From cgershman at pima.edu Mon Jul 2 09:57:29 2012 From: cgershman at pima.edu (Gershman, Cindy) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] noise reduction and white noise headphones Message-ID: Good morning all, Forgive the cross post:( Looking for recommendations for both noise cancelling headphones and headphones which actually generate different colored noises. Many thanks for any help. Cindy Gershman Advanced Program Coordinator, Alt Format Disabled Student Resources Pima Community College Tucson, AZ 520-206-6688 cgershman@pima.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From sam.joehl at ssbbartgroup.com Thu Jul 5 06:21:04 2012 From: sam.joehl at ssbbartgroup.com (sam.joehl@ssbbartgroup.com) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Instructional Designer (McLean, VA) Message-ID: <20120705132104.8E8CA94428@web34f.int.craigslist.org> sam.joehl@ssbbartgroup.com has forwarded you this craigslist.org posting. Please see below for more information. Visit the posting at http://washingtondc.craigslist.org/nva/edu/3087445425.html to contact the person who posted this. ============================================================ Instructional Designer Date: 2012-06-19, 11:47AM SSB BART Group ("SSB"), the leader in the growing field of accessible IT solutions, has an immediate opening for an Instructional Designer. The ideal candidate will have significant experience developing classroom and online learning courses, and will possess strong verbal and written communication skills. The candidate will have a Master's degree and relevant work experience. With over 800 public and private sector customers and award-winning software, SSB helps companies design and enhance their IT systems so they are accessible to persons with disabilities. The Instructional Designer will work both internally at SSB and with clients to develop and deploy new training programs, curricula and courses, and is interested in working as part of a team to grow the overall training business of SSB. This position will report to the Training Manager. As the training line of business grows, the responsibilities of this position are expected to grow accordingly. The SSB team is an enthusiastic and diverse group headquartered in McLean, Virginia with offices in San Francisco and Concord, NH. This position is being offered in the McLean office. Responsibilities: * Work collaboratively across the company and within specific practice areas to identify critical knowledge, skills and behaviors * Work with clients and/or on client site * Conduct training needs assessments to identify gaps, develop strategies, plans and programs * Conduct needs and task analyses * Identify and develop learning solutions that best meet the clients' needs * Develop/program learning and human performance improvement products * Design, implement and evaluate new and existing learning solutions * Conduct quality assurance and review training development projects * Teach on-site classes * Facilitate online web-based training sessions * Work and collaborate with Subject Matter Experts ("SMEs") to identify instructional content * Evaluate and provide recommendations for existing training development tools Qualifications: * MA or MEd degree in Instructional Design, Educational Technology or related field (near term Graduate acceptable) or equivalent combination of education and experience * 2 or more years of experience in both the face-to-face and e-learning environments * Demonstrated experience in application of instructional systems development methodology and adult learning principles * Proficiency to communicate orally and in writing to interface between subject matter experts, instructional designers, programmers and clients * Experience in Federal government and/or commercial projects * Ability to work independently and as part of a team * Ability to represent the company on client site * Personal computer and business solutions software skills * Experience in creating accessible documents and training materials * Must be able to design universally accessible content * Familiarity with Section 508 and Web Content Accessibility Guidelines ("WCAG") preferred, but not required * Experience with e-learning authoring tools and/or Learning Management Systems ("LMS") a plus * Position requires some travel This is a full-time, salaried position with a competitive benefits package. For immediate consideration, send a cover letter, r?sum? and salary requirements to the email address "jobs at ssbbartgroup dot com", written in the correct email address format. Please include the phrase "Instructional Designer" in the subject line. SSB BART Group is committed to workforce diversity. Equal Opportunity Employer. Copyright 2012, SSB BART Group. All rights reserved. Location: McLean, VA Principals only. Recruiters, please don't contact this job poster. Please, no phone calls about this job! Please do not contact job poster about other services, products or commercial interests. Original URL: http://washingtondc.craigslist.org/nva/edu/3087445425.html ============================================================ this craigslist posting was forwarded to you by someone using our email-a-friend feature - if you want to prevent these, please go to: http://www.craigslist.org/cgi-bin/te/U2FsdGVkX18yNjYxNTI2Nkh09_IvDNKL0Qfg_D6ETWi1qcjsAJLBEY68CpE2a8He4pmMu3wy1u-LP55-_Vu5cPJXO5g47twz ============================================================ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ron at altformatsolutions.com Thu Jul 5 10:33:44 2012 From: ron at altformatsolutions.com (Ron Stewart) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] NFB Presidents Report Message-ID: <000d01cd5ad4$5456be70$fd043b50$@altformatsolutions.com> Morning all, I thought I would share the recent NFB President's report since one of our colleagues is mentioned as well as providing a great overview of what our friends at NFB have been up to this year. http://www.nfb.org/Images/nfb/Publications/convent/presreport2012.htm Ron Stewart **************************************************************************** *** Ron Stewart Managing Consultant Altformat Solutions LLC 8300 West Weller St Yorktown, IN 47396 Mobile: 609 213-2190 Fax: 765 405-1484 ron@altformatsolutions.com www.altformatsolutions.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From wulfcx at jmu.edu Mon Jul 9 09:26:44 2012 From: wulfcx at jmu.edu (Wulf, Christina - wulfcx) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] RE: noise reduction/white noise headphones In-Reply-To: <201207021901.q62J1Wek029999@mxout14.cac.washington.edu> References: <201207021901.q62J1Wek029999@mxout14.cac.washington.edu> Message-ID: Hi Cindy - We just purchased some Califone NC500TFC noise cancelling headphones for use in testing labs & for students needing low-distraction environments. We don't have student feedback yet since the headphones just arrived, but I personally like them a lot! I use them sometimes when my shared office gets too loud & distracting. Sounds are audible but muffled and seem as though they're coming from a great distance. Best, Christina Wulf Office of Disability Services Accessible Media & Technology Assistant James Madison University Harrisonburg, VA Wilson Hall 208 540-568-5046 wulfcx@jmu.edu -----Original Message----- From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of athen-list-request@mailman1.u.washington.edu Sent: Monday, July 02, 2012 3:02 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 78, Issue 1 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman1.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman1.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman1.u.washington.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of athen-list digest..." Today's Topics: 1. noise reduction and white noise headphones (Gershman, Cindy) ---------------------------------------------------------------------- Message: 1 Date: Mon, 2 Jul 2012 09:57:29 -0700 From: "Gershman, Cindy" Subject: [Athen] noise reduction and white noise headphones To: " (athen-list@u.washington.edu)" Message-ID: Content-Type: text/plain; charset="us-ascii" Good morning all, Forgive the cross post:( Looking for recommendations for both noise cancelling headphones and headphones which actually generate different colored noises. Many thanks for any help. Cindy Gershman Advanced Program Coordinator, Alt Format Disabled Student Resources Pima Community College Tucson, AZ 520-206-6688 cgershman@pima.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120702/e5d9a8ac/attachment-0001.htm ------------------------------ _______________________________________________ athen-list mailing list athen-list@mailman1.u.washington.edu http://mailman1.u.washington.edu/mailman/listinfo/athen-list End of athen-list Digest, Vol 78, Issue 1 ***************************************** From wink.harner at mesacc.edu Tue Jul 10 08:46:10 2012 From: wink.harner at mesacc.edu (Wink Harner) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Livescribe Support Message-ID: <4ffc4e45.84e2440a.55aa.ffff924f@mx.google.com> Hi all, Am posting a link for Livescribe. Some of you may wish to sign up to find additional resources, support, & FAQ's. http://www.livescribe.com/blog/education/ Blessings, Wink Ms. Wink Harner Project Support OHS - NU6 119 Mesa Community College 1833 W. Southern Avenue Mesa AZ 85202 480-461-7448 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wink.harner at mesacc.edu Tue Jul 10 12:01:48 2012 From: wink.harner at mesacc.edu (Wink Harner) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] tagging images Message-ID: <4ffc7c1f.09e1440a.38cc.0565@mx.google.com> Hi all, Any of you - specifically the Google accessibility group - know a work around for tagging images in Gmail for screen reader accessibility? The question originally was: "Just a note to let you know that some of this e-mail is not accessible for screenreaders. In the section which tells what acknowledgment to use for whom, there are images which are not tagged." The response to this note was: "Thanks for letting me know. I couldn't get Gmail to tag the images appropriately." My question is threefold: - can images be tagged in Gmail? Can tags added later successfully? - If so, how? - If not, has anyone worked out any solutions yet? Inquiring minds want to know! Thanks in advance, Wink Ms. Wink Harner Project Support OHS - NU6 119 Mesa Community College 1833 W. Southern Avenue Mesa AZ 85202 480-461-7448 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kenneth.Elkind at umb.edu Thu Jul 12 06:13:45 2012 From: Kenneth.Elkind at umb.edu (Kenneth Elkind) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] RE: creating accessible Pharos printing stations Message-ID: <3EA5FBF402FB0E4EAEEAE0C6D21F1DC00409C3F1@ebe1.umassb.net> Has anybody tried this or implemented something like this. Hello Kenneth, I am so sorry for the late reply. I was on vacation and I missed your email. This is what we did to create. 1. Format the PC and install windows OS 2. With AdminStudio program, take a snapshot of clean machine as image 3. Install Magic application on client machine 4. With AdminStudio program, take another snapshot with Magic Installed. 5. In the AdminStudio, compare two snapshots. (You should be able to see what files installed and extract them along with system files and registry key) 6. Archive the extracted files , system files, and registry key as MSI file 7. Create GPO policy for pharos release station and link MSI file that you created in #6 to proper OU. 8. Pre-stage the computer object in AD & join the client machine to AD 9. Reboot the client machine and watch automatically Magic installs. If you have any questions, feel free to contact us. Thanks. p.s. - if you would like to use SCCM, I will prepare the new instruction. Kenneth Elkind Assistive Technology Specialist (617) 287- 5243 Kenneth.elkind@umb.edu Skype User Number: adaptiveumb Adaptive Computer Lab Maximizing Learning Potential Learn about the Adaptive Computer Lab -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: smime.p7s Type: application/pkcs7-signature Size: 6003 bytes Desc: not available URL: From gdietrich at htctu.net Thu Jul 12 14:09:22 2012 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] ATPC E-text Coordinator Position Message-ID: I had hoped to distribute this announcement widely, but it came through when I was sick and I did not see it. Unfortunately, the first round is already closed.but if they did not get good candidates in the first round, there may still be an opportunity. If you are interested, you might check with Mike Bastine to see if they are still accepting applications: Michael Bastine ATPC Director 805.383.0187 x101 MBastine@atpc.net ATPC E-text Coordinator: https://www.sbccdjobs.com/applicants/jsp/shared/frameset/Frameset.jsp?time=1 342126772703 Under the direction of the Director, Alternate Text Production Center (ATPC), the E-Text Production Manager is responsible for managing the reformatting books and other materials produced into accessible digital formats for students within the California Community College system. The E-Text Production Manager is also responsible for assigning and overseeing contracts with E-Text production workforce; and coordinating the production, archiving and timely distribution of E-Text books for customers in the California Community College system; recruits qualified independent contractors, volunteers, and others in producing E-Text products. MINIMUM REQUIREMENTS 1. A Bachelor's degree from an accredited college or university. 2. Five (5) years of electronic media experience relating to producing, reformatting, converting, and/or disseminative numerous computer file formats. ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ 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 ^^^^^^^^^^^^^^^^ The HTCTU provides leadership, training, and support to the California Community Colleges in using technology to promote the success of students with disabilities. ^^^^^^^^^^^^^^^^ "We can complain because rose bushes have thorns, or rejoice because thorn bushes have roses." ?Abraham Lincoln -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer.atsol at gmail.com Mon Jul 16 08:25:31 2012 From: hkramer.atsol at gmail.com (Howard Kramer) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] How the creators of Dragon got fleeced by Goldman Sachs Message-ID: This is more financial than technical but thought some of you might find this interesting. http://www.nytimes.com/2012/07/15/business/goldman-sachs-and-a-sale-gone-horribly-awry.html?_r=4&pagewanted=1&nl=todaysheadlines&emc=edit_th_20120715&pagewanted=all -- Howard Kramer AHG Conference Coordinator Access Specialist 303-492-8672 fax: 492-5601 Disability Services Division of ODECE- achieving excellence through diversity and inclusion -------------- next part -------------- An HTML attachment was scrubbed... URL: From wink.harner at mesacc.edu Mon Jul 16 08:46:48 2012 From: wink.harner at mesacc.edu (Wink Harner) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] How the creators of Dragon got fleeced by Goldman Sachs In-Reply-To: References: Message-ID: Good read. Thanks for sharing, Howard. It really explains the history of the different iterations of the product too, depending on which company was responsible for expanding & developing the continued pattern recognition technology. I hope the Bakers win. I vote we all send rocks for their slingshot against the GS Goliath. Wink On Mon, Jul 16, 2012 at 8:25 AM, Howard Kramer wrote: > > This is more financial than technical but thought some of you might find > this interesting. > > > http://www.nytimes.com/2012/07/15/business/goldman-sachs-and-a-sale-gone-horribly-awry.html?_r=4&pagewanted=1&nl=todaysheadlines&emc=edit_th_20120715&pagewanted=all > > > -- > Howard Kramer > AHG Conference Coordinator > Access Specialist > 303-492-8672 > fax: 492-5601 > Disability Services > Division of ODECE- achieving excellence through diversity and inclusion > > _______________________________________________ > athen-list mailing list > athen-list@mailman1.u.washington.edu > http://mailman1.u.washington.edu/mailman/listinfo/athen-list > > -- Wink Ms. Wink Harner OHS Project Support Mesa Community College 1833 W. Southern Avenue Mesa AZ 85212 480-461-7448 -------------- next part -------------- An HTML attachment was scrubbed... URL: From nettiet at gmail.com Mon Jul 16 09:00:10 2012 From: nettiet at gmail.com (Nettie Fischer) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] How the creators of Dragon got fleeced by Goldman Sachs In-Reply-To: References: Message-ID: Many of us can remember the transitions from Dragon software to its present format; sadly, I can only assume that I was not the only person who was unaware of how the originators were mistreated and cheated. I hope they win their due share while they are still alive and able to enjoy the outcome. Nettie's nickel On Mon, Jul 16, 2012 at 8:25 AM, Howard Kramer wrote: > > This is more financial than technical but thought some of you might find > this interesting. > > > http://www.nytimes.com/2012/07/15/business/goldman-sachs-and-a-sale-gone-horribly-awry.html?_r=4&pagewanted=1&nl=todaysheadlines&emc=edit_th_20120715&pagewanted=all > > > -- > Howard Kramer > AHG Conference Coordinator > Access Specialist > 303-492-8672 > fax: 492-5601 > Disability Services > Division of ODECE- achieving excellence through diversity and inclusion > > _______________________________________________ > athen-list mailing list > athen-list@mailman1.u.washington.edu > http://mailman1.u.washington.edu/mailman/listinfo/athen-list > > -- *Nettie T. Fischer, ATP Assistive Technology Professional* *RESNA Certified* *California Certified NPA Nettiet, ATP Consultants www.nettietatpconsultants.com [916] 222-3492 Office* *[916] 686-1860 FAX (916) 704-1456 Cell* -------------- next part -------------- An HTML attachment was scrubbed... URL: From gdietrich at htctu.net Tue Jul 17 19:16:39 2012 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] AT Position Available Message-ID: <49BF6C349F2F4B6597BD2CA7F1158C6E@htctu.fhda.edu> Taft College just posted a position for High Tech Specialist. Below is the link. http://www.taftcollege.edu/tcwp/hr/wp-content/uploads/2011/04/Learning-Skill s-Instructor-6-12-pics.pdf Thanks Susan Susan Vaughan Learning Specialist Taft College svaughan@taftcollege.edu (661) 763-7927 -------------- next part -------------- An HTML attachment was scrubbed... URL: From sullivag at mscd.edu Tue Jul 17 20:50:02 2012 From: sullivag at mscd.edu (Sullivan, Gregory) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Position Opening Message-ID: <4C003C963EC9634E99EBB91226A6817515E7601BD5@E2K7VS.services.metro> Metropolitan State University of Denver is currently accepting applications for an Adaptive Information Technology Specialist. You can view and apply for the position at the following link, https://www.mscdjobs.com/applicants/jsp/shared/frameset/Frameset.jsp?time=1342582641421 Sl?inte, Greg Sullivan Director, Access Center Student Services Division Metropolitan State College of Denver 303-556-8387 www.mscd.edu/~access P Consider the environment. Please don't print this e-mail unless you really need to! Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender immediately by reply e-mail and destroy all copies of the original message. From skeegan at stanford.edu Wed Jul 18 10:30:14 2012 From: skeegan at stanford.edu (Sean J Keegan) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] New Perkins Smart Brailler Message-ID: <5006F2A6.9080008@stanford.edu> It seems that Perkins has been busy developing a new Braille device for today's digital world. It's definitely a far cry from what has been available in the past. More information can be found at: http://tinyurl.com/bqc4r5c (long URL: http://www.engadget.com/2012/07/18/perkins-smart-brailler-helps-the-blind-learn-to-type/) The new Smart Brailler looks like a traditional Perkins Brailler, but is red and appears to have plastic pieces. Just above the keys there is a panel with a speaker on the left side, an LCD screen showing what was typed, and buttons in a four-way compass configuration (up/down/left/right). Click on the "Show Press Release" link to read more about the new Smart Brailler. No word if it can also act as a boat anchor like the original models... Take care, Sean -- Sean Keegan Associate Director, Assistive Technology Office of Accessible Education - Stanford University http://studentaffairs.stanford.edu/oae From Teresa.Haven at asu.edu Wed Jul 18 12:44:20 2012 From: Teresa.Haven at asu.edu (Teresa Haven) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Comparison of eye-tracking systems Message-ID: <41DBE0E04D07504A86D68558FE7BAB6B0698AE5A@exmbt02.asurite.ad.asu.edu> Aloha, all. Has anyone performed a recent comparison among the major eye-tracking systems on the market? I'm interested in recent evaluations of Tobii, EyeGaze, DynaVox, and any other major/reputable brands anyone can share. Also, if anyone knows of a vendor or consultant who has the capability of traveling to a potential client and demonstrating/evaluating multiple systems in one appointment, that would be helpful as well. Thanks in advance, Teresa ++++++++++++++++++++++++++++++ Teresa LW Haven, Ph.D. Supervisor, Alternative Format Services Disability Resource Center Arizona State University ++++++++++++++++++++++++++++++ -------------- next part -------------- An HTML attachment was scrubbed... URL: From CUTLER_ELLEN at smc.edu Wed Jul 18 13:42:53 2012 From: CUTLER_ELLEN at smc.edu (CUTLER_ELLEN) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Accounting Book Etext Message-ID: Hello, We are in the process of preparing the alt media for a blind student who is taking Accounting 1 in the fall. We are converting his text book to Word and structuring the document with headings, linearizing the side bars and image text to read correctly, etc. The most formidable challenge we currently face is dealing with the images of spreadsheets. We are wondering if some of you have prepared Accounting textbooks for students who are blind and could share your approach. We have ordered the Learning Ally version, but it won't be available until about a month after the semester begins at the earliest. In any case, etext is the student's preferred format. Thanks very much. Ellen Ellen Cutler Santa Monica College 310.434-4496 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ron at ahead.org Wed Jul 18 13:49:55 2012 From: ron at ahead.org (Ron Stewart) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Accounting Book Etext In-Reply-To: References: Message-ID: <01b301cd6526$e3732830$aa597890$@ahead.org> Given that it is an accounting book the student may actually need access to the spreadsheet content so they may need to be converted to tables. Ron Stewart From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of CUTLER_ELLEN Sent: Wednesday, July 18, 2012 1:43 PM To: athen-list@u.washington.edu; altmedia@htclistserv.htctu.fhda.edu Subject: [Athen] Accounting Book Etext Hello, We are in the process of preparing the alt media for a blind student who is taking Accounting 1 in the fall. We are converting his text book to Word and structuring the document with headings, linearizing the side bars and image text to read correctly, etc. The most formidable challenge we currently face is dealing with the images of spreadsheets. We are wondering if some of you have prepared Accounting textbooks for students who are blind and could share your approach. We have ordered the Learning Ally version, but it won't be available until about a month after the semester begins at the earliest. In any case, etext is the student's preferred format. Thanks very much. Ellen Ellen Cutler Santa Monica College 310.434-4496 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lcaid at mail.wtamu.edu Wed Jul 18 13:52:13 2012 From: lcaid at mail.wtamu.edu (Caid, Lisa M.) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Mediasite 6.0 Lecture Capture Accessibility Message-ID: <5135B059728F9E4EA68E0C929F341F890ADAAA@netExchDAGW02.wtacademic.wtamu.edu> Hello ATHEN, Can anyone speak to your (or others) use of Sonic Foundry's Mediasite v6.0 (or lower) lecture capture system regarding its accessibility for faculty and student users? If not, can anyone point me to a good resource for the same information? WT is looking at this solution for our smart classroom lecture capture system. Thanks very much for your help! :0) Sincerely, Lisa M. Caid Accessibility Coordinator Information Technology West Texas A&M University www.wtamu.edu 806-651-1241 lcaid@wtamu.edu TAC 206 Definitions. TAC 213 Definitions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Teresa.Haven at asu.edu Wed Jul 18 13:53:15 2012 From: Teresa.Haven at asu.edu (Teresa Haven) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Accounting Book Etext In-Reply-To: <01b301cd6526$e3732830$aa597890$@ahead.org> References: <01b301cd6526$e3732830$aa597890$@ahead.org> Message-ID: <41DBE0E04D07504A86D68558FE7BAB6B0698B133@exmbt02.asurite.ad.asu.edu> I would second Ron's suggestion; we have also on occasion had students ask us to re-create the spreadsheets in Excel and include those along with the textbook files. ++++++++++++++++++++++++++++++ Teresa LW Haven, Ph.D. Supervisor, Alternative Format Services Disability Resource Center Arizona State University ++++++++++++++++++++++++++++++ From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of Ron Stewart Sent: Wednesday, July 18, 2012 1:50 PM To: 'Access Technology Higher Education Network'; altmedia@htclistserv.htctu.fhda.edu Subject: RE: [Athen] Accounting Book Etext Given that it is an accounting book the student may actually need access to the spreadsheet content so they may need to be converted to tables. Ron Stewart From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of CUTLER_ELLEN Sent: Wednesday, July 18, 2012 1:43 PM To: athen-list@u.washington.edu; altmedia@htclistserv.htctu.fhda.edu Subject: [Athen] Accounting Book Etext Hello, We are in the process of preparing the alt media for a blind student who is taking Accounting 1 in the fall. We are converting his text book to Word and structuring the document with headings, linearizing the side bars and image text to read correctly, etc. The most formidable challenge we currently face is dealing with the images of spreadsheets. We are wondering if some of you have prepared Accounting textbooks for students who are blind and could share your approach. We have ordered the Learning Ally version, but it won't be available until about a month after the semester begins at the earliest. In any case, etext is the student's preferred format. Thanks very much. Ellen Ellen Cutler Santa Monica College 310.434-4496 -------------- next part -------------- An HTML attachment was scrubbed... URL: From paire at temple.edu Wed Jul 18 15:03:07 2012 From: paire at temple.edu (Paul E. Paire) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] RE: Mediasite 6.0 Lecture Capture Accessibility In-Reply-To: <5135B059728F9E4EA68E0C929F341F890ADAAA@netExchDAGW02.wtacademic.wtamu.edu> References: <5135B059728F9E4EA68E0C929F341F890ADAAA@netExchDAGW02.wtacademic.wtamu.edu> Message-ID: <3BDAB0D17C965648940B90D4B59685C719AE2580@EXCH14-MB4.tu.temple.edu> I'm sure you've hit their knowledgebase https://support.sonicfoundry.com/Knowledge the first several are on accessibility (Window-Eyes and Jaws; using screen readers with 6.x). With 6 the Silverlight keyboard controls seem to be re-introduced (they were stripped out in the 5.x version when using Silverlight). Regardless, MediaSite records a new slide every few seconds (regardless of when the presenter actually changes slides. I assume this is to capture slide builds/animations, but doesn't take into account rapid fire slide changes.) You can add slide descriptors, but in practical use, the screen reader is going to start reading the slide descriptors while the presenter is talking, making the user pause the video, re-read the page, then start the video up again (and maybe re-wind a bit.) -Paul From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of Caid, Lisa M. Sent: Wednesday, July 18, 2012 4:52 PM To: 'athen-list@u.washington.edu' Subject: [Athen] Mediasite 6.0 Lecture Capture Accessibility Hello ATHEN, Can anyone speak to your (or others) use of Sonic Foundry's Mediasite v6.0 (or lower) lecture capture system regarding its accessibility for faculty and student users? If not, can anyone point me to a good resource for the same information? WT is looking at this solution for our smart classroom lecture capture system. Thanks very much for your help! :0) Sincerely, Lisa M. Caid Accessibility Coordinator Information Technology West Texas A&M University www.wtamu.edu 806-651-1241 lcaid@wtamu.edu TAC 206 Definitions. TAC 213 Definitions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Wed Jul 18 18:09:26 2012 From: rbeach at KCKCC.EDU (Robert Beach) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] RE: Accounting Book Etext In-Reply-To: References: Message-ID: <5F4BCCFEE529324F96A13202E9C203181CF531A91C@orion.EMPLOYEES.KCKCC.LOCAL> I would most likely create the spreadsheets into tables. This works very well for things such as journal entries, account ledgers, ffinancial statements, etc. ________________________________________ From: athen-list-bounces@mailman1.u.washington.edu [athen-list-bounces@mailman1.u.washington.edu] On Behalf Of CUTLER_ELLEN [CUTLER_ELLEN@smc.edu] Sent: Wednesday, July 18, 2012 3:42 PM To: athen-list@u.washington.edu; altmedia@htclistserv.htctu.fhda.edu Subject: [Athen] Accounting Book Etext Hello, We are in the process of preparing the alt media for a blind student who is taking Accounting 1 in the fall. We are converting his text book to Word and structuring the document with headings, linearizing the side bars and image text to read correctly, etc. The most formidable challenge we currently face is dealing with the images of spreadsheets. We are wondering if some of you have prepared Accounting textbooks for students who are blind and could share your approach. We have ordered the Learning Ally version, but it won't be available until about a month after the semester begins at the earliest. In any case, etext is the student's preferred format. Thanks very much. Ellen Ellen Cutler Santa Monica College 310.434-4496 From gdietrich at htctu.net Thu Jul 19 18:17:11 2012 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Accounting Book Etext In-Reply-To: <41DBE0E04D07504A86D68558FE7BAB6B0698B133@exmbt02.asurite.ad.asu.edu> References: <01b301cd6526$e3732830$aa597890$@ahead.org> <41DBE0E04D07504A86D68558FE7BAB6B0698B133@exmbt02.asurite.ad.asu.edu> Message-ID: <7CA22E8765E34569817C6C7D944E1231@htctu.fhda.edu> Both OmniPage and FineReader do a very nice job of converting tables and retaining the formatting. If you work one table at a time, you should be able to get them to come out correctly. Please call me if you need help. ;-) ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ 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 ^^^^^^^^^^^^^^^^ _____ From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of Teresa Haven Sent: Wednesday, July 18, 2012 1:53 PM To: 'Access Technology Higher Education Network'; altmedia@htclistserv.htctu.fhda.edu Subject: RE: [Athen] Accounting Book Etext I would second Ron's suggestion; we have also on occasion had students ask us to re-create the spreadsheets in Excel and include those along with the textbook files. ++++++++++++++++++++++++++++++ Teresa LW Haven, Ph.D. Supervisor, Alternative Format Services Disability Resource Center Arizona State University ++++++++++++++++++++++++++++++ From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of Ron Stewart Sent: Wednesday, July 18, 2012 1:50 PM To: 'Access Technology Higher Education Network'; altmedia@htclistserv.htctu.fhda.edu Subject: RE: [Athen] Accounting Book Etext Given that it is an accounting book the student may actually need access to the spreadsheet content so they may need to be converted to tables. Ron Stewart From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of CUTLER_ELLEN Sent: Wednesday, July 18, 2012 1:43 PM To: athen-list@u.washington.edu; altmedia@htclistserv.htctu.fhda.edu Subject: [Athen] Accounting Book Etext Hello, We are in the process of preparing the alt media for a blind student who is taking Accounting 1 in the fall. We are converting his text book to Word and structuring the document with headings, linearizing the side bars and image text to read correctly, etc. The most formidable challenge we currently face is dealing with the images of spreadsheets. We are wondering if some of you have prepared Accounting textbooks for students who are blind and could share your approach. We have ordered the Learning Ally version, but it won't be available until about a month after the semester begins at the earliest. In any case, etext is the student's preferred format. Thanks very much. Ellen Ellen Cutler Santa Monica College 310.434-4496 -------------- next part -------------- An HTML attachment was scrubbed... URL: From norm.coombs at gmail.com Sat Jul 21 11:47:34 2012 From: norm.coombs at gmail.com (Prof Norm Coombs) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] what is safe browsing bloom Message-ID: <6.0.3.0.2.20120721114532.04e08150@pop.gmail.com> Over the past year I have had 2 items pop up on my desktop safe browsing bloom safe browsing bloom filter I deleted them a couple times with no idea of what they were or how they got on my desktop. They just popped up again. Does anyone know what they are? Is it malware or what? How might I have got them? . . . . . . . . . . . . . . . . It's never too late to become what you might have been. George Eliot Once you choose hope, anything's possible. Christopher Reeve Norman Coombs norm.coombs@gmail.com Making Online Teaching Accessible: Inclusive Course Design for Students with Disabilities by Norman Coombs published by Jossey-Bass Oct 10,2010 http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470499044.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From John.P.Harris at colostate.edu Sat Jul 21 13:35:13 2012 From: John.P.Harris at colostate.edu (Harris,John Paul) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] what is safe browsing bloom In-Reply-To: <6.0.3.0.2.20120721114532.04e08150@pop.gmail.com> References: <6.0.3.0.2.20120721114532.04e08150@pop.gmail.com> Message-ID: This is an interesting issue. Safe Browsing Bloom filter is used by the Google Chrome web browser. Chrome uses to identify malicious websites. The technique is capable of identifying up to 1 million malicious websites. So, you should feel safe as you are protected against ~0.2% of malicious websites on the web. As I searched the topic online I saw a lot of people trying to remove the Bloom filters with no success. Most people do not know what it is and do not want it. This is what I was capable of finding on the issue this morning. JP From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of Prof Norm Coombs Sent: Saturday, July 21, 2012 12:48 PM To: athen-list-u.washington.edu Subject: [Athen] what is safe browsing bloom Over the past year I have had 2 items pop up on my desktop safe browsing bloom safe browsing bloom filter I deleted them a couple times with no idea of what they were or how they got on my desktop. They just popped up again. Does anyone know what they are? Is it malware or what? How might I have got them? . . . . . . . . . . . . . . . . It's never too late to become what you might have been. George Eliot Once you choose hope, anything's possible. Christopher Reeve Norman Coombs norm.coombs@gmail.com Making Online Teaching Accessible: Inclusive Course Design for Students with Disabilities by Norman Coombs published by Jossey-Bass Oct 10,2010 http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470499044.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From harris_jp at hotmail.com Sat Jul 21 14:17:52 2012 From: harris_jp at hotmail.com (John Paul Harris) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] what is safe browsing bloom Message-ID: My email desktop client accidently forwarded my previous Athen post from the wrong email address. I wanted to repost my comment from my correct email address so that I can recieve responses. Thanks, JPThis is an interesting issue. Safe Browsing Bloom filter is used by the Google Chrome web browser. Chrome uses to identify malicious websites. The technique is capable of identifying up to 1 million malicious websites. So, you should feel safe as you are protected against ~0.2% of malicious websites on the web. As I searched the topic online I saw a lot of people trying to remove the Bloom filters with no success. Most people do not know what it is and do not want it. This is what I was capable of finding on the issue this morning. JP From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of Prof Norm Coombs Sent: Saturday, July 21, 2012 12:48 PM To: athen-list-u.washington.edu Subject: [Athen] what is safe browsing bloom Over the past year I have had 2 items pop up on my desktop safe browsing bloom safe browsing bloom filter I deleted them a couple times with no idea of what they were or how they got on my desktop. They just popped up again. Does anyone know what they are? Is it malware or what? How might I have got them? . . . . . . . . . . . . . . . . It's never too late to become what you might have been. George Eliot Once you choose hope, anything's possible. Christopher Reeve Norman Coombs norm.coombs@gmail.com Making Online Teaching Accessible: Inclusive Course Design for Students with Disabilities by Norman Coombs published by Jossey-Bass Oct 10,2010 http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470499044.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From greg_kraus at ncsu.edu Mon Jul 23 07:27:19 2012 From: greg_kraus at ncsu.edu (Greg Kraus) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] RE: Mediasite 6.0 Lecture Capture Accessibility In-Reply-To: <3BDAB0D17C965648940B90D4B59685C719AE2580@EXCH14-MB4.tu.temple.edu> References: <5135B059728F9E4EA68E0C929F341F890ADAAA@netExchDAGW02.wtacademic.wtamu.edu> <3BDAB0D17C965648940B90D4B59685C719AE2580@EXCH14-MB4.tu.temple.edu> Message-ID: Hi Lisa, Overall, I can say that SonicFoundry is working on accessibility and does support it to a fair degree. I have given them feedback on some of the newer versions of their player, notably their HTML5 based player. It has been a few months since I gave them feedback, so I'm not 100% sure of where they are right now. Here are some of the highlights. 1. They use the "two-door" technique - one view for screen reader users and one for everyone else. The screen reader view is very basic and utilitarian and most other users would not want to use it unless they had to for accessibility purposes. Even then, there are still some usability issues with the interface. This is true for both their HTML5-based and non-HTML5-based screen reader versions of their player. 2. Their Silverlight-based player has numerous accessibility problems. 3. Their HTML5 player for non-screen reader users (the "standard" view) also has some keyboard accessibility problems. I have documented all of these errors for them and they have told me they are working on them, but I have not heard anything back for a while. I can check with our MediaSite people and my contact at SonicFoundry to see if there are any updates. Greg -- Greg Kraus University IT Accessibility Coordinator NC State University 919.513.4087 greg_kraus@ncsu.edu On Wed, Jul 18, 2012 at 6:03 PM, Paul E. Paire wrote: > I?m sure you?ve hit their knowledgebase > https://support.sonicfoundry.com/Knowledge the first several are on > accessibility (Window-Eyes and Jaws; using screen readers with 6.x). > > > > With 6 the Silverlight keyboard controls seem to be re-introduced (they were > stripped out in the 5.x version when using Silverlight). Regardless, > MediaSite records a new slide every few seconds (regardless of when the > presenter actually changes slides. I assume this is to capture slide > builds/animations, but doesn?t take into account rapid fire slide changes.) > You can add slide descriptors, but in practical use, the screen reader is > going to start reading the slide descriptors while the presenter is talking, > making the user pause the video, re-read the page, then start the video up > again (and maybe re-wind a bit.) > > > > -Paul > > > > From: athen-list-bounces@mailman1.u.washington.edu > [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of Caid, > Lisa M. > Sent: Wednesday, July 18, 2012 4:52 PM > To: 'athen-list@u.washington.edu' > Subject: [Athen] Mediasite 6.0 Lecture Capture Accessibility > > > > Hello ATHEN, > > > > Can anyone speak to your (or others) use of Sonic Foundry?s Mediasite v6.0 > (or lower) lecture capture system regarding its accessibility for faculty > and student users? > > > > If not, can anyone point me to a good resource for the same information? > > > > WT is looking at this solution for our smart classroom lecture capture > system. > > > > Thanks very much for your help! :0) > > > > Sincerely, > > > > Lisa M. Caid > > Accessibility Coordinator > > Information Technology > > West Texas A&M University > > www.wtamu.edu > > 806-651-1241 > > lcaid@wtamu.edu > > > > TAC 206 Definitions. > > TAC 213 Definitions. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman1.u.washington.edu > http://mailman1.u.washington.edu/mailman/listinfo/athen-list > From JElmer at vcccd.edu Mon Jul 23 11:11:38 2012 From: JElmer at vcccd.edu (John Elmer) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Job Message-ID: http://www.usajobs.gov/GetJob/ViewDetails/321366700#duties -------------- next part -------------- An HTML attachment was scrubbed... URL: From Lissner.2 at osu.edu Mon Jul 23 11:47:36 2012 From: Lissner.2 at osu.edu (Lissner, Scott) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] FW: Immediate Action To Support International Disability Rights In-Reply-To: <1110548317301.1102789713501.674.1.2514001E@scheduler.constantcontact.com> References: <1110548317301.1102789713501.674.1.2514001E@scheduler.constantcontact.com> Message-ID: From: AHEAD Sent: Monday, July 23, 2012 2:02 PM Subject: Immediate Action To Support International Disability Rights AHEAD Logo Gradient (blue on white) July 23, 2012 AHEAD Members: Earlier this month, many of us were together at AHEAD 's 35th Annual conference. Over the years AHEAD members have educated about and advocated for disability rights. Beginning with implementing regulations for Section 504 in 1977, the ADA in 1990, the ADA Amendments Act in 2008 and most recently ratification of the UN Convention on the Rights of Persons with Disabilities (CRPD). Ratification is supported by AHEAD along with many of our sister organizations. With broad support from the disability community the CRPD ratification was moving toward a floor vote in time to commemorate the ADA's 22nd anniversary until groups that have generally opposed disability rights lead by the Home School Legal Defense Association, began calling the Senate in opposition. Opponents contend that signing the CRPD would abdicate U.S. sovereignty, and usurp parents' rights to make decisions for their children with disabilities. None of these statements are accurate. Whether innocent misunderstanding of international law or intentional manipulation, they are motivating a misinformed minority to call the Senate in opposition to the CRPD. I am writing personally and on behalf of the AHEAD Board to encourage you to review the facts, read the CRPD , and come to your own conclusions. When you do I am confident that you will support U.S. ratification. Former Senator Bob Dole and former Representative Tony Coelho strongly support US ratification. See their full statement at: http://mobile.thehill.com/blogs/congress-blog/healthcare/238657-ratifyin g-the-convention-on-the-rights-of-persons-with-disabilities "As two individuals with disabilities who served in Congress, the passage of the Americans with Disabilities Act (ADA) in 1990 was not only a proud moment in our careers, it was also remarkable bipartisan legislation that has benefited millions of Americans. Twenty two years later, this important legislation continues to support the independence and dignity of Americans with disabilities." "During this Congress, the United States has a rare opportunity to share our disability rights commitment with other countries. On July 30, 2009, the U.S. signed the Convention on the Rights of Persons with Disabilities (CRPD). On May 17, 2012, the administration transmitted the CRPD treaty package for ratification, and a bipartisan group of Senate leaders immediately expressed their support for its ratification. By the treaty, the U.S. Senate will stand up for the equality and dignity of people with disabilities around the globe, just as Congress did for Americans in 1990..." The reality is that * Ratifying the CRPD will not undercut US sovereignty; * The CRPD does not require anything from the U.S. beyond the ADA's requirements; and * The CRPD has the potential to facilitate international travel, business opportunities and markets for individuals with disabilities as well as expanding options for study abroad international exchanges of students and scholars that are so critical for tomorrow's education and economy. If you agree that US ratification of the CRPD is the right thing to do and have not already done so, call or email both of your Senators as an individual constituent and make your opinion known. Ask them to support a floor vote and ratification of the CRPD to send a message to their constituents and the world that they recognize disability is an integral part of human experience and individuals everywhere should be treated with fairness and dignity. After contacting your Senators, please share this message with other organizations, friends on Facebook ... and encourage them to take informed action as well. Contact Information for U.S. Senators at: http://www.senate.gov/general/contact_information/senators_cfm.cfm/ L. Scott Lissner President, Association on Higher Education And Disability (AHEAD ) ______________________________________ Forward email This email was sent to lissner.2@osu.edu by ahead@ahead.org | Instant removal with SafeUnsubscribe (tm) | Privacy Policy . AHEAD | 107 Commerce Ctr. Dr. | Suite 204 | Huntersville | NC | 28078 -------------- next part -------------- An HTML attachment was scrubbed... URL: From hirschma at uwm.edu Tue Jul 24 12:40:35 2012 From: hirschma at uwm.edu (hirschma@uwm.edu) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] An Intensive on-line AT Training Program for Professionals in Rehabilitation Services - Starting soon! In-Reply-To: <1861331927.279437.1343158536662.JavaMail.root@mail17.pantherlink.uwm.edu> Message-ID: <303620146.279543.1343158835670.JavaMail.root@mail17.pantherlink.uwm.edu> TechSpec Assistive Technology Program: An Intensive Training Program for Professionals in Rehabilitation Services: The University of Wisconsin-Milwaukee (UWM), Rehabilitation Research Design and Disability Center (R2D2), and the Stout Vocational Rehabilitation Institute at the University of Wisconsin - Stout are pleased to present the TechSpec Program, which provides a stipend for an intensive, on-line, Assistive Technology and Accessible Design (ATAD) Program of Study. The Certificate in Assistive Technology and Accessible Design, which is awarded at the completion of the TechSpec Program, is an interdisciplinary, collaborative program through the UWM College of Health Science's Departments of Occupational Therapy and Communication Sciences Disorders and the School of Education's Department of Exceptional Education. This 1 ? to 2-year part-time graduate study program is designed to meet the increasing demand for assistive technology and universal design expertise within the field of rehabilitation. We?re starting soon! We are limited to 8 participants. Interested rehabilitation/education providers can obtain more information or an Application Kit from Aura Hirschman. Applications are due by Aug. 10, 2012. Contact information: Phone (414) 229- 1139 or email hirschma@uwm.edu. -- "Design for People with Disabilities is Better Design for Everyone" (for more information and resources - http://access-ed.r2d2.uwm.edu/) Aura M. Hirschman, MS, CRC Outreach and Training Coordinator R2D2 Center, Enderis Hall, Room 135 University of Wisconsin - Milwaukee P.O. Box 413 Milwaukee, WI 53211-0413 (414) 229-1139 Fax (414) 229-6843 TTY (414) 229-5628 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wulfcx at jmu.edu Tue Jul 24 13:59:41 2012 From: wulfcx at jmu.edu (Wulf, Christina - wulfcx) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Canvas LMS vs. Blackboard In-Reply-To: <201207241901.q6OJ1hKv024788@mxout13.cac.washington.edu> References: <201207241901.q6OJ1hKv024788@mxout13.cac.washington.edu> Message-ID: Hi all - I'm quite new to this list, so please let me know if this isn't the proper forum for this question. My university is considering shifting to a new Learning Management System. The university has narrowed the choices down to sticking with Blackboard 9.1 (which we currently use) or moving to Instructure's Canvas LMS. I've been asked to research and compare the accessibility of the two programs. I've found plenty of info online, especially about Blackboard, but would love to hear any first hand experiences--positive or negative--that users have encountered using either Blackboard or Canvas. I'm particularly interested about how user-friendly the systems are for screen-readers users. A system may be technically accessible but not particularly easy to use. Thanks so much for any help - if you have suggestions for other listservs or venues where I might get additional feedback, please let me know! Many thanks, Christina Wulf Office of Disability Services Accessible Media & Technology Assistant James Madison University Wilson Hall 208 540-568-5046 wulfcx@jmu.edu From danc at uw.edu Tue Jul 24 15:27:22 2012 From: danc at uw.edu (Dan Comden) Date: Sat Jun 9 18:30:55 2018 Subject: [Athen] Canvas LMS vs. Blackboard In-Reply-To: References: <201207241901.q6OJ1hKv024788@mxout13.cac.washington.edu> Message-ID: Hi Christine, I've nearly completed assessing our pilot implementation of Canvas. While many modules are overall accessible, some key elements, including the grading module, have what appear to be serious accessibility problems, esp for keyboard/screenreader users. I would encourage a complete assessment of both options before making a choice. If you'd like to see my draft notes, drop me a direct email note. -*- Dan On Tue, Jul 24, 2012 at 1:59 PM, Wulf, Christina - wulfcx wrote: > Hi all - > > I'm quite new to this list, so please let me know if this isn't the proper > forum for this question. > > My university is considering shifting to a new Learning Management System. > The university has narrowed the choices down to sticking with Blackboard > 9.1 (which we currently use) or moving to Instructure's Canvas LMS. > > I've been asked to research and compare the accessibility of the two > programs. I've found plenty of info online, especially about Blackboard, > but would love to hear any first hand experiences--positive or > negative--that users have encountered using either Blackboard or Canvas. > > I'm particularly interested about how user-friendly the systems are for > screen-readers users. A system may be technically accessible but not > particularly easy to use. > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: From sam.joehl at ssbbartgroup.com Wed Jul 25 13:02:26 2012 From: sam.joehl at ssbbartgroup.com (Sam Joehl) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] FW: [SEC508] SSB BART Group (SSB) announces the opening of the SSB ACE Institute for Learning, created to fill the need for expert training in the IT accessibility and Section 508 Compliance market space. In-Reply-To: References: Message-ID: <0caf0166bf0d83de27566fa8a7a57e56@mail.gmail.com> SSB BART Group (SSB) is proud to announce the opening of the SSB ACE Institute for Learning , created to fill the need for expert training in the IT accessibility market space. >From September 25 - 28, 2012 the ACE Institute will provide the Fall 2012 Training Days. During the training days leading accessibility experts from SSB and Jacobs Technology Inc. will present courses on Accessibility Concepts , Web Accessibility , Electronic Document Accessibility , and Managing Procurement Processes for Section 508 Compliance . Classes will be held in a metro accessible state-of-the-art training facility in Washington DC. https://ace.ssbbartgroup.com/register.php Debra Ruh Chief Marketing Officer SSB BART Group debra.ruh@ssbbartgroup.com 804.749.3565 (o) 804.986-4500 (c) Accessibility on Demand Follow us: Facebook | Twitter | LinkedIn | Blog | Newsletter -------------- next part -------------- An HTML attachment was scrubbed... URL: From grubaugh at sfsu.edu Wed Jul 25 15:34:14 2012 From: grubaugh at sfsu.edu (Bill Grubaugh) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 Message-ID: Hi Dan et. al. Thanks for the feedback on Canvas. You mentioned That Canvas's Grading module has serious accessibility issues; is this faculty facing or, student facing? I ask because, if it is faculty facing then the likely hood of individual accommodation may be in place and/or, could be readily implemented for this LMS feature/function; while the company tends to the problem. Does Blackboard also have a comparatively equal problem? If and when doing comparative assessments of products do you weigh - what I'd call public facing interface features over staff facing interface accessibility? E.g., If two products are not fully accessible yet one has a fairly good student facing interface, yet the faculty facing has issues and the other is converse student facing is troublesome the one with the faculty issues may be a better choice - depending on the critical needs and functional requirements of the Requester. Then again the critical need in education is to reach students so I guess that should be factored into the product functionality from the get-go. What do ya think? >From Dan: "While many modules are overall accessible, some key elements, including the grading module, have what appear to be serious accessibility problems, esp for keyboard/screenreader users." Bill Grubaugh MS HF/E email grubaugh@sfsu.edu ________________________________________ From: athen-list-bounces@mailman1.u.washington.edu [athen-list-bounces@mailman1.u.washington.edu] on behalf of athen-list-request@mailman1.u.washington.edu [athen-list-request@mailman1.u.washington.edu] Sent: Wednesday, July 25, 2012 12:01 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 78, Issue 16 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman1.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman1.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman1.u.washington.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of athen-list digest..." Today's Topics: 1. An Intensive on-line AT Training Program for Professionals in Rehabilitation Services - Starting soon! (hirschma@uwm.edu) 2. Canvas LMS vs. Blackboard (Wulf, Christina - wulfcx) 3. Re: Canvas LMS vs. Blackboard (Dan Comden) ---------------------------------------------------------------------- Message: 1 Date: Tue, 24 Jul 2012 14:40:35 -0500 (CDT) From: hirschma@uwm.edu Subject: [Athen] An Intensive on-line AT Training Program for Professionals in Rehabilitation Services - Starting soon! To: athen-list@u.washington.edu Message-ID: <303620146.279543.1343158835670.JavaMail.root@mail17.pantherlink.uwm.edu> Content-Type: text/plain; charset="utf-8" TechSpec Assistive Technology Program: An Intensive Training Program for Professionals in Rehabilitation Services: The University of Wisconsin-Milwaukee (UWM), Rehabilitation Research Design and Disability Center (R2D2), and the Stout Vocational Rehabilitation Institute at the University of Wisconsin - Stout are pleased to present the TechSpec Program, which provides a stipend for an intensive, on-line, Assistive Technology and Accessible Design (ATAD) Program of Study. The Certificate in Assistive Technology and Accessible Design, which is awarded at the completion of the TechSpec Program, is an interdisciplinary, collaborative program through the UWM College of Health Science's Departments of Occupational Therapy and Communication Sciences Disorders and the School of Education's Department of Exceptional Education. This 1 ?? to 2-year part-time graduate study program is designed to meet the increasing demand for assistive technology and universal design expertise within the field of rehabilitation. We???re starting soon! We are limited to 8 participants. Interested rehabilitation/education providers can obtain more information or an Application Kit from Aura Hirschman. Applications are due by Aug. 10, 2012. Contact information: Phone (414) 229- 1139 or email hirschma@uwm.edu. -- "Design for People with Disabilities is Better Design for Everyone" (for more information and resources - http://access-ed.r2d2.uwm.edu/) Aura M. Hirschman, MS, CRC Outreach and Training Coordinator R2D2 Center, Enderis Hall, Room 135 University of Wisconsin - Milwaukee P.O. Box 413 Milwaukee, WI 53211-0413 (414) 229-1139 Fax (414) 229-6843 TTY (414) 229-5628 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120724/af0fd4da/attachment-0001.htm ------------------------------ Message: 2 Date: Tue, 24 Jul 2012 20:59:41 +0000 From: "Wulf, Christina - wulfcx" Subject: [Athen] Canvas LMS vs. Blackboard To: "athen-list@u.washington.edu" Message-ID: Content-Type: text/plain; charset="us-ascii" Hi all - I'm quite new to this list, so please let me know if this isn't the proper forum for this question. My university is considering shifting to a new Learning Management System. The university has narrowed the choices down to sticking with Blackboard 9.1 (which we currently use) or moving to Instructure's Canvas LMS. I've been asked to research and compare the accessibility of the two programs. I've found plenty of info online, especially about Blackboard, but would love to hear any first hand experiences--positive or negative--that users have encountered using either Blackboard or Canvas. I'm particularly interested about how user-friendly the systems are for screen-readers users. A system may be technically accessible but not particularly easy to use. Thanks so much for any help - if you have suggestions for other listservs or venues where I might get additional feedback, please let me know! Many thanks, Christina Wulf Office of Disability Services Accessible Media & Technology Assistant James Madison University Wilson Hall 208 540-568-5046 wulfcx@jmu.edu ------------------------------ Message: 3 Date: Tue, 24 Jul 2012 15:27:22 -0700 From: Dan Comden Subject: Re: [Athen] Canvas LMS vs. Blackboard To: Access Technology Higher Education Network Message-ID: Content-Type: text/plain; charset="iso-8859-1" Hi Christine, I've nearly completed assessing our pilot implementation of Canvas. While many modules are overall accessible, some key elements, including the grading module, have what appear to be serious accessibility problems, esp for keyboard/screenreader users. I would encourage a complete assessment of both options before making a choice. If you'd like to see my draft notes, drop me a direct email note. -*- Dan On Tue, Jul 24, 2012 at 1:59 PM, Wulf, Christina - wulfcx wrote: > Hi all - > > I'm quite new to this list, so please let me know if this isn't the proper > forum for this question. > > My university is considering shifting to a new Learning Management System. > The university has narrowed the choices down to sticking with Blackboard > 9.1 (which we currently use) or moving to Instructure's Canvas LMS. > > I've been asked to research and compare the accessibility of the two > programs. I've found plenty of info online, especially about Blackboard, > but would love to hear any first hand experiences--positive or > negative--that users have encountered using either Blackboard or Canvas. > > I'm particularly interested about how user-friendly the systems are for > screen-readers users. A system may be technically accessible but not > particularly easy to use. > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120724/7274d4f1/attachment-0001.htm ------------------------------ _______________________________________________ athen-list mailing list athen-list@mailman1.u.washington.edu http://mailman1.u.washington.edu/mailman/listinfo/athen-list End of athen-list Digest, Vol 78, Issue 16 ****************************************** From danc at uw.edu Wed Jul 25 17:07:47 2012 From: danc at uw.edu (Dan Comden) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 In-Reply-To: References: Message-ID: Hi Bill Answers below, in-line On Wed, Jul 25, 2012 at 3:34 PM, Bill Grubaugh wrote: > Hi Dan et. al. > Thanks for the feedback on Canvas. You mentioned That Canvas's Grading > module has serious accessibility issues; is this faculty facing or, student > facing? > The grading module I examined is faculty-facing. At the moment I don't have a complete student view of all Canvas features. > > I ask because, if it is faculty facing then the likely hood of individual > accommodation may be in place and/or, could be readily implemented for this > LMS feature/function; while the company tends to the problem. > That is possibly an option, depending on the severity of the problem. However if we know that we have faculty that are screen reader users, or keyboard-only users, or speech input users, it is important to point out accessibility shortcomings in a product before they are purchased or deployed. If there is no apparent method for users (from either student or faculty sides) to use an application independently, and we know about it beforehand, that problem should be addressed straight away, not after a contract has been signed. > > Does Blackboard also have a comparatively equal problem? > I do not know. I have not used or tested Blackboard in many many years. Perhaps someone else in ATHEN-land can respond? > > If and when doing comparative assessments of products do you weigh - > what I'd call public facing interface features over staff facing interface > accessibility? E.g., If two products are not fully accessible yet one has a > fairly good student facing interface, yet the faculty facing has issues and > the other is converse student facing is troublesome the one with the > faculty issues may be a better choice - depending on the critical needs and > functional requirements of the Requester. Then again the critical need in > education is to reach students so I guess that should be factored into the > product functionality from the get-go. > What do ya think? > This was not a comparative assessment, it's an examination of our Canvas pilot implementation with a focus on non-mouse access. I used keyboard-only, screenreading and speech input methods to interact with the LMS. I also glanced at default font and color choices. >From an overall accessibility perspective, I don't think it matters whether a significant problem is from the student side or the faculty side. Also don't forget there often is a third side: that of system admin or superusers that may interact with the system at a different level than either students or faculty -- that interface and any relevant modules should be accessible as well. With our current knowledge of what is needed for application and web accessibility, I find it hard to justify implementing or deploying a product that essentially prohibits someone from accomplishing a key component of their job. In the case of faculty, a key job component is entering and publishing grade information. By no means do I intend to single out a single vendor. But I do have to say I'm frustrated with companies that market their products as "disability friendly" or "ADA Compliant" when it's obvious that their knowledge of such matters apparently ends at the time they write those phrases. I don't think this is the case with Canvas, as some modules appear to be fairly accessible. It's a comment about other vendors I've observed over the years. And while I'm on a rant, I'll point out that seeing the specific phrase "ADA Compliant" in connection to applications or web pages is a pretty good indicator to me that the vendor does not understand accessibility because they can't even articulate the standards language properly. It's implied, but I'll state it openly here: I'm not speaking for my employer/institution; these are opinions that result from my experience. I look forward to comments! -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: From wink.harner at mesacc.edu Wed Jul 25 21:25:09 2012 From: wink.harner at mesacc.edu (Wink Harner) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 In-Reply-To: References: Message-ID: Thanks Dan. Let me know if I can create a special section for you to login to Canvas. On Jul 25, 2012 5:12 PM, "Dan Comden" wrote: > Hi Bill > > Answers below, in-line > > On Wed, Jul 25, 2012 at 3:34 PM, Bill Grubaugh wrote: > >> Hi Dan et. al. >> Thanks for the feedback on Canvas. You mentioned That Canvas's Grading >> module has serious accessibility issues; is this faculty facing or, student >> facing? >> > > The grading module I examined is faculty-facing. At the moment I don't > have a complete student view of all Canvas features. > > >> >> I ask because, if it is faculty facing then the likely hood of individual >> accommodation may be in place and/or, could be readily implemented for this >> LMS feature/function; while the company tends to the problem. >> > > That is possibly an option, depending on the severity of the problem. > However if we know that we have faculty that are screen reader users, or > keyboard-only users, or speech input users, it is important to point out > accessibility shortcomings in a product before they are purchased or > deployed. If there is no apparent method for users (from either student or > faculty sides) to use an application independently, and we know about it > beforehand, that problem should be addressed straight away, not after a > contract has been signed. > > >> >> Does Blackboard also have a comparatively equal problem? >> > > I do not know. I have not used or tested Blackboard in many many years. > Perhaps someone else in ATHEN-land can respond? > > >> >> If and when doing comparative assessments of products do you weigh - >> what I'd call public facing interface features over staff facing interface >> accessibility? E.g., If two products are not fully accessible yet one has a >> fairly good student facing interface, yet the faculty facing has issues and >> the other is converse student facing is troublesome the one with the >> faculty issues may be a better choice - depending on the critical needs and >> functional requirements of the Requester. Then again the critical need in >> education is to reach students so I guess that should be factored into the >> product functionality from the get-go. >> What do ya think? >> > > This was not a comparative assessment, it's an examination of our Canvas > pilot implementation with a focus on non-mouse access. I used > keyboard-only, screenreading and speech input methods to interact with the > LMS. I also glanced at default font and color choices. > > From an overall accessibility perspective, I don't think it matters > whether a significant problem is from the student side or the faculty side. > Also don't forget there often is a third side: that of system admin or > superusers that may interact with the system at a different level than > either students or faculty -- that interface and any relevant modules > should be accessible as well. > > With our current knowledge of what is needed for application and web > accessibility, I find it hard to justify implementing or deploying a > product that essentially prohibits someone from accomplishing a key > component of their job. In the case of faculty, a key job component is > entering and publishing grade information. > > By no means do I intend to single out a single vendor. But I do have to > say I'm frustrated with companies that market their products as "disability > friendly" or "ADA Compliant" when it's obvious that their knowledge of such > matters apparently ends at the time they write those phrases. I don't think > this is the case with Canvas, as some modules appear to be fairly > accessible. It's a comment about other vendors I've observed over the years. > > And while I'm on a rant, I'll point out that seeing the specific phrase > "ADA Compliant" in connection to applications or web pages is a pretty good > indicator to me that the vendor does not understand accessibility because > they can't even articulate the standards language properly. > > It's implied, but I'll state it openly here: I'm not speaking for my > employer/institution; these are opinions that result from my experience. > > I look forward to comments! > > -- > -*- Dan Comden danc@uw.edu > Access Technology Center www.uw.edu/itconnect/accessibility/atl/ > University of Washington UW Information Technology > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman1.u.washington.edu > http://mailman1.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From buckleym at missouri.edu Thu Jul 26 06:41:51 2012 From: buckleym at missouri.edu (Buckley, Matthew) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Accessible Online/Distance Learning Resources Message-ID: <56FC9F3A1043F04988C256EF483D51D011489D@UM-MBX-N01.um.umsystem.edu> Hello, Does anyone know of any resources or listservs that primarily discuss accessibility in online classes/distance learning? You can email me off list if you know of any resources or listservs. Thank you very much for your time. Matthew E. Buckley | Coordinator | University of Missouri ~ Disability Services | S5 Memorial Union | Columbia, Missouri 65211 *: 573.882.3684 | 7: 573.884.5002 [http://static.ak.fbcdn.net/rsrc.php/z1M25/hash/5u84f48n.gif] "To the world you may be one person. But to one person you may be the world." - Vic Preseli ******************Confidentiality Notice****************** Email is not a secure form of communication; confidentiality cannot be guaranteed. If you have received this message in error, please notify the sender of the error and delete this message and any attachments. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1447 bytes Desc: image001.gif URL: From cgershman at pima.edu Thu Jul 26 10:47:33 2012 From: cgershman at pima.edu (Gershman, Cindy) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] (going) paperless DSR Office Message-ID: Posting for a colleague; forgive the cross-posts. We need some feedback from those of you who work in a paperless or near paperless office. Our office will be using a on line database soon. Thanks in advance for answers to the questions below. What are the negatives of becoming paperless? Did you scan proof of disability and return the original to the student? How did you start the process on current files? Thanks Carol Barnes Carol Barnes Disability Resource Specialist Pima Community College, West & Community Campuses 520-206-3132 520-206-3139 (fax) carol.barnes@pima.edu Cindy Gershman Advanced Program Coordinator, Alt Format Disabled Student Resources Pima Community College Tucson, AZ 520-206-6688 cgershman@pima.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From danc at uw.edu Thu Jul 26 10:49:36 2012 From: danc at uw.edu (Dan Comden) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 In-Reply-To: References: Message-ID: Thanks Wink, we have a Canvas system set up here. I'm in as both a student and an instructor. We're also using it to launch books for our Etext pilot project so it's all kind of awkward. I am a bit amazed that nobody else has flagged the accessibility problems! On Wed, Jul 25, 2012 at 9:25 PM, Wink Harner wrote: > Thanks Dan. Let me know if I can create a special section for you to login > to Canvas. > On Jul 25, 2012 5:12 PM, "Dan Comden" wrote: > >> Hi Bill >> >> Answers below, in-line >> >> On Wed, Jul 25, 2012 at 3:34 PM, Bill Grubaugh wrote: >> >>> Hi Dan et. al. >>> Thanks for the feedback on Canvas. You mentioned That Canvas's Grading >>> module has serious accessibility issues; is this faculty facing or, student >>> facing? >>> >> >> The grading module I examined is faculty-facing. At the moment I don't >> have a complete student view of all Canvas features. >> >> >>> >>> I ask because, if it is faculty facing then the likely hood of >>> individual accommodation may be in place and/or, could be readily >>> implemented for this LMS feature/function; while the company tends to the >>> problem. >>> >> >> That is possibly an option, depending on the severity of the problem. >> However if we know that we have faculty that are screen reader users, or >> keyboard-only users, or speech input users, it is important to point out >> accessibility shortcomings in a product before they are purchased or >> deployed. If there is no apparent method for users (from either student or >> faculty sides) to use an application independently, and we know about it >> beforehand, that problem should be addressed straight away, not after a >> contract has been signed. >> >> >>> >>> Does Blackboard also have a comparatively equal problem? >>> >> >> I do not know. I have not used or tested Blackboard in many many years. >> Perhaps someone else in ATHEN-land can respond? >> >> >>> >>> If and when doing comparative assessments of products do you weigh - >>> what I'd call public facing interface features over staff facing interface >>> accessibility? E.g., If two products are not fully accessible yet one has a >>> fairly good student facing interface, yet the faculty facing has issues and >>> the other is converse student facing is troublesome the one with the >>> faculty issues may be a better choice - depending on the critical needs and >>> functional requirements of the Requester. Then again the critical need in >>> education is to reach students so I guess that should be factored into the >>> product functionality from the get-go. >>> What do ya think? >>> >> >> This was not a comparative assessment, it's an examination of our Canvas >> pilot implementation with a focus on non-mouse access. I used >> keyboard-only, screenreading and speech input methods to interact with the >> LMS. I also glanced at default font and color choices. >> >> From an overall accessibility perspective, I don't think it matters >> whether a significant problem is from the student side or the faculty side. >> Also don't forget there often is a third side: that of system admin or >> superusers that may interact with the system at a different level than >> either students or faculty -- that interface and any relevant modules >> should be accessible as well. >> >> With our current knowledge of what is needed for application and web >> accessibility, I find it hard to justify implementing or deploying a >> product that essentially prohibits someone from accomplishing a key >> component of their job. In the case of faculty, a key job component is >> entering and publishing grade information. >> >> By no means do I intend to single out a single vendor. But I do have to >> say I'm frustrated with companies that market their products as "disability >> friendly" or "ADA Compliant" when it's obvious that their knowledge of such >> matters apparently ends at the time they write those phrases. I don't think >> this is the case with Canvas, as some modules appear to be fairly >> accessible. It's a comment about other vendors I've observed over the years. >> >> And while I'm on a rant, I'll point out that seeing the specific phrase >> "ADA Compliant" in connection to applications or web pages is a pretty good >> indicator to me that the vendor does not understand accessibility because >> they can't even articulate the standards language properly. >> >> It's implied, but I'll state it openly here: I'm not speaking for my >> employer/institution; these are opinions that result from my experience. >> >> I look forward to comments! >> >> -- >> -*- Dan Comden danc@uw.edu >> Access Technology Center www.uw.edu/itconnect/accessibility/atl/ >> University of Washington UW Information Technology >> >> >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman1.u.washington.edu >> http://mailman1.u.washington.edu/mailman/listinfo/athen-list >> >> > _______________________________________________ > athen-list mailing list > athen-list@mailman1.u.washington.edu > http://mailman1.u.washington.edu/mailman/listinfo/athen-list > > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: From grubaugh at sfsu.edu Thu Jul 26 15:03:44 2012 From: grubaugh at sfsu.edu (Bill Grubaugh) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] RE: Canvas Vs Blackboard ? Cost and Expense model. athen-list Digest, Vol 78, Issue 17 Message-ID: Hi Dan, Thanks. Following up Public/Student and Staff/Faculty evaluation method. > That is possibly an option, depending on the severity of the problem. > However if we know that we have faculty that are screen reader users, or keyboard-only users, or speech input users, it is important to point out accessibility shortcomings in a product before they are purchased or deployed. If there is no apparent method for users (from either student or faculty sides) to use an application independently, and we know about it beforehand, that problem should be addressed straight away, not after a contract has been signed. Of course forewarning and notice of barriers at either interface front (Public/Staff or Staff) is important before contractual agreements - Aim being to reflect response to issues back to Vender not absorbed them unknowingly within the Institution. The Public/Staff evaluation method may be useful post *Green Paper* report (End User and Author side interface analysis). Something one may contextually consider when preparing a final *White Paper* cost and -product expense report. >From talking with Procurement Buyers and Admins. I've found the post Green Paper presents a common stymie point; -What next; how do you/we approach weighing comparative barriers between companies/products? This can sometime breakdown to a blind tally of *one for one* barrier count without regard for an Institutions remediation/accommodation expenses; expenses often time accepted with contractual caveats for Industry to apply (or not apply) the access/usability findings of Public and/or Private Edu. Institutions. In the end - after the *Green Paper* some cost and expense risk analysis comes into play; the Public and Staff interface analysis method just one approach aimed to streamline comprehension, and system wide application of ICT Procurement process. When complete I'd be interested in the Canvas Data - will send you a line. Another one for the Tool Chest is - INTERlearning.org (in participation with SRI International). URL https://www.nterlearning.org/ . INTERlearning uses Shibboleth authentication. I found out about this via U.S. Department of Energy training sessions. Login: https://www.nterlearning.org/web/guest/course-details?cid=236 SRI is an independent, nonprofit research institute conducting client-sponsored research and development for government agencies, commercial businesses, foundations, and other organizations. http://www.sri.com/about Bill -----Original Message----- From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of athen-list-request@mailman1.u.washington.edu Sent: Thursday, July 26, 2012 12:02 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 78, Issue 17 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman1.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman1.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman1.u.washington.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of athen-list digest..." Today's Topics: 1. FW: [SEC508] SSB BART Group (SSB) announces the opening of the SSB ACE Institute for Learning, created to fill the need for expert training in the IT accessibility and Section 508 Compliance market space. (Sam Joehl) 2. RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 (Bill Grubaugh) 3. Re: RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 (Dan Comden) 4. Re: RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 (Wink Harner) 5. Accessible Online/Distance Learning Resources (Buckley, Matthew) 6. (going) paperless DSR Office (Gershman, Cindy) 7. Re: RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 (Dan Comden) ---------------------------------------------------------------------- Message: 1 Date: Wed, 25 Jul 2012 16:02:26 -0400 From: Sam Joehl Subject: [Athen] FW: [SEC508] SSB BART Group (SSB) announces the opening of the SSB ACE Institute for Learning, created to fill the need for expert training in the IT accessibility and Section 508 Compliance market space. To: athen-list@u.washington.edu, STC AccessAbility SIG Message-ID: <0caf0166bf0d83de27566fa8a7a57e56@mail.gmail.com> Content-Type: text/plain; charset="iso-8859-1" SSB BART Group (SSB) is proud to announce the opening of the SSB ACE Institute for Learning , created to fill the need for expert training in the IT accessibility market space. >From September 25 - 28, 2012 the ACE Institute will provide the Fall >2012 Training Days. During the training days leading accessibility experts from SSB and Jacobs Technology Inc. will present courses on Accessibility Concepts , Web Accessibility , Electronic Document Accessibility , and Managing Procurement Processes for Section 508 Compliance . Classes will be held in a metro accessible state-of-the-art training facility in Washington DC. https://ace.ssbbartgroup.com/register.php Debra Ruh Chief Marketing Officer SSB BART Group debra.ruh@ssbbartgroup.com 804.749.3565 (o) 804.986-4500 (c) Accessibility on Demand Follow us: Facebook | Twitter | LinkedIn | Blog | Newsletter -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120725/215358f7/attachment-0001.htm ------------------------------ Message: 2 Date: Wed, 25 Jul 2012 22:34:14 +0000 From: Bill Grubaugh Subject: [Athen] RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 To: "athen-list@u.washington.edu" Message-ID: Content-Type: text/plain; charset="us-ascii" Hi Dan et. al. Thanks for the feedback on Canvas. You mentioned That Canvas's Grading module has serious accessibility issues; is this faculty facing or, student facing? I ask because, if it is faculty facing then the likely hood of individual accommodation may be in place and/or, could be readily implemented for this LMS feature/function; while the company tends to the problem. Does Blackboard also have a comparatively equal problem? If and when doing comparative assessments of products do you weigh - what I'd call public facing interface features over staff facing interface accessibility? E.g., If two products are not fully accessible yet one has a fairly good student facing interface, yet the faculty facing has issues and the other is converse student facing is troublesome the one with the faculty issues may be a better choice - depending on the critical needs and functional requirements of the Requester. Then again the critical need in education is to reach students so I guess that should be factored into the product functionality from the get-go. What do ya think? >From Dan: "While many modules are overall accessible, some key elements, including the grading module, have what appear to be serious accessibility problems, esp for keyboard/screenreader users." Bill Grubaugh MS HF/E email grubaugh@sfsu.edu ________________________________________ From: athen-list-bounces@mailman1.u.washington.edu [athen-list-bounces@mailman1.u.washington.edu] on behalf of athen-list-request@mailman1.u.washington.edu [athen-list-request@mailman1.u.washington.edu] Sent: Wednesday, July 25, 2012 12:01 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 78, Issue 16 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman1.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman1.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman1.u.washington.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of athen-list digest..." Today's Topics: 1. An Intensive on-line AT Training Program for Professionals in Rehabilitation Services - Starting soon! (hirschma@uwm.edu) 2. Canvas LMS vs. Blackboard (Wulf, Christina - wulfcx) 3. Re: Canvas LMS vs. Blackboard (Dan Comden) ---------------------------------------------------------------------- Message: 1 Date: Tue, 24 Jul 2012 14:40:35 -0500 (CDT) From: hirschma@uwm.edu Subject: [Athen] An Intensive on-line AT Training Program for Professionals in Rehabilitation Services - Starting soon! To: athen-list@u.washington.edu Message-ID: <303620146.279543.1343158835670.JavaMail.root@mail17.pantherlink.uwm.edu> Content-Type: text/plain; charset="utf-8" TechSpec Assistive Technology Program: An Intensive Training Program for Professionals in Rehabilitation Services: The University of Wisconsin-Milwaukee (UWM), Rehabilitation Research Design and Disability Center (R2D2), and the Stout Vocational Rehabilitation Institute at the University of Wisconsin - Stout are pleased to present the TechSpec Program, which provides a stipend for an intensive, on-line, Assistive Technology and Accessible Design (ATAD) Program of Study. The Certificate in Assistive Technology and Accessible Design, which is awarded at the completion of the TechSpec Program, is an interdisciplinary, collaborative program through the UWM College of Health Science's Departments of Occupational Therapy and Communication Sciences Disorders and the School of Education's Department of Exceptional Education. This 1 ?? to 2-year part-time graduate study program is designed to meet the increasing demand for assistive technology and universal design expertise within the field of rehabilitation. We???re starting soon! We are limited to 8 participants. Interested rehabilitation/education providers can obtain more information or an Application Kit from Aura Hirschman. Applications are due by Aug. 10, 2012. Contact information: Phone (414) 229- 1139 or email hirschma@uwm.edu. -- "Design for People with Disabilities is Better Design for Everyone" (for more information and resources - http://access-ed.r2d2.uwm.edu/) Aura M. Hirschman, MS, CRC Outreach and Training Coordinator R2D2 Center, Enderis Hall, Room 135 University of Wisconsin - Milwaukee P.O. Box 413 Milwaukee, WI 53211-0413 (414) 229-1139 Fax (414) 229-6843 TTY (414) 229-5628 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120724/af0fd4da/attachment-0001.htm ------------------------------ Message: 2 Date: Tue, 24 Jul 2012 20:59:41 +0000 From: "Wulf, Christina - wulfcx" Subject: [Athen] Canvas LMS vs. Blackboard To: "athen-list@u.washington.edu" Message-ID: Content-Type: text/plain; charset="us-ascii" Hi all - I'm quite new to this list, so please let me know if this isn't the proper forum for this question. My university is considering shifting to a new Learning Management System. The university has narrowed the choices down to sticking with Blackboard 9.1 (which we currently use) or moving to Instructure's Canvas LMS. I've been asked to research and compare the accessibility of the two programs. I've found plenty of info online, especially about Blackboard, but would love to hear any first hand experiences--positive or negative--that users have encountered using either Blackboard or Canvas. I'm particularly interested about how user-friendly the systems are for screen-readers users. A system may be technically accessible but not particularly easy to use. Thanks so much for any help - if you have suggestions for other listservs or venues where I might get additional feedback, please let me know! Many thanks, Christina Wulf Office of Disability Services Accessible Media & Technology Assistant James Madison University Wilson Hall 208 540-568-5046 wulfcx@jmu.edu ------------------------------ Message: 3 Date: Tue, 24 Jul 2012 15:27:22 -0700 From: Dan Comden Subject: Re: [Athen] Canvas LMS vs. Blackboard To: Access Technology Higher Education Network Message-ID: Content-Type: text/plain; charset="iso-8859-1" Hi Christine, I've nearly completed assessing our pilot implementation of Canvas. While many modules are overall accessible, some key elements, including the grading module, have what appear to be serious accessibility problems, esp for keyboard/screenreader users. I would encourage a complete assessment of both options before making a choice. If you'd like to see my draft notes, drop me a direct email note. -*- Dan On Tue, Jul 24, 2012 at 1:59 PM, Wulf, Christina - wulfcx wrote: > Hi all - > > I'm quite new to this list, so please let me know if this isn't the > proper forum for this question. > > My university is considering shifting to a new Learning Management System. > The university has narrowed the choices down to sticking with > Blackboard > 9.1 (which we currently use) or moving to Instructure's Canvas LMS. > > I've been asked to research and compare the accessibility of the two > programs. I've found plenty of info online, especially about > Blackboard, but would love to hear any first hand > experiences--positive or negative--that users have encountered using either Blackboard or Canvas. > > I'm particularly interested about how user-friendly the systems are > for screen-readers users. A system may be technically accessible but > not particularly easy to use. > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120724/7274d4f1/attachment-0001.htm ------------------------------ _______________________________________________ athen-list mailing list athen-list@mailman1.u.washington.edu http://mailman1.u.washington.edu/mailman/listinfo/athen-list End of athen-list Digest, Vol 78, Issue 16 ****************************************** ------------------------------ Message: 3 Date: Wed, 25 Jul 2012 17:07:47 -0700 From: Dan Comden Subject: Re: [Athen] RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 To: Access Technology Higher Education Network Message-ID: Content-Type: text/plain; charset="iso-8859-1" Hi Bill Answers below, in-line On Wed, Jul 25, 2012 at 3:34 PM, Bill Grubaugh wrote: > Hi Dan et. al. > Thanks for the feedback on Canvas. You mentioned That Canvas's Grading > module has serious accessibility issues; is this faculty facing or, > student facing? > The grading module I examined is faculty-facing. At the moment I don't have a complete student view of all Canvas features. > > I ask because, if it is faculty facing then the likely hood of > individual accommodation may be in place and/or, could be readily > implemented for this LMS feature/function; while the company tends to the problem. > That is possibly an option, depending on the severity of the problem. However if we know that we have faculty that are screen reader users, or keyboard-only users, or speech input users, it is important to point out accessibility shortcomings in a product before they are purchased or deployed. If there is no apparent method for users (from either student or faculty sides) to use an application independently, and we know about it beforehand, that problem should be addressed straight away, not after a contract has been signed. > > Does Blackboard also have a comparatively equal problem? > I do not know. I have not used or tested Blackboard in many many years. Perhaps someone else in ATHEN-land can respond? > > If and when doing comparative assessments of products do you weigh - > what I'd call public facing interface features over staff facing > interface accessibility? E.g., If two products are not fully > accessible yet one has a fairly good student facing interface, yet the > faculty facing has issues and the other is converse student facing is > troublesome the one with the faculty issues may be a better choice - > depending on the critical needs and functional requirements of the > Requester. Then again the critical need in education is to reach > students so I guess that should be factored into the product functionality from the get-go. > What do ya think? > This was not a comparative assessment, it's an examination of our Canvas pilot implementation with a focus on non-mouse access. I used keyboard-only, screenreading and speech input methods to interact with the LMS. I also glanced at default font and color choices. >From an overall accessibility perspective, I don't think it matters >whether a significant problem is from the student side or the faculty side. Also don't forget there often is a third side: that of system admin or superusers that may interact with the system at a different level than either students or faculty -- that interface and any relevant modules should be accessible as well. With our current knowledge of what is needed for application and web accessibility, I find it hard to justify implementing or deploying a product that essentially prohibits someone from accomplishing a key component of their job. In the case of faculty, a key job component is entering and publishing grade information. By no means do I intend to single out a single vendor. But I do have to say I'm frustrated with companies that market their products as "disability friendly" or "ADA Compliant" when it's obvious that their knowledge of such matters apparently ends at the time they write those phrases. I don't think this is the case with Canvas, as some modules appear to be fairly accessible. It's a comment about other vendors I've observed over the years. And while I'm on a rant, I'll point out that seeing the specific phrase "ADA Compliant" in connection to applications or web pages is a pretty good indicator to me that the vendor does not understand accessibility because they can't even articulate the standards language properly. It's implied, but I'll state it openly here: I'm not speaking for my employer/institution; these are opinions that result from my experience. I look forward to comments! -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120725/822b342d/attachment-0001.htm ------------------------------ Message: 4 Date: Wed, 25 Jul 2012 21:25:09 -0700 From: Wink Harner Subject: Re: [Athen] RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 To: Access Technology Higher Education Network Message-ID: Content-Type: text/plain; charset="iso-8859-1" Thanks Dan. Let me know if I can create a special section for you to login to Canvas. On Jul 25, 2012 5:12 PM, "Dan Comden" wrote: > Hi Bill > > Answers below, in-line > > On Wed, Jul 25, 2012 at 3:34 PM, Bill Grubaugh wrote: > >> Hi Dan et. al. >> Thanks for the feedback on Canvas. You mentioned That Canvas's >> Grading module has serious accessibility issues; is this faculty >> facing or, student facing? >> > > The grading module I examined is faculty-facing. At the moment I don't > have a complete student view of all Canvas features. > > >> >> I ask because, if it is faculty facing then the likely hood of >> individual accommodation may be in place and/or, could be readily >> implemented for this LMS feature/function; while the company tends to the problem. >> > > That is possibly an option, depending on the severity of the problem. > However if we know that we have faculty that are screen reader users, > or keyboard-only users, or speech input users, it is important to > point out accessibility shortcomings in a product before they are > purchased or deployed. If there is no apparent method for users (from > either student or faculty sides) to use an application independently, > and we know about it beforehand, that problem should be addressed > straight away, not after a contract has been signed. > > >> >> Does Blackboard also have a comparatively equal problem? >> > > I do not know. I have not used or tested Blackboard in many many years. > Perhaps someone else in ATHEN-land can respond? > > >> >> If and when doing comparative assessments of products do you weigh >> - what I'd call public facing interface features over staff facing >> interface accessibility? E.g., If two products are not fully >> accessible yet one has a fairly good student facing interface, yet >> the faculty facing has issues and the other is converse student >> facing is troublesome the one with the faculty issues may be a better >> choice - depending on the critical needs and functional requirements >> of the Requester. Then again the critical need in education is to >> reach students so I guess that should be factored into the product functionality from the get-go. >> What do ya think? >> > > This was not a comparative assessment, it's an examination of our > Canvas pilot implementation with a focus on non-mouse access. I used > keyboard-only, screenreading and speech input methods to interact with > the LMS. I also glanced at default font and color choices. > > From an overall accessibility perspective, I don't think it matters > whether a significant problem is from the student side or the faculty side. > Also don't forget there often is a third side: that of system admin or > superusers that may interact with the system at a different level than > either students or faculty -- that interface and any relevant modules > should be accessible as well. > > With our current knowledge of what is needed for application and web > accessibility, I find it hard to justify implementing or deploying a > product that essentially prohibits someone from accomplishing a key > component of their job. In the case of faculty, a key job component is > entering and publishing grade information. > > By no means do I intend to single out a single vendor. But I do have > to say I'm frustrated with companies that market their products as > "disability friendly" or "ADA Compliant" when it's obvious that their > knowledge of such matters apparently ends at the time they write those > phrases. I don't think this is the case with Canvas, as some modules > appear to be fairly accessible. It's a comment about other vendors I've observed over the years. > > And while I'm on a rant, I'll point out that seeing the specific > phrase "ADA Compliant" in connection to applications or web pages is a > pretty good indicator to me that the vendor does not understand > accessibility because they can't even articulate the standards language properly. > > It's implied, but I'll state it openly here: I'm not speaking for my > employer/institution; these are opinions that result from my experience. > > I look forward to comments! > > -- > -*- Dan Comden danc@uw.edu > Access Technology Center www.uw.edu/itconnect/accessibility/atl/ > University of Washington UW Information Technology > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman1.u.washington.edu > http://mailman1.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120725/f45fa4eb/attachment-0001.htm ------------------------------ Message: 5 Date: Thu, 26 Jul 2012 13:41:51 +0000 From: "Buckley, Matthew" Subject: [Athen] Accessible Online/Distance Learning Resources To: "athen-list@u.washington.edu" Message-ID: <56FC9F3A1043F04988C256EF483D51D011489D@UM-MBX-N01.um.umsystem.edu> Content-Type: text/plain; charset="us-ascii" Hello, Does anyone know of any resources or listservs that primarily discuss accessibility in online classes/distance learning? You can email me off list if you know of any resources or listservs. Thank you very much for your time. Matthew E. Buckley | Coordinator | University of Missouri ~ Disability Services | S5 Memorial Union | Columbia, Missouri 65211 *: 573.882.3684 | 7: 573.884.5002 [http://static.ak.fbcdn.net/rsrc.php/z1M25/hash/5u84f48n.gif] "To the world you may be one person. But to one person you may be the world." - Vic Preseli ******************Confidentiality Notice****************** Email is not a secure form of communication; confidentiality cannot be guaranteed. If you have received this message in error, please notify the sender of the error and delete this message and any attachments. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120726/a6778d48/attachment-0001.htm -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1447 bytes Desc: image001.gif Url : http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120726/a6778d48/image001-0001.gif ------------------------------ Message: 6 Date: Thu, 26 Jul 2012 10:47:33 -0700 From: "Gershman, Cindy" Subject: [Athen] (going) paperless DSR Office To: " (athen-list@u.washington.edu)" Message-ID: Content-Type: text/plain; charset="us-ascii" Posting for a colleague; forgive the cross-posts. We need some feedback from those of you who work in a paperless or near paperless office. Our office will be using a on line database soon. Thanks in advance for answers to the questions below. What are the negatives of becoming paperless? Did you scan proof of disability and return the original to the student? How did you start the process on current files? Thanks Carol Barnes Carol Barnes Disability Resource Specialist Pima Community College, West & Community Campuses 520-206-3132 520-206-3139 (fax) carol.barnes@pima.edu Cindy Gershman Advanced Program Coordinator, Alt Format Disabled Student Resources Pima Community College Tucson, AZ 520-206-6688 cgershman@pima.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120726/2db8732d/attachment-0001.htm ------------------------------ Message: 7 Date: Thu, 26 Jul 2012 10:49:36 -0700 From: Dan Comden Subject: Re: [Athen] RE: Canuvs Vs Blackboard ? for Dan: athen-list Digest, Vol 78, Issue 16 To: wink.harner@mesacc.edu, Access Technology Higher Education Network Message-ID: Content-Type: text/plain; charset="iso-8859-1" Thanks Wink, we have a Canvas system set up here. I'm in as both a student and an instructor. We're also using it to launch books for our Etext pilot project so it's all kind of awkward. I am a bit amazed that nobody else has flagged the accessibility problems! On Wed, Jul 25, 2012 at 9:25 PM, Wink Harner wrote: > Thanks Dan. Let me know if I can create a special section for you to > login to Canvas. > On Jul 25, 2012 5:12 PM, "Dan Comden" wrote: > >> Hi Bill >> >> Answers below, in-line >> >> On Wed, Jul 25, 2012 at 3:34 PM, Bill Grubaugh wrote: >> >>> Hi Dan et. al. >>> Thanks for the feedback on Canvas. You mentioned That Canvas's >>> Grading module has serious accessibility issues; is this faculty >>> facing or, student facing? >>> >> >> The grading module I examined is faculty-facing. At the moment I >> don't have a complete student view of all Canvas features. >> >> >>> >>> I ask because, if it is faculty facing then the likely hood of >>> individual accommodation may be in place and/or, could be readily >>> implemented for this LMS feature/function; while the company tends >>> to the problem. >>> >> >> That is possibly an option, depending on the severity of the problem. >> However if we know that we have faculty that are screen reader users, >> or keyboard-only users, or speech input users, it is important to >> point out accessibility shortcomings in a product before they are >> purchased or deployed. If there is no apparent method for users (from >> either student or faculty sides) to use an application independently, >> and we know about it beforehand, that problem should be addressed >> straight away, not after a contract has been signed. >> >> >>> >>> Does Blackboard also have a comparatively equal problem? >>> >> >> I do not know. I have not used or tested Blackboard in many many years. >> Perhaps someone else in ATHEN-land can respond? >> >> >>> >>> If and when doing comparative assessments of products do you weigh >>> - what I'd call public facing interface features over staff facing >>> interface accessibility? E.g., If two products are not fully >>> accessible yet one has a fairly good student facing interface, yet >>> the faculty facing has issues and the other is converse student >>> facing is troublesome the one with the faculty issues may be a >>> better choice - depending on the critical needs and functional >>> requirements of the Requester. Then again the critical need in >>> education is to reach students so I guess that should be factored into the product functionality from the get-go. >>> What do ya think? >>> >> >> This was not a comparative assessment, it's an examination of our >> Canvas pilot implementation with a focus on non-mouse access. I used >> keyboard-only, screenreading and speech input methods to interact >> with the LMS. I also glanced at default font and color choices. >> >> From an overall accessibility perspective, I don't think it matters >> whether a significant problem is from the student side or the faculty side. >> Also don't forget there often is a third side: that of system admin >> or superusers that may interact with the system at a different level >> than either students or faculty -- that interface and any relevant >> modules should be accessible as well. >> >> With our current knowledge of what is needed for application and web >> accessibility, I find it hard to justify implementing or deploying a >> product that essentially prohibits someone from accomplishing a key >> component of their job. In the case of faculty, a key job component >> is entering and publishing grade information. >> >> By no means do I intend to single out a single vendor. But I do have >> to say I'm frustrated with companies that market their products as >> "disability friendly" or "ADA Compliant" when it's obvious that their >> knowledge of such matters apparently ends at the time they write >> those phrases. I don't think this is the case with Canvas, as some >> modules appear to be fairly accessible. It's a comment about other vendors I've observed over the years. >> >> And while I'm on a rant, I'll point out that seeing the specific >> phrase "ADA Compliant" in connection to applications or web pages is >> a pretty good indicator to me that the vendor does not understand >> accessibility because they can't even articulate the standards language properly. >> >> It's implied, but I'll state it openly here: I'm not speaking for my >> employer/institution; these are opinions that result from my experience. >> >> I look forward to comments! >> >> -- >> -*- Dan Comden danc@uw.edu >> Access Technology Center www.uw.edu/itconnect/accessibility/atl/ >> University of Washington UW Information Technology >> >> >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman1.u.washington.edu >> http://mailman1.u.washington.edu/mailman/listinfo/athen-list >> >> > _______________________________________________ > athen-list mailing list > athen-list@mailman1.u.washington.edu > http://mailman1.u.washington.edu/mailman/listinfo/athen-list > > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120726/01fa61c8/attachment-0001.htm ------------------------------ _______________________________________________ athen-list mailing list athen-list@mailman1.u.washington.edu http://mailman1.u.washington.edu/mailman/listinfo/athen-list End of athen-list Digest, Vol 78, Issue 17 ****************************************** From Michael.Nusen at ppcc.edu Thu Jul 26 17:51:29 2012 From: Michael.Nusen at ppcc.edu (Nusen, Michael) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Pikes Peak Community College job posting: half-time (benefits included) Disability Specialist Message-ID: Pikes Peak Community College has the below (& attached) job posted at https://employment.ppcc.edu/index.cfm?fuseaction=show_job&job_id=1410 for a half-time (benefits included) Disability Specialist position that closes at 4 p.m. on Tue., 8-7-12. If you have questions, please contact Patricia Padeway in Human Resource Services at 719-502-2296. Thank you, Michael Nusen Director, OASIS/CAC (Office of Accommodative Services and Instructional Support/Computer Access Center) Pikes Peak Community College Disability Specialist (Half-time) Part Time VPSS - Vice President for Student Services - Office of Accommodative Services and Instructional Support (OASIS) The purpose of the Disability Specialist is to offer services and accommodations to students with documented disabilities: i.e. neurological, psychiatric and personality disorders, learning disabilities/disorders, as well as orthopedic and locomotor disabilities and other disabilities. This is a half-time position, 20 hours per week, benefits included. The work schedule will be two and a half days per week; subject to change to accommodate departmental needs. Minimum Qualifications: * Bachelor's degree in Education, Special Education, Counseling, Vocational Rehabilitation, Social Work or a closely related field. * Two or more years of experience working with individuals with neurological and psychiatric disabilities, as well as orthopedic and locomotor disabilities, learning disabilities/disorders, personality disorders and all other disabilities. Salary is $1,623.79 per month, non-negotiable. For full consideration, all application materials must be received by 4 p.m. on Tuesday, August 7, 2012. Please see Application Process below. Note: Prior submission of application materials will not be considered. If you are covered by the Address Confidentiality Program, CRS 24-21-201 through 24-21-214, please notify the Human Resource Services office at 719.502.2600 so that you are provided the appropriate time extension for notifications provided by U.S. mail. The extension allowed under this program applies only to U.S. mail notifications that include a deadline of 10 days or less. By submitting an application for this announced position, applicants are certifying that all statements, information and documents provided are true, complete and correct to the best of my knowledge and are made in good faith. Further, applicants understand that omissions, misleading, false or untrue information, or any attempt at fraud or deceit in any manner connected with this application and/or subsequent testing may result in them not being considered for jobs with the State of Colorado; may constitute grounds for discipline and/or termination after hire; and/or constitute grounds for further actions pursuant to law. Former employees of the Colorado Community College System or one of its 13 colleges, who were disciplinarily terminated or resigned in lieu of termination, must disclose this information on your application. The Federal Clery Act (The Student Right to Know and Campus Security Act of 1990) requires all institutions of higher learning to make available to prospective employees our agency's Annual Security Report. A paper copy of this report can also be obtained at the Office of Human Resource Services upon request. This report includes statistics for the previous three years concerning crimes that occurred on campus or on property controlled or owned by Pikes Peak Community College, as well as public property within, or immediately adjacent to and accessible from, our campuses. You can also find institutional policies concerning the annual security report as well as policies governing sexual assault, access to the facilities, etc. Release Date 07/24/12 Distribution National General Pikes Peak Community College, located in Colorado Springs, Colorado at the foot of Pikes Peak, is a two-year, fully accredited institution of higher education offering a broad program in transfer, career and technical, and preparatory subjects, with a focus on individual student success and community needs. Present enrollment for day and evening classes is over 10,000 students on three full-service campuses and satellite campus locations in Colorado. For our instructional positions, we are looking for an individual who * has experience with learner-centered education and mentoring; * is willing to help recruit students; * has worked with students in preparing for careers and community service; * is experienced in working with diverse learner populations; * has experience in student learning assessment programs; * is interdisciplinary in teaching and curriculum development; * has a demonstrated self-orientation toward problem solving, community service, teaching and curriculum development, and other applied results; desires to make positive contribution to the institutional environment; * and has a highly developed understanding and a demonstrated record of applying global and multicultural perspectives to course and curriculum development. For our Administrative positions, we are looking for an individual who * has demonstrated supervisory experience and skills, including project management and problem solving; * is experienced working with diverse populations; * has highly developed budget management skills; * is able to develop and implement strategic initiatives; * has experience utilizing technology to increase efficiency and productivity; * is an effective communicator; * and has the ability to plan, organize, and measure complex systems and processes. Essential Duties * Direct student contact: conduct initial and subsequent interviews with students to request and review disability documentation and determine reasonable accommodations & strategies to ensure accessibility to academic programs and services that meets the needs of students with disabilities and complies with disability and privacy regulations. Conduct informal inventories/histories for: Attention deficit disorder and/or attention deficit hyperactive disorder; learning disability; learning styles; and environmental preferences. Work with students regarding study/behavior strategies, time management and organizational skills. Create and maintain accurate, organized records. * Facilitate accommodation plans by establishing and maintaining communication between student and faculty and consulting with campus and community resources to identify and address accessibility issues and refer students to community and campus resources: i.e. communication with the College's Department of Military and Veterans Programs Office on matters relating to disability services. Serve as the communication facilitator with campus resources as requested by supervisor. * Participate in student case conferences. Act as delegate for supervisor(s) as requested. Assist new students with voter registration. Assist supervisor with maintaining up to date resources information that assists students with disabilities. * Consult with faculty and conduct in-service sessions and participate in program review, development, and cross training. General Duties * Must be able to work variable schedules that may be negotiable based on departmental needs. * Ability to drive between campuses as needed. * Experience working effectively as a member of a team. * Strong problem solving and conflict resolution skills to include maintaining an atmosphere of civility. * Strong verbal and written communication skills in a broad range of subjects. * Good interpersonal skills. * Ability to work with persons with disabilities. * Familiarity with relevant disability laws. * Ability to provide training and information to faculty. * Ability to keep up to date with changing technologies/assistive technology, and disability related information & disability and privacy regulations. * Knowledge of community referral resources. Minimum Qualifications * Bachelors - Counseling or Bachelors - Education or Bachelors - Social Work or Bachelors - Special Education or Bachelors - Vocational Rehabilitation * Experience two or more years neurological and psychiatric disabilities or and other disabilities or orthopedic and locomotor disabilities and other disabilities or and other disabilities Preferred Qualifications * Master's degree in Education, Special Education, Counseling, Vocational Rehabilitation, Social Work, Student Affairs in Higher Education, Student Personnel Services or a closely related field * Three or more years of documented experience working with individuals with neurological and psychiatric disabilities, as well as orthopedic and locomotor disabilities, learning disabilities/disorders, personality disorders and all other disabilities * Two semesters of paid professional experience working with students with disabilities in a community college accommodation granting disability services office conducting intakes and reviewing provider documentation for the purpose of granting academic accommodations * Documented experience administering diagnostic tests and/or evaluating disability documentation: i.e. medical, mental health and learning disabilities (i.e. aptitude/cognitive and achievement testing) * Documented experience in crisis management for post-secondary or secondary students with disabilities * Demonstrated ability to work with a diverse population of students with various abilities and technology needs * Demonstrated ability to work independently as well as part of a team * One or more years of experience using standard desktop computer application software and operating systems (i.e. Microsoft Word, Excel, PowerPoint, Access, etc.) * Demonstrated knowledge of assistive technology * Demonstrated ability to communicate in sign language Salary Salary $1,623.79 / month. For instructional positions in particular, additional compensation may be possible with teaching overloads, special assignments, etc. Fringe Benefits Full-time faculty positions receive paid sick leave, group health and life insurance with College cost participation, a State retirement program, and academic recesses in accordance with the College calendar. Administrative positions receive paid sick leave, paid annual leave, ten paid holidays per year, group health and life insurance with College cost participation, and a State retirement program. Application Process Please submit a cover letter, resume, transcripts (unofficial), and the names and contact information of three recent job-related references who can address your expertise and background for this position. The cover letter must specifically address each of the qualifications listed under Minimum Qualifications and Preferred Qualifications in the exact same order in which they are listed in this announcement. Application Closing Completed materials must be electronically submitted through the Pikes Peak Community College Employment Center https://employment.ppcc.edu/. No other form of application will be accepted for this position. For full consideration, application materials must be received by the date specified in the announcement above. Availability Pikes Peak Community College reserves the right to withdraw or change "position availability" based on unanticipated budget constraints or other non-specified reasons it deems relevant. Notice To All Applicants The State of Colorado must comply with the Immigration Reform and Control Act of 1986. If hired, the applicant will be required to provide documents to show identity and authorization to work. This law applies to all persons hired. All finalists must submit to and successfully complete a post-offer, pre-employment background check as a condition of employment. Those hired will be required, at their expense, to have official transcripts sent within sixty (60) days of the date of hire to Pikes Peak Community College's Human Resource Services from those institutions that support degree(s) that were conferred upon them. Colorado fiscal rules require all new employees to be on direct deposit payroll. This is a condition of employment. Non-discrimination Statement Pikes Peak Community College does not unlawfully discriminate on the basis of race, color, creed, national origin or ancestry, sex, veteran status, age, sexual orientation, or disability in employment. Pursuant to Title VII of the Civil Rights Act of 1964 (Title VII), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act of 1990 (ADA), the ADA Amendments Act of 2008,and Age Discrimination in Employment Act of 1967 (ADEA), the college has established grievance procedures for its employees and/or job applicants. Specific complaints of alleged discrimination under Section 504 or the ADA (disability or veteran status) or Title VII (sex, race, national origin, or sexual harassment) or ADEA (age) should be referred to the Executive Director of HRS, 5675 South Academy Boulevard, Room C-202, Colorado Springs, Colorado 80906; (719) 502-2600; or the Colorado Community College System Office, 9101 East Lowry Blvd., Denver, CO 80230, (303) 620-4000; or the Colorado Civil Rights Division, Colorado Springs, CO, (719) 633-7518; or the U.S. Equal Employment Opportunity Commission, Denver, CO, 1-800-669-4000 (Voice) or 1-800-669-6820 (TTY). -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: PPCC half-time Disability Specialist.doc Type: application/msword Size: 59904 bytes Desc: PPCC half-time Disability Specialist.doc URL: From hascherdss at gmail.com Fri Jul 27 07:06:29 2012 From: hascherdss at gmail.com (Heidi Scher) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] (going) paperless DSR Office In-Reply-To: References: Message-ID: Hi Carol, We've been "less paper" (wish we were totally paperless ;-) for about 3 years now. LOVE IT! The primary rule of the office is that as soon as a document arrives in someone's hands, the document gets scanned. Our big office copier also scans and all scans go into one specific folder on our server. (Other than printing student letters, I think it's used more for scanned! I always have to stop and think how to make a copy!!) A scanned file is immediately verified to ensure that it's a good scan (no missing pages, no crooked pages, all pages are straight). Once verified, the document is given back to the student - if they provided it - or shredded (if it came in via fax or snail mail). We came up with naming standards so that files are consistently named and easy to identify in the student's digital folder. When documentation is scanned, we also note in the student's database record in the database as to who authored the documentation (such as a doctor's name or hospital or agency) and the date our office received it. (That way if a student comes in asking if we've received documentation from "XYZ," we can quickly tell them what we have.) Our department is actually in two locations (and shortly a third location is going to be added); and my office was initially not in the main office area. What a headache to find a student's hard-copy file! I'd have to go to the main office, look in the filing cabinet, and - usually - the file wasn't there. So then I had to begin scouting in peoples' offices! Now, all the information is scanned and filed. It was a headache getting everything scanned initially, I will admit. But it's been worth it! (We had some student workers and GAs who did the scanning.) When we began the process, we started scanning current active student files. Each student's file was scanned as one big scanned file. Then we separated the types of paperwork - initial registration form, documentation, eligibility form, case notes, semester check in forms, etc. - into their own digital files. Case notes were turned into Word docs. All other paperwork is saved as PDF. Once all the active files were scanned, we started on the inactive files. The down side? Hm, maybe that if a digital file isn't moved from the initial scan folder to the correct student folder, it can be a little difficult to find. But a computer search remedies that. We do have to regularly go through the folder where scans are automatically saved in order to ensure that paperwork is moved out in a timely manner. But we've gone to digital on almost all types of office paperwork that we can and it's definitely working well. And we're much more conservation-minded! Good luck and feel free to email me off-list if you'd like any more info. Heidi +++++++++++++++ Heidi Scher, M.S., CRC Associate Director Center for Educational Access University of Arkansas ARKU 104 Fayetteville, AR 72701 479.575.3104 479.575.7445 fax 479.575.3646 tdd +++++++++++++++ On Thu, Jul 26, 2012 at 12:47 PM, Gershman, Cindy wrote: > Posting for a colleague; forgive the cross-posts.**** > > ** ** > > We need some feedback from those of you who work in a paperless or near > paperless office. Our office will be using a on line database soon. Thanks > in advance for answers to the questions below.**** > > What are the negatives of becoming paperless?**** > > Did you scan proof of disability and return the original to the student?** > ** > > How did you start the process on current files?**** > > Thanks**** > > Carol Barnes **** > > ** ** > > *Carol Barnes* > > * * > > *Disability Resource Specialist*** > > *Pima Community College, West & Community Campuses*** > > *520-206-3132*** > > *520-206-3139 (fax) > carol.barnes@pima.edu***** > > ** ** > > ** ** > > *Cindy Gershman* > > Advanced Program Coordinator, Alt Format**** > > Disabled Student Resources**** > > Pima Community College**** > > Tucson, AZ**** > > 520-206-6688**** > > cgershman@pima.edu**** > > ** ** > > _______________________________________________ > athen-list mailing list > athen-list@mailman1.u.washington.edu > http://mailman1.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From cgershman at pima.edu Sat Jul 28 13:13:49 2012 From: cgershman at pima.edu (Gershman, Cindy) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] chargeback for accessibility conversions Message-ID: Forgive cross posts... We're looking for policies other institutions might have in place for chargeback to departments (for video captioning or other labor-intensive Alt Format conversions for purposes of accessibility) or other "incentives" for buy-in from ALL administrators and faculty regarding the procurement of accessible materials and equipment. Thanks for any help, Cindy Gershman Advanced Program Coordinator, Alt Format Disabled Student Resources Pima Community College Tucson, AZ 520-206-6688 cgershman@pima.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at stanford.edu Mon Jul 30 15:20:00 2012 From: skeegan at stanford.edu (Sean J Keegan) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Error in MathType 6.8 and Word 2010? Message-ID: <50170890.4010808@stanford.edu> Hello all, We have been trying out Word 2010 and the new MathType 6.8 application and have discovered a rather disconcerting result. When entering a new inline equation into Word 2010, MathType 6.8 *automatically* adds a space after the equation. While this is not a major problem if the equation occurs in the middle of a sentence, this creates a significant problem if the following character after the equation is supposed to be a comma or a period. This can cause a major pain if trying to go to Braille via Duxbury. Please note - the extra space is not happening in the MathType equation editor window, but rather is in the MS Word document itself and happens when you press the Inline Equation option. Has anyone else encountered this issue? Is there a setting that one can set such that MathType does not automatically include a space after the equation? Rather than just entering the equation, MathType appears to be also trying to visually format our document as well. Take care, sean -- Sean Keegan Associate Director, Assistive Technology Office of Accessible Education - Stanford University http://studentaffairs.stanford.edu/oae From skeegan at stanford.edu Mon Jul 30 15:24:53 2012 From: skeegan at stanford.edu (Sean J Keegan) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Re: Error in MathType 6.8 and Word 2010? In-Reply-To: References: Message-ID: <501709B5.3@stanford.edu> I just did another check and it appears this happens when adding an equation using the other input options as well (Display Equation, etc.). So, it's not just when you insert an Inline Equation, but when you insert any equation with MathType 6.8 that you get the extra space after the equation. If you turn on the Reveal Hidden Characters option, you will see it. Take care, Sean On 7/30/12 3:20 PM, Sean J Keegan wrote: > Hello all, > > We have been trying out Word 2010 and the new MathType 6.8 application > and have discovered a rather disconcerting result. > > When entering a new inline equation into Word 2010, MathType 6.8 > *automatically* adds a space after the equation. While this is not a > major problem if the equation occurs in the middle of a sentence, this > creates a significant problem if the following character after the > equation is supposed to be a comma or a period. This can cause a major > pain if trying to go to Braille via Duxbury. Please note - the extra > space is not happening in the MathType equation editor window, but > rather is in the MS Word document itself and happens when you press the > Inline Equation option. > > Has anyone else encountered this issue? Is there a setting that one can > set such that MathType does not automatically include a space after the > equation? > > Rather than just entering the equation, MathType appears to be also > trying to visually format our document as well. > > Take care, > sean > From wink.harner at mesacc.edu Mon Jul 30 15:37:43 2012 From: wink.harner at mesacc.edu (Wink Harner) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Re: Error in MathType 6.8 and Word 2010? In-Reply-To: <501709B5.3@stanford.edu> References: <501709B5.3@stanford.edu> Message-ID: Can you disable "auto-format as you type" to remove automatic space insert? Wink On Jul 30, 2012 3:27 PM, "Sean J Keegan" wrote: > I just did another check and it appears this happens when adding an > equation using the other input options as well (Display Equation, etc.). > > So, it's not just when you insert an Inline Equation, but when you insert > any equation with MathType 6.8 that you get the extra space after the > equation. If you turn on the Reveal Hidden Characters option, you will see > it. > > Take care, > Sean > > > On 7/30/12 3:20 PM, Sean J Keegan wrote: > >> Hello all, >> >> We have been trying out Word 2010 and the new MathType 6.8 application >> and have discovered a rather disconcerting result. >> >> When entering a new inline equation into Word 2010, MathType 6.8 >> *automatically* adds a space after the equation. While this is not a >> major problem if the equation occurs in the middle of a sentence, this >> creates a significant problem if the following character after the >> equation is supposed to be a comma or a period. This can cause a major >> pain if trying to go to Braille via Duxbury. Please note - the extra >> space is not happening in the MathType equation editor window, but >> rather is in the MS Word document itself and happens when you press the >> Inline Equation option. >> >> Has anyone else encountered this issue? Is there a setting that one can >> set such that MathType does not automatically include a space after the >> equation? >> >> Rather than just entering the equation, MathType appears to be also >> trying to visually format our document as well. >> >> Take care, >> sean >> >> ______________________________**_________________ > athen-list mailing list > athen-list@mailman1.u.**washington.edu > http://mailman1.u.washington.**edu/mailman/listinfo/athen-**list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From RJiron at roguecc.edu Mon Jul 30 16:37:03 2012 From: RJiron at roguecc.edu (Jiron, Randi) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] RE: (going) paperless DSR Office In-Reply-To: References: Message-ID: <2F7FEC03A7C80E42AF4F681C9032B1940174FFA367@Mercury1> Hi Carol, We went paperless about 6 years ago. I don't see any real negatives at this point, its all been good. We now scan proof of disability and return to the student if provided by the student. Or, depending on the situation, we may copy the doc and give it back to the student and later scan. We would then shred our copy. If it is provided by a third party, we scan and shred. We started the process by scanning in our current files. Then we scanned back about 5 years worth I believe. Instead of scanning every piece of paper in the files, we created several doc types including; Documentation, Authorization for Release, and of course Misc. for other items. Basically we created categories for items that were most important to preserve. I hope this helps. You can always email me if you'd like more information about our process. Randi Jiron, MBA Disability Services Specialist Office of Disability Services Rogue Community College rjiron@roguecc.edu This e-mail may contain information that is privileged, confidential, or otherwise exempt from disclosure under applicable law. This e-mail was sent in good faith to the address you provided to Rogue Community College. We trust that you have password-protected access to this e-mail account and that any transmitted confidential information is secure. If you are not the named addressee, you should not disseminate, distribute, or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail message by mistake, and then delete this e-mail and any attachments from your system. If you are not the intended recipient, you are notified that disclosing, copying, distributing, or taking any action in reliance on the contents of this information is strictly prohibited. From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of Gershman, Cindy Sent: Thursday, July 26, 2012 10:48 AM To: (athen-list@u.washington.edu) Subject: [Athen] (going) paperless DSR Office Posting for a colleague; forgive the cross-posts. We need some feedback from those of you who work in a paperless or near paperless office. Our office will be using a on line database soon. Thanks in advance for answers to the questions below. What are the negatives of becoming paperless? Did you scan proof of disability and return the original to the student? How did you start the process on current files? Thanks Carol Barnes Carol Barnes Disability Resource Specialist Pima Community College, West & Community Campuses 520-206-3132 520-206-3139 (fax) carol.barnes@pima.edu Cindy Gershman Advanced Program Coordinator, Alt Format Disabled Student Resources Pima Community College Tucson, AZ 520-206-6688 cgershman@pima.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at stanford.edu Mon Jul 30 16:50:15 2012 From: skeegan at stanford.edu (Sean J Keegan) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Re: Error in MathType 6.8 and Word 2010? In-Reply-To: References: <501709B5.3@stanford.edu> Message-ID: <50171DB7.5050900@stanford.edu> > Can you disable "auto-format as you type" to remove automatic space insert? It does not look like it is part of the auto-format options in MS Word, but rather something that is part of the MathType macro itself. Take care, sean From skeegan at stanford.edu Tue Jul 31 10:57:52 2012 From: skeegan at stanford.edu (Sean J Keegan) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Re: Error in MathType 6.8 and Word 2010? In-Reply-To: References: Message-ID: <50181CA0.7060401@stanford.edu> > This behavior is by design, to combat the poor baseline alignment > issue in the modern versions of Office. This prevents the shifting of > text following an equation at the end of a line, for instance where > you insert an equation, and the text that follows it will shift to > subscript style. Thanks for the follow-up Steve. I got word back from Design Science support as well with the same registry edit. Not exactly an ideal solution to edit the registry and I sent Design Science a note about that issue as well. I completely understand the "why" (and waiting for Microsoft to fix bugs can be an exercise in patience), but this seems to be a rather "heavy-handed" alternative. I made a suggestion to Design Science if they could include a switch in MathType that could enable/disable the space after an equation. For general users, I get the solution, but for those doing alternate format creation such a solution is just not realistic. For those who may have missed the fix, here is the registry change: Set the regkey for "HKEY_CURRENT_USER\Software\Design Science\DSMT6\WordCommands\NoSpaceAfterInline" to 1. This will remove the extra space that MathType 6.8 automatically enters when you insert an equation into a MS Word document. Thanks again for your help Steve. Take care, Sean -- Sean Keegan Associate Director, Assistive Technology Office of Accessible Education - Stanford University http://studentaffairs.stanford.edu/oae From wink.harner at mesacc.edu Tue Jul 31 11:40:01 2012 From: wink.harner at mesacc.edu (Wink Harner) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Re: Error in MathType 6.8 and Word 2010? In-Reply-To: <50181CA0.7060401@stanford.edu> References: <50181CA0.7060401@stanford.edu> Message-ID: This solution solves YOUR immediate problem. Glad folks were quick to respond. It is probably not, as you pointed out, the optimal solution for the principal users in alt text production. Is there a programming / bug fix coming as a result of your inquiries? Thanks for keeping us posted on developments. Wink On Jul 31, 2012 11:01 AM, "Sean J Keegan" wrote: > > This behavior is by design, to combat the poor baseline alignment > > issue in the modern versions of Office. This prevents the shifting of > > text following an equation at the end of a line, for instance where > > you insert an equation, and the text that follows it will shift to > > subscript style. > > Thanks for the follow-up Steve. I got word back from Design Science > support as well with the same registry edit. > > Not exactly an ideal solution to edit the registry and I sent Design > Science a note about that issue as well. I completely understand the "why" > (and waiting for Microsoft to fix bugs can be an exercise in patience), but > this seems to be a rather "heavy-handed" alternative. I made a suggestion > to Design Science if they could include a switch in MathType that could > enable/disable the space after an equation. For general users, I get the > solution, but for those doing alternate format creation such a solution is > just not realistic. > > For those who may have missed the fix, here is the registry change: > Set the regkey for "HKEY_CURRENT_USER\Software\**Design > Science\DSMT6\WordCommands\**NoSpaceAfterInline" to 1. > > This will remove the extra space that MathType 6.8 automatically enters > when you insert an equation into a MS Word document. > > Thanks again for your help Steve. > > Take care, > Sean > > -- > Sean Keegan > Associate Director, Assistive Technology > Office of Accessible Education - Stanford University > http://studentaffairs.**stanford.edu/oae > ______________________________**_________________ > athen-list mailing list > athen-list@mailman1.u.**washington.edu > http://mailman1.u.washington.**edu/mailman/listinfo/athen-**list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at stanford.edu Tue Jul 31 12:02:40 2012 From: skeegan at stanford.edu (Sean J Keegan) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Re: Error in MathType 6.8 and Word 2010? In-Reply-To: References: <50181CA0.7060401@stanford.edu> Message-ID: <50182BD0.7020206@stanford.edu> > Is there a programming / bug fix coming as a result of your inquiries? Hi Wink, I did receive a message that Design Science was looking into options but could not promise anything as of yet (which is to be expected). As soon as I find out additional information, I will post to the list. Design Science did say they would also update their Technical Support Notices, so the interim registry fix information should be available on the website soon. Take care, Sean From wink.harner at mesacc.edu Tue Jul 31 12:17:29 2012 From: wink.harner at mesacc.edu (Wink Harner) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Re: Error in MathType 6.8 and Word 2010? In-Reply-To: <50182BD0.7020206@stanford.edu> References: <50181CA0.7060401@stanford.edu> <50182BD0.7020206@stanford.edu> Message-ID: Thanks Sean. Appreciate the info & any future updates as they come along. Wink On Jul 31, 2012 12:07 PM, "Sean J Keegan" wrote: > > Is there a programming / bug fix coming as a result of your inquiries? > > Hi Wink, > > I did receive a message that Design Science was looking into options but > could not promise anything as of yet (which is to be expected). As soon as > I find out additional information, I will post to the list. Design Science > did say they would also update their Technical Support Notices, so the > interim registry fix information should be available on the website soon. > > Take care, > Sean > ______________________________**_________________ > athen-list mailing list > athen-list@mailman1.u.**washington.edu > http://mailman1.u.washington.**edu/mailman/listinfo/athen-**list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From wulfcx at jmu.edu Tue Jul 31 12:38:44 2012 From: wulfcx at jmu.edu (Wulf, Christina - wulfcx) Date: Sat Jun 9 18:30:56 2018 Subject: [Athen] Re: Canvas LMS vs. Blackboard Message-ID: Just wanted to put out a quick THANK YOU! to all the folks who provided insights and feedback about the accessibility of Canvas & Blackboard. This list is a wonderful resource! Christina Wulf Office of Disability Services Accessible Media & Technology Assistant James Madison University Harrisonburg, VA Wilson 208 540-568-5046 wulfcx@jmu.edu -----Original Message----- From: athen-list-bounces@mailman1.u.washington.edu [mailto:athen-list-bounces@mailman1.u.washington.edu] On Behalf Of athen-list-request@mailman1.u.washington.edu Sent: Wednesday, July 25, 2012 3:02 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 78, Issue 16 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman1.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman1.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman1.u.washington.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of athen-list digest..." Today's Topics: 1. An Intensive on-line AT Training Program for Professionals in Rehabilitation Services - Starting soon! (hirschma@uwm.edu) 2. Canvas LMS vs. Blackboard (Wulf, Christina - wulfcx) 3. Re: Canvas LMS vs. Blackboard (Dan Comden) ---------------------------------------------------------------------- Message: 1 Date: Tue, 24 Jul 2012 14:40:35 -0500 (CDT) From: hirschma@uwm.edu Subject: [Athen] An Intensive on-line AT Training Program for Professionals in Rehabilitation Services - Starting soon! To: athen-list@u.washington.edu Message-ID: <303620146.279543.1343158835670.JavaMail.root@mail17.pantherlink.uwm.edu> Content-Type: text/plain; charset="utf-8" TechSpec Assistive Technology Program: An Intensive Training Program for Professionals in Rehabilitation Services: The University of Wisconsin-Milwaukee (UWM), Rehabilitation Research Design and Disability Center (R2D2), and the Stout Vocational Rehabilitation Institute at the University of Wisconsin - Stout are pleased to present the TechSpec Program, which provides a stipend for an intensive, on-line, Assistive Technology and Accessible Design (ATAD) Program of Study. The Certificate in Assistive Technology and Accessible Design, which is awarded at the completion of the TechSpec Program, is an interdisciplinary, collaborative program through the UWM College of Health Science's Departments of Occupational Therapy and Communication Sciences Disorders and the School of Education's Department of Exceptional Education. This 1 ?? to 2-year part-time graduate study program is designed to meet the increasing demand for assistive technology and universal design expertise within the field of rehabilitation. We???re starting soon! We are limited to 8 participants. Interested rehabilitation/education providers can obtain more information or an Application Kit from Aura Hirschman. Applications are due by Aug. 10, 2012. Contact information: Phone (414) 229- 1139 or email hirschma@uwm.edu. -- "Design for People with Disabilities is Better Design for Everyone" (for more information and resources - http://access-ed.r2d2.uwm.edu/) Aura M. Hirschman, MS, CRC Outreach and Training Coordinator R2D2 Center, Enderis Hall, Room 135 University of Wisconsin - Milwaukee P.O. Box 413 Milwaukee, WI 53211-0413 (414) 229-1139 Fax (414) 229-6843 TTY (414) 229-5628 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120724/af0fd4da/attachment-0001.htm ------------------------------ Message: 2 Date: Tue, 24 Jul 2012 20:59:41 +0000 From: "Wulf, Christina - wulfcx" Subject: [Athen] Canvas LMS vs. Blackboard To: "athen-list@u.washington.edu" Message-ID: Content-Type: text/plain; charset="us-ascii" Hi all - I'm quite new to this list, so please let me know if this isn't the proper forum for this question. My university is considering shifting to a new Learning Management System. The university has narrowed the choices down to sticking with Blackboard 9.1 (which we currently use) or moving to Instructure's Canvas LMS. I've been asked to research and compare the accessibility of the two programs. I've found plenty of info online, especially about Blackboard, but would love to hear any first hand experiences--positive or negative--that users have encountered using either Blackboard or Canvas. I'm particularly interested about how user-friendly the systems are for screen-readers users. A system may be technically accessible but not particularly easy to use. Thanks so much for any help - if you have suggestions for other listservs or venues where I might get additional feedback, please let me know! Many thanks, Christina Wulf Office of Disability Services Accessible Media & Technology Assistant James Madison University Wilson Hall 208 540-568-5046 wulfcx@jmu.edu ------------------------------ Message: 3 Date: Tue, 24 Jul 2012 15:27:22 -0700 From: Dan Comden Subject: Re: [Athen] Canvas LMS vs. Blackboard To: Access Technology Higher Education Network Message-ID: Content-Type: text/plain; charset="iso-8859-1" Hi Christine, I've nearly completed assessing our pilot implementation of Canvas. While many modules are overall accessible, some key elements, including the grading module, have what appear to be serious accessibility problems, esp for keyboard/screenreader users. I would encourage a complete assessment of both options before making a choice. If you'd like to see my draft notes, drop me a direct email note. -*- Dan On Tue, Jul 24, 2012 at 1:59 PM, Wulf, Christina - wulfcx wrote: > Hi all - > > I'm quite new to this list, so please let me know if this isn't the > proper forum for this question. > > My university is considering shifting to a new Learning Management System. > The university has narrowed the choices down to sticking with > Blackboard > 9.1 (which we currently use) or moving to Instructure's Canvas LMS. > > I've been asked to research and compare the accessibility of the two > programs. I've found plenty of info online, especially about > Blackboard, but would love to hear any first hand > experiences--positive or negative--that users have encountered using either Blackboard or Canvas. > > I'm particularly interested about how user-friendly the systems are > for screen-readers users. A system may be technically accessible but > not particularly easy to use. > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman1.u.washington.edu/pipermail/athen-list/attachments/20120724/7274d4f1/attachment-0001.htm ------------------------------ _______________________________________________ athen-list mailing list athen-list@mailman1.u.washington.edu http://mailman1.u.washington.edu/mailman/listinfo/athen-list End of athen-list Digest, Vol 78, Issue 16 ******************************************