >-----Original Message----- >From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On >Behalf Of Alice Anderson >Sent: Tuesday, November 14, 2006 1:16 PM >To: Access Technologists in Higher Education Network >Subject: [Athen] Text Help User - networked in Campus Computer Labs > >ATHEN list > > >I'm having a senior moment, and cannot remember (or locate the >business card) of the woman who has Text Help networked on her campus... > >if she would contact me off-line, I will forever be grateful. > >thanks to all for this interruption, and my apologies > >Alice > > > > > >Alice Anderson, Director >MIDWEST Alliance for Science,Technology, Engineering and Math >www.stemmidwest.org > >and > >Technology Accessibility Program (TAP) >Division of Information Technology (DoIT) >University of Wisconsin-Madison >1210 West Dayton Street (3124) >Madison, WI 53705 >http://www.doit.wisc.edu/accessibility/ >Telephone: 608.262.2129 > > > > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > > From wink.harner at mcmail.maricopa.edu Tue Nov 14 11:29:35 2006 From: wink.harner at mcmail.maricopa.edu (Wink Harner) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Apologies In-Reply-To: <455A152E.4060309@mcmail.maricopa.edu> References: <007501c7078a$c913d570$99821299@htctu.fhda.edu> <741A8A51-9484-47B4-BE63-4548B7944E7D@doit.wisc.edu> <455A152E.4060309@mcmail.maricopa.edu> Message-ID: <455A191F.2080901@mcmail.maricopa.edu> Dear Athen List, Please accept my apologies for having replied to the whole list --I intended to reply off line to the two requestors...so much for "good intentions!" Wink Ms. Wink Harner Manager Disability Resources & Services Mesa Community College Mesa AZ From skeegan at htctu.net Tue Nov 14 15:55:29 2006 From: skeegan at htctu.net (Sean Keegan) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Question regarding Banner, IE 7, and Dragon NS Message-ID: <005c01c70848$5d891180$99821299@htctu.fhda.edu> Hi everyone, I have received a complaint from a colleague about a lack of functionality between Banner 7, Internet Explorer 7, and Dragon NS 9. I do not have access to SCT Banner or would try this out myself, so is there anyone else out there having success/failure with this combination? I know there are issues between IE 7 and DNS 9, but I am also trying to figure out if there are compatibility issues between Banner and IE 7. Any comments would be appreciated. Take care, Sean Sean Keegan Web Accessibility Instructor High Tech Center Training Unit of the California Community Colleges From cathk at cahs.colostate.edu Tue Nov 14 16:58:42 2006 From: cathk at cahs.colostate.edu (Kilcommons,Cath) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Question regarding Banner, IE 7, and Dragon NS In-Reply-To: <005c01c70848$5d891180$99821299@htctu.fhda.edu> Message-ID: Our portal had significant issues in its original form with IE7, and SCT wrote a patch for our system, replacing the inline frames with tables. The interface works better now but I try to avoid our portal unless I am debugging it. First time I tried it, I got an entire page filled with boxes that read "This browser does not support inline frames. Click here to view content in a separate window" . I do not currently have a copy of Dragon, but you can access a demo of the Colorado State Portal at http://rampoint.colostate.edu/. Below the login boxes are the demo links. The biggest issues I have come across with Dragon is getting to content that you cannot see without scrolling to it, and with We actually keep "Back door" routes open to the various components (WebCT, webmail, RamWeb) that are otherwise accessed through the portal. We also have an additional login interface for students who need a more accessible interface. Got this from another listserv Clip---- Sent: Monday, October 16, 2006 11:09 AM To: ITS Subject: Banner and IE7 This just came in from SunGard regarding IE7 and Banner compatibility. The basic gist is IE7 is not officially supported by SunGard at this time. They are in the process of testing and certifying IE7 with Banner, Luminis and the rest of their products. Testing is expected to run through the 1st quarter of 2007. What that means is we need to make sure that we do not install/upgrade IE7 in the labs or personal workstations that may be used for Banner or Luminus (i.e. myAVC) until SunGard has certified it. Other colleges that have already done internal testing of IE7 have reported mixed results with Banner. Scott -----Original Message----- From: BANNER Oracle Discussion List [mailto:BORACLE@sungardhe.com]On Behalf Of Richard Lander Sent: Monday, October 16, 2006 8:59 AM To: BORACLE@SUNGARDHE.COM Subject: *** SunGard Higher Education: Internet Explorer 7 Update SunGard Higher Education Clients, SunGard Higher Education is in the process of testing our UDC solutions using Interent Explorer 7 Release Candidate 1. Our testing will extend through the first quarter of 2007, to include the upcoming releases of Banner, Workflow, Luminis, and all other solutions. While it is our intent to provide IE7 support across the UDC, we will not make a formal statement until each product has tested with the production version of IE7. Banner clients should be aware that Oracle has not yet committed to supporting IE7 on Forms 9i or 10g, which may limit our ability to provide support if any Oracle-specific issues are uncovered. Neither SunGard nor Oracle are aware of any issues at this time. Clients are encouraged to actively manage the rollout of IE7 for their institutions, and to communicate any issues to the Customer Support Center team. Regards, Richard Richard Lander * General Manager, Engineering Planning * SunGard Higher Education 4 Country View Rd * Malvern, PA 19355 * Tel 610-578-5125 * Mobile 610-513-2838 * Richard.Lander@sungardhe.com * www.sungardhe.com END CLIP----- Hope it helps- Best, Cath -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Sean Keegan Sent: Tuesday, November 14, 2006 4:55 PM To: athen@athenpro.org Subject: [Athen] Question regarding Banner, IE 7, and Dragon NS Hi everyone, I have received a complaint from a colleague about a lack of functionality between Banner 7, Internet Explorer 7, and Dragon NS 9. I do not have access to SCT Banner or would try this out myself, so is there anyone else out there having success/failure with this combination? I know there are issues between IE 7 and DNS 9, but I am also trying to figure out if there are compatibility issues between Banner and IE 7. Any comments would be appreciated. Take care, Sean Sean Keegan Web Accessibility Instructor High Tech Center Training Unit of the California Community Colleges _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From SKelmer at stlcc.edu Wed Nov 15 06:06:20 2006 From: SKelmer at stlcc.edu (Kelmer, Susan M.) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Question regarding Banner, IE 7, and Dragon NS Message-ID: We just deployed Banner 7 on this campus. I work for the IT department, and there is a well-known compatibility issue between Banner and IE7. We are NOT deploying IE7 on this campus until Banner makes adjustments (and they are choosing not to do so at this time). I am unaware of a problem between DNS9 and Banner 7, but we aren't using DNS much here, at least in that capacity. Notice my barely controlled anger over this issue with Banner 7 and IE7. Susan Kelmer Coordinator Information ACCESS Lab St. Louis Community College at Meramec 314/984-7951 From stacylee at ksu.edu Wed Nov 15 07:16:31 2006 From: stacylee at ksu.edu (Stacy L. Smith) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Consortium Info Message-ID: <1163603791.455b2f4f6ba04@webmail.ksu.edu> At the AHG Conference I would swear I saw a website with information on the consortiums that were discussed at the Athen meeting. Can someone please direct me to that page? Thanks - Stacy Stacy Smith Adaptive Technology Specialist, Disability Support Services 532-6441 stacylee@ksu.edu ~~~~~~~~~~~~ One does not need buildings, money, power, or status to practice the Art of Peace. Heaven is right where you are standing, and that is the place to train. --Morehei Ueshiba From tex at humboldt.edu Wed Nov 15 09:00:28 2006 From: tex at humboldt.edu (Cassandra Tex) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Question regarding Banner, IE 7, and Dragon NS In-Reply-To: <005c01c70848$5d891180$99821299@htctu.fhda.edu> References: <005c01c70848$5d891180$99821299@htctu.fhda.edu> Message-ID: <7.0.1.0.0.20061115085835.01a30728@humboldt.edu> Greetings All, Yes, I have heard of problems between Banner 7 and IE 7. The report I've heard is that the first time you use Banner 7 and IE 7, Banner will crash. If you shut both down and start over, it works fine. Of course, this is something you have to do every day, or every time you reboot your computer. A pain to be sure.... Cassandra Tex Assistive Technology Specialist Humboldt State University At 03:55 PM 11/14/2006, Sean Keegan wrote: >Hi everyone, > >I have received a complaint from a colleague about a lack of functionality >between Banner 7, Internet Explorer 7, and Dragon NS 9. I do not have >access to SCT Banner or would try this out myself, so is there anyone else >out there having success/failure with this combination? > >I know there are issues between IE 7 and DNS 9, but I am also trying to >figure out if there are compatibility issues between Banner and IE 7. > >Any comments would be appreciated. > >Take care, >Sean > >Sean Keegan >Web Accessibility Instructor >High Tech Center Training Unit of the California Community Colleges > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org From PeplowM at missouri.edu Wed Nov 15 09:40:33 2006 From: PeplowM at missouri.edu (Peplow, Michael O.) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Question regarding Banner, IE 7, and Dragon NS In-Reply-To: <7.0.1.0.0.20061115085835.01a30728@humboldt.edu> Message-ID: <93FF41EA7C3CB24BB7234B82F43530C3BE4633@UM-XMAIL06.um.umsystem.edu> I also have had issues with Internet Explorer 7 and Dragon NS 8. I was required to use Internet Explorer 7 when testing Live Mail beta and it was causing almost immediate problems with locking up not just naturally speaking, but the entire operating system. I had to uninstall IE 7 and reinstall 6. Fortunately life went back to normal. Mike Peplow Assistive Technology Practitioner Adaptive Computing Technology Center University of Missouri-Columbia N215 Memorial Union 573 882-5657 1-866 396-2380 peplowm@Missouri.edu http://IATservices.Missouri.edu/adaptive -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Cassandra Tex Sent: Wednesday, November 15, 2006 11:00 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Question regarding Banner, IE 7, and Dragon NS Greetings All, Yes, I have heard of problems between Banner 7 and IE 7. The report I've heard is that the first time you use Banner 7 and IE 7, Banner will crash. If you shut both down and start over, it works fine. Of course, this is something you have to do every day, or every time you reboot your computer. A pain to be sure.... Cassandra Tex Assistive Technology Specialist Humboldt State University At 03:55 PM 11/14/2006, Sean Keegan wrote: >Hi everyone, > >I have received a complaint from a colleague about a lack of functionality >between Banner 7, Internet Explorer 7, and Dragon NS 9. I do not have >access to SCT Banner or would try this out myself, so is there anyone else >out there having success/failure with this combination? > >I know there are issues between IE 7 and DNS 9, but I am also trying to >figure out if there are compatibility issues between Banner and IE 7. > >Any comments would be appreciated. > >Take care, >Sean > >Sean Keegan >Web Accessibility Instructor >High Tech Center Training Unit of the California Community Colleges > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From tft at u.washington.edu Wed Nov 15 13:34:26 2006 From: tft at u.washington.edu (Terry Thompson) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Consortium Info In-Reply-To: <1163603791.455b2f4f6ba04@webmail.ksu.edu> Message-ID: <200611152134.kAFLYRpo014860@smtp.washington.edu> Hi Stacy, University of Illinois at Urbana/Champaign has taken the lead on this: http://cita.uiuc.edu/collaborate/ Terry DO-IT, University of Washington > -----Original Message----- > From: athen-bounces@athenpro.org > [mailto:athen-bounces@athenpro.org] On Behalf Of Stacy L. Smith > Sent: Wednesday, November 15, 2006 7:17 AM > To: athen@athenpro.org > Subject: [Athen] Consortium Info > > At the AHG Conference I would swear I saw a website with > information on the consortiums that were discussed at the > Athen meeting. Can someone please direct me to that page? > > Thanks - > Stacy > > Stacy Smith > Adaptive Technology Specialist, Disability Support Services > 532-6441 > stacylee@ksu.edu > > ~~~~~~~~~~~~ > > One does not need buildings, money, power, or status to > practice the Art of Peace. Heaven is right where you are > standing, and that is the place to train. > > --Morehei Ueshiba > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > From skeegan at htctu.net Wed Nov 15 17:20:33 2006 From: skeegan at htctu.net (Sean Keegan) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Pics from the AHG conference? Message-ID: <000a01c7091d$6a112ac0$99821299@htctu.fhda.edu> Hi everyone, Did anybody take any pictures of the conference? If so, feel free to send them to me and I can upload a few to the ATHEN site. Thanks, Sean Sean Keegan Web Accessibility Instructor High Tech Center Training Unit of the California Community Colleges From Howard.Kramer at colorado.edu Wed Nov 15 17:48:47 2006 From: Howard.Kramer at colorado.edu (Howard Kramer) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Pics from the AHG conference? In-Reply-To: <000a01c7091d$6a112ac0$99821299@htctu.fhda.edu> References: <000a01c7091d$6a112ac0$99821299@htctu.fhda.edu> Message-ID: <6.1.2.0.2.20061115184820.03b02d30@buffmail.colorado.edu> An HTML attachment was scrubbed... URL: From jongund at uiuc.edu Thu Nov 16 12:45:08 2006 From: jongund at uiuc.edu (Jon Gunderson) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Request for AHG 2006 Presentations Message-ID: <20061116144508.AFF00492@expms1.cites.uiuc.edu> The functional web accessibility testing presentation can be found at: http://www.cita.uiuc.edu/presentations/2006-11-ahg/ The presentation on collaboration can be found at: http://www.cita.uiuc.edu/presentations/2006-11-ahg-consort/ Jon ---- Original message ---- >Date: Mon, 13 Nov 2006 17:18:25 -0800 >From: "Sean Keegan" >Subject: [Athen] Request for AHG 2006 Presentations >To: > >Athen members, > >I am in the process of updating the ATHEN site and would like to link to any >presentations that you may have participated in at the Accessing Higher >Ground Conference. If you just want to send me the URL (if the presentation >is online) that is fine. If you would rather just have the ATHEN site host >your presentation, then you need to send it to me in an accessible format. > >Here is the list of individuals who I have as ATHEN members who also >presented: ># Computer Access on Campus: Separate, Equal or Hybrid? [ATHEN Track] - >Alice Anderson & Henry Huang > ># Geeklopedia: From Blog to Wiki - A Primer on Tech Terminology (v 2.0) >[ATHEN Track]- Daniel Berkowitz, Boston University > ># Update on Automated Tactile Graphics [ATHEN Track] - Dan Comden, >University of Washington > ># E-Text and DAISY Training @ Boston University [ATHEN Track] - Daniel >Berkowitz, Boston University > ># Messing With Math and Sleeping With Science: the Road to Higher Education >Access [ATHEN Track] - Pratik Patel > > >If there are other ATHEN members who would like to have their presentations >also included and were not listed above, just send me a message. Thanks! > > >Take care, >Sean > >Sean Keegan >Web Accessibility Instructor >High Tech Center Training Unit of the California Community Colleges > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org Jon Gunderson, Ph.D. Director of IT Accessibility Services Campus Information Technologies and Educational Services (CITES) and Coordinator of Assistive Communication and Information Technology Disability Resources and Education Services (DRES) Voice: (217) 244-5870 Fax: (217) 333-0248 Cell: (217) 714-6313 E-mail: jongund@uiuc.edu WWW: http://cita.rehab.uiuc.edu/ WWW: https://netfiles.uiuc.edu/jongund/www/ From nradford at ccc.edu Fri Nov 17 07:30:38 2006 From: nradford at ccc.edu (Nicolette Radford) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Job Posting Message-ID: <455DD59E.9080207@ccc.edu> Position Coordinator, Disability Access Center**** REPOST College/Location Harold Washington College Department Disability Access Center Union Status Yes Posted 11-16-2006 Closing Date 12-01-2006 Duties The Coordinator is responsible for training students with disabilities in technology that will provide auxiliary aids that will assist in accessing course information. Prepares instructions for students in accessible formats (Braille, large print, audio and electronic) for computer software and auxiliary aids. Maintains student training files. Maintains and updates the departments technology inventory. Secures and maintains information regarding the purchase of software technology and aids. Coordinates efforts with the Office of Information Technology to insure that all computer labs and the library are accessible to students with disabilities. Supervises the production of text conversion for students utilizing numerous software programs and aids to insure compatibility between the documents and the software program. Manages the testing process for students requiring software accommodations to take placement tests and class tests. Instructs DAC support staff on how to convert texts that are compatible with software programs utilized by students with disabilities. Performs other duties as assigned. Qualifications Bachelors degree required. Masters degree in education, or related field, strongly preferred. Three to five years work experience in an academic environment with a strong emphasis on training students with disabilities and related technologies strongly preferred. Strong organizational and administrative skills. Ability to communicate effectively through both verbal and written communication. Strong ability to interact with students on an individual and group basis. Demonstrated analytical and problem-solving skills Salary Per Bargaining Contract Hours Monday-Friday 9:00-5:00 p.m. Send letters of interest and resumes to: Brandon Pendleton, HR Administrator jobs@ccc.edu Human Resources Harold Washington College 30 East Lake Street Chicago, IL 60601 -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at htctu.net Fri Nov 17 10:55:00 2006 From: skeegan at htctu.net (Sean Keegan) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] iTunes and accessibility? Message-ID: <000701c70a79$e2371610$99821299@htctu.fhda.edu> Colleagues, As many of you know, iTunes U has become a popular platform at colleges for the hosting and dissemination of multimedia content. However, the accessibility of the iTunes U interface is limited at best and prevents the full participation of students with disabilities at an institution. Jon Gunderson and Hadi Rangin have put forth the concept of the consortium/collaboration model as one method to assisting vendors with the accessibility of their products. I am curious if anyone is interested in pursuing a similar model for the iTunes U platform as it is currently delivered to colleges. The adoption of iTunes U and questions about its accessibility has been a heavily discussed item in two higher ed. system in California and I would like to find out if other colleges/states are having similar conversations surrounding the accessibility of the iTunes U delivery mechanism. My primary intent is to ask the question - is anyone else interested and would like to communicate on this issue? If there is interest, then perhaps we could follow the model that Jon and Hadi have identified as being the most effective in working with vendors. Any thoughts? Take care, sean Sean Keegan Web Accessibility Instructor High Tech Center Training Unit of the California Community Colleges From jbailey at uoregon.edu Fri Nov 17 12:33:46 2006 From: jbailey at uoregon.edu (James Bailey) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] higher ed accessible it policies? In-Reply-To: <000701c70a79$e2371610$99821299@htctu.fhda.edu> References: <000701c70a79$e2371610$99821299@htctu.fhda.edu> Message-ID: I am looking for pointers to higher ed accessible it policies. Most of what is out there is web centric. I'm looking for examples of more comprehensive policies. Thanks, James -- James Bailey Adaptive Technology Access Adviser, University of Oregon 1299 University of Oregon Eugene, OR 97403-1299 Office: 541-346-1076 jbailey@darkwing.uoregon.edu From stacylee at ksu.edu Fri Nov 17 13:03:38 2006 From: stacylee at ksu.edu (Stacy L. Smith) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] higher ed accessible it policies? In-Reply-To: References: <000701c70a79$e2371610$99821299@htctu.fhda.edu> Message-ID: <1163797418.455e23aa4b359@webmail.ksu.edu> James - If you find any, please let me know. Here at K-State we're in the process of getting one approved -- it's gone past the provost and will be going before the Dean's council in December. I don't know if I can share it in non-approved format, or not, but I'll find out. Very interested to see what others say... Stacy Quoting James Bailey : > I am looking for pointers to higher ed accessible it policies. Most > of > what is out there is web centric. I'm looking for examples of more > comprehensive policies. > > Thanks, James > > -- > James Bailey > Adaptive Technology Access Adviser, University of Oregon > 1299 University of Oregon > Eugene, OR 97403-1299 > Office: 541-346-1076 > jbailey@darkwing.uoregon.edu > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > Stacy Smith Adaptive Technology Specialist, Disability Support Services 532-6441 stacylee@ksu.edu ~~~~~~~~~~~~ One does not need buildings, money, power, or status to practice the Art of Peace. Heaven is right where you are standing, and that is the place to train. --Morehei Ueshiba From ron.stewart at oregonstate.edu Fri Nov 17 13:15:31 2006 From: ron.stewart at oregonstate.edu (Stewart, Ron) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] FW: Register now for WCET & Higher Learning Commission Joint Workshop in Online Student Services! Message-ID: Another organization that we should be partnering with Ron ________________________________ From: Pat Shea [mailto:pshea@wcet.info] Sent: Tuesday, November 14, 2006 12:37 PM To: Ron.Stewart@orst.edu Subject: Register now for WCET & Higher Learning Commission Joint Workshop in Online Student Services! Hello WCET members and friends~ WCET and the Higher Learning Commission will hold their third joint workshop on best practices in student services online in February. This workshop sold out very quickly the last two times it was offered so if your school is interested in participating now, register as soon as possible! For details, see the Commission's announcement below: Best Practices in Web-based Services for Students: Providing Support for Learning February 14-16, 2007 Marriott Hickory Ridge Conference Center, Lisle, IL The Commission is pleased to announce this joint workshop with WCET on best practices in web-based services for students. Since 1989, WCET has been a pioneer in advancing the effective use of new technologies and learning resources in higher education, including best practices in web-based student services. Included in this workshop is the opportunity for your institutional team to complete the Center for Transforming Student Services' (CENTSS) online audit of your current web-based services and to receive a summary feedback report. The workshop will examine eight key web-based student services: admissions and orientation, academic advising, registration, financial aid, career services, tutoring, outsourcing and partnering for services, and distance student specific services. Click here to view a general overview of the workshop, the tentative schedule, and the registration form. Patricia A. Shea Assistant Director WCET pshea@wcet.info 3035 Center Green Drive Boulder, CO 80301 303.541.0302 FAX 303.541.0291 Hours: Monday-Friday 8:00-4:30 MTN WCET The Cooperative advancing the effective use of technology in higher education. http://www.wcet.info 19th Annual Conference Atlanta, GA November 7-10, 2007 -------------- next part -------------- An HTML attachment was scrubbed... URL: From pcress at ku.edu Fri Nov 17 13:43:27 2006 From: pcress at ku.edu (Pamela Cress) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] higher ed accessible it policies? In-Reply-To: References: <000701c70a79$e2371610$99821299@htctu.fhda.edu> Message-ID: James, The Promising Practices section of the AccessIT website has a number of short articles about colleges and universities that have adopted accessible IT policies. You are correct that most of them are web centric, but one in particular in more far reaching. Check out: University of Minnesota: A Promising Practice in Developing an Accessible Information Technology Policy Pamela Cress Research Associate University of Kansas Institute for Life Span Studies Phone: 620-421-6550, ext. 1888 E-mail: pcress@ku.edu On Nov 17, 2006, at 2:33 PM, James Bailey wrote: > I am looking for pointers to higher ed accessible it policies. Most of > what is out there is web centric. I'm looking for examples of more > comprehensive policies. > > Thanks, James > > -- > James Bailey > Adaptive Technology Access Adviser, University of Oregon > 1299 University of Oregon > Eugene, OR 97403-1299 > Office: 541-346-1076 > jbailey@darkwing.uoregon.edu > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org From tft at u.washington.edu Fri Nov 17 13:58:44 2006 From: tft at u.washington.edu (Terry Thompson) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] higher ed accessible it policies? In-Reply-To: Message-ID: <200611172158.kAHLwlxJ000317@smtp.washington.edu> Oregon State's guidelines are the most comprehensive I've seen in a higher ed institution, including hardware, software, multimedia, and web: http://oregonstate.edu/accessibility/ Terry > -----Original Message----- > From: athen-bounces@athenpro.org > [mailto:athen-bounces@athenpro.org] On Behalf Of Pamela Cress > Sent: Friday, November 17, 2006 1:43 PM > To: Access Technologists in Higher Education Network > Subject: Re: [Athen] higher ed accessible it policies? > > James, > The Promising Practices section of the AccessIT website > has > a number of short articles about colleges and universities > that have adopted accessible IT policies. You are correct > that most of them are web centric, but one in particular in > more far reaching. Check out: > University of Minnesota: A Promising Practice in Developing > an Accessible Information Technology Policy > > > Pamela Cress > Research Associate > University of Kansas > Institute for Life Span Studies > Phone: 620-421-6550, ext. 1888 > E-mail: pcress@ku.edu > > On Nov 17, 2006, at 2:33 PM, James Bailey wrote: > > > I am looking for pointers to higher ed accessible it > policies. Most of > > what is out there is web centric. I'm looking for examples of more > > comprehensive policies. > > > > Thanks, James > > > > -- > > James Bailey > > Adaptive Technology Access Adviser, University of Oregon > > 1299 University of Oregon > > Eugene, OR 97403-1299 > > Office: 541-346-1076 > > jbailey@darkwing.uoregon.edu > > > > > > _______________________________________________ > > Athen mailing list > > Athen@athenpro.org > > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > From burke at ucla.edu Fri Nov 17 14:06:24 2006 From: burke at ucla.edu (Patrick Burke) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] RFBD Software & DAISY Players Message-ID: <7.0.1.0.2.20061117133910.02307a70@ucla.edu> Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu From ron.stewart at dolphinusa.com Fri Nov 17 14:07:35 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] higher ed accessible it policies? In-Reply-To: <200611172158.kAHLwlxJ000317@smtp.washington.edu> Message-ID: <00d701c70a94$cadac140$825ac180@RONMOBILE> If folks want any of the background on the Oregon State work please contact me directly, it took six years to get this policy adopted and it is very different that what was originally proposed. You can also find supporting materials at: http://tap.oregonstate.edu/standards.htm This information is very likely to disappear in the near future. Oregon State is closing down the TAP project effective December 29th, and my former position is going away. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Terry Thompson Sent: Friday, November 17, 2006 4:59 PM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] higher ed accessible it policies? Oregon State's guidelines are the most comprehensive I've seen in a higher ed institution, including hardware, software, multimedia, and web: http://oregonstate.edu/accessibility/ Terry > -----Original Message----- > From: athen-bounces@athenpro.org > [mailto:athen-bounces@athenpro.org] On Behalf Of Pamela Cress > Sent: Friday, November 17, 2006 1:43 PM > To: Access Technologists in Higher Education Network > Subject: Re: [Athen] higher ed accessible it policies? > > James, > The Promising Practices section of the AccessIT website www.washington.edu/accessit/faqs.php?Button=PP> has a number of short > articles about colleges and universities that have adopted accessible > IT policies. You are correct that most of them are web centric, but > one in particular in more far reaching. Check out: > University of Minnesota: A Promising Practice in Developing an > Accessible Information Technology Policy > > > Pamela Cress > Research Associate > University of Kansas > Institute for Life Span Studies > Phone: 620-421-6550, ext. 1888 > E-mail: pcress@ku.edu > > On Nov 17, 2006, at 2:33 PM, James Bailey wrote: > > > I am looking for pointers to higher ed accessible it > policies. Most of > > what is out there is web centric. I'm looking for examples of more > > comprehensive policies. > > > > Thanks, James > > > > -- > > James Bailey > > Adaptive Technology Access Adviser, University of Oregon > > 1299 University of Oregon > > Eugene, OR 97403-1299 > > Office: 541-346-1076 > > jbailey@darkwing.uoregon.edu > > > > > > _______________________________________________ > > Athen mailing list > > Athen@athenpro.org > > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > _______________________________________________ > Athen mailing list > Athen@athenpro.org > http://athenpro.org/mailman/listinfo/athen_athenpro.org > _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From pratikp1 at gmail.com Fri Nov 17 14:09:10 2006 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] iTunes and accessibility? In-Reply-To: <000701c70a79$e2371610$99821299@htctu.fhda.edu> Message-ID: <008801c70a95$02415770$6405050a@LENOVO1C5CE3C3> Sean, We are having a similar conversation at our University regarding ITunes U and the ITunes client interface in general. I would love to participate in a process that would improve accessibility for the platform and the delivery process. While there are scripts available for JAWS--scripts that need to be purchased at the price of $55 per each client, philosophically my contention is that we should not be spending additional funds and should not create additional processes for students with disabilities. Besides, the scripts are only for JAWS and the ITunes client. Apple should be doing much more. Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Sean Keegan Sent: Friday, November 17, 2006 1:55 PM To: athen@athenpro.org Subject: [Athen] iTunes and accessibility? Colleagues, As many of you know, iTunes U has become a popular platform at colleges for the hosting and dissemination of multimedia content. However, the accessibility of the iTunes U interface is limited at best and prevents the full participation of students with disabilities at an institution. Jon Gunderson and Hadi Rangin have put forth the concept of the consortium/collaboration model as one method to assisting vendors with the accessibility of their products. I am curious if anyone is interested in pursuing a similar model for the iTunes U platform as it is currently delivered to colleges. The adoption of iTunes U and questions about its accessibility has been a heavily discussed item in two higher ed. system in California and I would like to find out if other colleges/states are having similar conversations surrounding the accessibility of the iTunes U delivery mechanism. My primary intent is to ask the question - is anyone else interested and would like to communicate on this issue? If there is interest, then perhaps we could follow the model that Jon and Hadi have identified as being the most effective in working with vendors. Any thoughts? Take care, sean Sean Keegan Web Accessibility Instructor High Tech Center Training Unit of the California Community Colleges _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From burke at ucla.edu Fri Nov 17 14:22:41 2006 From: burke at ucla.edu (Patrick Burke) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Command-&-Control with (Non-Dragon) SpeechRec. Software? In-Reply-To: References: <20060914133733.84z7s8plpzuso080@webmail.ngtvoice.com> Message-ID: <7.0.1.0.2.20061117141018.0249e4b0@ucla.edu> >Hello again, About two months ago I asked here about possible ways of using speech recognition utilities to control various functions in Zoomtext. I just wanted to take a moment to report our (non)findings. The program that seemed most promising was VR Commander. However, here is our customer's final report: << I spent several hours over the last couple of weeks installing, learning, and evaluating VR commander. Here's the conclusion: It is very easy to use, economical, etc. Problems: It lacks a speaker-specific training mode. You type in what you want it to hear, and it figures out how it is supposed to sound. This is part of the reason why it is inadequate at consistently recognizing the correct command. It either fails to respond, or responds to the wrong command. It also tends to respond to background noise, for instance, the sound of placing a book on a table or moving a chair. Interestingly, it does not seem to detect the Zoomtext synthetic speech sounds. It's noise rejection and gain settings do not to remedy these problems. It also seems to have significant stability problems and/or compatibility problems with ZoomText. A couple of times, Zoomtext stopped speaking until I closed both probrams. Other times the VR commander just stopped working. So, I remain interested in finding a more suitable solution. >> So we are basically back to square 1. The resources at codebyvoice.com also look very interesting, but so far no one has had the time to dig in & tackle the scripting possibilities. Currently I'm thinking perhaps a simpler Windows macro program would cut down on the number of repetitive commands for the user, while avoiding the problem of commands being triggered by a book-thud. I'll report in if any new news comes our way. Belated thanks for the helpful comments from the group. Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu From pratikp1 at gmail.com Fri Nov 17 14:37:53 2006 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] Command-&-Control with (Non-Dragon) SpeechRec. Software? In-Reply-To: <7.0.1.0.2.20061117141018.0249e4b0@ucla.edu> Message-ID: <00a101c70a99$05a25ff0$6405050a@LENOVO1C5CE3C3> Patrick, I may be wrong. But, as I understand it, AISquared built-in dragon compatibility some time ago (version 7, perhaps). Have you spoeken to AISquared about this? Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Patrick Burke Sent: Friday, November 17, 2006 5:23 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Command-&-Control with (Non-Dragon) SpeechRec. Software? >Hello again, About two months ago I asked here about possible ways of using speech recognition utilities to control various functions in Zoomtext. I just wanted to take a moment to report our (non)findings. The program that seemed most promising was VR Commander. However, here is our customer's final report: << I spent several hours over the last couple of weeks installing, learning, and evaluating VR commander. Here's the conclusion: It is very easy to use, economical, etc. Problems: It lacks a speaker-specific training mode. You type in what you want it to hear, and it figures out how it is supposed to sound. This is part of the reason why it is inadequate at consistently recognizing the correct command. It either fails to respond, or responds to the wrong command. It also tends to respond to background noise, for instance, the sound of placing a book on a table or moving a chair. Interestingly, it does not seem to detect the Zoomtext synthetic speech sounds. It's noise rejection and gain settings do not to remedy these problems. It also seems to have significant stability problems and/or compatibility problems with ZoomText. A couple of times, Zoomtext stopped speaking until I closed both probrams. Other times the VR commander just stopped working. So, I remain interested in finding a more suitable solution. >> So we are basically back to square 1. The resources at codebyvoice.com also look very interesting, but so far no one has had the time to dig in & tackle the scripting possibilities. Currently I'm thinking perhaps a simpler Windows macro program would cut down on the number of repetitive commands for the user, while avoiding the problem of commands being triggered by a book-thud. I'll report in if any new news comes our way. Belated thanks for the helpful comments from the group. Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From djbrky at bu.edu Fri Nov 17 15:58:56 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] RFBD Software & DAISY Players References: <7.0.1.0.2.20061117133910.02307a70@ucla.edu> Message-ID: Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 6534 bytes Desc: not available URL: From rbeach at kckcc.edu Sat Nov 18 14:15:19 2006 From: rbeach at kckcc.edu (Robert Beach) Date: Sat Jun 9 18:28:09 2018 Subject: [Athen] RFBD Software & DAISY Players Message-ID: Dan, What kind of trouble have you had? I've used the Victor Wave and the Telex Scholar with no problems. I've also tried some in-house books on the Victor Clasic+, but we don't have those for student use. If you can describe the problems you're having, maybe I can help. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: (913) 288-7671 Fax: (913) 288-7678 E-mail: rbeach@kckcc.edu >>> djbrky@bu.edu 11/17/06 5:58 PM >>> Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From terrih at asu.edu Sat Nov 18 15:50:28 2006 From: terrih at asu.edu (Terri Hedgpeth) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] RFBD Software & DAISY Players Message-ID: <6DC38348EDE07642B024AA3CA0AA1BDC03B43734@EX04.asurite.ad.asu.edu> Everyone, I forwarded this question and Dan's email to IRTI and received the following response. I don't know if it answers Dan's question, but there might be some useful info in the reply for some of you. -----Original Message----- From: Peter Proscia [mailto:peterp@irti.net] Sent: Saturday, November 18, 2006 2:02 PM To: Terri Hedgpeth Cc: burke@ucla.edu; djbrky@bu.edu Subject: RE: [Athen] RFBD Software & DAISY Players Hi Terri, I don't know what tool they are using to produce DTB's or what type of DTB. I don't think they are using an IRTI production tool. If they use eClipseWriter to produce DTB's, they will play on all their hardware devices when using MP3 and some of the devices support W A V audio. We test our DAISY output on all these hardware devices and we do a good job producing valid DTB's from most source files. Word, HTML, TEXT, RFT. unlocked PDF. Also, they should produce DAISY 2.02 if they want to play on all DAISY hardware devices. Some hardware tools do not support DAISY 3 or DAISY / NISO 2005 well, or at all yet. Also, they must be producing audio DTB's. These hardware devices distributed by RFB&D or IRTI don't play text only daisy books. The BookCourier will play Bookshare text only DAISY media, other text formats and DAISY 2.02 audio. Also, when you produce a DTB with eClipseWriter Pro, a proprietary compressed, encrypted by-product file called DTB-DNA and/or DTB-RDNA is created that may be transformed into a wide range of accessible media using our web and Network portal deployment tool, eClispeWater. Media formats include (DAISY 2.02, DAISY 3 V1.1, DAISY / NISO 2005 book types 3, 4, 6) Here is a link with NEW info about our DAISY tools that will be of assistance. Feel free to contact IRTI @ 1 800 322 4784 for support and more information. http://www.irti.net/news_events/Navigate%20the%20printed%20world.html Best regards, Peter Proscia President / CEO Innovative Rehabilitation Technology Inc. (IRTI) Ph. 530 274 2090 Fax. 530 274 2093 Web. http://www.irti.net -----Original Message----- From: Terri Hedgpeth [mailto:terrih@asu.edu] Sent: Friday, November 17, 2006 9:46 PM To: Peterp@irti.net Subject: FW: [Athen] RFBD Software & DAISY Players Just fyi from some of your customers. What they are saying. From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Friday, November 17, 2006 4:59 PM To: Access Technologists in Higher Education Network Subject: RE: [Athen] RFBD Software & DAISY Players Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Robert Beach Sent: Saturday, November 18, 2006 3:15 PM To: athen@athenpro.org Subject: Re: [Athen] RFBD Software & DAISY Players Dan, What kind of trouble have you had? I've used the Victor Wave and the Telex Scholar with no problems. I've also tried some in-house books on the Victor Clasic+, but we don't have those for student use. If you can describe the problems you're having, maybe I can help. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: (913) 288-7671 Fax: (913) 288-7678 E-mail: rbeach@kckcc.edu >>> djbrky@bu.edu 11/17/06 5:58 PM >>> Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From Carlton.Brooks at ppcc.edu Sat Nov 18 11:41:25 2006 From: Carlton.Brooks at ppcc.edu (Brooks, Carlton) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Job Posting Message-ID: <77148D65BFC46342857EE73A7516DEA103AA98B1@ppcca14.ppcc.edu> Sir/Madame, If possible, could you please post the attached job announcement on your website? Please let me know if you have any questions. Thank you. C.R.J. Brooks, MPA, PHR Director of Human Resource Services 5675 South Academy Blvd. Colorado Springs, CO 80906 Tel. 719.502.2003 Fax. 719.502.2601 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 5665 bytes Desc: image001.gif URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: OASIS CAC Asst Coordinator Posting 111806.doc Type: application/msword Size: 33792 bytes Desc: OASIS CAC Asst Coordinator Posting 111806.doc URL: From dannyhc at qwest.net Fri Nov 17 15:19:16 2006 From: dannyhc at qwest.net (Daniel Chalfen) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Academic Outcomes and Electronic Text In-Reply-To: <20061112180826.sjwgis8pnj808o08@webmail.mit.edu> References: <000a01c706a2$9d6e2b20$ac5ac180@RONMOBILE> <000a01c706a2$9d6e2b20$ac5ac180@RONMOBILE> Message-ID: <5.0.2.1.2.20061117161437.00c21328@pop.dnvr.qwest.net> Raskind and Higgins, working out of the Frostig Center in Pasadena, CA, did a number of research studies and may have other papers related to this area. Frostig supports students with learning disabilities. Danny Daniel Chalfen daniel_chalfen@msn.com At 06:08 PM 11/12/2006 -0500, you wrote: >Hi; > >This citation may be too dated, but worth a try: > >Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of >optical character recognition/speech synthesis on reading comprehension of >postsecondary students with learning disabilities. Learning Disabilities: A >Multidisciplinary Journal, 8, 75-87. > >Kathy Cahill > >Quoting Ron Stewart : > > > Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26, > > Summer 2003 > > > > EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY > > STUDENTS > > WITH MILD DISABILITIES > > > > Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin > > Washburn, > > Loring C. Brinckerhoff, and Manju Banerjee > > > > Abstract. Secondary students with high-incidence cognitive disabilities > > often struggle to meet the demands of the general education curriculum due > > to poor reading skills. To address this challenge, we examined the effects > > of a CD-ROM audio textbook, alone and combined with a complementary > strategy > > (SLiCK), on the academic performance of secondary students in content-rich > > history classes. Students were assigned to one of three conditions: audio > > textbook combined with the SLiCK strategy, the audio textbook alone, or a > > control condition. Students in the groups using the audio text, both alone > > and with the strategy, performed significantly higher on content-area > > assessments than students in the control condition; however, there was no > > significant difference in scores between the group using the SLiCK strategy > > and the group using the audio text alone. Still, it is noteworthy that use > > of the audio text had a significant effect on secondary-level content > > acquisition. Outcomes are discussed, and implications for practice, > strategy > > development, and future research are presented. > > ELIZABETH A. BOYLE, M.A., is research associate, Department of Special > > Education, Johns Hopkins University. > > MICHAEL S. ROSENBERG, PhD., is professor, Department of Special Education, > > Johns Hopkins University. > > VINCENT J. CONNELLY, M.S., is research associate, Department of Special > > Education, Johns Hopkins University. > > SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming, > > Recording for the Blind & Dyslexic. > > LORING C. BRINCKERHOFF, PhD., is education and disability consultant, > > Recording for the Blind & Dyslexic. > > MANJU BANERJEE, M.A., M.S., is education and research consultant, Recording > > for the Blind & Dyslexic. > > > > Ron > > > > -----Original Message----- > > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On > > Behalf Of Ron Stewart > > Sent: Sunday, November 12, 2006 4:26 PM > > To: 'Access Technologists in Higher Education Network' > > Subject: Re: [Athen] Academic Outcomes and Electronic Text > > > > There is also some research out there that was done by RFB&D, in 2002/2003 > > and published in Leaning Disabilities Quarterly. > > > > Ron Stewart > > > > -----Original Message----- > > From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On > > Behalf Of Nick Ogrizovich > > Sent: Sunday, November 12, 2006 12:04 PM > > To: Access Technologists in Higher Education Network > > Subject: Re: [Athen] Academic Outcomes and Electronic Text > > > > Hi All, > > > > I remembered a study done by Kurzweil and Landmark College on themes > similar > > to this. It focused more on ADD specific students though. > > > > http://www.landmarkcollege.org/institute/grants_research/kurzweil.html > > > > Just keep in mind that this study was funded by Kurzweil, I think. I > > wouldn't go so far as to say that the study is evocative of the Tobacco's > > industries studies claiming that Ciggerettes aren't dangerous or that > > nicotene isn't addictive. It's just that research withstands scrutiny > better > > when a company that stands to benefit fromthe results isn't also a major > > player in the research. > > (although I would probably agree with the results they obtained) > > > > Anyone interested in this study should contact Kurzweil, Landmark, or the > > Annals of Dyslexia(??) I remember reading through a little booklet they > > published after the fact. They might also know of other studies in the > past, > > or know of upcoming studies. Worth a look! > > > > Nick Ogrizovich > > Adaptive Technology Manager > > University of Vermont > > ______ > > > > "The Effect of Reading Machine Technology on the Reading of Students with > > Attention Disorders" > > (Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of > > Assistive Reading Software for Students with Attention Disorders. Annals of > > Dyslexia, 52, 243-272.) > > > > This study investigated how assistive reading software affected the reading > > performance of a group of 20 post-secondary students who had a primary > > diagnosis of attention disorder. The software provides a synchronized > visual > > and auditory presentation of text, and incorporates study skills tools for > > student highlighting and note-taking. > > > > These students used assistive reading software for the majority of a > > semester. It was utilized to read assignments for an English class, and in > > testing sessions in which comparisons were made between normal, unassisted > > reading and software-assisted reading. Attention measures, reading rate, > > comprehension scores, and attitude questionnaire responses were obtained > > during these sessions. > > > > Principal findings demonstrated that the assistive software allowed > students > > to attend better to their reading, to reduce their distractibility, to read > > with less stress and fatigue, and to read for longer periods of time. It > > helped them to read faster and to complete reading assignments in less > time. > > It did not have a significant effect on comprehension, but did help some > > students whose comprehension was very poor. > > > > Study results indicate that assistive reading software should be considered > > as a significant intervention to aid students who have attention disorders, > > and as an accommodation to help them compensate for their disabilities. > > > > Research Team: > > Linda Hecker, Director of Educational Services Liza Burns, funded through a > > Title III research award Sirkka Kauffman, Director of Evaluation at the > time > > of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind, > > KurzweilT Educational Systems > > > > > > > > > > --- "Berkowitz, Daniel J" wrote: > > > >> Darren, > >> > >> The silence you heard in response to your request was partially due to > >> the lack of a subject line, partially due to a number of your ATHEN > >> colleagues being at the Accessing Higher Ground conference, but mostly > >> due > > to the fact that what you are seeking simply does not exist! > >> > >> I am presently working towards a terminal degree in education (Ed.D.) > >> and have found this very subject area to be almost completely untapped > >> in terms of outcomes and efficacy studies. I have searched high and > >> low and come up if not empty handed at least with a much lighter catch > > than I would have liked time and time again. > >> > >> I am not surprised the NIH reviewers are questioning your > >> suppositions. It is there job to ask "how do you know such and such > >> will do this and that?" You should be able to provide research that > >> indicates the results others have obtained from similar studies > >> leading to yours. The problem, of course, is that such studies simply > >> don't exist. On the bright side, it makes writing the Lit Review much > >> less time consuming > >> > >> It is actually quite the Catch-22. Here we have a subject that most > >> definitely needs studying and yet the very lack of studies jeopardizes > >> our ability to study it. NIMAS coming on December 4th - but do we > >> really > > know if this stuff will work? > >> > >> >From a dissertation point of view - this is a good thing as I have an > >> >untapped area of > >> interest. But also from a dissertation point of view I am not asking a > >> Federal agency to provide funding. The chances that I will get a > >> go-head from my committee are far more likely than the chances you > >> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of > > interest yet different perspectives. > >> > >> Best of luck and let us know how it goes --- Dann > >> > >> > >> ========================= > >> Daniel Berkowitz - Assistant Director Boston University Office of > >> Disability Services > >> 19 Deerfield Street, 2nd floor > >> Boston, MA 02215 > >> > >> (617) 353-3658 (office) > >> (617) 353-9646 (fax) > >> djbrky@bu.edu (eMail) www.bu.edu/disability > >> > >> ________________________________ > >> > >> From: athen-bounces@athenpro.org on behalf of Gabbert, Darren L. > >> Sent: Fri 11/10/2006 2:21 PM > >> To: Access Technologists in Higher Education Network > >> Subject: [Athen] Academic Outcomes and Electronic Text > >> > >> > >> Let's try this with a subject line... > >> > >> ________________________________ > >> > >> From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] > >> On Behalf Of Gabbert, Darren L. > >> Sent: Thursday, November 09, 2006 6:19 PM > >> To: Athen@athenpro.org > >> Subject: [Athen] (no subject) > >> > >> > >> > >> Can anyone point me to some credible (perhaps even compelling) > >> research on academic outcomes for students receiving textbooks > >> converted to electronic formats? There are some NIH grant reviewers > >> who in all fairness took issue with our supposition that such outcomes > > would be positive. Any direction here would be appreciated. > >> > >> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing > >> Technology Center Information & Access Technology Services University > >> of Missouri-Columbia Darren@Missouri.edu > >> > >> > >> _______________________________________________ > >> Athen mailing list > >> Athen@athenpro.org > >> http://athenpro.org/mailman/listinfo/athen_athenpro.org > >> > > > > > > > > > > > ____________________________________________________________________________ > > ________ > > Want to start your own business? > > Learn how on Yahoo! Small Business. > > http://smallbusiness.yahoo.com/r-index > > > > _______________________________________________ > > Athen mailing list > > Athen@athenpro.org > > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > > > > > > > > _______________________________________________ > > Athen mailing list > > Athen@athenpro.org > > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > > > > > > > > _______________________________________________ > > Athen mailing list > > Athen@athenpro.org > > http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org From ron.stewart at dolphinusa.com Sun Nov 19 04:49:33 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] RFBD Software & DAISY Players In-Reply-To: <6DC38348EDE07642B024AA3CA0AA1BDC03B43734@EX04.asurite.ad.asu.edu> Message-ID: <000b01c70bd9$2a3391e0$805ac180@RONMOBILE> Good morning, Product promotion aside, there are two basic factors that must be considered if you are producing DTB's that will play in the hardware players. They need to be produced to the DAISY 2.02 standard, and you must embed a TTS voice in the DAISY book when you create if for most of the players to play it. A second factor that must also be considered in providing DTB based access to your students, if you want to play materials from RFB&D the players need to include their DRM key. The easiest way to do this currently is to purchase the players through them. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Terri Hedgpeth Sent: Saturday, November 18, 2006 6:50 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] RFBD Software & DAISY Players Everyone, I forwarded this question and Dan's email to IRTI and received the following response. I don't know if it answers Dan's question, but there might be some useful info in the reply for some of you. -----Original Message----- From: Peter Proscia [mailto:peterp@irti.net] Sent: Saturday, November 18, 2006 2:02 PM To: Terri Hedgpeth Cc: burke@ucla.edu; djbrky@bu.edu Subject: RE: [Athen] RFBD Software & DAISY Players Hi Terri, I don't know what tool they are using to produce DTB's or what type of DTB. I don't think they are using an IRTI production tool. If they use eClipseWriter to produce DTB's, they will play on all their hardware devices when using MP3 and some of the devices support W A V audio. We test our DAISY output on all these hardware devices and we do a good job producing valid DTB's from most source files. Word, HTML, TEXT, RFT. unlocked PDF. Also, they should produce DAISY 2.02 if they want to play on all DAISY hardware devices. Some hardware tools do not support DAISY 3 or DAISY / NISO 2005 well, or at all yet. Also, they must be producing audio DTB's. These hardware devices distributed by RFB&D or IRTI don't play text only daisy books. The BookCourier will play Bookshare text only DAISY media, other text formats and DAISY 2.02 audio. Also, when you produce a DTB with eClipseWriter Pro, a proprietary compressed, encrypted by-product file called DTB-DNA and/or DTB-RDNA is created that may be transformed into a wide range of accessible media using our web and Network portal deployment tool, eClispeWater. Media formats include (DAISY 2.02, DAISY 3 V1.1, DAISY / NISO 2005 book types 3, 4, 6) Here is a link with NEW info about our DAISY tools that will be of assistance. Feel free to contact IRTI @ 1 800 322 4784 for support and more information. http://www.irti.net/news_events/Navigate%20the%20printed%20world.html Best regards, Peter Proscia President / CEO Innovative Rehabilitation Technology Inc. (IRTI) Ph. 530 274 2090 Fax. 530 274 2093 Web. http://www.irti.net -----Original Message----- From: Terri Hedgpeth [mailto:terrih@asu.edu] Sent: Friday, November 17, 2006 9:46 PM To: Peterp@irti.net Subject: FW: [Athen] RFBD Software & DAISY Players Just fyi from some of your customers. What they are saying. From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Friday, November 17, 2006 4:59 PM To: Access Technologists in Higher Education Network Subject: RE: [Athen] RFBD Software & DAISY Players Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Robert Beach Sent: Saturday, November 18, 2006 3:15 PM To: athen@athenpro.org Subject: Re: [Athen] RFBD Software & DAISY Players Dan, What kind of trouble have you had? I've used the Victor Wave and the Telex Scholar with no problems. I've also tried some in-house books on the Victor Clasic+, but we don't have those for student use. If you can describe the problems you're having, maybe I can help. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: (913) 288-7671 Fax: (913) 288-7678 E-mail: rbeach@kckcc.edu >>> djbrky@bu.edu 11/17/06 5:58 PM >>> Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From djbrky at bu.edu Sun Nov 19 05:10:24 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] RFBD Software & DAISY Players References: <000b01c70bd9$2a3391e0$805ac180@RONMOBILE> Message-ID: Thanks all for your assistance. This situation rather snuck up on us. I have one student who does not own a laptop and we loaded EasyReader onto their desktop computer. This individual uses a mix of RFB&D and home grown DTB's and wanted to take the discs home over T-giving break. We loaned out one of the stand alone players through RFB&D and, of course, the RFB&D discs played just fine. But, to our surprise, the in-house builds did not. Now I think we know why. When I get back into the office this week I will have to check the settings on the Publisher software to be sure we are creating files in 2.02. Would the absence of Metadata impact the ability to play these files on stand alone players? ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Ron Stewart Sent: Sun 11/19/2006 7:49 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] RFBD Software & DAISY Players Good morning, Product promotion aside, there are two basic factors that must be considered if you are producing DTB's that will play in the hardware players. They need to be produced to the DAISY 2.02 standard, and you must embed a TTS voice in the DAISY book when you create if for most of the players to play it. A second factor that must also be considered in providing DTB based access to your students, if you want to play materials from RFB&D the players need to include their DRM key. The easiest way to do this currently is to purchase the players through them. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Terri Hedgpeth Sent: Saturday, November 18, 2006 6:50 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] RFBD Software & DAISY Players Everyone, I forwarded this question and Dan's email to IRTI and received the following response. I don't know if it answers Dan's question, but there might be some useful info in the reply for some of you. -----Original Message----- From: Peter Proscia [mailto:peterp@irti.net] Sent: Saturday, November 18, 2006 2:02 PM To: Terri Hedgpeth Cc: burke@ucla.edu; djbrky@bu.edu Subject: RE: [Athen] RFBD Software & DAISY Players Hi Terri, I don't know what tool they are using to produce DTB's or what type of DTB. I don't think they are using an IRTI production tool. If they use eClipseWriter to produce DTB's, they will play on all their hardware devices when using MP3 and some of the devices support W A V audio. We test our DAISY output on all these hardware devices and we do a good job producing valid DTB's from most source files. Word, HTML, TEXT, RFT. unlocked PDF. Also, they should produce DAISY 2.02 if they want to play on all DAISY hardware devices. Some hardware tools do not support DAISY 3 or DAISY / NISO 2005 well, or at all yet. Also, they must be producing audio DTB's. These hardware devices distributed by RFB&D or IRTI don't play text only daisy books. The BookCourier will play Bookshare text only DAISY media, other text formats and DAISY 2.02 audio. Also, when you produce a DTB with eClipseWriter Pro, a proprietary compressed, encrypted by-product file called DTB-DNA and/or DTB-RDNA is created that may be transformed into a wide range of accessible media using our web and Network portal deployment tool, eClispeWater. Media formats include (DAISY 2.02, DAISY 3 V1.1, DAISY / NISO 2005 book types 3, 4, 6) Here is a link with NEW info about our DAISY tools that will be of assistance. Feel free to contact IRTI @ 1 800 322 4784 for support and more information. http://www.irti.net/news_events/Navigate%20the%20printed%20world.html Best regards, Peter Proscia President / CEO Innovative Rehabilitation Technology Inc. (IRTI) Ph. 530 274 2090 Fax. 530 274 2093 Web. http://www.irti.net -----Original Message----- From: Terri Hedgpeth [mailto:terrih@asu.edu] Sent: Friday, November 17, 2006 9:46 PM To: Peterp@irti.net Subject: FW: [Athen] RFBD Software & DAISY Players Just fyi from some of your customers. What they are saying. From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Friday, November 17, 2006 4:59 PM To: Access Technologists in Higher Education Network Subject: RE: [Athen] RFBD Software & DAISY Players Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Robert Beach Sent: Saturday, November 18, 2006 3:15 PM To: athen@athenpro.org Subject: Re: [Athen] RFBD Software & DAISY Players Dan, What kind of trouble have you had? I've used the Victor Wave and the Telex Scholar with no problems. I've also tried some in-house books on the Victor Clasic+, but we don't have those for student use. If you can describe the problems you're having, maybe I can help. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: (913) 288-7671 Fax: (913) 288-7678 E-mail: rbeach@kckcc.edu >>> djbrky@bu.edu 11/17/06 5:58 PM >>> Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 13798 bytes Desc: not available URL: From tlwells at uark.edu Mon Nov 20 06:14:33 2006 From: tlwells at uark.edu (Teresa Wells Haven) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] RFBD Software & DAISY Players In-Reply-To: <7.0.1.0.2.20061117133910.02307a70@ucla.edu> Message-ID: <001501c70cae$39955800$07d2b882@CSDAdTech> Hi, Patrick. I have a selection of several RFBD DAISY players available for my students to check out: Victor Classic+, Telex Scholar, and Visuaide Vibe. As RFBD is transitioning away from tape, I have had an increasing number of students requesting information on players. My standard operating procedure is to lend a hardware player to a student for one semester so that they can try it out; if they want, and if I have extras available, students can swap out and try different players during that one term to find the best match for them. I ask them to be ready to purchase a player of their own by the end of that semester so that the loaners can go on to other students who need them; I also provide the students information on other players that I don't have on hand, such as software players, and talk to them about the advisability of purchasing their players directly from RFBD to avoid the re-keying issue. Most students either purchase a player themselves or get Rehab to purchase it for them; if I know for sure that a student has no financial support I go ahead and let them keep checking out the player for subsequent terms, but still advise them that they will have to come up with something themselves if they will need access after graduation. So far the system seems to work well, both for my office and for the students. As a general rule, I've found that the Victor Classic+ is better for my students with very low or no vision, while the Scholar and Vibe are ok for my students with LD or other print disabilities not directly related to vision. If I were to settle on a single player at some point in the future, it would probably be the Classic+ or a similar player; it's larger and more expensive, but easier to learn to operate and more rugged than the others. Hope this helps, Teresa Haven University of Arkansas +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Patrick Burke Sent: Friday, November 17, 2006 4:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From Michael.Nusen at ppcc.edu Mon Nov 20 08:30:16 2006 From: Michael.Nusen at ppcc.edu (Nusen, Michael) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Job Posting: 1/2-Time Asst Coordinator, disability svcs (OASIS/CAC), PPCC Message-ID: <0B6DCE7FD0CAC8499F3F32584186A32504C37F34@ppcca1.ppcc.ccofc.edu> fyi The job is posted at http://employment.ppcc.edu & will be posted at www.ahead.org . Also, the attached job announcement was already sent to the following listserve: Colorado Community College System Disability Services Council: disabilitysvcs@cccs.edu . We apologize for any double postings. Thank you, Michael Nusen Coordinator, OASIS/CAC (Office of Accommodative Services and Instructional Support/Computer Access Center) Pikes Peak Community College michael.nusen@ppcc.edu 719-502-3022 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: OASIS CAC Asst Coordinator Posting 111806.doc Type: application/msword Size: 34304 bytes Desc: OASIS CAC Asst Coordinator Posting 111806.doc URL: From ron.stewart at oregonstate.edu Mon Nov 20 13:01:30 2006 From: ron.stewart at oregonstate.edu (Stewart, Ron) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] FW: [SEC508] Dec 13th 508 Lunch and Learn session on document accessibility Message-ID: Some may be interested in this Ron ________________________________ From: sec508-admin@trace.wisc.edu [mailto:sec508-admin@trace.wisc.edu] On Behalf Of Baquis David Sent: Monday, November 20, 2006 3:49 PM To: sec508@trace.wisc.edu Subject: [SEC508] Dec 13th 508 Lunch and Learn session on document accessibility The announcement for the next 508 Lunch and Learn session is posted: http://www.access-board.gov/sec508/training.htm The December 13th topic will be large volume conversion of print and electronic document archives for accessibility. There is plenty of space by phone. You just need to let me know that you are dialing in, so I can put you on the participant list. There are also about 5 seats left for those who want to come to the Access Board's office to participate face-to-face. For registration to attend in-person, I must confirm you. Please respond directly to: baquis@access-board.gov Thank you. David Baquis (202) 272-0013 (voice) -------------- next part -------------- An HTML attachment was scrubbed... URL: From pratikp1 at gmail.com Mon Nov 20 00:15:48 2006 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Positions available at PeopleTech Message-ID: <00e301c70c7c$16291e60$6605050a@LENOVO1C5CE3C3> Dear Colleagues, I hope you are all well. As I may have had the opportunity to mention to several of you, PeopleTech has a need to hire several personnel to fulfill our obligations under the Department of Education grant. We are hiring a total of three individuals--two high-level, part-time technology fellows and a full-time (or two part-time) software engineer/programmers. The position descriptions are attached for your convenience. I anticipate that these positions will be posted on the Research Foundation's (www.rfcuny.org) web site in the next few days. Graduate students are especially welcome. please forward this information to qualified individuals as you deem appropriate. We are seeking highly-motivated individuals who can provide benefits to students with disabilities. Meanwhile, please do not hesitate to contact me if you have any questions. Warm regards, Pratik Pratik Patel Director, IT Access Director, PeopleTech The City University of New York t: 718-249-7019 e: pratikp1@gmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: PeopleTech Technology Fellow Job Description.doc Type: application/msword Size: 70144 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: PeopleTech Programmer Job Description.doc Type: application/msword Size: 119296 bytes Desc: not available URL: From DerrJ at missouri.edu Mon Nov 20 06:36:37 2006 From: DerrJ at missouri.edu (Thornhill, Jennifer) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] RFBD Software & DAISY Players References: <001501c70cae$39955800$07d2b882@CSDAdTech> Message-ID: <91108EF9255B394CBF8B7E3789814A410747CC@UM-XMAIL08.um.umsystem.edu> Good morning, I am looking software, that plays DAISY, for the Macintosh computer. We have about 5-10 students that will need software for their Macintosh and since RFB&D is switching over, I would like to know what folks are using out there. Jennifer Thornhill University of Missouri- Columbia ________________________________ From: athen-bounces@athenpro.org on behalf of Teresa Wells Haven Sent: Mon 11/20/2006 8:14 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] RFBD Software & DAISY Players Hi, Patrick. I have a selection of several RFBD DAISY players available for my students to check out: Victor Classic+, Telex Scholar, and Visuaide Vibe. As RFBD is transitioning away from tape, I have had an increasing number of students requesting information on players. My standard operating procedure is to lend a hardware player to a student for one semester so that they can try it out; if they want, and if I have extras available, students can swap out and try different players during that one term to find the best match for them. I ask them to be ready to purchase a player of their own by the end of that semester so that the loaners can go on to other students who need them; I also provide the students information on other players that I don't have on hand, such as software players, and talk to them about the advisability of purchasing their players directly from RFBD to avoid the re-keying issue. Most students either purchase a player themselves or get Rehab to purchase it for them; if I know for sure that a student has no financial support I go ahead and let them keep checking out the player for subsequent terms, but still advise them that they will have to come up with something themselves if they will need access after graduation. So far the system seems to work well, both for my office and for the students. As a general rule, I've found that the Victor Classic+ is better for my students with very low or no vision, while the Scholar and Vibe are ok for my students with LD or other print disabilities not directly related to vision. If I were to settle on a single player at some point in the future, it would probably be the Classic+ or a similar player; it's larger and more expensive, but easier to learn to operate and more rugged than the others. Hope this helps, Teresa Haven University of Arkansas +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Patrick Burke Sent: Friday, November 17, 2006 4:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 6582 bytes Desc: not available URL: From gdietrich at htctu.net Mon Nov 20 16:28:09 2006 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] RFBD Software & DAISY Players In-Reply-To: <91108EF9255B394CBF8B7E3789814A410747CC@UM-XMAIL08.um.umsystem.edu> Message-ID: <00ca01c70d03$ec20e430$5e821299@htctu.fhda.edu> Try the Katie Player: http://www.kafkasdaytime.com/katieplayer/x_public/help/features.html ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Gaeir (rhymes with "fire") Dietrich Alternate Media Training Specialist / Instructor High Tech Center Training Unit De Anza College, Cupertino, CA 408.996.6043 www.htctu.net _____ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Thornhill, Jennifer Sent: Monday, November 20, 2006 6:37 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] RFBD Software & DAISY Players Good morning, I am looking software, that plays DAISY, for the Macintosh computer. We have about 5-10 students that will need software for their Macintosh and since RFB&D is switching over, I would like to know what folks are using out there. Jennifer Thornhill University of Missouri- Columbia _____ From: athen-bounces@athenpro.org on behalf of Teresa Wells Haven Sent: Mon 11/20/2006 8:14 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] RFBD Software & DAISY Players Hi, Patrick. I have a selection of several RFBD DAISY players available for my students to check out: Victor Classic+, Telex Scholar, and Visuaide Vibe. As RFBD is transitioning away from tape, I have had an increasing number of students requesting information on players. My standard operating procedure is to lend a hardware player to a student for one semester so that they can try it out; if they want, and if I have extras available, students can swap out and try different players during that one term to find the best match for them. I ask them to be ready to purchase a player of their own by the end of that semester so that the loaners can go on to other students who need them; I also provide the students information on other players that I don't have on hand, such as software players, and talk to them about the advisability of purchasing their players directly from RFBD to avoid the re-keying issue. Most students either purchase a player themselves or get Rehab to purchase it for them; if I know for sure that a student has no financial support I go ahead and let them keep checking out the player for subsequent terms, but still advise them that they will have to come up with something themselves if they will need access after graduation. So far the system seems to work well, both for my office and for the students. As a general rule, I've found that the Victor Classic+ is better for my students with very low or no vision, while the Scholar and Vibe are ok for my students with LD or other print disabilities not directly related to vision. If I were to settle on a single player at some point in the future, it would probably be the Classic+ or a similar player; it's larger and more expensive, but easier to learn to operate and more rugged than the others. Hope this helps, Teresa Haven University of Arkansas +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Patrick Burke Sent: Friday, November 17, 2006 4:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 7374 bytes Desc: not available URL: From ron.stewart at dolphinusa.com Tue Nov 21 04:19:26 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] RFBD Software & DAISY Players In-Reply-To: <00ca01c70d03$ec20e430$5e821299@htctu.fhda.edu> Message-ID: <000001c70d67$4a10b530$8e5ac180@RONMOBILE> Daisy on the MAC is becoming an issue, has anyone gotten this player to work reliably? Ron Stewart _____ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Gaeir Dietrich Sent: Monday, November 20, 2006 7:28 PM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] RFBD Software & DAISY Players Try the Katie Player: http://www.kafkasdaytime.com/katieplayer/x_public/help/features.html ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Gaeir (rhymes with "fire") Dietrich Alternate Media Training Specialist / Instructor High Tech Center Training Unit De Anza College, Cupertino, CA 408.996.6043 www.htctu.net _____ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Thornhill, Jennifer Sent: Monday, November 20, 2006 6:37 AM To: Access Technologists in Higher Education Network Subject: Re: [Athen] RFBD Software & DAISY Players Good morning, I am looking software, that plays DAISY, for the Macintosh computer. We have about 5-10 students that will need software for their Macintosh and since RFB&D is switching over, I would like to know what folks are using out there. Jennifer Thornhill University of Missouri- Columbia _____ From: athen-bounces@athenpro.org on behalf of Teresa Wells Haven Sent: Mon 11/20/2006 8:14 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] RFBD Software & DAISY Players Hi, Patrick. I have a selection of several RFBD DAISY players available for my students to check out: Victor Classic+, Telex Scholar, and Visuaide Vibe. As RFBD is transitioning away from tape, I have had an increasing number of students requesting information on players. My standard operating procedure is to lend a hardware player to a student for one semester so that they can try it out; if they want, and if I have extras available, students can swap out and try different players during that one term to find the best match for them. I ask them to be ready to purchase a player of their own by the end of that semester so that the loaners can go on to other students who need them; I also provide the students information on other players that I don't have on hand, such as software players, and talk to them about the advisability of purchasing their players directly from RFBD to avoid the re-keying issue. Most students either purchase a player themselves or get Rehab to purchase it for them; if I know for sure that a student has no financial support I go ahead and let them keep checking out the player for subsequent terms, but still advise them that they will have to come up with something themselves if they will need access after graduation. So far the system seems to work well, both for my office and for the students. As a general rule, I've found that the Victor Classic+ is better for my students with very low or no vision, while the Scholar and Vibe are ok for my students with LD or other print disabilities not directly related to vision. If I were to settle on a single player at some point in the future, it would probably be the Classic+ or a similar player; it's larger and more expensive, but easier to learn to operate and more rugged than the others. Hope this helps, Teresa Haven University of Arkansas +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Patrick Burke Sent: Friday, November 17, 2006 4:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 8150 bytes Desc: not available URL: From nrcgsh at rit.edu Tue Nov 21 10:20:20 2006 From: nrcgsh at rit.edu (Prof Norm Coombs) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Help re Mac Accessibility Message-ID: <6.0.3.0.2.20061121100725.02329508@mymail.rit.edu> I have been trying to get some clear report on how useful the new mac accessibility tools really are. I don't get anything very definitive either for or against. EASI got Apple to be part of our CSUN track either a year or 2 years ago, but they were really weird. They were scared to death about saying anything and made us turn off tape recorders and stop broadcasting and said their lawyers wouldn't let them even talk to the press!! It was really strange. So I no longer look to them to help me understand how good its access is. I have the impression that its magnification and onscreen keyboard stuff is good, but I get the impression that its screen reader stuff is problematic. The real reason is a friend in Maine wants me to tell them how good its tools for the blind is because Maine has bought tons of Macs for grade school students. U. S. Maine wants to put on a presentation for the school teachers to help them understand how to use the macs with students and are asking me how good or poor it is. Can anyone here pass along any first-hand experience???? Norm ------------------------------------------ EASI Courses on Accessible Information Technology for November: Barrier-free E-learning (expanded and enriched with more multimedia) http://easi.cc/workshops/bfel.htm EASI has 3 Podcast series: http://easi.cc/podcasts/ EASI Home http://easi.cc Norman Coombs, Ph.D. www.rit.edu/~nrcgsh (949) 855-4852 ** Pacific time zone! -------------- next part -------------- An HTML attachment was scrubbed... URL: From stacylee at ksu.edu Tue Nov 21 12:31:35 2006 From: stacylee at ksu.edu (Stacy L. Smith) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Help re Mac Accessibility In-Reply-To: <6.0.3.0.2.20061121100725.02329508@mymail.rit.edu> References: <6.0.3.0.2.20061121100725.02329508@mymail.rit.edu> Message-ID: <1164141095.4563622725ff3@webmail.ksu.edu> Norm - I use a Mac at home, and have played with the accessibility options a bit. I do know that the next release of the operating system is supposed to include more accessibility options and looks good, but you never know until it's out. On the magnification: the user can turn on screen magnification and then zoom in and out using the keyboard. I can't remember the keystrokes but it was fairly easy to use. It wasn't as slick as Zoom Text, but it did work. I have turned on the text-to-speech recognition a few times but have not invested much time on it. I do know that Mac offers some very silly voices; for example, along with the English and British voices, you can have bells or a whisper or other strange things. Some of them sound downright creepy, and if my computer talked to me like that on a regular basis, I don't think I'd sleep at night. However, it does voice dialog boxes and so on. According to Mac: "Speakable items lets you command and control the computer using your voice, without requiring you to train the computer. You can use commands to open and close programs, navigate the menu bar, switch between programs, control application-specific items, to enter keyboard shortcuts and speak front window controls such as check box names, radio button names, list items and buttons. The talking alerts feature gives voice to alert and dialog windows by verbally identifying the application and reciting the contents of its dialog box." More information, from Apple, regarding accessibility can be found at: http://www.apple.com/accessibility/ They also have information on third-party vendors. I'd be really interested to know if major software suppliers (such as Freedom Scientific) provide any Mac support. They are getting much more common. I'd love to hear more on this topic. Hopefully someone else has some information... Stacy Quoting Prof Norm Coombs : > > I have been trying to get some clear report on how useful the new mac > accessibility tools really are. I don't get anything very definitive > either for or against. EASI got Apple to be part of our CSUN track > either > a year or 2 years ago, but they were really weird. They were scared > to > death about saying anything and made us turn off tape recorders and > stop > broadcasting and said their lawyers wouldn't let them even talk to > the > press!! It was really strange. So I no longer look to them to help > me > understand how good its access is. > > I have the impression that its magnification and onscreen keyboard > stuff is > good, but I get the impression that its screen reader stuff is > problematic. > > The real reason is a friend in Maine wants me to tell them how good > its > tools for the blind is because Maine has bought tons of Macs for > grade > school students. U. S. Maine wants to put on a presentation for the > school > teachers to help them understand how to use the macs with students > and are > asking me how good or poor it is. > > Can anyone here pass along any first-hand experience???? > > Norm > > > > ------------------------------------------ > EASI Courses on Accessible Information Technology for November: > Barrier-free E-learning (expanded and enriched with more multimedia) > http://easi.cc/workshops/bfel.htm > EASI has 3 Podcast series: http://easi.cc/podcasts/ > EASI Home http://easi.cc > > Norman Coombs, Ph.D. > www.rit.edu/~nrcgsh > (949) 855-4852 ** Pacific time zone! > Stacy Smith Adaptive Technology Specialist, Disability Support Services 532-6441 stacylee@ksu.edu ~~~~~~~~~~~~ One does not need buildings, money, power, or status to practice the Art of Peace. Heaven is right where you are standing, and that is the place to train. --Morehei Ueshiba From ea at emptech.info Tue Nov 21 13:00:13 2006 From: ea at emptech.info (E.A. Draffan) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Help re Mac Accessibility In-Reply-To: <1164141095.4563622725ff3@webmail.ksu.edu> Message-ID: <008a01c70db0$0ad588c0$0a01a8c0@laptop> We found that VoiceOver screen reading seemed to react in different ways depending on the application and when on the internet the type of web page seemed to affect it more than when working with PC screen readers. When using Bootcamp with Windows XP we successfully ran JAWS and were able to access complex webpages with improved verbosity. Technologies produced by Assistiveware http://www.assistiveware.com/index.php worked well and I much preferred the Infovox iVox voices developed by Acapela http://www.acapela-group.com/ Best Wishes E.A. Mrs E.A. Draffan Assistive Technologist Mobile: 07976 289103 http://www.emptech.info/ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Stacy L. Smith Sent: Tuesday, November 21, 2006 8:32 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Help re Mac Accessibility Norm - I use a Mac at home, and have played with the accessibility options a bit. I do know that the next release of the operating system is supposed to include more accessibility options and looks good, but you never know until it's out. On the magnification: the user can turn on screen magnification and then zoom in and out using the keyboard. I can't remember the keystrokes but it was fairly easy to use. It wasn't as slick as Zoom Text, but it did work. I have turned on the text-to-speech recognition a few times but have not invested much time on it. I do know that Mac offers some very silly voices; for example, along with the English and British voices, you can have bells or a whisper or other strange things. Some of them sound downright creepy, and if my computer talked to me like that on a regular basis, I don't think I'd sleep at night. However, it does voice dialog boxes and so on. According to Mac: "Speakable items lets you command and control the computer using your voice, without requiring you to train the computer. You can use commands to open and close programs, navigate the menu bar, switch between programs, control application-specific items, to enter keyboard shortcuts and speak front window controls such as check box names, radio button names, list items and buttons. The talking alerts feature gives voice to alert and dialog windows by verbally identifying the application and reciting the contents of its dialog box." More information, from Apple, regarding accessibility can be found at: http://www.apple.com/accessibility/ They also have information on third-party vendors. I'd be really interested to know if major software suppliers (such as Freedom Scientific) provide any Mac support. They are getting much more common. I'd love to hear more on this topic. Hopefully someone else has some information... Stacy Quoting Prof Norm Coombs : > > I have been trying to get some clear report on how useful the new mac > accessibility tools really are. I don't get anything very definitive > either for or against. EASI got Apple to be part of our CSUN track > either a year or 2 years ago, but they were really weird. They were > scared to death about saying anything and made us turn off tape > recorders and stop broadcasting and said their lawyers wouldn't let > them even talk to the press!! It was really strange. So I no longer > look to them to help me understand how good its access is. > > I have the impression that its magnification and onscreen keyboard > stuff is good, but I get the impression that its screen reader stuff > is problematic. > > The real reason is a friend in Maine wants me to tell them how good > its tools for the blind is because Maine has bought tons of Macs for > grade school students. U. S. Maine wants to put on a presentation for > the school teachers to help them understand how to use the macs with > students and are asking me how good or poor it is. > > Can anyone here pass along any first-hand experience???? > > Norm > > > > ------------------------------------------ > EASI Courses on Accessible Information Technology for November: > Barrier-free E-learning (expanded and enriched with more multimedia) > http://easi.cc/workshops/bfel.htm EASI has 3 Podcast series: > http://easi.cc/podcasts/ EASI Home http://easi.cc > > Norman Coombs, Ph.D. > www.rit.edu/~nrcgsh > (949) 855-4852 ** Pacific time zone! > Stacy Smith Adaptive Technology Specialist, Disability Support Services 532-6441 stacylee@ksu.edu ~~~~~~~~~~~~ One does not need buildings, money, power, or status to practice the Art of Peace. Heaven is right where you are standing, and that is the place to train. --Morehei Ueshiba _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.409 / Virus Database: 268.14.11/543 - Release Date: 20/11/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.409 / Virus Database: 268.14.11/543 - Release Date: 20/11/2006 From burke at ucla.edu Tue Nov 21 13:56:01 2006 From: burke at ucla.edu (Patrick Burke) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Help re Mac Accessibility In-Reply-To: <6.0.3.0.2.20061121100725.02329508@mymail.rit.edu> References: <6.0.3.0.2.20061121100725.02329508@mymail.rit.edu> Message-ID: <7.0.1.0.2.20061121135133.02292278@ucla.edu> Hi Norm, This just came in on the Webaim list. "Potential" (but not there yet) matches my experience of the Tiger version of Voiceover. Patrick >Date: Tue, 21 Nov 2006 21:29:00 -0000 >From: "Alastair Campbell" >To: "WebAIM Discussion List" >Subject: Re: [WebAIM] screen reader open source? > > And you can buy a Mac Mini for less than that; Mac OS X (since 10.4) > > includes a screen-reader (VoiceOver) by default. I think Alistair at > > Nomensa did a review a little while ago. > >I've been meaning to do an update to that, there were a couple of things >that aren't quite as hard as I thought. I got halfway there with this: >http://alastairc.ac/2006/08/the-potential-of-voiceover/ > >But I need a little more time than I have right now. > >It has a lot of potential, from what I can tell the approach Apple have >taken is solid and makes the step of creating accessible applications >much easier for other developers. However, there are a few 'required' >applications for some people (work wise) that aren't accessible (e.g. MS >Office). iTunes is another sore point. > >As a not-very-often user, the experience is much nicer with Voiceover >than Jaws, mostly because of the smoother voice and the stability. The >voice aspect probably isn't much better for an experienced user who >listens to it quicker than I do, but the next version is supposed to be >optimised for that. > >If it picks up on structural code in HTML, and gets (or adds) support >for some required apps, it will be a contender, especially at that >price. > >Kind regards, > >-Alastair > >-- >Alastair Campbell | Director of User Experience >t. +44 (0)117 929 7333 | m. 07970 879 653 > >Keep up to date with industry and Nomensa news, sign up to Nomensa >newsletters: >http://www.nomensa.com/news/nomensa-newsletters.html At 10:20 AM 11/21/2006, Prof Norm Coombs wrote: >I have been trying to get some clear report on how useful the new >mac accessibility tools really are. I don't get anything very >definitive either for or against. EASI got Apple to be part of our >CSUN track either a year or 2 years ago, but they were really >weird. They were scared to death about saying anything and made us >turn off tape recorders and stop broadcasting and said their lawyers >wouldn't let them even talk to the press!! It was really >strange. So I no longer look to them to help me understand how good >its access is. > >I have the impression that its magnification and onscreen keyboard >stuff is good, but I get the impression that its screen reader stuff >is problematic. > >The real reason is a friend in Maine wants me to tell them how good >its tools for the blind is because Maine has bought tons of Macs for >grade school students. U. S. Maine wants to put on a presentation >for the school teachers to help them understand how to use the macs >with students and are asking me how good or poor it is. > >Can anyone here pass along any first-hand experience???? > >Norm > > >------------------------------------------ >EASI Courses on Accessible Information Technology for November: >Barrier-free E-learning (expanded and enriched with more multimedia) >http://easi.cc/workshops/bfel.htm >EASI has 3 Podcast series: http://easi.cc/podcasts/ >EASI Home http://easi.cc > >Norman Coombs, Ph.D. >www.rit.edu/~nrcgsh >(949) 855-4852 ** Pacific time zone! >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu From skeegan at htctu.net Tue Nov 21 15:34:58 2006 From: skeegan at htctu.net (Sean Keegan) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] FW: Technician position Message-ID: <000f01c70dc5$a8b65af0$99821299@htctu.fhda.edu> A job posting for those who may be interested in Northern California living. **** For those of you with techno-savvy who have been dreaming of moving out to the country and breathing fresh air, College of the Siskiyous, at the foot of Mt. Shasta in Siskiyou Co. CA is now advertising for an IT specialist. Here is the link if you are interested: http://www.siskiyous.edu/jobs/InfoSystemsTechII.pdf Andrew Duclos High Tech Center/Access Specialist College of the Siskiyous duclos@siskiyous.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From pratikp1 at gmail.com Tue Nov 21 18:30:36 2006 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Help re Mac Accessibility In-Reply-To: <7.0.1.0.2.20061121135133.02292278@ucla.edu> Message-ID: <05c401c70dde$316e4700$6605050a@LENOVO1C5CE3C3> Norm, When Apple first released voice-over, I was involved in the beta testing process and then purchased a MAC for testing purposes. I would, by no means, compare Voice Overto a Windows-based screen reader yet. Part of the problem is that a lot of applications aren't designed with accessibility in mind. Apple hopes that newly developed apps will work with the screen reader. In fact, even Apple's favorite apps such as ITunes doesn't work with its screen reader. I can only compare this situation with Microsoft's early accessibility efforts--the major difference being that Apple has decided to develop a fully-fledged screen reader as opposed to Microsoft's approach. At this time, I would not expect a blind user to be able to be productive with Voice Over. The screen reader does use some interesting navigation techniques. It's a different model. I've not yet had a chance to try bootcamp. I'm eagerly awaiting the new Apple speech synth voice and new updates to the screen reader in Leopard--the OS scheduled to be released sometime during Spring 2007. If you have any other specific questions, I'm happy to answer them. I would highly caution that anyone trying to consider purchasing a large amount of MAC's, does not listen to the sales pitch. Apple marketing is excellent but knows nothing about their accessibility features. Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Patrick Burke Sent: Tuesday, November 21, 2006 4:56 PM To: athen@athenpro.org Subject: Re: [Athen] Help re Mac Accessibility Hi Norm, This just came in on the Webaim list. "Potential" (but not there yet) matches my experience of the Tiger version of Voiceover. Patrick >Date: Tue, 21 Nov 2006 21:29:00 -0000 >From: "Alastair Campbell" >To: "WebAIM Discussion List" >Subject: Re: [WebAIM] screen reader open source? > > And you can buy a Mac Mini for less than that; Mac OS X (since 10.4) > > includes a screen-reader (VoiceOver) by default. I think Alistair at > > Nomensa did a review a little while ago. > >I've been meaning to do an update to that, there were a couple of things >that aren't quite as hard as I thought. I got halfway there with this: >http://alastairc.ac/2006/08/the-potential-of-voiceover/ > >But I need a little more time than I have right now. > >It has a lot of potential, from what I can tell the approach Apple have >taken is solid and makes the step of creating accessible applications >much easier for other developers. However, there are a few 'required' >applications for some people (work wise) that aren't accessible (e.g. MS >Office). iTunes is another sore point. > >As a not-very-often user, the experience is much nicer with Voiceover >than Jaws, mostly because of the smoother voice and the stability. The >voice aspect probably isn't much better for an experienced user who >listens to it quicker than I do, but the next version is supposed to be >optimised for that. > >If it picks up on structural code in HTML, and gets (or adds) support >for some required apps, it will be a contender, especially at that >price. > >Kind regards, > >-Alastair > >-- >Alastair Campbell | Director of User Experience >t. +44 (0)117 929 7333 | m. 07970 879 653 > >Keep up to date with industry and Nomensa news, sign up to Nomensa >newsletters: >http://www.nomensa.com/news/nomensa-newsletters.html At 10:20 AM 11/21/2006, Prof Norm Coombs wrote: >I have been trying to get some clear report on how useful the new >mac accessibility tools really are. I don't get anything very >definitive either for or against. EASI got Apple to be part of our >CSUN track either a year or 2 years ago, but they were really >weird. They were scared to death about saying anything and made us >turn off tape recorders and stop broadcasting and said their lawyers >wouldn't let them even talk to the press!! It was really >strange. So I no longer look to them to help me understand how good >its access is. > >I have the impression that its magnification and onscreen keyboard >stuff is good, but I get the impression that its screen reader stuff >is problematic. > >The real reason is a friend in Maine wants me to tell them how good >its tools for the blind is because Maine has bought tons of Macs for >grade school students. U. S. Maine wants to put on a presentation >for the school teachers to help them understand how to use the macs >with students and are asking me how good or poor it is. > >Can anyone here pass along any first-hand experience???? > >Norm > > >------------------------------------------ >EASI Courses on Accessible Information Technology for November: >Barrier-free E-learning (expanded and enriched with more multimedia) >http://easi.cc/workshops/bfel.htm >EASI has 3 Podcast series: http://easi.cc/podcasts/ >EASI Home http://easi.cc > >Norman Coombs, Ph.D. >www.rit.edu/~nrcgsh >(949) 855-4852 ** Pacific time zone! >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From djbrky at bu.edu Tue Nov 21 18:33:51 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] DTB not playing on stand alone - problem resolved :-) References: <000b01c70bd9$2a3391e0$805ac180@RONMOBILE> Message-ID: Thanks to all for your assistance with this problem - it is now resolved. Someone in the group wrote the magic word "metadata" in regards to what is needed to play the DTB's on stand-alone players. I checked and sure enough we had checked the boxes in Publisher telling the program not to import or fill metadata. I do not exactly recall why we did this but we never thought to check it until now. Thanks all! On a side note- we tend to TTS the book sin a low bit rate for computer playback but the audio for stand-alone players needs to be pumped up a bit to make it sound better. Anyone have a happy MHz medium? ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Ron Stewart Sent: Sun 11/19/2006 7:49 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] RFBD Software & DAISY Players Good morning, Product promotion aside, there are two basic factors that must be considered if you are producing DTB's that will play in the hardware players. They need to be produced to the DAISY 2.02 standard, and you must embed a TTS voice in the DAISY book when you create if for most of the players to play it. A second factor that must also be considered in providing DTB based access to your students, if you want to play materials from RFB&D the players need to include their DRM key. The easiest way to do this currently is to purchase the players through them. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Terri Hedgpeth Sent: Saturday, November 18, 2006 6:50 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] RFBD Software & DAISY Players Everyone, I forwarded this question and Dan's email to IRTI and received the following response. I don't know if it answers Dan's question, but there might be some useful info in the reply for some of you. -----Original Message----- From: Peter Proscia [mailto:peterp@irti.net] Sent: Saturday, November 18, 2006 2:02 PM To: Terri Hedgpeth Cc: burke@ucla.edu; djbrky@bu.edu Subject: RE: [Athen] RFBD Software & DAISY Players Hi Terri, I don't know what tool they are using to produce DTB's or what type of DTB. I don't think they are using an IRTI production tool. If they use eClipseWriter to produce DTB's, they will play on all their hardware devices when using MP3 and some of the devices support W A V audio. We test our DAISY output on all these hardware devices and we do a good job producing valid DTB's from most source files. Word, HTML, TEXT, RFT. unlocked PDF. Also, they should produce DAISY 2.02 if they want to play on all DAISY hardware devices. Some hardware tools do not support DAISY 3 or DAISY / NISO 2005 well, or at all yet. Also, they must be producing audio DTB's. These hardware devices distributed by RFB&D or IRTI don't play text only daisy books. The BookCourier will play Bookshare text only DAISY media, other text formats and DAISY 2.02 audio. Also, when you produce a DTB with eClipseWriter Pro, a proprietary compressed, encrypted by-product file called DTB-DNA and/or DTB-RDNA is created that may be transformed into a wide range of accessible media using our web and Network portal deployment tool, eClispeWater. Media formats include (DAISY 2.02, DAISY 3 V1.1, DAISY / NISO 2005 book types 3, 4, 6) Here is a link with NEW info about our DAISY tools that will be of assistance. Feel free to contact IRTI @ 1 800 322 4784 for support and more information. http://www.irti.net/news_events/Navigate%20the%20printed%20world.html Best regards, Peter Proscia President / CEO Innovative Rehabilitation Technology Inc. (IRTI) Ph. 530 274 2090 Fax. 530 274 2093 Web. http://www.irti.net -----Original Message----- From: Terri Hedgpeth [mailto:terrih@asu.edu] Sent: Friday, November 17, 2006 9:46 PM To: Peterp@irti.net Subject: FW: [Athen] RFBD Software & DAISY Players Just fyi from some of your customers. What they are saying. From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Friday, November 17, 2006 4:59 PM To: Access Technologists in Higher Education Network Subject: RE: [Athen] RFBD Software & DAISY Players Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Robert Beach Sent: Saturday, November 18, 2006 3:15 PM To: athen@athenpro.org Subject: Re: [Athen] RFBD Software & DAISY Players Dan, What kind of trouble have you had? I've used the Victor Wave and the Telex Scholar with no problems. I've also tried some in-house books on the Victor Clasic+, but we don't have those for student use. If you can describe the problems you're having, maybe I can help. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: (913) 288-7671 Fax: (913) 288-7678 E-mail: rbeach@kckcc.edu >>> djbrky@bu.edu 11/17/06 5:58 PM >>> Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From pratikp1 at gmail.com Tue Nov 21 19:05:50 2006 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] DTB not playing on stand alone - problem resolved :-) In-Reply-To: Message-ID: <05d101c70de3$1e2e3330$6605050a@LENOVO1C5CE3C3> Dan, For a good quality voice audio, try at least 32000 KHZ with 64 bit (FM quality) audio. It's an excellent compromise once converted to MP3. Pratik -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Tuesday, November 21, 2006 9:34 PM To: Access Technologists in Higher Education Network; Access Technologists in Higher Education Network Subject: [Athen] DTB not playing on stand alone - problem resolved :-) Thanks to all for your assistance with this problem - it is now resolved. Someone in the group wrote the magic word "metadata" in regards to what is needed to play the DTB's on stand-alone players. I checked and sure enough we had checked the boxes in Publisher telling the program not to import or fill metadata. I do not exactly recall why we did this but we never thought to check it until now. Thanks all! On a side note- we tend to TTS the book sin a low bit rate for computer playback but the audio for stand-alone players needs to be pumped up a bit to make it sound better. Anyone have a happy MHz medium? ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Ron Stewart Sent: Sun 11/19/2006 7:49 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] RFBD Software & DAISY Players Good morning, Product promotion aside, there are two basic factors that must be considered if you are producing DTB's that will play in the hardware players. They need to be produced to the DAISY 2.02 standard, and you must embed a TTS voice in the DAISY book when you create if for most of the players to play it. A second factor that must also be considered in providing DTB based access to your students, if you want to play materials from RFB&D the players need to include their DRM key. The easiest way to do this currently is to purchase the players through them. Ron Stewart -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Terri Hedgpeth Sent: Saturday, November 18, 2006 6:50 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] RFBD Software & DAISY Players Everyone, I forwarded this question and Dan's email to IRTI and received the following response. I don't know if it answers Dan's question, but there might be some useful info in the reply for some of you. -----Original Message----- From: Peter Proscia [mailto:peterp@irti.net] Sent: Saturday, November 18, 2006 2:02 PM To: Terri Hedgpeth Cc: burke@ucla.edu; djbrky@bu.edu Subject: RE: [Athen] RFBD Software & DAISY Players Hi Terri, I don't know what tool they are using to produce DTB's or what type of DTB. I don't think they are using an IRTI production tool. If they use eClipseWriter to produce DTB's, they will play on all their hardware devices when using MP3 and some of the devices support W A V audio. We test our DAISY output on all these hardware devices and we do a good job producing valid DTB's from most source files. Word, HTML, TEXT, RFT. unlocked PDF. Also, they should produce DAISY 2.02 if they want to play on all DAISY hardware devices. Some hardware tools do not support DAISY 3 or DAISY / NISO 2005 well, or at all yet. Also, they must be producing audio DTB's. These hardware devices distributed by RFB&D or IRTI don't play text only daisy books. The BookCourier will play Bookshare text only DAISY media, other text formats and DAISY 2.02 audio. Also, when you produce a DTB with eClipseWriter Pro, a proprietary compressed, encrypted by-product file called DTB-DNA and/or DTB-RDNA is created that may be transformed into a wide range of accessible media using our web and Network portal deployment tool, eClispeWater. Media formats include (DAISY 2.02, DAISY 3 V1.1, DAISY / NISO 2005 book types 3, 4, 6) Here is a link with NEW info about our DAISY tools that will be of assistance. Feel free to contact IRTI @ 1 800 322 4784 for support and more information. http://www.irti.net/news_events/Navigate%20the%20printed%20world.html Best regards, Peter Proscia President / CEO Innovative Rehabilitation Technology Inc. (IRTI) Ph. 530 274 2090 Fax. 530 274 2093 Web. http://www.irti.net -----Original Message----- From: Terri Hedgpeth [mailto:terrih@asu.edu] Sent: Friday, November 17, 2006 9:46 PM To: Peterp@irti.net Subject: FW: [Athen] RFBD Software & DAISY Players Just fyi from some of your customers. What they are saying. From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Friday, November 17, 2006 4:59 PM To: Access Technologists in Higher Education Network Subject: RE: [Athen] RFBD Software & DAISY Players Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Robert Beach Sent: Saturday, November 18, 2006 3:15 PM To: athen@athenpro.org Subject: Re: [Athen] RFBD Software & DAISY Players Dan, What kind of trouble have you had? I've used the Victor Wave and the Telex Scholar with no problems. I've also tried some in-house books on the Victor Clasic+, but we don't have those for student use. If you can describe the problems you're having, maybe I can help. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: (913) 288-7671 Fax: (913) 288-7678 E-mail: rbeach@kckcc.edu >>> djbrky@bu.edu 11/17/06 5:58 PM >>> Our typical students arrives on campus with a personal computer of their own - generally a nice laptop. We load them up with EasyReader purchased through RFB&D and that allows us to provide them with a mix of RFB&D and In-House produced DTB's. I have three of each common stand alone players as described here: http://people.bu.edu/access/DTB_Hardware.htm I have some loaned out to students but we have had trouble getting the In-House produced DTB's to play on them. Which brings up the question - has anyone else had difficulty getting In-House produced DTB's to play on these machines? If so - how did you correct it? ---Dann ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability ________________________________ From: athen-bounces@athenpro.org on behalf of Patrick Burke Sent: Fri 11/17/2006 5:06 PM To: Access Technologists in Higher Education Network Subject: [Athen] RFBD Software & DAISY Players Hi everyone, I'm interested to know what other adaptive tech programs are doing about providing RFBD-compatible DAISY players or software. Has anyone purchased multiple systems for students to try? Or have you settled on one system that works best for you (in terms of price, ease of management, etc.)? On our campus, the vast majority of our e-text efforts have gone into producing Kurzweil-readable files in recent years. I have only had one inquiry about RFBD players recently, but I suspect the digital revolution will hit this area pretty soon. Thanks for your comments & experiences, Patrick -- Patrick J. Burke Coordinator UCLA Disabilities & Computing Program Phone: 310 206-6004 E-mail: burke@ucla.edu _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From ron.stewart at dolphinusa.com Thu Nov 23 08:13:24 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question Message-ID: <001b01c70f1a$4e5e2eb0$865ac180@RONMOBILE> Good morning, and a happy Thanksgiving as well. I have a question that maybe you can all help me with, what percentage of your e-text production comes from a PDF source file? It would also be helpful to know what quantity of books you are doing on an average is as well. Ron Stewart -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 1230 bytes Desc: not available URL: From nrcgsh at rit.edu Sat Nov 25 09:31:09 2006 From: nrcgsh at rit.edu (Prof Norm Coombs) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] The Stakes are High and So is the Anxiety! Message-ID: <6.0.3.0.2.20061125093047.02608230@mymail.rit.edu> EASI hosts a Webinar: Standardized Testing and Students with Disabilities: The Stakes are High and So is the Anxiety! Presenter: Jo Anne Simon, Esq. November 27th3pm-5pm Eastern Standard Time Register before 4 PM Eastern at: http://easi.cc/forms/nov27.htm Sponsored by: University of Georgia Regents? Center for Learning Disorders Georgia AHEAD Alternative Media Access Center Jo Anne Simon ? Lead counsel in ?first ruling of its kind? on the Americans withDisabilities Act ? Published author ? Adjunct Assistant Professor, Fordham University School of Law ? Developed Hofstra University School of Law?s disability law clinic High stakes testing is on the increase from secondary throughout postsecondary education, and there is a lot of misinformation related to the accessing of accommodations on high stakes testing. This 2-hour presentation will help to clarify many of these issues. The presentation is Monday Nov. 27 at: 5-7 PM Eastern 4-6 PM Central 3-5 PM Mountain 2-4 PM Pacific Register before 4 PM Eastern at: http://easi.cc/forms/nov27.htm Check out EASI's other Webinars: http://easi.cc/clinic.htm Read about the online Certificate in Accessible Information Technology: http://easi.cc/workshop.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From nrcgsh at rit.edu Sat Nov 25 10:42:18 2006 From: nrcgsh at rit.edu (Prof Norm Coombs) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Time correction for EASI Webinar Message-ID: <6.0.3.0.2.20061125103933.025eec28@mymail.rit.edu> Standardized Testing and Students with Disabilities: The times on Monday 27 are: 3-5 Eastern 2--4 Central 1-3 Mountain noon-2 Pacific http://easi.cc/forms/nov27.htm ------------------------------------------ EASI Courses on Accessible Information Technology for November: Barrier-free E-learning (expanded and enriched with more multimedia) http://easi.cc/workshops/bfel.htm EASI has 3 Podcast series: http://easi.cc/podcasts/ EASI Home http://easi.cc Norman Coombs, Ph.D. www.rit.edu/~nrcgsh (949) 855-4852 ** Pacific time zone! From SKelmer at stlcc.edu Mon Nov 27 06:18:32 2006 From: SKelmer at stlcc.edu (Kelmer, Susan M.) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question Message-ID: I did 203 books this past semester (fall 2006). "I" included four part-time production assistants, because there's no way I could do that many by myself. Out of those 203, I think only three or four were PDF that we ran through OCR to get text. About half were books that had to be cut and scanned, and the other half were electronically available from the publisher. Hope this helps. Susan Kelmer Coordinator Information ACCESS Lab St. Louis Community College at Meramec 314/984-7951 -------------- next part -------------- An HTML attachment was scrubbed... URL: From tlwells at uark.edu Mon Nov 27 08:41:47 2006 From: tlwells at uark.edu (Teresa Wells Haven) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question In-Reply-To: <001b01c70f1a$4e5e2eb0$865ac180@RONMOBILE> Message-ID: <002d01c71242$f4892a80$05000100@CSDAdTech> Hello, Ron. Hope you had a happy Thanksgiving as well. We currently only produce perhaps 5% of our books from PDF source files; some semesters it is less, some more -- it depends on which publishers send us PDF files in response to our requests for electronic book files. We used to request Word files but have recently changed and begun specifically requesting PDF files since we can do a better job of producing quality alt media from them than from text extractions. Our production quantity ranges anywhere from 50 to 300 or more books each term; it depends on how many books are already available from other sources (RFB&D, AMX, our own archives, etc.) as well as how many requests we receive from students. Hope this helps, Teresa +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ > -----Original Message----- > From: athen-bounces@athenpro.org > [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart > Sent: Thursday, November 23, 2006 10:13 AM > To: 'Access Technologists in Higher Education Network'; 'Alternate > Media' > Subject: [Athen] Alt format production question > > Good morning, and a happy Thanksgiving as well. > > I have a question that maybe you can all help me with, what percentage of > your e-text production comes from a PDF source file? It would also be > helpful to know what quantity of books you are doing on an average is as > well. > > Ron Stewart << File: ATT00024.txt >> -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 2972 bytes Desc: not available URL: From Julie.Joffray at tamucc.edu Mon Nov 27 10:05:37 2006 From: Julie.Joffray at tamucc.edu (Joffray, Julie) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question Message-ID: <2A3F9E6AB1D44E4B9A73FC6817FC32722E0109@Hermes.ad.tamucc.edu> Hi Ron, We average 100 books per semester (more in Fall & Spring, less in Summer). About 60% of those come from a PDF source file whether it is from the publisher or produced in house. The quality and flexibility of PDF makes it the best, in my humble opinion. I can run it through ABBYY or Kurzweil. I can also use it as is for those students who can use Adobe Reader. ~my 2 cents worth Julie Julie Joffray Disability Accommodations Specialist Disability Services Texas A&M University-Corpus Christi 6300 Ocean Drive, UNIT 5717 Corpus Christi, TX 78412-5717 Office: 361.825.2155 Fax: 361.825.2536 Email: Julie.Joffray@tamucc.edu Department Website: http://disabilityservices.tamucc.edu University Website: http://www.tamucc.edu "Aspire to Inspire before you Expire" ~unknown -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Thursday, November 23, 2006 10:13 AM To: 'Access Technologists in Higher Education Network'; 'Alternate Media' Subject: [Athen] Alt format production question Good morning, and a happy Thanksgiving as well. I have a question that maybe you can all help me with, what percentage of your e-text production comes from a PDF source file? It would also be helpful to know what quantity of books you are doing on an average is as well. Ron Stewart From SKelmer at stlcc.edu Mon Nov 27 10:27:06 2006 From: SKelmer at stlcc.edu (Kelmer, Susan M.) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question Message-ID: >The quality and flexibility of PDF makes it the best, in my >humble opinion. I can run it through ABBYY or Kurzweil. I >can also use it as is for those students who can use Adobe Reader. You actually have time to take text or scanned documents and make tagged PDF's out of them? I'm jealous...I have no time for such luxuries, there is too much work involved to code them properly and I have to get books turned around too quickly. If I had two semesters to do one semester's worth of books, I might be able to do it! Susan Kelmer Coordinator Information ACCESS Lab St. Louis Community College at Meramec 314/984-7951 From asuncion at alcor.concordia.ca Tue Nov 28 07:00:21 2006 From: asuncion at alcor.concordia.ca (Jennison Asuncion) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Carroll Center for the Blind (fwd) Message-ID: Hello, Thought I would pass this article along which references a tool called Hi-Caption, which adds captioning to multimedia files. The reference may be useful for folks who are looking to address this issue. I can tell you that a couple of years ago, in my previous role, I recommended it when we were looking to add captioning to some Flash-based eLearning and it worked really well. For what that's worth. Jennison Jennison Asuncion Co-Director, Adaptech Research Network http://www.adaptech.org ----- Original Message ----- From: "Peter Altschul" To: Sent: Saturday, November 25, 2006 11:04 PM Subject: [VICUG-L] FW: [missouri-l] Carroll Center for the Blind The Carroll Center for the Blind Implements HiSoftware's Hi-Caption Studio for Distance Learning Program Solution Enables Center to Caption Hundreds of Multimedia Files for Accessibility Compliance NASHUA, N.H.--(BUSINESS WIRE)--HiSoftware (www.hisoftware.com), a leading provider of software, services and managed operation solutions that monitor and optimize Web content, quality and regulatory compliance, announced today that The Carroll Center for the Blind located in Newton, Mass., has implemented HiSoftware's Hi-Caption Studio to create and test captioning of multimedia files for the Center's Carroll Tech Web-based distance learning program. Hi-Caption allows the Center to quickly and easily caption hundreds of audio and video training files for Section 508 compliance. Brian Charlson, vice president of computer training services at The Carroll Center for the Blind, said, "As an organization that serves the needs of the blind and the visually impaired, it is extremely important that we provide complete access to our services and materials for all users and instructors. Hi-Caption not only provides us with the technology necessary to ensure that our multimedia courses meet the highest standards in accessibility compliance, but is also easy to understand and does not require programming skills. Without Hi-Caption we would have to manually caption hundreds of files." Carroll Tech is the effort of a dedicated group of individuals who work at The Carroll Center for the Blind. While the Center offers onsite technology courses, Carroll Tech was formed to assist blind and visually impaired individuals around the world through the use of training classes on the Web. Instruction is offered in access technologies such as screen readers, screen magnifiers, Braille embossers, note-takers and scanners. Each course is comprised of text, videos, exercises, quizzes and chat sessions. Carroll Tech offers Web-based courses in Microsoft Excel, Outlook and PowerPoint, as well as training on using any of a number of Braille, speech or large print devices. An average Carroll Tech course is comprised of 12 lessons, with each lesson consisting of three to five videos, and also includes audio. Developers at Carroll Tech initially used Hi-Caption Studio to caption multimedia for its beginner series of courses, which consisted of much longer videos than would be used for a typical course. Hi-Caption allowed the developers to interactively and easily create formatted captioning files, without having to learn the code behind it, but with the power of making the code accessible. Hi-Caption also allows developers at Carroll Tech to immediately test the files as they are developed. As new content is developed for updated courses, Carroll Tech is also using Hi-Caption to caption videos for those new courses. "The Carroll Center for the Blind is a well-respected organization whose goal is to provide services and technology for assisting those individuals who are blind or visually impaired," said HiSoftware President and CEO, Kurt A. Mueffelmann. "We are pleased to be working with the Center to help further its mission of being on the forefront of technology to provide universal accessibility." About Carroll Center for the Blind The Carroll Center for the Blind, located in Newton, Mass. is a private, non-profit agency that serves persons of all ages who are blind or visually impaired. Throughout its 68-year history, the Center has pioneered innovative methods for blind persons to gain independence in their homes, in class settings and in their work places. New and evolving technologies, combined with time-tested adaptive methods, individual attention and personalized care and therapies developed by the Carroll Center's professional staff have provided the blind community with many opportunities for success and independent living. About HiSoftware Founded in 1998, HiSoftware is a leading provider of software, services, and On-Demand solutions that test, repair, monitor and enforce Web content, quality, and regulatory compliance. The company's solutions empower content developers, Web site architects, and executives to work collaboratively to create and manage corporate Web standards for accessibility, privacy, security, search engine optimization (SEO), site quality and performance, branding, competitive intelligence, and application transaction testing (AppTest). HiSoftware's customers boast many of the world's largest public and private sites including US and international government agencies and Global 2000 companies such as Gateway, HP, California State University, US Department of Transportation and Microsoft Government. For more information about HiSoftware visit www.hisoftware.com. VICUG-L is the Visually Impaired Computer User Group List. Send comments on list operation to vicug-l-request@listserv.icors.org VICUG-L is archived on the World Wide Web at http://listserv.icors.org/archives/vicug-l.html Signoff: vicug-l-unsubscribe-request@listserv.icors.org Subscribe: vicug-l-subscribe-request@listserv.icors.org From ron.stewart at oregonstate.edu Tue Nov 28 07:08:56 2006 From: ron.stewart at oregonstate.edu (Stewart, Ron) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] FW: EduTools Re-Launches Course Management System Site Message-ID: Maybe a forum for feed back on accessibility Ron Stewart ________________________________ From: Russ Poulin [mailto:email@wcet.info] Sent: Tuesday, November 28, 2006 10:07 AM To: Ron.Stewart@orst.edu Subject: EduTools Re-Launches Course Management System Site EduTools Banner EduTools Re-Launches Course Management System Site with Community Input Tools WCET's EduTools Course Management System (CMS) site has been re-launched to allow users to submit reviews and comments about each CMS product. While EduTools continues to offer the feature-by-feature product comparisons and decision-making supports, these changes have been made in response to user feedback to have product reviews updated more quickly and to provide a forum for users to share their experiences with each product. WCET members are invited to visit the site (http://www.edutools.info/cms/) and be among the first to provide new reviews or comments on existing reviews. You are invited to: * Comment on existing reviews. Check the reviews of the products that you are using. You are welcome to register your agreement or disagreement with how a product feature works, discuss how the product worked at your institution, or ask questions of others. * Submit a review. If there is a product that you are using that has not already been reviewed, you can go through the process of creating your own review. EduTools strives to be the best place to find and share information about Course Management Systems and other products in the future. We can only do that with the help and involvement of the larger community. As EduTools learns from the experience garnered by user feedback on the CMS site, it will expand this community-based approach to other products. Russ Poulin Associate Director, WCET rpoulin@wcet.info http://www.wcet.info -------------- next part -------------- An HTML attachment was scrubbed... URL: From jeano at uwm.edu Tue Nov 28 07:20:23 2006 From: jeano at uwm.edu (Jean Salzer) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question In-Reply-To: References: Message-ID: <456C53B7.9050905@uwm.edu> Hi everyone, I had to funnel through a few of these to see what the original questions were! I have a question that maybe you can all help me with, what percentage of your e-text production comes from a PDF source file? Most of the files we received from publishers have been word or text files. We don't receive much from publishers, because we often find that even though we make the request 2 weeks before a semester begins, we don't hear anything until 3-4 weeks after and by then, we've scanned it. For the publishers we do receive prompt attention from, they've been good about providing it in the manner the student requests. I have 1 student in particular who requests PDF, so all of his is in that manner. One thing we've dealt plenty with is electronic reserve files. Our library scans somewhere in the realm of 20,000 documents each semester and they don't have time to do OCR (although they do have the capability) on them all, so we will open up the PDF in ABBYY, do the OCR and any necessary cleanup, then either resave as PDF or something more text-based (depending on the student need). It would also be helpful to know what quantity of books you are doing on an average is as well. We are still using RFBD whenever possible, so we have about 30 books from them, we scanned about 90 this fall, we received 10 or so from publishers, used about 25 from our files, and purchased audio from amazon (for novels) for about 10. Spring will be less if history is any indicator. PS - Susan - For the majority of students I work with, OCR'd PDF files don't need to be tagged. We do cleanup in the same way as with everything else, then send them a PDF. It includes all the graphics, but all the student hears is the body of the text, and/or anything else we might have included. The student can then open the PDF and click on the Read button. Whatever the default voice is, it will commence to read while still in Adobe. For a blind student, we'd obviously do the tagging, but then most of my blind students prefer a word doc with graphic description. Jean Kelmer, Susan M. wrote: >>The quality and flexibility of PDF makes it the best, in my >>humble opinion. I can run it through ABBYY or Kurzweil. I >>can also use it as is for those students who can use Adobe Reader. >> >> >You actually have time to take text or scanned documents and make tagged >PDF's out of them? I'm jealous...I have no time for such luxuries, there is >too much work involved to code them properly and I have to get books turned >around too quickly. If I had two semesters to do one semester's worth of >books, I might be able to do it! > >Susan Kelmer >Coordinator >Information ACCESS Lab >St. Louis Community College at Meramec >314/984-7951 > > >_______________________________________________ >Athen mailing list >Athen@athenpro.org >http://athenpro.org/mailman/listinfo/athen_athenpro.org > > > -------------- next part -------------- A non-text attachment was scrubbed... Name: jeano.vcf Type: text/x-vcard Size: 284 bytes Desc: not available URL: From SKelmer at stlcc.edu Tue Nov 28 07:33:55 2006 From: SKelmer at stlcc.edu (Kelmer, Susan M.) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question Message-ID: >PS - Susan - For the majority of students I work with, OCR'd >PDF files don't need to be tagged. We do cleanup in the same >way as with everything else, then send them a PDF. It includes >all the graphics, but all the student hears is the body of the >text, and/or anything else we might have included. The student >can then open the PDF and click on the Read button. Whatever >the default voice is, it will commence to read while still in >Adobe. For a blind student, we'd obviously do the tagging, but >then most of my blind students prefer a word doc with graphic >description. Jean Makes me wonder what I'm doing wrong. The OCR portion of the work to begin with is almost overwhelming; marking text boxes in their right order, making sure everything is captured, changing graphic boxes to text boxes or vice versa, etc. Then to make it a really usable PDF I need to check for spelling and layout problems and code the heading styles and etc. I don't see how it could be a usable document unless I spent that kind of time. And my blind students have no use at all for PDF's that aren't 100% accessible. They much prefer having appropriately-coded Word documents with the headers and footers in place, all heading styles marked, etc. Doing a 500 page book with this criteria can take me 40 hours a week for several weeks to get done in a decent way. And I don't have that kind of time. Susan Kelmer From djbrky at bu.edu Tue Nov 28 11:26:42 2006 From: djbrky at bu.edu (Berkowitz, Daniel J) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question In-Reply-To: <002d01c71242$f4892a80$05000100@CSDAdTech> Message-ID: Anyone else notice that Ron sent this out to the list on the morning of Thanksgiving? Now THAT's dedication! We are averaging between 170 and 200 books per semester. We used to outsource everything necessary to Kinko's and they could only send us back PDF files. Now that we have an in-house scanner we are doing more in-house direct into tiff and Word or HTML. I'd say we have gone from half our books in PDF to less than a third. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability _____________________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Teresa Wells Haven Sent: Monday, November 27, 2006 11:42 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Alt format production question Hello, Ron. Hope you had a happy Thanksgiving as well. We currently only produce perhaps 5% of our books from PDF source files; some semesters it is less, some more -- it depends on which publishers send us PDF files in response to our requests for electronic book files. We used to request Word files but have recently changed and begun specifically requesting PDF files since we can do a better job of producing quality alt media from them than from text extractions. Our production quantity ranges anywhere from 50 to 300 or more books each term; it depends on how many books are already available from other sources (RFB&D, AMX, our own archives, etc.) as well as how many requests we receive from students. Hope this helps, Teresa +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Thursday, November 23, 2006 10:13 AM To: 'Access Technologists in Higher Education Network'; 'Alternate Media' Subject: [Athen] Alt format production question Good morning, and a happy Thanksgiving as well. I have a question that maybe you can all help me with, what percentage of your e-text production comes from a PDF source file? It would also be helpful to know what quantity of books you are doing on an average is as well. Ron Stewart << File: ATT00024.txt >> << File: ATT7016655.txt >> From aanders2 at uiuc.edu Tue Nov 28 12:20:20 2006 From: aanders2 at uiuc.edu (Angella Anderson) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] volume per semester Message-ID: <6.2.1.2.2.20061128141802.028ab5e8@express.cites.uiuc.edu> We request pdf files from publishers for the same reason - we can run through Abbyy and get a cleaner document. We currently average about 400 documents a semester - that includes books from our archives, AMX, scanned, pdf's from publishers, and also e-reserve articles from the library that are all image-only pdf's that we must ocr.... Angie Angella Anderson, B.S. Disability Specialist, Supervisor of Text Conversion Division of Disability Resources and Educational Services University of Illinois 1207 S. Oak St. Rm 121 Champaign, IL 61820 217-244-5785 (voice) 217-333-0248 (fax) www.disability.uiuc.edu From ron.stewart at dolphinusa.com Tue Nov 28 12:44:53 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Alt format production question In-Reply-To: Message-ID: <002501c7132e$0fd35540$b35ac180@RONMOBILE> Has something more to do with Ron needs to get a life. Ron -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Berkowitz, Daniel J Sent: Tuesday, November 28, 2006 2:27 PM To: Access Technologists in Higher Education Network Subject: Re: [Athen] Alt format production question Anyone else notice that Ron sent this out to the list on the morning of Thanksgiving? Now THAT's dedication! We are averaging between 170 and 200 books per semester. We used to outsource everything necessary to Kinko's and they could only send us back PDF files. Now that we have an in-house scanner we are doing more in-house direct into tiff and Word or HTML. I'd say we have gone from half our books in PDF to less than a third. ========================= Daniel Berkowitz - Assistant Director Boston University Office of Disability Services 19 Deerfield Street, 2nd floor Boston, MA 02215 (617) 353-3658 (office) (617) 353-9646 (fax) djbrky@bu.edu (eMail) www.bu.edu/disability _____________________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Teresa Wells Haven Sent: Monday, November 27, 2006 11:42 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Alt format production question Hello, Ron. Hope you had a happy Thanksgiving as well. We currently only produce perhaps 5% of our books from PDF source files; some semesters it is less, some more -- it depends on which publishers send us PDF files in response to our requests for electronic book files. We used to request Word files but have recently changed and begun specifically requesting PDF files since we can do a better job of producing quality alt media from them than from text extractions. Our production quantity ranges anywhere from 50 to 300 or more books each term; it depends on how many books are already available from other sources (RFB&D, AMX, our own archives, etc.) as well as how many requests we receive from students. Hope this helps, Teresa +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Thursday, November 23, 2006 10:13 AM To: 'Access Technologists in Higher Education Network'; 'Alternate Media' Subject: [Athen] Alt format production question Good morning, and a happy Thanksgiving as well. I have a question that maybe you can all help me with, what percentage of your e-text production comes from a PDF source file? It would also be helpful to know what quantity of books you are doing on an average is as well. Ron Stewart << File: ATT00024.txt >> << File: ATT7016655.txt >> _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org From ron.stewart at dolphinusa.com Tue Nov 28 13:05:53 2006 From: ron.stewart at dolphinusa.com (Ron Stewart) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] Mac dictation system Message-ID: <004301c71330$fea395c0$b35ac180@RONMOBILE> Good afternoon, I have had a request from a student about help with voice recognition on the Mac, they are currently using iListen. My experiences with this are not positive, anyone have a good experience and willingness to help a student with this issue? Ron -------------- next part -------------- An HTML attachment was scrubbed... URL: From ron at ahead.org Tue Nov 28 12:52:46 2006 From: ron at ahead.org (Ron Stewart) Date: Sat Jun 9 18:28:10 2018 Subject: [Athen] FW: Scanners Message-ID: <003701c7132f$29bef6c0$b35ac180@RONMOBILE> Anyone have any experience with the newer bookedge scanners. Please reply to the list, since this is good info for everyone to have. Ron Stewart -----Original Message----- From: Donald Osier [mailto:donald.osier@maine.edu] Sent: Tuesday, November 28, 2006 10:44 AM To: ron@ahead.org Subject: Scanners Hi Ron, We met just over a year ago in Boulder. I am writing to ask a scanner related question. I am curious if you have had any experience with scanners of the type which as a group are called book scanners. Unlike a flat bed, the book is placed face up with a separate scan of both pages. Bookeye and CopiBook are two versions. Kyokko-Seiko has one as well. What I am working toward is an equipment set up that students can use independently to scan books quickly without having to chop the binding. I am especially interested in a system that students who have print difficulties that don't rise to the level of disability could use to scan texts for use with Kurzweil or similar programs. The book scanner type equipment seems the way to go if it meets the technical needs to be compatible with adaptive software programs. I called the Kurzweil folks, and they were not aware of the book scanner type of equipment. Do you have any knowledge of this type of equipment? Am I barking up the wrong tree? I look forward to your perspective. --Don Donald T. Osier Director of Learning Support Services University of Maine at Augusta 46 University Drive Augusta, ME 04330 (207) 621-3066 From asuncion at alcor.concordia.ca Tue Nov 28 16:06:24 2006 From: asuncion at alcor.concordia.ca (Jennison Asuncion) Date: Sat Jun 9 18:28:11 2018 Subject: [Athen] Upcoming SCoPE seminar: Accessibility of eLearning Dec 4-17, 2006 Hello, Message-ID: I wanted to invite you to a seminar that Catherine fichten and I will begin facilitating December 4 for two weeks around eLearning and accessibility. See the information below. Jennison Jennison Asuncion Co-Director, Adaptech Research Network http://www.adaptech.org From: "Sylvia Currie, SCoPE Coordinator" Subject: Upcoming SCoPE seminar: Accessibility of eLearning Dec 4-17, 2006 ==================== You're all invited to attend this online seminar discussion which begins next week at SCoPE. Seminar: Accessibility of eLearning Dec 4 - 17, 2006 Facilitated by Catherine Fichten and Jennison Asuncion For the past three years, the Adaptech Research Network has been investigating the accessibility of eLearning (e.g., PowerPoint in the classroom, online tests) to Canadian college and university students with visible and invisible disabilities. During this seminar, Jennison and Catherine will describe the research and share some early findings from their 409 research participants: * college and university students with disabilities who have used eLearning * professionals who provide disability-related accommodations on campus * faculty who have taught a course where they used some form of eLearning and had at least one student with a disability in that course, and * individuals who support/drive eLearning at their institution. They will also be eager to hear about your experiences teaching using eLearning with people with disabilities, your successes, and lessons learned. Wherever possible, they will provide guidance and suggestions, as well as facilitate the sharing of best practices among participants. Access the seminar directly: http://scope.lidc.sfu.ca/mod/forum/view.php?id=336 To contribute to discussions and customize your visits to SCoPE you will need to self-register http://scope.lidc.sfu.ca SCoPE is an online community hosted by Simon Fraser University. Discussions are free and open to the public. Please spread the word! -- Sylvia Currie SCoPE Community Coordinator scurrie@sfu.ca (250) 318-2907 ...an open, online community for people like you From asuncion at alcor.concordia.ca Tue Nov 28 17:43:31 2006 From: asuncion at alcor.concordia.ca (Jennison Asuncion) Date: Sat Jun 9 18:28:11 2018 Subject: [Athen] duplicate messages In-Reply-To: Message-ID: Hello, I am noticing that an email I sent out earlier today has been mysteriously reposted here a couple of times. Not sure how that's happening. Just wanted to let folks know that it's not me, and I'm looking into it. Jennison Jennison Asuncion Co-Director, Adaptech Research Network http://www.adaptech.org From asuncion at alcor.concordia.ca Wed Nov 29 05:15:38 2006 From: asuncion at alcor.concordia.ca (Jennison Asuncion) Date: Sat Jun 9 18:28:11 2018 Subject: [Athen] BlindNews: WCAG accessibility guidelines from W3C (fwd) Message-ID: Hello, I thought some here might find this article about version 2.0 of the Web Accessibility Guidelines of interest. Jennison Jennison Asuncion Co-Director, Adaptech Research Network http://www.adaptech.org ---------- Forwarded message ---------- Date: Tue, 28 Nov 2006 23:34:05 -0500 From: BlindNews Mailing List To: BlindNews@blindprogramming.com Subject: BlindNews: WCAG accessibility guidelines from W3C New Media Knowledge (UK) Wednesday, November 29, 2006 WCAG accessibility guidelines from W3C By Trenton Moss The second version of the Web Content Accessibility Guidelines (WCAG) is in final working draft and will soon be officially released. Version 1 of the guidelines came under much criticism for being vague, full of jargon and extremely difficult to use. The W3C has been working on version 2.0 of the guidelines for over 5 years now, but has it been worth the wait? What's good about WCAG 2.0? There have certainly been a number of improvements made to the new guidelines. This is of course to be expected - after 5 years you would expect some improvement! Some of these improvements include: Outdated guidelines removed A number of guidelines from WCAG 1.0 are well out-of-date. Unfortunately, web developers still implement these out-dated guidelines because they don't know otherwise. Rather than go on an accessibility training course and learn 'real-world' accessibility, many web developers and manager tick boxes against guidelines. Some of the out-of-date WCAG 1.0 guidelines, which have been removed from WCAG 2.0 include: 1.5 - Provide equivalent text links for links within client-side image maps 5.6 - Provide abbreviations for table header labels, if you use these 9.5 - Use accesskeys (keyboard shortcuts) for important links 10.3 - Don't use tables with more than one column for layout 10.4 - Make sure form fields aren't empty by default 10.5 - Ensure different links have non-link text between them (Please note, the above isn't the exact wording of the guidelines - each of the original guidelines has been translated from the official W3C guideline into more easy-to-understand language.) The above guidelines have all been removed from WCAG 2.0, so shouldn't be adhered to. Good real world techniques provided The document, Techniques for WCAG 2.0 replaces the previous techniques document, and is actually much better. It provides a list of common failures, which the previous version didn't, and actually offers some excellent examples of common errors. The other major improvement in this techniques document is that the examples provided are far more real-world. The WCAG 1.0 techniques document used text such as PortMaster 3 with ComOS 3.7.1 in their examples, but who has any idea what this means? The new document is far better in this respect, using examples such as phone numbers and calendars, for example. The techniques document also provides some clever recommendations, which accessibility guideline box-ticking developers wouldn't perhaps have thought have. For example: How to open a link in a new window using unobtrusive JavaScript Displaying decorative images through CSS Combining text and its adjacent image in the same link Providing a heading at the beginning of each section on the page ..And many more! Do have a good look at the WCAG 2.0 techniques document as there's lots of useful guidance here using quite easy-to-understand examples. New guidelines included A number of new guidelines have been brought into WCAG 2.0. Some of these guidelines are totally new whereas others were hinted at, but not specifically stated, in WCAG 1.0. Some examples include: Providing text-based error messages for forms Ensure all pages have a descriptive title Background noise can be turned off For a full list of brand new guidelines that don't map to any version 1 guidelines, have a look at the W3C's Comparison of WCAG 1.0 checkpoints to WCAG 2.0. What's not good about WCAG 2.0? So there certainly have been some improvements made to the W3C accessibility guidelines. But is it all good news? Have the problems associated with WCAG 1.0 been eliminated for this version 2 of the guidelines? Well not quite, as there are still a number of problems... Verbose and jargon-filled language One of the main criticisms aimed at WCAG 1.0 was the complexity of the language used. Have things improved? Hardly! Pretty much every paragraph is littered with jargon that the average web developer or web manager would be left with no clue as to the meaning. Clearly aware of the level of jargon, the W3C have made complex terms green underlined links, linking to definitions. This is all well and good in theory, but when most sentences are broken up with one or two links it makes reading these sentences quite difficult. Even worse though, is that the definitions are just as jargon-filled and difficult to understand as the term being defined! For example: Authored unit - Set of material created as a single body by an author Programmatically determined - Determined by software from data provided in a user-agent-supported manner such that the user agents can extract and present this information to users in different modalities Specific sensory experience - A sensory experience that is not purely decorative and does not primarily convey important information or perform a function Web unit - A collection of information, consisting of one or more resources, intended to be rendered together, and identified by a single Uniform Resource Identifier (such as URLs) Ironically, there's even a definition provided for the word 'jargon'! Furthermore, it seems that some jargon used in WCAG 1.0, which webmasters have gotten used to, has been replaced with equally incomprehensible words. For example, we no longer have Priority 1, 2 and 3 to aim for - instead we now have success criteria level 1, 2 and 3. Awful usability Another major criticism of the WCAG 1.0 guidelines was how difficult it is to find specific guidance and answers. It doesn't take too long to discover that the WCAG 2.0 guidelines quite clearly offer the same low level of usability. Reasons for this poor usability include: The level of jargon and complexity of language is truly phenomenal (as outlined above) The text is littered with links making it very difficult to read The two main documents, Understanding WCAG 2.0 and Techniques for WCAG 2.0 are 164 and 363 pages long in total (when doing a print preview) If only the W3C carried out basic usability testing of how people actually use (or are unable to use) these guidelines! What they'd undoubtedly find is that users won't understand most guidelines and will end up blindly clicking links to find out how to meet these guidelines. As with WCAG 1.0, clicking on most links from the WCAG 2.0 guidelines simply takes users into the middle of massive pages full of difficult-to-understand text. The text, of course, is densely littered with links. Users will probably click on a link again in the desperate hope that they'll somehow find some text that clearly and succinctly explains what they need to do. They'll usually be disappointed. Organising the massive amount of content available is certainly not an easy task - but why not, as a start, split up these massive documents into more manageable and less intimidating sets of smaller documents? Then, carry out some usability testing, refine, and test again. Useful guidelines gone Although there are a number of useful, new guidelines in WCAG 2.0, a number of important guidelines from WCAG 1.0 have been removed or are only vaguely referred to. These include, but aren't limited to: 3.1 - Avoid embedding text within images. 3.2 - Create documents that validate. 3.3 - Use CSS and not tables for layout. 3.4 - Ensure text is resizable. 12.3 - Divide large blocks of information into more manageable groups where natural and appropriate. 13.8 - Place distinguishing information at the beginning of headings, paragraphs, lists, etc. 14.1 - Use clear and simple language. (Please note, the above isn't the exact wording of the guidelines - each of the original guidelines has been translated from the official W3C guideline into more easy-to-understand language.) Particularly worrying is the removal of the final three guidelines, all of which relate to the accessibility of content. A major part of any website's accessibility, and one that's often overlooked, is the site's usability and how the content is written and structured. Accessible content is crucial for all special needs users, particularly those with learning difficulties and dyslexia. Perhaps the reason these guidelines have been removed is because content guidelines are fluffier and harder to measure than technical accessibility guidelines. Whatever the reason, this is not a good step for accessibility. Technology neutral and the concept of the baseline WCAG 1.0 states quite clearly that alternatives to JavaScript, PDFs and Flash must all be provided, as assistive technologies such as screen readers can't access these. Although this was generally true in 1999, it's not the case now, and nowadays JavaScript, PDFs and Flash can all be made accessible to most assistive technologies. (Remember, 'can be' is not the same as 'are'.) Version 1 of the accessibility guidelines became quite outdated rather quickly. To prevent this from happening to version 2 of the accessibility guidelines, the W3C have attempted to make WCAG 2.0 technology-neutral. Sounds sensible as now the guidelines won't become outdated so quickly, right? In practice, what this means is that the WCAG 2.0 guidelines are extremely vague. So vague, in fact, that they're almost unusable as they talk in such generic terms. Additionally, the concept of the baseline has now been introduced, where by webmasters can claim which technologies they assume are supported by site visitors' browsers. So, if you build a website entirely in Flash and say that Flash is part of your baseline, your website can conform with all the guidelines despite the fact that some people won't be able to access your site at all! Discussion So, was the wait worth it? We've waited over 5 years for WCAG 2.0 and certainly a number of improvements have been made. Worryingly though, the guidelines continue to be very difficult to actually use, further discouraging webmasters from reading them. The extra vagueness of these new guidelines certainly doesn't help either. The W3C just doesn't seem to get it: People don't generally want to read through hundreds of pages of text to find out how to implement accessible solutions - they just want answers and specific guidance. For most people, accessibility is just one small part of their job and they don't have time for all this. Webmasters are also now being asked to choose a baseline for their website but how do they even begin to go about doing this!? How would you as a web developer explain the concept of a baseline to senior management? How do you decide what you should do so as to comply with any legal requirements? Unfortunately there's no correct answer to either of these questions. Solution? A solution could be that the W3C simply provides specific guidelines for what web developers and managers actually have to do. Much of this information is already there on their website, but it's hidden away in the enormous and intimidating Techniques for WCAG 2.0 document. This document could be broken down into manageable chunks, added to and refined, and focus on providing specific, real world guidelines. Guidelines should be relevant and specific to today's technology, but would be updated on an on-going basis so as to make sure they don't become too dated. Why did we have to wait over five years for version 2.0? Why couldn't we have received versions 1.1, 1.2, 1.3 and so on during this time? This would surely have prevented WCAG 1.0 becoming out-dated as quickly as it did? Most importantly though, the whole WCAG 2.0 section on the W3C website needs to have usability testing carried out on it. The benefits of usability testing are pretty well known by now, and it's quite clear that the W3C has very little idea how real users are interacting with the website. By carrying out ongoing usability testing, the W3C can learn about its users and ultimately aim for an easy-to-understand and intuitive website. This article was written by Trenton Moss. Trenton's crazy about web usability and accessibility - so crazy that he went and started his own web usability and accessibility consultancy to help make the Internet a better place for everyone. He's extremely good at accessibility consulting and spends much of his time doing DOM scripting & accessible JavaScript. http://www.nmk.co.uk/article/2006/11/26/wcag-20 -- BlindNews mailing list To contact a list moderator about a problem or to make a request, send a message to BlindNews-Owner@BlindProgramming.com The BlindNews list is archived at: http://GeoffAndWen.com/blind/ To address a message to all members of the list, send mail to: BlindNews@blindprogramming.com Access your subscription info at: http://blindprogramming.com/mailman/listinfo/blindnews_blindprogramming.com To unsubscribe via e-mail: send a message to BlindNews-Request@BlindProgramming.com with the word unsubscribe in either the subject or body of the message From tlwells at uark.edu Wed Nov 29 06:05:56 2006 From: tlwells at uark.edu (Teresa Wells Haven) Date: Sat Jun 9 18:28:11 2018 Subject: [Athen] Mac dictation system In-Reply-To: <004301c71330$fea395c0$b35ac180@RONMOBILE> Message-ID: <001801c713bf$80255500$07d2b882@CSDAdTech> Hi, Ron. I don't have extensive experience with iListen, but I was able to help a student a year or so ago get it working to the point of being happy with it. The major points we discovered to be critical were, not surprisingly, 1) use of a very good-quality headset mic, properly positioned, and 2) working in an environment with as little background noise as possible (much more critical than with Dragon on a PC). It didn't matter if we tried to train in the same environment (with background noise) as the student was going to regularly use the program, it just kept "hearing" the bg as dictation. He had to finally accept that he would always have to use the program in a quiet setting. The student also had to learn not to get frustrated with the program and allow the frustration to change his voice quality. Once we got over those hurdles, the student was able to use the program successfully for his purpose, which was to reduce long stretches of keyboarding for letters, papers, etc. Hope this helps, Teresa +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Tuesday, November 28, 2006 3:06 PM To: 'Access Technologists in Higher Education Network' Subject: [Athen] Mac dictation system Good afternoon, I have had a request from a student about help with voice recognition on the Mac, they are currently using iListen. My experiences with this are not positive, anyone have a good experience and willingness to help a student with this issue? Ron -------------- next part -------------- An HTML attachment was scrubbed... URL: From PeplowM at missouri.edu Wed Nov 29 06:43:04 2006 From: PeplowM at missouri.edu (Peplow, Michael O.) Date: Sat Jun 9 18:28:11 2018 Subject: [Athen] Mac dictation system In-Reply-To: <001801c713bf$80255500$07d2b882@CSDAdTech> Message-ID: <93FF41EA7C3CB24BB7234B82F43530C3BE465C@UM-XMAIL06.um.umsystem.edu> I have not used iListen recently, but I did use it extensively about two years ago and at that time the recognition was only slightly behind naturally speaking. The major problem I had at that time was that iListen could not do hands-free correction, but as I understand it is capable in the program now. Other than that Teresa is correct a good USB headset is a necessity although I did not have to have that much of a quiet setting. In fact at that time Dragon NaturallySpeaking was more background sensitive than iListen was. One more thing I just remembered about iListen is that you have to have enough memory to help get you quick and smooth recognition. We recommend a 1 GB of memory for running NaturallySpeaking and this would be very similar for iListen. I am getting ready to do some more research with iListen and I may have more information in the future. Mike Peplow Assistive Technology Practitioner Adaptive Computing Technology Center University of Missouri-Columbia N215 Memorial Union 573 882-5657 1-866 396-2380 peplowm@Missouri.edu http://IATservices.Missouri.edu/adaptive ________________________________ From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Teresa Wells Haven Sent: Wednesday, November 29, 2006 8:06 AM To: 'Access Technologists in Higher Education Network' Subject: Re: [Athen] Mac dictation system Hi, Ron. I don't have extensive experience with iListen, but I was able to help a student a year or so ago get it working to the point of being happy with it. The major points we discovered to be critical were, not surprisingly, 1) use of a very good-quality headset mic, properly positioned, and 2) working in an environment with as little background noise as possible (much more critical than with Dragon on a PC). It didn't matter if we tried to train in the same environment (with background noise) as the student was going to regularly use the program, it just kept "hearing" the bg as dictation. He had to finally accept that he would always have to use the program in a quiet setting. The student also had to learn not to get frustrated with the program and allow the frustration to change his voice quality. Once we got over those hurdles, the student was able to use the program successfully for his purpose, which was to reduce long stretches of keyboarding for letters, papers, etc. Hope this helps, Teresa +++++++++++++++++++++ Teresa Wells Haven, Ph.D. Assistant Director for Assistive Technology Center for Students with Disabilities ARKU 104 University of Arkansas Fayetteville, AR 72701 479-575-3104 (voice) 479-575-7445 (fax) 479-575-3646 (tdd) ada@uark.edu +++++++++++++++++++++ -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Ron Stewart Sent: Tuesday, November 28, 2006 3:06 PM To: 'Access Technologists in Higher Education Network' Subject: [Athen] Mac dictation system Good afternoon, I have had a request from a student about help with voice recognition on the Mac, they are currently using iListen. My experiences with this are not positive, anyone have a good experience and willingness to help a student with this issue? Ron -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kerri_Hicks at brown.edu Wed Nov 29 11:47:36 2006 From: Kerri_Hicks at brown.edu (Kerri Hicks) Date: Sat Jun 9 18:28:11 2018 Subject: [Athen] Judge rules paper money unfair to blind Message-ID: I thought folks here might be interested in this ruling. http://money.cnn.com/2006/11/28/markets/treasury_ruling/index.htm "A federal judge has ruled that the U.S. Treasury Department is violating the law by failing to design and issue currency that is readily distinguishable to blind and visually impaired people..." Best, Kerri From gdietrich at htctu.net Wed Nov 29 15:27:00 2006 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:28:11 2018 Subject: [Athen] Request for AHG 2006 Presentations In-Reply-To: <007501c7078a$c913d570$99821299@htctu.fhda.edu> Message-ID: <000601c7140d$df0ed4d0$9a821299@htctu.fhda.edu> There was my last minute edition: Using Duxbury to Create Braille ****************************************************** Gaeir (rhymes with "fire") Dietrich High Tech Center Training Unit of the California Community Colleges De Anza College, Cupertino, CA www.htctu.net 408-996-6043 -----Original Message----- From: athen-bounces@athenpro.org [mailto:athen-bounces@athenpro.org] On Behalf Of Sean Keegan Sent: Monday, November 13, 2006 5:18 PM To: athen@athenpro.org Subject: [Athen] Request for AHG 2006 Presentations Athen members, I am in the process of updating the ATHEN site and would like to link to any presentations that you may have participated in at the Accessing Higher Ground Conference. If you just want to send me the URL (if the presentation is online) that is fine. If you would rather just have the ATHEN site host your presentation, then you need to send it to me in an accessible format. Here is the list of individuals who I have as ATHEN members who also presented: # Computer Access on Campus: Separate, Equal or Hybrid? [ATHEN Track] - Alice Anderson & Henry Huang # Geeklopedia: From Blog to Wiki - A Primer on Tech Terminology (v 2.0) [ATHEN Track]- Daniel Berkowitz, Boston University # Update on Automated Tactile Graphics [ATHEN Track] - Dan Comden, University of Washington # E-Text and DAISY Training @ Boston University [ATHEN Track] - Daniel Berkowitz, Boston University # Messing With Math and Sleeping With Science: the Road to Higher Education Access [ATHEN Track] - Pratik Patel If there are other ATHEN members who would like to have their presentations also included and were not listed above, just send me a message. Thanks! Take care, Sean Sean Keegan Web Accessibility Instructor High Tech Center Training Unit of the California Community Colleges _______________________________________________ Athen mailing list Athen@athenpro.org http://athenpro.org/mailman/listinfo/athen_athenpro.org -------------- next part -------------- A non-text attachment was scrubbed... Name: 01a_Duxbury_Manual_10_5[1].doc Type: application/msword Size: 818688 bytes Desc: not available URL: From skeegan at htctu.net Thu Nov 30 09:56:18 2006 From: skeegan at htctu.net (Sean Keegan) Date: Sat Jun 9 18:28:11 2018 Subject: [Athen] Job Opportunity at Cal State East Bay Message-ID: <000601c714a8$d6d51ae0$99821299@htctu.fhda.edu> Hello list, Another alternate media job posting. ***** Please visit this link. We are looking for an Alt Media Specialist. East Bay is a leader in the CSU for accessible technology. If you have questions, please let me know. Jean https://abaweb.csueastbay.edu/hr/hrapps/empOppDesc.cfm?recnumb=002122 Jean Wells CSU East Bay 510-885-4366 ****