From timothyjb310 at gmail.com Mon May 1 07:27:24 2017 From: timothyjb310 at gmail.com (Timothy Breitenfeldt) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] Looking for Braille Discrete Math Book In-Reply-To: References: Message-ID: I just looked. It does not appear that APH has that book. Thanks for the resource though. TJ Breitenfeldt On 4/30/17, David Andrews wrote: > Have you looked in the Louis database from APH www.aph.org > > Dave > At 10:01 PM 4/30/2017, you wrote: >>Hello, >> >>I am going to take a Discrete Math class in the Summer, and I am >>looking to see if my book for the class has already been brailled. >>Does anyone know or have suggestions where I might find the book: >> >>Mathematical Reasoning: Writing and Proof >>by Ted Sundstrom >> >>It is a free book that can be downloaded from: >> >>http://scholarworks.gvsu.edu/books/7/ >> >>I have already done a lot of testing with the book with Jaws and NVDA, >>and I don't think that I will be able to get through the whole quarter >>with the accessibility that I have to work with. >> >>Thanks, >> >>TJ Breitenfeldt >> >>athen-list mailing list >>athen-list@mailman13.u.washington.edu >>http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > From aswans15 at msudenver.edu Mon May 1 12:36:32 2017 From: aswans15 at msudenver.edu (aswans15) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 1 In-Reply-To: References: Message-ID: Hello All, What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. Thank you, Andy Swanson Andrew S.J. Swanson Accessibility Technology Specialist Access Center Plaza 122 Metropolitan State University of Denver aswans15@msudenver.edu Phone#303-556-8387 Fax#303-556-6852 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. -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of athen-list-request@mailman13.u.washington.edu Sent: Monday, May 01, 2017 1:00 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman13.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) 2. Re: Looking for Braille Discrete Math Book (David Andrews) 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) ---------------------------------------------------------------------- Message: 1 Date: Sun, 30 Apr 2017 20:01:57 -0700 From: Timothy Breitenfeldt To: athen-list@u.washington.edu Subject: [Athen] Looking for Braille Discrete Math Book Message-ID: Content-Type: text/plain; charset=UTF-8 Hello, I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. Does anyone know or have suggestions where I might find the book: Mathematical Reasoning: Writing and Proof by Ted Sundstrom It is a free book that can be downloaded from: http://scholarworks.gvsu.edu/books/7/ I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. Thanks, TJ Breitenfeldt ------------------------------ Message: 2 Date: Sun, 30 Apr 2017 22:08:04 -0500 From: David Andrews To: Access Technology Higher Education Network Subject: Re: [Athen] Looking for Braille Discrete Math Book Message-ID: Content-Type: text/plain; charset="us-ascii"; format=flowed Have you looked in the Louis database from APH www.aph.org Dave At 10:01 PM 4/30/2017, you wrote: >Hello, > >I am going to take a Discrete Math class in the Summer, and I am >looking to see if my book for the class has already been brailled. >Does anyone know or have suggestions where I might find the book: > >Mathematical Reasoning: Writing and Proof by Ted Sundstrom > >It is a free book that can be downloaded from: > >http://scholarworks.gvsu.edu/books/7/ > >I have already done a lot of testing with the book with Jaws and NVDA, >and I don't think that I will be able to get through the whole quarter >with the accessibility that I have to work with. > >Thanks, > >TJ Breitenfeldt > >athen-list mailing list >athen-list@mailman13.u.washington.edu >http://mailman13.u.washington.edu/mailman/listinfo/athen-list ------------------------------ Message: 3 Date: Mon, 1 May 2017 07:27:24 -0700 From: Timothy Breitenfeldt To: Access Technology Higher Education Network Subject: Re: [Athen] Looking for Braille Discrete Math Book Message-ID: Content-Type: text/plain; charset=UTF-8 I just looked. It does not appear that APH has that book. Thanks for the resource though. TJ Breitenfeldt On 4/30/17, David Andrews wrote: > Have you looked in the Louis database from APH www.aph.org > > Dave > At 10:01 PM 4/30/2017, you wrote: >>Hello, >> >>I am going to take a Discrete Math class in the Summer, and I am >>looking to see if my book for the class has already been brailled. >>Does anyone know or have suggestions where I might find the book: >> >>Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >>It is a free book that can be downloaded from: >> >>http://scholarworks.gvsu.edu/books/7/ >> >>I have already done a lot of testing with the book with Jaws and NVDA, >>and I don't think that I will be able to get through the whole quarter >>with the accessibility that I have to work with. >> >>Thanks, >> >>TJ Breitenfeldt >> >>athen-list mailing list >>athen-list@mailman13.u.washington.edu >>http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list ------------------------------ End of athen-list Digest, Vol 136, Issue 1 ****************************************** From zm290 at msstate.edu Mon May 1 12:52:23 2017 From: zm290 at msstate.edu (Zachary Mason) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 1 In-Reply-To: References: Message-ID: <191612308293463096@unknownmsgid> Which chemistry is this? Sent from my iPhone > On May 1, 2017, at 2:39 PM, aswans15 wrote: > > Hello All, > > What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. > > Thank you, > Andy Swanson > > > Andrew S.J. Swanson > Accessibility Technology Specialist > Access Center > Plaza 122 > Metropolitan State University of Denver > aswans15@msudenver.edu > Phone#303-556-8387 > Fax#303-556-6852 > > 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. > > > > > > -----Original Message----- > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of athen-list-request@mailman13.u.washington.edu > Sent: Monday, May 01, 2017 1:00 PM > To: athen-list@u.washington.edu > Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list > or, via email, send a message with subject or body 'help' to > athen-list-request@mailman13.u.washington.edu > > You can reach the person managing the list at > athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > 2. Re: Looking for Braille Discrete Math Book (David Andrews) > 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 30 Apr 2017 20:01:57 -0700 > From: Timothy Breitenfeldt > To: athen-list@u.washington.edu > Subject: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > Content-Type: text/plain; charset=UTF-8 > > Hello, > > I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. > Does anyone know or have suggestions where I might find the book: > > Mathematical Reasoning: Writing and Proof by Ted Sundstrom > > It is a free book that can be downloaded from: > > http://scholarworks.gvsu.edu/books/7/ > > I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. > > Thanks, > > TJ Breitenfeldt > > > ------------------------------ > > Message: 2 > Date: Sun, 30 Apr 2017 22:08:04 -0500 > From: David Andrews > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > Content-Type: text/plain; charset="us-ascii"; format=flowed > > Have you looked in the Louis database from APH www.aph.org > > Dave > At 10:01 PM 4/30/2017, you wrote: >> Hello, >> >> I am going to take a Discrete Math class in the Summer, and I am >> looking to see if my book for the class has already been brailled. >> Does anyone know or have suggestions where I might find the book: >> >> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >> It is a free book that can be downloaded from: >> >> http://scholarworks.gvsu.edu/books/7/ >> >> I have already done a lot of testing with the book with Jaws and NVDA, >> and I don't think that I will be able to get through the whole quarter >> with the accessibility that I have to work with. >> >> Thanks, >> >> TJ Breitenfeldt >> >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > ------------------------------ > > Message: 3 > Date: Mon, 1 May 2017 07:27:24 -0700 > From: Timothy Breitenfeldt > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > Content-Type: text/plain; charset=UTF-8 > > I just looked. It does not appear that APH has that book. > > Thanks for the resource though. > > TJ Breitenfeldt > > On 4/30/17, David Andrews wrote: > > >> Have you looked in the Louis database from APH www.aph.org >> >> Dave >> At 10:01 PM 4/30/2017, you wrote: >>> Hello, >>> >>> I am going to take a Discrete Math class in the Summer, and I am >>> looking to see if my book for the class has already been brailled. >>> Does anyone know or have suggestions where I might find the book: >>> >>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>> >>> It is a free book that can be downloaded from: >>> >>> http://scholarworks.gvsu.edu/books/7/ >>> >>> I have already done a lot of testing with the book with Jaws and NVDA, >>> and I don't think that I will be able to get through the whole quarter >>> with the accessibility that I have to work with. >>> >>> Thanks, >>> >>> TJ Breitenfeldt >>> >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> > > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > ------------------------------ > > End of athen-list Digest, Vol 136, Issue 1 > ****************************************** > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From randaro at ucsc.edu Mon May 1 13:09:04 2017 From: randaro at ucsc.edu (Randa Roland) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 1 In-Reply-To: References: Message-ID: <24F44AD3-CC2E-4715-8C7D-30F58CA64E80@ucsc.edu> I'd like to know about chemistry labs, too. We have had deaf students, and currently we have a little person enrolled. I'm very nervous about the quarter a low-sighted/blind student comes in , and I'm sure it will be soon. Thanks, Randa Roland, Ph.D. UC Santa Cruz > On May 1, 2017, at 12:36 PM, aswans15 wrote: > > Hello All, > > What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. > > Thank you, > Andy Swanson > > > Andrew S.J. Swanson > Accessibility Technology Specialist > Access Center > Plaza 122 > Metropolitan State University of Denver > aswans15@msudenver.edu > Phone#303-556-8387 > Fax#303-556-6852 > > 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. > > > > > > -----Original Message----- > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of athen-list-request@mailman13.u.washington.edu > Sent: Monday, May 01, 2017 1:00 PM > To: athen-list@u.washington.edu > Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list > or, via email, send a message with subject or body 'help' to > athen-list-request@mailman13.u.washington.edu > > You can reach the person managing the list at > athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > 2. Re: Looking for Braille Discrete Math Book (David Andrews) > 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 30 Apr 2017 20:01:57 -0700 > From: Timothy Breitenfeldt > To: athen-list@u.washington.edu > Subject: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > Content-Type: text/plain; charset=UTF-8 > > Hello, > > I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. > Does anyone know or have suggestions where I might find the book: > > Mathematical Reasoning: Writing and Proof by Ted Sundstrom > > It is a free book that can be downloaded from: > > http://scholarworks.gvsu.edu/books/7/ > > I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. > > Thanks, > > TJ Breitenfeldt > > > ------------------------------ > > Message: 2 > Date: Sun, 30 Apr 2017 22:08:04 -0500 > From: David Andrews > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > Content-Type: text/plain; charset="us-ascii"; format=flowed > > Have you looked in the Louis database from APH www.aph.org > > Dave > At 10:01 PM 4/30/2017, you wrote: >> Hello, >> >> I am going to take a Discrete Math class in the Summer, and I am >> looking to see if my book for the class has already been brailled. >> Does anyone know or have suggestions where I might find the book: >> >> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >> It is a free book that can be downloaded from: >> >> http://scholarworks.gvsu.edu/books/7/ >> >> I have already done a lot of testing with the book with Jaws and NVDA, >> and I don't think that I will be able to get through the whole quarter >> with the accessibility that I have to work with. >> >> Thanks, >> >> TJ Breitenfeldt >> >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > ------------------------------ > > Message: 3 > Date: Mon, 1 May 2017 07:27:24 -0700 > From: Timothy Breitenfeldt > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > Content-Type: text/plain; charset=UTF-8 > > I just looked. It does not appear that APH has that book. > > Thanks for the resource though. > > TJ Breitenfeldt > > On 4/30/17, David Andrews wrote: > > >> Have you looked in the Louis database from APH www.aph.org >> >> Dave >> At 10:01 PM 4/30/2017, you wrote: >>> Hello, >>> >>> I am going to take a Discrete Math class in the Summer, and I am >>> looking to see if my book for the class has already been brailled. >>> Does anyone know or have suggestions where I might find the book: >>> >>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>> >>> It is a free book that can be downloaded from: >>> >>> http://scholarworks.gvsu.edu/books/7/ >>> >>> I have already done a lot of testing with the book with Jaws and NVDA, >>> and I don't think that I will be able to get through the whole quarter >>> with the accessibility that I have to work with. >>> >>> Thanks, >>> >>> TJ Breitenfeldt >>> >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> > > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > ------------------------------ > > End of athen-list Digest, Vol 136, Issue 1 > ****************************************** > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From randaro at ucsc.edu Mon May 1 13:09:29 2017 From: randaro at ucsc.edu (Randa Roland) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 1 In-Reply-To: <191612308293463096@unknownmsgid> References: <191612308293463096@unknownmsgid> Message-ID: Mine is general chemistry. > On May 1, 2017, at 12:52 PM, Zachary Mason wrote: > > Which chemistry is this? > > Sent from my iPhone > >> On May 1, 2017, at 2:39 PM, aswans15 wrote: >> >> Hello All, >> >> What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. >> >> Thank you, >> Andy Swanson >> >> >> Andrew S.J. Swanson >> Accessibility Technology Specialist >> Access Center >> Plaza 122 >> Metropolitan State University of Denver >> aswans15@msudenver.edu >> Phone#303-556-8387 >> Fax#303-556-6852 >> >> 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. >> >> >> >> >> >> -----Original Message----- >> From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of athen-list-request@mailman13.u.washington.edu >> Sent: Monday, May 01, 2017 1:00 PM >> To: athen-list@u.washington.edu >> Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list >> or, via email, send a message with subject or body 'help' to >> athen-list-request@mailman13.u.washington.edu >> >> You can reach the person managing the list at >> athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) >> 2. Re: Looking for Braille Discrete Math Book (David Andrews) >> 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Sun, 30 Apr 2017 20:01:57 -0700 >> From: Timothy Breitenfeldt >> To: athen-list@u.washington.edu >> Subject: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> >> Content-Type: text/plain; charset=UTF-8 >> >> Hello, >> >> I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. >> Does anyone know or have suggestions where I might find the book: >> >> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >> It is a free book that can be downloaded from: >> >> http://scholarworks.gvsu.edu/books/7/ >> >> I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. >> >> Thanks, >> >> TJ Breitenfeldt >> >> >> ------------------------------ >> >> Message: 2 >> Date: Sun, 30 Apr 2017 22:08:04 -0500 >> From: David Andrews >> To: Access Technology Higher Education Network >> >> Subject: Re: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> Content-Type: text/plain; charset="us-ascii"; format=flowed >> >> Have you looked in the Louis database from APH www.aph.org >> >> Dave >> At 10:01 PM 4/30/2017, you wrote: >>> Hello, >>> >>> I am going to take a Discrete Math class in the Summer, and I am >>> looking to see if my book for the class has already been brailled. >>> Does anyone know or have suggestions where I might find the book: >>> >>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>> >>> It is a free book that can be downloaded from: >>> >>> http://scholarworks.gvsu.edu/books/7/ >>> >>> I have already done a lot of testing with the book with Jaws and NVDA, >>> and I don't think that I will be able to get through the whole quarter >>> with the accessibility that I have to work with. >>> >>> Thanks, >>> >>> TJ Breitenfeldt >>> >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> >> >> ------------------------------ >> >> Message: 3 >> Date: Mon, 1 May 2017 07:27:24 -0700 >> From: Timothy Breitenfeldt >> To: Access Technology Higher Education Network >> >> Subject: Re: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> >> Content-Type: text/plain; charset=UTF-8 >> >> I just looked. It does not appear that APH has that book. >> >> Thanks for the resource though. >> >> TJ Breitenfeldt >> >> On 4/30/17, David Andrews wrote: >> >> >>> Have you looked in the Louis database from APH www.aph.org >>> >>> Dave >>> At 10:01 PM 4/30/2017, you wrote: >>>> Hello, >>>> >>>> I am going to take a Discrete Math class in the Summer, and I am >>>> looking to see if my book for the class has already been brailled. >>>> Does anyone know or have suggestions where I might find the book: >>>> >>>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>>> >>>> It is a free book that can be downloaded from: >>>> >>>> http://scholarworks.gvsu.edu/books/7/ >>>> >>>> I have already done a lot of testing with the book with Jaws and NVDA, >>>> and I don't think that I will be able to get through the whole quarter >>>> with the accessibility that I have to work with. >>>> >>>> Thanks, >>>> >>>> TJ Breitenfeldt >>>> >>>> athen-list mailing list >>>> athen-list@mailman13.u.washington.edu >>>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >>> >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >>> >> >> >> ------------------------------ >> >> Subject: Digest Footer >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> >> ------------------------------ >> >> End of athen-list Digest, Vol 136, Issue 1 >> ****************************************** >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From zm290 at msstate.edu Mon May 1 13:19:44 2017 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] Athen-list Digest, Vol 136, Issue 1 Message-ID: <009601d2c2b8$46122150$d23663f0$@msstate.edu> You might enjoy this video https://www.youtube.com/watch?v=B79eLfAwKE4&list=PL1iINvfe91Uap7zrVYpxl3afTd QQkI1W8 for ideas regarding accomidation blind students in a wet lab. Regarding on-line chemistry labs I haven't experience with the products of question. I can survey a few fellow blind chemists however. Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Randa Roland Sent: Monday, May 01, 2017 3:09 PM To: Access Technology Higher Education Network Subject: Re: [Athen] athen-list Digest, Vol 136, Issue 1 I'd like to know about chemistry labs, too. We have had deaf students, and currently we have a little person enrolled. I'm very nervous about the quarter a low-sighted/blind student comes in , and I'm sure it will be soon. Thanks, Randa Roland, Ph.D. UC Santa Cruz > On May 1, 2017, at 12:36 PM, aswans15 wrote: > > Hello All, > > What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. > > Thank you, > Andy Swanson > > > Andrew S.J. Swanson > Accessibility Technology Specialist > Access Center > Plaza 122 > Metropolitan State University of Denver aswans15@msudenver.edu > Phone#303-556-8387 > Fax#303-556-6852 > > 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. > > > > > > -----Original Message----- > From: athen-list > [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of > athen-list-request@mailman13.u.washington.edu > Sent: Monday, May 01, 2017 1:00 PM > To: athen-list@u.washington.edu > Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list > or, via email, send a message with subject or body 'help' to > athen-list-request@mailman13.u.washington.edu > > You can reach the person managing the list at > athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > 2. Re: Looking for Braille Discrete Math Book (David Andrews) > 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 30 Apr 2017 20:01:57 -0700 > From: Timothy Breitenfeldt > To: athen-list@u.washington.edu > Subject: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > > Content-Type: text/plain; charset=UTF-8 > > Hello, > > I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. > Does anyone know or have suggestions where I might find the book: > > Mathematical Reasoning: Writing and Proof by Ted Sundstrom > > It is a free book that can be downloaded from: > > http://scholarworks.gvsu.edu/books/7/ > > I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. > > Thanks, > > TJ Breitenfeldt > > > ------------------------------ > > Message: 2 > Date: Sun, 30 Apr 2017 22:08:04 -0500 > From: David Andrews > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > Content-Type: text/plain; charset="us-ascii"; format=flowed > > Have you looked in the Louis database from APH www.aph.org > > Dave > At 10:01 PM 4/30/2017, you wrote: >> Hello, >> >> I am going to take a Discrete Math class in the Summer, and I am >> looking to see if my book for the class has already been brailled. >> Does anyone know or have suggestions where I might find the book: >> >> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >> It is a free book that can be downloaded from: >> >> http://scholarworks.gvsu.edu/books/7/ >> >> I have already done a lot of testing with the book with Jaws and >> NVDA, and I don't think that I will be able to get through the whole >> quarter with the accessibility that I have to work with. >> >> Thanks, >> >> TJ Breitenfeldt >> >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > ------------------------------ > > Message: 3 > Date: Mon, 1 May 2017 07:27:24 -0700 > From: Timothy Breitenfeldt > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > > Content-Type: text/plain; charset=UTF-8 > > I just looked. It does not appear that APH has that book. > > Thanks for the resource though. > > TJ Breitenfeldt > > On 4/30/17, David Andrews wrote: > > >> Have you looked in the Louis database from APH www.aph.org >> >> Dave >> At 10:01 PM 4/30/2017, you wrote: >>> Hello, >>> >>> I am going to take a Discrete Math class in the Summer, and I am >>> looking to see if my book for the class has already been brailled. >>> Does anyone know or have suggestions where I might find the book: >>> >>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>> >>> It is a free book that can be downloaded from: >>> >>> http://scholarworks.gvsu.edu/books/7/ >>> >>> I have already done a lot of testing with the book with Jaws and >>> NVDA, and I don't think that I will be able to get through the whole >>> quarter with the accessibility that I have to work with. >>> >>> Thanks, >>> >>> TJ Breitenfeldt >>> >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> > > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > ------------------------------ > > End of athen-list Digest, Vol 136, Issue 1 > ****************************************** > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From lbencomo at uccs.edu Mon May 1 13:36:44 2017 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 1 In-Reply-To: References: Message-ID: Hi Andy, Maybe I'm feisty today but I'd be inclined to ask the faculty member to provide alternate equivalent accessible material If they choose to use this as their teaching tool. I try very hard to convert/remediate/accommodate but if I get material that is impossible to work with, I put it back on them and the Disability Services Director to work out another method or determine that the class is inaccessible and out of compliance. (The student will need to be involved as well in case they have ideas.) We can't work miracles. Well...maybe sometimes, but not always! Leyna Bencomo -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of aswans15 Sent: Monday, May 1, 2017 1:37 PM To: athen-list@u.washington.edu Subject: Re: [Athen] athen-list Digest, Vol 136, Issue 1 Hello All, What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. Thank you, Andy Swanson Andrew S.J. Swanson Accessibility Technology Specialist Access Center Plaza 122 Metropolitan State University of Denver aswans15@msudenver.edu Phone#303-556-8387 Fax#303-556-6852 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. -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of athen-list-request@mailman13.u.washington.edu Sent: Monday, May 01, 2017 1:00 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman13.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) 2. Re: Looking for Braille Discrete Math Book (David Andrews) 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) ---------------------------------------------------------------------- Message: 1 Date: Sun, 30 Apr 2017 20:01:57 -0700 From: Timothy Breitenfeldt To: athen-list@u.washington.edu Subject: [Athen] Looking for Braille Discrete Math Book Message-ID: Content-Type: text/plain; charset=UTF-8 Hello, I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. Does anyone know or have suggestions where I might find the book: Mathematical Reasoning: Writing and Proof by Ted Sundstrom It is a free book that can be downloaded from: http://scholarworks.gvsu.edu/books/7/ I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. Thanks, TJ Breitenfeldt ------------------------------ Message: 2 Date: Sun, 30 Apr 2017 22:08:04 -0500 From: David Andrews To: Access Technology Higher Education Network Subject: Re: [Athen] Looking for Braille Discrete Math Book Message-ID: Content-Type: text/plain; charset="us-ascii"; format=flowed Have you looked in the Louis database from APH www.aph.org Dave At 10:01 PM 4/30/2017, you wrote: >Hello, > >I am going to take a Discrete Math class in the Summer, and I am >looking to see if my book for the class has already been brailled. >Does anyone know or have suggestions where I might find the book: > >Mathematical Reasoning: Writing and Proof by Ted Sundstrom > >It is a free book that can be downloaded from: > >http://scholarworks.gvsu.edu/books/7/ > >I have already done a lot of testing with the book with Jaws and NVDA, >and I don't think that I will be able to get through the whole quarter >with the accessibility that I have to work with. > >Thanks, > >TJ Breitenfeldt > >athen-list mailing list >athen-list@mailman13.u.washington.edu >http://mailman13.u.washington.edu/mailman/listinfo/athen-list ------------------------------ Message: 3 Date: Mon, 1 May 2017 07:27:24 -0700 From: Timothy Breitenfeldt To: Access Technology Higher Education Network Subject: Re: [Athen] Looking for Braille Discrete Math Book Message-ID: Content-Type: text/plain; charset=UTF-8 I just looked. It does not appear that APH has that book. Thanks for the resource though. TJ Breitenfeldt On 4/30/17, David Andrews wrote: > Have you looked in the Louis database from APH www.aph.org > > Dave > At 10:01 PM 4/30/2017, you wrote: >>Hello, >> >>I am going to take a Discrete Math class in the Summer, and I am >>looking to see if my book for the class has already been brailled. >>Does anyone know or have suggestions where I might find the book: >> >>Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >>It is a free book that can be downloaded from: >> >>http://scholarworks.gvsu.edu/books/7/ >> >>I have already done a lot of testing with the book with Jaws and NVDA, >>and I don't think that I will be able to get through the whole quarter >>with the accessibility that I have to work with. >> >>Thanks, >> >>TJ Breitenfeldt >> >>athen-list mailing list >>athen-list@mailman13.u.washington.edu >>http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list ------------------------------ End of athen-list Digest, Vol 136, Issue 1 ****************************************** _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From randaro at ucsc.edu Mon May 1 13:37:02 2017 From: randaro at ucsc.edu (Randa Roland) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] Athen-list Digest, Vol 136, Issue 1 In-Reply-To: <009601d2c2b8$46122150$d23663f0$@msstate.edu> References: <009601d2c2b8$46122150$d23663f0$@msstate.edu> Message-ID: <8AE2DEAE-AAC1-4B35-964C-2791D56D78C5@ucsc.edu> That would be great. Thank you. > On May 1, 2017, at 1:19 PM, Zach wrote: > > You might enjoy this video > https://www.youtube.com/watch?v=B79eLfAwKE4&list=PL1iINvfe91Uap7zrVYpxl3afTd > QQkI1W8 for ideas regarding accomidation blind students in a wet lab. > Regarding on-line chemistry labs I haven't experience with the products of > question. I can survey a few fellow blind chemists however. > > Zachary Mason > M.S. Student > Animal and Dairy Sciences > Mississippi State University > > -----Original Message----- > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On > Behalf Of Randa Roland > Sent: Monday, May 01, 2017 3:09 PM > To: Access Technology Higher Education Network > Subject: Re: [Athen] athen-list Digest, Vol 136, Issue 1 > > I'd like to know about chemistry labs, too. We have had deaf students, and > currently we have a little person enrolled. I'm very nervous about the > quarter a low-sighted/blind student comes in , and I'm sure it will be soon. > > Thanks, > Randa Roland, Ph.D. > UC Santa Cruz > >> On May 1, 2017, at 12:36 PM, aswans15 wrote: >> >> Hello All, >> >> What are other institutions doing with inaccessible online Chemistry labs? > The product I am speaking of is MacMillan's Late Nite Lab. The lab consists > of a 3D interface that is inaccessible. When I contacted the publisher their > response was they would pay someone to sit with the student and essentially > click the screen for them. I didn't think this to be satisfactory so I > wanted to see what other institutions were doing in situations like this. >> >> Thank you, >> Andy Swanson >> >> >> Andrew S.J. Swanson >> Accessibility Technology Specialist >> Access Center >> Plaza 122 >> Metropolitan State University of Denver aswans15@msudenver.edu >> Phone#303-556-8387 >> Fax#303-556-6852 >> >> 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. >> >> >> >> >> >> -----Original Message----- >> From: athen-list >> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of >> athen-list-request@mailman13.u.washington.edu >> Sent: Monday, May 01, 2017 1:00 PM >> To: athen-list@u.washington.edu >> Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list >> or, via email, send a message with subject or body 'help' to >> athen-list-request@mailman13.u.washington.edu >> >> You can reach the person managing the list at >> athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) >> 2. Re: Looking for Braille Discrete Math Book (David Andrews) >> 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Sun, 30 Apr 2017 20:01:57 -0700 >> From: Timothy Breitenfeldt >> To: athen-list@u.washington.edu >> Subject: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> >> >> Content-Type: text/plain; charset=UTF-8 >> >> Hello, >> >> I am going to take a Discrete Math class in the Summer, and I am looking > to see if my book for the class has already been brailled. >> Does anyone know or have suggestions where I might find the book: >> >> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >> It is a free book that can be downloaded from: >> >> http://scholarworks.gvsu.edu/books/7/ >> >> I have already done a lot of testing with the book with Jaws and NVDA, and > I don't think that I will be able to get through the whole quarter with the > accessibility that I have to work with. >> >> Thanks, >> >> TJ Breitenfeldt >> >> >> ------------------------------ >> >> Message: 2 >> Date: Sun, 30 Apr 2017 22:08:04 -0500 >> From: David Andrews >> To: Access Technology Higher Education Network >> >> Subject: Re: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> Content-Type: text/plain; charset="us-ascii"; format=flowed >> >> Have you looked in the Louis database from APH www.aph.org >> >> Dave >> At 10:01 PM 4/30/2017, you wrote: >>> Hello, >>> >>> I am going to take a Discrete Math class in the Summer, and I am >>> looking to see if my book for the class has already been brailled. >>> Does anyone know or have suggestions where I might find the book: >>> >>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>> >>> It is a free book that can be downloaded from: >>> >>> http://scholarworks.gvsu.edu/books/7/ >>> >>> I have already done a lot of testing with the book with Jaws and >>> NVDA, and I don't think that I will be able to get through the whole >>> quarter with the accessibility that I have to work with. >>> >>> Thanks, >>> >>> TJ Breitenfeldt >>> >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> >> >> ------------------------------ >> >> Message: 3 >> Date: Mon, 1 May 2017 07:27:24 -0700 >> From: Timothy Breitenfeldt >> To: Access Technology Higher Education Network >> >> Subject: Re: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> >> >> Content-Type: text/plain; charset=UTF-8 >> >> I just looked. It does not appear that APH has that book. >> >> Thanks for the resource though. >> >> TJ Breitenfeldt >> >> On 4/30/17, David Andrews wrote: >> >> >>> Have you looked in the Louis database from APH www.aph.org >>> >>> Dave >>> At 10:01 PM 4/30/2017, you wrote: >>>> Hello, >>>> >>>> I am going to take a Discrete Math class in the Summer, and I am >>>> looking to see if my book for the class has already been brailled. >>>> Does anyone know or have suggestions where I might find the book: >>>> >>>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>>> >>>> It is a free book that can be downloaded from: >>>> >>>> http://scholarworks.gvsu.edu/books/7/ >>>> >>>> I have already done a lot of testing with the book with Jaws and >>>> NVDA, and I don't think that I will be able to get through the whole >>>> quarter with the accessibility that I have to work with. >>>> >>>> Thanks, >>>> >>>> TJ Breitenfeldt >>>> >>>> athen-list mailing list >>>> athen-list@mailman13.u.washington.edu >>>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >>> >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >>> >> >> >> ------------------------------ >> >> Subject: Digest Footer >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> >> ------------------------------ >> >> End of athen-list Digest, Vol 136, Issue 1 >> ****************************************** >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From randaro at ucsc.edu Mon May 1 13:57:21 2017 From: randaro at ucsc.edu (Randa Roland) Date: Sat Jun 9 18:34:09 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 1 In-Reply-To: References: Message-ID: <566272B8-C744-4AB5-B94B-34B178F77E13@ucsc.edu> Hi Leyna, When you say, "out of compliance" and "inaccessible," what does that mean in terms of us offering the courses? If there isn't a feasible way to make wet lab work accessible for the sight-impaired that's safe and effective, what do we do? Sorry to ask dumb questions. Thanks, Randa > On May 1, 2017, at 1:36 PM, Leyna Bencomo wrote: > > Hi Andy, > > Maybe I'm feisty today but I'd be inclined to ask the faculty member to provide alternate equivalent accessible material If they choose to use this as their teaching tool. I try very hard to convert/remediate/accommodate but if I get material that is impossible to work with, I put it back on them and the Disability Services Director to work out another method or determine that the class is inaccessible and out of compliance. (The student will need to be involved as well in case they have ideas.) We can't work miracles. Well...maybe sometimes, but not always! > > Leyna Bencomo > > > -----Original Message----- > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of aswans15 > Sent: Monday, May 1, 2017 1:37 PM > To: athen-list@u.washington.edu > Subject: Re: [Athen] athen-list Digest, Vol 136, Issue 1 > > Hello All, > > What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. > > Thank you, > Andy Swanson > > > Andrew S.J. Swanson > Accessibility Technology Specialist > Access Center > Plaza 122 > Metropolitan State University of Denver > aswans15@msudenver.edu > Phone#303-556-8387 > Fax#303-556-6852 > > 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. > > > > > > -----Original Message----- > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of athen-list-request@mailman13.u.washington.edu > Sent: Monday, May 01, 2017 1:00 PM > To: athen-list@u.washington.edu > Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list > or, via email, send a message with subject or body 'help' to > athen-list-request@mailman13.u.washington.edu > > You can reach the person managing the list at > athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > 2. Re: Looking for Braille Discrete Math Book (David Andrews) > 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 30 Apr 2017 20:01:57 -0700 > From: Timothy Breitenfeldt > To: athen-list@u.washington.edu > Subject: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > Content-Type: text/plain; charset=UTF-8 > > Hello, > > I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. > Does anyone know or have suggestions where I might find the book: > > Mathematical Reasoning: Writing and Proof by Ted Sundstrom > > It is a free book that can be downloaded from: > > http://scholarworks.gvsu.edu/books/7/ > > I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. > > Thanks, > > TJ Breitenfeldt > > > ------------------------------ > > Message: 2 > Date: Sun, 30 Apr 2017 22:08:04 -0500 > From: David Andrews > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > Content-Type: text/plain; charset="us-ascii"; format=flowed > > Have you looked in the Louis database from APH www.aph.org > > Dave > At 10:01 PM 4/30/2017, you wrote: >> Hello, >> >> I am going to take a Discrete Math class in the Summer, and I am >> looking to see if my book for the class has already been brailled. >> Does anyone know or have suggestions where I might find the book: >> >> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >> It is a free book that can be downloaded from: >> >> http://scholarworks.gvsu.edu/books/7/ >> >> I have already done a lot of testing with the book with Jaws and NVDA, >> and I don't think that I will be able to get through the whole quarter >> with the accessibility that I have to work with. >> >> Thanks, >> >> TJ Breitenfeldt >> >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > ------------------------------ > > Message: 3 > Date: Mon, 1 May 2017 07:27:24 -0700 > From: Timothy Breitenfeldt > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > Content-Type: text/plain; charset=UTF-8 > > I just looked. It does not appear that APH has that book. > > Thanks for the resource though. > > TJ Breitenfeldt > > On 4/30/17, David Andrews wrote: > > >> Have you looked in the Louis database from APH www.aph.org >> >> Dave >> At 10:01 PM 4/30/2017, you wrote: >>> Hello, >>> >>> I am going to take a Discrete Math class in the Summer, and I am >>> looking to see if my book for the class has already been brailled. >>> Does anyone know or have suggestions where I might find the book: >>> >>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>> >>> It is a free book that can be downloaded from: >>> >>> http://scholarworks.gvsu.edu/books/7/ >>> >>> I have already done a lot of testing with the book with Jaws and NVDA, >>> and I don't think that I will be able to get through the whole quarter >>> with the accessibility that I have to work with. >>> >>> Thanks, >>> >>> TJ Breitenfeldt >>> >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> > > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > ------------------------------ > > End of athen-list Digest, Vol 136, Issue 1 > ****************************************** > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From lbencomo at uccs.edu Mon May 1 16:05:11 2017 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 1 In-Reply-To: <566272B8-C744-4AB5-B94B-34B178F77E13@ucsc.edu> References: <566272B8-C744-4AB5-B94B-34B178F77E13@ucsc.edu> Message-ID: Randa, I don't think that's a dumb question at all. Maybe I'm giving a dumb answer. One problem I see in utilizing online labs is that so many rely on vision for their primary method of teaching concepts. Faculty, with our help, need to choose methodology that doesn't require vision for learning. With a distance learner, that may be allowing for haptic and/or audio options or even allowing for an actual local lab or mailed lab kit so that the experiments can be experienced firsthand. We need to get faculty to help us convince publishers to provide us with much better products. I think if there is no feasible way to make a course accessible, then someone in authority at the institution needs to make that determination stating that it would be a fundamental alteration to make this course work for this student. Alternatives would need to be given, whether that means the student will have to take a substitution or that they simply cannot go that route without vision or hearing or whatever as a requirement to pass the course. (Yikes!) Like I said, I'm feeling feisty today so maybe tone it down 2 notches before reiterating. :) Leyna -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Randa Roland Sent: Monday, May 1, 2017 2:57 PM To: Access Technology Higher Education Network Subject: Re: [Athen] athen-list Digest, Vol 136, Issue 1 Hi Leyna, When you say, "out of compliance" and "inaccessible," what does that mean in terms of us offering the courses? If there isn't a feasible way to make wet lab work accessible for the sight-impaired that's safe and effective, what do we do? Sorry to ask dumb questions. Thanks, Randa > On May 1, 2017, at 1:36 PM, Leyna Bencomo wrote: > > Hi Andy, > > Maybe I'm feisty today but I'd be inclined to ask the faculty member to provide alternate equivalent accessible material If they choose to use this as their teaching tool. I try very hard to convert/remediate/accommodate but if I get material that is impossible to work with, I put it back on them and the Disability Services Director to work out another method or determine that the class is inaccessible and out of compliance. (The student will need to be involved as well in case they have ideas.) We can't work miracles. Well...maybe sometimes, but not always! > > Leyna Bencomo > > > -----Original Message----- > From: athen-list > [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of > aswans15 > Sent: Monday, May 1, 2017 1:37 PM > To: athen-list@u.washington.edu > Subject: Re: [Athen] athen-list Digest, Vol 136, Issue 1 > > Hello All, > > What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. > > Thank you, > Andy Swanson > > > Andrew S.J. Swanson > Accessibility Technology Specialist > Access Center > Plaza 122 > Metropolitan State University of Denver aswans15@msudenver.edu > Phone#303-556-8387 > Fax#303-556-6852 > > 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. > > > > > > -----Original Message----- > From: athen-list > [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of > athen-list-request@mailman13.u.washington.edu > Sent: Monday, May 01, 2017 1:00 PM > To: athen-list@u.washington.edu > Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list > or, via email, send a message with subject or body 'help' to > athen-list-request@mailman13.u.washington.edu > > You can reach the person managing the list at > athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > 2. Re: Looking for Braille Discrete Math Book (David Andrews) > 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 30 Apr 2017 20:01:57 -0700 > From: Timothy Breitenfeldt > To: athen-list@u.washington.edu > Subject: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > > Content-Type: text/plain; charset=UTF-8 > > Hello, > > I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. > Does anyone know or have suggestions where I might find the book: > > Mathematical Reasoning: Writing and Proof by Ted Sundstrom > > It is a free book that can be downloaded from: > > http://scholarworks.gvsu.edu/books/7/ > > I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. > > Thanks, > > TJ Breitenfeldt > > > ------------------------------ > > Message: 2 > Date: Sun, 30 Apr 2017 22:08:04 -0500 > From: David Andrews > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > Content-Type: text/plain; charset="us-ascii"; format=flowed > > Have you looked in the Louis database from APH www.aph.org > > Dave > At 10:01 PM 4/30/2017, you wrote: >> Hello, >> >> I am going to take a Discrete Math class in the Summer, and I am >> looking to see if my book for the class has already been brailled. >> Does anyone know or have suggestions where I might find the book: >> >> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >> It is a free book that can be downloaded from: >> >> http://scholarworks.gvsu.edu/books/7/ >> >> I have already done a lot of testing with the book with Jaws and >> NVDA, and I don't think that I will be able to get through the whole >> quarter with the accessibility that I have to work with. >> >> Thanks, >> >> TJ Breitenfeldt >> >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > ------------------------------ > > Message: 3 > Date: Mon, 1 May 2017 07:27:24 -0700 > From: Timothy Breitenfeldt > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Looking for Braille Discrete Math Book > Message-ID: > > > Content-Type: text/plain; charset=UTF-8 > > I just looked. It does not appear that APH has that book. > > Thanks for the resource though. > > TJ Breitenfeldt > > On 4/30/17, David Andrews wrote: > > >> Have you looked in the Louis database from APH www.aph.org >> >> Dave >> At 10:01 PM 4/30/2017, you wrote: >>> Hello, >>> >>> I am going to take a Discrete Math class in the Summer, and I am >>> looking to see if my book for the class has already been brailled. >>> Does anyone know or have suggestions where I might find the book: >>> >>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>> >>> It is a free book that can be downloaded from: >>> >>> http://scholarworks.gvsu.edu/books/7/ >>> >>> I have already done a lot of testing with the book with Jaws and >>> NVDA, and I don't think that I will be able to get through the whole >>> quarter with the accessibility that I have to work with. >>> >>> Thanks, >>> >>> TJ Breitenfeldt >>> >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> > > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > ------------------------------ > > End of athen-list Digest, Vol 136, Issue 1 > ****************************************** > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From randaro at ucsc.edu Mon May 1 16:19:11 2017 From: randaro at ucsc.edu (Randa Roland) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 1 In-Reply-To: References: <566272B8-C744-4AB5-B94B-34B178F77E13@ucsc.edu> Message-ID: <81C4805D-543E-4580-B1FF-478D5A64F960@ucsc.edu> Thank you! > On May 1, 2017, at 4:05 PM, Leyna Bencomo wrote: > > Randa, > > I don't think that's a dumb question at all. Maybe I'm giving a dumb answer. > > One problem I see in utilizing online labs is that so many rely on vision for their primary method of teaching concepts. Faculty, with our help, need to choose methodology that doesn't require vision for learning. With a distance learner, that may be allowing for haptic and/or audio options or even allowing for an actual local lab or mailed lab kit so that the experiments can be experienced firsthand. We need to get faculty to help us convince publishers to provide us with much better products. > > I think if there is no feasible way to make a course accessible, then someone in authority at the institution needs to make that determination stating that it would be a fundamental alteration to make this course work for this student. Alternatives would need to be given, whether that means the student will have to take a substitution or that they simply cannot go that route without vision or hearing or whatever as a requirement to pass the course. (Yikes!) > > Like I said, I'm feeling feisty today so maybe tone it down 2 notches before reiterating. :) > > Leyna > > > > -----Original Message----- > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Randa Roland > Sent: Monday, May 1, 2017 2:57 PM > To: Access Technology Higher Education Network > Subject: Re: [Athen] athen-list Digest, Vol 136, Issue 1 > > Hi Leyna, > > When you say, "out of compliance" and "inaccessible," what does that mean in terms of us offering the courses? If there isn't a feasible way to make wet lab work accessible for the sight-impaired that's safe and effective, what do we do? > > Sorry to ask dumb questions. > > Thanks, > Randa > >> On May 1, 2017, at 1:36 PM, Leyna Bencomo wrote: >> >> Hi Andy, >> >> Maybe I'm feisty today but I'd be inclined to ask the faculty member to provide alternate equivalent accessible material If they choose to use this as their teaching tool. I try very hard to convert/remediate/accommodate but if I get material that is impossible to work with, I put it back on them and the Disability Services Director to work out another method or determine that the class is inaccessible and out of compliance. (The student will need to be involved as well in case they have ideas.) We can't work miracles. Well...maybe sometimes, but not always! >> >> Leyna Bencomo >> >> >> -----Original Message----- >> From: athen-list >> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of >> aswans15 >> Sent: Monday, May 1, 2017 1:37 PM >> To: athen-list@u.washington.edu >> Subject: Re: [Athen] athen-list Digest, Vol 136, Issue 1 >> >> Hello All, >> >> What are other institutions doing with inaccessible online Chemistry labs? The product I am speaking of is MacMillan's Late Nite Lab. The lab consists of a 3D interface that is inaccessible. When I contacted the publisher their response was they would pay someone to sit with the student and essentially click the screen for them. I didn't think this to be satisfactory so I wanted to see what other institutions were doing in situations like this. >> >> Thank you, >> Andy Swanson >> >> >> Andrew S.J. Swanson >> Accessibility Technology Specialist >> Access Center >> Plaza 122 >> Metropolitan State University of Denver aswans15@msudenver.edu >> Phone#303-556-8387 >> Fax#303-556-6852 >> >> 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. >> >> >> >> >> >> -----Original Message----- >> From: athen-list >> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of >> athen-list-request@mailman13.u.washington.edu >> Sent: Monday, May 01, 2017 1:00 PM >> To: athen-list@u.washington.edu >> Subject: athen-list Digest, Vol 136, 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://mailman13.u.washington.edu/mailman/listinfo/athen-list >> or, via email, send a message with subject or body 'help' to >> athen-list-request@mailman13.u.washington.edu >> >> You can reach the person managing the list at >> athen-list-owner@mailman13.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. Looking for Braille Discrete Math Book (Timothy Breitenfeldt) >> 2. Re: Looking for Braille Discrete Math Book (David Andrews) >> 3. Re: Looking for Braille Discrete Math Book (Timothy Breitenfeldt) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Sun, 30 Apr 2017 20:01:57 -0700 >> From: Timothy Breitenfeldt >> To: athen-list@u.washington.edu >> Subject: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> >> >> Content-Type: text/plain; charset=UTF-8 >> >> Hello, >> >> I am going to take a Discrete Math class in the Summer, and I am looking to see if my book for the class has already been brailled. >> Does anyone know or have suggestions where I might find the book: >> >> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >> >> It is a free book that can be downloaded from: >> >> http://scholarworks.gvsu.edu/books/7/ >> >> I have already done a lot of testing with the book with Jaws and NVDA, and I don't think that I will be able to get through the whole quarter with the accessibility that I have to work with. >> >> Thanks, >> >> TJ Breitenfeldt >> >> >> ------------------------------ >> >> Message: 2 >> Date: Sun, 30 Apr 2017 22:08:04 -0500 >> From: David Andrews >> To: Access Technology Higher Education Network >> >> Subject: Re: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> Content-Type: text/plain; charset="us-ascii"; format=flowed >> >> Have you looked in the Louis database from APH www.aph.org >> >> Dave >> At 10:01 PM 4/30/2017, you wrote: >>> Hello, >>> >>> I am going to take a Discrete Math class in the Summer, and I am >>> looking to see if my book for the class has already been brailled. >>> Does anyone know or have suggestions where I might find the book: >>> >>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>> >>> It is a free book that can be downloaded from: >>> >>> http://scholarworks.gvsu.edu/books/7/ >>> >>> I have already done a lot of testing with the book with Jaws and >>> NVDA, and I don't think that I will be able to get through the whole >>> quarter with the accessibility that I have to work with. >>> >>> Thanks, >>> >>> TJ Breitenfeldt >>> >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> >> >> ------------------------------ >> >> Message: 3 >> Date: Mon, 1 May 2017 07:27:24 -0700 >> From: Timothy Breitenfeldt >> To: Access Technology Higher Education Network >> >> Subject: Re: [Athen] Looking for Braille Discrete Math Book >> Message-ID: >> >> >> Content-Type: text/plain; charset=UTF-8 >> >> I just looked. It does not appear that APH has that book. >> >> Thanks for the resource though. >> >> TJ Breitenfeldt >> >> On 4/30/17, David Andrews wrote: >> >> >>> Have you looked in the Louis database from APH www.aph.org >>> >>> Dave >>> At 10:01 PM 4/30/2017, you wrote: >>>> Hello, >>>> >>>> I am going to take a Discrete Math class in the Summer, and I am >>>> looking to see if my book for the class has already been brailled. >>>> Does anyone know or have suggestions where I might find the book: >>>> >>>> Mathematical Reasoning: Writing and Proof by Ted Sundstrom >>>> >>>> It is a free book that can be downloaded from: >>>> >>>> http://scholarworks.gvsu.edu/books/7/ >>>> >>>> I have already done a lot of testing with the book with Jaws and >>>> NVDA, and I don't think that I will be able to get through the whole >>>> quarter with the accessibility that I have to work with. >>>> >>>> Thanks, >>>> >>>> TJ Breitenfeldt >>>> >>>> athen-list mailing list >>>> athen-list@mailman13.u.washington.edu >>>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >>> >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >>> >> >> >> ------------------------------ >> >> Subject: Digest Footer >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> >> ------------------------------ >> >> End of athen-list Digest, Vol 136, Issue 1 >> ****************************************** >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From info at karlencommunications.com Tue May 2 06:01:30 2017 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] iOS & VoiceOver Mobile Accessibility Cheat Sheet Message-ID: <004501d2c344$381ad240$a85076c0$@karlencommunications.com> >From a post to twitter by Paul J Adams: http://pauljadam.com/demos/iosvocheatsheet.html Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From thomana at uw.edu Tue May 2 10:09:39 2017 From: thomana at uw.edu (Ana Thompson) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] iOS & VoiceOver Mobile Accessibility Cheat Sheet In-Reply-To: <004501d2c344$381ad240$a85076c0$@karlencommunications.com> References: <004501d2c344$381ad240$a85076c0$@karlencommunications.com> Message-ID: Excellent resource, Karen. Thank you for sharing! Ana :-] ? Ana Thompson, MIS, CSM Learning Technologist & IT Accessibility Liaison INFORMATION TECHNOLOGIES University of Washington Bothell Office: LBA 204E - 425-352-3794 Mobile: 208-991-3095 Twitter - @EdTechAna NWeLearn Chair-Elect NW/MET Director From: athen-list on behalf of Karlen Communications Reply-To: Access Technology Higher Education Network Date: Tuesday, May 2, 2017 at 6:01 AM To: "athen-list@u.washington.edu" Subject: [Athen] iOS & VoiceOver Mobile Accessibility Cheat Sheet From a post to twitter by Paul J Adams: http://pauljadam.com/demos/iosvocheatsheet.html Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From kschoeb1 at swarthmore.edu Tue May 2 09:48:07 2017 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] Audio Description for video w/ no sound? Message-ID: Hi everyone, This is a two part question - do we need to do audio description and can it be done with a YouTube video. We have a video which plays a prominent role on one of our giving campaign websites. The video is aerial scenes of our college - it has no sound and no one is speaking. I think the video does convey a feeling and is certainly showing different locations on campus which could be identified. I'm wondering if we should be adding audio descriptions for this video or if a title is sufficient? The other pertinent piece of information is that the video is coming from our YouTube channel. Adding Audio Description to a YouTube video seems problematic. The only option I've found so far is YouDescribe. Are there other options you may know of? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From aswans15 at msudenver.edu Tue May 2 14:01:10 2017 From: aswans15 at msudenver.edu (aswans15) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] Inaccessible Online Chemistry Lab Message-ID: Hello All, This is a summary of the question I posed "What are other institutions doing with inaccessible online Chemistry labs?" Some wanted to know which Chemistry course this was for: it is Principles of Chemistry. It is similar to general or introductory chemistry. The lab is online and is offered by MacMillan publisher's Late Nite Labs. Zac Mason shared this link in regards to in-class labs. This video was actually produced by a faculty member and student from our institution MSU Denver. https://www.youtube.com/watch?v=B79eLfAwKE4&list=PL1iINvfe91Uap7zrVYpxl3afTd QQkI1W8 There is no one or direct answer to this question but I wanted to get a feel for how others approach these publisher products. It is clear this will always be a collaborative effort on part of the institution, the department, faculty, students, the access center and the publishers we choose. Cheers, Andy Swanson Andrew S.J. Swanson Accessibility Technology Specialist Access Center Plaza 122 Metropolitan State University of Denver aswans15@msudenver.edu Phone#303-556-8387 Fax#303-556-6852 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 jsuttondc at gmail.com Tue May 2 19:14:04 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description Message-ID: <7e0cb7a5-1c73-25a9-8795-cb297490d4de@gmail.com> Greetings, ATHEN list folks (along with a few others I've bcc-ed): I'm sorting through my resources, and I'm confused about what the correct term is for adding audio to videos to help explain visual elements for blind people. I know that we initially called it "audio description," but I had in mind that the term was shifting to "video description" since that describes better what it is, at least to a degree. At the same time, I still see current articles and sites calling it "audio description." Does anyone have the definitive "scoop?" I'd welcome links/citations in support of responses. Is this, perhaps, one of these situations where we might *like* the term to change, but the term "audio description" is so prevalent that progress is slow? Are there legal ramifications, i.e. maybe some state laws refer to it in different ways? Thanks in advance. I'm updating some things, and I'd like to get it right. If it doesn't matter/they're now considered simply synonymous, I'd like to know that, too. Best, Jennifer From dandrews at visi.com Tue May 2 19:29:27 2017 From: dandrews at visi.com (David Andrews) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] Looking for Braille Discrete Math Book In-Reply-To: References: Message-ID: Just so you know, most places that do Braille in the U.S. register them in the Louis database, so if it isn't there, it most likely isn't anywhere. Not absolutely, but a lot of Braille goes into that database. It is so labor intensive, that most places do not want to duplicate efforts. Dave At 09:27 AM 5/1/2017, you wrote: >I just looked. It does not appear that APH has that book. > >Thanks for the resource though. > >TJ Breitenfeldt > >On 4/30/17, David Andrews wrote: > > > > Have you looked in the Louis database from APH www.aph.org > > > > Dave > > At 10:01 PM 4/30/2017, you wrote: > >>Hello, > >> > >>I am going to take a Discrete Math class in the Summer, and I am > >>looking to see if my book for the class has already been brailled. > >>Does anyone know or have suggestions where I might find the book: > >> > >>Mathematical Reasoning: Writing and Proof > >>by Ted Sundstrom > >> > >>It is a free book that can be downloaded from: > >> > >>http://scholarworks.gvsu.edu/books/7/ > >> > >>I have already done a lot of testing with the book with Jaws and NVDA, > >>and I don't think that I will be able to get through the whole quarter > >>with the accessibility that I have to work with. > >> > >>Thanks, > >> > >>TJ Breitenfeldt From dhayman at uw.edu Wed May 3 04:49:21 2017 From: dhayman at uw.edu (Doug Hayman) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: <7e0cb7a5-1c73-25a9-8795-cb297490d4de@gmail.com> References: <7e0cb7a5-1c73-25a9-8795-cb297490d4de@gmail.com> Message-ID: I could see "video description" being more universal in that if you made a video and only had audio describing what was on the screen then a person who was Deaf and blind using refreshable Braille display might only get the closed caption content and NOT the audio description. If on the other hand the video description was both text and audio, say text-to-speech audio output and a text file that could be accessed, it'd be different and more universal. On Tue, May 2, 2017 at 7:14 PM, Jennifer Sutton wrote: > Greetings, ATHEN list folks (along with a few others I've bcc-ed): > > > I'm sorting through my resources, and I'm confused about what the correct > term is for adding audio to videos to help explain visual elements for > blind people. > > > I know that we initially called it "audio description," but I had in mind > that the term was shifting to "video description" since that describes > better what it is, at least to a degree. > > > At the same time, I still see current articles and sites calling it "audio > description." > > > Does anyone have the definitive "scoop?" > > > I'd welcome links/citations in support of responses. > > > Is this, perhaps, one of these situations where we might *like* the term > to change, but the term "audio description" is so prevalent that progress > is slow? > > > Are there legal ramifications, i.e. maybe some state laws refer to it in > different ways? > > > Thanks in advance. I'm updating some things, and I'd like to get it right. > > > If it doesn't matter/they're now considered simply synonymous, I'd like to > know that, too. > > > Best, > > Jennifer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > -- Doug Hayman Senior Computer Specialist DO-IT Program (Disabilities, Opportunities, Internetworking, Technology) UW Technology Services Box 354842 Seattle, WA 98195 (206) 221-4165 http://www.washington.edu/doit -------------- next part -------------- An HTML attachment was scrubbed... URL: From steve.noble at louisville.edu Wed May 3 05:51:53 2017 From: steve.noble at louisville.edu (steve.noble@louisville.edu) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description Message-ID: Hi Jennifer, The terms are now interchangeable, but the federal government prefers the term "video description" and that is the term typically used by Congress and the FCC. For instance, in 47 CFR 79.3 "Video description of video programming," the definition is given: "(3) Video description. The insertion of audio narrated descriptions of a television program?s key visual elements into natural pauses between the program?s dialogue." [see https://www.gpo.gov/fdsys/pkg/CFR-2011-title47-vol4/pdf/CFR-2011-title47-vol4-sec79-3.pdf] The federal government's use of the term "video description" dates back to the early 1990s, and perhaps before. You may want to reach out to Barry Cronin for the real scoop, as he was one of the original developers at WGBH. If you need his contact information, just let me know. In the mean time, here's a nice history for you: http://files.eric.ed.gov/fulltext/EJ1114571.pdf Hope that helps, --Steve Noble steve.noble@louisville.edu 502-969-3088 http://louisville.academia.edu/SteveNoble ________________________________________ From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Jennifer Sutton [jsuttondc@gmail.com] Sent: Tuesday, May 02, 2017 10:14 PM To: Access Technology Higher Education Network Subject: [Athen] correct terminology -- audio description or video description Greetings, ATHEN list folks (along with a few others I've bcc-ed): I'm sorting through my resources, and I'm confused about what the correct term is for adding audio to videos to help explain visual elements for blind people. I know that we initially called it "audio description," but I had in mind that the term was shifting to "video description" since that describes better what it is, at least to a degree. At the same time, I still see current articles and sites calling it "audio description." Does anyone have the definitive "scoop?" I'd welcome links/citations in support of responses. Is this, perhaps, one of these situations where we might *like* the term to change, but the term "audio description" is so prevalent that progress is slow? Are there legal ramifications, i.e. maybe some state laws refer to it in different ways? Thanks in advance. I'm updating some things, and I'd like to get it right. If it doesn't matter/they're now considered simply synonymous, I'd like to know that, too. Best, Jennifer _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman13.u.washington.edu_mailman_listinfo_athen-2Dlist&d=AwICAg&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=JW7m48F06P_3qz8yhj_qyefoBPL6u7prODM_zYMvl60&s=eJLpz-kupRMcVVm1md89p-6zyP_nKtvrmQNSmNc1Jo0&e= From sherylb at uw.edu Wed May 3 06:28:59 2017 From: sherylb at uw.edu (Sheryl E. Burgstahler) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: References: <7e0cb7a5-1c73-25a9-8795-cb297490d4de@gmail.com> Message-ID: <20BAA682-B962-4944-86F2-9ECDA91AD50A@uw.edu> Good point, Doug. The W3C glossary only includes: audio description narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone Note 1: Audio descriptions of video provide information about actions, characters, scene changes, and on-screen text. Note 2: In standard audio description, narration is added during existing pauses in dialogue. (See also Extended audio descriptions.) I personally prefer "audio description" because it refers to what ?it? is - it is audio that is used to describe video. On the other hand "video description" refers to what you might be translating - the video. On May 3, 2017, at 4:49 AM, Doug Hayman wrote: > I could see "video description" being more universal in that if you made a video and only had audio describing what was on the screen then a person who was Deaf and blind using refreshable Braille display might only get the closed caption content and NOT the audio description. > > If on the other hand the video description was both text and audio, say text-to-speech audio output and a text file that could be accessed, it'd be different and more universal. > > On Tue, May 2, 2017 at 7:14 PM, Jennifer Sutton wrote: > Greetings, ATHEN list folks (along with a few others I've bcc-ed): > > > I'm sorting through my resources, and I'm confused about what the correct term is for adding audio to videos to help explain visual elements for blind people. > > > I know that we initially called it "audio description," but I had in mind that the term was shifting to "video description" since that describes better what it is, at least to a degree. > > > At the same time, I still see current articles and sites calling it "audio description." > > > Does anyone have the definitive "scoop?" > > > I'd welcome links/citations in support of responses. > > > Is this, perhaps, one of these situations where we might *like* the term to change, but the term "audio description" is so prevalent that progress is slow? > > > Are there legal ramifications, i.e. maybe some state laws refer to it in different ways? > > > Thanks in advance. I'm updating some things, and I'd like to get it right. > > > If it doesn't matter/they're now considered simply synonymous, I'd like to know that, too. > > > Best, > > Jennifer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > -- > Doug Hayman > Senior Computer Specialist > DO-IT Program (Disabilities, Opportunities, Internetworking, Technology) > UW Technology Services > Box 354842 > Seattle, WA 98195 > (206) 221-4165 > http://www.washington.edu/doit > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From jsuttondc at gmail.com Wed May 3 06:47:43 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: References: Message-ID: Thanks, all, for your responses. I did reach out to someone who used to be at WGBH, and that response dovetails with what you say here, Steve. My ultimate take-away, as in so many things accessibility-related is that which term one uses will depend on context. I don't think it is a matter of personal preference, at least in some cases. As I understand it (and suspected when I asked the question), there's a lot of history and politics behind why there are two terms (and I don't just mean U.S. government politics). As I understand it, when referring to CVAA, I think "video description" may be the preferred term. My concern with relying on the W3C is that they may be less aware of the U.S. situation, and in the context of some of what I am doing, that will matter. As in so many things, language does matter, and I'm glad I understand the ramifications of the two terms. Again, thanks to all for your input. Best, Jennifer On 5/3/2017 5:51 AM, steve.noble@louisville.edu wrote: > Hi Jennifer, > > The terms are now interchangeable, but the federal government prefers the term "video description" and that is the term typically used by Congress and the FCC. For instance, in 47 CFR 79.3 "Video description of video programming," the definition is given: > "(3) Video description. The insertion of audio narrated descriptions of a television program?s key visual elements into natural pauses between the program?s dialogue." [see https://www.gpo.gov/fdsys/pkg/CFR-2011-title47-vol4/pdf/CFR-2011-title47-vol4-sec79-3.pdf] > The federal government's use of the term "video description" dates back to the early 1990s, and perhaps before. You may want to reach out to Barry Cronin for the real scoop, as he was one of the original developers at WGBH. If you need his contact information, just let me know. In the mean time, here's a nice history for you: http://files.eric.ed.gov/fulltext/EJ1114571.pdf > > Hope that helps, > > --Steve Noble > steve.noble@louisville.edu > 502-969-3088 > http://louisville.academia.edu/SteveNoble > > > ________________________________________ > From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Jennifer Sutton [jsuttondc@gmail.com] > Sent: Tuesday, May 02, 2017 10:14 PM > To: Access Technology Higher Education Network > Subject: [Athen] correct terminology -- audio description or video description > > Greetings, ATHEN list folks (along with a few others I've bcc-ed): > > > I'm sorting through my resources, and I'm confused about what the > correct term is for adding audio to videos to help explain visual > elements for blind people. > > > I know that we initially called it "audio description," but I had in > mind that the term was shifting to "video description" since that > describes better what it is, at least to a degree. > > > At the same time, I still see current articles and sites calling it > "audio description." > > > Does anyone have the definitive "scoop?" > > > I'd welcome links/citations in support of responses. > > > Is this, perhaps, one of these situations where we might *like* the term > to change, but the term "audio description" is so prevalent that > progress is slow? > > > Are there legal ramifications, i.e. maybe some state laws refer to it in > different ways? > > > Thanks in advance. I'm updating some things, and I'd like to get it right. > > > If it doesn't matter/they're now considered simply synonymous, I'd like > to know that, too. > > > Best, > > Jennifer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman13.u.washington.edu_mailman_listinfo_athen-2Dlist&d=AwICAg&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=JW7m48F06P_3qz8yhj_qyefoBPL6u7prODM_zYMvl60&s=eJLpz-kupRMcVVm1md89p-6zyP_nKtvrmQNSmNc1Jo0&e= > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From sherylb at uw.edu Wed May 3 06:57:56 2017 From: sherylb at uw.edu (Sheryl E. Burgstahler) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: References: Message-ID: <06C31A59-B040-4E78-8029-CF8C0879E146@uw.edu> Jennifer, I agree that either term works. Having said that, those of us speaking to newbies on the topic need to make sure to explain what we mean and share the alternative wording in order to minimize confusion. Sheryl On May 3, 2017, at 6:47 AM, Jennifer Sutton wrote: > Thanks, all, for your responses. > > I did reach out to someone who used to be at WGBH, and that response dovetails with what you say here, Steve. > > > My ultimate take-away, as in so many things accessibility-related is that which term one uses will depend on context. > > > I don't think it is a matter of personal preference, at least in some cases. > > > As I understand it (and suspected when I asked the question), there's a lot of history and politics behind why there are two terms (and I don't just mean U.S. government politics). > > > As I understand it, when referring to CVAA, I think "video description" may be the preferred term. > > > My concern with relying on the W3C is that they may be less aware of the U.S. situation, and in the context of some of what I am doing, that will matter. > > > As in so many things, language does matter, and I'm glad I understand the ramifications of the two terms. > > > Again, thanks to all for your input. > > > Best, > > Jennifer > > > > On 5/3/2017 5:51 AM, steve.noble@louisville.edu wrote: >> Hi Jennifer, >> >> The terms are now interchangeable, but the federal government prefers the term "video description" and that is the term typically used by Congress and the FCC. For instance, in 47 CFR 79.3 "Video description of video programming," the definition is given: >> "(3) Video description. The insertion of audio narrated descriptions of a television program?s key visual elements into natural pauses between the program?s dialogue." [see https://www.gpo.gov/fdsys/pkg/CFR-2011-title47-vol4/pdf/CFR-2011-title47-vol4-sec79-3.pdf] >> The federal government's use of the term "video description" dates back to the early 1990s, and perhaps before. You may want to reach out to Barry Cronin for the real scoop, as he was one of the original developers at WGBH. If you need his contact information, just let me know. In the mean time, here's a nice history for you: http://files.eric.ed.gov/fulltext/EJ1114571.pdf >> >> Hope that helps, >> --Steve Noble >> steve.noble@louisville.edu >> 502-969-3088 >> http://louisville.academia.edu/SteveNoble >> >> >> ________________________________________ >> From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Jennifer Sutton [jsuttondc@gmail.com] >> Sent: Tuesday, May 02, 2017 10:14 PM >> To: Access Technology Higher Education Network >> Subject: [Athen] correct terminology -- audio description or video description >> >> Greetings, ATHEN list folks (along with a few others I've bcc-ed): >> >> >> I'm sorting through my resources, and I'm confused about what the >> correct term is for adding audio to videos to help explain visual >> elements for blind people. >> >> >> I know that we initially called it "audio description," but I had in >> mind that the term was shifting to "video description" since that >> describes better what it is, at least to a degree. >> >> >> At the same time, I still see current articles and sites calling it >> "audio description." >> >> >> Does anyone have the definitive "scoop?" >> >> >> I'd welcome links/citations in support of responses. >> >> >> Is this, perhaps, one of these situations where we might *like* the term >> to change, but the term "audio description" is so prevalent that >> progress is slow? >> >> >> Are there legal ramifications, i.e. maybe some state laws refer to it in >> different ways? >> >> >> Thanks in advance. I'm updating some things, and I'd like to get it right. >> >> >> If it doesn't matter/they're now considered simply synonymous, I'd like >> to know that, too. >> >> >> Best, >> >> Jennifer >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman13.u.washington.edu_mailman_listinfo_athen-2Dlist&d=AwICAg&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=JW7m48F06P_3qz8yhj_qyefoBPL6u7prODM_zYMvl60&s=eJLpz-kupRMcVVm1md89p-6zyP_nKtvrmQNSmNc1Jo0&e= >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From jsuttondc at gmail.com Wed May 3 07:01:20 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: <06C31A59-B040-4E78-8029-CF8C0879E146@uw.edu> References: <06C31A59-B040-4E78-8029-CF8C0879E146@uw.edu> Message-ID: Oh, certainly. I'm very aware of audience considerations while simultaneously assuring accuracy, such as in legal contexts. Jennifer On 5/3/2017 6:57 AM, Sheryl E. Burgstahler wrote: > Jennifer, > I agree that either term works. Having said that, those of us speaking to newbies on the topic need to make sure to explain what we mean and share the alternative wording in order to minimize confusion. > Sheryl > > On May 3, 2017, at 6:47 AM, Jennifer Sutton wrote: > >> Thanks, all, for your responses. >> >> I did reach out to someone who used to be at WGBH, and that response dovetails with what you say here, Steve. >> >> >> My ultimate take-away, as in so many things accessibility-related is that which term one uses will depend on context. >> >> >> I don't think it is a matter of personal preference, at least in some cases. >> >> >> As I understand it (and suspected when I asked the question), there's a lot of history and politics behind why there are two terms (and I don't just mean U.S. government politics). >> >> >> As I understand it, when referring to CVAA, I think "video description" may be the preferred term. >> >> >> My concern with relying on the W3C is that they may be less aware of the U.S. situation, and in the context of some of what I am doing, that will matter. >> >> >> As in so many things, language does matter, and I'm glad I understand the ramifications of the two terms. >> >> >> Again, thanks to all for your input. >> >> >> Best, >> >> Jennifer >> >> >> >> On 5/3/2017 5:51 AM, steve.noble@louisville.edu wrote: >>> Hi Jennifer, >>> >>> The terms are now interchangeable, but the federal government prefers the term "video description" and that is the term typically used by Congress and the FCC. For instance, in 47 CFR 79.3 "Video description of video programming," the definition is given: >>> "(3) Video description. The insertion of audio narrated descriptions of a television program?s key visual elements into natural pauses between the program?s dialogue." [see https://www.gpo.gov/fdsys/pkg/CFR-2011-title47-vol4/pdf/CFR-2011-title47-vol4-sec79-3.pdf] >>> The federal government's use of the term "video description" dates back to the early 1990s, and perhaps before. You may want to reach out to Barry Cronin for the real scoop, as he was one of the original developers at WGBH. If you need his contact information, just let me know. In the mean time, here's a nice history for you: http://files.eric.ed.gov/fulltext/EJ1114571.pdf >>> >>> Hope that helps, >>> --Steve Noble >>> steve.noble@louisville.edu >>> 502-969-3088 >>> http://louisville.academia.edu/SteveNoble >>> >>> >>> ________________________________________ >>> From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Jennifer Sutton [jsuttondc@gmail.com] >>> Sent: Tuesday, May 02, 2017 10:14 PM >>> To: Access Technology Higher Education Network >>> Subject: [Athen] correct terminology -- audio description or video description >>> >>> Greetings, ATHEN list folks (along with a few others I've bcc-ed): >>> >>> >>> I'm sorting through my resources, and I'm confused about what the >>> correct term is for adding audio to videos to help explain visual >>> elements for blind people. >>> >>> >>> I know that we initially called it "audio description," but I had in >>> mind that the term was shifting to "video description" since that >>> describes better what it is, at least to a degree. >>> >>> >>> At the same time, I still see current articles and sites calling it >>> "audio description." >>> >>> >>> Does anyone have the definitive "scoop?" >>> >>> >>> I'd welcome links/citations in support of responses. >>> >>> >>> Is this, perhaps, one of these situations where we might *like* the term >>> to change, but the term "audio description" is so prevalent that >>> progress is slow? >>> >>> >>> Are there legal ramifications, i.e. maybe some state laws refer to it in >>> different ways? >>> >>> >>> Thanks in advance. I'm updating some things, and I'd like to get it right. >>> >>> >>> If it doesn't matter/they're now considered simply synonymous, I'd like >>> to know that, too. >>> >>> >>> Best, >>> >>> Jennifer >>> >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman13.u.washington.edu_mailman_listinfo_athen-2Dlist&d=AwICAg&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=JW7m48F06P_3qz8yhj_qyefoBPL6u7prODM_zYMvl60&s=eJLpz-kupRMcVVm1md89p-6zyP_nKtvrmQNSmNc1Jo0&e= >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From sarah.bourne at mass.gov Wed May 3 07:02:20 2017 From: sarah.bourne at mass.gov (Bourne, Sarah (MASSIT)) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: References: Message-ID: <69c9539ff53b45c7a25496fdd46740bb@ES-CHL-EMR-06.es.govt.state.ma.us> Besides liking to align with the federal government terminology, I prefer "video description" because it refers to *what* is being described. "Audio description" refers to the format that description is being provided in, which leaves hanging the question of what I should call a text version of that description when needed by, for instance, someone who is deaf/blind. Sarah E. Bourne Director of IT Accessibility, MassIT Commonwealth of Massachusetts 1 Ashburton Pl. rm 811 Boston MA 02108 617-626-4502 sarah.bourne@mass.gov http://www.mass.gov/MassIT From info at karlencommunications.com Wed May 3 07:27:04 2017 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] Excel Keyboard Commands for Windows and Mac Message-ID: <001301d2c419$56b9f660$042de320$@karlencommunications.com> The Microsoft Accessibility team tweeted these links and I thought you might like them as a resource. Windows: https://support.office.com/en-us/article/Excel-keyboard-shortcuts-and-functi on-keys-for-Windows-1798d9d5-842a-42b8-9c99-9b7213f0040f Mac: https://support.office.com/en-us/article/Keyboard-shortcuts-in-Excel-2016-fo r-Mac-acf5419e-1f87-444d-962f-4e951a658ccd Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From sherylb at uw.edu Wed May 3 07:54:26 2017 From: sherylb at uw.edu (Sheryl E. Burgstahler) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: <69c9539ff53b45c7a25496fdd46740bb@ES-CHL-EMR-06.es.govt.state.ma.us> References: <69c9539ff53b45c7a25496fdd46740bb@ES-CHL-EMR-06.es.govt.state.ma.us> Message-ID: Is ?video description? completely accurate? First of all, what we are talking about is audio; the purpose of the audio is to describe content presented visually in a video presentation. This description leads me to prefer ?audio description." (grin) However, I can argue pros and cons for each terminology!!! As you can tell I have given this topic way to much attention?I know, get a life, Sheryl. Sheryl On May 3, 2017, at 7:02 AM, Bourne, Sarah (MASSIT) wrote: > Besides liking to align with the federal government terminology, I prefer "video description" because it refers to *what* is being described. "Audio description" refers to the format that description is being provided in, which leaves hanging the question of what I should call a text version of that description when needed by, for instance, someone who is deaf/blind. > > Sarah E. Bourne > Director of IT Accessibility, MassIT > Commonwealth of Massachusetts > 1 Ashburton Pl. rm 811 Boston MA 02108 > 617-626-4502 > sarah.bourne@mass.gov > http://www.mass.gov/MassIT > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From steve.noble at louisville.edu Wed May 3 09:07:10 2017 From: steve.noble at louisville.edu (steve.noble@louisville.edu) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: References: <69c9539ff53b45c7a25496fdd46740bb@ES-CHL-EMR-06.es.govt.state.ma.us>, Message-ID: My recollection of the history is that "audio description" was indeed the original terminology, but it was initially used only at live in-person events, like a play where the description was broadcast over headphones provided to blind patrons attending the event. When the same concept was later applied to TV programming, the term for that usage was changed to "video description" to make a distinction. Thus, both terms have stuck with us over the years. --Steve Noble steve.noble@louisville.edu 502-969-3088 http://louisville.academia.edu/SteveNoble ________________________________ From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Sheryl E. Burgstahler [sherylb@uw.edu] Sent: Wednesday, May 03, 2017 10:54 AM To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Is ?video description? completely accurate? First of all, what we are talking about is audio; the purpose of the audio is to describe content presented visually in a video presentation. This description leads me to prefer ?audio description." (grin) However, I can argue pros and cons for each terminology!!! As you can tell I have given this topic way to much attention?I know, get a life, Sheryl. Sheryl On May 3, 2017, at 7:02 AM, Bourne, Sarah (MASSIT) > wrote: Besides liking to align with the federal government terminology, I prefer "video description" because it refers to *what* is being described. "Audio description" refers to the format that description is being provided in, which leaves hanging the question of what I should call a text version of that description when needed by, for instance, someone who is deaf/blind. Sarah E. Bourne Director of IT Accessibility, MassIT Commonwealth of Massachusetts 1 Ashburton Pl. rm 811 Boston MA 02108 617-626-4502 sarah.bourne@mass.gov http://www.mass.gov/MassIT _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Wed May 3 11:07:29 2017 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] Anyone have Cripple Creek Days by Lee? Message-ID: Any format...need it ASAP. I have requested from publisher but hoping that someone has this... Cripple Creek Days Mabel Lee 9780803279124 Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Wed May 3 12:31:31 2017 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: References: <69c9539ff53b45c7a25496fdd46740bb@ES-CHL-EMR-06.es.govt.state.ma.us>, Message-ID: My vote is for video description...unless we used the adjectives aural and visual in which case I would vote for aural description! :) Semantics! Leyna Bencomo Assistive Technology Specialist Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [uccs-signature-email] From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of steve.noble@louisville.edu Sent: Wednesday, May 3, 2017 10:07 AM To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description My recollection of the history is that "audio description" was indeed the original terminology, but it was initially used only at live in-person events, like a play where the description was broadcast over headphones provided to blind patrons attending the event. When the same concept was later applied to TV programming, the term for that usage was changed to "video description" to make a distinction. Thus, both terms have stuck with us over the years. --Steve Noble steve.noble@louisville.edu 502-969-3088 http://louisville.academia.edu/SteveNoble ________________________________ From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Sheryl E. Burgstahler [sherylb@uw.edu] Sent: Wednesday, May 03, 2017 10:54 AM To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Is "video description" completely accurate? First of all, what we are talking about is audio; the purpose of the audio is to describe content presented visually in a video presentation. This description leads me to prefer "audio description." (grin) However, I can argue pros and cons for each terminology!!! As you can tell I have given this topic way to much attention...I know, get a life, Sheryl. Sheryl On May 3, 2017, at 7:02 AM, Bourne, Sarah (MASSIT) > wrote: Besides liking to align with the federal government terminology, I prefer "video description" because it refers to *what* is being described. "Audio description" refers to the format that description is being provided in, which leaves hanging the question of what I should call a text version of that description when needed by, for instance, someone who is deaf/blind. Sarah E. Bourne Director of IT Accessibility, MassIT Commonwealth of Massachusetts 1 Ashburton Pl. rm 811 Boston MA 02108 617-626-4502 sarah.bourne@mass.gov http://www.mass.gov/MassIT _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 3598 bytes Desc: image001.gif URL: From ea at emptech.info Wed May 3 14:14:56 2017 From: ea at emptech.info (E.A. Draffan) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: References: <06C31A59-B040-4E78-8029-CF8C0879E146@uw.edu> Message-ID: <00cd01d2c452$50e31f30$f2a95d90$@emptech.info> I have some fears about having to have two terms as 'audio description' has been accepted in many countries as being a way to describe what is happening on the screen by using a sound track http://hub.eaccessplus.eu/wiki/Audio_description When I am asked for video description by YouTube it is a piece of text to describe the video for marketing purposes. Feb 2016 3PlayMedia talk about video descriptions being available in text for screen reader users or as audio recordings. http://www.3playmedia.com/2016/02/01/why-a-transcript-is-not-enough-to-make- your-videos-compliant-with-accessibility-law/ But yes.... several US organisations supporting those who have visual impairments and wikipedia say video descriptions are the same as audio descriptions, although the CVAA description does not appear to be very explicit https://www.fcc.gov/consumers/guides/21st-century-communications-and-video-a ccessibility-act-cvaa and in 3PlayMedia's brief about the CVAA - they do not touch on the subject. However, go to neospeech TTS suppliers http://blog.neospeech.com/title-2-of-cvaa-video-programming/ and yes text to speech can be used! So can one assume that a text version for video descriptions is allowed as long as it is accessible to AT? Best wishes E.A. Mrs E.A. Draffan WAIS, ECS , University of Southampton Mobile +44 (0)7976 289103 http://access.ecs.soton.ac.uk UK AAATE rep?http://www.aaate.net/ -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jennifer Sutton Sent: 03 May 2017 15:01 To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Oh, certainly. I'm very aware of audience considerations while simultaneously assuring accuracy, such as in legal contexts. Jennifer On 5/3/2017 6:57 AM, Sheryl E. Burgstahler wrote: > Jennifer, > I agree that either term works. Having said that, those of us speaking to newbies on the topic need to make sure to explain what we mean and share the alternative wording in order to minimize confusion. > Sheryl > > On May 3, 2017, at 6:47 AM, Jennifer Sutton wrote: > >> Thanks, all, for your responses. >> >> I did reach out to someone who used to be at WGBH, and that response dovetails with what you say here, Steve. >> >> >> My ultimate take-away, as in so many things accessibility-related is that which term one uses will depend on context. >> >> >> I don't think it is a matter of personal preference, at least in some cases. >> >> >> As I understand it (and suspected when I asked the question), there's a lot of history and politics behind why there are two terms (and I don't just mean U.S. government politics). >> >> >> As I understand it, when referring to CVAA, I think "video description" may be the preferred term. >> >> >> My concern with relying on the W3C is that they may be less aware of the U.S. situation, and in the context of some of what I am doing, that will matter. >> >> >> As in so many things, language does matter, and I'm glad I understand the ramifications of the two terms. >> >> >> Again, thanks to all for your input. >> >> >> Best, >> >> Jennifer >> >> >> >> On 5/3/2017 5:51 AM, steve.noble@louisville.edu wrote: >>> Hi Jennifer, >>> >>> The terms are now interchangeable, but the federal government prefers the term "video description" and that is the term typically used by Congress and the FCC. For instance, in 47 CFR 79.3 "Video description of video programming," the definition is given: >>> "(3) Video description. The insertion of audio narrated descriptions of a television program?s key visual elements into natural pauses between the program?s dialogue." [see https://www.gpo.gov/fdsys/pkg/CFR-2011-title47-vol4/pdf/CFR-2011-title47-vol 4-sec79-3.pdf] >>> The federal government's use of the term "video description" dates back to the early 1990s, and perhaps before. You may want to reach out to Barry Cronin for the real scoop, as he was one of the original developers at WGBH. If you need his contact information, just let me know. In the mean time, here's a nice history for you: http://files.eric.ed.gov/fulltext/EJ1114571.pdf >>> >>> Hope that helps, >>> --Steve Noble >>> steve.noble@louisville.edu >>> 502-969-3088 >>> http://louisville.academia.edu/SteveNoble >>> >>> >>> ________________________________________ >>> From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Jennifer Sutton [jsuttondc@gmail.com] >>> Sent: Tuesday, May 02, 2017 10:14 PM >>> To: Access Technology Higher Education Network >>> Subject: [Athen] correct terminology -- audio description or video description >>> >>> Greetings, ATHEN list folks (along with a few others I've bcc-ed): >>> >>> >>> I'm sorting through my resources, and I'm confused about what the >>> correct term is for adding audio to videos to help explain visual >>> elements for blind people. >>> >>> >>> I know that we initially called it "audio description," but I had in >>> mind that the term was shifting to "video description" since that >>> describes better what it is, at least to a degree. >>> >>> >>> At the same time, I still see current articles and sites calling it >>> "audio description." >>> >>> >>> Does anyone have the definitive "scoop?" >>> >>> >>> I'd welcome links/citations in support of responses. >>> >>> >>> Is this, perhaps, one of these situations where we might *like* the term >>> to change, but the term "audio description" is so prevalent that >>> progress is slow? >>> >>> >>> Are there legal ramifications, i.e. maybe some state laws refer to it in >>> different ways? >>> >>> >>> Thanks in advance. I'm updating some things, and I'd like to get it right. >>> >>> >>> If it doesn't matter/they're now considered simply synonymous, I'd like >>> to know that, too. >>> >>> >>> Best, >>> >>> Jennifer >>> >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman13.u.washington.e du_mailman_listinfo_athen-2Dlist&d=AwICAg&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1S O3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=JW7m48F06P_3qz8y hj_qyefoBPL6u7prODM_zYMvl60&s=eJLpz-kupRMcVVm1md89p-6zyP_nKtvrmQNSmNc1Jo0&e= >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From tft at uw.edu Thu May 4 06:16:21 2017 From: tft at uw.edu (Terrill Thompson) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: <00cd01d2c452$50e31f30$f2a95d90$@emptech.info> References: <06C31A59-B040-4E78-8029-CF8C0879E146@uw.edu> <00cd01d2c452$50e31f30$f2a95d90$@emptech.info> Message-ID: To the the extent that large corporations influence our society and language, Netflix uses "audio description": https://help.netflix.com/en/node/25079 Also, WCAG 2.0 uses "audio description": https://www.w3.org/TR/WCAG20/ Specific relevant WCAG 2.0 success criteria are: 1.2.3 Audio Description or Media Alternative (Prerecorded): An alternative for time-based media or audio description of the prerecorded video content is provided for synchronized media, except when the media is a media alternative for text and is clearly labeled as such. (Level A) 1.2.5 Audio Description (Prerecorded): Audio description is provided for all prerecorded video content in synchronized media. (Level AA) 1.2.7 Extended Audio Description (Prerecorded): Where pauses in foreground audio are insufficient to allow audio descriptions to convey the sense of the video, extended audio description is provided for all prerecorded video content in synchronized media. (Level AAA) Personally, I prefer "descriptive narration" as it avoids the confusion over "audio" vs "video". Unfortunately "descriptive narration" doesn't seem to be used in any official capacity, so I only use that term if I'm referring to it casually. Otherwise I use "audio description", mostly to be consistent with WCAG. Also, once I've established and defined what exactly I'm talking about, I will often drop the adjective and refer to it simply as "description" in subsequent uses. Regards, Terrill --- Terrill Thompson Technology Accessibility Specialist DO-IT, Accessible Technology Services UW Information Technology University of Washington tft@uw.edu On Wed, May 3, 2017 at 2:14 PM, E.A. Draffan wrote: > I have some fears about having to have two terms as 'audio description' has > been accepted in many countries as being a way to describe what is > happening > on the screen by using a sound track > http://hub.eaccessplus.eu/wiki/Audio_description > > When I am asked for video description by YouTube it is a piece of text to > describe the video for marketing purposes. > > Feb 2016 3PlayMedia talk about video descriptions being available in text > for screen reader users or as audio recordings. > http://www.3playmedia.com/2016/02/01/why-a-transcript- > is-not-enough-to-make- > your-videos-compliant-with-accessibility-law/ > > But yes.... several US organisations supporting those who have visual > impairments and wikipedia say video descriptions are the same as audio > descriptions, although the CVAA description does not appear to be very > explicit > https://www.fcc.gov/consumers/guides/21st-century- > communications-and-video-a > ccessibility-act-cvaa and in 3PlayMedia's brief about the CVAA - they do > not touch on the subject. However, go to neospeech TTS suppliers > http://blog.neospeech.com/title-2-of-cvaa-video-programming/ and yes text > to speech can be used! So can one assume that a text version for video > descriptions is allowed as long as it is accessible to AT? > > Best wishes > E.A. > > Mrs E.A. Draffan > WAIS, ECS , University of Southampton > Mobile +44 (0)7976 289103 > http://access.ecs.soton.ac.uk > UK AAATE rep http://www.aaate.net/ > > > > > -----Original Message----- > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On > Behalf Of Jennifer Sutton > Sent: 03 May 2017 15:01 > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] correct terminology -- audio description or video > description > > Oh, certainly. I'm very aware of audience considerations while > simultaneously assuring accuracy, such as in legal contexts. > > > Jennifer > > > > On 5/3/2017 6:57 AM, Sheryl E. Burgstahler wrote: > > Jennifer, > > I agree that either term works. Having said that, those of us speaking to > newbies on the topic need to make sure to explain what we mean and share > the > alternative wording in order to minimize confusion. > > Sheryl > > > > On May 3, 2017, at 6:47 AM, Jennifer Sutton wrote: > > > >> Thanks, all, for your responses. > >> > >> I did reach out to someone who used to be at WGBH, and that response > dovetails with what you say here, Steve. > >> > >> > >> My ultimate take-away, as in so many things accessibility-related is > that > which term one uses will depend on context. > >> > >> > >> I don't think it is a matter of personal preference, at least in some > cases. > >> > >> > >> As I understand it (and suspected when I asked the question), there's a > lot of history and politics behind why there are two terms (and I don't > just > mean U.S. government politics). > >> > >> > >> As I understand it, when referring to CVAA, I think "video description" > may be the preferred term. > >> > >> > >> My concern with relying on the W3C is that they may be less aware of the > U.S. situation, and in the context of some of what I am doing, that will > matter. > >> > >> > >> As in so many things, language does matter, and I'm glad I understand > the > ramifications of the two terms. > >> > >> > >> Again, thanks to all for your input. > >> > >> > >> Best, > >> > >> Jennifer > >> > >> > >> > >> On 5/3/2017 5:51 AM, steve.noble@louisville.edu wrote: > >>> Hi Jennifer, > >>> > >>> The terms are now interchangeable, but the federal government prefers > the term "video description" and that is the term typically used by > Congress > and the FCC. For instance, in 47 CFR 79.3 "Video description of video > programming," the definition is given: > >>> "(3) Video description. The insertion of audio narrated descriptions of > a television program?s key visual elements into natural pauses between the > program?s dialogue." [see > https://www.gpo.gov/fdsys/pkg/CFR-2011-title47-vol4/pdf/CFR- > 2011-title47-vol > 4-sec79-3.pdf] > >>> The federal government's use of the term "video description" dates back > to the early 1990s, and perhaps before. You may want to reach out to Barry > Cronin for the real scoop, as he was one of the original developers at > WGBH. > If you need his contact information, just let me know. In the mean time, > here's a nice history for you: > http://files.eric.ed.gov/fulltext/EJ1114571.pdf > >>> > >>> Hope that helps, > >>> --Steve Noble > >>> steve.noble@louisville.edu > >>> 502-969-3088 > >>> http://louisville.academia.edu/SteveNoble > >>> > >>> > >>> ________________________________________ > >>> From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on > behalf of Jennifer Sutton [jsuttondc@gmail.com] > >>> Sent: Tuesday, May 02, 2017 10:14 PM > >>> To: Access Technology Higher Education Network > >>> Subject: [Athen] correct terminology -- audio description or video > description > >>> > >>> Greetings, ATHEN list folks (along with a few others I've bcc-ed): > >>> > >>> > >>> I'm sorting through my resources, and I'm confused about what the > >>> correct term is for adding audio to videos to help explain visual > >>> elements for blind people. > >>> > >>> > >>> I know that we initially called it "audio description," but I had in > >>> mind that the term was shifting to "video description" since that > >>> describes better what it is, at least to a degree. > >>> > >>> > >>> At the same time, I still see current articles and sites calling it > >>> "audio description." > >>> > >>> > >>> Does anyone have the definitive "scoop?" > >>> > >>> > >>> I'd welcome links/citations in support of responses. > >>> > >>> > >>> Is this, perhaps, one of these situations where we might *like* the > term > >>> to change, but the term "audio description" is so prevalent that > >>> progress is slow? > >>> > >>> > >>> Are there legal ramifications, i.e. maybe some state laws refer to it > in > >>> different ways? > >>> > >>> > >>> Thanks in advance. I'm updating some things, and I'd like to get it > right. > >>> > >>> > >>> If it doesn't matter/they're now considered simply synonymous, I'd like > >>> to know that, too. > >>> > >>> > >>> Best, > >>> > >>> Jennifer > >>> > >>> _______________________________________________ > >>> athen-list mailing list > >>> athen-list@mailman13.u.washington.edu > >>> > https://urldefense.proofpoint.com/v2/url?u=http-3A__ > mailman13.u.washington.e > du_mailman_listinfo_athen-2Dlist&d=AwICAg&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf > 1S > O3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=JW7m48F06P_ > 3qz8y > hj_qyefoBPL6u7prODM_zYMvl60&s=eJLpz-kupRMcVVm1md89p-6zyP_ > nKtvrmQNSmNc1Jo0&e= > >>> _______________________________________________ > >>> athen-list mailing list > >>> athen-list@mailman13.u.washington.edu > >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > >> _______________________________________________ > >> athen-list mailing list > >> athen-list@mailman13.u.washington.edu > >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > > athen-list mailing list > > athen-list@mailman13.u.washington.edu > > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From zirklek at miamioh.edu Thu May 4 07:26:10 2017 From: zirklek at miamioh.edu (Zirkle, Kara) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] Distilling WCAG Guidelines and 508 Criteria by Role In-Reply-To: References: Message-ID: I've found it very receptive of individuals when accessibility is broken down by role and responsibility. That way its easily seen how everyone plays a part in it and how it could easily fall apart if not everyone is on board. Its puzzle pieces that you're putting together hoping not to lose one along the way. As for the procedures around procurement, this is a huge struggle due to all of the various ways to purchase. The roles and responsibilities can be broken down even further within this area. Are you an individual who submits items to procurement, do you know to ask the vendor up front for a VPAT? Are you a P-Card user, do you know the responsibilities you have allowing use of that card and is accessibility a part of that training? Do you have contract language, a set of questions for RFPs, etc. Are you working with legal counsel and procurement offices to get these things standardized? If you're a reviewer of purchase requests, do you have your own internal procedure written out? Is there a risk or priority matrix? It is helpful to create this when having various and sometimes overwhelming requests come in. That way you can run it through your rubric to determine the risk and priority and determine whether it gets pushed to the front or the back of the review line. Reality is we can't do it all, we will never catch everything and we can simply do the best we can with the resource we have. So training, education and standard procedures are your best tools to use. Would be happy to chat in more detail, since accessibility procurement is about 75% of what I do. Regards, Kara Kara Zirkle Accessible Technology Specialist Information Technology Services Hoyt Hall, 312V Oxford, OH 45056 Phone: 513-529-9006 Email: zirklek@miamioh.edu Twitter: @AccessMU On Thu, Apr 20, 2017 at 2:23 PM, Mary Heid wrote: > As our Information and Communication Technology (ICT) and Procurement > policies are taking hold here at the University, I?m finding I need to > develop a process to distribute the responsibility for accessibility > assurance. > > > > We have a small team (me and a graduate assistant) who ?review software > for accessibility.? Since we haven?t empowered anyone else to evaluate ICT > for accessibility, we get requests to review all sorts of things including > an enterprise document management system, a web-based survey someone has > created to send to our residential students, an email blast to faculty in > the form of a flyer with no alt text, to streaming our commencement > ceremony. Obviously this is not sustainable. > > > > I was just reading the WAI Easy Checks ? A First Review of Web > Accessibility page and am > considering publishing some more targeted form of it for my internal > University colleagues so they can run a preliminary check of web content > and functionality or require the same of their prospective vendors. This > would ideally leave the resources of my small team to concentrate on high > impact products, training others to evaluate for their departments or > divisions, and conducting random audits. > > > > I?m open to others? suggestions about how you have successfully > distributed this responsibility for accessibility ?compliance? at the > procurement stage. > > > > Thanks! > > > > Mary Heid > > Enrollment Services > > System Administrator and Coordinator of Assistive Technology > > University of Nevada, Reno > > (775) 682-8038 > > http://www.unr.edu/general-information/accessibility > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Sean Keegan > *Sent:* Thursday, April 20, 2017 9:26 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] essential criteria across all products > > > > > Have you identified accessibility criteria that is essential across all > products? > > > Something like ?accessible via keyboard alone? or ?images have alt > text?. I?m trying to find items in 508/WCAG AA > > > that are absolutely essential across the board. We?d like to mandate > these criteria in RFP. > > > > I understand why you are attempting to do this, but I urge caution. Both > the refreshed 508 standards and WCAG 2.0, Level AA has done exactly what > you ask in identifying accessibility criteria that is essential across > information and communication technology products. These are technology > standards and as a whole define the requirements that are essential. They > are not intended to provide a menu where you choose something from column > A, something from column B, etc. > > > > Viewing this in a different light, this would be like having informations > security standards, but then only choosing to select specific information > security requirements to meet. Does this make your IT environment more or > less secure? What would you define as essential for information security > (e.g., products must protect against viruses, but spyware is okay?)? > > > > I completely understand a desire to reword some of these accessibility > criteria such that they make sense to someone who may not have a background > or expertise in accessibility standards. And I fully comprehend a need to > refine these accessibility criteria in such a way that make the most sense > for different higher education audiences (e.g., faculty, administration, > etc.) depending on their institutional roles and responsibilities. Crafting > language and organizing information in such a manner that people can > achieve accessibility expectations appropriate to their role makes complete > sense. > > > > However, for RFP situations, I think you are putting yourself at greater > risk by not insisting that vendors meet established and recognized > accessibility standards. WCAG 2.0, Level AA (or the refreshed 508 standard) > defines the essential accessibility criteria and that should be the > expectation as part of any RFP. By deciding what does or does not > constitute "essential" results in creating yet another accessibility > standard that is only relevant and specific to your institution only AND > runs a greater risk of > > > > Now, there may be situations in which there is no commercially available > product that meets that standard or that in order to meet that > accessibility standard the product would require a fundamental alteration. > That is a legitimate argument and can be best addressed by defining a > procurement/acquisition process in which such issues are addressed. There > is a need to resolve the imbalance between an organization's functional > business requirements, the products that exist currently in the > marketplace, and accessibility. That needs to be addressed at a process > level and not by creating a separate set of accessibility criteria. > > > > Lastly, I want to mention that a presenter at CSUN (who is highly literate > in both WCAG and 508) identified four "show-stoppers" as it related to > accessibility such that if these are failures, then very few individuals > with disabilities would be able to participate. They are not what most > people first think (these are all WCAG 2.0 success criteria): > > - 1.4.2: Audio Control on web page (must NOT allow automatic playing of > sounds as this can over-ride a screen-reader) > > - 2.1.2: No Keyboard Trap (a keyboard user can't interact) > > - 2.2.2: Pause, Stop, Hide for moving, blinking, etc., content (this > provides user control over content, for example if seizures are concern) > > - 2.3.1: Three Flashes or Below Threshold (to prevent seizures) > > > > While the above may have broad impact on individuals with disabilities, > does this mean that these are the essential criteria? What about captions? > What about image descriptions? etc. > > > > My point is that we already do have accessibility standard with criteria > that has been established and we must be cautious if we attempt to distill > such content down into something "easier." I understand why you may be > pursuing this approach, but I urge caution, particularly as the original > question indicated mandates related to RFP processes. > > > > > > Take care, > Sean > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From zm290 at msstate.edu Thu May 4 07:46:09 2017 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] FW: athen-list Digest, Vol 136, Issue 1 In-Reply-To: <008b01d2c409$34696d80$9d3c4880$@gmail.com> References: <00a401d2c2bb$f6ae32d0$e40a9870$@msstate.edu> <008b01d2c409$34696d80$9d3c4880$@gmail.com> Message-ID: <00ee01d2c4e5$2bb32000$83196000$@msstate.edu> In regards to online laboratory products that are inaccessible to the blind, I said I would write back with responses from blind chemists in my network. The following message is from Henry Wedler-a UC Davis doctoral student in organic chemistry. -----Original Message----- From: Henry Wedler [mailto:hobywedler@gmail.com] Sent: Wednesday, May 03, 2017 7:32 AM To: 'Zach' Subject: RE: [Athen] athen-list Digest, Vol 136, Issue 1 Hi Zac, Thanks for your note and it's nice to hear from you. I am unfamiliar with MacMillans. However, UC Davis used an in-house rather inaccessible software and I actually did find it to be easiest to have my lab assistant work through post-lab exercises with me. They acted as a reader. Hope this helps. Best, --Hoby Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University From jsuttondc at gmail.com Thu May 4 09:18:37 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: References: <06C31A59-B040-4E78-8029-CF8C0879E146@uw.edu> <00cd01d2c452$50e31f30$f2a95d90$@emptech.info> Message-ID: <5e8de4e8-821d-9394-6c3c-eccbfc0e7c59@gmail.com> ATHENites: I never dreamed my question would generate so much traffic or controversy. But so that everyone has even more of the picture (since I do, due to the people I bcc-ed who have even more history in the field than I suspect most on this list do) . . . This has been basically a political issue in the U.S. for decades, and when I use the word "political," I mean in terms of debates, rather than Federal government. To a degree, it's become an issue of branding -- somewhat dependent upon the source(s) of the product(s) you choose. As I see it, the U.S. Federal government has been pretty clear in its preference for video description. If I were folks who received Federal funding for projects, I might want to consider whether that might matter in whatever work you're doing, even beyond the legal context when, I believe, using the correct term would matter for legal accuracy. In my particular case, when I am writing about laws, I will say "video description" when they do, otherwise sometimes called audio description," etc. But most other references will be left as they are, i.e. "audio description," since not only is that my employer's preference, but also because there are restrictions in the system that would make it difficult to change. I would also suggest that reliance on WCAG to guide one, in this particular matter, might not actually be ideal. While it is only a note, and as I understand it, there may be a version 2 of it at some point, the reference that demonstrates a close focus in this area by WAI is this one: Media Accessibility User Requirements http://www.w3.org/TR/media-accessibility-reqs/ This group definitely wrestled with terminology, as I understand it. Hope this reference proves helpful. I specifically asked someone who'd worked on it for their thoughts as I suspect they focused a lot more closely on it than those working on WCAG have had time to do. As a side note, it will also be interesting to see whether this might be revisited in WCAG 2.1, since it is well underway. As a result of my extensive education on this subject, I will sure be on the lookout for both further work on the "MAUR" and potential updates to WCAG 2.1. I certainly got far more info and opinions than I imagined I would. Thanks to all of you for your passion and knowledge. Not that my personal opinion ever mattered because I was seeking official guidance, but I would say that audio description sounds very old-fashioned to me and only makes sense in the context of live performances. I think it all depends on who you listen to (in person, or where your videos with the technology come from), how long you've been around (or how long your "go to" references have been), in what contexts you've been working (advocacy, legislation, not to mention Internationally), etc. Descriptive narration was, indeed, floated at one time, but it never caught on. In terms of Netflix or iTunes . . . I guess I wouldn't consider them particular authorities/informed by all the history I sure now have. Somehow, I doubt they gave much thought to what they chose to call what they offered; I suspect they were mostly concerned with getting the content since there was such an outcry for it. But that's simply my personal opinion. I'm not planning to check with them. :) From an individual perspective, as someone who actually needs this content, I wish folks would spend less time debating the term and more time advocating for and creating the content itself. On this list, we have seen only a micro-representation of the hours and hours of meetings/discussions, over the decades. Now, much to my pleasure, I'm moving on to other topics, and I wish you all a pleasant day. Thanks again to everyone for their time and thoughts. Best, Jennifer From sherylb at uw.edu Thu May 4 10:36:48 2017 From: sherylb at uw.edu (Sheryl E. Burgstahler) Date: Sat Jun 9 18:34:10 2018 Subject: [Athen] correct terminology -- audio description or video description In-Reply-To: <5e8de4e8-821d-9394-6c3c-eccbfc0e7c59@gmail.com> References: <06C31A59-B040-4E78-8029-CF8C0879E146@uw.edu> <00cd01d2c452$50e31f30$f2a95d90$@emptech.info> <5e8de4e8-821d-9394-6c3c-eccbfc0e7c59@gmail.com> Message-ID: <423E3098-8B77-4561-A155-D28371E0D171@uw.edu> Another factor to consider is being consistent with standards you have adopted for IT accessibility at your institution. Our state has adopted WCAG 2.0 level AA. The WCAG terminology and definition for this is: audio description narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone Note 1: Audio descriptions of video provide information about actions, characters, scene changes, and on-screen text. Note 2: In standard audio description, narration is added during existing pauses in dialogue. Sheryl On May 4, 2017, at 9:18 AM, Jennifer Sutton wrote: > ATHENites: > > > I never dreamed my question would generate so much traffic or controversy. > > > But so that everyone has even more of the picture (since I do, due to the people I bcc-ed who have even more history in the field than I suspect most on this list do) . . . > > > This has been basically a political issue in the U.S. for decades, and when I use the word "political," I mean in terms of debates, rather than Federal government. To a degree, it's become an issue of branding -- somewhat dependent upon the source(s) of the product(s) you choose. > > > As I see it, the U.S. Federal government has been pretty clear in its preference for video description. > > If I were folks who received Federal funding for projects, I might want to consider whether that might matter in whatever work you're doing, even beyond the legal context when, I believe, using the correct term would matter for legal accuracy. > > > In my particular case, when I am writing about laws, I will say "video description" when they do, otherwise sometimes called audio description," etc. But most other references will be left as they are, i.e. "audio description," since not only is that my employer's preference, but also because there are restrictions in the system that would make it difficult to change. > > > I would also suggest that reliance on WCAG to guide one, in this particular matter, might not actually be ideal. While it is only a note, and as I understand it, there may be a version 2 of it at some point, the reference that demonstrates a close focus in this area by WAI is this one: > > > Media Accessibility User Requirements > > http://www.w3.org/TR/media-accessibility-reqs/ > > > This group definitely wrestled with terminology, as I understand it. > > > Hope this reference proves helpful. I specifically asked someone who'd worked on it for their thoughts as I suspect they focused a lot more closely on it than those working on WCAG have had time to do. As a side note, it will also be interesting to see whether this might be revisited in WCAG 2.1, since it is well underway. As a result of my extensive education on this subject, I will sure be on the lookout for both further work on the "MAUR" and potential updates to WCAG 2.1. > > > I certainly got far more info and opinions than I imagined I would. Thanks to all of you for your passion and knowledge. > > > Not that my personal opinion ever mattered because I was seeking official guidance, but I would say that audio description sounds very old-fashioned to me and only makes sense in the context of live performances. > > > I think it all depends on who you listen to (in person, or where your videos with the technology come from), how long you've been around (or how long your "go to" references have been), in what contexts you've been working (advocacy, legislation, not to mention Internationally), etc. > > > Descriptive narration was, indeed, floated at one time, but it never caught on. > > > In terms of Netflix or iTunes . . . I guess I wouldn't consider them particular authorities/informed by all the history I sure now have. Somehow, I doubt they gave much thought to what they chose to call what they offered; I suspect they were mostly concerned with getting the content since there was such an outcry for it. But that's simply my personal opinion. I'm not planning to check with them. :) > > > From an individual perspective, as someone who actually needs this content, I wish folks would spend less time debating the term and more time advocating for and creating the content itself. On this list, we have seen only a micro-representation of the hours and hours of meetings/discussions, over the decades. > > > Now, much to my pleasure, I'm moving on to other topics, and I wish you all a pleasant day. Thanks again to everyone for their time and thoughts. > > > Best, > > Jennifer > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From WHITEPH15 at ECU.EDU Thu May 4 12:44:08 2017 From: WHITEPH15 at ECU.EDU (White, Phillip Burton) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Inaccessible emails Message-ID: Anyone have any examples they can email me. Campus events are usually good places to start. I'm putting together a presentation about the importance of accessible emails. Not a prime topic this late in the era, but still important. Please email me an good examples of inaccessible emails. It's always best to have the real thing from the university, and not something from the internet. I'll be displaying these as examples in my discussion of how to build accessible campus email communications. Thanks Phillip White ITCS Accessibility Consultant Whiteph15@ecu.edu -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of athen-list-request@mailman13.u.washington.edu Sent: Thursday, May 04, 2017 3:00 PM To: athen-list@u.washington.edu Subject: [BULK] athen-list Digest, Vol 136, Issue 4 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman13.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman13.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman13.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. Re: correct terminology -- audio description or video description (Leyna Bencomo) 2. Re: correct terminology -- audio description or video description (E.A. Draffan) 3. Re: correct terminology -- audio description or video description (Terrill Thompson) 4. Re: Distilling WCAG Guidelines and 508 Criteria by Role (Zirkle, Kara) 5. FW: athen-list Digest, Vol 136, Issue 1 (Zach) 6. Re: correct terminology -- audio description or video description (Jennifer Sutton) 7. Re: correct terminology -- audio description or video description (Sheryl E. Burgstahler) ---------------------------------------------------------------------- Message: 1 Date: Wed, 3 May 2017 19:31:31 +0000 From: Leyna Bencomo To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Message-ID: Content-Type: text/plain; charset="us-ascii" My vote is for video description...unless we used the adjectives aural and visual in which case I would vote for aural description! :) Semantics! Leyna Bencomo Assistive Technology Specialist Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [uccs-signature-email] From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of steve.noble@louisville.edu Sent: Wednesday, May 3, 2017 10:07 AM To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description My recollection of the history is that "audio description" was indeed the original terminology, but it was initially used only at live in-person events, like a play where the description was broadcast over headphones provided to blind patrons attending the event. When the same concept was later applied to TV programming, the term for that usage was changed to "video description" to make a distinction. Thus, both terms have stuck with us over the years. --Steve Noble steve.noble@louisville.edu 502-969-3088 http://louisville.academia.edu/SteveNoble ________________________________ From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Sheryl E. Burgstahler [sherylb@uw.edu] Sent: Wednesday, May 03, 2017 10:54 AM To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Is "video description" completely accurate? First of all, what we are talking about is audio; the purpose of the audio is to describe content presented visually in a video presentation. This description leads me to prefer "audio description." (grin) However, I can argue pros and cons for each terminology!!! As you can tell I have given this topic way to much attention...I know, get a life, Sheryl. Sheryl On May 3, 2017, at 7:02 AM, Bourne, Sarah (MASSIT) > wrote: Besides liking to align with the federal government terminology, I prefer "video description" because it refers to *what* is being described. "Audio description" refers to the format that description is being provided in, which leaves hanging the question of what I should call a text version of that description when needed by, for instance, someone who is deaf/blind. Sarah E. Bourne Director of IT Accessibility, MassIT Commonwealth of Massachusetts 1 Ashburton Pl. rm 811 Boston MA 02108 617-626-4502 sarah.bourne@mass.gov http://www.mass.gov/MassIT _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 3598 bytes Desc: image001.gif URL: ------------------------------ Message: 2 Date: Wed, 3 May 2017 22:14:56 +0100 From: "E.A. Draffan" To: "'Access Technology Higher Education Network'" Subject: Re: [Athen] correct terminology -- audio description or video description Message-ID: <00cd01d2c452$50e31f30$f2a95d90$@emptech.info> Content-Type: text/plain; charset="iso-8859-1" I have some fears about having to have two terms as 'audio description' has been accepted in many countries as being a way to describe what is happening on the screen by using a sound track http://secure-web.cisco.com/1xthWJCTk2ADxwCf3frPNd7o8o9OUORcyA2SOaZr27o__fBJyJtYEdZIAoDOc-ad3zryNNqgOkjoCEyYPIdXmr9vycOgF0VL9fNl_CoOdjHTAecVXwBNNQ0BYRi1hV1N7DdAHWwY-tah13gWBwC9lhDfdC7OOga5AG9TCbgn8h0_3UFljvocgPWKOzFLZsmnpKwvPIeMLC8-PhZJ153-txanb48OF4Tz3X6x8-gLW97yQ1ZXWCr2Dr92uvXMxhbfMdahH0T1MKkofsfWEAIOAVpFq8dJ2EqFukBuc8amcS8fZA7UhkIzpJp7aMulxQUQSXiDxL8UhRxQfR1OTqpnuSjbR0NHkKrMLtDEUWJSGpPii4SrrCWgS2N8SBDcRxhSj6uOSw8sy5I5JLexmwEctSes2n9hlBYKmeenAVfSYtsOCLXoQggiXdRwVk9p6fuFKW2o2pmELnu3iWBEn9L5WyxmSlBFYuvfcKTr5faA4jyo/http%3A%2F%2Fhub.eaccessplus.eu%2Fwiki%2FAudio_description When I am asked for video description by YouTube it is a piece of text to describe the video for marketing purposes. Feb 2016 3PlayMedia talk about video descriptions being available in text for screen reader users or as audio recordings. http://secure-web.cisco.com/1C86CQ8qHL3n5D27SfdVURWutQL24-YIlJRGOcmr2tqzSyxVdiM7516mcqeVKofCkXwA777mveoSO5KbpRseZS5sBDu8yxdMyE1OYpnK0GOyy7vZIiZwyw3Q2A1O8d68qWZEa9z6tbSrPkUw79-LGka6jqefTJXtjgPAWVyZuzyMQ0wnTPB-FhGg1NfTiPfJcaYs0fzVbQzIDrysVxVnu2HnceKw0mgBTL17M4aTJXk0AW7TLQbaUsTV74FiaLiUZpo8PGzDB7IAOqbKtfuICo64c1kGjI9VwLZOM7Fxg4Wj_oSSqfhyLD_G9q38mKrSKFf441awnhJrp6_eIbi7gCeKofUWIxPrwBMe0dC47qSwTOiJuoXUAoqQyFv2L29NtfMhEoZQY7Bxhwr7L05KQY1ppIAf0KeKRStXwpqFm-c6ZFk1jGMu5eHBFH6Yh3RD5EFDDXZEhMznsyKQzFgzOSUdWnDqf1i1NWN3Ogo9RcFo/http%3A%2F%2Fwww.3playmedia.com%2F2016%2F02%2F01%2Fwhy-a-transcript-is-not-enough-to-make- your-videos-compliant-with-accessibility-law/ But yes.... several US organisations supporting those who have visual impairments and wikipedia say video descriptions are the same as audio descriptions, although the CVAA description does not appear to be very explicit https://www.fcc.gov/consumers/guides/21st-century-communications-and-video-a ccessibility-act-cvaa and in 3PlayMedia's brief about the CVAA - they do not touch on the subject. However, go to neospeech TTS suppliers http://secure-web.cisco.com/1BI-6OHxufXkJvwp_T3VVSeKj5y7zLfB1XjvVM_AWqpbGsKoHmbn3hgcQt6aetnFdp7LtVWK5qCd--IWhKWip0gt2wqlHWc3nkQpPODIaCo7V7YWbkyNOk2lVcM2WY_NdYKfEn0nSDssubW0PThG3kq8dq8zH8VqhPsRWRmK6RVHs8v7t01TOgzMQjLejlIJqo9KUqzH2i0H7fASFCZkvv1738IFG1k4F8q8viHdJTSE5RalTn9K3fyX44d73TScJdA_ksd_GlIH7QF05HhRXFAEYaekeIup4cck0NGfu5SMq7R8w-6-rXihzyWmqochKl89ReYVeZylBOZ516GGmJCYVRoLAQp8KJEfD3I5ApyuTbORn4UdO-_AwVmoDRdHSoOjlNFthtQ_8QdbooWk_ZNsa4h4MH3w7yhVe8atuCw-II1oAEx7-RAJfkYdhWINNPHDdiT7GveXrGzg2OdzvSCJMHhAZWIkP-kE28UAP6vc/http%3A%2F%2Fblog.neospeech.com%2Ftitle-2-of-cvaa-video-programming%2F and yes text to speech can be used! So can one assume that a text version for video descriptions is allowed as long as it is accessible to AT? Best wishes E.A. Mrs E.A. Draffan WAIS, ECS , University of Southampton Mobile +44 (0)7976 289103 http://access.ecs.soton.ac.uk UK AAATE rep?http://secure-web.cisco.com/1ndCtVe-H-SNcPsrlCZVU7OO0BF-41VGSKUHn327YM-4Eb8Uy1sZjcu9Ly_bRKVGpF9IuppSMr6ycDgPUudumJ3OLbVCG8wOn81xTg5vSG4Axijnrn7G-qukAZ2Vfs811wvMrFr3cgPbo0ELf8ofgXuwD0JzBXCRxFUtgmPpsECgcnFp6zvMKe_fV6AOKiCXzyG0mhWjhn_hBcPmAeFYmneirwDEYDmOjI7xyjLZykHZBJ9GEV0z1SPTzIH45ddonFGUfrkD_1OKFtRV50MtYqsfFf6gfJsKaipIXjZyelRl8CI_82CCcYHYw-aGCl9DGDoHlJIo1u-i1f9aTdBQh3JhD8KiSTSHiETgKSogpXuToJg0luuT79teHLWrg2BbbrErf17nLm6DCX7FhTr22J45Y1iMMDlUxSGehiYNtm0SFtn41AUGwn2pmW8zwH9pgI9xjqipqXFf9DdtxH8rW0TtBRsK4H1OYgDI4IIHzCNc/http%3A%2F%2Fwww.aaate.net%2F -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jennifer Sutton Sent: 03 May 2017 15:01 To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Oh, certainly. I'm very aware of audience considerations while simultaneously assuring accuracy, such as in legal contexts. Jennifer On 5/3/2017 6:57 AM, Sheryl E. Burgstahler wrote: > Jennifer, > I agree that either term works. Having said that, those of us speaking to newbies on the topic need to make sure to explain what we mean and share the alternative wording in order to minimize confusion. > Sheryl > > On May 3, 2017, at 6:47 AM, Jennifer Sutton wrote: > >> Thanks, all, for your responses. >> >> I did reach out to someone who used to be at WGBH, and that response dovetails with what you say here, Steve. >> >> >> My ultimate take-away, as in so many things accessibility-related is that which term one uses will depend on context. >> >> >> I don't think it is a matter of personal preference, at least in some cases. >> >> >> As I understand it (and suspected when I asked the question), there's a lot of history and politics behind why there are two terms (and I don't just mean U.S. government politics). >> >> >> As I understand it, when referring to CVAA, I think "video description" may be the preferred term. >> >> >> My concern with relying on the W3C is that they may be less aware of the U.S. situation, and in the context of some of what I am doing, that will matter. >> >> >> As in so many things, language does matter, and I'm glad I understand the ramifications of the two terms. >> >> >> Again, thanks to all for your input. >> >> >> Best, >> >> Jennifer >> >> >> >> On 5/3/2017 5:51 AM, steve.noble@louisville.edu wrote: >>> Hi Jennifer, >>> >>> The terms are now interchangeable, but the federal government prefers the term "video description" and that is the term typically used by Congress and the FCC. For instance, in 47 CFR 79.3 "Video description of video programming," the definition is given: >>> "(3) Video description. The insertion of audio narrated descriptions of a television program?s key visual elements into natural pauses between the program?s dialogue." [see https://www.gpo.gov/fdsys/pkg/CFR-2011-title47-vol4/pdf/CFR-2011-title47-vol 4-sec79-3.pdf] >>> The federal government's use of the term "video description" dates back to the early 1990s, and perhaps before. You may want to reach out to Barry Cronin for the real scoop, as he was one of the original developers at WGBH. If you need his contact information, just let me know. In the mean time, here's a nice history for you: http://files.eric.ed.gov/fulltext/EJ1114571.pdf >>> >>> Hope that helps, >>> --Steve Noble >>> steve.noble@louisville.edu >>> 502-969-3088 >>> http://louisville.academia.edu/SteveNoble >>> >>> >>> ________________________________________ >>> From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Jennifer Sutton [jsuttondc@gmail.com] >>> Sent: Tuesday, May 02, 2017 10:14 PM >>> To: Access Technology Higher Education Network >>> Subject: [Athen] correct terminology -- audio description or video description >>> >>> Greetings, ATHEN list folks (along with a few others I've bcc-ed): >>> >>> >>> I'm sorting through my resources, and I'm confused about what the >>> correct term is for adding audio to videos to help explain visual >>> elements for blind people. >>> >>> >>> I know that we initially called it "audio description," but I had in >>> mind that the term was shifting to "video description" since that >>> describes better what it is, at least to a degree. >>> >>> >>> At the same time, I still see current articles and sites calling it >>> "audio description." >>> >>> >>> Does anyone have the definitive "scoop?" >>> >>> >>> I'd welcome links/citations in support of responses. >>> >>> >>> Is this, perhaps, one of these situations where we might *like* the term >>> to change, but the term "audio description" is so prevalent that >>> progress is slow? >>> >>> >>> Are there legal ramifications, i.e. maybe some state laws refer to it in >>> different ways? >>> >>> >>> Thanks in advance. I'm updating some things, and I'd like to get it right. >>> >>> >>> If it doesn't matter/they're now considered simply synonymous, I'd like >>> to know that, too. >>> >>> >>> Best, >>> >>> Jennifer >>> >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> https://secure-web.cisco.com/16VxT7W4GKKDS9gajkWOB-EhN9FAg_Sp64adePxQT9BFueG_WNdL-34ltLiqmehz3fPNH84cnRzA4hJ8KGYgC9X0o37v92Q1xXjpUXiGVgLM-TDX0JF1Ofgl78tIzDPGhujs_1-Ey6cUF0TYYeyeHEWUgl7p-Yrg5Q2Ni6R-Df-6SnxzWZ9GgPzJz2zfwW0jTdHsozMkcD1trgg80h-qWl7UF-WZAihd2RrYhOFzBoyWkZ6s6kOKQIzd-vSj99GP4fOf_14W5uSDh0zMHFWVXhnS_lbnFMwzgqKjUCIDHJoiWD5F56WbcdQ1MjYwtoo1hI7_j_bO0Vn6Osr5qMRleotulTO9faThxyPlhItkG9rapdHVupMg_3fJAEMMpD6DvnoB3lHbULhIKLvctSfYy2ISM7dBK2Hf5FDXBIpMCFqf8AjFgws74z9eej-JixehDI8jjIv9jKFWskwYLK_vDf_n0RS44kAxuZAX_HRmMSmE/https%3A%2F%2Furldefense.proofpoint.com%2Fv2%2Furl%3Fu%3Dhttp-3A__mailman13.u.washington.e du_mailman_listinfo_athen-2Dlist&d=AwICAg&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1S O3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=JW7m48F06P_3qz8y hj_qyefoBPL6u7prODM_zYMvl60&s=eJLpz-kupRMcVVm1md89p-6zyP_nKtvrmQNSmNc1Jo0&e= >>> _______________________________________________ >>> athen-list mailing list >>> athen-list@mailman13.u.washington.edu >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list ------------------------------ Message: 3 Date: Thu, 4 May 2017 06:16:21 -0700 From: Terrill Thompson To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Message-ID: Content-Type: text/plain; charset="utf-8" To the the extent that large corporations influence our society and language, Netflix uses "audio description": https://help.netflix.com/en/node/25079 Also, WCAG 2.0 uses "audio description": https://secure-web.cisco.com/1JXDE-cjfJSYeff029Xob-lnvCcd9rCo9UZvJj0U24016YDeg3FxgkRGSc_fqSYm6f88zZSEuSqpAYbNGHvPTxPwfTKQYWJ6EMKq5N9jl3lNOjP8Nlg4smbGtLH1MNC6wLAFtbvht29af7fm5IfZABLV9vuYZjlIGaDKPMWj3ZKvXHD84oSHoarYCMxJQJcobXCadEQolByJSzgVQUVflz06XJA8bv12VCroR1lyUjEua7RSGKnMLnvVP9jNQfNZTVyDWXjUJgVYGgX-PIl5c1WSeGrvnTIsAN-Fi9N86ZA1YVkN5ObT5_2x5WMqJIizDrOqxmLqIwLUxDpYoSYKyGbwyDlf8Ofn2MzLJW3di7oom-t7ZXqgo7ahBFHrQ4RH3tiaSnSLMYF4_4_L1QodgkfjSSyAK_Y7c0wBLicPlsWNGE8eVF4DDA1eVEEnTTfNcORIRGrZldY83c8QNnxpOzQ/https%3A%2F%2Fwww.w3.org%2FTR%2FWCAG20%2F Specific relevant WCAG 2.0 success criteria are: 1.2.3 Audio Description or Media Alternative (Prerecorded): An alternative for time-based media or audio description of the prerecorded video content is provided for synchronized media, except when the media is a media alternative for text and is clearly labeled as such. (Level A) 1.2.5 Audio Description (Prerecorded): Audio description is provided for all prerecorded video content in synchronized media. (Level AA) 1.2.7 Extended Audio Description (Prerecorded): Where pauses in foreground audio are insufficient to allow audio descriptions to convey the sense of the video, extended audio description is provided for all prerecorded video content in synchronized media. (Level AAA) Personally, I prefer "descriptive narration" as it avoids the confusion over "audio" vs "video". Unfortunately "descriptive narration" doesn't seem to be used in any official capacity, so I only use that term if I'm referring to it casually. Otherwise I use "audio description", mostly to be consistent with WCAG. Also, once I've established and defined what exactly I'm talking about, I will often drop the adjective and refer to it simply as "description" in subsequent uses. Regards, Terrill --- Terrill Thompson Technology Accessibility Specialist DO-IT, Accessible Technology Services UW Information Technology University of Washington tft@uw.edu On Wed, May 3, 2017 at 2:14 PM, E.A. Draffan wrote: > I have some fears about having to have two terms as 'audio description' has > been accepted in many countries as being a way to describe what is > happening > on the screen by using a sound track > http://secure-web.cisco.com/1xthWJCTk2ADxwCf3frPNd7o8o9OUORcyA2SOaZr27o__fBJyJtYEdZIAoDOc-ad3zryNNqgOkjoCEyYPIdXmr9vycOgF0VL9fNl_CoOdjHTAecVXwBNNQ0BYRi1hV1N7DdAHWwY-tah13gWBwC9lhDfdC7OOga5AG9TCbgn8h0_3UFljvocgPWKOzFLZsmnpKwvPIeMLC8-PhZJ153-txanb48OF4Tz3X6x8-gLW97yQ1ZXWCr2Dr92uvXMxhbfMdahH0T1MKkofsfWEAIOAVpFq8dJ2EqFukBuc8amcS8fZA7UhkIzpJp7aMulxQUQSXiDxL8UhRxQfR1OTqpnuSjbR0NHkKrMLtDEUWJSGpPii4SrrCWgS2N8SBDcRxhSj6uOSw8sy5I5JLexmwEctSes2n9hlBYKmeenAVfSYtsOCLXoQggiXdRwVk9p6fuFKW2o2pmELnu3iWBEn9L5WyxmSlBFYuvfcKTr5faA4jyo/http%3A%2F%2Fhub.eaccessplus.eu%2Fwiki%2FAudio_description > > When I am asked for video description by YouTube it is a piece of text to > describe the video for marketing purposes. > > Feb 2016 3PlayMedia talk about video descriptions being available in text > for screen reader users or as audio recordings. > http://secure-web.cisco.com/1kTIiKSsnH2CUXkMzY4v7ejt8u2GwSx_E_-7X-x4hN1Fj8_IriXmMcs9oqsl9It0j7xpkKIN4JqnE4kX7QkFNOfwGNTiemlTtpAMSI3nPc1_Hci4nmp39Ex7LfSFpbw8HUnqS8jNdajvY9JNJylLj56Xe1Ivg5kFnUfK6uEp0aOXG9fD05AocPeLBZNGXNt8G2TfndWLLZA5gN6XFgj5aqBdSU5fLhV2BsSrLfBqTCeuiO1VhpZx7f1i4ToUeI1QX4JTdBfwvdpdbqwzoVgzgDzzHl1qO1YzcycsMF6-fe2B37zXKvn3YSTEmVu-D_OoVJs18Xzt981szG6YWjrYO9W6ZyWW6zaAwuBq8FzCcv-XzAegcRTksn9Wrb57elqEd5OidtHXfMGkxx8xka2rmqKXe0HyuvjTM-etKePKp5F_Qvhwr-N3GUM6SKHOU7ON69tAmdtk6eNOSNCBVvBc_zbAHrTQeBc3vO-bXcMJ7OYM/http%3A%2F%2Fwww.3playmedia.com%2F2016%2F02%2F01%2Fwhy-a-transcript- > is-not-enough-to-make- > your-videos-compliant-with-accessibility-law/ > > But yes.... several US organisations supporting those who have visual > impairments and wikipedia say video descriptions are the same as audio > descriptions, although the CVAA description does not appear to be very > explicit > https://www.fcc.gov/consumers/guides/21st-century- > communications-and-video-a > ccessibility-act-cvaa and in 3PlayMedia's brief about the CVAA - they do > not touch on the subject. However, go to neospeech TTS suppliers > http://secure-web.cisco.com/1BI-6OHxufXkJvwp_T3VVSeKj5y7zLfB1XjvVM_AWqpbGsKoHmbn3hgcQt6aetnFdp7LtVWK5qCd--IWhKWip0gt2wqlHWc3nkQpPODIaCo7V7YWbkyNOk2lVcM2WY_NdYKfEn0nSDssubW0PThG3kq8dq8zH8VqhPsRWRmK6RVHs8v7t01TOgzMQjLejlIJqo9KUqzH2i0H7fASFCZkvv1738IFG1k4F8q8viHdJTSE5RalTn9K3fyX44d73TScJdA_ksd_GlIH7QF05HhRXFAEYaekeIup4cck0NGfu5SMq7R8w-6-rXihzyWmqochKl89ReYVeZylBOZ516GGmJCYVRoLAQp8KJEfD3I5ApyuTbORn4UdO-_AwVmoDRdHSoOjlNFthtQ_8QdbooWk_ZNsa4h4MH3w7yhVe8atuCw-II1oAEx7-RAJfkYdhWINNPHDdiT7GveXrGzg2OdzvSCJMHhAZWIkP-kE28UAP6vc/http%3A%2F%2Fblog.neospeech.com%2Ftitle-2-of-cvaa-video-programming%2F and yes text > to speech can be used! So can one assume that a text version for video > descriptions is allowed as long as it is accessible to AT? > > Best wishes > E.A. > > Mrs E.A. Draffan > WAIS, ECS , University of Southampton > Mobile +44 (0)7976 289103 > http://access.ecs.soton.ac.uk > UK AAATE rep http://secure-web.cisco.com/1ndCtVe-H-SNcPsrlCZVU7OO0BF-41VGSKUHn327YM-4Eb8Uy1sZjcu9Ly_bRKVGpF9IuppSMr6ycDgPUudumJ3OLbVCG8wOn81xTg5vSG4Axijnrn7G-qukAZ2Vfs811wvMrFr3cgPbo0ELf8ofgXuwD0JzBXCRxFUtgmPpsECgcnFp6zvMKe_fV6AOKiCXzyG0mhWjhn_hBcPmAeFYmneirwDEYDmOjI7xyjLZykHZBJ9GEV0z1SPTzIH45ddonFGUfrkD_1OKFtRV50MtYqsfFf6gfJsKaipIXjZyelRl8CI_82CCcYHYw-aGCl9DGDoHlJIo1u-i1f9aTdBQh3JhD8KiSTSHiETgKSogpXuToJg0luuT79teHLWrg2BbbrErf17nLm6DCX7FhTr22J45Y1iMMDlUxSGehiYNtm0SFtn41AUGwn2pmW8zwH9pgI9xjqipqXFf9DdtxH8rW0TtBRsK4H1OYgDI4IIHzCNc/http%3A%2F%2Fwww.aaate.net%2F > > > > > -----Original Message----- > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On > Behalf Of Jennifer Sutton > Sent: 03 May 2017 15:01 > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] correct terminology -- audio description or video > description > > Oh, certainly. I'm very aware of audience considerations while > simultaneously assuring accuracy, such as in legal contexts. > > > Jennifer > > > > On 5/3/2017 6:57 AM, Sheryl E. Burgstahler wrote: > > Jennifer, > > I agree that either term works. Having said that, those of us speaking to > newbies on the topic need to make sure to explain what we mean and share > the > alternative wording in order to minimize confusion. > > Sheryl > > > > On May 3, 2017, at 6:47 AM, Jennifer Sutton wrote: > > > >> Thanks, all, for your responses. > >> > >> I did reach out to someone who used to be at WGBH, and that response > dovetails with what you say here, Steve. > >> > >> > >> My ultimate take-away, as in so many things accessibility-related is > that > which term one uses will depend on context. > >> > >> > >> I don't think it is a matter of personal preference, at least in some > cases. > >> > >> > >> As I understand it (and suspected when I asked the question), there's a > lot of history and politics behind why there are two terms (and I don't > just > mean U.S. government politics). > >> > >> > >> As I understand it, when referring to CVAA, I think "video description" > may be the preferred term. > >> > >> > >> My concern with relying on the W3C is that they may be less aware of the > U.S. situation, and in the context of some of what I am doing, that will > matter. > >> > >> > >> As in so many things, language does matter, and I'm glad I understand > the > ramifications of the two terms. > >> > >> > >> Again, thanks to all for your input. > >> > >> > >> Best, > >> > >> Jennifer > >> > >> > >> > >> On 5/3/2017 5:51 AM, steve.noble@louisville.edu wrote: > >>> Hi Jennifer, > >>> > >>> The terms are now interchangeable, but the federal government prefers > the term "video description" and that is the term typically used by > Congress > and the FCC. For instance, in 47 CFR 79.3 "Video description of video > programming," the definition is given: > >>> "(3) Video description. The insertion of audio narrated descriptions of > a television program?s key visual elements into natural pauses between the > program?s dialogue." [see > https://www.gpo.gov/fdsys/pkg/CFR-2011-title47-vol4/pdf/CFR- > 2011-title47-vol > 4-sec79-3.pdf] > >>> The federal government's use of the term "video description" dates back > to the early 1990s, and perhaps before. You may want to reach out to Barry > Cronin for the real scoop, as he was one of the original developers at > WGBH. > If you need his contact information, just let me know. In the mean time, > here's a nice history for you: > http://files.eric.ed.gov/fulltext/EJ1114571.pdf > >>> > >>> Hope that helps, > >>> --Steve Noble > >>> steve.noble@louisville.edu > >>> 502-969-3088 > >>> http://louisville.academia.edu/SteveNoble > >>> > >>> > >>> ________________________________________ > >>> From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on > behalf of Jennifer Sutton [jsuttondc@gmail.com] > >>> Sent: Tuesday, May 02, 2017 10:14 PM > >>> To: Access Technology Higher Education Network > >>> Subject: [Athen] correct terminology -- audio description or video > description > >>> > >>> Greetings, ATHEN list folks (along with a few others I've bcc-ed): > >>> > >>> > >>> I'm sorting through my resources, and I'm confused about what the > >>> correct term is for adding audio to videos to help explain visual > >>> elements for blind people. > >>> > >>> > >>> I know that we initially called it "audio description," but I had in > >>> mind that the term was shifting to "video description" since that > >>> describes better what it is, at least to a degree. > >>> > >>> > >>> At the same time, I still see current articles and sites calling it > >>> "audio description." > >>> > >>> > >>> Does anyone have the definitive "scoop?" > >>> > >>> > >>> I'd welcome links/citations in support of responses. > >>> > >>> > >>> Is this, perhaps, one of these situations where we might *like* the > term > >>> to change, but the term "audio description" is so prevalent that > >>> progress is slow? > >>> > >>> > >>> Are there legal ramifications, i.e. maybe some state laws refer to it > in > >>> different ways? > >>> > >>> > >>> Thanks in advance. I'm updating some things, and I'd like to get it > right. > >>> > >>> > >>> If it doesn't matter/they're now considered simply synonymous, I'd like > >>> to know that, too. > >>> > >>> > >>> Best, > >>> > >>> Jennifer > >>> > >>> _______________________________________________ > >>> athen-list mailing list > >>> athen-list@mailman13.u.washington.edu > >>> > https://secure-web.cisco.com/1mkxmOn6sbBB14Hc1A3saII0xfvTpav2K5K4Lal7u-hOJ1x7QZ_YsIfAKSPkNi_Wf4xkIPiDQ1xM8heFqRBzv9u10g406aV2xV_X7ioruHF3OLB7yMVembJOwGfLG2NbtDzwXVO-SUt2kr3bC141ju5-3H7w1XGeGPCVU9ZiHaanno8pW36dvuvBWtV8E8saRzq7f-b0TkEKhiRWhSfOo9-Au2-s8WSAaAahB7XizdTHuAHw8SN64x5zXuUKrg5IVKh4psy7KwAm6_ueHrwh4NB9rY-1zotncQFrtMmDpT9UAC8Dd5feBAGmRWDEwFKuTCehUiWZHlEMjGPULKHZGHzXU2NSL_RGqMg_vk4zuNLXR7XSrTs3KjWWGPYA1RJZSmaglOGYKVr_0FAXb7cH97LnkSPa7DLdw3Zwhova-Jx9HGicbfBKzUTTbICnzyvdddQiSrOTvromLWFufMI56UKkyImjcJBb_91bUZqT-2q4/https%3A%2F%2Furldefense.proofpoint.com%2Fv2%2Furl%3Fu%3Dhttp-3A__ > mailman13.u.washington.e > du_mailman_listinfo_athen-2Dlist&d=AwICAg&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf > 1S > O3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=JW7m48F06P_ > 3qz8y > hj_qyefoBPL6u7prODM_zYMvl60&s=eJLpz-kupRMcVVm1md89p-6zyP_ > nKtvrmQNSmNc1Jo0&e= > >>> _______________________________________________ > >>> athen-list mailing list > >>> athen-list@mailman13.u.washington.edu > >>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > >> _______________________________________________ > >> athen-list mailing list > >> athen-list@mailman13.u.washington.edu > >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > > athen-list mailing list > > athen-list@mailman13.u.washington.edu > > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 4 Date: Thu, 4 May 2017 10:26:10 -0400 From: "Zirkle, Kara" To: Access Technology Higher Education Network Subject: Re: [Athen] Distilling WCAG Guidelines and 508 Criteria by Role Message-ID: Content-Type: text/plain; charset="utf-8" I've found it very receptive of individuals when accessibility is broken down by role and responsibility. That way its easily seen how everyone plays a part in it and how it could easily fall apart if not everyone is on board. Its puzzle pieces that you're putting together hoping not to lose one along the way. As for the procedures around procurement, this is a huge struggle due to all of the various ways to purchase. The roles and responsibilities can be broken down even further within this area. Are you an individual who submits items to procurement, do you know to ask the vendor up front for a VPAT? Are you a P-Card user, do you know the responsibilities you have allowing use of that card and is accessibility a part of that training? Do you have contract language, a set of questions for RFPs, etc. Are you working with legal counsel and procurement offices to get these things standardized? If you're a reviewer of purchase requests, do you have your own internal procedure written out? Is there a risk or priority matrix? It is helpful to create this when having various and sometimes overwhelming requests come in. That way you can run it through your rubric to determine the risk and priority and determine whether it gets pushed to the front or the back of the review line. Reality is we can't do it all, we will never catch everything and we can simply do the best we can with the resource we have. So training, education and standard procedures are your best tools to use. Would be happy to chat in more detail, since accessibility procurement is about 75% of what I do. Regards, Kara Kara Zirkle Accessible Technology Specialist Information Technology Services Hoyt Hall, 312V Oxford, OH 45056 Phone: 513-529-9006 Email: zirklek@miamioh.edu Twitter: @AccessMU On Thu, Apr 20, 2017 at 2:23 PM, Mary Heid wrote: > As our Information and Communication Technology (ICT) and Procurement > policies are taking hold here at the University, I?m finding I need to > develop a process to distribute the responsibility for accessibility > assurance. > > > > We have a small team (me and a graduate assistant) who ?review software > for accessibility.? Since we haven?t empowered anyone else to evaluate ICT > for accessibility, we get requests to review all sorts of things including > an enterprise document management system, a web-based survey someone has > created to send to our residential students, an email blast to faculty in > the form of a flyer with no alt text, to streaming our commencement > ceremony. Obviously this is not sustainable. > > > > I was just reading the WAI Easy Checks ? A First Review of Web > Accessibility page and am > considering publishing some more targeted form of it for my internal > University colleagues so they can run a preliminary check of web content > and functionality or require the same of their prospective vendors. This > would ideally leave the resources of my small team to concentrate on high > impact products, training others to evaluate for their departments or > divisions, and conducting random audits. > > > > I?m open to others? suggestions about how you have successfully > distributed this responsibility for accessibility ?compliance? at the > procurement stage. > > > > Thanks! > > > > Mary Heid > > Enrollment Services > > System Administrator and Coordinator of Assistive Technology > > University of Nevada, Reno > > (775) 682-8038 > > http://www.unr.edu/general-information/accessibility > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Sean Keegan > *Sent:* Thursday, April 20, 2017 9:26 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] essential criteria across all products > > > > > Have you identified accessibility criteria that is essential across all > products? > > > Something like ?accessible via keyboard alone? or ?images have alt > text?. I?m trying to find items in 508/WCAG AA > > > that are absolutely essential across the board. We?d like to mandate > these criteria in RFP. > > > > I understand why you are attempting to do this, but I urge caution. Both > the refreshed 508 standards and WCAG 2.0, Level AA has done exactly what > you ask in identifying accessibility criteria that is essential across > information and communication technology products. These are technology > standards and as a whole define the requirements that are essential. They > are not intended to provide a menu where you choose something from column > A, something from column B, etc. > > > > Viewing this in a different light, this would be like having informations > security standards, but then only choosing to select specific information > security requirements to meet. Does this make your IT environment more or > less secure? What would you define as essential for information security > (e.g., products must protect against viruses, but spyware is okay?)? > > > > I completely understand a desire to reword some of these accessibility > criteria such that they make sense to someone who may not have a background > or expertise in accessibility standards. And I fully comprehend a need to > refine these accessibility criteria in such a way that make the most sense > for different higher education audiences (e.g., faculty, administration, > etc.) depending on their institutional roles and responsibilities. Crafting > language and organizing information in such a manner that people can > achieve accessibility expectations appropriate to their role makes complete > sense. > > > > However, for RFP situations, I think you are putting yourself at greater > risk by not insisting that vendors meet established and recognized > accessibility standards. WCAG 2.0, Level AA (or the refreshed 508 standard) > defines the essential accessibility criteria and that should be the > expectation as part of any RFP. By deciding what does or does not > constitute "essential" results in creating yet another accessibility > standard that is only relevant and specific to your institution only AND > runs a greater risk of > > > > Now, there may be situations in which there is no commercially available > product that meets that standard or that in order to meet that > accessibility standard the product would require a fundamental alteration. > That is a legitimate argument and can be best addressed by defining a > procurement/acquisition process in which such issues are addressed. There > is a need to resolve the imbalance between an organization's functional > business requirements, the products that exist currently in the > marketplace, and accessibility. That needs to be addressed at a process > level and not by creating a separate set of accessibility criteria. > > > > Lastly, I want to mention that a presenter at CSUN (who is highly literate > in both WCAG and 508) identified four "show-stoppers" as it related to > accessibility such that if these are failures, then very few individuals > with disabilities would be able to participate. They are not what most > people first think (these are all WCAG 2.0 success criteria): > > - 1.4.2: Audio Control on web page (must NOT allow automatic playing of > sounds as this can over-ride a screen-reader) > > - 2.1.2: No Keyboard Trap (a keyboard user can't interact) > > - 2.2.2: Pause, Stop, Hide for moving, blinking, etc., content (this > provides user control over content, for example if seizures are concern) > > - 2.3.1: Three Flashes or Below Threshold (to prevent seizures) > > > > While the above may have broad impact on individuals with disabilities, > does this mean that these are the essential criteria? What about captions? > What about image descriptions? etc. > > > > My point is that we already do have accessibility standard with criteria > that has been established and we must be cautious if we attempt to distill > such content down into something "easier." I understand why you may be > pursuing this approach, but I urge caution, particularly as the original > question indicated mandates related to RFP processes. > > > > > > Take care, > Sean > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 5 Date: Thu, 4 May 2017 09:46:09 -0500 From: "Zach" To: "'Access Technology Higher Education Network'" Subject: [Athen] FW: athen-list Digest, Vol 136, Issue 1 Message-ID: <00ee01d2c4e5$2bb32000$83196000$@msstate.edu> Content-Type: text/plain; charset="us-ascii" In regards to online laboratory products that are inaccessible to the blind, I said I would write back with responses from blind chemists in my network. The following message is from Henry Wedler-a UC Davis doctoral student in organic chemistry. -----Original Message----- From: Henry Wedler [mailto:hobywedler@gmail.com] Sent: Wednesday, May 03, 2017 7:32 AM To: 'Zach' Subject: RE: [Athen] athen-list Digest, Vol 136, Issue 1 Hi Zac, Thanks for your note and it's nice to hear from you. I am unfamiliar with MacMillans. However, UC Davis used an in-house rather inaccessible software and I actually did find it to be easiest to have my lab assistant work through post-lab exercises with me. They acted as a reader. Hope this helps. Best, --Hoby Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University ------------------------------ Message: 6 Date: Thu, 4 May 2017 09:18:37 -0700 From: Jennifer Sutton To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Message-ID: <5e8de4e8-821d-9394-6c3c-eccbfc0e7c59@gmail.com> Content-Type: text/plain; charset=windows-1252; format=flowed ATHENites: I never dreamed my question would generate so much traffic or controversy. But so that everyone has even more of the picture (since I do, due to the people I bcc-ed who have even more history in the field than I suspect most on this list do) . . . This has been basically a political issue in the U.S. for decades, and when I use the word "political," I mean in terms of debates, rather than Federal government. To a degree, it's become an issue of branding -- somewhat dependent upon the source(s) of the product(s) you choose. As I see it, the U.S. Federal government has been pretty clear in its preference for video description. If I were folks who received Federal funding for projects, I might want to consider whether that might matter in whatever work you're doing, even beyond the legal context when, I believe, using the correct term would matter for legal accuracy. In my particular case, when I am writing about laws, I will say "video description" when they do, otherwise sometimes called audio description," etc. But most other references will be left as they are, i.e. "audio description," since not only is that my employer's preference, but also because there are restrictions in the system that would make it difficult to change. I would also suggest that reliance on WCAG to guide one, in this particular matter, might not actually be ideal. While it is only a note, and as I understand it, there may be a version 2 of it at some point, the reference that demonstrates a close focus in this area by WAI is this one: Media Accessibility User Requirements http://secure-web.cisco.com/1u4J3uhexv91S_VrNVKvwAa49IkeOyaYJ3ZsGS8FLyJygccCKLQ1FQSoUh7wgOOKmDH0ugrep_mte18YAsJMNuLgQCrifXmlFG2FDMNR_hvclcDw6r34NKXQ0NjkQqmVRTL0XNYepv3DA_mRY2CfPTGFGdrx9GPifGoXq7t7NlY3i3xQ-44wYa7aZWksP0e4oWnv8ahgnoNlqeyH0ZjUgG9MkrPXEoPYzx5KITBBM8AvsgXwGbigf1mPhxfaAE0dvLmqZQWmH_3TCx2e1zcPhamnaRGtDkfxM0a7TIAxYCVpRmil5lzVIlA1ZQKYkdAqol0wQvMsDlrbGJCCS2VJF8c1bXyyzJZR7cNHFrpbjgiKGKHA8EC0-K9ALdBJEJLJr4imQ4vAZWF1-rr6yAU-fJFdqdsthOrskhGizckz3vmwsEkHfkXwJ99NaIrsUdr03RVCuHZ32kkQi57QLm-KLJA/http%3A%2F%2Fwww.w3.org%2FTR%2Fmedia-accessibility-reqs%2F This group definitely wrestled with terminology, as I understand it. Hope this reference proves helpful. I specifically asked someone who'd worked on it for their thoughts as I suspect they focused a lot more closely on it than those working on WCAG have had time to do. As a side note, it will also be interesting to see whether this might be revisited in WCAG 2.1, since it is well underway. As a result of my extensive education on this subject, I will sure be on the lookout for both further work on the "MAUR" and potential updates to WCAG 2.1. I certainly got far more info and opinions than I imagined I would. Thanks to all of you for your passion and knowledge. Not that my personal opinion ever mattered because I was seeking official guidance, but I would say that audio description sounds very old-fashioned to me and only makes sense in the context of live performances. I think it all depends on who you listen to (in person, or where your videos with the technology come from), how long you've been around (or how long your "go to" references have been), in what contexts you've been working (advocacy, legislation, not to mention Internationally), etc. Descriptive narration was, indeed, floated at one time, but it never caught on. In terms of Netflix or iTunes . . . I guess I wouldn't consider them particular authorities/informed by all the history I sure now have. Somehow, I doubt they gave much thought to what they chose to call what they offered; I suspect they were mostly concerned with getting the content since there was such an outcry for it. But that's simply my personal opinion. I'm not planning to check with them. :) From an individual perspective, as someone who actually needs this content, I wish folks would spend less time debating the term and more time advocating for and creating the content itself. On this list, we have seen only a micro-representation of the hours and hours of meetings/discussions, over the decades. Now, much to my pleasure, I'm moving on to other topics, and I wish you all a pleasant day. Thanks again to everyone for their time and thoughts. Best, Jennifer ------------------------------ Message: 7 Date: Thu, 4 May 2017 10:36:48 -0700 From: "Sheryl E. Burgstahler" To: Access Technology Higher Education Network Subject: Re: [Athen] correct terminology -- audio description or video description Message-ID: <423E3098-8B77-4561-A155-D28371E0D171@uw.edu> Content-Type: text/plain; charset="us-ascii" Another factor to consider is being consistent with standards you have adopted for IT accessibility at your institution. Our state has adopted WCAG 2.0 level AA. The WCAG terminology and definition for this is: audio description narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone Note 1: Audio descriptions of video provide information about actions, characters, scene changes, and on-screen text. Note 2: In standard audio description, narration is added during existing pauses in dialogue. Sheryl On May 4, 2017, at 9:18 AM, Jennifer Sutton wrote: > ATHENites: > > > I never dreamed my question would generate so much traffic or controversy. > > > But so that everyone has even more of the picture (since I do, due to the people I bcc-ed who have even more history in the field than I suspect most on this list do) . . . > > > This has been basically a political issue in the U.S. for decades, and when I use the word "political," I mean in terms of debates, rather than Federal government. To a degree, it's become an issue of branding -- somewhat dependent upon the source(s) of the product(s) you choose. > > > As I see it, the U.S. Federal government has been pretty clear in its preference for video description. > > If I were folks who received Federal funding for projects, I might want to consider whether that might matter in whatever work you're doing, even beyond the legal context when, I believe, using the correct term would matter for legal accuracy. > > > In my particular case, when I am writing about laws, I will say "video description" when they do, otherwise sometimes called audio description," etc. But most other references will be left as they are, i.e. "audio description," since not only is that my employer's preference, but also because there are restrictions in the system that would make it difficult to change. > > > I would also suggest that reliance on WCAG to guide one, in this particular matter, might not actually be ideal. While it is only a note, and as I understand it, there may be a version 2 of it at some point, the reference that demonstrates a close focus in this area by WAI is this one: > > > Media Accessibility User Requirements > > http://secure-web.cisco.com/1q_Z4YxTrrMGNdQUuWKaNn5d1Sz1Es_c4RBFG2WNtc-1Gw5iQul61zhLBkFpBYg56cDqQFctfpdcMf5WFaxhIiMIdFzSPSxeOfMGltVrWfCd950Y0svlhnp2TnEQZBfuxRx7diWkqLdC6YwvMGslRIfaLqXjTFBUkrykyBKIlUOSSKgW4zJ-bZUlfI1bf42WBbrB_fHapoeqsvANJMP9s182FSMVknreBPN4_dxebKlNgfilm2DK4WpZxho3BFP6Ji8TVRGjHbIseBFCqbSQXm5d7b9uUhr5haV62smGzT1OjlqkpETHXkFi4bRfsadpcZhvoDaBs5fR0GJsq4-hnOTzoLhdBRPRGc4hm6IykU6ltz3KvX8-J5QOT9ndPbtTviz7jsIoWE8RBwou2LsU3qKx-4NzmfSNxUCG13TCflUEkAqZECVV6WpasZw7DGRZQ9BL5vKCHjz78SzpIcAf-gQ/http%3A%2F%2Fwww.w3.org%2FTR%2Fmedia-accessibility-reqs%2F > > > This group definitely wrestled with terminology, as I understand it. > > > Hope this reference proves helpful. I specifically asked someone who'd worked on it for their thoughts as I suspect they focused a lot more closely on it than those working on WCAG have had time to do. As a side note, it will also be interesting to see whether this might be revisited in WCAG 2.1, since it is well underway. As a result of my extensive education on this subject, I will sure be on the lookout for both further work on the "MAUR" and potential updates to WCAG 2.1. > > > I certainly got far more info and opinions than I imagined I would. Thanks to all of you for your passion and knowledge. > > > Not that my personal opinion ever mattered because I was seeking official guidance, but I would say that audio description sounds very old-fashioned to me and only makes sense in the context of live performances. > > > I think it all depends on who you listen to (in person, or where your videos with the technology come from), how long you've been around (or how long your "go to" references have been), in what contexts you've been working (advocacy, legislation, not to mention Internationally), etc. > > > Descriptive narration was, indeed, floated at one time, but it never caught on. > > > In terms of Netflix or iTunes . . . I guess I wouldn't consider them particular authorities/informed by all the history I sure now have. Somehow, I doubt they gave much thought to what they chose to call what they offered; I suspect they were mostly concerned with getting the content since there was such an outcry for it. But that's simply my personal opinion. I'm not planning to check with them. :) > > > From an individual perspective, as someone who actually needs this content, I wish folks would spend less time debating the term and more time advocating for and creating the content itself. On this list, we have seen only a micro-representation of the hours and hours of meetings/discussions, over the decades. > > > Now, much to my pleasure, I'm moving on to other topics, and I wish you all a pleasant day. Thanks again to everyone for their time and thoughts. > > > Best, > > Jennifer > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list ------------------------------ End of athen-list Digest, Vol 136, Issue 4 ****************************************** From kejandre at ucsc.edu Thu May 4 16:40:17 2017 From: kejandre at ucsc.edu (Kevin Andrews) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] reading aloud mathematics Message-ID: HI fellow pros! I have a student who is gradually losing their sight, and as a result, is asking for an an e-reader of some type that could read aloud equations for calculus and physics such as derivatives, integrals, and Greek letter (which are used constantly). I don't even know if it exists because the math is quite complex. Is this something we could accomplish with something like Math ML and Math Type? I am not a math-minded person myself, but rather I'm inquiring as our office's AT Coordinator and am admittedly very rocky in this specific area. Any insights is greatly appreciated! Thanks. -- Best, Kevin Andrews Pronouns: He/Him/His Accessible Technology Coordinator Disability Resource Center University of California, Santa Cruz Website: drc.ucsc.edu Direct Line: 831 459-1262 Please allow 24 hours for a response. For immediate needs, contact the DRC main line by phone at 831-459-2089. Confidentiality Notice:This e-mail communication and any attachments may contain confidential and privileged information.If you are not the intended recipient(s), you are hereby notified that you have received this communication in error and that any review, disclosure, dissemination, distribution or copying of this message or its attachments is strictly prohibited. If you have received this communication in error, please notify me immediately by replying to this message and deleting it from your computer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Thu May 4 18:58:50 2017 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] reading aloud mathematics In-Reply-To: References: Message-ID: Hi Kevin, This may work for the short run. The math must be typed in Math Type, then using the CAT toolbar make edits & corrections before the student gets the document. It will be saved as a MS WORD document. Student must have a copy of Math Type on their computer. To read it aloud, he can use CAR. CAT = Central Access Reader. CAR = Central Access Reader. Both are free downloads from Central Washington University. Expect a heavy work load either by you or your staff in converting/retyping in Math Type. CAT is available from source forge. Here's a link: https://sourceforge.net/projects/centralaccesstoolbar/files/?source=navbar CAR reader is available here: http://www.cwu.edu/central-access/ Once the document is prepared & saved you can open it with CAR to have it ready math to speech. If you have questions, contact me directly. I'll be glad to help you figure it out. Wink Harner Foreigntype@gmail.com 480-984-0034 On May 4, 2017 4:41 PM, "Kevin Andrews" wrote: > HI fellow pros! I have a student who is gradually losing their sight, and > as a result, is asking for an an e-reader of some type that could read > aloud equations for calculus and physics such as derivatives, integrals, > and Greek letter (which are used constantly). I don't even know if it > exists because the math is quite complex. Is this something we could > accomplish with something like Math ML and Math Type? I am not a > math-minded person myself, but rather I'm inquiring as our office's AT > Coordinator and am admittedly very rocky in this specific area. Any > insights is greatly appreciated! > Thanks. > > > -- > Best, > > Kevin Andrews > Pronouns: He/Him/His > Accessible Technology Coordinator > Disability Resource Center > University of California, Santa Cruz > Website: drc.ucsc.edu > > > Direct Line: 831 459-1262 <(831)%20459-1262> > > Please allow 24 hours for a response. For immediate needs, contact the DRC > main line by phone at 831-459-2089 <(831)%20459-2089>. > > > Confidentiality Notice:This e-mail communication and any attachments may > contain confidential and privileged information.If you are not the intended > recipient(s), you are hereby notified that you have received this > communication in error and that any review, disclosure, dissemination, > distribution or > copying of this message or its attachments is strictly prohibited. If you > have received this communication in error, please notify me immediately by > replying to this message and deleting it from your computer. > > > > > > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From jpolizzotto at htctu.net Thu May 4 19:02:34 2017 From: jpolizzotto at htctu.net (Joseph Polizzotto) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] reading aloud mathematics In-Reply-To: References: Message-ID: <010101d2c543$aa4bc9e0$fee35da0$@htctu.net> Hi Kevin: I would first try converting a few pages of the material from DOCX into DAISY format. I recommend using MathDAISY by Design Science ($179), MathType, and the free Save As DAISY plug-in for MS Word (PC version only) for this purpose. Consider using the Custom Speech Text feature in MathType (from the Edit menu) to improve the way that some equations are pronounced. It?s a good idea to produce the DAISY book on a machine that has a high-quality TTS voice, as well. :) For playback of DAISY books, the student has a choice of apps. For Android, I recommend Darwin Reader; for iOS, I recommend Voice of DAISY. A lite version of Voice of DAISY is available. Another option is simply creating audio files of some equations or an entire document using Central Access Reader?s Export as MP3 option. Be sure to play the document back first and adjust the math library in CAR, if necessary. Also, make sure to have a higher quality TTS voice available on the computer. Press CTRL + M to save as MP3 in CAR. You can then transfer the MP3 of the Math document to a student?s mobile device. I recommend using VoiceDream Reader for iOS or Android when playing back an MP3, since the student can make bookmarks and adjust the speed of playback very easily. Another option with CAR is to save the DOCX file as HTML with PNG images (CTRL + SHIFT + P), which have alternate text descriptions of the math content. The student could open the HTML file on an iOS device and use the two finger swipe down method to launch Apple?s text to speech feature. Apple?s TTS will voice the alternate text in the images of the HTML file. A final possibility involves using a screen reader on a mobile device. If you want to explore that route, VoiceOver for iOS can read and interact with math in iBooks (EPUB) and Safari (HTML +MathML). On an Android device, the HTML file plus alternate text versions of the math could be read by TalkBack. HTH, Joseph From: Athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kevin Andrews Sent: Thursday, May 04, 2017 4:40 PM To: athen-list@u.washington.edu Subject: [Athen] reading aloud mathematics HI fellow pros! I have a student who is gradually losing their sight, and as a result, is asking for an an e-reader of some type that could read aloud equations for calculus and physics such as derivatives, integrals, and Greek letter (which are used constantly). I don't even know if it exists because the math is quite complex. Is this something we could accomplish with something like Math ML and Math Type? I am not a math-minded person myself, but rather I'm inquiring as our office's AT Coordinator and am admittedly very rocky in this specific area. Any insights is greatly appreciated! Thanks. -- Best, Kevin Andrews Pronouns: He/Him/His Accessible Technology Coordinator Disability Resource Center University of California, Santa Cruz Website: drc.ucsc.edu Direct Line: 831 459-1262 Please allow 24 hours for a response. For immediate needs, contact the DRC main line by phone at 831-459-2089. Confidentiality Notice:This e-mail communication and any attachments may contain confidential and privileged information.If you are not the intended recipient(s), you are hereby notified that you have received this communication in error and that any review, disclosure, dissemination, distribution or copying of this message or its attachments is strictly prohibited. If you have received this communication in error, please notify me immediately by replying to this message and deleting it from your computer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Fri May 5 06:27:58 2017 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Survey on accessible PDF forms and remediation tools Message-ID: <000901d2c5a3$69a15e90$3ce41bb0$@karlencommunications.com> Hi Everyone: I need someone to go through my latest surveys to make sure that they are accessible and that I haven't missed any questions you'd like to answer. :) One survey is on the accessibility of PDF forms and the other is on the effectiveness of current PDF remediation tools. Contact me off-list if you have time this weekend to go through either of the surveys. You don't necessarily have to answer all questions, just looking for accessibility and if I've missed anything. Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From jsuttondc at gmail.com Fri May 5 10:00:16 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Fwd: Section 508 Best Practices Webinar: The Original Section 508 Standards Compared to the Revised Section 508 Standards (May 30) In-Reply-To: <17136459.5836@service.govdelivery.com> References: <17136459.5836@service.govdelivery.com> Message-ID: <83713768-8e6d-7ed8-004a-829dbff956d1@gmail.com> Greetings, ATHEN list folks: I imagine most of you who want these announcements are already subscribed to receive them, but I'll forward this one time, just in case. Best, Jennifer -------- Forwarded Message -------- Subject: Section 508 Best Practices Webinar: The Original Section 508 Standards Compared to the Revised Section 508 Standards (May 30) Date: Fri, 05 May 2017 11:33:40 -0500 From: United States Access Board Reply-To: access-board@service.govdelivery.com To: jsuttondc@gmail.com Section 508 Best Practices Webinar: The Original Section 508 Standards Compared to the Revised Section 508 Standards (May 30) *Section 508 Best Practices Webinar: The Original Section 508 Standards Compared to the Revised Section 508 Standards (May 30)* laptop with "Sec. 508 webinars" on screenThe next webinar in the Section 508 Best Practices Webinar Series will take place *May 30* from *1:00 to 2:30 (ET)* and cover changes in the 2017 edition of the Section 508 Standards that the U.S. Access Board published in January. Presenters will review new provisions as well as substantive and organizational changes from the original 508 Standards (2000). For more details or to register for this or other webinars in the free series, visit www.accessibilityonline.org/cioc-508/schedule . The Section 508 Best Practices Webinar Series provides helpful information and best practices for federal agencies in meeting their obligations under Section 508 of the Rehabilitation Act which ensures access to information and communication technology in the federal sector. This webinar series is made available by the Accessibility Community of Practice of the CIO Council in partnership with the Access Board. /Section 508 Best Practices: The Original Section 508 Standards (2000) Compared to the Revised Section 508 Standards (2017) /May 30, 2017, 1:00- 2:30 (ET) Add to Calendar Presenters: ? Bruce Bailey, IT Specialist, U.S. Access Board ? Timothy Creagan, Senior Accessibility Specialist, U.S. Access Board ? Earlene Sesker, Training Coordinator, U.S. Access Board (moderator) ? Deborah Kaplan, Section 508 Policy Lead, Office of the CIO, HHS (moderator) Registration: https://www.accessibilityonline.org/cioc-508/session/?id=110613 ------------------------------------------------------------------------ -------------- next part -------------- An HTML attachment was scrubbed... URL: From norm.coombs at gmail.com Fri May 5 11:42:40 2017 From: norm.coombs at gmail.com (Norm Coombs) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] looking for accessible FTP application Message-ID: <590CC7A0.3020409@gmail.com> I used ftp voyager for a decade or more. I am installing it on a windows 10 machine and my password from a decade ago does not seem to work any more. Is there something simple, free or inexpensive that will just do the basics of uploading and downloading files?? Norm From jeffreydell99 at gmail.com Fri May 5 12:20:35 2017 From: jeffreydell99 at gmail.com (Jeffrey Dell) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Accessible UML Diagramming Message-ID: Hello I have a student that will be taking a systems analysis class this fall which requires UML Diagramming. I have found some tools but haven't quite pieced the whole puzzle together. Has anyone had a student that needed to use JAWS or NVDA to do UML diagrams lately? I have found some information about PlantUML where you can code the diagrams and use the software to generate the graphics. I'm still looking into this solution but it seems to be on paper the best way for a screen reader user to create the diagrams. Accessible UML takes the XMI files generated with Rational Rose and other UML diagramming programs and make them screen reader accessible. It was developed by the University of Manchester. The class is using Visio to create UML diagrams but I am finding no current information on how to export an XMI file from Visio to be read by Accessible UML. It is sounding like Visio programs need to be taken into Visual Studio to export the XMI. Any thoughts? Best regards, Jeff Dell Cleveland State From travis at travisroth.com Fri May 5 12:20:54 2017 From: travis at travisroth.com (Travis Roth) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] looking for accessible FTP application In-Reply-To: <590CC7A0.3020409@gmail.com> References: <590CC7A0.3020409@gmail.com> Message-ID: <084501d2c5d4$b7b867a0$272936e0$@travisroth.com> Google for FileZilla. -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Norm Coombs Sent: Friday, May 5, 2017 1:43 PM To: athen-list-u.washington.edu Subject: [Athen] looking for accessible FTP application I used ftp voyager for a decade or more. I am installing it on a windows 10 machine and my password from a decade ago does not seem to work any more. Is there something simple, free or inexpensive that will just do the basics of uploading and downloading files?? Norm _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From john.gardner at viewplus.com Fri May 5 12:32:13 2017 From: john.gardner at viewplus.com (John Gardner) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] looking for accessible FTP application In-Reply-To: <590CC7A0.3020409@gmail.com> References: <590CC7A0.3020409@gmail.com> Message-ID: Norm I just use my Windows File Explorer. Tab to the "address", press spacebar to open it, then type in ftp:// followed by the name of the ftp server. It will then give you the opportunity to log in anonymously or to give your log-on name and password. Then just use it to transfer files just as if you were doing it on your computer. The only problem I found is that it does not seem to want me to create folders. But I can paste in a folder from my computer, so that's not a problem. It may open up another window when u browse through the folders. When you close all those windows, you are automatically logged off. Works fine and is quite accessible. Good luck. John -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Norm Coombs Sent: Friday, May 5, 2017 11:43 AM To: athen-list-u.washington.edu Subject: [Athen] looking for accessible FTP application I used ftp voyager for a decade or more. I am installing it on a windows 10 machine and my password from a decade ago does not seem to work any more. Is there something simple, free or inexpensive that will just do the basics of uploading and downloading files?? Norm _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From SolowoniukR at macewan.ca Fri May 5 13:45:40 2017 From: SolowoniukR at macewan.ca (Russell Solowoniuk) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] looking for accessible FTP application In-Reply-To: <590CC7A0.3020409@gmail.com> References: <590CC7A0.3020409@gmail.com> Message-ID: <590C9014020000EC00051694@gatedom2vs.macewan.ca> Hi Norm, I use FileZilla and it works well with Jaws. It's easy to choose both a local and remote folder, and, when you choose a file from the remote folder that you wish to download, you can simply press the applications key and choose download from the context menu. Hope this helps, Russell >>> Norm Coombs 2017-05-05 12:42 PM >>> I used ftp voyager for a decade or more. I am installing it on a windows 10 machine and my password from a decade ago does not seem to work any more. Is there something simple, free or inexpensive that will just do the basics of uploading and downloading files?? Norm _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From bossley.5 at osu.edu Fri May 5 19:35:05 2017 From: bossley.5 at osu.edu (Bossley, Peter A.) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] looking for accessible FTP application In-Reply-To: <590C9014020000EC00051694@gatedom2vs.macewan.ca> References: <590CC7A0.3020409@gmail.com> <590C9014020000EC00051694@gatedom2vs.macewan.ca> Message-ID: <006B5C8325EEDA44A1A7D3955F5431CDA945E0A2@CIO-KRC-D1MBX04.osuad.osu.edu> +1 for filezilla. Uses mostly standard windows controls so works very well. Only a few unlabeled controls. -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Russell Solowoniuk Sent: Friday, May 5, 2017 4:46 PM To: norm.coombs@gmail.com; athen-list-u.washington.edu Subject: Re: [Athen] looking for accessible FTP application Hi Norm, I use FileZilla and it works well with Jaws. It's easy to choose both a local and remote folder, and, when you choose a file from the remote folder that you wish to download, you can simply press the applications key and choose download from the context menu. Hope this helps, Russell >>> Norm Coombs 2017-05-05 12:42 PM >>> I used ftp voyager for a decade or more. I am installing it on a windows 10 machine and my password from a decade ago does not seem to work any more. Is there something simple, free or inexpensive that will just do the basics of uploading and downloading files?? Norm _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From timothyjb310 at gmail.com Sat May 6 11:20:06 2017 From: timothyjb310 at gmail.com (Timothy Breitenfeldt) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] looking for accessible FTP application In-Reply-To: <590CC7A0.3020409@gmail.com> References: <590CC7A0.3020409@gmail.com> Message-ID: WinSCP is the most accessible FTP client for windows that I have found. It is free. I have used it for a couple years, and still use it to access my web server. It is pretty easy to learn how to use too. TJ Breitenfeldt On 5/5/17, Norm Coombs wrote: > I used ftp voyager for a decade or more. I am installing it on a windows > 10 machine and my password from a decade ago does not seem to work any > more. > Is there something simple, free or inexpensive that will just do the > basics of uploading and downloading files?? > Norm > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > From dandrews at visi.com Sat May 6 12:00:11 2017 From: dandrews at visi.com (David Andrews) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] looking for accessible FTP application In-Reply-To: References: <590CC7A0.3020409@gmail.com> Message-ID: I would agree with this. I use WinSCP to access a server I administer, can download files, edit offline, html, config files etc., and upload securely. I used to use FTP Explorer, but WinSCP is more straightforward. Dave p.s. It is actively updated too. At 01:20 PM 5/6/2017, you wrote: >WinSCP is the most accessible FTP client for windows that I have >found. It is free. I have used it for a couple years, and still use it >to access my web server. It is pretty easy to learn how to use too. > >TJ Breitenfeldt >On 5/5/17, Norm Coombs wrote: > > I used ftp voyager for a decade or more. I am installing it on a windows > > 10 machine and my password from a decade ago does not seem to work any > > more. > > Is there something simple, free or inexpensive that will just do the > > basics of uploading and downloading files?? > > Norm From info at karlencommunications.com Mon May 8 05:25:21 2017 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Two accessible PDF surveys - have your voice heard Message-ID: <000401d2c7f6$29df54b0$7d9dfe10$@karlencommunications.com> Hi Everyone: I have two new surveys, open from now until June 10, 2017 at 9:00 EST. Please share the links below with anyone who might be interested in taking them. PDF remediators survey https://www.surveymonkey.com/r/PDF-RemediatorsSurvey2017 Accessible PDF Forms survey https://www.surveymonkey.com/r/PDF-FormsAccessibility The results of these surveys and the PDF and the User Experience Surveys can be found on the Karlen Communications website: http://www.karlencommunications.com/PDFsurvey.html Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From kschoeb1 at swarthmore.edu Mon May 8 06:46:36 2017 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Guidane on Audio Description Message-ID: Trying to wrap my head around when we need to provide Audio Descriptions and when Captioning is sufficient. Do you have any guidelines about questions you ask yourself when trying to determine this? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.Sherman at cuny.edu Mon May 8 07:45:31 2017 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Ellucian Degree Works Message-ID: Does anyone have accessibility information about Degree Works? I have a vague VPAT from December 2014 but I couldn't find anything more recent or relating to newer versions. We will be upgrading to the latest version shortly. Thanks, Joseph Sherman Accessibility Specialist CUNY Computing & Information Services -------------- next part -------------- An HTML attachment was scrubbed... URL: From zm290 at msstate.edu Mon May 8 08:04:42 2017 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Guidance on Audio Description Message-ID: <005c01d2c80c$6c6b2690$454173b0$@msstate.edu> Are you making media accessible for a vision impaired or hearing impaired audience? Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Corrine Schoeb Sent: Monday, May 08, 2017 8:47 AM To: athen-list@u.washington.edu Subject: [Athen] Guidane on Audio Description Trying to wrap my head around when we need to provide Audio Descriptions and when Captioning is sufficient. Do you have any guidelines about questions you ask yourself when trying to determine this? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From zm290 at msstate.edu Mon May 8 08:23:53 2017 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] reading aloud mathematics In-Reply-To: <010101d2c543$aa4bc9e0$fee35da0$@htctu.net> References: <010101d2c543$aa4bc9e0$fee35da0$@htctu.net> Message-ID: <008501d2c80f$1abd6490$50382db0$@msstate.edu> Just thought I?d also throw in my $0.02. As a blind graduate student in animal science, I am having my statistics text book recorded by human readers. My DSS office and I worked out an arrangement whereby student employees read the book, one page at a time, in accordance with Abraham Nemeth?s ?MATHSPEAK? standards. Each page is recorded as its own MP3 file in a shared drop box folder. Regrettably I fear this may not be the least expensive option when you consider the time it takes to read a page of text and math notation, my MP3 files average 0.093 hr/printed page, times ~1000 pages, 93.2 hr of active reading, I expect there is some time needed to practice reading so we?ll call it 100 hr, and that multiplied by the going salary of student workers ($10/hr), so probably in the $1,000-1,200 range. FYI. Zac Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Polizzotto Sent: Thursday, May 04, 2017 9:03 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] reading aloud mathematics Hi Kevin: I would first try converting a few pages of the material from DOCX into DAISY format. I recommend using MathDAISY by Design Science ($179), MathType, and the free Save As DAISY plug-in for MS Word (PC version only) for this purpose. Consider using the Custom Speech Text feature in MathType (from the Edit menu) to improve the way that some equations are pronounced. It?s a good idea to produce the DAISY book on a machine that has a high-quality TTS voice, as well. :) For playback of DAISY books, the student has a choice of apps. For Android, I recommend Darwin Reader; for iOS, I recommend Voice of DAISY. A lite version of Voice of DAISY is available. Another option is simply creating audio files of some equations or an entire document using Central Access Reader?s Export as MP3 option. Be sure to play the document back first and adjust the math library in CAR, if necessary. Also, make sure to have a higher quality TTS voice available on the computer. Press CTRL + M to save as MP3 in CAR. You can then transfer the MP3 of the Math document to a student?s mobile device. I recommend using VoiceDream Reader for iOS or Android when playing back an MP3, since the student can make bookmarks and adjust the speed of playback very easily. Another option with CAR is to save the DOCX file as HTML with PNG images (CTRL + SHIFT + P), which have alternate text descriptions of the math content. The student could open the HTML file on an iOS device and use the two finger swipe down method to launch Apple?s text to speech feature. Apple?s TTS will voice the alternate text in the images of the HTML file. A final possibility involves using a screen reader on a mobile device. If you want to explore that route, VoiceOver for iOS can read and interact with math in iBooks (EPUB) and Safari (HTML +MathML). On an Android device, the HTML file plus alternate text versions of the math could be read by TalkBack. HTH, Joseph From: Athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kevin Andrews Sent: Thursday, May 04, 2017 4:40 PM To: athen-list@u.washington.edu Subject: [Athen] reading aloud mathematics HI fellow pros! I have a student who is gradually losing their sight, and as a result, is asking for an an e-reader of some type that could read aloud equations for calculus and physics such as derivatives, integrals, and Greek letter (which are used constantly). I don't even know if it exists because the math is quite complex. Is this something we could accomplish with something like Math ML and Math Type? I am not a math-minded person myself, but rather I'm inquiring as our office's AT Coordinator and am admittedly very rocky in this specific area. Any insights is greatly appreciated! Thanks. -- Best, Kevin Andrews Pronouns: He/Him/His Accessible Technology Coordinator Disability Resource Center University of California, Santa Cruz Website: drc.ucsc.edu Direct Line: 831 459-1262 Please allow 24 hours for a response. For immediate needs, contact the DRC main line by phone at 831-459-2089. Confidentiality Notice:This e-mail communication and any attachments may contain confidential and privileged information.If you are not the intended recipient(s), you are hereby notified that you have received this communication in error and that any review, disclosure, dissemination, distribution or copying of this message or its attachments is strictly prohibited. If you have received this communication in error, please notify me immediately by replying to this message and deleting it from your computer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer at ahead.org Mon May 8 11:51:20 2017 From: hkramer at ahead.org (Howard Kramer) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Inclusion of accessibility & UD content in university curriculum Message-ID: Dear Colleagues: Can any of you tell me if your campus is including curriculum on accessibility and UD in tech and design courses - for example, CSCI, webdesign, etc.? I'm doing a presentation at AccessU next week on: *Teaching Accessibility and Universal Design in Higher Education Curriculum: Benefits, Approaches and Resources * I'd like to talk about what other campuses are doing in this area. If your campus is addressing this, I'd be interested in hearing if it's systematic - a campus or department policy - or simply an effort of certain faculty. Also, CU-Boulder recently received (re)funding for a grant on *Promoting the Integration of Universal Design into University Curricula (UDUC)*. If any of you would like to be on the email list for this project, let me know. I'm also looking for faculty and accessibility specialists who are in interested in collaborating on this project. Let me know if you or any of your colleagues are interested. Activities of the group would include providing input on what might be the best resources to provide to encourage inclusion of a11y and UD in tech/design curriculum. Thanks in advance, Howard -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 13-17, 2017. Request for proposals will be announced at the beginning of March. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From zm290 at msstate.edu Mon May 8 12:09:42 2017 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Inclusion of accessibility & UD content in university curriculum In-Reply-To: References: Message-ID: <001301d2c82e$a63eccb0$f2bc6610$@msstate.edu> Hello Mr. Kramer, Would it be possible to add me to the mailing list for CU-Boulder?s Universal Design into University Curricula grant? Thanks, Zac Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Howard Kramer Sent: Monday, May 08, 2017 1:51 PM To: Access Technology Higher Education Network Subject: [Athen] Inclusion of accessibility & UD content in university curriculum Dear Colleagues: Can any of you tell me if your campus is including curriculum on accessibility and UD in tech and design courses - for example, CSCI, webdesign, etc.? I'm doing a presentation at AccessU next week on: Teaching Accessibility and Universal Design in Higher Education Curriculum: Benefits, Approaches and Resources I'd like to talk about what other campuses are doing in this area. If your campus is addressing this, I'd be interested in hearing if it's systematic - a campus or department policy - or simply an effort of certain faculty. Also, CU-Boulder recently received (re)funding for a grant on Promoting the Integration of Universal Design into University Curricula (UDUC). If any of you would like to be on the email list for this project, let me know. I'm also looking for faculty and accessibility specialists who are in interested in collaborating on this project. Let me know if you or any of your colleagues are interested. Activities of the group would include providing input on what might be the best resources to provide to encourage inclusion of a11y and UD in tech/design curriculum. Thanks in advance, Howard -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the Accessing Higher Ground Conference in Denver, Colorado, Nov 13-17, 2017. Request for proposals will be announced at the beginning of March. Complete program information and registration is open for our full line-up of webinars, AHEADtoYOU! And the Technology Access Series. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? We welcome you to join AHEAD now. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kschoeb1 at swarthmore.edu Mon May 8 12:50:52 2017 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 8 In-Reply-To: References: Message-ID: Regarding Audio Descriptions - Thanks Zach - no, not specifically. You question definitely seems to be one that should go on the list. My question is, in part, prompted by a video we have on our campaign site, http://lifechanging.swarthmore.edu/. The video is essentially aerial beauty shots of different locations on campus. There is no signage, no music, no spoken word. >From a usability perspective, I'm not sure adding Audio Description would add anything to the experience of a visually impaired person. On the other hand the video is obviously important and does convey information (e.g. the magnificence of the arboretum, popular locations on campus). On Mon, May 8, 2017 at 3:00 PM, < athen-list-request@mailman13.u.washington.edu> wrote: > Send athen-list mailing list submissions to > athen-list@u.washington.edu > > To subscribe or unsubscribe via the World Wide Web, visit > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > or, via email, send a message with subject or body 'help' to > athen-list-request@mailman13.u.washington.edu > > You can reach the person managing the list at > athen-list-owner@mailman13.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. Two accessible PDF surveys - have your voice heard > (Karlen Communications) > 2. Guidane on Audio Description (Corrine Schoeb) > 3. Ellucian Degree Works (Joseph Sherman) > 4. Re: Guidance on Audio Description (Zach) > 5. Re: reading aloud mathematics (Zach) > 6. Inclusion of accessibility & UD content in university > curriculum (Howard Kramer) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 8 May 2017 08:25:21 -0400 > From: "Karlen Communications" > To: > Subject: [Athen] Two accessible PDF surveys - have your voice heard > Message-ID: <000401d2c7f6$29df54b0$7d9dfe10$@karlencommunications.com> > Content-Type: text/plain; charset="us-ascii" > > Hi Everyone: > > > > I have two new surveys, open from now until June 10, 2017 at 9:00 EST. > Please share the links below with anyone who might be interested in taking > them. > > > > PDF remediators survey > > https://www.surveymonkey.com/r/PDF-RemediatorsSurvey2017 > > > > Accessible PDF Forms survey > > https://www.surveymonkey.com/r/PDF-FormsAccessibility > > > > The results of these surveys and the PDF and the User Experience Surveys > can > be found on the Karlen Communications website: > > http://www.karlencommunications.com/PDFsurvey.html > > > > Cheers, Karen > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170508/25169a04/attachment-0001.html> > > ------------------------------ > > Message: 2 > Date: Mon, 8 May 2017 09:46:36 -0400 > From: Corrine Schoeb > To: athen-list@u.washington.edu > Subject: [Athen] Guidane on Audio Description > Message-ID: > mail.gmail.com> > Content-Type: text/plain; charset="utf-8" > > Trying to wrap my head around when we need to provide Audio Descriptions > and when Captioning is sufficient. > > Do you have any guidelines about questions you ask yourself when trying to > determine this? > > -- > > Corrine Schoeb > Technology Accessibility Coordinator, ITS > 610-957-6208 > > *** Swarthmore College ITS will never ask you for your password, including > by email. Please keep your passwords private to protect yourself and the > security of our network. > > To learn more about web security visit > http://www.swarthmore.edu/its/security > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170508/5c7ccfdb/attachment-0001.html> > > ------------------------------ > > Message: 3 > Date: Mon, 8 May 2017 14:45:31 +0000 > From: Joseph Sherman > To: Access Technology Higher Education Network > > Subject: [Athen] Ellucian Degree Works > Message-ID: > cuny.adlan> > Content-Type: text/plain; charset="us-ascii" > > Does anyone have accessibility information about Degree Works? I have a > vague VPAT from December 2014 but I couldn't find anything more recent or > relating to newer versions. > > We will be upgrading to the latest version shortly. > > Thanks, > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170508/88f898e4/attachment-0001.html> > > ------------------------------ > > Message: 4 > Date: Mon, 8 May 2017 10:04:42 -0500 > From: "Zach" > To: "'Access Technology Higher Education Network'" > > Subject: Re: [Athen] Guidance on Audio Description > Message-ID: <005c01d2c80c$6c6b2690$454173b0$@msstate.edu> > Content-Type: text/plain; charset="utf-8" > > Are you making media accessible for a vision impaired or hearing impaired > audience? > > > > Zachary Mason > > M.S. Student > > Animal and Dairy Sciences > > Mississippi State University > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Corrine Schoeb > Sent: Monday, May 08, 2017 8:47 AM > To: athen-list@u.washington.edu > Subject: [Athen] Guidane on Audio Description > > > > Trying to wrap my head around when we need to provide Audio Descriptions > and when Captioning is sufficient. > > > > Do you have any guidelines about questions you ask yourself when trying to > determine this? > > > > -- > > > > Corrine Schoeb > Technology Accessibility Coordinator, ITS > > 610-957-6208 > > > > *** Swarthmore College ITS will never ask you for your password, including > by email. Please keep your passwords private to protect yourself and the > security of our network. > > > > To learn more about web security visit http://www.swarthmore.edu/its/ > security > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170508/8418172b/attachment-0001.html> > > ------------------------------ > > Message: 5 > Date: Mon, 8 May 2017 10:23:53 -0500 > From: "Zach" > To: , "'Access Technology Higher Education > Network'" > Subject: Re: [Athen] reading aloud mathematics > Message-ID: <008501d2c80f$1abd6490$50382db0$@msstate.edu> > Content-Type: text/plain; charset="utf-8" > > Just thought I?d also throw in my $0.02. As a blind graduate student in > animal science, I am having my statistics text book recorded by human > readers. My DSS office and I worked out an arrangement whereby student > employees read the book, one page at a time, in accordance with Abraham > Nemeth?s ?MATHSPEAK? standards. Each page is recorded as its own MP3 file > in a shared drop box folder. Regrettably I fear this may not be the least > expensive option when you consider the time it takes to read a page of text > and math notation, my MP3 files average 0.093 hr/printed page, times ~1000 > pages, 93.2 hr of active reading, I expect there is some time needed to > practice reading so we?ll call it 100 hr, and that multiplied by the going > salary of student workers ($10/hr), so probably in the $1,000-1,200 range. > > > > > > FYI. > > > > Zac > > > > Zachary Mason > > M.S. Student > > Animal and Dairy Sciences > > Mississippi State University > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Polizzotto > Sent: Thursday, May 04, 2017 9:03 PM > To: 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > Subject: Re: [Athen] reading aloud mathematics > > > > Hi Kevin: > > > > I would first try converting a few pages of the material from DOCX into > DAISY format. > > > > I recommend using MathDAISY by Design Science ($179), MathType, and the > free Save As DAISY plug-in for MS Word (PC version only) for this purpose. > Consider using the Custom Speech Text feature in MathType (from the Edit > menu) to improve the way that some equations are pronounced. It?s a good > idea to produce the DAISY book on a machine that has a high-quality TTS > voice, as well. :) > > > > For playback of DAISY books, the student has a choice of apps. For > Android, I recommend Darwin Reader; for iOS, I recommend Voice of DAISY. A > lite version of Voice of DAISY is available. > > > > Another option is simply creating audio files of some equations or an > entire document using Central Access Reader?s Export as MP3 option. Be sure > to play the document back first and adjust the math library in CAR, if > necessary. Also, make sure to have a higher quality TTS voice available on > the computer. Press CTRL + M to save as MP3 in CAR. You can then transfer > the MP3 of the Math document to a student?s mobile device. I recommend > using VoiceDream Reader for iOS or Android when playing back an MP3, since > the student can make bookmarks and adjust the speed of playback very easily. > > > > Another option with CAR is to save the DOCX file as HTML with PNG images > (CTRL + SHIFT + P), which have alternate text descriptions of the math > content. The student could open the HTML file on an iOS device and use the > two finger swipe down method to launch Apple?s text to speech feature. > Apple?s TTS will voice the alternate text in the images of the HTML file. > > > > A final possibility involves using a screen reader on a mobile device. If > you want to explore that route, VoiceOver for iOS can read and interact > with math in iBooks (EPUB) and Safari (HTML +MathML). On an Android device, > the HTML file plus alternate text versions of the math could be read by > TalkBack. > > > > HTH, > > > > Joseph > > > > From: Athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Kevin Andrews > Sent: Thursday, May 04, 2017 4:40 PM > To: athen-list@u.washington.edu > Subject: [Athen] reading aloud mathematics > > > > HI fellow pros! I have a student who is gradually losing their sight, and > as a result, is asking for an an e-reader of some type that could read > aloud equations for calculus and physics such as derivatives, integrals, > and Greek letter (which are used constantly). I don't even know if it > exists because the math is quite complex. Is this something we could > accomplish with something like Math ML and Math Type? I am not a > math-minded person myself, but rather I'm inquiring as our office's AT > Coordinator and am admittedly very rocky in this specific area. Any > insights is greatly appreciated! > > Thanks. > > > > > > -- > > Best, > > Kevin Andrews > Pronouns: He/Him/His > Accessible Technology Coordinator > Disability Resource Center > University of California, Santa Cruz > Website: drc.ucsc.edu > > > Direct Line: 831 459-1262 > > Please allow 24 hours for a response. For immediate needs, contact the DRC > main line by phone at 831-459-2089. > > > Confidentiality Notice:This e-mail communication and any attachments may > contain confidential and privileged information.If you are not the intended > recipient(s), you are hereby notified that you have received this > communication in error and that any review, disclosure, dissemination, > distribution or > copying of this message or its attachments is strictly prohibited. If you > have received this communication in error, please notify me immediately by > replying to this message and deleting it from your computer. > > > > > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170508/a6c7f3e0/attachment-0001.html> > > ------------------------------ > > Message: 6 > Date: Mon, 8 May 2017 12:51:20 -0600 > From: Howard Kramer > To: Access Technology Higher Education Network > > Subject: [Athen] Inclusion of accessibility & UD content in university > curriculum > Message-ID: > gmail.com> > Content-Type: text/plain; charset="utf-8" > > Dear Colleagues: > > Can any of you tell me if your campus is including curriculum on > accessibility and UD in tech and design courses - for example, CSCI, > webdesign, etc.? > > I'm doing a presentation at AccessU next week on: > > *Teaching Accessibility and Universal Design in Higher Education > Curriculum: Benefits, Approaches and Resources * > > > I'd like to talk about what other campuses are doing in this area. If your > campus is addressing this, I'd be interested in hearing if it's systematic > - a campus or department policy - or simply an effort of certain faculty. > > Also, CU-Boulder recently received (re)funding for a grant on *Promoting > the Integration of Universal Design into University Curricula (UDUC)*. If > any of you would like to be on the email list for this project, let me > know. I'm also looking for faculty and accessibility specialists who are in > interested in collaborating on this project. Let me know if you or any of > your colleagues are interested. Activities of the group would include > providing input on what might be the best resources to provide to encourage > inclusion of a11y and UD in tech/design curriculum. > > Thanks in advance, > Howard > > > > > -- > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > Join us for the *Accessing Higher Ground Conference > * in Denver, Colorado, Nov 13-17, > 2017. > Request for proposals will be announced at the beginning of March. > > > > Complete program information and registration is open for our full line-up > of webinars, *AHEADtoYOU! > * And the *Technology > Access Series >*. > Site capacities for all webinar events is limited; please register at your > earliest convenience for the largest selection. > > > > Not yet a member of AHEAD? *We welcome you to join AHEAD now. > * > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170508/6b6c10a8/attachment-0001.html> > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > ------------------------------ > > End of athen-list Digest, Vol 136, Issue 8 > ****************************************** > -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From jsuttondc at gmail.com Mon May 8 16:12:45 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Accessible UML Diagramming In-Reply-To: References: Message-ID: Jeff: If you or others on the list figure out a good process for this sort of thing, I'd love to hear about it. These kinds of efforts to create a tactile or an audio representation of something that is so visual always interest me. As a similar, but different example, I've long tried to find good tools that would permit efficient representation of mind-maps, via audio, braille, and/or both. Good luck. Best, Jennifer On 5/5/2017 12:20 PM, Jeffrey Dell wrote: > Hello > I have a student that will be taking a systems analysis class this > fall which requires UML Diagramming. I have found some tools but > haven't quite pieced the whole puzzle together. Has anyone had a > student that needed to use JAWS or NVDA to do UML diagrams lately? > I have found some information about PlantUML where you can code the > diagrams and use the software to generate the graphics. I'm still > looking into this solution but it seems to be on paper the best way > for a screen reader user to create the diagrams. Accessible UML takes > the XMI files generated with Rational Rose and other UML diagramming > programs and make them screen reader accessible. It was developed by > the University of Manchester. > The class is using Visio to create UML diagrams but I am finding no > current information on how to export an XMI file from Visio to be read > by Accessible UML. It is sounding like Visio programs need to be > taken into Visual Studio to export the XMI. > Any thoughts? > Best regards, > Jeff Dell > Cleveland State > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From jiatyan at stanford.edu Mon May 8 17:00:12 2017 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Usability and Accessibility Have a Conversation References: <9BA603E3-D6E2-4B53-8C4F-E148E762E49D@stanford.edu> Message-ID: <31B49852-B6EF-4619-BB5F-6DE49BF9D9B4@stanford.edu> Hi all, (cross post) I've been invited to present some tips on how to do usability and accessibility together, in a free webinar this Thursday. All are welcomed. http://www.3playmedia.com/webinar-registration-05-11-2017/ This is a heavily re-worked version of the presentation I gave a Accessing Higher Ground 2016. -- Jiatyan Chen Stanford Online Accessibility Program (SOAP) Manager University Communications Stanford University +1 650-721-6380 From Joseph.Sherman at cuny.edu Wed May 10 10:10:12 2017 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] Ex Libris Primo Message-ID: Does anyone have accessibility information about Ex Libris Primo? They have many government clients so they must have a VPAT, but I couldn't find it. Thanks. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jcrobson at stkate.edu Wed May 10 11:13:09 2017 From: jcrobson at stkate.edu (Joan Robson) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread Message-ID: Does anyone have experience with Voice Thread captioning? Joan Robson, MEd Access Consultant Disability Resources St. Catherine University 601 25th Ave. South Minneapolis, MN 55454 Education Building #369 Ph: 651-690-8160 Fax: 651-690-7849 -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Wed May 10 11:24:44 2017 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread In-Reply-To: References: Message-ID: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> Hi Joan, We are successfully captioning VoiceThread here at the UA. We?re happy to provide insight in our process if you?re interested. Dawn ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center University of Arizona 1224 E. Lowell St. Tucson, AZ 85721 Phone: 520-626-9409 Fax: 520-626-5500 hunziker@email.arizona.edu http://drc.arizona.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joan Robson Sent: Wednesday, May 10, 2017 11:13 AM To: athen-list@mailman13.u.washington.edu Subject: [Athen] VoiceThread Does anyone have experience with Voice Thread captioning? Joan Robson, MEd Access Consultant Disability Resources St. Catherine University 601 25th Ave. South Minneapolis, MN 55454 Education Building #369 Ph: 651-690-8160 Fax: 651-690-7849 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mortado at cfcc.edu Wed May 10 11:32:09 2017 From: mortado at cfcc.edu (Maria Ortado) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread In-Reply-To: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> Message-ID: I am interested in hearing about this as well. *Maria Ortado* Interpreter Coordinator Disability Support Services Office: U216 Cape Fear Community College mortado@cfcc.edu Phone: (910) 362-7098 NC Relay Service for Video Phone or TTY: Dial 7-1-1 Fax: (910) 362-7113 On Wed, May 10, 2017 at 2:24 PM, Hunziker, Dawn A - (hunziker) < hunziker@email.arizona.edu> wrote: > Hi Joan, > > > > We are successfully captioning VoiceThread here at the UA. We?re happy to > provide insight in our process if you?re interested. > > > > Dawn > > ~~ > > Dawn Hunziker > > IT Accessibility Consultant > > > > Disability Resource Center > > University of Arizona > > 1224 E. Lowell St. > > Tucson, AZ 85721 > > > > Phone: 520-626-9409 > > Fax: 520-626-5500 > > hunziker@email.arizona.edu > > http://drc.arizona.edu > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Joan Robson > *Sent:* Wednesday, May 10, 2017 11:13 AM > *To:* athen-list@mailman13.u.washington.edu > *Subject:* [Athen] VoiceThread > > > > Does anyone have experience with Voice Thread captioning? > > > Joan Robson, MEd > Access Consultant > > Disability Resources > > St. Catherine University > > 601 25th Ave. South > Minneapolis, MN 55454 > > Education Building #369 > > Ph: 651-690-8160 > > Fax: 651-690-7849 > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized state official. (NCGS.Ch.132) -------------- next part -------------- An HTML attachment was scrubbed... URL: From kvillanueva at Lee.Edu Wed May 10 11:42:04 2017 From: kvillanueva at Lee.Edu (Villanueva, K-leigh) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread In-Reply-To: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> Message-ID: <12A38F78D98E5C48A12D354F053457288322AE2E@TOPAZE.lee.edu> HI Dawn, We would be interested in this as well. I miss the U of A. K-leigh From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Hunziker, Dawn A - (hunziker) Sent: Wednesday, May 10, 2017 1:25 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] VoiceThread Hi Joan, We are successfully captioning VoiceThread here at the UA. We?re happy to provide insight in our process if you?re interested. Dawn ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center University of Arizona 1224 E. Lowell St. Tucson, AZ 85721 Phone: 520-626-9409 Fax: 520-626-5500 hunziker@email.arizona.edu http://drc.arizona.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joan Robson Sent: Wednesday, May 10, 2017 11:13 AM To: athen-list@mailman13.u.washington.edu Subject: [Athen] VoiceThread Does anyone have experience with Voice Thread captioning? Joan Robson, MEd Access Consultant Disability Resources St. Catherine University 601 25th Ave. South Minneapolis, MN 55454 Education Building #369 Ph: 651-690-8160 Fax: 651-690-7849 -------------- next part -------------- An HTML attachment was scrubbed... URL: From samanj at pdx.edu Wed May 10 12:19:51 2017 From: samanj at pdx.edu (Samantha Johns) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread In-Reply-To: <12A38F78D98E5C48A12D354F053457288322AE2E@TOPAZE.lee.edu> References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> <12A38F78D98E5C48A12D354F053457288322AE2E@TOPAZE.lee.edu> Message-ID: Hello, My experience with Voice Thread is that it is very difficult to navigate with a screenreader and is pretty much not accessible for those using a screenreader because the navigation is not spoken at all by screenreader software. Warm Regards, *Samantha Johns* (Pronouns: she, her, hers) *Accessible Media Coordinator* *Office of Academic Innovation* Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-2754 Caption Badge: Universal Design for learning 2016 ?The one argument for accessibility that doesn?t get made nearly often enough is how extraordinarily better it makes some people?s lives. How many opportunities do we have to dramatically improve people?s lives just by doing our job a little better?? ? Steve Krug On Wed, May 10, 2017 at 11:42 AM, Villanueva, K-leigh wrote: > HI Dawn, > > > > We would be interested in this as well. I miss the U of A. K-leigh > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Hunziker, Dawn A - (hunziker) > *Sent:* Wednesday, May 10, 2017 1:25 PM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] VoiceThread > > > > Hi Joan, > > > > We are successfully captioning VoiceThread here at the UA. We?re happy to > provide insight in our process if you?re interested. > > > > Dawn > > ~~ > > Dawn Hunziker > > IT Accessibility Consultant > > > > Disability Resource Center > > University of Arizona > > 1224 E. Lowell St. > > Tucson, AZ 85721 > > > > Phone: 520-626-9409 <(520)%20626-9409> > > Fax: 520-626-5500 <(520)%20626-5500> > > hunziker@email.arizona.edu > > http://drc.arizona.edu > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > ] *On Behalf Of *Joan > Robson > *Sent:* Wednesday, May 10, 2017 11:13 AM > *To:* athen-list@mailman13.u.washington.edu > *Subject:* [Athen] VoiceThread > > > > Does anyone have experience with Voice Thread captioning? > > > Joan Robson, MEd > Access Consultant > > Disability Resources > > St. Catherine University > > 601 25th Ave. South > Minneapolis, MN 55454 > > Education Building #369 > > Ph: 651-690-8160 <(651)%20690-8160> > > Fax: 651-690-7849 <(651)%20690-7849> > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From greeark at uw.edu Wed May 10 12:54:50 2017 From: greeark at uw.edu (Krista Greear) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] U of WA is looking for an Associate Director Message-ID: I wanted to share that UW Disability Services is looking for a great dynamic leader to fill our open Associate Director role. It is an exciting time at the University of Washington right now with the DRS office continuing to grow and evolve as a unit while the campus is actively evaluating ways to create an inclusive culture on campus. Here is the UW Hires job # or view the direct posting with this link: https://uwhires.admin.washington.edu/ENG/candidates/default.cfm?szCategory=jobprofile&szOrderID=144487&szCandidateID=0&szSearchWords=&szReturnToSearch=1 Closes May 31st, 2017. Having celebrated 5 years at the U of WA, I can say this is a fabulous institution. There are several accessibility experts on campus, our department has experienced tremendous growth, and in our last Provost's Town Hall, Provost Jerry Baldasty, identified that accessibility is a second goal for this upcoming year (YouTube link watch 31:38-32:31). Seattle is a "little big" city, meaning there is something for everyone: attend the Opera, go high-end shopping, bike the Burke-Gilman trail, hike/ski the mountains, watch whales, visit Pike Place, scope out several museums, have a campfire at Golden Gardens, drive 2 hours south to protest at the state capital, hear a thought-provoking lecture on several campuses, watch a Seahawks/Sounders game (you know you love the fans), attend a poetry slam, and eat variety of ethnic food! Krista KRISTA GREEAR Assistant Director Disability Resources for Students 011 Mary Gates Hall Box 352808 Seattle, WA 98195-2808 Direct: 206.221.4136 / Main: 206.543.8924 greeark@uw.edu/ http://disability.uw.edu [cid:image001.gif@01D2C98C.9AEE0420] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1303 bytes Desc: image001.gif URL: From Bryon-Kluesner at utc.edu Wed May 10 14:01:16 2017 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] LSAT study guides Message-ID: Hi all, I have a student who is blind who wants to study for the LSAT. Does anyone have any PDF or Word files of LSAT study guides they would be willing to share? Any advice I could give to the study on how to study and prepare for the exam? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies The University of Tennessee at Chattanooga 108 University Center 615 McCallie Avenue, Dept. 2953 Chattanooga, TN 37403 (423) 425-4006 | utc.edu/drc A member of the Division of Student Development -------------- next part -------------- An HTML attachment was scrubbed... URL: From jcrobson at stkate.edu Wed May 10 14:03:43 2017 From: jcrobson at stkate.edu (Joan Robson) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread In-Reply-To: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> Message-ID: Dear Dawn, Yes, I would like to know the process you are using to caption VoiceThread. Do you want me to email you directly at your University of Arizona email address? Joan Robson, MEd Access Consultant Disability Resources St. Catherine University 601 25th Ave. South Minneapolis, MN 55454 Education Building #369 Ph: 651-690-8160 Fax: 651-690-7849 On Wed, May 10, 2017 at 1:24 PM, Hunziker, Dawn A - (hunziker) < hunziker@email.arizona.edu> wrote: > Hi Joan, > > > > We are successfully captioning VoiceThread here at the UA. We?re happy to > provide insight in our process if you?re interested. > > > > Dawn > > ~~ > > Dawn Hunziker > > IT Accessibility Consultant > > > > Disability Resource Center > > University of Arizona > > 1224 E. Lowell St. > > Tucson, AZ 85721 > > > > Phone: 520-626-9409 <(520)%20626-9409> > > Fax: 520-626-5500 <(520)%20626-5500> > > hunziker@email.arizona.edu > > http://drc.arizona.edu > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Joan Robson > *Sent:* Wednesday, May 10, 2017 11:13 AM > *To:* athen-list@mailman13.u.washington.edu > *Subject:* [Athen] VoiceThread > > > > Does anyone have experience with Voice Thread captioning? > > > Joan Robson, MEd > Access Consultant > > Disability Resources > > St. Catherine University > > 601 25th Ave. South > Minneapolis, MN 55454 > > Education Building #369 > > Ph: 651-690-8160 <(651)%20690-8160> > > Fax: 651-690-7849 <(651)%20690-7849> > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Thu May 11 09:21:16 2017 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread Captioning Message-ID: <677c46056b454b16b5991bf4309992b1@TURQUOISE.catnet.arizona.edu> Hello everyone, Based on interest in knowing more about VoiceThread Captioning processing, here's some additional information (sorry for the long email but it's a lot of details!). Feel free to reach out if you'd like to chat more! Before the semester, we reach out the instructor and request they add us as an editor for all of their initial VoiceThread content/prompts. This typically gives us editor rights on student posts when they respond to the initial prompt. If an instructor does not provide us with editor rights in a timely manner, Disability Services staff have administrator access to the campus VoiceThread component so we can grant appropriate access for our team. Getting the instructor to understand how to give us editor rights can be a little tricky. Thus, the administrator access often comes in handy. Another note about our permissions: We limit who can request captions which currently includes account administrators and our captioning team members. In cases where instructors are posting content on the weekend and wanting responses before we can caption information on Monday, we grant the instructor rights to request captions, but we double check that it was implemented. Once you integrate captioning services into your VoiceThread account, anyone with access can request captions unless you lock that down. VoiceThread was great in helping us solve this permission piece. While our desire is to caption everything eventually, we are still providing captions for class content on an case-by-case basis. Once we have editing rights, we use integration services with 3rd party captioning vendors to request captions. This means that when captions are requested, the 3rd party vendors have the ability to add the captions to the VoiceThread post without further intervention from us due to integration setup. It also means that we do not have to download the VoiceThread posts, nor do we need to manually add the caption files to VoiceThread posts. Captioning is all handled through the VoiceThread Interface and 3rd party captioning vendors integrations. https://wp.voicethread.com/howto/closed-captioning/#thirdparty - These integration options are worth every penny you pay for captioning services! We actually set up special/separate accounts with 3rd party captioning vendors that are dedicated to our VoiceThread integration so we could have the default turn-around time established as a "rush" status with every request. More Details * You have to monitor posts. We caption instructor VoiceThread prompts all at once if they are pre-loaded. Then the waiting game begins. Once students start replying to an instructor prompt, our team receives an email. This triggers our team to go into the VoiceThread discussion and caption responses. This is tedious because you have to open each response to request captioning and you have to keep checking back for new responses - do not rely on email prompts alone for this process. * Timing - due to the nature of the VoiceThread as an enhanced discussion tool, we caption content in the 2-8 hour window of time to ensure access as quickly as possible. * We have outreached to VoiceThread to discuss a solution where we can mark a "project" or specific course content for automatic captioning. This would then automatically handle the captioning for anything tied to that course (a process that happens in our lecture capture solution, Panopto). Status: I need to check back in with VoiceThread on this idea. Finally, don't forget to talk to instructors about inclusion. If a deaf student is enrolled, how will they contribute to the discussion? If the instructor is requiring a video introduction, asking the deaf student to type an introduction isn't inclusive so we suggest that an instructor open up the option to type a response for the whole class. And, for complete inclusion, we suggest that the deaf student record his response, using ASL with an Interpreter voicing in the background, which is then captioned... We worked with a student and class for this type of response and it worked out great - what an awesome experience for all involved in the course! Again, if you have additional questions or want to discuss more about our process, we're happy to share information. Dawn ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center University of Arizona 520-626-9409 hunziker@email.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Thu May 11 14:17:04 2017 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread In-Reply-To: References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> <12A38F78D98E5C48A12D354F053457288322AE2E@TOPAZE.lee.edu> Message-ID: <03426260cc6745c9a3aa8375dc63b642@TURQUOISE.catnet.arizona.edu> Hi Samantha, You are correct ? VoiceThread is not fully accessible for a screenreader. They do have an ?Universal? Version which you get to by going to http://voicethread.com/universal/. However, during my last review, it definitely didn?t have all of the functionality present in the ?Standard? VoiceThread site. More information is at http://voicethread.com/howto/voicethread-universal/ Dawn ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center University of Arizona 520-626-9409 hunziker@email.arizona.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Samantha Johns Sent: Wednesday, May 10, 2017 12:20 PM To: Access Technology Higher Education Network Subject: Re: [Athen] VoiceThread Hello, My experience with Voice Thread is that it is very difficult to navigate with a screenreader and is pretty much not accessible for those using a screenreader because the navigation is not spoken at all by screenreader software. Warm Regards, Samantha Johns (Pronouns: she, her, hers) Accessible Media Coordinator Office of Academic Innovation Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-2754 [https://docs.google.com/uc?export=download&id=0B5rT_cYNvyAzYWxVdDFKSGxKZDg&revid=0B5rT_cYNvyAzak42WDBqQ0lTMlFBTHJLSmpvakJteVBmMHNVPQ] Caption Badge: Universal Design for learning 2016 ?The one argument for accessibility that doesn?t get made nearly often enough is how extraordinarily better it makes some people?s lives. How many opportunities do we have to dramatically improve people?s lives just by doing our job a little better?? ? Steve Krug On Wed, May 10, 2017 at 11:42 AM, Villanueva, K-leigh > wrote: HI Dawn, We would be interested in this as well. I miss the U of A. K-leigh From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Hunziker, Dawn A - (hunziker) Sent: Wednesday, May 10, 2017 1:25 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] VoiceThread Hi Joan, We are successfully captioning VoiceThread here at the UA. We?re happy to provide insight in our process if you?re interested. Dawn ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center University of Arizona 1224 E. Lowell St. Tucson, AZ 85721 Phone: 520-626-9409 Fax: 520-626-5500 hunziker@email.arizona.edu http://drc.arizona.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joan Robson Sent: Wednesday, May 10, 2017 11:13 AM To: athen-list@mailman13.u.washington.edu Subject: [Athen] VoiceThread Does anyone have experience with Voice Thread captioning? Joan Robson, MEd Access Consultant Disability Resources St. Catherine University 601 25th Ave. South Minneapolis, MN 55454 Education Building #369 Ph: 651-690-8160 Fax: 651-690-7849 _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From samanj at pdx.edu Thu May 11 14:30:37 2017 From: samanj at pdx.edu (Samantha Johns) Date: Sat Jun 9 18:34:11 2018 Subject: [Athen] VoiceThread In-Reply-To: <03426260cc6745c9a3aa8375dc63b642@TURQUOISE.catnet.arizona.edu> References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> <12A38F78D98E5C48A12D354F053457288322AE2E@TOPAZE.lee.edu> <03426260cc6745c9a3aa8375dc63b642@TURQUOISE.catnet.arizona.edu> Message-ID: Thank you Dawn for sharing this. Warm Regards, *Samantha Johns* (Pronouns: she, her, hers) *Accessible Media Coordinator* *Office of Academic Innovation* Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-2754 Caption Badge: Universal Design for learning 2016 ?The one argument for accessibility that doesn?t get made nearly often enough is how extraordinarily better it makes some people?s lives. How many opportunities do we have to dramatically improve people?s lives just by doing our job a little better?? ? Steve Krug On Thu, May 11, 2017 at 2:17 PM, Hunziker, Dawn A - (hunziker) < hunziker@email.arizona.edu> wrote: > Hi Samantha, > > > > You are correct ? VoiceThread is not fully accessible for a screenreader. > They do have an ?Universal? Version which you get to by going to > http://voicethread.com/universal/. However, during my last review, it > definitely didn?t have all of the functionality present in the ?Standard? > VoiceThread site. More information is at http://voicethread.com/howto/ > voicethread-universal/ > > > > Dawn > > > > ~~ > > Dawn Hunziker > > IT Accessibility Consultant > > > > Disability Resource Center > > University of Arizona > > 520-626-9409 <(520)%20626-9409> > > hunziker@email.arizona.edu > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Samantha Johns > *Sent:* Wednesday, May 10, 2017 12:20 PM > > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] VoiceThread > > > > Hello, > > > > My experience with Voice Thread is that it is very difficult to navigate > with a screenreader and is pretty much not accessible for those using a > screenreader because the navigation is not spoken at all by screenreader > software. > > > > > > > Warm Regards, > > > > > > *Samantha Johns* > > (Pronouns: she, her, hers) > > > > *Accessible Media Coordinator* > > *Office of Academic Innovation* > > > > Portland State University > > 1825 SW Broadway > > Smith Memorial Student Union, Mezzanine 209 > Portland OR 97201 > (503) 725-2754 > > > > Caption Badge: Universal Design for learning 2016 > > > > ?The one argument for accessibility that doesn?t get made nearly often > enough is how extraordinarily better it makes some people?s lives. How many > opportunities do we have to dramatically improve people?s lives just by > doing our job a little better?? ? Steve Krug > > > > > > > > > > On Wed, May 10, 2017 at 11:42 AM, Villanueva, K-leigh > wrote: > > HI Dawn, > > > > We would be interested in this as well. I miss the U of A. K-leigh > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Hunziker, Dawn A - (hunziker) > *Sent:* Wednesday, May 10, 2017 1:25 PM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] VoiceThread > > > > Hi Joan, > > > > We are successfully captioning VoiceThread here at the UA. We?re happy to > provide insight in our process if you?re interested. > > > > Dawn > > ~~ > > Dawn Hunziker > > IT Accessibility Consultant > > > > Disability Resource Center > > University of Arizona > > 1224 E. Lowell St. > > Tucson, AZ 85721 > > > > Phone: 520-626-9409 <(520)%20626-9409> > > Fax: 520-626-5500 <(520)%20626-5500> > > hunziker@email.arizona.edu > > http://drc.arizona.edu > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > ] *On Behalf Of *Joan > Robson > *Sent:* Wednesday, May 10, 2017 11:13 AM > *To:* athen-list@mailman13.u.washington.edu > *Subject:* [Athen] VoiceThread > > > > Does anyone have experience with Voice Thread captioning? > > > Joan Robson, MEd > Access Consultant > > Disability Resources > > St. Catherine University > > 601 25th Ave. South > Minneapolis, MN 55454 > > Education Building #369 > > Ph: 651-690-8160 <(651)%20690-8160> > > Fax: 651-690-7849 <(651)%20690-7849> > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From jsuttondc at gmail.com Fri May 12 09:27:48 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Building Accessibility Into IT Procurement Message-ID: <41716b94-37b2-b0e3-8c0c-52a920939146@gmail.com> Greetings, ATHENites: This article came out on April 27, so many of you may have seen it. But in case not . . . Jennifer Single-page, printable (for easier reading for some): Building Accessibility Into IT Procurement https://campustechnology.com/Articles/2017/04/27/Building-Accessibility-Into-IT-Procurement.aspx?Page=2&p=1 Multi-page version: Building Accessibility Into IT Procurement in https://campustechnology.com/articles/2017/04/27/building-accessibility-into-it-procurement.aspx From jsylvia at uga.edu Mon May 15 11:42:09 2017 From: jsylvia at uga.edu (Janet Sylvia) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] GAAD Free Webinar: Accessibility Challenges and Solutions in Higher Education In-Reply-To: References: , , Message-ID: Greetings, We are providing a free webinar in celebration of Global Accessibility Awareness Day (GAAD), as advertised on the GAAD Public Events web page. Accessibility Challenges and Solutions in Higher Education Free webinar sponsored by AMAC Accessibility Solutions and the Web Accessibility Group (WAG) for Higher Education. In this webinar, we will discuss 10 Challenges and Solutions for web accessibility implementation in higher education. Topics include: Accessible Textbooks, Administrative Buy-in, Captioning Requirements and Funding Options, Disability Service Providers, Procurement of Accessible Goods and Services, and more. The webinar is Thursday May 18, 2017 from 11:00am - 12:00pm (EDT). To participate, request the login link, please email wag@amac.gatech.edu Thanks, Janet Janet Sylvia, Web Accessibility Group (WAG) for Higher Education Coordinator and Accessibility Specialist AMAC Accessibility Solutions and Research Center Georgia Institute of Technology | College of Design 512 Means Street | Suite 250 | Atlanta, GA 30318 www.amacusg.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From schwarte at purdue.edu Mon May 15 11:47:57 2017 From: schwarte at purdue.edu (Schwarte, David M.) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] NaturallySpeaking Medical Edition Message-ID: <3f8cd59fcc3d401c8e17fd0a4d6468af@wppexc06.purdue.lcl> Hello Everyone, I am working with a veterinary medicine student who is interested in using voice recognition. I came up with the bright idea that NaturallySpeaking Medical Edition might be a good option. I have now looked at the price and I have a couple of questions for those who know more about NaturallySpeaking, especially the Medical Edition. Is there more to the Medical Edition than just additional medical terminology? Are there alternatives to NaturallySpeaking in terms of voice recognition for medical professionals? I would also be curious if there was a repository of medical terms that could be added to a less specialized version of NaturallySpeaking. I was also thinking a list of medical terms would be helpful for real-time captioning, so there would be more uses for a list of medical terms than just for voice recognition. Thanks in advance for your assistance. David Schwarte David Schwarte Assistive Technology Specialist 128 Memorial Mall Dr. Rm. 111 West Lafayette, IN 47907 Phone: 765-494-4387 E-mail: schwarte@purdue.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Mon May 15 14:37:30 2017 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] NaturallySpeaking Medical Edition In-Reply-To: <3f8cd59fcc3d401c8e17fd0a4d6468af@wppexc06.purdue.lcl> References: <3f8cd59fcc3d401c8e17fd0a4d6468af@wppexc06.purdue.lcl> Message-ID: Hi David, There's no reason to spend the extra money on the medical version of Dragon Naturally Speaking. Either professional individual version or the premium version provide enough support for what your student needs to be able to do. In order to create customized vocabulary, you can create a vocabulary list using Microsoft Word and import to DNS, scan a document with medical vocabulary pertaining to the veterinary science program & import it into DNS, or add vocabulary as it comes along. The student would then train the pronunciation of the vocabulary. it's a little time-consuming in the beginning, but once you get the hang of it, it's not hard at all to do this. Contact me off list if you need more information on how to do this. Wink Harner Foreigntype@gmail.com On May 15, 2017 11:48 AM, "Schwarte, David M." wrote: > Hello Everyone, > > > > I am working with a veterinary medicine student who is interested in using > voice recognition. I came up with the bright idea that NaturallySpeaking > Medical Edition might be a good option. I have now looked at the price and > I have a couple of questions for those who know more about > NaturallySpeaking, especially the Medical Edition. Is there more to the > Medical Edition than just additional medical terminology? Are there > alternatives to NaturallySpeaking in terms of voice recognition for medical > professionals? I would also be curious if there was a repository of > medical terms that could be added to a less specialized version of > NaturallySpeaking. I was also thinking a list of medical terms would be > helpful for real-time captioning, so there would be more uses for a list of > medical terms than just for voice recognition. > > > > Thanks in advance for your assistance. > > David Schwarte > > > > > > David Schwarte > > Assistive Technology Specialist > > 128 Memorial Mall Dr. Rm. 111 > > West Lafayette, IN 47907 > > Phone: 765-494-4387 <(765)%20494-4387> > > E-mail: schwarte@purdue.edu > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Mon May 15 14:44:38 2017 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] NaturallySpeaking Medical Edition In-Reply-To: References: <3f8cd59fcc3d401c8e17fd0a4d6468af@wppexc06.purdue.lcl> Message-ID: Thanks Wink, This is great to know. I always knew that theoretically but have never tested it. Glad to hear it works. ?Leyna From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Wink Harner Sent: Monday, May 15, 2017 3:38 PM To: Access Technology Higher Education Network Subject: Re: [Athen] NaturallySpeaking Medical Edition Hi David, There's no reason to spend the extra money on the medical version of Dragon Naturally Speaking. Either professional individual version or the premium version provide enough support for what your student needs to be able to do. In order to create customized vocabulary, you can create a vocabulary list using Microsoft Word and import to DNS, scan a document with medical vocabulary pertaining to the veterinary science program & import it into DNS, or add vocabulary as it comes along. The student would then train the pronunciation of the vocabulary. it's a little time-consuming in the beginning, but once you get the hang of it, it's not hard at all to do this. Contact me off list if you need more information on how to do this. Wink Harner Foreigntype@gmail.com On May 15, 2017 11:48 AM, "Schwarte, David M." > wrote: Hello Everyone, I am working with a veterinary medicine student who is interested in using voice recognition. I came up with the bright idea that NaturallySpeaking Medical Edition might be a good option. I have now looked at the price and I have a couple of questions for those who know more about NaturallySpeaking, especially the Medical Edition. Is there more to the Medical Edition than just additional medical terminology? Are there alternatives to NaturallySpeaking in terms of voice recognition for medical professionals? I would also be curious if there was a repository of medical terms that could be added to a less specialized version of NaturallySpeaking. I was also thinking a list of medical terms would be helpful for real-time captioning, so there would be more uses for a list of medical terms than just for voice recognition. Thanks in advance for your assistance. David Schwarte David Schwarte Assistive Technology Specialist 128 Memorial Mall Dr. Rm. 111 West Lafayette, IN 47907 Phone: 765-494-4387 E-mail: schwarte@purdue.edu _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From aswans15 at msudenver.edu Mon May 15 16:07:30 2017 From: aswans15 at msudenver.edu (aswans15) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Accessible text book outsourcing Message-ID: Hello All, I was wondering if any institution outsource their books in alternative format production and if so where do they send their production? Thanks, Andy Andrew S.J. Swanson Accessibility Technology Specialist Access Center Plaza 122 Metropolitan State University of Denver aswans15@msudenver.edu Phone#303-556-8387 Fax#303-556-6852 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jpolizzotto at htctu.net Mon May 15 20:37:48 2017 From: jpolizzotto at htctu.net (Joseph Polizzotto) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Accessible text book outsourcing In-Reply-To: Message-ID: <20170515233748.Horde.mvA4_NQkPmDZt2aAYqGyda_@mail.htctu.net> Hi: The Alternate Text Production Center (ATPC) of the California Community Colleges can be contacted for production of braille services. http://www.atpc.net Best, -- Joseph Polizzotto HTCTU Instructor From Joseph.M.Nast at lonestar.edu Tue May 16 06:40:23 2017 From: Joseph.M.Nast at lonestar.edu (Nast, Joseph) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Accessible text book outsourcing In-Reply-To: References: Message-ID: http://www.tbase.com/ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of aswans15 Sent: Monday, May 15, 2017 6:08 PM To: athen-list@u.washington.edu Subject: [Athen] Accessible text book outsourcing Hello All, I was wondering if any institution outsource their books in alternative format production and if so where do they send their production? Thanks, Andy Andrew S.J. Swanson Accessibility Technology Specialist Access Center Plaza 122 Metropolitan State University of Denver aswans15@msudenver.edu Phone#303-556-8387 Fax#303-556-6852 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From SAMAROSITZ at pasadena.edu Tue May 16 09:05:53 2017 From: SAMAROSITZ at pasadena.edu (S A. Marositz) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Accessible text book outsourcing In-Reply-To: References: Message-ID: Hi Andy We don't do it here at PCC but AMAC is quite good. I am speaking as a former user of their services. http://www.amacusg.org/ HTH Alex Stephen Alexander Marositz JD, CPACC Assistive Technology Specialist, Pasadena City College Phone: (626) 585-7242 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of aswans15 Sent: Monday, May 15, 2017 4:08 PM To: athen-list@u.washington.edu Subject: [Athen] Accessible text book outsourcing Hello All, I was wondering if any institution outsource their books in alternative format production and if so where do they send their production? Thanks, Andy Andrew S.J. Swanson Accessibility Technology Specialist Access Center Plaza 122 Metropolitan State University of Denver aswans15@msudenver.edu Phone#303-556-8387 Fax#303-556-6852 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Nazely.Kurkjian at suny.edu Tue May 16 09:11:22 2017 From: Nazely.Kurkjian at suny.edu (Kurkjian, Nazely) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Classroom tech accessibility Message-ID: Hi all, In my observation of campus IT accessibility policies and websites, there's little to no mention of classroom accessibility. It might be assumed within the procurement sections but I'm specifically inquiring about the technology-related codes (e.g., assistive listening systems, p.77) outlined in the 2010 ADA standards for accessible design. Do you have any resources summarizing & outlining ADA and accessibility considerations for classroom design? Is there a bulleted list of technology-related codes? Further, although much of the guidelines are physical, construction/physical facilities folks don't necessarily procure/install tech for classrooms. These are typically done by IT/academic technologists. Who on your campus purchases classroom technology? Who is responsible for ensuring compliance? Is it a collaborative effort? Thank you, Nazely [circle] Nazely Kurkjian (she, her, hers) Coordinator of Disability, Diversity, and Nontraditional Student Services The State University of New York State University Plaza - Albany, New York 12246 Tel: 518.445.4078 Fax: 518.320.1557 Be a part of Generation SUNY: Facebook - Twitter - YouTube -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1979 bytes Desc: image001.gif URL: From schwarte at purdue.edu Tue May 16 11:45:36 2017 From: schwarte at purdue.edu (Schwarte, David M.) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] NaturallySpeaking Medical Edition In-Reply-To: References: <3f8cd59fcc3d401c8e17fd0a4d6468af@wppexc06.purdue.lcl> Message-ID: <72d23c0a8d2643448283312ba11f60f8@wppexc06.purdue.lcl> Hello Wink, That is the type of information I was hoping to hear. I will try to convince the student that this is a great ?opportunity? to practice her vocabulary, by adding it to NaturallySpeaking. I recently worked with a student on adding single words, but it has been a while since I have added vocabulary from a document. I am glad to know it is still doable. I was just guessing there was a lot of vocabulary overlap between human medicine and veterinary medicine anyway. Thanks very much for your help Wink. David Schwarte From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Wink Harner Sent: Monday, May 15, 2017 5:38 PM To: Access Technology Higher Education Network Subject: Re: [Athen] NaturallySpeaking Medical Edition Hi David, There's no reason to spend the extra money on the medical version of Dragon Naturally Speaking. Either professional individual version or the premium version provide enough support for what your student needs to be able to do. In order to create customized vocabulary, you can create a vocabulary list using Microsoft Word and import to DNS, scan a document with medical vocabulary pertaining to the veterinary science program & import it into DNS, or add vocabulary as it comes along. The student would then train the pronunciation of the vocabulary. it's a little time-consuming in the beginning, but once you get the hang of it, it's not hard at all to do this. Contact me off list if you need more information on how to do this. Wink Harner Foreigntype@gmail.com On May 15, 2017 11:48 AM, "Schwarte, David M." > wrote: Hello Everyone, I am working with a veterinary medicine student who is interested in using voice recognition. I came up with the bright idea that NaturallySpeaking Medical Edition might be a good option. I have now looked at the price and I have a couple of questions for those who know more about NaturallySpeaking, especially the Medical Edition. Is there more to the Medical Edition than just additional medical terminology? Are there alternatives to NaturallySpeaking in terms of voice recognition for medical professionals? I would also be curious if there was a repository of medical terms that could be added to a less specialized version of NaturallySpeaking. I was also thinking a list of medical terms would be helpful for real-time captioning, so there would be more uses for a list of medical terms than just for voice recognition. Thanks in advance for your assistance. David Schwarte David Schwarte Assistive Technology Specialist 128 Memorial Mall Dr. Rm. 111 West Lafayette, IN 47907 Phone: 765-494-4387 E-mail: schwarte@purdue.edu _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From kschoeb1 at swarthmore.edu Tue May 16 12:20:50 2017 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Engineering and Computer Science Resources for visually impaired Message-ID: A new student who has a visual impairment (my very preliminary understanding is visual tracking issues) will be joining our student body next semester. This student is interested in engineering and computer science. Are there particular tools or techniques I should become familiar with? Are they any particularly good resources you've found for visually impaired students studying engineering and computer science? Is MathML a better tool than LaTex? Are there especially good sites or guidelines for faculty to use when creating assignments? On a different note - I ran across this and wonder if it is still pertinent as it was last update in 2008: http://ncam.wgbh.org/experience_learn/educational_media/stemdx -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From madeleine_rothberg at wgbh.org Tue May 16 14:03:47 2017 From: madeleine_rothberg at wgbh.org (Madeleine Rothberg) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Engineering and Computer Science Resources for visually impaired In-Reply-To: References: Message-ID: <4D796D30-2955-45F7-AC04-10728B8E7365@wgbh.org> Hi Corrine, While everything in that document is still useful, the newer version of that work is now at the Diagram Center, expanded and enhanced with more examples from humanities fields. http://diagramcenter.org/table-of-contents-2.html -Madeleine -- Madeleine Rothberg Senior Subject Matter Expert National Center for Accessible Media at WGBH http://ncam.wgbh.org madeleine_rothberg@wgbh.org From: athen-list on behalf of Corrine Schoeb Reply-To: Access Technology Higher Education Network Date: Tuesday, May 16, 2017 at 3:20 PM To: "athen-list@u.washington.edu" Subject: [Athen] Engineering and Computer Science Resources for visually impaired A new student who has a visual impairment (my very preliminary understanding is visual tracking issues) will be joining our student body next semester. This student is interested in engineering and computer science. Are there particular tools or techniques I should become familiar with? Are they any particularly good resources you've found for visually impaired students studying engineering and computer science? Is MathML a better tool than LaTex? Are there especially good sites or guidelines for faculty to use when creating assignments? On a different note - I ran across this and wonder if it is still pertinent as it was last update in 2008: http://ncam.wgbh.org/experience_learn/educational_media/stemdx -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Tue May 16 14:22:07 2017 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] NaturallySpeaking Medical Edition In-Reply-To: <72d23c0a8d2643448283312ba11f60f8@wppexc06.purdue.lcl> References: <3f8cd59fcc3d401c8e17fd0a4d6468af@wppexc06.purdue.lcl> <72d23c0a8d2643448283312ba11f60f8@wppexc06.purdue.lcl> Message-ID: Of course! Let me know if I can be of further assistance. Wink On May 16, 2017 11:45 AM, "Schwarte, David M." wrote: > Hello Wink, > > > > That is the type of information I was hoping to hear. I will try to > convince the student that this is a great ?opportunity? to practice her > vocabulary, by adding it to NaturallySpeaking. I recently worked with a > student on adding single words, but it has been a while since I have added > vocabulary from a document. I am glad to know it is still doable. I was > just guessing there was a lot of vocabulary overlap between human medicine > and veterinary medicine anyway. > > > > Thanks very much for your help Wink. > > David Schwarte > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Wink Harner > *Sent:* Monday, May 15, 2017 5:38 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] NaturallySpeaking Medical Edition > > > > Hi David, > > There's no reason to spend the extra money on the medical version of > Dragon Naturally Speaking. Either professional individual version or the > premium version provide enough support for what your student needs to be > able to do. > > > > In order to create customized vocabulary, you can create a vocabulary list > using Microsoft Word and import to DNS, scan a document with medical > vocabulary pertaining to the veterinary science program & import it into > DNS, or add vocabulary as it comes along. The student would then train the > pronunciation of the vocabulary. it's a little time-consuming in the > beginning, but once you get the hang of it, it's not hard at all to do > this. > > > > Contact me off list if you need more information on how to do this. > > > > Wink Harner > > Foreigntype@gmail.com > > > > > > On May 15, 2017 11:48 AM, "Schwarte, David M." > wrote: > > Hello Everyone, > > > > I am working with a veterinary medicine student who is interested in using > voice recognition. I came up with the bright idea that NaturallySpeaking > Medical Edition might be a good option. I have now looked at the price and > I have a couple of questions for those who know more about > NaturallySpeaking, especially the Medical Edition. Is there more to the > Medical Edition than just additional medical terminology? Are there > alternatives to NaturallySpeaking in terms of voice recognition for medical > professionals? I would also be curious if there was a repository of > medical terms that could be added to a less specialized version of > NaturallySpeaking. I was also thinking a list of medical terms would be > helpful for real-time captioning, so there would be more uses for a list of > medical terms than just for voice recognition. > > > > Thanks in advance for your assistance. > > David Schwarte > > > > > > David Schwarte > > Assistive Technology Specialist > > 128 Memorial Mall Dr. Rm. 111 > > West Lafayette, IN 47907 > > Phone: 765-494-4387 <(765)%20494-4387> > > E-mail: schwarte@purdue.edu > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From ea at emptech.info Wed May 17 04:43:21 2017 From: ea at emptech.info (E.A. Draffan) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] FW: Free MOOC course on Inclusive Learning and Teaching Environments starting 5th June In-Reply-To: <03a101d2ce56$9ed404d0$dc7c0e70$@assistivelearning.co.uk> References: <03a101d2ce56$9ed404d0$dc7c0e70$@assistivelearning.co.uk> Message-ID: <005701d2cf02$c9822700$5c867500$@emptech.info> Dear All This is a UK course but the resources are all available under a CC-BY-40 licence so you will be able to link to any activities that suit your needs if you register on the course. We will also have them available as OERs on our Google Drive http://tinyurl.com/hexsly2 in June. The FutureLearn Digital Accessibility MOOC contents are already in the OER folder and this course will run again in October https://www.futurelearn.com/courses/digital-accessibility . ****** Announcing a 3 week MOOC course on Inclusive Learning and Teaching Environments: Explore the barriers experienced by disabled students in higher education and learn how to overcome these barriers through inclusive practices. The free FutureLearn 'Inclusive Learning and Teaching Environments' course begins on June 5th . This course has been created for teachers and educators interested in inclusive practices, learning technologists, education design professionals. It will also be relevant for marketing and communications professionals working in training situations and disability practitioners wishing to discuss some of the latest resources available. Register and find out more at: https://www.futurelearn.com/courses/inclusive-learning-teaching The course runs for 3 weeks and will take approximately 3 hours of study time per week. Once registered, access is possible at any time during the three weeks and for 14 days afterwards. As this course is aimed at academics and teachers as well as disability practitioners, we hope that you will be able to disseminate this information within your organisations as the course will be a great opportunity to discuss challenges and learn from peers working in other organisations. Best wishes E.A. Mrs E.A. Draffan WAIS, ECS , University of Southampton Mobile +44 (0)7976 289103 http://access.ecs.soton.ac.uk UK AAATE rep http://www.aaate.net/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.M.Nast at lonestar.edu Wed May 17 08:14:54 2017 From: Joseph.M.Nast at lonestar.edu (Nast, Joseph) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Food for Thought: Research in Machine ASL Translation Message-ID: Interesting article on slate.com: http://www.slate.com/articles/technology/future_tense/2017/05/computer_avatars_can_translate_written_spoken_words_into_sign_language.html Particularly jarring quote from Harley Hamilton, computer scientist at Georgia Tech affiliated with the Center for Accessible Technology in Sign (http://www.cats.gatech.edu/): "For kids, captioning is almost a waste of time... " NOTE: According to the article, Mr. Hamilton's reasoning seems to stem from Galludet University's 2011 report entitled "Reading Research & Deaf Children" (http://vl2.gallaudet.edu/files/8713/9216/6286/research-brief-4-reading-and-deaf-children.pdf) which reports 18-year-olds who are deaf on average have a reading level that "... has remained relatively stable at the third to fourth grade level for more than half a century." Joseph M. Nast Assistive Technology Specialist Lone Star College Cy Fair Disability Services Office: CASA 109 Phone: (281) 290-3207 -------------- next part -------------- An HTML attachment was scrubbed... URL: From timothyjb310 at gmail.com Wed May 17 09:04:34 2017 From: timothyjb310 at gmail.com (Timothy Breitenfeldt) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Engineering and Computer Science Resources for visually impaired In-Reply-To: References: Message-ID: Hi Corrine, I am a blind student getting my bachelors in computer science. I can give you some advice based on my own personal experience as a screen reader user. Math, will probably be among the most challenging courses that the student has to take, as you seem to address. The best suggestion I could give to that student in my experience is learn LaTeX. It is hardly the solution to everything, but it can save you a lot of time if the student knows LaTeX. I am kicking myself because I didn't start learning it soon enough. A lot of teachers will write their assignments in LaTeX and save it to a PDF. It is possible to save LaTeX as Math ML if you download the write programs. Although, Math ML is not editable, so the student could not copy the expression easily, or make changes to it. Depending on how much vision this student has, braille in my oppinion, is just usually better to learn math, reading math on the computer with a screen reader is challenging and time consuming, especially when the expressions are long, and graphics cause their own problems if you are not using braille. It can be done though. I personally have written all of my assignments in Microsoft word for all of my math classes in college. It is not fun, and sometimes you have to get creative on how to represent certain things, but I made it work. ASKII math is the standard for this, and may help in how to represent certain things. As far as resources for computer science, once the student starts taking programming classes, there will be a couple challenges, but most can be avoided if the student just learns how to compile and run code in the command line. Development environments, are more often than not accessible, so especially at the beginning, I recommend sticking with basic text editors, such as notepad for windows, or text edit for mac. There are better text editors that are designed for programming that work with screen readers pretty well, such as notepad++ or ED sharp. ED sharp is what i use, but it is hard to find it on the internet now, because the developer doesn't seem to maintain it any more, but it was built for working with screen readers. The only commonly used development environment that I know of that is accessible is Eclipse. I hope some of this was helpful, TJ Breitenfeldt On 5/16/17, Corrine Schoeb wrote: > A new student who has a visual impairment (my very preliminary > understanding is visual tracking issues) will be joining our student body > next semester. This student is interested in engineering and computer > science. > > Are there particular tools or techniques I should become familiar with? > Are they any particularly good resources you've found for visually impaired > students studying engineering and computer science? Is MathML a better > tool than LaTex? Are there especially good sites or guidelines for faculty > to use when creating assignments? > > On a different note - I ran across this and wonder if it is still pertinent > as it was last update in 2008: > http://ncam.wgbh.org/experience_learn/educational_media/stemdx > > > > > > -- > > Corrine Schoeb > Technology Accessibility Coordinator, ITS > 610-957-6208 > > *** Swarthmore College ITS will never ask you for your password, including > by email. Please keep your passwords private to protect yourself and the > security of our network. > > To learn more about web security visit > http://www.swarthmore.edu/its/security > From admin at nadp-uk.org Wed May 17 09:35:32 2017 From: admin at nadp-uk.org (Lynn Wilson) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Food for Thought: Research in Machine ASL Translation In-Reply-To: References: Message-ID: <018601d2cf2b$9a5daf20$cf190d60$@nadp-uk.org> Really interesting article and future developments may prove invaluable to Deaf sign language-users. I do agree that captions can be difficult to read with lower levels of reading skill. It also depends on how they are done though. Moving captions are very difficult to read if you need to look at words for a length of time. Much easier if they are static on the screen. It will also depend on whether written English is the native language. The difference in word order for ASL/BSL can mean that the reader is slower and so captions can be difficult to read. It is the same for Deaf or hearing speakers of other languages too. I often advised academic staff that a transcript of videos may prove more useful than captions but this is a matter of student choice. Students with dyslexia, dyspraxia and AD(H)D also reported that they found captions distracting so captions that can be switiched off are good. My daughter is profoundly Deaf and had her first hearing aids at 3 months old. I put all available captions on TV when she was very small so she got used to them. She learnt to speak nouns and verbs fairly easily but conjunctions were difficult so I taught her to use them by reading them first. By the time she was 5 years old she was getting a good idea of what was going on in children's TV programmes (those that were captioned). She reports that captions were vital to her through secondary school and university. Best wishes Lynn From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nast, Joseph Sent: 17 May 2017 16:15 To: Access Technology Higher Education Network Subject: [Athen] Food for Thought: Research in Machine ASL Translation Interesting article on slate.com: http://www.slate.com/articles/technology/future_tense/2017/05/computer_avata rs_can_translate_written_spoken_words_into_sign_language.html Particularly jarring quote from Harley Hamilton, computer scientist at Georgia Tech affiliated with the Center for Accessible Technology in Sign (http://www.cats.gatech.edu/): "For kids, captioning is almost a waste of time. " NOTE: According to the article, Mr. Hamilton's reasoning seems to stem from Galludet University's 2011 report entitled "Reading Research & Deaf Children" (http://vl2.gallaudet.edu/files/8713/9216/6286/research-brief-4-reading-and- deaf-children.pdf) which reports 18-year-olds who are deaf on average have a reading level that ". has remained relatively stable at the third to fourth grade level for more than half a century." Joseph M. Nast Assistive Technology Specialist Lone Star College Cy Fair Disability Services Office: CASA 109 Phone: (281) 290-3207 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mortado at cfcc.edu Wed May 17 09:36:11 2017 From: mortado at cfcc.edu (Maria Ortado) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Food for Thought: Research in Machine ASL Translation In-Reply-To: References: Message-ID: Thanks for sharing, Joseph. As a sign language interpreter, I find this kind of technology really frustrating. I just don't see how it is useful. Anyone who really knows ASL would realize that motion capture of a deaf person signing, turned into text, is almost impossible. There are numerous reasons for this even beyond what was cited in the article, but I won't go into it here. So the only use we have left is turning text (or even worse: voice capture) into CG signs. So in a doctor's office or airport, we have the ability to provide common phrases into CG ASL. Once the deaf person views the signed video question, how are they supposed to respond? This technology, at best, can only provide one-way communication. At worst, the deaf person will not understand it and will have no way to request clarification. I agree with you that the quote about "captioning is a waste of time" is jarring. When people realize that deaf students are reading at a lower level, why do they decide that this is the solution? The answer is to make sure we are teaching deaf students better reading skills. This kind of CG will never work in the ways that the developers intend. Teaching reading skills is way more cost effective and gives deaf people more freedom in the long run. They can just sit down and read instead of running the text through a computer program. This quote really bothered me too: *"More than 90 percent of deaf children are born to hearing parents who don?t sign, said Hamilton, which means, ?a lot of deaf children grow up with almost no language until they hit school. And that has created language deprivation.?* The answer is obvious: Teach the children ASL as soon as hearing loss has been diagnosed. I work with one deaf student who's parent told me "Oh, I don't sign." (She was implying that it was too difficult to learn and she was not interested). That is fine, it is her choice and I know these situations are not easy for parents. But the above quote assumes that deaf children are destined to a life without early-language acquisition and there is nothing we can change about that. I don't understand why someone would think that a child should learn language from a computer avatar instead of interacting with a real-life, native ASL user. Humans learn language from interactions with other humans. The bottom line is that I think these expensive and complicated technologies are the wrong solutions to these issues. Again, thanks for sharing this article. *Maria Ortado* Interpreter Coordinator Disability Support Services Office: U216 Cape Fear Community College mortado@cfcc.edu Phone: (910) 362-7098 NC Relay Service for Video Phone or TTY: Dial 7-1-1 Fax: (910) 362-7113 On Wed, May 17, 2017 at 11:14 AM, Nast, Joseph wrote: > Interesting article on slate.com: > > > > http://www.slate.com/articles/technology/future_tense/2017/ > 05/computer_avatars_can_translate_written_spoken_ > words_into_sign_language.html > > > > Particularly jarring quote from Harley Hamilton, computer scientist at > Georgia Tech affiliated with the Center for Accessible Technology in Sign ( > http://www.cats.gatech.edu/): ?For kids, captioning is almost a waste of > time? ? > > > > NOTE: According to the article, Mr. Hamilton?s reasoning seems to stem > from Galludet University?s 2011 report entitled ?Reading Research & Deaf > Children? (http://vl2.gallaudet.edu/files/8713/9216/6286/research- > brief-4-reading-and-deaf-children.pdf) which reports 18-year-olds who are > deaf on average have a reading level that ?? has remained relatively stable > at the third to fourth grade level for more than half a century.? > > > > > > Joseph M. Nast > > Assistive Technology Specialist > > Lone Star College Cy Fair Disability Services > > > > Office: CASA 109 > > Phone: (281) 290-3207 > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized state official. (NCGS.Ch.132) -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Wed May 17 09:47:35 2017 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Food for Thought: Research in Machine ASL Translation In-Reply-To: <018601d2cf2b$9a5daf20$cf190d60$@nadp-uk.org> References: <018601d2cf2b$9a5daf20$cf190d60$@nadp-uk.org> Message-ID: It's great to get first-hand opinions. Kudos to you, Lynn for teaching your daughter to read captions when she was so young. Thank you for sharing. Leyna Bencomo Assistive Technology Specialist Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [uccs-signature-email] From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Lynn Wilson Sent: Wednesday, May 17, 2017 10:36 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Food for Thought: Research in Machine ASL Translation Really interesting article and future developments may prove invaluable to Deaf sign language-users. I do agree that captions can be difficult to read with lower levels of reading skill. It also depends on how they are done though. Moving captions are very difficult to read if you need to look at words for a length of time. Much easier if they are static on the screen. It will also depend on whether written English is the native language. The difference in word order for ASL/BSL can mean that the reader is slower and so captions can be difficult to read. It is the same for Deaf or hearing speakers of other languages too. I often advised academic staff that a transcript of videos may prove more useful than captions but this is a matter of student choice. Students with dyslexia, dyspraxia and AD(H)D also reported that they found captions distracting so captions that can be switiched off are good. My daughter is profoundly Deaf and had her first hearing aids at 3 months old. I put all available captions on TV when she was very small so she got used to them. She learnt to speak nouns and verbs fairly easily but conjunctions were difficult so I taught her to use them by reading them first. By the time she was 5 years old she was getting a good idea of what was going on in children's TV programmes (those that were captioned). She reports that captions were vital to her through secondary school and university. Best wishes Lynn From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nast, Joseph Sent: 17 May 2017 16:15 To: Access Technology Higher Education Network > Subject: [Athen] Food for Thought: Research in Machine ASL Translation Interesting article on slate.com: http://www.slate.com/articles/technology/future_tense/2017/05/computer_avatars_can_translate_written_spoken_words_into_sign_language.html Particularly jarring quote from Harley Hamilton, computer scientist at Georgia Tech affiliated with the Center for Accessible Technology in Sign (http://www.cats.gatech.edu/): "For kids, captioning is almost a waste of time... " NOTE: According to the article, Mr. Hamilton's reasoning seems to stem from Galludet University's 2011 report entitled "Reading Research & Deaf Children" (http://vl2.gallaudet.edu/files/8713/9216/6286/research-brief-4-reading-and-deaf-children.pdf) which reports 18-year-olds who are deaf on average have a reading level that "... has remained relatively stable at the third to fourth grade level for more than half a century." Joseph M. Nast Assistive Technology Specialist Lone Star College Cy Fair Disability Services Office: CASA 109 Phone: (281) 290-3207 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 3598 bytes Desc: image001.gif URL: From sherylb at uw.edu Wed May 17 09:59:36 2017 From: sherylb at uw.edu (Sheryl E. Burgstahler) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Food for Thought: Research in Machine ASL Translation In-Reply-To: References: <018601d2cf2b$9a5daf20$cf190d60$@nadp-uk.org> Message-ID: The quotation "captioning is a waste of time" is ?jarring? too because it does not take into account many people who benefit from it?e.g., English language learners, those who want to know the spelling of words, those who are noisy or noiseless environments, etc? Sheryl On May 17, 2017, at 9:47 AM, Leyna Bencomo wrote: > It?s great to get first-hand opinions. Kudos to you, Lynn for teaching your daughter to read captions when she was so young. Thank you for sharing. > > Leyna Bencomo > Assistive Technology Specialist > Information Technology > University of Colorado Colorado Springs > 1420 Austin Bluffs Parkway, EPC 215 > Colorado Springs, CO 80918 > (719) 255-4202 / lbencomo@uccs.edu > http://www.uccs.edu/~it/ > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Lynn Wilson > Sent: Wednesday, May 17, 2017 10:36 AM > To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Food for Thought: Research in Machine ASL Translation > > Really interesting article and future developments may prove invaluable to Deaf sign language-users. > > I do agree that captions can be difficult to read with lower levels of reading skill. It also depends on how they are done though. Moving captions are very difficult to read if you need to look at words for a length of time. Much easier if they are static on the screen. > > It will also depend on whether written English is the native language. The difference in word order for ASL/BSL can mean that the reader is slower and so captions can be difficult to read. It is the same for Deaf or hearing speakers of other languages too. I often advised academic staff that a transcript of videos may prove more useful than captions but this is a matter of student choice. Students with dyslexia, dyspraxia and AD(H)D also reported that they found captions distracting so captions that can be switiched off are good. > > My daughter is profoundly Deaf and had her first hearing aids at 3 months old. I put all available captions on TV when she was very small so she got used to them. She learnt to speak nouns and verbs fairly easily but conjunctions were difficult so I taught her to use them by reading them first. By the time she was 5 years old she was getting a good idea of what was going on in children?s TV programmes (those that were captioned). She reports that captions were vital to her through secondary school and university. > > Best wishes > > Lynn > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nast, Joseph > Sent: 17 May 2017 16:15 > To: Access Technology Higher Education Network > Subject: [Athen] Food for Thought: Research in Machine ASL Translation > > Interesting article on slate.com: > > http://www.slate.com/articles/technology/future_tense/2017/05/computer_avatars_can_translate_written_spoken_words_into_sign_language.html > > Particularly jarring quote from Harley Hamilton, computer scientist at Georgia Tech affiliated with the Center for Accessible Technology in Sign (http://www.cats.gatech.edu/): ?For kids, captioning is almost a waste of time? ? > > NOTE: According to the article, Mr. Hamilton?s reasoning seems to stem from Galludet University?s 2011 report entitled ?Reading Research & Deaf Children? (http://vl2.gallaudet.edu/files/8713/9216/6286/research-brief-4-reading-and-deaf-children.pdf) which reports 18-year-olds who are deaf on average have a reading level that ?? has remained relatively stable at the third to fourth grade level for more than half a century.? > > > Joseph M. Nast > Assistive Technology Specialist > Lone Star College Cy Fair Disability Services > > Office: CASA 109 > Phone: (281) 290-3207 > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From kschoeb1 at swarthmore.edu Wed May 17 11:36:31 2017 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Form builders with oracle database integration Message-ID: We use Banner and APEX here and are trying to find form builders with Oracle database integration whose front facing product is accessible. We have numerous PDF "forms" which are either images or are not interactive and are looking for a better solution. These are a couple we found which MIGHT produce an accessible output: - ?Axiom - Constituo - Gather If anyone has other suggestions, or if your institution is currently using a something they like, would you mind passing it along? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From Robert.Becker at phoenix.edu Wed May 17 12:29:55 2017 From: Robert.Becker at phoenix.edu (Robert Becker) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Bitnami Tracks Message-ID: Does anyone have any specific suggestions for working with Bitnami and Tracks with a screen reader? There are two instances: a cloud and a local install. You can then run any of the Bitnami apps. The link follows: https://bitnami.com/stack/tracks . I'm having partial success and would welcome anyone who uses this professionally or for higher education if they could share what's in their toolkit. Robert Becker Accessibility and Usability Manager University of Phoenix Accessibility 1625 W. Fountainhead Parkway, Tempe, AZ 85282 Mail Stop: CF-S907 Phone 602-387-7689 "This message is intended only for the use of the addressee(s) and may contain information that is PRIVILEGED and CONFIDENTIAL. If you are not the intended recipient(s), you are hereby notified that any dissemination of this communication is strictly prohibited. If you have received this communication in error, please erase all copies of the message and its attachments and notify the sender immediately." -------------- next part -------------- An HTML attachment was scrubbed... URL: From greeark at uw.edu Thu May 18 12:55:11 2017 From: greeark at uw.edu (Krista Greear) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] U of WA is looking for an Associate Director In-Reply-To: References: Message-ID: Hello ATHEN- With it being GADD (Global Accessibility Awareness Day) we wanted to again highlight the exciting position we have open at the UW. Please continue to share widely in you have peers or other folks you think would enjoy joining our amazing team in DRS and the accessibility-minded UW community. Closing date is May 26th. Thanks! KRISTA GREEAR Assistant Director Disability Resources for Students 011 Mary Gates Hall Box 352808 Seattle, WA 98195-2808 Direct: 206.221.4136 / Main: 206.543.8924 greeark@uw.edu/ http://disability.uw.edu [cid:image001.gif@01D2CFD5.F9867D10] From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Krista Greear Sent: Wednesday, May 10, 2017 12:55 PM To: Access Technology Higher Education Network Subject: [Athen] U of WA is looking for an Associate Director I wanted to share that UW Disability Services is looking for a great dynamic leader to fill our open Associate Director role. It is an exciting time at the University of Washington right now with the DRS office continuing to grow and evolve as a unit while the campus is actively evaluating ways to create an inclusive culture on campus. Here is the UW Hires job # or view the direct posting with this link: https://uwhires.admin.washington.edu/ENG/candidates/default.cfm?szCategory=jobprofile&szOrderID=144487&szCandidateID=0&szSearchWords=&szReturnToSearch=1 Closes May 31st, 2017. Having celebrated 5 years at the U of WA, I can say this is a fabulous institution. There are several accessibility experts on campus, our department has experienced tremendous growth, and in our last Provost's Town Hall, Provost Jerry Baldasty, identified that accessibility is a second goal for this upcoming year (YouTube link watch 31:38-32:31). Seattle is a "little big" city, meaning there is something for everyone: attend the Opera, go high-end shopping, bike the Burke-Gilman trail, hike/ski the mountains, watch whales, visit Pike Place, scope out several museums, have a campfire at Golden Gardens, drive 2 hours south to protest at the state capital, hear a thought-provoking lecture on several campuses, watch a Seahawks/Sounders game (you know you love the fans), attend a poetry slam, and eat variety of ethnic food! Krista KRISTA GREEAR Assistant Director Disability Resources for Students 011 Mary Gates Hall Box 352808 Seattle, WA 98195-2808 Direct: 206.221.4136 / Main: 206.543.8924 greeark@uw.edu/ http://disability.uw.edu [cid:image001.gif@01D2CFD5.F9867D10] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1303 bytes Desc: image001.gif URL: From gdietrich at htctu.net Thu May 18 16:10:05 2017 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] FW: AT Specialist - FT Tenure Track, Faculty Skyline College In-Reply-To: References: Message-ID: <010201d2d02b$e3b29b30$ab17d190$@htctu.net> FYI-Skyline is a gorgeous college just south of San Francisco, and this is a faculty position. From: Matthews, Melissa [mailto:matthewsm@smccd.edu] Sent: Thursday, May 18, 2017 3:22 PM Subject: AT Specialist - FT Tenure Track, Faculty Skyline College Skyline College in San Bruno is searching for a full time, tenure track, faculty Assistive Technology Specialist. The position is open until filled, we're hoping to review and interview in June. Please feel free to distribute this to your vast network! https://jobs.smccd.edu/postings/2428 Thank you! Melissa N. Matthews Disability Resource Center Counselor/Coordinator Skyline College Ph: 650.738.4279 F: 650.738.4228 Skyline's Mission: To empower and transform a global community of learners -------------- next part -------------- An HTML attachment was scrubbed... URL: From norm.coombs at gmail.com Fri May 19 08:14:05 2017 From: norm.coombs at gmail.com (Norm Coombs) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Looking for email for Ted Drake Message-ID: <591F0BBD.5060300@gmail.com> Hi: I heard Ted doing a conference presentation on wearable computing, and he kindly gave a similar presenter for one of my EASI webinars. That was a couple years ago. These change quickly, and I'd hope Ted might do an update. For the life of me, I cannot locate his email address in any of my files or address contacts. If someone can help, I'd appreciate it. Norm From jsuttondc at gmail.com Fri May 19 08:28:10 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Looking for email for Ted Drake In-Reply-To: <591F0BBD.5060300@gmail.com> References: <591F0BBD.5060300@gmail.com> Message-ID: <86fbcd6f-bda6-533a-5e41-262b8ef5f9f7@gmail.com> Norm and all: I've forwarded your message to him. Jennifer On 5/19/2017 8:14 AM, Norm Coombs wrote: > Hi: > I heard Ted doing a conference presentation on wearable computing, > and he kindly gave a similar presenter for one of my EASI webinars. > That was a couple years ago. These change quickly, and I'd hope Ted > might do an update. > For the life of me, I cannot locate his email address in any of my > files or address contacts. > If someone can help, I'd appreciate it. > Norm > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From jsuttondc at gmail.com Fri May 19 08:30:52 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] =?utf-8?q?=E2=80=98Glacial_Progress=E2=80=99_on_Digital_A?= =?utf-8?q?ccessibility?= Message-ID: <040333a6-2f55-1f11-1c84-1a23cf7b29d0@gmail.com> ATHENites: In case you've not seen this from Inside Higher Ed. It seems to be based on research via Blackboard/Ally. Jennifer ?Glacial Progress? on Digital Accessibility https://www.insidehighered.com/news/2017/05/18/data-show-small-improvements-accessibility-course-materials From davew at brandeis.edu Fri May 19 08:54:20 2017 From: davew at brandeis.edu (David Wisniewski) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] =?utf-8?q?=E2=80=98Glacial_Progress=E2=80=99_on_Digital_A?= =?utf-8?q?ccessibility?= In-Reply-To: <040333a6-2f55-1f11-1c84-1a23cf7b29d0@gmail.com> References: <040333a6-2f55-1f11-1c84-1a23cf7b29d0@gmail.com> Message-ID: <3513C423-F636-4280-8D90-B1C27BCE1330@brandeis.edu> > On May 19, 2017, at 11:30 AM, Jennifer Sutton wrote: > > In case you've not seen this from Inside Higher Ed. It seems to be based on research via Blackboard/Ally. Yes, based on 700,000 courses reviewed in Blackboard. It is unfortunate that this was presented as a sweeping evaluation of the state of things. Would one ask Microsoft to provide a summary of smartphone trends? It seems that limiting scope to one provider and one system is hardly the way to evaluate progress. That said, it is positive that the issue is even raised. There are some good comments after the article. One caught my eye, by user ?Red Orville?: "Try navigating a course in Bb Learn with a screen reader. When the LMS itself is hardly "accessible," it makes it hard for campuses to create truly accessible courses.? It seems Blackboard as a platform for evaluation really was an interesting choice. David From nicolaas at fronteer.io Fri May 19 09:02:48 2017 From: nicolaas at fronteer.io (Nicolaas Matthijs) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] =?utf-8?q?=E2=80=98Glacial_Progress=E2=80=99_on_Digital_A?= =?utf-8?q?ccessibility?= In-Reply-To: <3513C423-F636-4280-8D90-B1C27BCE1330@brandeis.edu> References: <040333a6-2f55-1f11-1c84-1a23cf7b29d0@gmail.com> <3513C423-F636-4280-8D90-B1C27BCE1330@brandeis.edu> Message-ID: <06CF43DC-02DB-4C13-A263-932D35D46BCD@fronteer.io> Hi David, In case it helps, Ally is a tool that integrates with multiple Learning Management Systems. Because of that, this data study contains data that goes beyond just the Bb Learn LMS and should therefore be a fairer representation of the state of things. It might also be worth noting that the data study only evaluated the instructor-generated course content and did not look at the accessibility of the LMS itself. Hope that helps, Nicolaas > On 19 May 2017, at 09:54, David Wisniewski wrote: > > >> On May 19, 2017, at 11:30 AM, Jennifer Sutton wrote: >> >> In case you've not seen this from Inside Higher Ed. It seems to be based on research via Blackboard/Ally. > > Yes, based on 700,000 courses reviewed in Blackboard. > > It is unfortunate that this was presented as a sweeping evaluation of the state of things. Would one ask Microsoft to provide a summary of smartphone trends? It seems that limiting scope to one provider and one system is hardly the way to evaluate progress. > > That said, it is positive that the issue is even raised. There are some good comments after the article. One caught my eye, by user ?Red Orville?: "Try navigating a course in Bb Learn with a screen reader. When the LMS itself is hardly "accessible," it makes it hard for campuses to create truly accessible courses.? > > It seems Blackboard as a platform for evaluation really was an interesting choice. > > David > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list From Joseph.Sherman at cuny.edu Fri May 19 10:40:40 2017 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] accessibility program costs Message-ID: Hello all. I've been given the crazy task of coming up with an approximate three year budget for a comprehensive EIT accessibility program by Monday. I'm going to give some background on The City University of New York and some products/services we might need. If anyone can either give a ballpark cost of the below, or add things we will need, I'd appreciate it. Please respond directly to me to avoid cluttering up the list-serv. I'd be happy to share any results to interested parties. Note I cannot have phone calls with vendors (email is ok) due to our procurement rules. Thanks in advance, and I apologize for the length of this post. We are a public federation of 25 campuses and central offices throughout New York City. Total students about 400,000. All the campuses are independently run with little co-ordination except for high level policy and transfers. Things we might need: 1) Enterprise license to Commonlook PDF and Global Access or the equivalent. $$$? a. Commonlook Campus 101 or equivalent $$$? 2) Package of consulting services for web accessibility for 25 campuses, thousands of web sites, millions of documents $$$? a. Including web and document audit, training, etc.? 3) Enterprise license to Compliance Sheriff, SiteImprove, AMP, WorldSpace, web audit tool $$$? 4) Blackboard Ally plug-in enterprise license. $$$? 5) Hire 10 accessibility experts for Web and documents to disperse throughout the system $$$? 6) Hire an accessibility Czar to report to the Executive Vice Chancellor $$$? 7) Anything else? $$$? Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From Shaun.Hegney at sfcc.spokane.edu Fri May 19 11:23:18 2017 From: Shaun.Hegney at sfcc.spokane.edu (Hegney, Shaun) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] MATHEMATICAL IDEAS text book needed in braille Message-ID: <3e9bd533e81d4e5cb025171a84e45612@CCS-MBX2.ccs.spokane.cc.wa.us> Hello Athen list, I'm trying to find the following book in Braille (hard copy and if possible in BRF format as well) Title: MATHEMATICAL IDEAS-W/ACCESS By: MILLER Edition: 13TH 16 Publisher: PEARSON ISBN#: 9780321978264 A student of ours has enrolled in Math& 107 for summer quarter so if you have a copy or know someone who does please let me know. Thanks, Shaun Hegney Program Specialist 2 Disability Support Services Spokane Falls Community College (509)-533-3544 Shaun.Hegney@sfcc.spokane.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From zm290 at msstate.edu Fri May 19 12:34:35 2017 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] MATHEMATICAL IDEAS text book needed in braille In-Reply-To: <3e9bd533e81d4e5cb025171a84e45612@CCS-MBX2.ccs.spokane.cc.wa.us> References: <3e9bd533e81d4e5cb025171a84e45612@CCS-MBX2.ccs.spokane.cc.wa.us> Message-ID: <004901d2d0d6$f2f4e480$d8dead80$@msstate.edu> http://louis.aph.org/product/Mathematical-Ideas,137569.aspx?FormatFilter=1 Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Hegney, Shaun Sent: Friday, May 19, 2017 1:23 PM To: athen-list@u.washington.edu Subject: [Athen] MATHEMATICAL IDEAS text book needed in braille Hello Athen list, I'm trying to find the following book in Braille (hard copy and if possible in BRF format as well) Title: MATHEMATICAL IDEAS-W/ACCESS By: MILLER Edition: 13TH 16 Publisher: PEARSON ISBN#: 9780321978264 A student of ours has enrolled in Math& 107 for summer quarter so if you have a copy or know someone who does please let me know. Thanks, Shaun Hegney Program Specialist 2 Disability Support Services Spokane Falls Community College (509)-533-3544 Shaun.Hegney@sfcc.spokane.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From Shaun.Hegney at sfcc.spokane.edu Fri May 19 13:01:31 2017 From: Shaun.Hegney at sfcc.spokane.edu (Hegney, Shaun) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] MATHEMATICAL IDEAS text book needed in braille In-Reply-To: <004901d2d0d6$f2f4e480$d8dead80$@msstate.edu> References: <3e9bd533e81d4e5cb025171a84e45612@CCS-MBX2.ccs.spokane.cc.wa.us> <004901d2d0d6$f2f4e480$d8dead80$@msstate.edu> Message-ID: Thank Zach, I just found that myself. I've already emailed for a quote, hopefully not too pricey. Thanks again, Shaun Hegney Program Specialist 2 Disability Support Services Spokane Falls Community College (509)-533-3544 Shaun.Hegney@sfcc.spokane.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Zach Sent: Friday, May 19, 2017 12:35 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] MATHEMATICAL IDEAS text book needed in braille http://louis.aph.org/product/Mathematical-Ideas,137569.aspx?FormatFilter=1 Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Hegney, Shaun Sent: Friday, May 19, 2017 1:23 PM To: athen-list@u.washington.edu Subject: [Athen] MATHEMATICAL IDEAS text book needed in braille Hello Athen list, I'm trying to find the following book in Braille (hard copy and if possible in BRF format as well) Title: MATHEMATICAL IDEAS-W/ACCESS By: MILLER Edition: 13TH 16 Publisher: PEARSON ISBN#: 9780321978264 A student of ours has enrolled in Math& 107 for summer quarter so if you have a copy or know someone who does please let me know. Thanks, Shaun Hegney Program Specialist 2 Disability Support Services Spokane Falls Community College (509)-533-3544 Shaun.Hegney@sfcc.spokane.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From aswans15 at msudenver.edu Fri May 19 13:08:01 2017 From: aswans15 at msudenver.edu (Swanson, Andrew) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] accessible introductory Stats book Weiss 10e Message-ID: Hello, Does anyone have a braille (.BRF) file for Introductory Statistics 10th Edition by Neil A Weiss 978-0321989178? Thank you, Andy Andrew S.J. Swanson Accessibility Technology Specialist Access Center Plaza 122 Metropolitan State University of Denver aswans15@msudenver.edu Phone#303-556-8387 Fax#303-556-6852 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.Sherman at cuny.edu Mon May 22 08:32:18 2017 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Blackboard Ally and captioning Message-ID: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From pjries at gmail.com Mon May 22 08:43:26 2017 From: pjries at gmail.com (Pamela Riesmeyer) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: I'm sorry, is that the current understanding, that course content that is not public doesn't need to be accessible? Would someone be able to please point me to the documentation? I am going to get questions about this, and will need something to show. My understanding was that if it was online, no matter where, content needed to meet the compliance standards for accessibility. Thanks, Pam Riesmeyer Purdue University Northwest On Mon, May 22, 2017 at 10:32 AM, Joseph Sherman wrote: > Looking for thoughts: Given the current understanding that course content > that is not public doesn?t need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It?s got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > > > Ideally, I?d want and love for all content to be captioned and completely > accessible from the start. But I can?t propose spending money we don?t have > without a really good reason. > > > > Joseph > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- Pamela Riesmeyer Wings of Mercury Web Designs http://wingsofmercury.com Phone: 219-730-2751/219-961-4377 SKYPE: pamela.riesmeyer pam@wingsofmercury.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Mon May 22 09:05:04 2017 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From sherylb at uw.edu Mon May 22 09:12:05 2017 From: sherylb at uw.edu (Sheryl E. Burgstahler) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: In a perfect world students with disabilities would not need to self-identify in an online course because the course would be designed to be accessible to them. We are required to provide accessible courses in a timely manner. It is difficult/impossible to do this in a course that uses a lot of multimedia if we don?t invest in some proactive work. As far as captioning I think it is reasonable to make sure that videos that will be used more than once in courses be proactively captioned. That and other accessibility efforts will at least reduce the need to provide accommodations for students with documented disabilities. Sheryl On May 22, 2017, at 8:43 AM, Pamela Riesmeyer wrote: > I'm sorry, is that the current understanding, that course content that is not public doesn't need to be accessible? > Would someone be able to please point me to the documentation? I am going to get questions about this, and will need something to show. My understanding was that if it was online, no matter where, content needed to meet the compliance standards for accessibility. > > Thanks, > Pam Riesmeyer > Purdue University Northwest > > > On Mon, May 22, 2017 at 10:32 AM, Joseph Sherman wrote: > Looking for thoughts: Given the current understanding that course content that is not public doesn?t need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It?s got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. > > > > Ideally, I?d want and love for all content to be captioned and completely accessible from the start. But I can?t propose spending money we don?t have without a really good reason. > > > > Joseph > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > Pamela Riesmeyer > Wings of Mercury Web Designs > http://wingsofmercury.com > Phone: 219-730-2751/219-961-4377 > SKYPE: pamela.riesmeyer > pam@wingsofmercury.com > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From jiatyan at stanford.edu Mon May 22 09:15:17 2017 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: > On 2017 May 22, at 08:43, Pamela Riesmeyer wrote: > > I'm sorry, is that the current understanding, that course content that is not public doesn't need to be accessible? > Would someone be able to please point me to the documentation? I am going to get questions about this, and will need something to show. My understanding was that if it was online, no matter where, content needed to meet the compliance standards for accessibility. Hi Pam, There's no documentation because it is an *interpretation* of the law, and it's still being argued in the courts. The safest position is to caption everything, which might be cost prohibitive for the amount and speed of material Higher Ed is producing and sourcing. And while we are at it, also provide video description for all the material. ;) The more practical approach is to make a risk assessment based on intended audience, legal responsibility, and rapid-response capacity, and balance those criteria against production cost and capabilities, and the institution's teaching, research and social responsibilities. This is where you are hearing different lines/policy being drawn per institution. This webinar is a year old, but AFAIK, there hasn't been any landmark case to make it obsolete. The Q&A was the most valuable, IMO. http://www.3playmedia.com/resources/webinars/legal-year-03-31-2016/ -- Jiatyan Chen From Joseph.Sherman at cuny.edu Mon May 22 09:16:47 2017 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:34:12 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From jbailey at uoregon.edu Mon May 22 09:23:31 2017 From: jbailey at uoregon.edu (James Bailey) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: Makes no sense to me either. We?re working on creating policies and procedures and someone from our general counsel?s office showed me the document. I believe it was generated by the feds, but I?m not sure which unit. What is really ironic is that you have to use your (our) university credentials to get into canvas. Does that make none of it public? -- Best regards, James -- James Bailey M.S. Associate Director Accessible Education Center University of Oregon From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Pamela Riesmeyer Sent: Monday, May 22, 2017 8:43 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning I'm sorry, is that the current understanding, that course content that is not public doesn't need to be accessible? Would someone be able to please point me to the documentation? I am going to get questions about this, and will need something to show. My understanding was that if it was online, no matter where, content needed to meet the compliance standards for accessibility. Thanks, Pam Riesmeyer Purdue University Northwest On Mon, May 22, 2017 at 10:32 AM, Joseph Sherman > wrote: Looking for thoughts: Given the current understanding that course content that is not public doesn?t need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It?s got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I?d want and love for all content to be captioned and completely accessible from the start. But I can?t propose spending money we don?t have without a really good reason. Joseph _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -- Pamela Riesmeyer Wings of Mercury Web Designs http://wingsofmercury.com Phone: 219-730-2751/219-961-4377 SKYPE: pamela.riesmeyer pam@wingsofmercury.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.Sherman at cuny.edu Mon May 22 09:24:32 2017 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: Note I'm not suggesting this is a best practice or what I would prefer to do. However we have tens of thousands of courses, 25 campuses, and 400,000 students. Even with hiring a bunch of staff (which I'm told is impossible), it's a massive task. Joseph From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 12:17 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon May 22 09:31:23 2017 From: rbeach at KCKCC.EDU (Robert Beach) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> Joseph, It shouldn't be your responsibility. There should be training for the faculty who are creating the course so they can create it accessibly from the beginning. That is far more efficient than letting them create it then you having to repurpose it to be accessible. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 11:25 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning Note I'm not suggesting this is a best practice or what I would prefer to do. However we have tens of thousands of courses, 25 campuses, and 400,000 students. Even with hiring a bunch of staff (which I'm told is impossible), it's a massive task. Joseph From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 12:17 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Mon May 22 09:35:36 2017 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: Feel free to look at our accessibility website, and see what our timeline and progress is after the DOJ can knocking on our door about our inaccessibility. I believe it is incredibly important to be proactive, and to make sure that ANYTHING that is being put up now and in the future, is accessible. This is because remediation is fire-fighting (and expensive in both dollars and time), and being proactive is preventive (and cheaper in both dollars and time). You should always opt for being preventive when possible. Waiting until a student asks for accommodations is not really providing equal access and honestly, that attitude is really outdated and needs to find its way out of our processes on college campuses. We should be providing accessible materials up front, before anyone needs them and negating the need for a student to ask for them. It is cost-effective, puts you on good moral and legal ground, and simply, is just the right thing to do. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 10:17 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From jiatyan at stanford.edu Mon May 22 09:37:30 2017 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: On 2017 May 22, at 08:32, Joseph Sherman wrote: > > how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? Joseph, Depending on your institution's culture, you might make a case for Blackboard Ally 1. continuous improvement - provides statistics to show changes and help adjust effort/policy, 2. educating authors - has basic tutorials and scoring to teach and motivate authors. 3. ease of mind - a decent on-demand converter to fill some gaps we can't cover manually. 4. the price is based on FTE, which is more controllable than rampant content production. I can't think of good reasons to justify universal captioning. :p Might want to ring-fence "universal" with some controllable criteria. -- Jiatyan Chen From Susan.Kelmer at colorado.edu Mon May 22 09:37:52 2017 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: Our accessibility website is: http://www.colorado.edu/accessibility From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 10:36 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning Feel free to look at our accessibility website, and see what our timeline and progress is after the DOJ can knocking on our door about our inaccessibility. I believe it is incredibly important to be proactive, and to make sure that ANYTHING that is being put up now and in the future, is accessible. This is because remediation is fire-fighting (and expensive in both dollars and time), and being proactive is preventive (and cheaper in both dollars and time). You should always opt for being preventive when possible. Waiting until a student asks for accommodations is not really providing equal access and honestly, that attitude is really outdated and needs to find its way out of our processes on college campuses. We should be providing accessible materials up front, before anyone needs them and negating the need for a student to ask for them. It is cost-effective, puts you on good moral and legal ground, and simply, is just the right thing to do. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 10:17 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From Nazely.Kurkjian at suny.edu Mon May 22 09:44:06 2017 From: Nazely.Kurkjian at suny.edu (Kurkjian, Nazely) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> Message-ID: Faculty captioning their own videos is not a reality at every campus, nor do I think it should be. I do believe in shared responsibility. I think institutions should be more strategic about who we work with in the audio-video market, particularly with video streaming/creating vendors. In the past few years alone, I've witnessed incredible trends to respond to our accessibility needs. These vendors are building in automatic captioning at several cents per min, if not for free. The accuracy is 90%+. The question then is who does the accuracy clean up. I honestly believe in a few years this won't be as big of an issue as it is now. Additionally, I think we should get better at assessing and predicting the amount of content we need to make accessible. How many videos are linked to outside college versus created in house? What tools are being used to create, share, etc? How many hours of video are posted in LMS? Just my thoughts. Nazely [circle] Nazely Kurkjian (she, her, hers) Coordinator of Disability, Diversity, and Nontraditional Student Services The State University of New York State University Plaza - Albany, New York 12246 Tel: 518.445.4078 Fax: 518.320.1557 Be a part of Generation SUNY: Facebook - Twitter - YouTube From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach Sent: Monday, May 22, 2017 12:31 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning Joseph, It shouldn't be your responsibility. There should be training for the faculty who are creating the course so they can create it accessibly from the beginning. That is far more efficient than letting them create it then you having to repurpose it to be accessible. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 11:25 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Note I'm not suggesting this is a best practice or what I would prefer to do. However we have tens of thousands of courses, 25 campuses, and 400,000 students. Even with hiring a bunch of staff (which I'm told is impossible), it's a massive task. Joseph From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 12:17 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1979 bytes Desc: image001.gif URL: From arovner at shoreline.edu Mon May 22 10:14:55 2017 From: arovner at shoreline.edu (Rovner, Amy) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> Message-ID: I think it's also important to note that Berkeley isn't off the hook just because they moved all that content behind a password protected wall. The complaint hasn't been resolved so we need to keep watching for the outcome. Plus - there are quite a lot of students with learning and other disabilities that do not register with their office of Disability Services (for a whole host of reasons) and can benefit from more accessible online content. Not to mention the benefits to all learners with captions on videos, more organized content due to the use of heading/styles, etc. (Universal Design!) It's a big process, it costs money, time and effort BUT it's long overdue and, as Susan mentioned - WAY more expensive with a shorter timeline if you end up having a complaint lodged against your organization. An advantage we all have is being part of groups like ATHEN so we can share knowledge and resources to help this process move ahead on our campuses. Also - the power of our combined voices (and purchasing dollars) is forcing change by publishers, film developers, LMs's, etc. Best, Amy Amy Rovner, MPH RD Instructional Designer Accessible IT Coordinator eLearning Services Shoreline Community College (206) 546-6937 arovner@shoreline.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kurkjian, Nazely Sent: Monday, May 22, 2017 9:44 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning Faculty captioning their own videos is not a reality at every campus, nor do I think it should be. I do believe in shared responsibility. I think institutions should be more strategic about who we work with in the audio-video market, particularly with video streaming/creating vendors. In the past few years alone, I've witnessed incredible trends to respond to our accessibility needs. These vendors are building in automatic captioning at several cents per min, if not for free. The accuracy is 90%+. The question then is who does the accuracy clean up. I honestly believe in a few years this won't be as big of an issue as it is now. Additionally, I think we should get better at assessing and predicting the amount of content we need to make accessible. How many videos are linked to outside college versus created in house? What tools are being used to create, share, etc? How many hours of video are posted in LMS? Just my thoughts. Nazely [circle] Nazely Kurkjian (she, her, hers) Coordinator of Disability, Diversity, and Nontraditional Student Services The State University of New York State University Plaza - Albany, New York 12246 Tel: 518.445.4078 Fax: 518.320.1557 Be a part of Generation SUNY: Facebook - Twitter - YouTube From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach Sent: Monday, May 22, 2017 12:31 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Joseph, It shouldn't be your responsibility. There should be training for the faculty who are creating the course so they can create it accessibly from the beginning. That is far more efficient than letting them create it then you having to repurpose it to be accessible. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 11:25 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Note I'm not suggesting this is a best practice or what I would prefer to do. However we have tens of thousands of courses, 25 campuses, and 400,000 students. Even with hiring a bunch of staff (which I'm told is impossible), it's a massive task. Joseph From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 12:17 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1979 bytes Desc: image001.gif URL: From samanj at pdx.edu Mon May 22 10:46:23 2017 From: samanj at pdx.edu (Samantha Johns) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> Message-ID: Hello,Higher Ed Accessibility Lawsuits, Complaints, and Settlements and Cal State University captioning criteria which we've adopted here at Portland State University. Captioning Prioritization ------------------------------ Per CSU policy, Executive Order 926 , the CSU is to make its programs, services, and activities accessible to students, faculty, staff, and the public, with disabilities. This includes, but is not limited to, multimedia programs and services as well as multimedia materials. Multimedia includes a combination of text, audio, still images, animation, or video regardless of delivery system. Since the volume of captioning needed is immense, which make full compliance challenging (e.g., within semester or quarter time constraints), it is important for campuses to decide how to provide and support captioning. Prioritizing this effort is critical; decisions need to be based on the impact towards students, faculty, staff, and the public. Prioritization GuidanceHigh Priority: - An accommodation is requested from a student, staff member, or other person who requires captioning. - Multimedia will be shared multiple times and/or over an extended period of time. - Multimedia is reused in new courses and newly revised segments of existing courses. - Multimedia is used in a course for more than one semester. - If captioning is required for one semester, the quality must be clear enough to allow equivalent access (defined as the ability to infer the meaning of whole sentences). Note that at this time, dictation software (e.g., YouTube automatic captioning) is not acceptable due to the tendency for errors, unless manually fixed by the content owner. - Multimedia is on a public facing web page (e.g. commencements or other public-facing streamed or recorded events, news and marketing videos). Other prioritization considerations: - Any multimedia that is purchased should be delivered in a captioned state. If not, the campus must ensure that captioning will be done upon receipt. - Archived materials are to be captioned upon request. Caption frequently requested materials. - If the campus cannot provide the resources or cannot support specific technical concerns, then captioning should be outsourced. This requires funding, so each campus budget must accommodate it. - Commencements or other public-facing events that are streamed or recorded, news and marketing videos may require outside services. - Captioning is a low priority if lecture capture is used to post a lecture that is a review of a face-to-face class, and will only be available for one semester, and you have verified that you do not have an accommodation request. Warm Regards, *Samantha Johns* (Pronouns: she, her, hers) *Accessible Media Coordinator* *Office of Academic Innovation* Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-2754 Caption Badge: Universal Design for learning 2016 ?The one argument for accessibility that doesn?t get made nearly often enough is how extraordinarily better it makes some people?s lives. How many opportunities do we have to dramatically improve people?s lives just by doing our job a little better?? ? Steve Krug On Mon, May 22, 2017 at 10:14 AM, Rovner, Amy wrote: > I think it?s also important to note that Berkeley isn?t off the hook just > because they moved all that content behind a password protected wall. The > complaint hasn?t been resolved so we need to keep watching for the outcome. > > > > Plus ? there are quite a lot of students with learning and other > disabilities that do not register with their office of Disability Services > (for a whole host of reasons) and can benefit from more accessible online > content. Not to mention the benefits to all learners with captions on > videos, more organized content due to the use of heading/styles, etc. > (Universal Design!) > > > > It's a big process, it costs money, time and effort BUT it?s long overdue > and, as Susan mentioned ? WAY more expensive with a shorter timeline if you > end up having a complaint lodged against your organization. > > > > An advantage we all have is being part of groups like ATHEN so we can > share knowledge and resources to help this process move ahead on our > campuses. Also ? the power of our combined voices (and purchasing dollars) > is forcing change by publishers, film developers, LMs?s, etc. > > > > Best, > > > Amy > > > > > > Amy Rovner, MPH RD > > Instructional Designer > > Accessible IT Coordinator > > eLearning Services > > Shoreline Community College > > (206) 546-6937 > > arovner@shoreline.edu > > > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Kurkjian, Nazely > *Sent:* Monday, May 22, 2017 9:44 AM > > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > Faculty captioning their own videos is not a reality at every campus, nor > do I think it should be. I do believe in shared responsibility. I think > institutions should be more strategic about who we work with in the > audio-video market, particularly with video streaming/creating vendors. In > the past few years alone, I?ve witnessed incredible trends to respond to > our accessibility needs. These vendors are building in automatic captioning > at several cents per min, if not for free. The accuracy is 90%+. The > question then is who does the accuracy clean up. I honestly believe in a > few years this won?t be as big of an issue as it is now. > > Additionally, I think we should get better at assessing and predicting the > amount of content we need to make accessible. How many videos are linked to > outside college versus created in house? What tools are being used to > create, share, etc? How many hours of video are posted in LMS? > > > > Just my thoughts. > > > Nazely > > > > [image: circle] > > *Nazely Kurkjian* (she, her, hers) > *Coordinator of Disability, Diversity, and Nontraditional Student Services* > > The State University of New York > State University Plaza - Albany, New York 12246 > Tel: 518.445.4078 <(518)%20445-4078> Fax: 518.320.1557 > <(518)%20320-1557> > *Be a part of Generation SUNY: **Facebook* > * - **Twitter* > * - **YouTube* > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > ] *On Behalf Of *Robert > Beach > *Sent:* Monday, May 22, 2017 12:31 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > Joseph, > > > > It shouldn?t be your responsibility. There should be training for the > faculty who are creating the course so they can create it accessibly from > the beginning. That is far more efficient than letting them create it then > you having to repurpose it to be accessible. > > > > > > > > Robert Lee Beach > > Assistive Technology Specialist > > Kansas City Kansas Community College > > 7250 State Avenue > > Kansas City, KS 66112 > > Phone: 913-288-7671 <(913)%20288-7671> > > Email: rbeach@kckcc.edu > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > ] *On Behalf Of *Joseph > Sherman > *Sent:* Monday, May 22, 2017 11:25 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > Note I?m not suggesting this is a best practice or what I would prefer to > do. However we have tens of thousands of courses, 25 campuses, and 400,000 > students. Even with hiring a bunch of staff (which I?m told is impossible), > it?s a massive task. > > > > Joseph > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > ] *On Behalf Of *Joseph > Sherman > *Sent:* Monday, May 22, 2017 12:17 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > Can you point to any case or DOJ complaint where documents or content in > an closed course were required to be accessible prior to a request by an > enrolled student? What is currently required is timely and equally > effective access. > > > > Looking at the recent cases (note am not a practicing lawyer, and am > describing the current situation as I understand it, not what should be the > case): > > > > Berkeley was required to caption their open MOOCs because they were > publicly available. Same with Harvard and MIT through EdX. Berkeley decided > (unfortunately) to remove their MOOCs from public view to stop the lawsuit. > If you look at any of the College accessibility resolutions, like Miami > University, it requires WCAG AA for all public web sites and documents. It > requires accessibility for the LMS and any similar required tools. > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html > > > > > However, for course content, students must register with Disability > Services and receive Timely equally effective communication of curricular > materials. As far as I know, no one has yet been required to make all > course materials accessible from the outset for enrollment limited courses. > > > > > > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > 395 Hudson St 6FL, 6-236 > *646-664-2167 <(646)%20664-2167>| **Joseph.Sherman@cuny.edu* > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > ] *On Behalf Of *Susan > Kelmer > *Sent:* Monday, May 22, 2017 12:05 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won?t accept that you haven?t been requiring that current and > upcoming materials be accessible before they are released. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836 <(303)%20735-4836>* > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > ] *On Behalf Of *Joseph > Sherman > *Sent:* Monday, May 22, 2017 9:32 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Blackboard Ally and captioning > > > > Looking for thoughts: Given the current understanding that course content > that is not public doesn?t need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It?s got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > > > Ideally, I?d want and love for all content to be captioned and completely > accessible from the start. But I can?t propose spending money we don?t have > without a really good reason. > > > > Joseph > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1979 bytes Desc: not available URL: From lbencomo at uccs.edu Mon May 22 12:23:49 2017 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: Well said, Susan. I think there are 2 major methods with captioning for classes: 1. Either caption pro-actively as much as possible based on priorities (repeated use, online, new material, etc.) 2. Be absolutely prepared to provide accurate captions on the spot upon request Number 2 requires: * an easy method to notify us when captions are needed * readiness to respond (even on weekends for online distance students), * a plan (existing contract with outsource company perhaps) * resources and funds In my opinion number 2 is scary because so many of our teachers will utilize videos that they don't own or that they do not have permission to use. They may consider themselves legal users due to the fair use clause in the copyright laws. However, this adds a lot of complications to our ability to get them captioned quickly if at all. The companies we outsource to may refuse to caption because of permission questions. Often, we can't even download the video ourselves in an attempt to caption it in-house. Obviously, we probably need more ongoing faculty education. Leyna Bencomo Assistive Technology Specialist Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [uccs-signature-email] * From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 10:38 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning Our accessibility website is: http://www.colorado.edu/accessibility From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 10:36 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Feel free to look at our accessibility website, and see what our timeline and progress is after the DOJ can knocking on our door about our inaccessibility. I believe it is incredibly important to be proactive, and to make sure that ANYTHING that is being put up now and in the future, is accessible. This is because remediation is fire-fighting (and expensive in both dollars and time), and being proactive is preventive (and cheaper in both dollars and time). You should always opt for being preventive when possible. Waiting until a student asks for accommodations is not really providing equal access and honestly, that attitude is really outdated and needs to find its way out of our processes on college campuses. We should be providing accessible materials up front, before anyone needs them and negating the need for a student to ask for them. It is cost-effective, puts you on good moral and legal ground, and simply, is just the right thing to do. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 10:17 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 3598 bytes Desc: image001.gif URL: From craig.kerr at email.edcc.edu Mon May 22 14:15:11 2017 From: craig.kerr at email.edcc.edu (Craig Kerr) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] athen-list Digest, Vol 136, Issue 19 In-Reply-To: References: Message-ID: Here is a quote from the FAQ's on the Dear Colleague Letter from 2010: 1. Does the DCL apply when planning to use an emerging technology in a class or school where no students with visual impairments are currently enrolled? A: Yes. Schools that are covered under Section 504 and the ADA have a continuing obligation to comply with these laws. Therefore, the legal obligations described in the DCL always apply. Just as a school system would not design a new school without addressing physical accessibility, the implementation of an emerging technology should always include planning for accessibility. Given that tens of thousands of elementary, secondary, and postsecondary students have visual impairments and that the composition of the student body at a given school may change quickly and unexpectedly, the use of emerging technology at a school without currently enrolled students with visual impairments should include planning to ensure equal access to the educational opportunities and benefits afforded by the technology and equal treatment in the use of such technology. The planning should include identification of a means to provide immediate delivery of accessible devices or other technology necessary to ensure accessibility from the outset. retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/dcl-ebook-faq-201105_pg4.html on May 22, 2017 @ 2:12pm (PST) I think this adds to the discussion on the topic if all material produced should be accessible. Craig Kerr Craig Kerr, MA Director Services for Students with Disabilities 20000 68th Ave. W., Lynnwood, WA 98036 | edcc.edu/ssd craig.kerr@email.edcc.edu | 425-640-1283 Video Phone: 425-354-3113 | Fax: 425-640-1622 Pronouns: He/Him/His On Mon, May 22, 2017 at 12:00 PM, < athen-list-request@mailman13.u.washington.edu> wrote: > Send athen-list mailing list submissions to > athen-list@u.washington.edu > > To subscribe or unsubscribe via the World Wide Web, visit > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > or, via email, send a message with subject or body 'help' to > athen-list-request@mailman13.u.washington.edu > > You can reach the person managing the list at > athen-list-owner@mailman13.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. Blackboard Ally and captioning (Joseph Sherman) > 2. Re: Blackboard Ally and captioning (Pamela Riesmeyer) > 3. Re: Blackboard Ally and captioning (Susan Kelmer) > 4. Re: Blackboard Ally and captioning (Sheryl E. Burgstahler) > 5. Re: Blackboard Ally and captioning (Jiatyan Chen) > 6. Re: Blackboard Ally and captioning (Joseph Sherman) > 7. Re: Blackboard Ally and captioning (James Bailey) > 8. Re: Blackboard Ally and captioning (Joseph Sherman) > 9. Re: Blackboard Ally and captioning (Robert Beach) > 10. Re: Blackboard Ally and captioning (Susan Kelmer) > 11. Re: Blackboard Ally and captioning (Jiatyan Chen) > 12. Re: Blackboard Ally and captioning (Susan Kelmer) > 13. Re: Blackboard Ally and captioning (Kurkjian, Nazely) > 14. Re: Blackboard Ally and captioning (Rovner, Amy) > 15. Re: Blackboard Ally and captioning (Samantha Johns) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 22 May 2017 15:32:18 +0000 > From: Joseph Sherman > To: Access Technology Higher Education Network > > Subject: [Athen] Blackboard Ally and captioning > Message-ID: > <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps. > cuny.adlan> > Content-Type: text/plain; charset="us-ascii" > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/3d70dc27/attachment-0001.html> > > ------------------------------ > > Message: 2 > Date: Mon, 22 May 2017 10:43:26 -0500 > From: Pamela Riesmeyer > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > gmail.com> > Content-Type: text/plain; charset="utf-8" > > I'm sorry, is that the current understanding, that course content that is > not public doesn't need to be accessible? > Would someone be able to please point me to the documentation? I am going > to get questions about this, and will need something to show. My > understanding was that if it was online, no matter where, content needed to > meet the compliance standards for accessibility. > > Thanks, > Pam Riesmeyer > Purdue University Northwest > > > On Mon, May 22, 2017 at 10:32 AM, Joseph Sherman > wrote: > > > Looking for thoughts: Given the current understanding that course content > > that is not public doesn?t need to be accessible until an accommodation > is > > requested, how are folks justifying large outlays of cash for things like > > universal captioning and Blackboard Ally? It?s got to be cheaper to rush > > caption and fix for accommodations than slow caption and fix everything > > when we have thousands of courses. > > > > > > > > Ideally, I?d want and love for all content to be captioned and completely > > accessible from the start. But I can?t propose spending money we don?t > have > > without a really good reason. > > > > > > > > Joseph > > > > > > > > _______________________________________________ > > athen-list mailing list > > athen-list@mailman13.u.washington.edu > > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > > > > -- > Pamela Riesmeyer > Wings of Mercury Web Designs > http://wingsofmercury.com > Phone: 219-730-2751/219-961-4377 > SKYPE: pamela.riesmeyer > pam@wingsofmercury.com > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/8ad048b0/attachment-0001.html> > > ------------------------------ > > Message: 3 > Date: Mon, 22 May 2017 16:05:04 +0000 > From: Susan Kelmer > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > namprd03.prod.outlook.com> > > Content-Type: text/plain; charset="us-ascii" > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won't accept that you haven't been requiring that current and > upcoming materials be accessible before they are released. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 9:32 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Blackboard Ally and captioning > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/46308524/attachment-0001.html> > > ------------------------------ > > Message: 4 > Date: Mon, 22 May 2017 09:12:05 -0700 > From: "Sheryl E. Burgstahler" > To: Access Technology Higher Education Network > > Cc: Promoting Accessible IT in Higher Education > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > Content-Type: text/plain; charset="windows-1252" > > In a perfect world students with disabilities would not need to > self-identify in an online course because the course would be designed to > be accessible to them. > > We are required to provide accessible courses in a timely manner. It is > difficult/impossible to do this in a course that uses a lot of multimedia > if we don?t invest in some proactive work. As far as captioning I think it > is reasonable to make sure that videos that will be used more than once in > courses be proactively captioned. That and other accessibility efforts will > at least reduce the need to provide accommodations for students with > documented disabilities. > > Sheryl > > On May 22, 2017, at 8:43 AM, Pamela Riesmeyer wrote: > > > I'm sorry, is that the current understanding, that course content that > is not public doesn't need to be accessible? > > Would someone be able to please point me to the documentation? I am > going to get questions about this, and will need something to show. My > understanding was that if it was online, no matter where, content needed to > meet the compliance standards for accessibility. > > > > Thanks, > > Pam Riesmeyer > > Purdue University Northwest > > > > > > On Mon, May 22, 2017 at 10:32 AM, Joseph Sherman < > Joseph.Sherman@cuny.edu> wrote: > > Looking for thoughts: Given the current understanding that course > content that is not public doesn?t need to be accessible until an > accommodation is requested, how are folks justifying large outlays of cash > for things like universal captioning and Blackboard Ally? It?s got to be > cheaper to rush caption and fix for accommodations than slow caption and > fix everything when we have thousands of courses. > > > > > > > > Ideally, I?d want and love for all content to be captioned and > completely accessible from the start. But I can?t propose spending money we > don?t have without a really good reason. > > > > > > > > Joseph > > > > > > > > > > _______________________________________________ > > athen-list mailing list > > athen-list@mailman13.u.washington.edu > > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > > > > > > > -- > > Pamela Riesmeyer > > Wings of Mercury Web Designs > > http://wingsofmercury.com > > Phone: 219-730-2751/219-961-4377 > > SKYPE: pamela.riesmeyer > > pam@wingsofmercury.com > > _______________________________________________ > > athen-list mailing list > > athen-list@mailman13.u.washington.edu > > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/dad33350/attachment-0001.html> > > ------------------------------ > > Message: 5 > Date: Mon, 22 May 2017 16:15:17 +0000 > From: Jiatyan Chen > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > Content-Type: text/plain; charset="us-ascii" > > > > On 2017 May 22, at 08:43, Pamela Riesmeyer wrote: > > > > I'm sorry, is that the current understanding, that course content that > is not public doesn't need to be accessible? > > Would someone be able to please point me to the documentation? I am > going to get questions about this, and will need something to show. My > understanding was that if it was online, no matter where, content needed to > meet the compliance standards for accessibility. > > Hi Pam, > > There's no documentation because it is an *interpretation* of the law, and > it's still being argued in the courts. > > The safest position is to caption everything, which might be cost > prohibitive for the amount and speed of material Higher Ed is producing and > sourcing. And while we are at it, also provide video description for all > the material. ;) > > The more practical approach is to make a risk assessment based on intended > audience, legal responsibility, and rapid-response capacity, and balance > those criteria against production cost and capabilities, and the > institution's teaching, research and social responsibilities. This is > where you are hearing different lines/policy being drawn per institution. > > This webinar is a year old, but AFAIK, there hasn't been any landmark case > to make it obsolete. The Q&A was the most valuable, IMO. > http://www.3playmedia.com/resources/webinars/legal-year-03-31-2016/ > > -- > Jiatyan Chen > > > > > ------------------------------ > > Message: 6 > Date: Mon, 22 May 2017 16:16:47 +0000 > From: Joseph Sherman > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps. > cuny.adlan> > Content-Type: text/plain; charset="us-ascii" > > Can you point to any case or DOJ complaint where documents or content in > an closed course were required to be accessible prior to a request by an > enrolled student? What is currently required is timely and equally > effective access. > > Looking at the recent cases (note am not a practicing lawyer, and am > describing the current situation as I understand it, not what should be the > case): > > Berkeley was required to caption their open MOOCs because they were > publicly available. Same with Harvard and MIT through EdX. Berkeley decided > (unfortunately) to remove their MOOCs from public view to stop the lawsuit. > If you look at any of the College accessibility resolutions, like Miami > University, it requires WCAG AA for all public web sites and documents. It > requires accessibility for the LMS and any similar required tools. > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html > > However, for course content, students must register with Disability > Services and receive Timely equally effective communication of curricular > materials. As far as I know, no one has yet been required to make all > course materials accessible from the outset for enrollment limited courses. > > > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > 395 Hudson St 6FL, 6-236 > 646-664-2167| Joseph.Sherman@cuny.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Susan Kelmer > Sent: Monday, May 22, 2017 12:05 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won't accept that you haven't been requiring that current and > upcoming materials be accessible before they are released. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 9:32 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Blackboard Ally and captioning > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/0b2a8da4/attachment-0001.html> > > ------------------------------ > > Message: 7 > Date: Mon, 22 May 2017 16:23:31 +0000 > From: James Bailey > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Makes no sense to me either. We?re working on creating policies and > procedures and someone from our general counsel?s office showed me the > document. I believe it was generated by the feds, but I?m not sure which > unit. What is really ironic is that you have to use your (our) university > credentials to get into canvas. Does that make none of it public? > -- > Best regards, > > James > -- > James Bailey M.S. > Associate Director > Accessible Education Center > University of Oregon > > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Pamela Riesmeyer > Sent: Monday, May 22, 2017 8:43 AM > To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning > > I'm sorry, is that the current understanding, that course content that is > not public doesn't need to be accessible? > Would someone be able to please point me to the documentation? I am going > to get questions about this, and will need something to show. My > understanding was that if it was online, no matter where, content needed to > meet the compliance standards for accessibility. > > Thanks, > Pam Riesmeyer > Purdue University Northwest > > > On Mon, May 22, 2017 at 10:32 AM, Joseph Sherman mailto:Joseph.Sherman@cuny.edu>> wrote: > Looking for thoughts: Given the current understanding that course content > that is not public doesn?t need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It?s got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I?d want and love for all content to be captioned and completely > accessible from the start. But I can?t propose spending money we don?t have > without a really good reason. > > Joseph > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu list@mailman13.u.washington.edu> > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > -- > Pamela Riesmeyer > Wings of Mercury Web Designs > http://wingsofmercury.com > Phone: 219-730-2751/219-961-4377 > SKYPE: pamela.riesmeyer > pam@wingsofmercury.com > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/1af7ac6f/attachment-0001.html> > > ------------------------------ > > Message: 8 > Date: Mon, 22 May 2017 16:24:32 +0000 > From: Joseph Sherman > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > cuny.adlan> > Content-Type: text/plain; charset="us-ascii" > > Note I'm not suggesting this is a best practice or what I would prefer to > do. However we have tens of thousands of courses, 25 campuses, and 400,000 > students. Even with hiring a bunch of staff (which I'm told is impossible), > it's a massive task. > > Joseph > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 12:17 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Can you point to any case or DOJ complaint where documents or content in > an closed course were required to be accessible prior to a request by an > enrolled student? What is currently required is timely and equally > effective access. > > Looking at the recent cases (note am not a practicing lawyer, and am > describing the current situation as I understand it, not what should be the > case): > > Berkeley was required to caption their open MOOCs because they were > publicly available. Same with Harvard and MIT through EdX. Berkeley decided > (unfortunately) to remove their MOOCs from public view to stop the lawsuit. > If you look at any of the College accessibility resolutions, like Miami > University, it requires WCAG AA for all public web sites and documents. It > requires accessibility for the LMS and any similar required tools. > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html< > https://urldefense.proofpoint.com/v2/url?u=http-3A__www.d. > umn.edu_-7Elcarlson_atteam_lawsuits.html&d=DwMFAg&c= > mRWFL96tuqj9V0Jjj4h40ddo0XsmttALwKjAEOCyUjY&r=NS7sMOEYVINwm3e4REboGQG- > NnI841o0NWYqtIwWJ4U&m=ys0trAVAVgcMYq3kE65crUQuY2dF7ClalTGfIwn87AM&s=Fzk_ > VBcQbJzescvCHLT1UwgFWUlN2Aic3TXO7mkQTB0&e=> > > However, for course content, students must register with Disability > Services and receive Timely equally effective communication of curricular > materials. As far as I know, no one has yet been required to make all > course materials accessible from the outset for enrollment limited courses. > > > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > 395 Hudson St 6FL, 6-236 > 646-664-2167| Joseph.Sherman@cuny.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Susan Kelmer > Sent: Monday, May 22, 2017 12:05 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won't accept that you haven't been requiring that current and > upcoming materials be accessible before they are released. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 9:32 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Blackboard Ally and captioning > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/8ec64326/attachment-0001.html> > > ------------------------------ > > Message: 9 > Date: Mon, 22 May 2017 16:31:23 +0000 > From: Robert Beach > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES. > KCKCC.LOCAL> > > Content-Type: text/plain; charset="us-ascii" > > Joseph, > > It shouldn't be your responsibility. There should be training for the > faculty who are creating the course so they can create it accessibly from > the beginning. That is far more efficient than letting them create it then > you having to repurpose it to be accessible. > > > > Robert Lee Beach > Assistive Technology Specialist > Kansas City Kansas Community College > 7250 State Avenue > Kansas City, KS 66112 > Phone: 913-288-7671 > Email: rbeach@kckcc.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 11:25 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Note I'm not suggesting this is a best practice or what I would prefer to > do. However we have tens of thousands of courses, 25 campuses, and 400,000 > students. Even with hiring a bunch of staff (which I'm told is impossible), > it's a massive task. > > Joseph > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 12:17 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Can you point to any case or DOJ complaint where documents or content in > an closed course were required to be accessible prior to a request by an > enrolled student? What is currently required is timely and equally > effective access. > > Looking at the recent cases (note am not a practicing lawyer, and am > describing the current situation as I understand it, not what should be the > case): > > Berkeley was required to caption their open MOOCs because they were > publicly available. Same with Harvard and MIT through EdX. Berkeley decided > (unfortunately) to remove their MOOCs from public view to stop the lawsuit. > If you look at any of the College accessibility resolutions, like Miami > University, it requires WCAG AA for all public web sites and documents. It > requires accessibility for the LMS and any similar required tools. > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html< > https://urldefense.proofpoint.com/v2/url?u=http-3A__www.d. > umn.edu_-7Elcarlson_atteam_lawsuits.html&d=DwMFAg&c= > mRWFL96tuqj9V0Jjj4h40ddo0XsmttALwKjAEOCyUjY&r=NS7sMOEYVINwm3e4REboGQG- > NnI841o0NWYqtIwWJ4U&m=ys0trAVAVgcMYq3kE65crUQuY2dF7ClalTGfIwn87AM&s=Fzk_ > VBcQbJzescvCHLT1UwgFWUlN2Aic3TXO7mkQTB0&e=> > > However, for course content, students must register with Disability > Services and receive Timely equally effective communication of curricular > materials. As far as I know, no one has yet been required to make all > course materials accessible from the outset for enrollment limited courses. > > > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > 395 Hudson St 6FL, 6-236 > 646-664-2167| Joseph.Sherman@cuny.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Susan Kelmer > Sent: Monday, May 22, 2017 12:05 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won't accept that you haven't been requiring that current and > upcoming materials be accessible before they are released. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 9:32 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Blackboard Ally and captioning > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/234d96cb/attachment-0001.html> > > ------------------------------ > > Message: 10 > Date: Mon, 22 May 2017 16:35:36 +0000 > From: Susan Kelmer > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > namprd03.prod.outlook.com> > > Content-Type: text/plain; charset="us-ascii" > > Feel free to look at our accessibility website, and see what our timeline > and progress is after the DOJ can knocking on our door about our > inaccessibility. I believe it is incredibly important to be proactive, and > to make sure that ANYTHING that is being put up now and in the future, is > accessible. This is because remediation is fire-fighting (and expensive in > both dollars and time), and being proactive is preventive (and cheaper in > both dollars and time). You should always opt for being preventive when > possible. Waiting until a student asks for accommodations is not really > providing equal access and honestly, that attitude is really outdated and > needs to find its way out of our processes on college campuses. We should > be providing accessible materials up front, before anyone needs them and > negating the need for a student to ask for them. It is cost-effective, > puts you on good moral and legal ground, and simply, is just the right > thing to do. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 10:17 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Can you point to any case or DOJ complaint where documents or content in > an closed course were required to be accessible prior to a request by an > enrolled student? What is currently required is timely and equally > effective access. > > Looking at the recent cases (note am not a practicing lawyer, and am > describing the current situation as I understand it, not what should be the > case): > > Berkeley was required to caption their open MOOCs because they were > publicly available. Same with Harvard and MIT through EdX. Berkeley decided > (unfortunately) to remove their MOOCs from public view to stop the lawsuit. > If you look at any of the College accessibility resolutions, like Miami > University, it requires WCAG AA for all public web sites and documents. It > requires accessibility for the LMS and any similar required tools. > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html > > However, for course content, students must register with Disability > Services and receive Timely equally effective communication of curricular > materials. As far as I know, no one has yet been required to make all > course materials accessible from the outset for enrollment limited courses. > > > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > 395 Hudson St 6FL, 6-236 > 646-664-2167| Joseph.Sherman@cuny.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Susan Kelmer > Sent: Monday, May 22, 2017 12:05 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won't accept that you haven't been requiring that current and > upcoming materials be accessible before they are released. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 9:32 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Blackboard Ally and captioning > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/8690709a/attachment-0001.html> > > ------------------------------ > > Message: 11 > Date: Mon, 22 May 2017 16:37:30 +0000 > From: Jiatyan Chen > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > Content-Type: text/plain; charset="us-ascii" > > On 2017 May 22, at 08:32, Joseph Sherman wrote: > > > > how are folks justifying large outlays of cash for things like universal > captioning and Blackboard Ally? > > Joseph, > > Depending on your institution's culture, you might make a case for > Blackboard Ally > 1. continuous improvement - provides statistics to show changes and help > adjust effort/policy, > 2. educating authors - has basic tutorials and scoring to teach and > motivate authors. > 3. ease of mind - a decent on-demand converter to fill some gaps we can't > cover manually. > 4. the price is based on FTE, which is more controllable than rampant > content production. > > I can't think of good reasons to justify universal captioning. :p Might > want to ring-fence "universal" with some controllable criteria. > > -- > Jiatyan Chen > > > > > ------------------------------ > > Message: 12 > Date: Mon, 22 May 2017 16:37:52 +0000 > From: Susan Kelmer > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > namprd03.prod.outlook.com> > > Content-Type: text/plain; charset="us-ascii" > > Our accessibility website is: > > http://www.colorado.edu/accessibility > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Susan Kelmer > Sent: Monday, May 22, 2017 10:36 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Feel free to look at our accessibility website, and see what our timeline > and progress is after the DOJ can knocking on our door about our > inaccessibility. I believe it is incredibly important to be proactive, and > to make sure that ANYTHING that is being put up now and in the future, is > accessible. This is because remediation is fire-fighting (and expensive in > both dollars and time), and being proactive is preventive (and cheaper in > both dollars and time). You should always opt for being preventive when > possible. Waiting until a student asks for accommodations is not really > providing equal access and honestly, that attitude is really outdated and > needs to find its way out of our processes on college campuses. We should > be providing accessible materials up front, before anyone needs them and > negating the need for a student to ask for them. It is cost-effective, > puts you on good moral and legal ground, and simply, is just the right > thing to do. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 10:17 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Can you point to any case or DOJ complaint where documents or content in > an closed course were required to be accessible prior to a request by an > enrolled student? What is currently required is timely and equally > effective access. > > Looking at the recent cases (note am not a practicing lawyer, and am > describing the current situation as I understand it, not what should be the > case): > > Berkeley was required to caption their open MOOCs because they were > publicly available. Same with Harvard and MIT through EdX. Berkeley decided > (unfortunately) to remove their MOOCs from public view to stop the lawsuit. > If you look at any of the College accessibility resolutions, like Miami > University, it requires WCAG AA for all public web sites and documents. It > requires accessibility for the LMS and any similar required tools. > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html > > However, for course content, students must register with Disability > Services and receive Timely equally effective communication of curricular > materials. As far as I know, no one has yet been required to make all > course materials accessible from the outset for enrollment limited courses. > > > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > 395 Hudson St 6FL, 6-236 > 646-664-2167| Joseph.Sherman@cuny.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Susan Kelmer > Sent: Monday, May 22, 2017 12:05 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won't accept that you haven't been requiring that current and > upcoming materials be accessible before they are released. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 9:32 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Blackboard Ally and captioning > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/eeae6dd6/attachment-0001.html> > > ------------------------------ > > Message: 13 > Date: Mon, 22 May 2017 16:44:06 +0000 > From: "Kurkjian, Nazely" > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > namprd05.prod.outlook.com> > > Content-Type: text/plain; charset="us-ascii" > > Faculty captioning their own videos is not a reality at every campus, nor > do I think it should be. I do believe in shared responsibility. I think > institutions should be more strategic about who we work with in the > audio-video market, particularly with video streaming/creating vendors. In > the past few years alone, I've witnessed incredible trends to respond to > our accessibility needs. These vendors are building in automatic captioning > at several cents per min, if not for free. The accuracy is 90%+. The > question then is who does the accuracy clean up. I honestly believe in a > few years this won't be as big of an issue as it is now. > > Additionally, I think we should get better at assessing and predicting the > amount of content we need to make accessible. How many videos are linked to > outside college versus created in house? What tools are being used to > create, share, etc? How many hours of video are posted in LMS? > > Just my thoughts. > > Nazely > > [circle] > > Nazely Kurkjian (she, her, hers) > Coordinator of Disability, Diversity, and Nontraditional Student Services > The State University of New York > State University Plaza - Albany, New York 12246 > Tel: 518.445.4078 Fax: 518.320.1557 > Be a part of Generation SUNY: Facebook com/generationsuny> - Twitter - YouTube< > http://www.youtube.com/generationsuny> > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Robert Beach > Sent: Monday, May 22, 2017 12:31 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Joseph, > > It shouldn't be your responsibility. There should be training for the > faculty who are creating the course so they can create it accessibly from > the beginning. That is far more efficient than letting them create it then > you having to repurpose it to be accessible. > > > > Robert Lee Beach > Assistive Technology Specialist > Kansas City Kansas Community College > 7250 State Avenue > Kansas City, KS 66112 > Phone: 913-288-7671 > Email: rbeach@kckcc.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 11:25 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Note I'm not suggesting this is a best practice or what I would prefer to > do. However we have tens of thousands of courses, 25 campuses, and 400,000 > students. Even with hiring a bunch of staff (which I'm told is impossible), > it's a massive task. > > Joseph > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 12:17 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Can you point to any case or DOJ complaint where documents or content in > an closed course were required to be accessible prior to a request by an > enrolled student? What is currently required is timely and equally > effective access. > > Looking at the recent cases (note am not a practicing lawyer, and am > describing the current situation as I understand it, not what should be the > case): > > Berkeley was required to caption their open MOOCs because they were > publicly available. Same with Harvard and MIT through EdX. Berkeley decided > (unfortunately) to remove their MOOCs from public view to stop the lawsuit. > If you look at any of the College accessibility resolutions, like Miami > University, it requires WCAG AA for all public web sites and documents. It > requires accessibility for the LMS and any similar required tools. > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html< > https://urldefense.proofpoint.com/v2/url?u=http-3A__www.d. > umn.edu_-7Elcarlson_atteam_lawsuits.html&d=DwMFAg&c= > mRWFL96tuqj9V0Jjj4h40ddo0XsmttALwKjAEOCyUjY&r=NS7sMOEYVINwm3e4REboGQG- > NnI841o0NWYqtIwWJ4U&m=ys0trAVAVgcMYq3kE65crUQuY2dF7ClalTGfIwn87AM&s=Fzk_ > VBcQbJzescvCHLT1UwgFWUlN2Aic3TXO7mkQTB0&e=> > > However, for course content, students must register with Disability > Services and receive Timely equally effective communication of curricular > materials. As far as I know, no one has yet been required to make all > course materials accessible from the outset for enrollment limited courses. > > > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > 395 Hudson St 6FL, 6-236 > 646-664-2167| Joseph.Sherman@cuny.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Susan Kelmer > Sent: Monday, May 22, 2017 12:05 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won't accept that you haven't been requiring that current and > upcoming materials be accessible before they are released. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 9:32 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Blackboard Ally and captioning > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/afda06f3/attachment-0001.html> > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: image001.gif > Type: image/gif > Size: 1979 bytes > Desc: image001.gif > URL: 20170522/afda06f3/attachment-0001.gif> > > ------------------------------ > > Message: 14 > Date: Mon, 22 May 2017 17:14:55 +0000 > From: "Rovner, Amy" > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > namprd05.prod.outlook.com> > > Content-Type: text/plain; charset="us-ascii" > > I think it's also important to note that Berkeley isn't off the hook just > because they moved all that content behind a password protected wall. The > complaint hasn't been resolved so we need to keep watching for the outcome. > > Plus - there are quite a lot of students with learning and other > disabilities that do not register with their office of Disability Services > (for a whole host of reasons) and can benefit from more accessible online > content. Not to mention the benefits to all learners with captions on > videos, more organized content due to the use of heading/styles, etc. > (Universal Design!) > > It's a big process, it costs money, time and effort BUT it's long overdue > and, as Susan mentioned - WAY more expensive with a shorter timeline if you > end up having a complaint lodged against your organization. > > An advantage we all have is being part of groups like ATHEN so we can > share knowledge and resources to help this process move ahead on our > campuses. Also - the power of our combined voices (and purchasing dollars) > is forcing change by publishers, film developers, LMs's, etc. > > Best, > > Amy > > > Amy Rovner, MPH RD > Instructional Designer > Accessible IT Coordinator > eLearning Services > Shoreline Community College > (206) 546-6937 > arovner@shoreline.edu > > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Kurkjian, Nazely > Sent: Monday, May 22, 2017 9:44 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Faculty captioning their own videos is not a reality at every campus, nor > do I think it should be. I do believe in shared responsibility. I think > institutions should be more strategic about who we work with in the > audio-video market, particularly with video streaming/creating vendors. In > the past few years alone, I've witnessed incredible trends to respond to > our accessibility needs. These vendors are building in automatic captioning > at several cents per min, if not for free. The accuracy is 90%+. The > question then is who does the accuracy clean up. I honestly believe in a > few years this won't be as big of an issue as it is now. > > Additionally, I think we should get better at assessing and predicting the > amount of content we need to make accessible. How many videos are linked to > outside college versus created in house? What tools are being used to > create, share, etc? How many hours of video are posted in LMS? > > Just my thoughts. > > Nazely > > [circle] > > Nazely Kurkjian (she, her, hers) > Coordinator of Disability, Diversity, and Nontraditional Student Services > The State University of New York > State University Plaza - Albany, New York 12246 > Tel: 518.445.4078 Fax: 518.320.1557 > Be a part of Generation SUNY: Facebook com/generationsuny> - Twitter - YouTube< > http://www.youtube.com/generationsuny> > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Robert Beach > Sent: Monday, May 22, 2017 12:31 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Joseph, > > It shouldn't be your responsibility. There should be training for the > faculty who are creating the course so they can create it accessibly from > the beginning. That is far more efficient than letting them create it then > you having to repurpose it to be accessible. > > > > Robert Lee Beach > Assistive Technology Specialist > Kansas City Kansas Community College > 7250 State Avenue > Kansas City, KS 66112 > Phone: 913-288-7671 > Email: rbeach@kckcc.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 11:25 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Note I'm not suggesting this is a best practice or what I would prefer to > do. However we have tens of thousands of courses, 25 campuses, and 400,000 > students. Even with hiring a bunch of staff (which I'm told is impossible), > it's a massive task. > > Joseph > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 12:17 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > Can you point to any case or DOJ complaint where documents or content in > an closed course were required to be accessible prior to a request by an > enrolled student? What is currently required is timely and equally > effective access. > > Looking at the recent cases (note am not a practicing lawyer, and am > describing the current situation as I understand it, not what should be the > case): > > Berkeley was required to caption their open MOOCs because they were > publicly available. Same with Harvard and MIT through EdX. Berkeley decided > (unfortunately) to remove their MOOCs from public view to stop the lawsuit. > If you look at any of the College accessibility resolutions, like Miami > University, it requires WCAG AA for all public web sites and documents. It > requires accessibility for the LMS and any similar required tools. > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html< > https://urldefense.proofpoint.com/v2/url?u=http-3A__www.d. > umn.edu_-7Elcarlson_atteam_lawsuits.html&d=DwMFAg&c= > mRWFL96tuqj9V0Jjj4h40ddo0XsmttALwKjAEOCyUjY&r=NS7sMOEYVINwm3e4REboGQG- > NnI841o0NWYqtIwWJ4U&m=ys0trAVAVgcMYq3kE65crUQuY2dF7ClalTGfIwn87AM&s=Fzk_ > VBcQbJzescvCHLT1UwgFWUlN2Aic3TXO7mkQTB0&e=> > > However, for course content, students must register with Disability > Services and receive Timely equally effective communication of curricular > materials. As far as I know, no one has yet been required to make all > course materials accessible from the outset for enrollment limited courses. > > > Joseph Sherman > Accessibility Specialist > CUNY Computing & Information Services > 395 Hudson St 6FL, 6-236 > 646-664-2167| Joseph.Sherman@cuny.edu > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Susan Kelmer > Sent: Monday, May 22, 2017 12:05 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] Blackboard Ally and captioning > > I disagree, Joseph. At the very least, there should be a mandate in place > that says all materials need to be accessible moving forward. Backward > remediation of older materials can be done upon demand or on a > well-thought-out schedule, but anything that is put up currently or in the > future should be accessible before it is put up. > > You are begging for the DOJ to come in and ding you, and they will not > accept your excuse of the time and money involved to remediate. And they > certainly won't accept that you haven't been requiring that current and > upcoming materials be accessible before they are released. > > Susan Kelmer > Alternate Format Production Program Manager > Disability Services > University of Colorado Boulder > 303-735-4836 > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joseph Sherman > Sent: Monday, May 22, 2017 9:32 AM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Blackboard Ally and captioning > > Looking for thoughts: Given the current understanding that course content > that is not public doesn't need to be accessible until an accommodation is > requested, how are folks justifying large outlays of cash for things like > universal captioning and Blackboard Ally? It's got to be cheaper to rush > caption and fix for accommodations than slow caption and fix everything > when we have thousands of courses. > > Ideally, I'd want and love for all content to be captioned and completely > accessible from the start. But I can't propose spending money we don't have > without a really good reason. > > Joseph > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/362f96e0/attachment-0001.html> > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: image001.gif > Type: image/gif > Size: 1979 bytes > Desc: image001.gif > URL: 20170522/362f96e0/attachment-0001.gif> > > ------------------------------ > > Message: 15 > Date: Mon, 22 May 2017 10:46:23 -0700 > From: Samantha Johns > To: Access Technology Higher Education Network > > Subject: Re: [Athen] Blackboard Ally and captioning > Message-ID: > gmail.com> > Content-Type: text/plain; charset="utf-8" > > Hello,Higher Ed Accessibility Lawsuits, Complaints, and Settlements > and Cal State > University captioning criteria which we've adopted here at Portland State > University. > > Captioning Prioritization > > ------------------------------ > > Per CSU policy, Executive Order 926 EO-926.html>, > the CSU is to make its programs, services, and activities accessible to > students, faculty, staff, and the public, with disabilities. This includes, > but is not limited to, multimedia programs and services as well as > multimedia materials. > > Multimedia includes a combination of text, audio, still images, animation, > or video regardless of delivery system. > > Since the volume of captioning needed is immense, which make full > compliance challenging (e.g., within semester or quarter time constraints), > it is important for campuses to decide how to provide and support > captioning. Prioritizing this effort is critical; decisions need to be > based on the impact towards students, faculty, staff, and the public. > Prioritization GuidanceHigh Priority: > > - > > An accommodation is requested from a student, staff member, or other > person who requires captioning. > - > > Multimedia will be shared multiple times and/or over an extended period > of time. > - > > Multimedia is reused in new courses and newly revised segments of > existing courses. > - > > Multimedia is used in a course for more than one semester. > - > > If captioning is required for one semester, the quality must be clear > enough to allow equivalent access (defined as the ability to infer the > meaning of whole sentences). Note that at this time, dictation software > (e.g., YouTube automatic captioning) is not acceptable due to the > tendency > for errors, unless manually fixed by the content owner. > - > > Multimedia is on a public facing web page (e.g. commencements or other > public-facing streamed or recorded events, news and marketing videos). > > Other prioritization considerations: > > - > > Any multimedia that is purchased should be delivered in a captioned > state. If not, the campus must ensure that captioning will be done upon > receipt. > - > > Archived materials are to be captioned upon request. Caption frequently > requested materials. > - > > If the campus cannot provide the resources or cannot support specific > technical concerns, then captioning should be outsourced. This requires > funding, so each campus budget must accommodate it. > - > > Commencements or other public-facing events that are streamed or > recorded, news and marketing videos may require outside services. > - > > Captioning is a low priority if lecture capture is used to post a > lecture that is a review of a face-to-face class, and will only be > available for one semester, and you have verified that you do not have > an > accommodation request. > > > > Warm Regards, > > > > *Samantha Johns* > > (Pronouns: she, her, hers) > > > *Accessible Media Coordinator* > > *Office of Academic Innovation* > > > Portland State University > 1825 SW Broadway > Smith Memorial Student Union, Mezzanine 209 > Portland OR 97201 > (503) 725-2754 > > > Caption Badge: Universal Design for learning 2016 > > ?The one argument for accessibility that doesn?t get made nearly often > enough is how extraordinarily better it makes some people?s lives. How many > opportunities do we have to dramatically improve people?s lives just by > doing our job a little better?? ? Steve Krug > > > > > On Mon, May 22, 2017 at 10:14 AM, Rovner, Amy > wrote: > > > I think it?s also important to note that Berkeley isn?t off the hook just > > because they moved all that content behind a password protected wall. > The > > complaint hasn?t been resolved so we need to keep watching for the > outcome. > > > > > > > > Plus ? there are quite a lot of students with learning and other > > disabilities that do not register with their office of Disability > Services > > (for a whole host of reasons) and can benefit from more accessible > online > > content. Not to mention the benefits to all learners with captions on > > videos, more organized content due to the use of heading/styles, etc. > > (Universal Design!) > > > > > > > > It's a big process, it costs money, time and effort BUT it?s long overdue > > and, as Susan mentioned ? WAY more expensive with a shorter timeline if > you > > end up having a complaint lodged against your organization. > > > > > > > > An advantage we all have is being part of groups like ATHEN so we can > > share knowledge and resources to help this process move ahead on our > > campuses. Also ? the power of our combined voices (and purchasing > dollars) > > is forcing change by publishers, film developers, LMs?s, etc. > > > > > > > > Best, > > > > > > Amy > > > > > > > > > > > > Amy Rovner, MPH RD > > > > Instructional Designer > > > > Accessible IT Coordinator > > > > eLearning Services > > > > Shoreline Community College > > > > (206) 546-6937 > > > > arovner@shoreline.edu > > > > > > > > > > > > > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > *On > > Behalf Of *Kurkjian, Nazely > > *Sent:* Monday, May 22, 2017 9:44 AM > > > > *To:* Access Technology Higher Education Network < > > athen-list@u.washington.edu> > > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > > > > > Faculty captioning their own videos is not a reality at every campus, nor > > do I think it should be. I do believe in shared responsibility. I think > > institutions should be more strategic about who we work with in the > > audio-video market, particularly with video streaming/creating vendors. > In > > the past few years alone, I?ve witnessed incredible trends to respond to > > our accessibility needs. These vendors are building in automatic > captioning > > at several cents per min, if not for free. The accuracy is 90%+. The > > question then is who does the accuracy clean up. I honestly believe in a > > few years this won?t be as big of an issue as it is now. > > > > Additionally, I think we should get better at assessing and predicting > the > > amount of content we need to make accessible. How many videos are linked > to > > outside college versus created in house? What tools are being used to > > create, share, etc? How many hours of video are posted in LMS? > > > > > > > > Just my thoughts. > > > > > > Nazely > > > > > > > > [image: circle] > > > > *Nazely Kurkjian* (she, her, hers) > > *Coordinator of Disability, Diversity, and Nontraditional Student > Services* > > > > The State University of New York > > State University Plaza - Albany, New York 12246 > > Tel: 518.445.4078 <(518)%20445-4078> Fax: 518.320.1557 > > <(518)%20320-1557> > > *Be a part of Generation SUNY: **Facebook* > > * - **Twitter* > > * - **YouTube* > > > > > > > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > > ] *On Behalf Of *Robert > > Beach > > *Sent:* Monday, May 22, 2017 12:31 PM > > *To:* Access Technology Higher Education Network < > > athen-list@u.washington.edu> > > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > > > > > Joseph, > > > > > > > > It shouldn?t be your responsibility. There should be training for the > > faculty who are creating the course so they can create it accessibly from > > the beginning. That is far more efficient than letting them create it > then > > you having to repurpose it to be accessible. > > > > > > > > > > > > > > > > Robert Lee Beach > > > > Assistive Technology Specialist > > > > Kansas City Kansas Community College > > > > 7250 State Avenue > > > > Kansas City, KS 66112 > > > > Phone: 913-288-7671 <(913)%20288-7671> > > > > Email: rbeach@kckcc.edu > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > > ] *On Behalf Of *Joseph > > Sherman > > *Sent:* Monday, May 22, 2017 11:25 AM > > *To:* Access Technology Higher Education Network < > > athen-list@u.washington.edu> > > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > > > > > Note I?m not suggesting this is a best practice or what I would prefer to > > do. However we have tens of thousands of courses, 25 campuses, and > 400,000 > > students. Even with hiring a bunch of staff (which I?m told is > impossible), > > it?s a massive task. > > > > > > > > Joseph > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > > ] *On Behalf Of *Joseph > > Sherman > > *Sent:* Monday, May 22, 2017 12:17 PM > > *To:* Access Technology Higher Education Network < > > athen-list@u.washington.edu> > > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > > > > > Can you point to any case or DOJ complaint where documents or content in > > an closed course were required to be accessible prior to a request by an > > enrolled student? What is currently required is timely and equally > > effective access. > > > > > > > > Looking at the recent cases (note am not a practicing lawyer, and am > > describing the current situation as I understand it, not what should be > the > > case): > > > > > > > > Berkeley was required to caption their open MOOCs because they were > > publicly available. Same with Harvard and MIT through EdX. Berkeley > decided > > (unfortunately) to remove their MOOCs from public view to stop the > lawsuit. > > If you look at any of the College accessibility resolutions, like Miami > > University, it requires WCAG AA for all public web sites and documents. > It > > requires accessibility for the LMS and any similar required tools. > > http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html > > 3A__www.d.umn.edu_-7Elcarlson_atteam_lawsuits.html&d=DwMFAg&c= > mRWFL96tuqj9V0Jjj4h40ddo0XsmttALwKjAEOCyUjY&r=NS7sMOEYVINwm3e4REboGQG- > NnI841o0NWYqtIwWJ4U&m=ys0trAVAVgcMYq3kE65crUQuY2dF7ClalTGfIwn87AM&s=Fzk_ > VBcQbJzescvCHLT1UwgFWUlN2Aic3TXO7mkQTB0&e=> > > > > > > > > However, for course content, students must register with Disability > > Services and receive Timely equally effective communication of curricular > > materials. As far as I know, no one has yet been required to make all > > course materials accessible from the outset for enrollment limited > courses. > > > > > > > > > > > > Joseph Sherman > > Accessibility Specialist > > CUNY Computing & Information Services > > 395 Hudson St 6FL, 6-236 > > *646-664-2167 <(646)%20664-2167>| **Joseph.Sherman@cuny.edu* > > > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > > ] *On Behalf Of *Susan > > Kelmer > > *Sent:* Monday, May 22, 2017 12:05 PM > > *To:* Access Technology Higher Education Network < > > athen-list@u.washington.edu> > > *Subject:* Re: [Athen] Blackboard Ally and captioning > > > > > > > > I disagree, Joseph. At the very least, there should be a mandate in > place > > that says all materials need to be accessible moving forward. Backward > > remediation of older materials can be done upon demand or on a > > well-thought-out schedule, but anything that is put up currently or in > the > > future should be accessible before it is put up. > > > > > > > > You are begging for the DOJ to come in and ding you, and they will not > > accept your excuse of the time and money involved to remediate. And they > > certainly won?t accept that you haven?t been requiring that current and > > upcoming materials be accessible before they are released. > > > > > > > > *Susan Kelmer* > > > > *Alternate Format Production Program Manager* > > > > *Disability Services* > > > > *University of Colorado Boulder* > > > > *303-735-4836 <(303)%20735-4836>* > > > > > > > > > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > > ] *On Behalf Of *Joseph > > Sherman > > *Sent:* Monday, May 22, 2017 9:32 AM > > *To:* Access Technology Higher Education Network < > > athen-list@u.washington.edu> > > *Subject:* [Athen] Blackboard Ally and captioning > > > > > > > > Looking for thoughts: Given the current understanding that course content > > that is not public doesn?t need to be accessible until an accommodation > is > > requested, how are folks justifying large outlays of cash for things like > > universal captioning and Blackboard Ally? It?s got to be cheaper to rush > > caption and fix for accommodations than slow caption and fix everything > > when we have thousands of courses. > > > > > > > > Ideally, I?d want and love for all content to be captioned and completely > > accessible from the start. But I can?t propose spending money we don?t > have > > without a really good reason. > > > > > > > > Joseph > > > > > > > > _______________________________________________ > > athen-list mailing list > > athen-list@mailman13.u.washington.edu > > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170522/aafef84f/attachment-0001.html> > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: image001.gif > Type: image/gif > Size: 1979 bytes > Desc: not available > URL: 20170522/aafef84f/attachment-0001.gif> > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > ------------------------------ > > End of athen-list Digest, Vol 136, Issue 19 > ******************************************* > -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.Sherman at cuny.edu Mon May 22 14:40:40 2017 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> Message-ID: <00732cd61a6a46f3a5ec8e2af59ac230@EXCPM5701.enterpriseapps.cuny.adlan> That would be my goal, however we have about Thirty Thousand courses in Blackboard, and many faculty are loathe to do anything they perceive as "extra" or not in their contract. From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach Sent: Monday, May 22, 2017 12:31 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning Joseph, It shouldn't be your responsibility. There should be training for the faculty who are creating the course so they can create it accessibly from the beginning. That is far more efficient than letting them create it then you having to repurpose it to be accessible. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 11:25 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Note I'm not suggesting this is a best practice or what I would prefer to do. However we have tens of thousands of courses, 25 campuses, and 400,000 students. Even with hiring a bunch of staff (which I'm told is impossible), it's a massive task. Joseph From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 12:17 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From arovner at shoreline.edu Mon May 22 15:11:11 2017 From: arovner at shoreline.edu (Rovner, Amy) Date: Sat Jun 9 18:34:13 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: <00732cd61a6a46f3a5ec8e2af59ac230@EXCPM5701.enterpriseapps.cuny.adlan> References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> <00732cd61a6a46f3a5ec8e2af59ac230@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: That's where buy-in and support (and $$) from "above" is important as well as identifying faculty accessibility champions who can help nudge and spread the message. It's definitely hard to change a campus culture. We have had some success by forming a Faculty Learning Community on Accessible Online Content. Faculty from across the divisions participate and they are able to bring back info to their areas. It's been 3 years and we are finally making some headway (and we're a small school). I also believe Accessibility is gaining recognition momentum nationally so it will not be such an uphill project. Is NY State setting any policy for accessible online content? Our state board for community colleges issued one last year as did our state Office of the Chief Information Officer. These two policies have really helped get conversations going with our leadership and getting things moving on our campus. Best, Amy Amy Rovner, MPH RD Instructional Designer Accessible IT Coordinator eLearning Services Shoreline Community College (206) 546-6937 arovner@shoreline.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 2:41 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Blackboard Ally and captioning That would be my goal, however we have about Thirty Thousand courses in Blackboard, and many faculty are loathe to do anything they perceive as "extra" or not in their contract. From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach Sent: Monday, May 22, 2017 12:31 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Joseph, It shouldn't be your responsibility. There should be training for the faculty who are creating the course so they can create it accessibly from the beginning. That is far more efficient than letting them create it then you having to repurpose it to be accessible. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 11:25 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Note I'm not suggesting this is a best practice or what I would prefer to do. However we have tens of thousands of courses, 25 campuses, and 400,000 students. Even with hiring a bunch of staff (which I'm told is impossible), it's a massive task. Joseph From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 12:17 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning Can you point to any case or DOJ complaint where documents or content in an closed course were required to be accessible prior to a request by an enrolled student? What is currently required is timely and equally effective access. Looking at the recent cases (note am not a practicing lawyer, and am describing the current situation as I understand it, not what should be the case): Berkeley was required to caption their open MOOCs because they were publicly available. Same with Harvard and MIT through EdX. Berkeley decided (unfortunately) to remove their MOOCs from public view to stop the lawsuit. If you look at any of the College accessibility resolutions, like Miami University, it requires WCAG AA for all public web sites and documents. It requires accessibility for the LMS and any similar required tools. http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html However, for course content, students must register with Disability Services and receive Timely equally effective communication of curricular materials. As far as I know, no one has yet been required to make all course materials accessible from the outset for enrollment limited courses. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, May 22, 2017 12:05 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Blackboard Ally and captioning I disagree, Joseph. At the very least, there should be a mandate in place that says all materials need to be accessible moving forward. Backward remediation of older materials can be done upon demand or on a well-thought-out schedule, but anything that is put up currently or in the future should be accessible before it is put up. You are begging for the DOJ to come in and ding you, and they will not accept your excuse of the time and money involved to remediate. And they certainly won't accept that you haven't been requiring that current and upcoming materials be accessible before they are released. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Monday, May 22, 2017 9:32 AM To: Access Technology Higher Education Network > Subject: [Athen] Blackboard Ally and captioning Looking for thoughts: Given the current understanding that course content that is not public doesn't need to be accessible until an accommodation is requested, how are folks justifying large outlays of cash for things like universal captioning and Blackboard Ally? It's got to be cheaper to rush caption and fix for accommodations than slow caption and fix everything when we have thousands of courses. Ideally, I'd want and love for all content to be captioned and completely accessible from the start. But I can't propose spending money we don't have without a really good reason. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From jiatyan at stanford.edu Mon May 22 20:32:08 2017 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Blackboard Ally and captioning In-Reply-To: References: <1d5b795e0d7543eda378ad5bec25eb33@EXCPM5701.enterpriseapps.cuny.adlan> <633bacd8357441c19b1a7e5a01f747f6@EXCPM5701.enterpriseapps.cuny.adlan> <34D068EC55A9914494617A37B8D8FA84011F90D956@EROS2.EMPLOYEES.KCKCC.LOCAL> <00732cd61a6a46f3a5ec8e2af59ac230@EXCPM5701.enterpriseapps.cuny.adlan>, Message-ID: <51DC4A73-AA78-4A36-A251-BB976C513378@stanford.edu> Thanks to everyone who brought up the training aspect. Joseph, in case you are still have room in your budget, write in staff time and money for campus readiness and at least 2 years of outreach. Not professional tech/web dev training, but rather, content author / faculty training -- they just need the basics of alt text, write link text, how to use heading formatting in WYSIWYG editor, use colours properly, upload the correctly formatted files, etc. The problem is that these authors have high turnover, "web" is not in their formal job description, don't use the same software, and have other pressing obligations especially if they are teaching. So your training staff has to chip away at these knowledge gaps by conducting small-scale on-site hands-on training. -- Jiatyan Chen From hkramer at ahead.org Tue May 23 09:54:44 2017 From: hkramer at ahead.org (Howard Kramer) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] testimonial for OzPlayer Message-ID: Hello All: Has anyone used OzPlayer? They are looking for someone to provide a testimonial for their brochure. If you able and willing to do this please contact Eliza cced above. Thanks, Howard -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 13-17, 2017. Request for proposals will be announced at the beginning of March. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From greeark at uw.edu Tue May 23 13:40:20 2017 From: greeark at uw.edu (Krista Greear) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] converting computer programming books Message-ID: Hello my conversion colleagues!! Scenario 1 When you convert computer programming books for a student with a learning disability, do you make the code examples text or images? These students have sight. They use text-to-speech software. Scenario 2 When you convert computer programming books for a student with a learning disability and affected eye sight, do you make the code examples text or images? These students have sight but their sight wanes throughout the day where they may listen to more of their content at night than look/listen. They use text-to-speech software. Scenario 3 When you convert computer programming books for a student who is blind, do you ensure that the code is perfect in the example (like the number of tabs/spaces). They use screen reading software and do not use Braille. KRISTA GREEAR Assistant Director Disability Resources for Students 011 Mary Gates Hall Box 352808 Seattle, WA 98195-2808 Direct: 206.221.4136 / Main: 206.543.8924 greeark@uw.edu/ http://disability.uw.edu [cid:image001.gif@01D2D3CA.1C55DF50] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1303 bytes Desc: image001.gif URL: From kschoeb1 at swarthmore.edu Wed May 24 05:34:42 2017 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? Message-ID: We are working on creating a scan of PDF documents, some of which are 100+ pages. Rather than scan the full document to find out if it is tagged, has a title and language we thought we might be able to do the first 5-10 pages but I'm not sure where the title, tag, lang data is stored in a PDF. So my question is, is title, tag, lang attributes of a PDF stored at the beginning of a PDF or at the end? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From girwin2 at hccfl.edu Wed May 24 06:18:21 2017 From: girwin2 at hccfl.edu (Irwin, George) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? In-Reply-To: References: Message-ID: Corrine, Check under ?Properties? under the ?File? tab on the tool bar. The information you are looking for is there. It will tell you if the document is tagged or not. Now that does not mean it is accessible because there maybe errors in read order, tables, and alt text. Do a quick check with a screen reader of the five pages for a better idea of how it responds. With High Speed scanners, it almost as easy to scan the whole document than five pages. I hope this helps! From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Corrine Schoeb Sent: Wednesday, May 24, 2017 8:35 AM To: athen-list@u.washington.edu Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? We are working on creating a scan of PDF documents, some of which are 100+ pages. Rather than scan the full document to find out if it is tagged, has a title and language we thought we might be able to do the first 5-10 pages but I'm not sure where the title, tag, lang data is stored in a PDF. So my question is, is title, tag, lang attributes of a PDF stored at the beginning of a PDF or at the end? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security Please Note: Due to Florida's very broad public records law, most written communications to or from College employees regarding College business are public records, available to the public and media upon request. Therefore, this email communication may be subject to public disclosure. This message is the property of Hillsborough Community College or its affiliates. It may be legally privileged and/or confidential and is intended only for the use of the addressee(s). No addressee should forward, print, copy, or otherwise reproduce this message in any manner that would allow it to be viewed by any individual not originally listed as a recipient. If the reader of this message is not the intended recipient, you are hereby notified that any unauthorized disclosure, dissemination, distribution, copying or the taking of any action in reliance on the information herein is strictly prohibited. If you have received this communication in error, please immediately notify the sender and delete this message. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Wed May 24 06:26:03 2017 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? In-Reply-To: References: Message-ID: <000901d2d491$4b83c900$e28b5b00$@karlencommunications.com> If you are going to combine the pieces of the document into one single document,, make sure that the title of the document, the initial view is set to Document Title and the language is plain English (not English US) in the first document. When you combine the documents they will ?inherit? the Document Properties from the first document. Keep in mind that when you do the accessibility check on the individual pieces, you?ll get errors for language and title. Just ignore them, focus on any problem areas and combine all documents once they are finished. I?ve found this to be the most effective way of working with small pieces of the same document. I also suggest naming each document fragment with a sequential numbering so that when you choose to combine the documents/insert them into the main document, you can select all of them and have them all fall into place in the main document. I have been using either the or Tag for each piece of the document I am working on so that the individual documents/pieces are easy to find in the final Tags Tree. Cheers, Karen From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Corrine Schoeb Sent: May 24, 2017 8:35 AM To: athen-list@u.washington.edu Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? We are working on creating a scan of PDF documents, some of which are 100+ pages. Rather than scan the full document to find out if it is tagged, has a title and language we thought we might be able to do the first 5-10 pages but I'm not sure where the title, tag, lang data is stored in a PDF. So my question is, is title, tag, lang attributes of a PDF stored at the beginning of a PDF or at the end? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Wed May 24 06:39:12 2017 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? In-Reply-To: References: Message-ID: <001d01d2d493$21aa5de0$64ff19a0$@karlencommunications.com> My response was made with the assumption that you would scan in parts of the book, make sure they were tagged correctly and just wanted to know if you needed to add the document title, show Document Title instead of filename and language for all of the pieces of the document or just the first 5-10 pages; and, that you were going to combine/insert all subsequent pages into that one document. All pieces of the document you scan must be tagged correctly. But the metadata like document title, show document title instead of filename and language will be inherited from that first 5-10 pages once the documents are combined. Cheers, Karen From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Irwin, George Sent: May 24, 2017 9:18 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? Corrine, Check under ?Properties? under the ?File? tab on the tool bar. The information you are looking for is there. It will tell you if the document is tagged or not. Now that does not mean it is accessible because there maybe errors in read order, tables, and alt text. Do a quick check with a screen reader of the five pages for a better idea of how it responds. With High Speed scanners, it almost as easy to scan the whole document than five pages. I hope this helps! From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Corrine Schoeb Sent: Wednesday, May 24, 2017 8:35 AM To: athen-list@u.washington.edu Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? We are working on creating a scan of PDF documents, some of which are 100+ pages. Rather than scan the full document to find out if it is tagged, has a title and language we thought we might be able to do the first 5-10 pages but I'm not sure where the title, tag, lang data is stored in a PDF. So my question is, is title, tag, lang attributes of a PDF stored at the beginning of a PDF or at the end? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security Please Note: Due to Florida's very broad public records law, most written communications to or from College employees regarding College business are public records, available to the public and media upon request. Therefore, this email communication may be subject to public disclosure. This message is the property of Hillsborough Community College or its affiliates. It may be legally privileged and/or confidential and is intended only for the use of the addressee(s). No addressee should forward, print, copy, or otherwise reproduce this message in any manner that would allow it to be viewed by any individual not originally listed as a recipient. If the reader of this message is not the intended recipient, you are hereby notified that any unauthorized disclosure, dissemination, distribution, copying or the taking of any action in reliance on the information herein is strictly prohibited. If you have received this communication in error, please immediately notify the sender and delete this message. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kschoeb1 at swarthmore.edu Wed May 24 08:16:51 2017 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? In-Reply-To: References: Message-ID: Thank you to everyone who has responded so far. I think I need to clarify - this is a scan using code not a physical scanner. We've developed a scan for our Moodle instance. Right now, it can recognize text vs. an image of text but we are working on refining that scan further. Large documents take up a lot of cpu/memory so we are thinking we might be able to limit our scan the first 5-10 pages to see if there is a title, tags, etc. I'm just not sure where that data is stored - at the beginning or at the end of the PDF. I know this is very technical question and a bit obscure but I figured this might be the right group. On Wed, May 24, 2017 at 8:34 AM, Corrine Schoeb wrote: > We are working on creating a scan of PDF documents, some of which are 100+ > pages. Rather than scan the full document to find out if it is tagged, has > a title and language we thought we might be able to do the first 5-10 pages > but I'm not sure where the title, tag, lang data is stored in a PDF. > > So my question is, is title, tag, lang attributes of a PDF stored at the > beginning of a PDF or at the end? > > -- > > Corrine Schoeb > Technology Accessibility Coordinator, ITS > 610-957-6208 <(610)%20957-6208> > > *** Swarthmore College ITS will never ask you for your password, including > by email. Please keep your passwords private to protect yourself and the > security of our network. > > To learn more about web security visit http://www.swarthmore. > edu/its/security > > -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From chagnon at pubcom.com Wed May 24 11:45:56 2017 From: chagnon at pubcom.com (Chagnon | PubCom) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? In-Reply-To: References: Message-ID: <003401d2d4bd$fd7841f0$f868c5d0$@pubcom.com> Hi Corrine, Maybe this can help. ?Title? can be several things. * The visual text title on the cover. * The H1 tag in a PDF?s tag tree. * The Title field in the PDF?s meta data (File/Properties and select the 1st thumbtab at the top, Description) The only one of the above that is stored ?at the beginning? of the document is the visual text title. Everything else is contained within the code of the PDF file itself. The tags are stored within the content (the concept of at the beginning or end doesn?t mean anything). Open the tags panel to view the tags tree and see if your scan produced tags, and if so, which tags and if they are in the correct, logical reading order. You can view the tags panel on the left side of Acrobat by View / Show-Hide / Navigation Panes / Tags. Language attribute is also set and viewed in the PDF?s metadata. (File/Properties and select the last thumbtab at the top, Advanced.) I think we?re all confused by your question! ?this is a scan using code not a physical scanner? doesn?t makes sense to me. Technically, a scan is the results of a tangible product (like a book or printed document) that is captured by a scanner. I?ve been in the publishing industry for decades (worked with original scanners) and have never heard of a program that scans a digital file. Maybe you mean something like convert a digital file? There are several processes that can be run on a file: * OCR of dead (graphical, scanned) text and create live, machine readable text. * Add tags to a PDF that has live readable text. I?m also wondering how you made a file out of the Moodle instance, as there are many ways to do that, too. Maybe another process would produce a better result for your needs. --Bevi Chagnon ? ? ? Bevi Chagnon | www.PubCom.com Technologists, Consultants, Trainers, Designers, and Developers for publishing & communication | Acrobat PDF | Print | EPUBS | Sec. 508 Accessibility | ? ? ? From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Corrine Schoeb Sent: Wednesday, May 24, 2017 11:17 AM To: athen-list@u.washington.edu Subject: Re: [Athen] Title, tags, lang - where are they in a PDF document? Beginning or end? Thank you to everyone who has responded so far. I think I need to clarify - this is a scan using code not a physical scanner. We've developed a scan for our Moodle instance. Right now, it can recognize text vs. an image of text but we are working on refining that scan further. Large documents take up a lot of cpu/memory so we are thinking we might be able to limit our scan the first 5-10 pages to see if there is a title, tags, etc. I'm just not sure where that data is stored - at the beginning or at the end of the PDF. I know this is very technical question and a bit obscure but I figured this might be the right group. On Wed, May 24, 2017 at 8:34 AM, Corrine Schoeb > wrote: We are working on creating a scan of PDF documents, some of which are 100+ pages. Rather than scan the full document to find out if it is tagged, has a title and language we thought we might be able to do the first 5-10 pages but I'm not sure where the title, tag, lang data is stored in a PDF. So my question is, is title, tag, lang attributes of a PDF stored at the beginning of a PDF or at the end? -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From jsuttondc at gmail.com Wed May 24 16:02:53 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Fwd: CADET from NCAM: free captioning tool for online videos In-Reply-To: References: Message-ID: <9e9c131c-1145-2528-a819-de01d8ac08b7@gmail.com> Greetings, ATHEN: Many of you may have seen this, but I thought it was worth cross-posting here. Best, Jennifer -------- Forwarded Message -------- Subject: CADET from NCAM: free captioning tool for online videos Resent-Date: Tue, 23 May 2017 19:40:01 +0000 Resent-From: w3c-wai-ig@w3.org Date: Tue, 23 May 2017 19:39:20 +0000 From: Geoff Freed To: w3c-wai-ig@w3.org Hello, everyone: Below is an announcement that will interest caption enthusiasts everywhere. Thanks. Geoff Freed WGBH/NCAM ==== *The National Center for Accessible Media at WGBH (NCAM) announces the launch of CADET (Caption and Description Editing Tool).* CADET is free, downloadable caption-authoring software that enables anyone to produce high-quality caption files that are compatible with any media player that supports the display of captions. CADET can also be used to generate audio-description scripts. CADET does not require an internet connection in order to operate: it runs locally in any Web browser, so users do not need to upload private videos or proprietary content to servers or video-hosting sites in order to create captions. CADET implements all of the basic features necessary to create high-quality captions, plus many of the functions available only in high-end caption-authoring workstations. CADET allows users to . . . * create captions for video formats that play natively in browsers (e.g., mp4, m4v); * import plain-text transcripts for editing and timing; * transcribe caption text directly into the caption editor; * edit, style and time captions; * import existing caption files (WebVTT, SRT, TTML, QTText) for clean-up, editing or re-timing; * export caption files in common formats, including WebVTT, SRT, TTML, QTText and SAMI, as well as plain-text scripts. NCAM is providing this tool to all users free of charge. Please follow the link below to download your copy of CADET now. And please join our online community forum to share your feedback. CADET License Agreement and Software Download: http://ncamftp.wgbh.org/cadet/ CADET User Group: http://cadet.boards.net CADET Help documents: http://ncamftp.wgbh.org/cadet/help/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From jpolizzotto at htctu.net Wed May 24 16:11:14 2017 From: jpolizzotto at htctu.net (Joseph Polizzotto) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Fwd: CADET from NCAM: free captioning tool for online videos In-Reply-To: <9e9c131c-1145-2528-a819-de01d8ac08b7@gmail.com> References: <9e9c131c-1145-2528-a819-de01d8ac08b7@gmail.com> Message-ID: <005101d2d4e3$0ae8f670$20bae350$@htctu.net> Very good news. Thank you for sharing! --- Joseph Polizzotto HTCTU Instructor 408-996-6044 www.htctu.net From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jennifer Sutton Sent: Wednesday, May 24, 2017 4:03 PM To: Access Technology Higher Education Network Subject: [Athen] Fwd: CADET from NCAM: free captioning tool for online videos Greetings, ATHEN: Many of you may have seen this, but I thought it was worth cross-posting here. Best, Jennifer -------- Forwarded Message -------- Subject: CADET from NCAM: free captioning tool for online videos Resent-Date: Tue, 23 May 2017 19:40:01 +0000 Resent-From: w3c-wai-ig@w3.org Date: Tue, 23 May 2017 19:39:20 +0000 From: Geoff Freed To: w3c-wai-ig@w3.org Hello, everyone: Below is an announcement that will interest caption enthusiasts everywhere. Thanks. Geoff Freed WGBH/NCAM ==== The National Center for Accessible Media at WGBH (NCAM) announces the launch of CADET (Caption and Description Editing Tool). CADET is free, downloadable caption-authoring software that enables anyone to produce high-quality caption files that are compatible with any media player that supports the display of captions. CADET can also be used to generate audio-description scripts. CADET does not require an internet connection in order to operate: it runs locally in any Web browser, so users do not need to upload private videos or proprietary content to servers or video-hosting sites in order to create captions. CADET implements all of the basic features necessary to create high-quality captions, plus many of the functions available only in high-end caption-authoring workstations. CADET allows users to . . . * create captions for video formats that play natively in browsers (e.g., mp4, m4v); * import plain-text transcripts for editing and timing; * transcribe caption text directly into the caption editor; * edit, style and time captions; * import existing caption files (WebVTT, SRT, TTML, QTText) for clean-up, editing or re-timing; * export caption files in common formats, including WebVTT, SRT, TTML, QTText and SAMI, as well as plain-text scripts. NCAM is providing this tool to all users free of charge. Please follow the link below to download your copy of CADET now. And please join our online community forum to share your feedback. CADET License Agreement and Software Download: http://ncamftp.wgbh.org/cadet/ CADET User Group: http://cadet.boards.net CADET Help documents: http://ncamftp.wgbh.org/cadet/help/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From timothyjb310 at gmail.com Wed May 24 18:26:36 2017 From: timothyjb310 at gmail.com (Timothy Breitenfeldt) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Accessible Anti Virus Software Message-ID: Hi, I am looking for an accessible, up to date, good anti virus software. I have used Avast for years, but it seems with every recent update, Avast has become less accessible. Recently, Avast became completely unusable, so I am on the hunt for a new accessible anti virus software for my computer. I am trying to contact Avast to let them know this issue, but I am having no luck. Even if the anti virus provides an accessible means of interacting with the anti virus software completely through the command line, that would be dueable. I have been doing some testing, and found all of these not usable. Some might be some what accessible, but not usable with a screen reader. I am focusing my search to free anti virus software, if I find one that is accessible, and needs a registration, I will pay for it, but I don't want to pay for something that I can not use. free AVG not usable bitdefender not usable Avast not usable Nortin (I have not tried it recently, but I don't recall Nortin ever being accesible) I have been shocked at the number of inaccessible anti virus software I have found. Luckily most anti virus software performs automatic scans, and requires little attention, but there are times when you need to interact with it, and screen reader users should be able to maintain there own computers. I am majoring in computer science and considering specializing in cyborg security, so I would really like to find a tool that will work. I know that Microsoft Security Essentials is pretty accessible, but all the research I have done, has shown that MSE does not provide great protection. Does anyone have any suggestions? Thanks, TJ Breitenfeldt From dandrews at visi.com Wed May 24 20:00:42 2017 From: dandrews at visi.com (David Andrews) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Accessible Anti Virus Software In-Reply-To: References: Message-ID: If you have Windows 10, try Windows Defender. It is supposed to be much improved. Dave At 08:26 PM 5/24/2017, you wrote: >Hi, I am looking for an accessible, up to date, good anti virus >software. I have used Avast for years, but it seems with every recent >update, Avast has become less accessible. Recently, Avast became >completely unusable, so I am on the hunt for a new accessible anti >virus software for my computer. I am trying to contact Avast to let >them know this issue, but I am having no luck. > >Even if the anti virus provides an accessible means of interacting >with the anti virus software completely through the command line, that >would be dueable. > >I have been doing some testing, and found all of these not usable. >Some might be some what accessible, but not usable with a screen >reader. >I am focusing my search to free anti virus software, if I find one >that is accessible, and needs a registration, I will pay for it, but I >don't want to pay for something that I can not use. >free AVG not usable >bitdefender not usable >Avast not usable >Nortin (I have not tried it recently, but I don't recall Nortin ever >being accesible) > >I have been shocked at the number of inaccessible anti virus software >I have found. Luckily most anti virus software performs automatic >scans, and requires little attention, but there are times when you >need to interact with it, and screen reader users should be able to >maintain there own computers. > >I am majoring in computer science and considering specializing in >cyborg security, so I would really like to find a tool that will work. > >I know that Microsoft Security Essentials is pretty accessible, but >all the research I have done, has shown that MSE does not provide >great protection. > >Does anyone have any suggestions? > >Thanks, > >TJ Breitenfeldt From hkramer at ahead.org Wed May 24 23:51:47 2017 From: hkramer at ahead.org (Howard Kramer) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] 2nd Round Deadline for AHG 2017 Proposals: May 31 Message-ID: Accessing Higher Ground: Accessible Media, Web & Technology Conference November 13 ? 17, 2017 Proposal Deadline: May 31 Accessing Higher Ground 2017 is now accepting 2nd round proposals for its 20th Annual Conference in Westminster, Colorado. AHG focuses on: ? accessible media ? Universal Design ? best practices for web & media development ? accessible curriculum ? alternate format ? teaching about accessibility and UD in university curriculum (and elsewhere) ? other topics related to accessibility in higher education and other environments Use the online speaker proposal form to submit your proposal. Additional speaker information can be found on the AHG website. View last year?s sessions to get a sense of the typical agenda and range of topics. If you have any questions about proposal submission, contact Howard Kramer at 303-492-8672 or at the email below. e-mail: ahg@ahead.org Conference URL: http://accessinghigherground.org/ Proposal form direct URL: http://accessinghigherground.org/speaker-submissions/ -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 13-17, 2017. Request for proposals will be announced at the beginning of March. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From norm.coombs at gmail.com Thu May 25 07:16:35 2017 From: norm.coombs at gmail.com (Norm Coombs) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] EASI 4-part Fee-based webinar: Styles in Word: A Primer for Accessible Document Design Message-ID: <85771e12-4532-251d-97dc-5ae3be7a6fc8@gmail.com> *EASI 4-part Fee-based webinar: Styles in Word: A Primer for Accessible Document Design* Dates: June Tue. 9, Thur. 11, Tue. 23 and Thur. 25 Time: 11 Pacific, noon Mountain, 1 Central and 2 Eastern Presenter: Karen McCall, M.Ed. Microsoft MVP 2010 for Word, Canadian delegate to the ISO/TC 171, Committee Member of PDF/UA Universal Access working group This four part series is based on the book by Karen McCall of the same name. If you are familiar with Styles or new to them, there is always something to learn! This series provides an overview of the different types of Styles in Word, how to use them effectively and how to create new Styles to optimize your Word documents for accessibility. This series includes other elements of accessible document design such as Alt Text on images, contextual links, correct list structures and optimizing tables for accessibility. Webinar One: (Tuesday) How to set up Word to work effectively with content and Styles. * Webinar Two: (Thursday) The different types of Styles, common Styles used and how to modify existing Styles or create new Styles. * Webinar Three: (Tuesday) Accessible lists, accessible table, Document Properties * Webinar Four: )Thursday) Accessibility Checker in Word and finishing touches before converting a document to tagged PDF. These webinars will be recorded. If you are not an annual EASI webinar member, you can register and make payment of $195 for the 4-part series from: http://easi.cc/clinic.htm and look under June webinars There are also scholarships available from: http://easi.cc/scholar.htm If you are a member, you can register free from the member page requiring the member username and password: http://easi.cc/member/index.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From norm.coombs at gmail.com Thu May 25 14:01:42 2017 From: norm.coombs at gmail.com (Norm Coombs) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Webinnar series dates are wrong and will be corrected! Message-ID: I can't imagine what happened but the dates for the 4 June webinars on word styles are seriously wrong. As soon as I verify the corrections with the presenter, I'll resend the announement and also fix the web page Norm From norm.coombs at gmail.com Thu May 25 15:14:49 2017 From: norm.coombs at gmail.com (Norm Coombs) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Corrected dates for 4-part Fee-based webinar: Styles in Word: A Primer for Accessible Document Design Message-ID: Corrected dates for 4-part Fee-based webinar: Styles in Word: A Primer for Accessible Document Design Dates: June Tue. 6, Thur. 8, Tue. 20 and Thur. 22 This four part series is based on the book by Karen McCall and the 4 webinars will be: ?Webinar One: (Tuesday) How to set up Word to work effectively with content and Styles. ?Webinar Two: (Thursday) The different types of Styles, common Styles used and how to modify existing Styles or create new Styles. ?Webinar Three: (Tuesday) Accessible lists, accessible table, Document Properties ?Webinar Four: )Thursday) Accessibility Checker in Word and finishing touches before converting a document to tagged PDF. Registration for The 4-part webinar series is $195 for non-members. EASI annual webinar members register free. Read more from http://easi.cc/clinic.htm and look for webinars in June. Sorry for the previous announcement with faulty dates. Norm -------------- next part -------------- An HTML attachment was scrubbed... URL: From TMicsky at thiel.edu Thu May 25 18:12:12 2017 From: TMicsky at thiel.edu (Micsky, Tami) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] (no subject) Message-ID: Unsubscribe, please. _______________________________________ Tami Micsky, MSSA, LSW, CT Director, Disability Resource Center Adjunct Professor, Sociology Department Counselor, Thiel College Counseling Center Thiel College 75 College Avenue Greenville, PA 16125 Phone: 724-589-2063 TMicsky@thiel.edu http://www.thiel.edu/campus_life/campus-resources/disability-services http://www.thiel.edu/campus_life/health-and-wellness/counseling-center CONFIDENTIALITY NOTICE: This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to which they are addressed. If you are not the intended recipient, you may not review, copy or distribute this message. If you have received this email in error, please notify the sender immediately and delete the original message. Neither the sender nor the organization for which he or she works accepts any liability for any damage caused by any virus transmitted by this email. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gdietrich at htctu.net Thu May 25 20:28:51 2017 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Santiago Canyon College Seeking Assistant Dean of Disabled Students Programs and Services Message-ID: <027a01d2d5d0$326f1420$974d3c60$@htctu.net> Dear Colleagues, Santiago Canyon College (SCC) in the city of Orange, CA is searching for an Assistant Dean of Disabled Students Programs and Services. This is an exciting new position at a great college with an amazing DSPS Team. SCC was recently ranked #13 of the top 50 community colleges nationwide for the 2016-2017 school year by College Choice, a leading authority in college and university rankings and resources. The position closes Wednesday, June 14, 2017. For more information: Assistant Dean/DSPS Job Announcement Lucy Carr-Rollitt Coordinator/Disabled Students Programs & Services Santiago Canyon College 8045 E. Chapman Ave. Orange, CA 92869 (714) 628-4862 carr_rollitt_lucy@sccollege.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From KRasul at columbiabasin.edu Fri May 26 07:44:28 2017 From: KRasul at columbiabasin.edu (Rasul, Kamran) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] converting computer programming books In-Reply-To: References: Message-ID: Scenario 1 Keep it images if they only have "language dyslexia". If they also have "number dyslexia", then text. Scenario 2 If they the depending on text to speech is more than 40 percent, then text. If they are coping with images and do not also have number dyslexia, then keep images. Both scenarios above (1 & 2) may involve more time. So our approach would be, if we get the request early enough, to provide both multiple approaches with one of the chapters and then have the student give us feedback. Their input will hopefully help determine how much additional work needs to be put in. Like most AT services, sometimes it is "lets give this a try and see how it goes". The student has to be proactive to help too so that there is no delay with their accommodations -- but you all knew this :-) Scenario 3 written text and numbers. Kamran Rasul, M.Ed Director of Assistive Technology Columbia Basin College, TD 422 2600 N 20th Ave, Pasco, WA 99301 krasul@columbiabasin.edu | 509.543.1448 ext.2048 ________________________________ From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Krista Greear [greeark@uw.edu] Sent: Tuesday, May 23, 2017 1:40 PM To: Access Technology Higher Education Network Subject: [Athen] converting computer programming books Hello my conversion colleagues!! Scenario 1 When you convert computer programming books for a student with a learning disability, do you make the code examples text or images? These students have sight. They use text-to-speech software. Scenario 2 When you convert computer programming books for a student with a learning disability and affected eye sight, do you make the code examples text or images? These students have sight but their sight wanes throughout the day where they may listen to more of their content at night than look/listen. They use text-to-speech software. Scenario 3 When you convert computer programming books for a student who is blind, do you ensure that the code is perfect in the example (like the number of tabs/spaces). They use screen reading software and do not use Braille. KRISTA GREEAR Assistant Director Disability Resources for Students 011 Mary Gates Hall Box 352808 Seattle, WA 98195-2808 Direct: 206.221.4136 / Main: 206.543.8924 greeark@uw.edu/ http://disability.uw.edu [cid:image001.gif@01D2D3CA.1C55DF50] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1303 bytes Desc: image001.gif URL: From zm290 at msstate.edu Fri May 26 08:20:02 2017 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Advising Students with Disabilities Message-ID: <002001d2d633$8c826e40$a5874ac0$@msstate.edu> I'm curious, in regards to being proactive, how much time is "reasonable" for a student to provide advanced notice to the office they receive accomidations from? I know this question is very vaguely worded and the best answer is "depends," but I work as a mentor for Learning Ally's College Success Program, and I'd very much like to provide sound recommendations or logical ways to approach requesting accessible material to our students. Personally, as a student, two months advanced notice is fair, but when we start getting into eight or ten, as has been the case with one or more institutions I've attended, it starts to get a little ridiculous. As a mentor I feel it's my job to help students avoid choosing institutions where this might happen. Is there publicly available information to help students with disabilities assess the ability of a potential college to meet their accomidations? Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University -------------- next part -------------- An HTML attachment was scrubbed... URL: From jhori at ucdavis.edu Fri May 26 18:04:21 2017 From: jhori at ucdavis.edu (Joshua Hori) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Advising Students with Disabilities In-Reply-To: <002001d2d633$8c826e40$a5874ac0$@msstate.edu> References: <002001d2d633$8c826e40$a5874ac0$@msstate.edu> Message-ID: Reasonable is the same amount of time that any other student would have to provide if they needed accommodations. If I can break my arm the day before the test and still be accommodated, then any student with a disability should be able to do the same. There's not really a "reasonable time limit" that is enforceable especially since some disabilities flare during times of stress. I'm not aware of public information to help students with disabilities assess the ability of a potential college to meet their accommodations without talking to the office first. There's quite a few factors to consider...Does the student prefer braille, assistants or technology? If there is a preference to Braille, you may want to ask for samples of subjects you will be attending and tactile graphics they can produce, especially if STEM is involved. Find out if they do it in house or if it's done by a third party. Make sure to state your braille preferences as well to ensure you get what you need. If they prefer assistants, they may want to ask what type of support for scribing and reading is available (for tests, class projects, etc.). And they will benefit registering with the department of rehab to ensure that their books and out of classroom assistants are paid for (sometimes school is paid for as well). Also, for blind users, I suggest reaching out to the Delta Gamma Sororities! They are required to provide 100 hours of volunteer work with visually disabled individuals. There are chapters all over the US and I regularly see them escorting individuals around the CSUN conference. If they prefer technology, they will want to meet the assistive technology staff to determine what is available. What types of formats can you get your textbooks in? What software is available? Is it available all over campus or just in labs? Are there open pilots of technology to participate in? There is some content available online, but they seem to be assuming quite a bit and have wrong information listed. I keep getting companies requesting to have their pages added to ours, but their info is just all over the place. And from my experience, disability offices are like individuals with autism; once you've been to one disability office, you've been to ONE disability office. I see you're an animal and dairy sciences student...So, when should I expect you here at the #1 Vet Med School in the Nation? :) Sincerely, Joshua Hori Accessible Technology Analyst University of California, Davis Student Disability Center 54 Cowell Building Davis, CA 95616 530-752-3184 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Zach Sent: Friday, May 26, 2017 8:20 AM To: 'Access Technology Higher Education Network' Subject: [Athen] Advising Students with Disabilities I'm curious, in regards to being proactive, how much time is "reasonable" for a student to provide advanced notice to the office they receive accomidations from? I know this question is very vaguely worded and the best answer is "depends," but I work as a mentor for Learning Ally's College Success Program, and I'd very much like to provide sound recommendations or logical ways to approach requesting accessible material to our students. Personally, as a student, two months advanced notice is fair, but when we start getting into eight or ten, as has been the case with one or more institutions I've attended, it starts to get a little ridiculous. As a mentor I feel it's my job to help students avoid choosing institutions where this might happen. Is there publicly available information to help students with disabilities assess the ability of a potential college to meet their accomidations? Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University -------------- next part -------------- An HTML attachment was scrubbed... URL: From jhori at ucdavis.edu Fri May 26 18:18:32 2017 From: jhori at ucdavis.edu (Joshua Hori) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Accessible Anti Virus Software In-Reply-To: References: Message-ID: You may want to check out TronScript then. It has command line support, is maintained on Reddit and is basically a batch file that goes through a 8 step process: Prep, tempclean, de-bloat, disinfect, repair, patch, optimize, and wrap up. Make sure to edit the batch file before running. No need to run "De-Bloat" if on Windows 7 and could save you 15+ minutes! This is my "get all viruses off my computer" card. https://www.reddit.com/r/TronScript/ If you need admin support, but are locked out...there's the "offline registry editor" which hasn't been patched since Win98. *facepalm* Best, Joshua -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Timothy Breitenfeldt Sent: Wednesday, May 24, 2017 6:27 PM To: Access Technology Higher Education Network Subject: [Athen] Accessible Anti Virus Software Hi, I am looking for an accessible, up to date, good anti virus software. I have used Avast for years, but it seems with every recent update, Avast has become less accessible. Recently, Avast became completely unusable, so I am on the hunt for a new accessible anti virus software for my computer. I am trying to contact Avast to let them know this issue, but I am having no luck. Even if the anti virus provides an accessible means of interacting with the anti virus software completely through the command line, that would be dueable. I have been doing some testing, and found all of these not usable. Some might be some what accessible, but not usable with a screen reader. I am focusing my search to free anti virus software, if I find one that is accessible, and needs a registration, I will pay for it, but I don't want to pay for something that I can not use. free AVG not usable bitdefender not usable Avast not usable Nortin (I have not tried it recently, but I don't recall Nortin ever being accesible) I have been shocked at the number of inaccessible anti virus software I have found. Luckily most anti virus software performs automatic scans, and requires little attention, but there are times when you need to interact with it, and screen reader users should be able to maintain there own computers. I am majoring in computer science and considering specializing in cyborg security, so I would really like to find a tool that will work. I know that Microsoft Security Essentials is pretty accessible, but all the research I have done, has shown that MSE does not provide great protection. Does anyone have any suggestions? Thanks, TJ Breitenfeldt _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From zm290 at msstate.edu Sat May 27 11:12:24 2017 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Advising Students with Disabilities In-Reply-To: References: <002001d2d633$8c826e40$a5874ac0$@msstate.edu> Message-ID: <004a01d2d714$cb52e190$61f8a4b0$@msstate.edu> Hello Mr. Hori, Thank you very much. Your response is just what I needed and perhaps, with your permission, would you mind if I reference you in my blog entry for the CSP? Also, I wanted to run a scenario by you to get your opinion. If accomidations are requested providing a "reasonable" amount of advanced notice, say a test in Braille, if the test is either not available when the student arrives to take the test or has translation errors, is it acceptable for the disabilities office to reschedule the test? This has happened on several occasions at one institution I've attended. Regarding your invitation to come to the number one veterinary medicine school in the nation, while I did my undergrad there, I'm probably not vet school-bound. Recently I've become more interested in animal research, policy and law. I will, however, always remember my days at Cornell fondly. :) Kind regards, Zac Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joshua Hori Sent: Friday, May 26, 2017 8:04 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Advising Students with Disabilities Reasonable is the same amount of time that any other student would have to provide if they needed accommodations. If I can break my arm the day before the test and still be accommodated, then any student with a disability should be able to do the same. There's not really a "reasonable time limit" that is enforceable especially since some disabilities flare during times of stress. I'm not aware of public information to help students with disabilities assess the ability of a potential college to meet their accommodations without talking to the office first. There's quite a few factors to consider.Does the student prefer braille, assistants or technology? If there is a preference to Braille, you may want to ask for samples of subjects you will be attending and tactile graphics they can produce, especially if STEM is involved. Find out if they do it in house or if it's done by a third party. Make sure to state your braille preferences as well to ensure you get what you need. If they prefer assistants, they may want to ask what type of support for scribing and reading is available (for tests, class projects, etc.). And they will benefit registering with the department of rehab to ensure that their books and out of classroom assistants are paid for (sometimes school is paid for as well). Also, for blind users, I suggest reaching out to the Delta Gamma Sororities! They are required to provide 100 hours of volunteer work with visually disabled individuals. There are chapters all over the US and I regularly see them escorting individuals around the CSUN conference. If they prefer technology, they will want to meet the assistive technology staff to determine what is available. What types of formats can you get your textbooks in? What software is available? Is it available all over campus or just in labs? Are there open pilots of technology to participate in? There is some content available online, but they seem to be assuming quite a bit and have wrong information listed. I keep getting companies requesting to have their pages added to ours, but their info is just all over the place. And from my experience, disability offices are like individuals with autism; once you've been to one disability office, you've been to ONE disability office. I see you're an animal and dairy sciences student.So, when should I expect you here at the #1 Vet Med School in the Nation? :) Sincerely, Joshua Hori Accessible Technology Analyst University of California, Davis Student Disability Center 54 Cowell Building Davis, CA 95616 530-752-3184 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Zach Sent: Friday, May 26, 2017 8:20 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] Advising Students with Disabilities I'm curious, in regards to being proactive, how much time is "reasonable" for a student to provide advanced notice to the office they receive accomidations from? I know this question is very vaguely worded and the best answer is "depends," but I work as a mentor for Learning Ally's College Success Program, and I'd very much like to provide sound recommendations or logical ways to approach requesting accessible material to our students. Personally, as a student, two months advanced notice is fair, but when we start getting into eight or ten, as has been the case with one or more institutions I've attended, it starts to get a little ridiculous. As a mentor I feel it's my job to help students avoid choosing institutions where this might happen. Is there publicly available information to help students with disabilities assess the ability of a potential college to meet their accomidations? Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University -------------- next part -------------- An HTML attachment was scrubbed... URL: From lissner.2 at osu.edu Mon May 29 19:21:50 2017 From: lissner.2 at osu.edu (Lissner, Scott) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] (no subject) Message-ID: The most a public entity may be able to do may be to expressly contract for compliance CONTRACTING COMPLIANCE: Accessibility Policies & Third Party contracts, what can you learn from architecture? Many colleges have developed a thoughtful, well crafted digital accessibility policy and are seeing considerable success with campusawareness and internal digital development and content creation but are hitting a wall when it comes large scale enterprise purchases that form our digital infrastructure. From content management to self-service functions these tools often fall short of functionally meeting accessibility standards and require negotiating improvements from the vendor or extensive exceptions with costly work-arounds. While most contracts have a "nuclear" option ? you can walk away from the contract if the product does not comply with all state and federal regulations - that is not a realistic threat or compliance tool when it takes 3-8 years to walk away. There needs to be additional contract language that incentivizes contractors and vendors tasked with designing and updating your infrastructure. Contract clauses for indemnification andproportionate penalties (e.g. refunds on license fees for days out of compliance). A recent case about airport facilities (City of Los Angeles v. AECOM Services, Inc., 854 F.3d 1149) can inform your conversation. As a background, the ADA does not speak directly to indemnity which has led some courts, including then 9th Circuit, to conclude that like other civil rights statute the ADA creates a ?non-delegable? duty. The logic is that if the law allows any party toassign any part of their civil rightsobligation though indemnification itwould dilute, if not undercut, the goals of equity and inclusion the law embodies. This logic works well for the general prohibition of non-discrimination but overlooks the reality that the ADA reaches beyond local laws, policies and practices and into the built environment (physical and virtual). Compliance with technical standards in the context of architectural and digital infrastructure often necessitates heavy reliance on both the technical expertise and the representations of third parties in ways that are unique from other civil rights statutes. Similarly, the financial consequence of mistaken reliance on third parties are often considerable. "The most a public entity may be able to do in furtherance of its duties under the respective acts may, in many situations, be to expressly contract for compliance (contractual provisions for which it will potentially have to pay a premium to the contractor). From there, the entity best situated to ensure full compliance may well be the contractor tasked with designing or constructing the public resource in question, and precluding contract clauses for contribution (indemnification) reduces a contractor?s incentives to do so." City of Los Angeles v. AECOM Services, Inc., 854 F.3d 1149 https://www.gmsr.com/case/city-los-angeles-v-aecom-services-inc-april-24-2017-ninth-circuit-no-15-56606-__-f-3d-__-2017-wl-1431084/. L. Scott Lissner, The Ohio State University ADA Coordinator and 504 Compliance Officer Associate, John Glenn School of Public Affairs Lecturer, Knowlton School of Architecture, Moritz College of Law & Disability Studies Board, Center for Disability Empowerment & VSA Ohio Chair, Public Policy Committee, AHEAD (614) 292-6207(v); (614) 688-8605(tty) (614) 688-3665(fax); Http://ada.osu.edu 21 East 11th Ave., Columbus, Ohio. 43210 -------------- next part -------------- An HTML attachment was scrubbed... URL: From jeffbis at email.arizona.edu Tue May 30 07:31:00 2017 From: jeffbis at email.arizona.edu (Bishop, Jeff - (jeffbis)) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Accessible Anti Virus Software In-Reply-To: References: Message-ID: Try Vipre. -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Timothy Breitenfeldt Sent: Wednesday, May 24, 2017 6:27 PM To: Access Technology Higher Education Network Subject: [Athen] Accessible Anti Virus Software Hi, I am looking for an accessible, up to date, good anti virus software. I have used Avast for years, but it seems with every recent update, Avast has become less accessible. Recently, Avast became completely unusable, so I am on the hunt for a new accessible anti virus software for my computer. I am trying to contact Avast to let them know this issue, but I am having no luck. Even if the anti virus provides an accessible means of interacting with the anti virus software completely through the command line, that would be dueable. I have been doing some testing, and found all of these not usable. Some might be some what accessible, but not usable with a screen reader. I am focusing my search to free anti virus software, if I find one that is accessible, and needs a registration, I will pay for it, but I don't want to pay for something that I can not use. free AVG not usable bitdefender not usable Avast not usable Nortin (I have not tried it recently, but I don't recall Nortin ever being accesible) I have been shocked at the number of inaccessible anti virus software I have found. Luckily most anti virus software performs automatic scans, and requires little attention, but there are times when you need to interact with it, and screen reader users should be able to maintain there own computers. I am majoring in computer science and considering specializing in cyborg security, so I would really like to find a tool that will work. I know that Microsoft Security Essentials is pretty accessible, but all the research I have done, has shown that MSE does not provide great protection. Does anyone have any suggestions? Thanks, TJ Breitenfeldt _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From alpuzz at msu.edu Tue May 30 07:36:51 2017 From: alpuzz at msu.edu (Puzzuoli, Al) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Accessible Anti Virus Software In-Reply-To: References: Message-ID: Two more alternatives: Avira Free is quite accessible. Also, Sophos Home is interesting because you control 99% of the program's functionality via a web based account. Both of those products work well and get good reviews from PC Magazine, etc. --Al -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Bishop, Jeff - (jeffbis) Sent: Tuesday, May 30, 2017 10:31 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible Anti Virus Software Try Vipre. -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Timothy Breitenfeldt Sent: Wednesday, May 24, 2017 6:27 PM To: Access Technology Higher Education Network Subject: [Athen] Accessible Anti Virus Software Hi, I am looking for an accessible, up to date, good anti virus software. I have used Avast for years, but it seems with every recent update, Avast has become less accessible. Recently, Avast became completely unusable, so I am on the hunt for a new accessible anti virus software for my computer. I am trying to contact Avast to let them know this issue, but I am having no luck. Even if the anti virus provides an accessible means of interacting with the anti virus software completely through the command line, that would be dueable. I have been doing some testing, and found all of these not usable. Some might be some what accessible, but not usable with a screen reader. I am focusing my search to free anti virus software, if I find one that is accessible, and needs a registration, I will pay for it, but I don't want to pay for something that I can not use. free AVG not usable bitdefender not usable Avast not usable Nortin (I have not tried it recently, but I don't recall Nortin ever being accesible) I have been shocked at the number of inaccessible anti virus software I have found. Luckily most anti virus software performs automatic scans, and requires little attention, but there are times when you need to interact with it, and screen reader users should be able to maintain there own computers. I am majoring in computer science and considering specializing in cyborg security, so I would really like to find a tool that will work. I know that Microsoft Security Essentials is pretty accessible, but all the research I have done, has shown that MSE does not provide great protection. Does anyone have any suggestions? Thanks, TJ Breitenfeldt _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From pratikp1 at gmail.com Tue May 30 07:52:19 2017 From: pratikp1 at gmail.com (Pratik Patel) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Accessible Anti Virus Software In-Reply-To: References: Message-ID: <002801d2d954$56ebcd20$04c36760$@gmail.com> I have not seen any reason not to use Windows Defender for quite some time. It's very usable and accessible with screen readers. It's an excellent antivirus program. It also has an additional advantage that it, unlike any other product I've tested, is not a system hog. -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Puzzuoli, Al Sent: Tuesday, May 30, 2017 10:37 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible Anti Virus Software Two more alternatives: Avira Free is quite accessible. Also, Sophos Home is interesting because you control 99% of the program's functionality via a web based account. Both of those products work well and get good reviews from PC Magazine, etc. --Al -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Bishop, Jeff - (jeffbis) Sent: Tuesday, May 30, 2017 10:31 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible Anti Virus Software Try Vipre. -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Timothy Breitenfeldt Sent: Wednesday, May 24, 2017 6:27 PM To: Access Technology Higher Education Network Subject: [Athen] Accessible Anti Virus Software Hi, I am looking for an accessible, up to date, good anti virus software. I have used Avast for years, but it seems with every recent update, Avast has become less accessible. Recently, Avast became completely unusable, so I am on the hunt for a new accessible anti virus software for my computer. I am trying to contact Avast to let them know this issue, but I am having no luck. Even if the anti virus provides an accessible means of interacting with the anti virus software completely through the command line, that would be dueable. I have been doing some testing, and found all of these not usable. Some might be some what accessible, but not usable with a screen reader. I am focusing my search to free anti virus software, if I find one that is accessible, and needs a registration, I will pay for it, but I don't want to pay for something that I can not use. free AVG not usable bitdefender not usable Avast not usable Nortin (I have not tried it recently, but I don't recall Nortin ever being accesible) I have been shocked at the number of inaccessible anti virus software I have found. Luckily most anti virus software performs automatic scans, and requires little attention, but there are times when you need to interact with it, and screen reader users should be able to maintain there own computers. I am majoring in computer science and considering specializing in cyborg security, so I would really like to find a tool that will work. I know that Microsoft Security Essentials is pretty accessible, but all the research I have done, has shown that MSE does not provide great protection. Does anyone have any suggestions? Thanks, TJ Breitenfeldt _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From jsuttondc at gmail.com Tue May 30 16:47:14 2017 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Why We Dread Disability Myths Message-ID: ATHENites and others: In case you missed this and might find of interest. Best, Jennifer Why We Dread Disability Myths http://www.chronicle.com/article/Why-We-Dread-Disability-Myths/240156/ From jcrobson at stkate.edu Tue May 30 19:05:26 2017 From: jcrobson at stkate.edu (Joan Robson) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Why We Dread Disability Myths In-Reply-To: References: Message-ID: Thank you for sharing this article Jennifer . On Tue, May 30, 2017 at 6:49 PM Jennifer Sutton wrote: > ATHENites and others: > > > In case you missed this and might find of interest. > > > Best, > > Jennifer > > > Why We Dread Disability Myths > http://www.chronicle.com/article/Why-We-Dread-Disability-Myths/240156/ > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > -- Joan Robson, MEd Access Consultant Disability Resources St. Catherine University 601 25th Ave. South Minneapolis, MN 55454 Education Building #369 Ph: 651-690-8160 Fax: 651-690-7849 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kschoeb1 at swarthmore.edu Wed May 31 05:09:48 2017 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Resource for math & science images Message-ID: A colleague shared this resource with me - http://www.benetech.org Looks like they do BookShare and DIAGRAM (http://diagramcenter.org/) I'm familiar with BookShare and wonder if anyone has worked with DIAGRAM. -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From adwershing at pstcc.edu Wed May 31 06:27:49 2017 From: adwershing at pstcc.edu (Wershing, Alice D.) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Resource for math & science images In-Reply-To: References: Message-ID: <2033702d8610417fbcd3c853a3170f90@EXMAIL01.pstcc.edu> I attended all of the DIAGRAM Center presentations at CSUN. They are doing great work, and the website is full of great resources. Alice D. Wershing, M.Ed., A.T.P. Disability Services, Technology Specialist Pellissippi State Community College 865-694-6751 865-539-7699 (fax) East TN Region Accessibility Specialist Tenessee Board of Regents-TN eCampus PSCC Access for All Blog PSCC Accessible Format Facebook Page (PSCC-Disability Services) PSCC Access4All Twitter Feed (@Access4allPSCC) From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Corrine Schoeb Sent: Wednesday, May 31, 2017 8:10 AM To: athen-list@u.washington.edu Subject: [Athen] Resource for math & science images A colleague shared this resource with me - http://www.benetech.org Looks like they do BookShare and DIAGRAM (http://diagramcenter.org/) I'm familiar with BookShare and wonder if anyone has worked with DIAGRAM. -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. To learn more about web security visit http://www.swarthmore.edu/its/security -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Wed May 31 06:34:36 2017 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Accessible Office Templates for Office 365 Message-ID: <004b01d2da12$a603d060$f20b7120$@karlencommunications.com> The Microsoft Accessibility team posted this link to twitter. https://support.office.com/en-us/article/Get-accessible-templates-for-Office -ca086caa-2bd2-4ac8-8c12-4cd495bd4d76 I am updating my Word for the Keyboard book and noticed in looking at templates in the File/Backstage, New Gallery, that there is an indication in the description about the accessibility of the template you are looking at. JAWS 18 was reading the description just fine. Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From tkissell2 at elon.edu Wed May 31 07:57:39 2017 From: tkissell2 at elon.edu (Tina Kissell) Date: Sat Jun 9 18:34:14 2018 Subject: [Athen] Why We Dread Disability Myths In-Reply-To: References: Message-ID: GREAT article! Thanks! Tina Kissell, Ed. D. Assistant Director of Disabilities Services Academic Support and Advising Elon University Duke 108G Office (336) 278-6500, Fax (336) 278-6514 tkissell2@elon.edu http://www.elon.edu/e-web/academics/support/disabilities.xhtml Mailing Address: Elon University, 2251 Campus Box, Elon, NC 27244 [Elon University Logo] ?if you are always trying to be normal, you will never know how amazing you can be.? Maya Angelou This e-mail message may contain confidential or legally privileged information and is intended only for the use of the intended recipient(s). Any unauthorized disclosure, dissemination, distribution, copying or the taking of any action in reliance on the information herein is prohibited. E-mails are not secure and cannot be guaranteed to be error free as they can be intercepted, amended, or contain viruses. Anyone who communicates with us by e-mail is deemed to have accepted these risks. From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joan Robson Sent: Tuesday, May 30, 2017 10:05 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Why We Dread Disability Myths Thank you for sharing this article Jennifer . On Tue, May 30, 2017 at 6:49 PM Jennifer Sutton > wrote: ATHENites and others: In case you missed this and might find of interest. Best, Jennifer Why We Dread Disability Myths http://www.chronicle.com/article/Why-We-Dread-Disability-Myths/240156/ _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -- Joan Robson, MEd Access Consultant Disability Resources St. Catherine University 601 25th Ave. South Minneapolis, MN 55454 Education Building #369 Ph: 651-690-8160 Fax: 651-690-7849 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 2981 bytes Desc: image003.jpg URL: