From awaling at purdue.edu Fri May 1 10:11:57 2020 From: awaling at purdue.edu (Waling, Amanda Kathleen) Date: Fri May 1 10:12:03 2020 Subject: [Athen] Question about SAS Graphics Accelerator Message-ID: Happy Friday! Has anyone utilized SAS Graphics Accelerator for anything related to accessibility? I am unfamiliar with this, and am looking for any type of information. Thanks in advance! Mandie Mandie Waling, MS she/her/hers Assistant Director Disability Resource Center Ernest C. Young Hall, Room 836 155 S. Grant Street West Lafayette, IN 47907 o: 765-496-6890 f: 765-496-3759 awaling@purdue.edu | drc@purdue.edu [BBCFB311] "No one has to do everything, but everyone has to do something." What's your Green Dot? Worried about a student? Report it here through the Student of Concern Report. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 20154 bytes Desc: image001.png URL: From hascherdss at gmail.com Fri May 1 14:01:54 2020 From: hascherdss at gmail.com (Heidi Scher) Date: Fri May 1 14:02:59 2020 Subject: [Athen] Online orientation using Advantage Design Group production Message-ID: Hello all! Is anyone familiar with the new student online orientation product from Advantage Design Group? I've just found out today that this is what our university will begin within a few weeks. Typically, the month of June is when incoming freshmen come to campus for orientation. But, that can't happen this June due to the coronvirus. I would appreciate any information anyone has about the product - and especially any information regarding access issues. Because this change had to be made so quickly with our new student orientation, we've not had any chance to review the product! Thanks! Stay safe and healthy, Heidi +++++++++++++++ Heidi Scher, M.S., CRC Associate Director - AT *she, her, hers* Center for Educational Access at the University of Arkansas 1 University of Arkansas, ARKU 209 Fayetteville, AR 72701 479.575.3104 phone 479.575.7445 fax +++++++++++++++ -------------- next part -------------- An HTML attachment was scrubbed... URL: From Catherine.Stager at frontrange.edu Fri May 1 16:28:21 2020 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Fri May 1 16:28:36 2020 Subject: [Athen] Online orientation using Advantage Design Group production In-Reply-To: References: Message-ID: It?s always scary when the search for accessibility on their website leads to a link which opens with uncaptioned video. Good luck with this one Heidi! Cath From: athen-list On Behalf Of Heidi Scher Sent: Friday, May 1, 2020 3:02 PM To: Access Technology Higher Education Network Subject: [Athen] Online orientation using Advantage Design Group production CAUTION: This email originated from outside of the Colorado Community College System. Do not click links or open attachments unless you recognize the sender and know the content is safe. Please contact your college IT Help Desk if you have any questions. Hello all! Is anyone familiar with the new student online orientation product from Advantage Design Group? I've just found out today that this is what our university will begin within a few weeks. Typically, the month of June is when incoming freshmen come to campus for orientation. But, that can't happen this June due to the coronvirus. I would appreciate any information anyone has about the product - and especially any information regarding access issues. Because this change had to be made so quickly with our new student orientation, we've not had any chance to review the product! Thanks! Stay safe and healthy, Heidi +++++++++++++++ Heidi Scher, M.S., CRC Associate Director - AT she, her, hers Center for Educational Access at the University of Arkansas 1 University of Arkansas, ARKU 209 Fayetteville, AR 72701 479.575.3104 phone 479.575.7445 fax +++++++++++++++ -------------- next part -------------- An HTML attachment was scrubbed... URL: From mthomps2 at umbc.edu Mon May 4 06:56:50 2020 From: mthomps2 at umbc.edu (Cassie Kilroy Thompson) Date: Mon May 4 06:57:22 2020 Subject: [Athen] Online orientation using Advantage Design Group production In-Reply-To: References: Message-ID: We have been told that ADG's module system is what our orientation/admissions staff will be using as well. They have been told "it is accessible" but it remains to be seen. ~~ *Cassie Kilroy Thompson* Disability Service Coordinator, Student Disability Services Office of Accessibility and Disability Services *UMBC is open, with employees working remotely. Facilities remain closed. See https://covid19.umbc.edu/ for most current information.* SDS staff will answer email and phone voicemail messages Monday through Friday from 8:30 AM to 5:00 PM. *email*: mthomps2@umbc.edu https://sds.umbc.edu ********************************** Pronouns: she/her/hers On Fri, May 1, 2020 at 7:34 PM Stager, Catherine < Catherine.Stager@frontrange.edu> wrote: > It?s always scary when the search for accessibility on their website leads > to a link which opens with uncaptioned video. > > Good luck with this one Heidi! > > Cath > > > > *From:* athen-list *On > Behalf Of *Heidi Scher > *Sent:* Friday, May 1, 2020 3:02 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Online orientation using Advantage Design Group > production > > > > > > *CAUTION:* This email originated from outside of the Colorado Community > College System. Do not click links or open attachments unless you recognize > the sender and know the content is safe. Please contact your college IT > Help Desk if you have any questions. > > Hello all! > > > > Is anyone familiar with the new student online orientation product from Advantage > Design Group? I've just found out today that this is what our university > will begin within a few weeks. Typically, the month of June is when > incoming freshmen come to campus for orientation. But, that can't happen > this June due to the coronvirus. > > > > I would appreciate any information anyone has about the product - and > especially any information regarding access issues. Because this change had > to be made so quickly with our new student orientation, we've not had any > chance to review the product! > > > > Thanks! Stay safe and healthy, > > > > Heidi > > > > > +++++++++++++++ > Heidi Scher, M.S., CRC > Associate Director - AT > > *she, her, hers* > > Center for Educational Access at the University of Arkansas > > 1 University of Arkansas, ARKU 209 > Fayetteville, AR 72701 > 479.575.3104 phone > 479.575.7445 fax > +++++++++++++++ > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hascherdss at gmail.com Mon May 4 11:16:25 2020 From: hascherdss at gmail.com (Heidi Scher) Date: Mon May 4 11:17:28 2020 Subject: [Athen] Online orientation using Advantage Design Group production In-Reply-To: References: Message-ID: Hi Cassie, That's exactly what our Admissions/Orientation staff were told. As I explained to the staff member with whom I was speaking, the statement that "it is accessible" could mean the company only looked at a limited area of the product and only reviewed access for screenreaders, but not any other potential barriers. I've asked them to see if they received a VPAT. That would at least give a starting point for issues that could be encountered. Heidi On Mon, May 4, 2020 at 9:00 AM Cassie Kilroy Thompson wrote: > We have been told that ADG's module system is what our > orientation/admissions staff will be using as well. They have been told > "it is accessible" but it remains to be seen. > ~~ > *Cassie Kilroy Thompson* > Disability Service Coordinator, Student Disability Services > Office of Accessibility and Disability Services > *UMBC is open, with employees working remotely. Facilities remain closed. > See https://covid19.umbc.edu/ for most current > information.* > SDS staff will answer email and phone voicemail messages Monday through > Friday from 8:30 AM to 5:00 PM. > *email*: mthomps2@umbc.edu > https://sds.umbc.edu > ********************************** > Pronouns: she/her/hers > > > On Fri, May 1, 2020 at 7:34 PM Stager, Catherine < > Catherine.Stager@frontrange.edu> wrote: > >> It?s always scary when the search for accessibility on their website >> leads to a link which opens with uncaptioned video. >> >> Good luck with this one Heidi! >> >> Cath >> >> >> >> *From:* athen-list *On >> Behalf Of *Heidi Scher >> *Sent:* Friday, May 1, 2020 3:02 PM >> *To:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* [Athen] Online orientation using Advantage Design Group >> production >> >> >> >> >> >> *CAUTION:* This email originated from outside of the Colorado Community >> College System. Do not click links or open attachments unless you recognize >> the sender and know the content is safe. Please contact your college IT >> Help Desk if you have any questions. >> >> Hello all! >> >> >> >> Is anyone familiar with the new student online orientation product from Advantage >> Design Group? I've just found out today that this is what our university >> will begin within a few weeks. Typically, the month of June is when >> incoming freshmen come to campus for orientation. But, that can't happen >> this June due to the coronvirus. >> >> >> >> I would appreciate any information anyone has about the product - and >> especially any information regarding access issues. Because this change had >> to be made so quickly with our new student orientation, we've not had any >> chance to review the product! >> >> >> >> Thanks! Stay safe and healthy, >> >> >> >> Heidi >> >> >> >> >> +++++++++++++++ >> Heidi Scher, M.S., CRC >> Associate Director - AT >> >> *she, her, hers* >> >> Center for Educational Access at the University of Arkansas >> >> 1 University of Arkansas, ARKU 209 >> Fayetteville, AR 72701 >> 479.575.3104 phone >> 479.575.7445 fax >> +++++++++++++++ >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list >> > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From athenpresident at gmail.com Mon May 4 14:57:21 2020 From: athenpresident at gmail.com (ATHEN President) Date: Mon May 4 14:58:00 2020 Subject: [Athen] Reminder - ATHEN Members Meeting 5/6 - all are welcome! Message-ID: Hi All, As a reminder, due to requests from our ATHEN Member Meeting 2 weeks ago, we are going to hold another ATHEN meeting that will follow the same "listserv in realtime" format so come with your questions and hot topics! What: ATHEN Meeting Date: Wednesday, 5/6/20 Time: 11:00 Pacific, Noon Mountain, 1:00 Central, 2:00 Eastern Location: Zoom (with Waiting Room) Captioning will be available https://zoom.us/j/98373192312 Meeting ID: 983 7319 2312 One tap mobile +13462487799,,98373192312# US (Houston) +16699006833,,98373192312# US (San Jose) Dial by your location +1 346 248 7799 US (Houston) +1 669 900 6833 US (San Jose) +1 253 215 8782 US +1 301 715 8592 US +1 312 626 6799 US (Chicago) +1 646 876 9923 US (New York) Meeting ID: 983 7319 2312 Find your local number: https://zoom.us/u/aemv5a8Jvh Stay safe everyone and see you in a couple of days! Dawn Hunziker ATHEN President and Krista Greear ATHEN Vice President -------------- next part -------------- An HTML attachment was scrubbed... URL: From CMillion at dvc.edu Mon May 4 15:05:46 2020 From: CMillion at dvc.edu (Million, Carrie) Date: Mon May 4 15:06:20 2020 Subject: [Athen] Captioning requirements in the age of Coronavirus Message-ID: I wonder if any other campus is wrestling with this? Our campus is switching to almost 100% online instruction for fall semester due to Coronavirus. Our faculty are understandably concerned about the amount of time they will need to spend editing captions for all asynchronous lecture videos they create. Assuming the videos are only used for fall semester (since we're hoping spring will be back on campus) would it be permissible to caption these lectures only if a student has identified a need as an accommodation? Thanks, Carrie Million -------------- next part -------------- An HTML attachment was scrubbed... URL: From prceklp at gmail.com Tue May 5 05:37:57 2020 From: prceklp at gmail.com (Kevin Price) Date: Tue May 5 05:38:30 2020 Subject: [Athen] Textbook Conversion and Covid Message-ID: Hi all, How is everyone handling textbook conversion if you cannot get the electronic version of the textbook through the many sources (publishers, bookshare, etc...)? We are like many working from home and our copying and scanning equipment is not readily available. We haven't had the situation come up yet but we want to be prepared for the possibility. Thank you for any insights you can provide. Kevin Price University of Central Florida -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Tue May 5 05:51:46 2020 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue May 5 05:51:55 2020 Subject: [Athen] Textbook Conversion and Covid In-Reply-To: References: Message-ID: This is a tough one. I am fortunate that I have a good quality duplexing scanner at home, because I do book conversion on the side as well as for the University. So far, I?ve asked students to not buy books until I can see if I can get files, and if I can?t, then I have the student purchase the book but have it shipped directly to me. I then make a calculated run to Office Depot or Staples to have the book cut. I scan it and send files to the student. If the student needs their book back right away, I use Office Depot to re-bind (spiral) and then ship it back to them. The university is refunding my costs, as I submit them. So far, this has worked, I?ve done 10 books this way for students taking online summer classes. *Please note: I am currently working remotely, so can be reached by email, Teams, or by cell at 303-475-7447.* Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you?ve received this email in error please notify the sender immediately and delete this message. From: athen-list On Behalf Of Kevin Price Sent: Tuesday, May 5, 2020 6:38 AM To: athen-list@mailman12.u.washington.edu Subject: [Athen] Textbook Conversion and Covid Hi all, How is everyone handling textbook conversion if you cannot get the electronic version of the textbook through the many sources (publishers, bookshare, etc...)? We are like many working from home and our copying and scanning equipment is not readily available. We haven't had the situation come up yet but we want to be prepared for the possibility. Thank you for any insights you can provide. Kevin Price University of Central Florida -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From dkrahmer at colgate.edu Tue May 5 06:01:46 2020 From: dkrahmer at colgate.edu (Debbie Krahmer) Date: Tue May 5 06:02:33 2020 Subject: [Athen] Textbook Conversion and Covid In-Reply-To: References: Message-ID: Hi Kevin, One thing we've been able to do, due to our location (New York State), is that a single staff member is allowed to go into the office to perform a single task, even if they're not an essential worker, as long as they do not have contact with anyone else and follow all safety regulations. You might want to look at your stay at home regs and see if there's leeway for a singular task like scanning a book for a student. I'd think that'd be important enough to forgive. Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/no pronouns Associate Professor in the Libraries Accessible Technology & Government Documents Librarian 304 Case-Geyer Colgate University 315-228-6592 dkrahmer@colgate.edu On Tue, May 5, 2020 at 8:52 AM Susan Kelmer wrote: > This is a tough one. I am fortunate that I have a good quality duplexing > scanner at home, because I do book conversion on the side as well as for > the University. So far, I?ve asked students to not buy books until I can > see if I can get files, and if I can?t, then I have the student purchase > the book but have it shipped directly to me. I then make a calculated run > to Office Depot or Staples to have the book cut. I scan it and send files > to the student. If the student needs their book back right away, I use > Office Depot to re-bind (spiral) and then ship it back to them. > > > > The university is refunding my costs, as I submit them. So far, this has > worked, I?ve done 10 books this way for students taking online summer > classes. > > > > **Please note: I am currently working remotely, so can be reached by > email, Teams, or by cell at 303-475-7447.** > > > > *Susan Kelmer * > > Alternate Format Production Program Manager > > Disability Services > > Division of Student Affairs > > *T* 303 735 4836 > > *www.colorado.edu/disabilityservices > * > > > > > > [image: cid:image001.png@01D598AC.79FC1C60] > > > > *Due to the nature of electronic communication, the security of this > message cannot be guaranteed. If you?ve received this email in error please > notify the sender immediately and delete this message. * > > > > > > > > *From:* athen-list *On > Behalf Of *Kevin Price > *Sent:* Tuesday, May 5, 2020 6:38 AM > *To:* athen-list@mailman12.u.washington.edu > *Subject:* [Athen] Textbook Conversion and Covid > > > > Hi all, > > How is everyone handling textbook conversion if you cannot get the > electronic version of the textbook through the many sources (publishers, > bookshare, etc...)? We are like many working from home and our copying and > scanning equipment is not readily available. We haven't had the situation > come up yet but we want to be prepared for the possibility. > > Thank you for any insights you can provide. > > Kevin Price > > University of Central Florida > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.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.png Type: image/png Size: 8916 bytes Desc: not available URL: From clt3 at humboldt.edu Tue May 5 08:41:39 2020 From: clt3 at humboldt.edu (Cassandra Tex) Date: Tue May 5 08:42:36 2020 Subject: [Athen] Textbook Conversion and Covid In-Reply-To: References: Message-ID: <85aa8f6da14ed66520e85380ab82ff20@mail.gmail.com> Hi Debbie, I think this is how I?ll be able to do it?.go into the office for a short period of time to scan the book without interacting with anyone. I can do everything else at home. However, our print shop (who normally chops the bindings off) is not open, and neither is Staples. Hoping that changes soon as the state (California) begins to slowly open back up. Otherwise, not sure how I?m going to get the bindings off the books? Cassandra Humboldt State University *From:* athen-list *On Behalf Of *Debbie Krahmer *Sent:* Tuesday, May 05, 2020 6:02 AM *To:* Access Technology Higher Education Network < athen-list@u.washington.edu> *Subject:* Re: [Athen] Textbook Conversion and Covid Hi Kevin, One thing we've been able to do, due to our location (New York State), is that a single staff member is allowed to go into the office to perform a single task, even if they're not an essential worker, as long as they do not have contact with anyone else and follow all safety regulations. You might want to look at your stay at home regs and see if there's leeway for a singular task like scanning a book for a student. I'd think that'd be important enough to forgive. Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/no pronouns Associate Professor in the Libraries Accessible Technology & Government Documents Librarian 304 Case-Geyer Colgate University 315-228-6592 dkrahmer@colgate.edu On Tue, May 5, 2020 at 8:52 AM Susan Kelmer wrote: This is a tough one. I am fortunate that I have a good quality duplexing scanner at home, because I do book conversion on the side as well as for the University. So far, I?ve asked students to not buy books until I can see if I can get files, and if I can?t, then I have the student purchase the book but have it shipped directly to me. I then make a calculated run to Office Depot or Staples to have the book cut. I scan it and send files to the student. If the student needs their book back right away, I use Office Depot to re-bind (spiral) and then ship it back to them. The university is refunding my costs, as I submit them. So far, this has worked, I?ve done 10 books this way for students taking online summer classes. **Please note: I am currently working remotely, so can be reached by email, Teams, or by cell at 303-475-7447.** *Susan Kelmer * Alternate Format Production Program Manager Disability Services Division of Student Affairs *T* 303 735 4836 *www.colorado.edu/disabilityservices * [image: cid:image001.png@01D598AC.79FC1C60] *Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you?ve received this email in error please notify the sender immediately and delete this message. * *From:* athen-list *On Behalf Of *Kevin Price *Sent:* Tuesday, May 5, 2020 6:38 AM *To:* athen-list@mailman12.u.washington.edu *Subject:* [Athen] Textbook Conversion and Covid Hi all, How is everyone handling textbook conversion if you cannot get the electronic version of the textbook through the many sources (publishers, bookshare, etc...)? We are like many working from home and our copying and scanning equipment is not readily available. We haven't had the situation come up yet but we want to be prepared for the possibility. Thank you for any insights you can provide. Kevin Price University of Central Florida _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.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.png Type: image/png Size: 8916 bytes Desc: not available URL: From foreigntype at gmail.com Tue May 5 08:56:05 2020 From: foreigntype at gmail.com (Wink Harner) Date: Tue May 5 08:56:30 2020 Subject: [Athen] Textbook Conversion and Covid In-Reply-To: <85aa8f6da14ed66520e85380ab82ff20@mail.gmail.com> References: <85aa8f6da14ed66520e85380ab82ff20@mail.gmail.com> Message-ID: Hi all, Another possibility might be for your college to consider purchasing a small-medium size tabletop guillotine if you cannot get to campus, Staples and your campus print shops are closed. Certainly would not work for large books and you?d have to have some kind of plan or process in place to rebind the books. Here?s an example of one book guillotine for up to 1.5? thickness: https://officeequipmentmachineshop.com/products/Martin-Yale-7000E-Commercial-Stack-Paper-Cutter?utm_source=google&utm_medium=cpc&adpos=&scid=scplp30821&sc_intid=30821&gclid=Cj0KCQjwncT1BRDhARIsAOQF9LloW5SveRcY0aWQuJ0ls-n1Zx3ToTZqiC3lLPAgFhczmJZNX3ijFRkaArI3EALw_wcB This suggestion might work for some, especially when combined with Susan Kelmer?s suggestion that the students have books shipped to her directly (a big time saver!). Wink Harner On Tue, May 5, 2020 at 8:42 AM Cassandra Tex wrote: > Hi Debbie, > > I think this is how I?ll be able to do it?.go into the office for a short > period of time to scan the book without interacting with anyone. I can do > everything else at home. However, our print shop (who normally chops the > bindings off) is not open, and neither is Staples. Hoping that changes > soon as the state (California) begins to slowly open back up. Otherwise, > not sure how I?m going to get the bindings off the books? > > > > Cassandra > > Humboldt State University > > > > *From:* athen-list *On > Behalf Of *Debbie Krahmer > *Sent:* Tuesday, May 05, 2020 6:02 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Textbook Conversion and Covid > > > > Hi Kevin, > > > > One thing we've been able to do, due to our location (New York State), is > that a single staff member is allowed to go into the office to perform a > single task, even if they're not an essential worker, as long as they do > not have contact with anyone else and follow all safety regulations. You > might want to look at your stay at home regs and see if there's leeway for > a singular task like scanning a book for a student. I'd think that'd be > important enough to forgive. > > > > Thanks, > > D. > > > > > ______________ > > Debbie Krahmer > Preferred Pronouns: D/no pronouns > > > Associate Professor in the Libraries > Accessible Technology & Government Documents Librarian > 304 Case-Geyer > Colgate University > 315-228-6592 > dkrahmer@colgate.edu > > > > > > On Tue, May 5, 2020 at 8:52 AM Susan Kelmer > wrote: > > This is a tough one. I am fortunate that I have a good quality duplexing > scanner at home, because I do book conversion on the side as well as for > the University. So far, I?ve asked students to not buy books until I can > see if I can get files, and if I can?t, then I have the student purchase > the book but have it shipped directly to me. I then make a calculated run > to Office Depot or Staples to have the book cut. I scan it and send files > to the student. If the student needs their book back right away, I use > Office Depot to re-bind (spiral) and then ship it back to them. > > > > The university is refunding my costs, as I submit them. So far, this has > worked, I?ve done 10 books this way for students taking online summer > classes. > > > > **Please note: I am currently working remotely, so can be reached by > email, Teams, or by cell at 303-475-7447.** > > > > *Susan Kelmer * > > Alternate Format Production Program Manager > > Disability Services > > Division of Student Affairs > > *T* 303 735 4836 > > *www.colorado.edu/disabilityservices > * > > > > > > [image: cid:image001.png@01D598AC.79FC1C60] > > > > *Due to the nature of electronic communication, the security of this > message cannot be guaranteed. If you?ve received this email in error please > notify the sender immediately and delete this message. * > > > > > > > > *From:* athen-list *On > Behalf Of *Kevin Price > *Sent:* Tuesday, May 5, 2020 6:38 AM > *To:* athen-list@mailman12.u.washington.edu > *Subject:* [Athen] Textbook Conversion and Covid > > > > Hi all, > > How is everyone handling textbook conversion if you cannot get the > electronic version of the textbook through the many sources (publishers, > bookshare, etc...)? We are like many working from home and our copying and > scanning equipment is not readily available. We haven't had the situation > come up yet but we want to be prepared for the possibility. > > Thank you for any insights you can provide. > > Kevin Price > > University of Central Florida > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Wink Harner Assistive Technology Consulting and Training Alternative Text Production Portland OR. foreigntype@gmail.com 480-984-0034 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: not available URL: From hunziker at arizona.edu Tue May 5 10:51:15 2020 From: hunziker at arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Tue May 5 10:51:47 2020 Subject: [Athen] Reminder - ATHEN Members Meeting 5/6 - all are welcome! Message-ID: Happy Cinco de Mayo/Taco Tuesday everyone! (Those are important days here in Southern Arizona ? smile). On a serious note ? the ATHEN Executive Board thought it might be nice to have an interactive notetaking option available for tomorrow?s ATHEN Membership meeting (again, all are welcome to attend). So, we?ve created a Google Doc for notes ? feel free to pre-load this document with some of your questions/information. We look forward to seeing you tomorrow! Bear Down, Dawn Dawn Hunziker IT Accessibility Consultant, Sr. | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 From: athen-list On Behalf Of ATHEN President Sent: Monday, May 4, 2020 2:57 PM To: Access Technology Higher Education Network Subject: [EXT][Athen] Reminder - ATHEN Members Meeting 5/6 - all are welcome! Hi All, As a reminder, due to requests from our ATHEN Member Meeting 2 weeks ago, we are going to hold another ATHEN meeting that will follow the same "listserv in realtime" format so come with your questions and hot topics! What: ATHEN Meeting Date: Wednesday, 5/6/20 Time: 11:00 Pacific, Noon Mountain, 1:00 Central, 2:00 Eastern Location: Zoom (with Waiting Room) Captioning will be available https://zoom.us/j/98373192312 Meeting ID: 983 7319 2312 One tap mobile +13462487799,,98373192312# US (Houston) +16699006833,,98373192312# US (San Jose) Dial by your location +1 346 248 7799 US (Houston) +1 669 900 6833 US (San Jose) +1 253 215 8782 US +1 301 715 8592 US +1 312 626 6799 US (Chicago) +1 646 876 9923 US (New York) Meeting ID: 983 7319 2312 Find your local number: https://zoom.us/u/aemv5a8Jvh Stay safe everyone and see you in a couple of days! Dawn Hunziker ATHEN President and Krista Greear ATHEN Vice President -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Wed May 6 07:13:27 2020 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed May 6 07:14:13 2020 Subject: [Athen] Looking for a book... Message-ID: Hi all. I hope we are surviving quarantine! I'm looking for the following book. Student had trouble getting a hard copy and it is going to arrive to late to be helpful for her (summer class starts on Monday). Tell Me How It Ends Luiselli 9781566894951 Thanks! *Please note: I am currently working remotely, so can be reached by email, Teams, or by cell at 303-475-7447.* Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From plabella at necc.mass.edu Wed May 6 07:20:23 2020 From: plabella at necc.mass.edu (LaBella, Pam) Date: Wed May 6 07:20:36 2020 Subject: [Athen] Looking for a book... In-Reply-To: References: Message-ID: The book is available from the following resources. Results Search results where isbn is 9781566894951 CIDI * Tell Me How It Ends: An Essay in Forty Questions How to Order If you are a CIDI member, please login to order this book. To become a CIDI member, please complete our Membership Request Form or contact our pre-sales consultant at (866) 279-2964. Bookshare * Tell Me How It Ends: An Essay In 40 Questions Open Library * Tell Me How It Ends RedShelf * Tell Me How It Ends Pam LaBella Assistive Technology/Alternative Text Specialist Tues,Wed,Thurs I am currently working remotely and can be reached by email or by calling the LA Center/978-556-3654 [logo] This e-mail and any files transmitted with it may be confidential and may contain student information covered under FERPA. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or use of the contents of this information is prohibited. If you have received this e-mail transmission in error, please notify me by telephone or via return e-mail and delete this e-mail from your system. Thank you For the protection of all students, faculty, staff, and visitors, we are currently taking proactive measures in response to the COVID-19 pandemic. We are limiting in-person services and working diligently to offer as many services as possible on a remote basis. Visit www.necc.mass.edu/public-safety/coronavirus-information/ for the most updated information. From: athen-list On Behalf Of Susan Kelmer Sent: Wednesday, May 6, 2020 10:13 AM To: Access Technology Higher Education Network Subject: [Athen] Looking for a book... ATTENTION: This email is from an external source. Do not click on any links or open any attachments within the email unless you recognize the sender and know the content is safe. Please contact the Service Desk at x3111 if you are unsure of the content of the email. If you feel this email may be a phishing attempt, please forward it to phishing@necc.mass.edu immediately. Hi all. I hope we are surviving quarantine! I'm looking for the following book. Student had trouble getting a hard copy and it is going to arrive to late to be helpful for her (summer class starts on Monday). Tell Me How It Ends Luiselli 9781566894951 Thanks! *Please note: I am currently working remotely, so can be reached by email, Teams, or by cell at 303-475-7447.* Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 34564 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 8916 bytes Desc: image003.png URL: From abs13 at stmarys-ca.edu Wed May 6 13:07:09 2020 From: abs13 at stmarys-ca.edu (Auston Stamm) Date: Wed May 6 13:08:05 2020 Subject: [Athen] Braille Labeler Recommendations Message-ID: Hi All, My office is looking into purchasing a braille label maker to use for signage at our campus. Does anyone have a model that they recommend? *---------------------* *Auston Stamm* *he / him / his* Coordinator Accessibility & Assistive Technology Student Disability Services Occupational Therapist Registered/Licensed Saint Mary's College of California 1928 St. Mary's Road P.O. Box 3326 Moraga, CA 94575-3260 Filippi Academic Hall, Suite 190 Office: (925) 631-5071 Email: abs13@stmarys-ca.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jas37 at stmarys-ca.edu Wed May 6 13:53:47 2020 From: jas37 at stmarys-ca.edu (Julie Scaff) Date: Wed May 6 13:54:23 2020 Subject: [Athen] Braille Labeler Recommendations In-Reply-To: References: Message-ID: <0F646BDC-48BA-411D-8B4A-441C98D3355A@stmarys-ca.edu> Thank you Auston! Julie > On May 6, 2020, at 1:10 PM, Auston Stamm wrote: > > ? > Hi All, > > My office is looking into purchasing a braille label maker to use for signage at our campus. > > Does anyone have a model that they recommend? > > --------------------- > Auston Stamm > he / him / his > Coordinator Accessibility & Assistive Technology > Student Disability Services > Occupational Therapist Registered/Licensed > > Saint Mary's College of California > 1928 St. Mary's Road > P.O. Box 3326 > Moraga, CA 94575-3260 > > Filippi Academic Hall, Suite 190 > Office: (925) 631-5071 > Email: abs13@stmarys-ca.edu > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From danc at uw.edu Wed May 6 14:29:34 2020 From: danc at uw.edu (Dan Comden) Date: Wed May 6 14:30:56 2020 Subject: [Athen] Braille Labeler Recommendations In-Reply-To: References: Message-ID: Permanent signage sounds more like a sign shop project, not something to be done by an alt text office. On Wed, May 6, 2020 at 1:08 PM Auston Stamm wrote: > Hi All, > > My office is looking into purchasing a braille label maker to use for > signage at our campus. > > Does anyone have a model that they recommend? > > *---------------------* > *Auston Stamm* > *he / him / his* > Coordinator Accessibility & Assistive Technology > Student Disability Services > Occupational Therapist Registered/Licensed > > Saint Mary's College of California > 1928 St. Mary's Road > P.O. Box 3326 > Moraga, CA 94575-3260 > > Filippi Academic Hall, Suite 190 > Office: (925) 631-5071 > Email: abs13@stmarys-ca.edu > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Thu May 7 04:56:51 2020 From: info at karlencommunications.com (Karlen Communications) Date: Thu May 7 04:57:15 2020 Subject: [Athen] Survey on Learners with Disabilities during COVID-19 Pandemic Message-ID: <001501d62466$9a3a3b60$ceaeb220$@karlencommunications.com> Forwarded from another list: I wish you are all doing well. I work with the World Bank's Disability Inclusion team and would like to draw your attention to a survey on the impacts of COVID-19 on learners with disabilities. The Inclusive Education Initiative, hosted at the World Bank, has developed a survey to understand if learners with disabilities & their families have access to the supports they need to continue learning while schools are closed due to COVID-19. It includes questions on access to rehabilitation services and assistive/accessible devices among a wider range of themes. We are looking for caregivers, teachers, and persons with disabilities to participate in this survey. We hope that the information will help us learn more about how to be more inclusive of children with disabilities in distance learning practices for the COVID-19 pandemic and future outbreaks. The survey is available in English, French, Spanish, and Arabic. Please feel free to share this widely with organizations, individuals, parents, teachers, students, or anyone else who might be interested in participating. Please contact iei@worldbank.org if you have any questions or concerns. With best wishes, Deepti -------------- next part -------------- An HTML attachment was scrubbed... URL: From lorik at virginia.edu Thu May 7 12:25:22 2020 From: lorik at virginia.edu (Kressin, Lori L (llk2t)) Date: Thu May 7 12:26:08 2020 Subject: [Athen] VoiceThread In-Reply-To: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> Message-ID: <5CE6596D-EE90-4435-8362-A2236F2CDA37@virginia.edu> Hi Dawn, I pulled up this note from a couple of years ago regarding VoiceThread. We are considering bringing it into our environment and I?m curious as to how the accessibility road has been for you with this tool. Have you run into many roadblocks?? Thanks for any advice, Lori -------------------------------------------------------------- Lori Kressin Coordinator of Academic Accessibility Office of the Executive VP and Provost ? Univ. of Virginia 102 Cresap Rd ? POB 400199 ? Charlottesville, VA ? 22903 [434] 982-5784 http://provost.virginia.edu/coaa From: athen-list on behalf of "Hunziker, Dawn A - (hunziker)" Reply-To: Access Technology Higher Education Network Date: Wednesday, May 10, 2017 at 2:29 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 okinakaa11y at gmail.com Thu May 7 12:33:39 2020 From: okinakaa11y at gmail.com (Dawn M Okinaka) Date: Thu May 7 12:34:10 2020 Subject: [Athen] VoiceThread In-Reply-To: <5CE6596D-EE90-4435-8362-A2236F2CDA37@virginia.edu> References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> <5CE6596D-EE90-4435-8362-A2236F2CDA37@virginia.edu> Message-ID: Lori, I think you found the wrong Dawn. I used to work for the California University System and do not have experience with VoiceThread Captioning. If you would like to talk about other areas of accessibility you can always reach back out to me. Thank you, Dawn Dawn Okinaka, M.A. Okinaka Accessibility LLC okinakaa11y@gmail.com 916-541-0720 On Thu, May 7, 2020 at 12:26 PM Kressin, Lori L (llk2t) wrote: > Hi Dawn, > > > > I pulled up this note from a couple of years ago regarding VoiceThread. We > are considering bringing it into our environment and I?m curious as to how > the accessibility road has been for you with this tool. Have you run into > many roadblocks?? > > > > Thanks for any advice, > > Lori > > -------------------------------------------------------------- > *Lori Kressin* > Coordinator of Academic Accessibility > > Office of the Executive VP and Provost ? Univ. of Virginia > > 102 Cresap Rd ? POB 400199 ? Charlottesville, VA ? 22903 > > [434] 982-5784 > > http://provost.virginia.edu/coaa > > > > > > > > *From: *athen-list on > behalf of "Hunziker, Dawn A - (hunziker)" > *Reply-To: *Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Date: *Wednesday, May 10, 2017 at 2:29 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 > > 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@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From clt3 at humboldt.edu Thu May 7 13:08:42 2020 From: clt3 at humboldt.edu (Cassandra Tex) Date: Thu May 7 13:09:07 2020 Subject: [Athen] VoiceThread In-Reply-To: <5CE6596D-EE90-4435-8362-A2236F2CDA37@virginia.edu> References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> <5CE6596D-EE90-4435-8362-A2236F2CDA37@virginia.edu> Message-ID: Greetings! We just finished our review of VoiceThread. We do have some concerns regarding the accessibility of the product: ? VoiceThread Universal does not have the same functionality that is available in VoiceThread Standard (e.g., you cannot share VoiceThreads in Universal) ? Everything that comes into VoiceThread (PowerPoint, PDF, etc), come in as images, regardless of their original state. Text-to-speech software will not be able to read the contents of the slides, pages, etc. If downloading is allowed, it appeared that when downloaded, it would download in the original state (if accessible, it would download as accessible) ? VoiceThread Platinum does include automatic captioning, but of course, it?s automatic?not necessarily accurate. Would need to edit for accuracy (bulk of work is completed by the automatic task though) ? The captions that were present scrolled through the middle of the voicethread. The placement, sizing, etc. is not adjustable at this time. They are developing a new VoiceThread Universal (it?s in Beta now), that is better than the previous Universal. They are also planning on doing away with the two separate programs, but they didn?t have a timeline for that just yet. We will meet with the requesting department to discuss equally effective alternate access plans and/or accommodations that may be necessary if implemented. I hope this helps! Cassandra Tex Humboldt State University *From:* athen-list *On Behalf Of *Kressin, Lori L (llk2t) *Sent:* Thursday, May 07, 2020 12:25 PM *To:* Access Technology Higher Education Network < athen-list@u.washington.edu> *Subject:* Re: [Athen] VoiceThread Hi Dawn, I pulled up this note from a couple of years ago regarding VoiceThread. We are considering bringing it into our environment and I?m curious as to how the accessibility road has been for you with this tool. Have you run into many roadblocks?? Thanks for any advice, Lori -------------------------------------------------------------- *Lori Kressin* Coordinator of Academic Accessibility Office of the Executive VP and Provost ? Univ. of Virginia 102 Cresap Rd ? POB 400199 ? Charlottesville, VA ? 22903 [434] 982-5784 http://provost.virginia.edu/coaa *From: *athen-list on behalf of "Hunziker, Dawn A - (hunziker)" *Reply-To: *Access Technology Higher Education Network < athen-list@u.washington.edu> *Date: *Wednesday, May 10, 2017 at 2:29 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 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 hunziker at arizona.edu Thu May 7 13:21:04 2020 From: hunziker at arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Thu May 7 13:21:19 2020 Subject: [Athen] [EXT]Re: VoiceThread In-Reply-To: References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> <5CE6596D-EE90-4435-8362-A2236F2CDA37@virginia.edu> Message-ID: Hello! Thanks for the update Cassandra! Lori ? Along with the information Cassandra provided, we also work with faculty who use VoiceThread and ask them to also provide a copy of their document/slides in their original state on their course site. Additionally, we work to ensure that an instructor starts a conversation thread so students can reply since sharing via VT Universal is a big barrier. Finally, DRC has admin rights to VT and will help facilitate access (including captioning) for any classes where a student is experiencing barriers. Thank you, Dawn Dawn Hunziker IT Accessibility Consultant, Sr. | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 From: athen-list On Behalf Of Cassandra Tex Sent: Thursday, May 7, 2020 1:09 PM To: Access Technology Higher Education Network Subject: [EXT]Re: [Athen] VoiceThread External Email Greetings! We just finished our review of VoiceThread. We do have some concerns regarding the accessibility of the product: * VoiceThread Universal does not have the same functionality that is available in VoiceThread Standard (e.g., you cannot share VoiceThreads in Universal) * Everything that comes into VoiceThread (PowerPoint, PDF, etc), come in as images, regardless of their original state. Text-to-speech software will not be able to read the contents of the slides, pages, etc. If downloading is allowed, it appeared that when downloaded, it would download in the original state (if accessible, it would download as accessible) * VoiceThread Platinum does include automatic captioning, but of course, it?s automatic?not necessarily accurate. Would need to edit for accuracy (bulk of work is completed by the automatic task though) * The captions that were present scrolled through the middle of the voicethread. The placement, sizing, etc. is not adjustable at this time. They are developing a new VoiceThread Universal (it?s in Beta now), that is better than the previous Universal. They are also planning on doing away with the two separate programs, but they didn?t have a timeline for that just yet. We will meet with the requesting department to discuss equally effective alternate access plans and/or accommodations that may be necessary if implemented. I hope this helps! Cassandra Tex Humboldt State University From: athen-list > On Behalf Of Kressin, Lori L (llk2t) Sent: Thursday, May 07, 2020 12:25 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] VoiceThread Hi Dawn, I pulled up this note from a couple of years ago regarding VoiceThread. We are considering bringing it into our environment and I?m curious as to how the accessibility road has been for you with this tool. Have you run into many roadblocks?? Thanks for any advice, Lori -------------------------------------------------------------- Lori Kressin Coordinator of Academic Accessibility Office of the Executive VP and Provost ? Univ. of Virginia 102 Cresap Rd ? POB 400199 ? Charlottesville, VA ? 22903 [434] 982-5784 http://provost.virginia.edu/coaa From: athen-list > on behalf of "Hunziker, Dawn A - (hunziker)" > Reply-To: Access Technology Higher Education Network > Date: Wednesday, May 10, 2017 at 2:29 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 joe at a11yeval.com Thu May 7 15:39:32 2020 From: joe at a11yeval.com (joe@a11yeval.com) Date: Thu May 7 15:39:41 2020 Subject: [Athen] [EXT]Re: VoiceThread In-Reply-To: References: <299dc9e2dbc54621bb82da9440defbce@TURQUOISE.catnet.arizona.edu> <5CE6596D-EE90-4435-8362-A2236F2CDA37@virginia.edu> Message-ID: <091701d624c0$6104beb0$230e3c10$@a11yeval.com> Hi All, Just have to say that I am disappointed that there are still two separate versions. This was the case 5+ years ago when I worked with VoiceThread at Indiana University. Its very concerning to me that after 5 years they are still splitting out the ?Universal? version. Just my two cents. Thankx, Joe Humbert Accessibility Champion Android & iOS Accessibility Novice From: athen-list On Behalf Of Hunziker, Dawn A - (hunziker) Sent: Thursday, May 7, 2020 4:21 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT]Re: VoiceThread Hello! Thanks for the update Cassandra! Lori ? Along with the information Cassandra provided, we also work with faculty who use VoiceThread and ask them to also provide a copy of their document/slides in their original state on their course site. Additionally, we work to ensure that an instructor starts a conversation thread so students can reply since sharing via VT Universal is a big barrier. Finally, DRC has admin rights to VT and will help facilitate access (including captioning) for any classes where a student is experiencing barriers. Thank you, Dawn Dawn Hunziker IT Accessibility Consultant, Sr. | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 From: athen-list < athen-list-bounces@mailman12.u.washington.edu> On Behalf Of Cassandra Tex Sent: Thursday, May 7, 2020 1:09 PM To: Access Technology Higher Education Network < athen-list@u.washington.edu> Subject: [EXT]Re: [Athen] VoiceThread External Email Greetings! We just finished our review of VoiceThread. We do have some concerns regarding the accessibility of the product: * VoiceThread Universal does not have the same functionality that is available in VoiceThread Standard (e.g., you cannot share VoiceThreads in Universal) * Everything that comes into VoiceThread (PowerPoint, PDF, etc), come in as images, regardless of their original state. Text-to-speech software will not be able to read the contents of the slides, pages, etc. If downloading is allowed, it appeared that when downloaded, it would download in the original state (if accessible, it would download as accessible) * VoiceThread Platinum does include automatic captioning, but of course, it?s automatic?not necessarily accurate. Would need to edit for accuracy (bulk of work is completed by the automatic task though) * The captions that were present scrolled through the middle of the voicethread. The placement, sizing, etc. is not adjustable at this time. They are developing a new VoiceThread Universal (it?s in Beta now), that is better than the previous Universal. They are also planning on doing away with the two separate programs, but they didn?t have a timeline for that just yet. We will meet with the requesting department to discuss equally effective alternate access plans and/or accommodations that may be necessary if implemented. I hope this helps! Cassandra Tex Humboldt State University From: athen-list < athen-list-bounces@mailman12.u.washington.edu> On Behalf Of Kressin, Lori L (llk2t) Sent: Thursday, May 07, 2020 12:25 PM To: Access Technology Higher Education Network < athen-list@u.washington.edu> Subject: Re: [Athen] VoiceThread Hi Dawn, I pulled up this note from a couple of years ago regarding VoiceThread. We are considering bringing it into our environment and I?m curious as to how the accessibility road has been for you with this tool. Have you run into many roadblocks?? Thanks for any advice, Lori -------------------------------------------------------------- Lori Kressin Coordinator of Academic Accessibility Office of the Executive VP and Provost ? Univ. of Virginia 102 Cresap Rd ? POB 400199 ? Charlottesville, VA ? 22903 [434] 982-5784 http://provost.virginia.edu/coaa From: athen-list > on behalf of "Hunziker, Dawn A - (hunziker)" > Reply-To: Access Technology Higher Education Network > Date: Wednesday, May 10, 2017 at 2:29 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 armstrongdeborah at fhda.edu Fri May 8 08:52:02 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Fri May 8 08:52:21 2020 Subject: [Athen] The accessibility issues nobody's discussing Message-ID: ****Rant Mode on ****** As I take my Spanish class and talk with students using online platforms, there are a few accessibility issues that keep coming up. I see all sorts of training a bout equity and preventing racism, but what about people who can't work in a synchronous class as fast as able-bodied folk? I think we are being ignored in all this talk of equity! Issue No. 1: shared screens. It's obvious that it's a problem for people like me who use screen readers, but traditional online classes don't use this feature so much. In a traditional online class, the instructor typically has slides, videos and handouts that a student can download and study ahead of time. So when class is in session, even when it is synchronous, the student has the slides-handout-whatever to look at separate from the zoom window. And it is assumed they studied this material. In my Spanish class and in many other courses where the instructor is more comfortable with face-to-face instruction, much of the in-class effort revolves around a shared screen. The instructor plays a video that's not available to download. Or he puts a handout up onscreen for the class to discuss together, and of course it isn't offered anywhere else. Or, my Spanish teacher flips through all the handouts she's got on her PC , randomly putting one up onscreen for us to discuss together. I keep telling her I need to know ahead of time, so now she tells me about two minutes before the handout is displayed. Then I have to frantically scramble through my email where she's helpfully attached the file 15 seconds ago, open the attachment and find where she's pointing in her shared screen! Shared screens aren't accessible to me, but even when I have the handout in another window, I have a problem shared by many of our students. And for many it causes great anxiety. Luckily I take courses for personal enrichment but if I was depending on a good grade, I'd have anxiety too! You have to look at the material, then flip back to the zoom window, find the mute/unmute button, press it, make your aural contribution, remute yourself, flip back to the handout - it's exhausting! And if the instructor calls on you, you have to unmute, find the passage he's referring to, make your comment, re-mute, and do it all with everyone waiting! This just doesn't happen in traditional online classes where it's expected you've reviewed this material before and won't have to constantly look at it while discussing it. I know, I've taken a ton of online classes. So can you remind instructors that having to keep multiple windows open and flip back and forth constantly muting and unmuting while trying to concentrate on the learning is nerve-wracking! It's not just my problem, I'm hearing from lots of students with varying disabilities who are having the same issue. Issue no. 2: How-tos. I get email from students who can't find their class recordings, can't figure out how to play recordings, can't figure out how to submit an assignment, can't figure out how to post in a discussion etc. And I know we're seeing that everywhere. Only a small subset of folk cope well with written instructions. They need to see a video of people demonstrating the task or better yet, have someone help them. I know here in the CA community college system, our local online ed and the CVC-OEI have some great videos on these topics, but how to find them? What instructors really need to do, especially for visual learners is to always post a link to a video demonstrating how to perform a Canvas task. So if the instructor says "use conferzoom to join my class" then they need to follow it with a link to a captioned and clearly explained video that shows that task. If the instructor says "post your comments about this chapter on my discussion board for chapter 3" they need to include a link to a how-to video showing justhow. Often instead, the instructor links to a generic site like the college's student portal for online learning. There, the student has to sort through lots of text and links to find the one video they need that shows them how to perform a specific task. I'm good at this sort of thing, finding information and following instructions. Few students are. Issue no 3: Expectations. I think having low expectations leads to lazy learning. One reason so much is done in-class in synchronous fashion is that instructors expect that people haven't done their homework. It would be better to assume they have, and if they have not, they snooze they loose. This doesn't mean you don't offer help, but you keep your expectations high. For example, one assignment could simply be for everyone to post questions about the previous assignment: "tell me one thing you didn't understand when you were preparing the homework". This invites people not to be perfect but to still be engaged. If you expect people to get their work done you can spend class time reviewing the work rather than actually trying to do it! Issue no. 4: Organization: the more organized an instructor is, the better learning experience. I know many faculty are just trying to keep up now, but being organized is more important I believe than anything else. If that means one less quiz is posted because the instructor spent his time creating a class calendar for the entire quarter, or that one assignment is graded late, I still think that being organized is the best accessibility tool that an instructor can offer. This means having a calendar that shows what is due when. It means posting every piece of material that will be used in class a few days before the class meeting. It means having a forum on Canvas for questions students can ask the instructor. It means organizing everything in modules according to each instructional week rather than posting the entire course content as a ton of announcements. It means offering a consistent format for assignments and handouts. It means being consistent with message threads - for example, not having the class all respond in one single long thread to a variety of posts. It means having multiple short handouts rather than something as long as this email! ***Rant Mode OFF*** P.S. feel free to forward! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From travis at travisroth.com Fri May 8 09:16:02 2020 From: travis at travisroth.com (Travis Roth) Date: Fri May 8 09:16:29 2020 Subject: [Athen] The accessibility issues nobody's discussing In-Reply-To: References: Message-ID: <045001d62553$f8582d90$e90888b0$@travisroth.com> Hi Debee, You have a lot of interesting points. Juggling two screens is hard. As for your Zoom audio and handout issue, there is a solution for this one. At least on Windows. You can go into Zoom Settings find keyboard, and in here find keyboard shortcuts for actions including Mute/Unmute my audio. By default it is Alt+a and is not a global shortcut, and here is the key. There is a checkbox to make a keystroke global, so when this is on and you are in a meeting you can mute/unmute the audio without switching to the actual Zoom meeting window. Travis From: athen-list On Behalf Of Deborah Armstrong Sent: Friday, May 8, 2020 10:52 AM To: Access Technology Higher Education Network Subject: [Athen] The accessibility issues nobody's discussing ****Rant Mode on ****** As I take my Spanish class and talk with students using online platforms, there are a few accessibility issues that keep coming up. I see all sorts of training a bout equity and preventing racism, but what about people who can't work in a synchronous class as fast as able-bodied folk? I think we are being ignored in all this talk of equity! Issue No. 1: shared screens. It's obvious that it's a problem for people like me who use screen readers, but traditional online classes don't use this feature so much. In a traditional online class, the instructor typically has slides, videos and handouts that a student can download and study ahead of time. So when class is in session, even when it is synchronous, the student has the slides-handout-whatever to look at separate from the zoom window. And it is assumed they studied this material. In my Spanish class and in many other courses where the instructor is more comfortable with face-to-face instruction, much of the in-class effort revolves around a shared screen. The instructor plays a video that's not available to download. Or he puts a handout up onscreen for the class to discuss together, and of course it isn't offered anywhere else. Or, my Spanish teacher flips through all the handouts she's got on her PC , randomly putting one up onscreen for us to discuss together. I keep telling her I need to know ahead of time, so now she tells me about two minutes before the handout is displayed. Then I have to frantically scramble through my email where she's helpfully attached the file 15 seconds ago, open the attachment and find where she's pointing in her shared screen! Shared screens aren't accessible to me, but even when I have the handout in another window, I have a problem shared by many of our students. And for many it causes great anxiety. Luckily I take courses for personal enrichment but if I was depending on a good grade, I'd have anxiety too! You have to look at the material, then flip back to the zoom window, find the mute/unmute button, press it, make your aural contribution, remute yourself, flip back to the handout - it's exhausting! And if the instructor calls on you, you have to unmute, find the passage he's referring to, make your comment, re-mute, and do it all with everyone waiting! This just doesn't happen in traditional online classes where it's expected you've reviewed this material before and won't have to constantly look at it while discussing it. I know, I've taken a ton of online classes. So can you remind instructors that having to keep multiple windows open and flip back and forth constantly muting and unmuting while trying to concentrate on the learning is nerve-wracking! It's not just my problem, I'm hearing from lots of students with varying disabilities who are having the same issue. Issue no. 2: How-tos. I get email from students who can't find their class recordings, can't figure out how to play recordings, can't figure out how to submit an assignment, can't figure out how to post in a discussion etc. And I know we're seeing that everywhere. Only a small subset of folk cope well with written instructions. They need to see a video of people demonstrating the task or better yet, have someone help them. I know here in the CA community college system, our local online ed and the CVC-OEI have some great videos on these topics, but how to find them? What instructors really need to do, especially for visual learners is to always post a link to a video demonstrating how to perform a Canvas task. So if the instructor says "use conferzoom to join my class" then they need to follow it with a link to a captioned and clearly explained video that shows that task. If the instructor says "post your comments about this chapter on my discussion board for chapter 3" they need to include a link to a how-to video showing justhow. Often instead, the instructor links to a generic site like the college's student portal for online learning. There, the student has to sort through lots of text and links to find the one video they need that shows them how to perform a specific task. I'm good at this sort of thing, finding information and following instructions. Few students are. Issue no 3: Expectations. I think having low expectations leads to lazy learning. One reason so much is done in-class in synchronous fashion is that instructors expect that people haven't done their homework. It would be better to assume they have, and if they have not, they snooze they loose. This doesn't mean you don't offer help, but you keep your expectations high. For example, one assignment could simply be for everyone to post questions about the previous assignment: "tell me one thing you didn't understand when you were preparing the homework". This invites people not to be perfect but to still be engaged. If you expect people to get their work done you can spend class time reviewing the work rather than actually trying to do it! Issue no. 4: Organization: the more organized an instructor is, the better learning experience. I know many faculty are just trying to keep up now, but being organized is more important I believe than anything else. If that means one less quiz is posted because the instructor spent his time creating a class calendar for the entire quarter, or that one assignment is graded late, I still think that being organized is the best accessibility tool that an instructor can offer. This means having a calendar that shows what is due when. It means posting every piece of material that will be used in class a few days before the class meeting. It means having a forum on Canvas for questions students can ask the instructor. It means organizing everything in modules according to each instructional week rather than posting the entire course content as a ton of announcements. It means offering a consistent format for assignments and handouts. It means being consistent with message threads - for example, not having the class all respond in one single long thread to a variety of posts. It means having multiple short handouts rather than something as long as this email! ***Rant Mode OFF*** P.S. feel free to forward! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From erik.ferguson at pcc.edu Fri May 8 12:26:26 2020 From: erik.ferguson at pcc.edu (Erik Ferguson) Date: Fri May 8 12:26:03 2020 Subject: [Athen] The accessibility issues nobody's discussing In-Reply-To: <045001d62553$f8582d90$e90888b0$@travisroth.com> References: <045001d62553$f8582d90$e90888b0$@travisroth.com> Message-ID: Thanks so much Debee. I know you are frustrated and struggling somewhat but I don't find these posts to be rants. I think your concerns are articulate, valid and wide spread. Thank you for the permission to forward. I plan to do so. Best Regards, Erik On Fri, May 8, 2020 at 9:18 AM Travis Roth wrote: > Hi Debee, > > You have a lot of interesting points. > > Juggling two screens is hard. > > As for your Zoom audio and handout issue, there is a solution for this > one. At least on Windows. You can go into Zoom Settings find keyboard, and > in here find keyboard shortcuts for actions including Mute/Unmute my audio. > By default it is Alt+a and is not a global shortcut, and here is the key. > There is a checkbox to make a keystroke global, so when this is on and you > are in a meeting you can mute/unmute the audio without switching to the > actual Zoom meeting window. > > > > Travis > > > > *From:* athen-list *On > Behalf Of *Deborah Armstrong > *Sent:* Friday, May 8, 2020 10:52 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] The accessibility issues nobody's discussing > > > > ****Rant Mode on ****** > > > > > > As I take my Spanish class and talk with students using online platforms, > there are a few accessibility issues that keep coming up. I see all sorts > of training a bout equity and preventing racism, but what about people who > can?t work in a synchronous class as fast as able-bodied folk? I think we > are being ignored in all this talk of equity! > > > > Issue No. 1: shared screens. It?s obvious that it?s a problem for people > like me who use screen readers, but traditional online classes don?t use > this feature so much. In a traditional online class, the instructor > typically has slides, videos and handouts that a student can download and > study ahead of time. So when class is in session, even when it is > synchronous, the student has the slides-handout-whatever to look at > separate from the zoom window. And it is assumed they studied this material. > > > > In my Spanish class and in many other courses where the instructor is more > comfortable with face-to-face instruction, much of the in-class effort > revolves around a shared screen. The instructor plays a video that?s not > available to download. Or he puts a handout up onscreen for the class to > discuss together, and of course it isn?t offered anywhere else. Or, my > Spanish teacher flips through all the handouts she?s got on her PC , > randomly putting one up onscreen for us to discuss together. I keep telling > her I need to know ahead of time, so now she tells me about two minutes > before the handout is displayed. Then I have to frantically scramble > through my email where she?s helpfully attached the file 15 seconds ago, > open the attachment and find where she?s pointing in her shared screen! > > > > Shared screens aren?t accessible to me, but even when I have the handout > in another window, I have a problem shared by many of our students. And for > many it causes great anxiety. Luckily I take courses for personal > enrichment but if I was depending on a good grade, I?d have anxiety too! > > > > You have to look at the material, then flip back to the zoom window, find > the mute/unmute button, press it, make your aural contribution, remute > yourself, flip back to the handout ? it?s exhausting! And if the instructor > calls on you, you have to unmute, find the passage he?s referring to, make > your comment, re-mute, and do it all with everyone waiting! > > > > This just doesn?t happen in traditional online classes where it?s expected > you?ve reviewed this material before and won?t have to constantly look at > it while discussing it. I know, I?ve taken a ton of online classes. > > > > So can you remind instructors that having to keep multiple windows open > and flip back and forth constantly muting and unmuting while trying to > concentrate on the learning is nerve-wracking! It?s not just my problem, > I?m hearing from lots of students with varying disabilities who are having > the same issue. > > > > Issue no. 2: How-tos. I get email from students who can?t find their class > recordings, can?t figure out how to play recordings, can?t figure out how > to submit an assignment, can?t figure out how to post in a discussion etc. > And I know we?re seeing that everywhere. Only a small subset of folk cope > well with written instructions. They need to see a video of people > demonstrating the task or better yet, have someone help them. > > > > I know here in the CA community college system, our local online ed and > the CVC-OEI have some great videos on these topics, but how to find them? > What instructors really need to do, especially for visual learners is to > always post a link to a video demonstrating how to perform a Canvas task. > So if the instructor says ?use conferzoom to join my class? then they need > to follow it with a link to a captioned and clearly explained video that > shows that task. If the instructor says ?post your comments about this > chapter on my discussion board for chapter 3? they need to include a link > to a how-to video showing justhow. > > > > Often instead, the instructor links to a generic site like the college?s > student portal for online learning. There, the student has to sort through > lots of text and links to find the one video they need that shows them how > to perform a specific task. I?m good at this sort of thing, finding > information and following instructions. Few students are. > > > > Issue no 3: Expectations. I think having low expectations leads to lazy > learning. One reason so much is done in-class in synchronous fashion is > that instructors expect that people haven?t done their homework. It would > be better to assume they have, and if they have not, they snooze they > loose. This doesn?t mean you don?t offer help, but you keep your > expectations high. For example, one assignment could simply be for everyone > to post questions about the previous assignment: ?tell me one thing you > didn?t understand when you were preparing the homework?. This invites > people not to be perfect but to still be engaged. If you expect people to > get their work done you can spend class time reviewing the work rather than > actually trying to do it! > > > > Issue no. 4: Organization: the more organized an instructor is, the better > learning experience. I know many faculty are just trying to keep up now, > but being organized is more important I believe than anything else. If > that means one less quiz is posted because the instructor spent his time > creating a class calendar for the entire quarter, or that one assignment is > graded late, I still think that being organized is the best accessibility > tool that an instructor can offer. This means having a calendar that shows > what is due when. It means posting every piece of material that will be > used in class a few days before the class meeting. It means having a forum > on Canvas for questions students can ask the instructor. It means > organizing everything in modules according to each instructional week > rather than posting the entire course content as a ton of announcements. It > means offering a consistent format for assignments and handouts. It means > being consistent with message threads ? for example, not having the class > all respond in one single long thread to a variety of posts. > > > > It means having multiple short handouts rather than something as long as > this email! > > > > ***Rant Mode OFF*** > > P.S. feel free to forward! > > > > --Debee > > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Erik Ferguson Alternative Media Technician PCC Disability Services Assistive Technology Team Contact us for questions and support at: Phone: 971-722-TECH (971-722-8324) access-tech-group@pcc.edu *Please Note: I am not in office Tuesday or Thursday. For immediate response please use the email and number listed in signature above.* -------------- next part -------------- An HTML attachment was scrubbed... URL: From gwynette.hall at wisc.edu Fri May 8 15:05:51 2020 From: gwynette.hall at wisc.edu (GWYNETTE HALL) Date: Fri May 8 15:07:20 2020 Subject: [Athen] =?windows-1252?q?Position_Opening_=96_Accessibility_Learn?= =?windows-1252?q?ing_Technology_Coordinator_=96_UW-Madison?= Message-ID: Dear Colleagues, The McBurney Disability Resource Center at the University of Wisconsin ? Madison is seeking a dedicated professional to join our Adaptive Technology (AT) Team as an Accessible Learning Technology Coordinator (ALTC) this summer. Our mission to lead the campus forward in access guides our daily work in classroom accommodations as well as our big picture work to create an inclusive campus environment for all. We are looking for a versatile candidate who has a solid foundation in technology, disability, and problem solving, and who is undeterred by taking a lead role in the daily workflow and management of one or more AT accommodations in this fast-paced environment. The AT Team is responsible for the provision of a number of student accommodations and related technology, including alternative formats, notetaking/smartpens, classroom furniture, media captioning, and support of remote captioning/interpreting. We provide access and strategies for an ever-increasing number of students in a continuously evolving field of instruction and technology. The non-traditional title of this position reflects the blend of disability, assistive technology, digital accessibility, instructional technology and direct service knowledge in higher education that our ALTCs apply in their daily work. Please share this job posting with your networks. Review the posting and apply online. (https://jobs.hr.wisc.edu/en-us/job/504919/accessible-learning-technology-coordinator) Applications close on May 28, 2020 at 11:55pm (CT) We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. Best, Gwynette Gwynette V. Hall Accessible Learning Technology Manager McBurney Disability Resource Center Student Affairs University of Wisconsin-Madison 608-263-2741 (Voice-Front desk) 608-225-7956 (Text-Front desk) 608-265-2998 (FAX) She/Her/Hers www.mcburney.wisc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From ejp10 at psu.edu Mon May 11 06:04:49 2020 From: ejp10 at psu.edu (Pyatt, Elizabeth J) Date: Mon May 11 06:04:58 2020 Subject: [Athen] athen-list Digest, Vol 172, Issue 7 In-Reply-To: References: Message-ID: <88019344-411C-4CC6-B1E5-3D16ECF9F5F1@psu.edu> We've been licensing VoiceThread for a while at Penn State and can confirm that Cassandra's list is fairly accurate from when we last reviewed it. Having said that, they have been improving over time. I'm happy to hear about the beta of a new VoiceThread Universal. Elizabeth On May 8, 2020, at 3:00 PM, athen-list-request@mailman12.u.washington.edu wrote: Message: 3 Date: Thu, 7 May 2020 13:08:42 -0700 From: Cassandra Tex > To: Access Technology Higher Education Network > Subject: Re: [Athen] VoiceThread Message-ID: > Content-Type: text/plain; charset="utf-8" Greetings! We just finished our review of VoiceThread. We do have some concerns regarding the accessibility of the product: ? VoiceThread Universal does not have the same functionality that is available in VoiceThread Standard (e.g., you cannot share VoiceThreads in Universal) ? Everything that comes into VoiceThread (PowerPoint, PDF, etc), come in as images, regardless of their original state. Text-to-speech software will not be able to read the contents of the slides, pages, etc. If downloading is allowed, it appeared that when downloaded, it would download in the original state (if accessible, it would download as accessible) ? VoiceThread Platinum does include automatic captioning, but of course, it?s automatic?not necessarily accurate. Would need to edit for accuracy (bulk of work is completed by the automatic task though) ? The captions that were present scrolled through the middle of the voicethread. The placement, sizing, etc. is not adjustable at this time. They are developing a new VoiceThread Universal (it?s in Beta now), that is better than the previous Universal. They are also planning on doing away with the two separate programs, but they didn?t have a timeline for that just yet. We will meet with the requesting department to discuss equally effective alternate access plans and/or accommodations that may be necessary if implemented. I hope this helps! Cassandra Tex Humboldt State University =-=-=-=-=-=-=-=-=-=-=-=-= Elizabeth J. Pyatt, Ph.D. Accessibility IT Consultant ejp10@psu.edu The 300 Building, 112 304 West College Avenue University Park, PA 16802 accessibility.psu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Wed May 13 05:43:57 2020 From: info at karlencommunications.com (Karlen Communications) Date: Wed May 13 05:44:22 2020 Subject: [Athen] Study on Library Archive Accessibility Message-ID: <000001d62924$2e6794b0$8b36be10$@karlencommunications.com> Please share. On behalf of Sammy Peter: Hello, My name is Sammy Peter and I am a librarian at the University of Wyoming. I am working with Sara White, an archivist and disability activist on the project "Understanding the Needs of Users with Disabilities in Archives." We are writing to ask that you share this study with anyone whom you know might be interested in or qualify for this study or if you qualify to consider participating in our study. We are specifically looking for users of archives with any kind of disability to take this survey. Both authors served on the Society of American Archivists Task Force to revise the organization's standards on the Best Practices on Accessibility. However, revision of the Best Practices does not include input on the accessibility needs of users with disabilities. As a result, the object of the authors' current project is to conduct a survey of archival users (researchers who have conducted research at archives) with disabilities to better understand the accessibility needs when using archival resources and facilities. For the purpose of this study, we consider disability to be a broad aspect of a person's identity. We define disability as the Americans with Disabilities Act (ADA) definition of "a person who has a physical or mental impairment that substantially limits one or more major life activities." This includes people with and/or/all of the following: invisible, visible, and temporary disabilities, or chronic conditions. If you decide to participate in this study, you will complete an online survey about your work experiences. We anticipate that this will take no longer than 15 minutes of your time. This is completely voluntary. You can choose to be in the study or not, and you can stop taking the survey at any time. If you have any questions about the study, please contact me at scook13@uwyo.edu and Sara at sara.white1229@gmail.com . Follow this link to access the survey: https://urldefense.com/v3/__https://forms.gle/QgMCFAi8cxqxqi5w8__;!!KGKeukY! maeAKTY-DvH2iURYhxSFYLbAEPN39EGyw3_d-gDoHSaAGf5IbIXEt41Jv-lCtWUR$ -- Samantha H. Peter (Cook), MSIS Instructional Design Librarian University of Wyoming Libraries 307-766-5566 Scook13@uwyo.edu ORCID ________________End of message________________ This Disability-Research Discussion list is managed by the Centre for Disability Studies at the University of Leeds (www.leeds.ac.uk/disability-studies ). Enquiries about list administration should be sent to disability-research-request@jiscmail.ac.uk Archives and tools are located at: www.jiscmail.ac.uk/lists/disability-research.html You can VIEW, POST, JOIN and LEAVE the list by logging in to this web page. -------------- next part -------------- An HTML attachment was scrubbed... URL: From chagnon at pubcom.com Wed May 13 13:42:14 2020 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Wed May 13 13:42:47 2020 Subject: [Athen] JAWS and PDF/Word/Text files In-Reply-To: References: <009d01d2527d$71c5be20$55513a60$@pubcom.com> Message-ID: <03c001d62966$fc90cf40$f5b26dc0$@pubcom.com> Hi Randi, I realized I hadn?t gotten back to you with our current classes or put you on our notification list. We have classes scheduled starting next week for 508 documents: InDesign, PDFs, Word, Forms. Schedule is at www.PubCom.com/classes Classes are: * Live, hands-on, and instructor-led in online classrooms. * Are discounted 12% during the crisis. * Have an additional academic discount for your college: Use academic10 at checkout. I?ve attached our recent email newsletter which has more details and handy tutorials. Let us know how we can help, ?Bevi ? ? ? Bevi Chagnon, founder/CEO | Bevi@PubCom.com ? ? ? PubCom: Technologists for Accessible Design + Publishing consulting ? training ? development ? design ? sec. 508 services Upcoming classes at www.PubCom.com/classes ? ? ? Latest blog-newsletter ? Accessibility Tips at www.PubCom.com/blog From: Jiron, Randi Sent: Monday, December 12, 2016 11:30 AM To: chagnon@pubcom.com; Access Technology Higher Education Network Subject: RE: [Athen] JAWS and PDF/Word/Text files Thank you for your response, Bevi. Well, first off, we haven?t worked with a student with needs like this for quite some time. No since way back when we were providing books on tape/CD. So, I?m sure I have a lot to learn about accessibility in PDF files. Also, I was just informed of this student by our coordinator last week and was expected to provide electronic files for her by the second week in January, we will be going on break soon, so unfortunately that limits my time. It would have been nice to have meet with her a month ago to get things ironed out. So, I don?t know what her level of expertise is with JAWS and I don?t know what software she has been provided on her laptop. That being said, where can I learn about creating accessible PDF files? We get most of the electronic files from a publishing clearinghouse, so I doubt they are already accessible, but I can send you a sample chapter. We do have access to Adobe Pro which my research tells me can be used to tag the PDF files?? I have also been asked to scan a small book that we don?t have a publisher file for. Can I also tag the file I will be creating? I don?t even know where to begin on the math book since I?m sure there will be special software to make the math equations accessible. Thanks again for your response, any other suggestions would be greatly appreciated. Sincerely, Randi Jiron, MBA/TM Disability Services Specialist Redwood Campus Rogue Community College 541-956-7214 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Chagnon | PubCom Sent: Friday, December 9, 2016 4:36 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] JAWS and PDF/Word/Text files I?ll let others address math-reading software. But in terms of giving a PDF versus a Word versus a text document, I?d go for the PDF. That is, if it is tagged correctly for full accessibility. A lousy PDF is a nightmare, but a well-tagged PDF with the correct reading order can be an excellent experience. Word has its accessibility problems: one key problem for textbooks is that text boxes that are often used for pull quotes and sidebar material are not accessible in Word. But they can be made accessible in a PDF. Text files shouldn?t even be considered because that file format lacks so much: * Headings, which are critical for comprehension and understanding, as well as for navigating the book quickly. * Alt-text on graphics, which most likely will be the formulas and equations. * Hyperlinks for accessing websites, cross-references, tables of content, footnotes, indexes, and anything else that should be clickable. However, before going further, I suggest you investigate 2 things about the PDF the student was already given: 1. Is it fully accessible? That is, does it have the correct tags, reading order, alt-text, etc. 2. Does the student know how to use JAWS? A short briefing in how to access documents quickly via keyboard shortcuts could help. 3. And does her computer have software to specifically assist with reading math, science, etc.? There are plenty of us on this list who could probably test the PDF for you. Just ask. --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 Jiron, Randi Sent: Friday, December 9, 2016 6:49 PM To: Access Technology Higher Education Network (athen-list@u.washington.edu ) > Subject: [Athen] JAWS and PDF/Word/Text files Hello, We have a new student who is blind and requested alternate format for her books. She is a JAWS user and first requested PDF files but then said JAWS wouldn?t work well with the PDF and asked for Word docs. We provided the Word docs and she says her computer froze up while trying to access. She is now asking for TEXT files, one of the books is a math book. She is working with Commission for the Blind, who has provided her with the laptop and the software that she is using. I suggested that she contact her advisor at Commission to ensure the computer is working properly and to see if there is tech support through that organization. Other than that, do you have some suggestions for us on providing electronic text for this student especially the math book? Isn?t there special software for converting the math portion of the math text book? Thank you for your time. Sincerely, Randi Jiron, MBA/TM Disability Services Specialist Josephine County Rogue Community College 541-956-7214 Redwood Campus 541-471-3550 FAX 7-1-1 OTRS (Oregon Telecom Relay Service) www.roguecc.edu/DisabilityServices/ This e-mail may contain information that is privileged, confidential, or otherwise exempt from disclosure under applicable law. This e-mail was sent in good faith to the address you provided to Rogue Community College. We trust that you have password-protected access to this e-mail account and that any transmitted confidential information is secure. If you are not the named addressee, you should not disseminate, distribute, or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail message by mistake, and then delete this e-mail and any attachments from your system. If you are not the intended recipient, you are notified that disclosing, copying, distributing, or taking any action in reliance on the contents of this information is strictly prohibited. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An embedded message was scrubbed... From: =?us-ascii?Q?Bevi_Chagnon_-_Coordinator=2C_Sec._508?= Subject: ? Discount for online classes | Tutorial: accessible tables Date: Sat, 9 May 2020 01:26:06 -0400 Size: 57728 URL: From am2621 at hunter.cuny.edu Thu May 14 16:25:20 2020 From: am2621 at hunter.cuny.edu (Adina Mulliken) Date: Thu May 14 16:25:51 2020 Subject: [Athen] PlayPosit and EdPuzzle Message-ID: <53C9E4531F8C3242952C26904E099603023D9A6915@h-mem3> Could anyone tell me about accessibility of PlayPosit and EdPuzzle? They both have VPAT 2.0 on their sites. Has anyone tested or partially tested them? Thanks! Adina Adina Mulliken Assistant Professor, Librarian Social Work and Urban Public Health Library Hunter College, CUNY Phone: I can contact you via phone or video chat if needed Pronouns: she, her -------------- next part -------------- An HTML attachment was scrubbed... URL: From Catherine.Stager at frontrange.edu Fri May 15 07:04:57 2020 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Fri May 15 07:05:17 2020 Subject: [Athen] PlayPosit and EdPuzzle In-Reply-To: <53C9E4531F8C3242952C26904E099603023D9A6915@h-mem3> References: <53C9E4531F8C3242952C26904E099603023D9A6915@h-mem3> Message-ID: https://oit.colorado.edu/services/teaching-learning-applications/playposit/accessibility#status The Accessibility and Usability Lab at University of Colorado Boulder has a review of playposit. ________________________________________ From: athen-list [athen-list-bounces@mailman12.u.washington.edu] on behalf of Adina Mulliken [am2621@hunter.cuny.edu] Sent: Thursday, May 14, 2020 5:25 PM To: athen-list@u.washington.edu Subject: [Athen] PlayPosit and EdPuzzle CAUTION: This email originated from outside of the Colorado Community College System. Do not click links or open attachments unless you recognize the sender and know the content is safe. Please contact your college IT Help Desk if you have any questions. Could anyone tell me about accessibility of PlayPosit and EdPuzzle? They both have VPAT 2.0 on their sites. Has anyone tested or partially tested them? Thanks! Adina Adina Mulliken Assistant Professor, Librarian Social Work and Urban Public Health Library Hunter College, CUNY Phone: I can contact you via phone or video chat if needed Pronouns: she, her From hkramer at ahead.org Fri May 15 07:33:08 2020 From: hkramer at ahead.org (Howard Kramer) Date: Fri May 15 07:34:03 2020 Subject: [Athen] New Videos Introduce Web Accessibility - Great for Your GAAD Message-ID: Please excuse the cross-posts. Passing along this announcement from the Education and Outreach Working Group of WAI: The Accessibility Education and Outreach Working Group (EOWG) has published 5 short *videos that introduce evaluation resources* from the W3C Web Accessibility Initiative (WAI), at: https://www.w3.org/WAI/test-evaluate/ The animated videos cover: * Easy Checks ? A First Review of Web Accessibility * Evaluation Tools * Conformance Evaluation, including the Report Tool * Involving Users in Web Accessibility You can use the videos freely under a Creative Commons License, including in upcoming Global Accessibility Awareness Day (GAAD) promotions and events. Other resources particularly relevant for GAAD include: * Video Introduction to Web Accessibility and W3C Standards * Web Accessibility Perspectives videos that demonstrate how accessibility is essential for some and useful for all * Free online course (through September 2020): Introduction to Web Accessibility We encourage you to share this information and include @w3c_wai #a11y #GAAD Here's a tweet you can use: https://twitter.com/w3c_wai/status/1260952007688544256 Regards, Shawn Henry, WAI Outreach and EOWG W3C Staff Contact Sharron Rush, EOWG Co-Chair Brent Bakken, EOWG Co-Chair -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Sheraton Denver Downtown Hotel, Colorado, Nov 16-20, 2020. Request for proposals will open up in early March. Sign up to our mailing list to receive announcements . Complete program information and registration is open for our full line-up of Spring 2020 webinars . 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 am2621 at hunter.cuny.edu Fri May 15 13:09:03 2020 From: am2621 at hunter.cuny.edu (Adina Mulliken) Date: Fri May 15 13:09:49 2020 Subject: [Athen] PlayPosit and EdPuzzle Message-ID: <53C9E4531F8C3242952C26904E099603023D9A6F37@h-mem3> Thank you Catherine!!! Adina Date: Fri, 15 May 2020 14:04:57 +0000 From: "Stager, Catherine" To: Access Technology Higher Education Network Subject: Re: [Athen] PlayPosit and EdPuzzle https://oit.colorado.edu/services/teaching-learning-applications/playposit/accessibility#status The Accessibility and Usability Lab at University of Colorado Boulder has a review of playposit. From kpham at swccd.edu Mon May 18 19:41:02 2020 From: kpham at swccd.edu (Khoa Pham) Date: Mon May 18 19:40:04 2020 Subject: [Athen] Navigating with screen reader Message-ID: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> Hi everyone, This question is more for those who use JAWS or NVDA, but all answers are appreciated. Which method of navigation (e.g. by landmark, heading, or tab key), would you normally start off with to navigate through a web page or web application? What combination of these methods have best worked for you to be able to get the information you need or allowed you to fill out a form and answer questions? Thanks you, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at arizona.edu Mon May 18 19:49:25 2020 From: hunziker at arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Mon May 18 19:49:42 2020 Subject: [Athen] Navigating with screen reader In-Reply-To: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> References: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> Message-ID: Hello Khoa, There is a fantastic survey posted by WebAim that I think will be helpful for some of the information you are seeking - https://webaim.org/projects/screenreadersurvey8/ Thank you, Dawn Dawn Hunziker IT Accessibility Consultant, Sr. | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 From: athen-list On Behalf Of Khoa Pham Sent: Monday, May 18, 2020 7:41 PM To: 'Access Technology Higher Education Network' Subject: [EXT][Athen] Navigating with screen reader External Email Hi everyone, This question is more for those who use JAWS or NVDA, but all answers are appreciated. Which method of navigation (e.g. by landmark, heading, or tab key), would you normally start off with to navigate through a web page or web application? What combination of these methods have best worked for you to be able to get the information you need or allowed you to fill out a form and answer questions? Thanks you, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From dandrews920 at comcast.net Mon May 18 20:08:31 2020 From: dandrews920 at comcast.net (David Andrews) Date: Mon May 18 20:09:11 2020 Subject: [Athen] Navigating with screen reader In-Reply-To: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> References: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> Message-ID: There is no one perfect, or write answer. If I have the time, I would start with using the down arrow and exploring the page, if not, headings, if not the down arrow. They are more common than landmarks. It depends on how familiar you are with the page or what you want to do. Dave At 09:41 PM 5/18/2020, you wrote: >Content-Language: en-US >Content-Type: multipart/alternative; > boundary="_000_2e65d1510de94dd3bb6c3a8de36c51a0swccdedu_" > >Hi everyone, > >This question is more for those who use JAWS or NVDA, but all >answers are appreciated. > >Which method of navigation (e.g. by landmark, heading, or tab key), >would you normally start off with to navigate through a web page or >web application? > >What combination of these methods have best worked for you to be >able to get the information you need or allowed you to fill out a >form and answer questions? > >Thanks you, >Khoa >_______________________________________________ >athen-list mailing list >athen-list@mailman12.u.washington.edu >http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- This email has been checked for viruses by AVG. https://www.avg.com From rbeach at KCKCC.EDU Mon May 18 22:40:16 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon May 18 22:40:49 2020 Subject: [Athen] [EXT] Navigating with screen reader In-Reply-To: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> References: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> Message-ID: I typically use headings first to get the general layout of the information on the page. Then I use other navigation commands to move through paragraphs and lines to explore the information in more detail. Robert Lee Beach, Assistive Technology Specialist Kansas City Kansas Community College rbeach@kckcc.edu 913-288-7671 I am currently working from home. Please leave a voice message and I'll return your call as soon as possible. Email is probably the quickest way to reach me. From: athen-list On Behalf Of Khoa Pham Sent: Monday, May 18, 2020 9:41 PM To: 'Access Technology Higher Education Network' Subject: [EXT][Athen] Navigating with screen reader CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi everyone, This question is more for those who use JAWS or NVDA, but all answers are appreciated. Which method of navigation (e.g. by landmark, heading, or tab key), would you normally start off with to navigate through a web page or web application? What combination of these methods have best worked for you to be able to get the information you need or allowed you to fill out a form and answer questions? Thanks you, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From llewis at paciellogroup.com Tue May 19 03:35:21 2020 From: llewis at paciellogroup.com (Larry Lewis) Date: Tue May 19 03:35:35 2020 Subject: [Athen] Navigating with screen reader In-Reply-To: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> References: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> Message-ID: I always start by using headings to get a snapshot of the page-I also explore page regions and how headings are laid out within those regions to get a sense of how the page is organized. But others may have alternative ways of becoming oriented with a webpage or web application window. [The Paciello Group logo] Respectfully: Larry L. Lewis, Jr. Director of Government Sales and Strategic Partnerships The Paciello Group A Vispero Company 17757 US Highway 19 N, Suite 560 Clearwater, FL 33764 Phone: +1(727) 803-8000, EXT 1909 E-Mail [Lewis Signature] From: athen-list On Behalf Of Khoa Pham Sent: Monday, May 18, 2020 10:41 PM To: 'Access Technology Higher Education Network' Subject: [Athen] Navigating with screen reader Hi everyone, This question is more for those who use JAWS or NVDA, but all answers are appreciated. Which method of navigation (e.g. by landmark, heading, or tab key), would you normally start off with to navigate through a web page or web application? What combination of these methods have best worked for you to be able to get the information you need or allowed you to fill out a form and answer questions? Thanks you, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 14237 bytes Desc: image003.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 4546 bytes Desc: image004.jpg URL: From info at karlencommunications.com Tue May 19 06:17:28 2020 From: info at karlencommunications.com (Karlen Communications) Date: Tue May 19 06:17:49 2020 Subject: [Athen] [EXT] Navigating with screen reader In-Reply-To: References: <2e65d1510de94dd3bb6c3a8de36c51a0@swccd.edu> Message-ID: <002101d62ddf$db430dd0$91c92970$@karlencommunications.com> +1 Headings, especially in sequential order give me an outline of the content whether it is a document or a web page. Then I start using other tools/keyboard commands. Cheers, Karen From: athen-list On Behalf Of Robert Beach Sent: Tuesday, May 19, 2020 1:40 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] Navigating with screen reader I typically use headings first to get the general layout of the information on the page. Then I use other navigation commands to move through paragraphs and lines to explore the information in more detail. Robert Lee Beach, Assistive Technology Specialist Kansas City Kansas Community College rbeach@kckcc.edu 913-288-7671 I am currently working from home. Please leave a voice message and I'll return your call as soon as possible. Email is probably the quickest way to reach me. From: athen-list > On Behalf Of Khoa Pham Sent: Monday, May 18, 2020 9:41 PM To: 'Access Technology Higher Education Network' > Subject: [EXT][Athen] Navigating with screen reader CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi everyone, This question is more for those who use JAWS or NVDA, but all answers are appreciated. Which method of navigation (e.g. by landmark, heading, or tab key), would you normally start off with to navigate through a web page or web application? What combination of these methods have best worked for you to be able to get the information you need or allowed you to fill out a form and answer questions? Thanks you, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Mon May 18 17:22:37 2020 From: lgreco at berkeley.edu (Lucy GRECO) Date: Tue May 19 08:25:08 2020 Subject: [Athen] Join me in celebrating Global Accessibility Awareness Day (GAAD) Message-ID: Hello: I will be speaking with my favorite civil rights lawyer (Lainey Feingold) this Thursday for Global Accessibility Awareness Day (GAAD) about the history of accessibility and how those of us in the community of accessibility work on awareness. Please join us for The Second A in GAAD this Thursday, May 21st at noon Pacific (3 p.m. Eastern), and be sure to check out more events and ways to celebrate GAAD. Lucy P.S. PLEASE SHARE WIDELY Lucia Greco Web Accessibility Evangelist IST - Architecture, Platforms, and Integration University of California, Berkeley (510) 289-6008 skype: lucia1-greco http://webaccess.berkeley.edu Follow me on twitter @accessaces -------------- next part -------------- An HTML attachment was scrubbed... URL: From Justin.Tumelaire at cengage.com Tue May 19 08:50:32 2020 From: Justin.Tumelaire at cengage.com (Tumelaire, Justin M) Date: Tue May 19 08:50:48 2020 Subject: [Athen] Cengage: Web Accessibility Specialist Job Posting Message-ID: All, I hope this message finds everyone healthy and well. Cengage is seeking a Web Accessibility Specialist to be a part of our Accessibility Team. Please see the Web Accessibility Specialist job posting (https://careers-cengage.icims.com/jobs/8482/web-accessibility-specialist/job) if you or anyone you know is interested. Thank you! Justin Tumelaire Accessibility Manager, Learning Center of Excellence Content and Learning | Higher Ed & Skills Quality Learning for All PHONE: 603.703.2589 Eastern Time EMAIL: justin.tumelaire@cengage.com WEB: cengage.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From Bryon-Kluesner at utc.edu Tue May 19 11:28:06 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Tue May 19 11:28:28 2020 Subject: [Athen] Position description Message-ID: Hi all, If you work specid=fically as an adaptive/assistive technology coordinator, would you mind sharing your job description with me? I have a work project I am working on. Thanks and hope everyone is well. Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 -------------- next part -------------- An HTML attachment was scrubbed... URL: From adykhouse at midmich.edu Tue May 19 11:31:18 2020 From: adykhouse at midmich.edu (Amy Dykhouse) Date: Tue May 19 11:32:04 2020 Subject: [Athen] How to make forms accessible? Message-ID: Hello, Does anyone have a suggestion for a resource on a process for making forms accessible? For example, a form made in MS Word and adding accessible features to it? Thank you very much, Amy Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) Career and Student Accommodation Services Coordinator Mid Michigan College Phone: (989) 317-4613 Text: (989) 264-0487 Mid Michigan College Career Center Student Accommodation Services -------------- next part -------------- An HTML attachment was scrubbed... URL: From chagnon at pubcom.com Tue May 19 12:23:46 2020 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Tue May 19 12:55:27 2020 Subject: [Athen] Fw: How to make forms accessible? Message-ID: <012101d62e13$0478a4c0$0d69ee40$@pubcom.com> Two suggestions: * Rob Haverty's (Adobe) online webinar series at https://adobe.lookbookhq.com/acrobataccessibility * My firm's classes on accessible PDFs, including PDF AcroForms. I don't have one scheduled on Word-PDF Forms, but there is a class in July on InDesign-to-PDF Forms. www.pubcom.com/classes . (Discounts for Athen members.) FYI, InDesign is a great tool for making accessible PDF forms. Many benefits, beyond Word, and easier to produce and update. -Bevi - - - Bevi Chagnon, founder | Bevi.Chagnon@PubCom.com | 301-580-1944 cell/text US delegate to the ISO for PDF and PDF/UA universal access standards Adobe Community Professional - ACP - - - PubCom: Technologists for Accessible Design + Publishing print | digital | web | documents | pdfs | epubs consulting . training . development . design . sec. 508 services ms office . adobe acrobat . indesign . xml + automated workflows - - - How We Work: see slidedeck Classes: Upcoming classes at www.PubCom.com/classes - - - Latest blog-newsletter - Accessibility Tips > On 5/19/2020 2:31:18 PM, Amy%20Dykhouse%20(adykhouse@midmich.edu) wrote: > > Hello, > > Does anyone have a suggestion for a resource on a process for making forms > accessible? > > For example, a form made in MS Word and adding accessible features to it? > > Thank you very much, > > Amy > Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) > Career and Student Accommodation Services Coordinator > Mid Michigan College > Phone: (989) 317-4613 > Text: (989) 264-0487 > Mid Michigan College Career Center > > Student Accommodation Services > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Tue May 19 17:48:54 2020 From: lgreco at berkeley.edu (Lucy GRECO) Date: Tue May 19 17:49:34 2020 Subject: [Athen] Join me in celebrating Global Accessibility Awareness Day (GAAD) In-Reply-To: References: Message-ID: Hello: I will be speaking with my favorite civil rights lawyer (Lainey Feingold) this Thursday for Global Accessibility Awareness Day (GAAD) about the history of accessibility and how those of us in the community of accessibility work on awareness. Please join us for The Second A in GAAD this Thursday, May 21st at noon Pacific (3 p.m. Eastern), and be sure to check out more events and ways to celebrate GAAD. Lucy P.S. PLEASE SHARE WIDELY Lucia Greco Web Accessibility Evangelist IST - Architecture, Platforms, and Integration University of California, Berkeley (510) 289-6008 skype: lucia1-greco http://webaccess.berkeley.edu Follow me on twitter @accessaces -------------- next part -------------- An HTML attachment was scrubbed... URL: From neal.sorensen at mnsu.edu Wed May 20 06:41:43 2020 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Wed May 20 06:42:02 2020 Subject: [Athen] Fw: How to make forms accessible? In-Reply-To: <012101d62e13$0478a4c0$0d69ee40$@pubcom.com> References: <012101d62e13$0478a4c0$0d69ee40$@pubcom.com> Message-ID: I second this! I've only used Adobe Acrobat to create "Fillable Forms" which have been very popular around campus and with students. They can also be signed digitally using Adobe software so there is no need for printing and signing. I'll have to check out the InDesign forms methods. Thanks Bevi! -Neal Neal Sorensen (pronouns: he, him, his) Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [Accessibility Resources logo] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. From: athen-list On Behalf Of chagnon@pubcom.com Sent: Tuesday, May 19, 2020 2:24 PM To: 'Access Technology Higher Education Network' Subject: [Athen] Fw: How to make forms accessible? Two suggestions: * Rob Haverty's (Adobe) online webinar series at https://adobe.lookbookhq.com/acrobataccessibility * My firm's classes on accessible PDFs, including PDF AcroForms. I don't have one scheduled on Word-PDF Forms, but there is a class in July on InDesign-to-PDF Forms. www.pubcom.com/classes. (Discounts for Athen members.) FYI, InDesign is a great tool for making accessible PDF forms. Many benefits, beyond Word, and easier to produce and update. -Bevi - - - Bevi Chagnon, founder | Bevi.Chagnon@PubCom.com | 301-580-1944 cell/text US delegate to the ISO for PDF and PDF/UA universal access standards Adobe Community Professional - ACP - - - PubCom: Technologists for Accessible Design + Publishing print | digital | web | documents | pdfs | epubs consulting * training * development * design * sec. 508 services ms office * adobe acrobat * indesign * xml + automated workflows - - - How We Work: see slidedeck Classes: Upcoming classes at www.PubCom.com/classes - - - Latest blog-newsletter - Accessibility Tips > On 5/19/2020 2:31:18 PM, Amy%20Dykhouse%20(adykhouse@midmich.edu) wrote: > > Hello, > > Does anyone have a suggestion for a resource on a process for making forms > accessible? > > For example, a form made in MS Word and adding accessible features to it? > > Thank you very much, > > Amy > Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) > Career and Student Accommodation Services Coordinator > Mid Michigan College > Phone: (989) 317-4613 > Text: (989) 264-0487 > Mid Michigan College Career Center > > > Student Accommodation Services > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From adykhouse at midmich.edu Wed May 20 06:51:43 2020 From: adykhouse at midmich.edu (Amy Dykhouse) Date: Wed May 20 06:52:03 2020 Subject: [Athen] Fw: How to make forms accessible? In-Reply-To: References: <012101d62e13$0478a4c0$0d69ee40$@pubcom.com> Message-ID: Thank you very much, Neal. Are these accessible though? It was my understanding that there were still things that needed to be done to label the form fields, is that right? Thank you for your help and time, Amy Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) Career and Student Accommodation Services Coordinator Mid Michigan College Phone: (989) 317-4613 Text: (989) 264-0487 Mid Michigan College Career Center Student Accommodation Services On Wed, May 20, 2020 at 9:44 AM Sorensen, Neal B wrote: > I second this! I?ve only used Adobe Acrobat to create ?Fillable Forms? > which have been very popular around campus and with students. They can also > be signed digitally using Adobe software so there is no need for printing > and signing. > > > > I?ll have to check out the InDesign forms methods. Thanks Bevi! > > > > -Neal > > > > Neal Sorensen > > (pronouns: he, him, his) > > Access Specialist > > Accessibility Resources > > Minnesota State University, Mankato > > 132 Memorial Library > > Mankato, MN 56001 > > > > Phone: 507-389-5242 > > FAX: 507-389-1199 > > Email: neal.sorensen@mnsu.edu > > > > [image: Accessibility Resources logo] > > > > CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is > for the sole use of the intended recipient(s) and may contain confidential > and privileged information. Any unauthorized review, use, disclosure or > distribution is prohibited. If you have received this transmission in > error, please delete it from your system without copying it, and notify the > sender by reply email so that our address record can be corrected. > > > > > > > > *From:* athen-list *On > Behalf Of *chagnon@pubcom.com > *Sent:* Tuesday, May 19, 2020 2:24 PM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* [Athen] Fw: How to make forms accessible? > > > > Two suggestions: > > - Rob Haverty?s (Adobe) online webinar series at > https://adobe.lookbookhq.com/acrobataccessibility > > - My firm?s classes on accessible PDFs, including PDF AcroForms. I > don?t have one scheduled on Word-PDF Forms, but there is a class in July on > InDesign-to-PDF Forms. www.pubcom.com/classes > . > (Discounts for Athen members.) > > > > FYI, InDesign is a great tool for making accessible PDF forms. Many > benefits, beyond Word, and easier to produce and update. > > > > ?Bevi > > > > *? ? ?* > > Bevi Chagnon, founder *|* Bevi.Chagnon@PubCom.com *|* 301-580-1944 > cell/text > > *US delegate to the ISO for PDF and PDF/UA universal access standards* > > *Adobe Community Professional - ACP* > > *? ? ?* > > *PubCom: Technologists for Accessible Design + Publishing* > > print *|* digital *|* web *|* documents *|* pdfs *|* epubs > > consulting ? training ? development ? design ? sec. 508 services > > ms office ? adobe acrobat ? indesign ? xml + automated workflows > > *? ? ?* > > *How We Work: see slidedeck > * > > *Classes:* *Upcoming classes* at www.PubCom.com/*classes* > > > *? ? ?* > > *Latest* blog-newsletter > > ? Accessibility Tips > > > > > > > > > On 5/19/2020 2:31:18 PM, Amy%20Dykhouse%20(adykhouse@midmich.edu) wrote: > > > Hello, > > > > Does anyone have a suggestion for a resource on a process for making > forms > > accessible? > > > > For example, a form made in MS Word and adding accessible features to it? > > > > Thank you very much, > > > > Amy > > Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) > > Career and Student Accommodation Services Coordinator > > Mid Michigan College > > Phone: (989) 317-4613 > > Text: (989) 264-0487 > > Mid Michigan College Career Center > > > > > > Student Accommodation Services > > < > https://www.midmich.edu/student-resources/support-for-success/accommodation-services > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.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.jpg Type: image/jpeg Size: 4084 bytes Desc: not available URL: From adykhouse at midmich.edu Wed May 20 07:29:34 2020 From: adykhouse at midmich.edu (Amy Dykhouse) Date: Wed May 20 07:29:57 2020 Subject: [Athen] Fw: How to make forms accessible? In-Reply-To: <012101d62e13$0478a4c0$0d69ee40$@pubcom.com> References: <012101d62e13$0478a4c0$0d69ee40$@pubcom.com> Message-ID: Thank you very much! I will look into these options. I appreciate your help, Amy Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) Career and Student Accommodation Services Coordinator Mid Michigan College Phone: (989) 317-4613 Text: (989) 264-0487 Mid Michigan College Career Center Student Accommodation Services On Tue, May 19, 2020 at 3:57 PM wrote: > Two suggestions: > > - Rob Haverty?s (Adobe) online webinar series at > https://adobe.lookbookhq.com/acrobataccessibility > - My firm?s classes on accessible PDFs, including PDF AcroForms. I > don?t have one scheduled on Word-PDF Forms, but there is a class in July on > InDesign-to-PDF Forms. www.pubcom.com/classes. (Discounts for Athen > members.) > > > > FYI, InDesign is a great tool for making accessible PDF forms. Many > benefits, beyond Word, and easier to produce and update. > > > > ?Bevi > > > > *? ? ?* > > Bevi Chagnon, founder *|* Bevi.Chagnon@PubCom.com *|* 301-580-1944 > cell/text > > *US delegate to the ISO for PDF and PDF/UA universal access standards* > > *Adobe Community Professional - ACP* > > *? ? ?* > > *PubCom: Technologists for Accessible Design + Publishing* > > print *|* digital *|* web *|* documents *|* pdfs *|* epubs > > consulting ? training ? development ? design ? sec. 508 services > > ms office ? adobe acrobat ? indesign ? xml + automated workflows > > *? ? ?* > > *How We Work: see slidedeck > * > > *Classes:* *Upcoming classes* at www.PubCom.com/*classes* > > > *? ? ?* > > *Latest* blog-newsletter > ? > Accessibility Tips > > > > > > > On 5/19/2020 2:31:18 PM, Amy%20Dykhouse%20(adykhouse@midmich.edu) wrote: > > > Hello, > > > > Does anyone have a suggestion for a resource on a process for making > forms > > accessible? > > > > For example, a form made in MS Word and adding accessible features to it? > > > > Thank you very much, > > > > Amy > > Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) > > Career and Student Accommodation Services Coordinator > > Mid Michigan College > > Phone: (989) 317-4613 > > Text: (989) 264-0487 > > Mid Michigan College Career Center > > > > Student Accommodation Services > > < > https://www.midmich.edu/student-resources/support-for-success/accommodation-services > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From adykhouse at midmich.edu Wed May 20 08:28:48 2020 From: adykhouse at midmich.edu (Amy Dykhouse) Date: Wed May 20 08:29:17 2020 Subject: [Athen] Fw: How to make forms accessible? In-Reply-To: References: <012101d62e13$0478a4c0$0d69ee40$@pubcom.com> Message-ID: Hi Barry, I was able to download the quote and send to our Business Office. Thank you very much, and they will be in touch with assistance. Amy Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) Career and Student Accommodation Services Coordinator Mid Michigan College Phone: (989) 317-4613 Text: (989) 264-0487 Mid Michigan College Career Center Student Accommodation Services On Wed, May 20, 2020 at 9:44 AM Sorensen, Neal B wrote: > I second this! I?ve only used Adobe Acrobat to create ?Fillable Forms? > which have been very popular around campus and with students. They can also > be signed digitally using Adobe software so there is no need for printing > and signing. > > > > I?ll have to check out the InDesign forms methods. Thanks Bevi! > > > > -Neal > > > > Neal Sorensen > > (pronouns: he, him, his) > > Access Specialist > > Accessibility Resources > > Minnesota State University, Mankato > > 132 Memorial Library > > Mankato, MN 56001 > > > > Phone: 507-389-5242 > > FAX: 507-389-1199 > > Email: neal.sorensen@mnsu.edu > > > > [image: Accessibility Resources logo] > > > > CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is > for the sole use of the intended recipient(s) and may contain confidential > and privileged information. Any unauthorized review, use, disclosure or > distribution is prohibited. If you have received this transmission in > error, please delete it from your system without copying it, and notify the > sender by reply email so that our address record can be corrected. > > > > > > > > *From:* athen-list *On > Behalf Of *chagnon@pubcom.com > *Sent:* Tuesday, May 19, 2020 2:24 PM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* [Athen] Fw: How to make forms accessible? > > > > Two suggestions: > > - Rob Haverty?s (Adobe) online webinar series at > https://adobe.lookbookhq.com/acrobataccessibility > > - My firm?s classes on accessible PDFs, including PDF AcroForms. I > don?t have one scheduled on Word-PDF Forms, but there is a class in July on > InDesign-to-PDF Forms. www.pubcom.com/classes > . > (Discounts for Athen members.) > > > > FYI, InDesign is a great tool for making accessible PDF forms. Many > benefits, beyond Word, and easier to produce and update. > > > > ?Bevi > > > > *? ? ?* > > Bevi Chagnon, founder *|* Bevi.Chagnon@PubCom.com *|* 301-580-1944 > cell/text > > *US delegate to the ISO for PDF and PDF/UA universal access standards* > > *Adobe Community Professional - ACP* > > *? ? ?* > > *PubCom: Technologists for Accessible Design + Publishing* > > print *|* digital *|* web *|* documents *|* pdfs *|* epubs > > consulting ? training ? development ? design ? sec. 508 services > > ms office ? adobe acrobat ? indesign ? xml + automated workflows > > *? ? ?* > > *How We Work: see slidedeck > * > > *Classes:* *Upcoming classes* at www.PubCom.com/*classes* > > > *? ? ?* > > *Latest* blog-newsletter > > ? Accessibility Tips > > > > > > > > > On 5/19/2020 2:31:18 PM, Amy%20Dykhouse%20(adykhouse@midmich.edu) wrote: > > > Hello, > > > > Does anyone have a suggestion for a resource on a process for making > forms > > accessible? > > > > For example, a form made in MS Word and adding accessible features to it? > > > > Thank you very much, > > > > Amy > > Amy Dykhouse, Ph.D., Certified Career Services Provider (CCSP) > > Career and Student Accommodation Services Coordinator > > Mid Michigan College > > Phone: (989) 317-4613 > > Text: (989) 264-0487 > > Mid Michigan College Career Center > > > > > > Student Accommodation Services > > < > https://www.midmich.edu/student-resources/support-for-success/accommodation-services > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.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.jpg Type: image/jpeg Size: 4084 bytes Desc: not available URL: From ecmatson at uidaho.edu Wed May 20 08:51:21 2020 From: ecmatson at uidaho.edu (Matson, Eric (ecmatson@uidaho.edu)) Date: Wed May 20 08:51:37 2020 Subject: [Athen] Babette's Feast Descriptive Audio Message-ID: Hi all, I'm trying to find a descriptive audio track for Babette's Feast. Before I dive into creating one for the student figured I'd check if anyone already has the track and is willing to share it. Thanks, Eric Matson | Assistive Technology Specialist Center for Disability Access and Resources Division of Student Affairs The University of Idaho Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 Fax: 208.885.9404 Campus Zip: 4257 This communication may contain privileged, non-public or other confidential information. If you have received it in error, please advise the sender by reply e-mail and immediately delete the message and any attachments without copying or disclosing the contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Doug.Mantle at kings.uwo.ca Wed May 20 19:37:03 2020 From: Doug.Mantle at kings.uwo.ca (Doug Mantle) Date: Wed May 20 19:37:25 2020 Subject: [Athen] FW: [N.O.A.T.] Webinar Announcement - Catch Up With Note Taking Express (NTE) - Friday, May 22, 2020 at 1:30pm ET In-Reply-To: References: Message-ID: <2B7730A6FD2DFE499F4A8A1099627D8D7436CB96@kucexch01.kings.kucits.ca> Good day everyone - Trusting we are all doing well and managing to make some progress towards normalcy? Passing along this invite to join N.O.A.T. for an upcoming webinar with the folks from Note Taking Express (NTE). Take care and stay safe! Doug Mantle, Assistive Technology Support Specialist, STARS Learning Lab Co-ordinator Accessibility, Counselling and Student Development - Accessibility Services - Student Affairs King's University College at Western University 266 Epworth Avenue London, Ontario, Canada N6A 2M3 P. 519-433-3491 ext. 4579 | P. 1-800-265-4406 | F. 519-963-1013 Doug.Mantle@Kings.UWO.ca | www.kings.uwo.ca Please be advised that this email is only monitored during regular office hours. During peak times of the academic year, replies may take 2-3 days. If your matter is urgent, please contact the Accessibility, Counselling and Student Development office at 519-433-3491 extension 4321 or acsd@kings.uwo.ca or Wemple room 151. ________________________________ From: noat@googlegroups.com [noat@googlegroups.com] on behalf of Network of Assistive Technologists [info@noat.ca] Sent: May-18-20 7:11 PM To: NOAT@googlegroups.com Subject: [N.O.A.T.] Webinar Announcement - Catch Up With Note Taking Express (NTE) - Friday, May 22, 2020 at 1:30pm ET You are invited to join The Network of Assistive Technologists on Friday, May 22 at 1:30pm ET. We will be joined by Liam Kelly and Dan Goerz from Note Taking Express (NTE) Join the team from Note Taking Express (NTE) - Review the basics, find supports for remote learning, and catch a glimpse of the future NTE. Note Taking Express is a service and a platform. Using a mixture of human and artificial intelligence, you can create notes yourself while recording, or receive professional summaries later. As some classes have moved online, recordings currently should be uploaded to receive notes. If you do not have a recording, there are built-in features of some devices that you can use to record a class as you watch. This session explores how to use these with Note Taking Express and some future updates. For full details and to register, please visit the N.O.A.T. Events Site. We look forward to seeing you online Friday, May 22, 2020 at 1:30pm ET. Any questions, please reach out to us at info@NOAT.ca The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca [https://www.kings.uwo.ca/kings/assets/Image/email/accessibility-counselling.png] King?s University College is committed to accessibility for persons with disabilities. Please contact us if you have any particular accommodation requirements or require information in an alternate format. ________________________________ Confidentiality Notice: The contents of this communication, including any attachment(s), are confidential and may be privileged. If you are not the intended recipient (or are not receiving this communication on behalf of the intended recipient), please notify the sender immediately and delete or destroy this communication without reading it, and without making, forwarding, or retaining any copy or record of it or its contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dina.rosenbaum at carroll.org Thu May 21 07:53:10 2020 From: dina.rosenbaum at carroll.org (Dina Rosenbaum) Date: Thu May 21 07:53:51 2020 Subject: [Athen] New Zoom Guide for Speech Users! Message-ID: <72dfda492fd1d022f7b9570c362500f5@mail.gmail.com> Introducing Getting Started With Zoom Meetings: A Guide for JAWS, NVDA, and iPhone VoiceOver Users (Digital Copy) With so many of us now learning, working and connecting through remote methods, the Zoom video conferencing application has quickly become a household name. Nearly overnight, the Zoom meeting platform has become an indispensable tool for professionals, educators, and simply for staying in touch with family and friends. Whether you want to use Zoom professionally or personally, knowing how to use the platform?s wide variety of functions has never been so important. *Getting Started With Zoom Meetings: A Guide for JAWS, NVDA, and iPhone VoiceOver Users* by Heather Thomas, Accessibility Services Associate at The Carroll Center for the Blind, is the *first-ever* comprehensive step-by-step text-based guide to Zoom for screen reader users. For your convenience, this guide is available in PDF and Word formats. Topics covered include: - Initial setup on the PC and iPhone - The basics of participating in meetings - Scheduling meetings and inviting participants - Strategies for hosting meetings and managing participants - Other useful features like sharing your screen, chatting, and making recordings. - A list of important keyboard shortcuts is also included *Getting Started With Zoom Meetings: A Guide for JAWS, NVDA, and iPhone VoiceOver Users* will serve as a valuable reference for blind and visually impaired people wishing to participate in and host Zoom meetings in the workplace, at school, in blindness organizations, and in their local communities. If you want to take your Zoom training to the next level, The Carroll Center for the Blind is offering remote Zoom instruction. Our team of expert vision professionals are also virtually teaching activities of daily living, computer use and assistive technology, braille, low vision devices, employment readiness, health management, and much more. To view a full list of remote training options, click here or contact our Director of Admissions . Dina Rosenbaum, M.Ed. Chief Program Officer *Carroll Center for the Blind* *Serving ALL Ages and ALL Stages of Vision Loss* 770 Centre Street, Newton, MA 02458 Phone: 617-969-6200 Ext. 238 | Fax: 617-969-6204 dina.rosenbaum@carroll.org | http://www.carroll.org/ -- Carroll Center for the Blind Confidentiality Notice:? This email and any files transmitted with it are confidential and are intended solely for the use of the individual(s) addressed in the message above.? This communication may contain sensitive or confidential information.? If you are not an intended recipient dissemination, forwarding, printing or copying of this email is strictly prohibited.? If you received this email in error and the email contains private information, please contact the Carroll Center Compliance Line at 617-969-6200 x. 214.? If the email was sent to you in error but does not contain private information, please contact the sender and delete the email. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Shannon.Lavey at colostate.edu Thu May 21 11:23:51 2020 From: Shannon.Lavey at colostate.edu (Lavey,Shannon) Date: Thu May 21 11:24:05 2020 Subject: [Athen] Otter.ai Message-ID: Hello ATHEN friends! I hope everyone is doing well and staying healthy. I was curious if anyone has purchased an Otter.ai subscription for your campus. If so, what helped you decide to proceed with the subscription and what has the experience been so far? Thank you, Shannon Shannon Lavey, MS, OTR/L, ATP Student Service Coordinator [Assistive Technology Resource Center Colorado State University] Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 13676 bytes Desc: image001.png URL: From info at karlencommunications.com Thu May 21 11:46:31 2020 From: info at karlencommunications.com (Karlen Communications) Date: Thu May 21 11:47:29 2020 Subject: [Athen] Otter.ai In-Reply-To: References: Message-ID: <005401d62fa0$25a15050$70e3f0f0$@karlencommunications.com> Although I?m not a campus, I had been using the free version of Otter.ai since January when my course went partially online. Students, even students who were not deaf or hard of hearing liked having it as a backup to notes. Within the past two weeks I looked at Otter for Teams because it has the ability to have the Live Transcription beside the Zoom Window if the Zoom window is not maximized. I?ve used it once/I have a two month trial. For at least one participant who needed it, it worked quite well and they had a poor experience with Otter.ai at a previous meeting/webinar. Having the ability to see the transcription beside the Zoom Window made the difference. I find that the transcription is good and am still investigating how to increase the font size. One of the things I like for students is that apparently you can highlight parts of the transcript and then show the text you?ve highlighted so you have a list of important things but I haven?t tried that feature yet either. My program at my college has purchased Otter for Teams as we will be going fully online this fall. It is the Otter for Teams that has the side by side capability and they recently reduced the number of team members to 1 so I could purchase it?the original default was 3. Am also interested in what others have found about the tool. I know Microsoft Teams uses Microsoft Translator or maybe they call it Teams Translator but I had to do a presentation in teams yesterday and found it a lot more complicated than Zoom! I also had to turn off my screen reader. Anyway, looking forward to seeing how others find Otter.ai. Cheers, Karen From: athen-list On Behalf Of Lavey,Shannon Sent: Thursday, May 21, 2020 2:24 PM To: athen-list@u.washington.edu Subject: [Athen] Otter.ai Hello ATHEN friends! I hope everyone is doing well and staying healthy. I was curious if anyone has purchased an Otter.ai subscription for your campus. If so, what helped you decide to proceed with the subscription and what has the experience been so far? Thank you, Shannon Shannon Lavey, MS, OTR/L, ATP Student Service Coordinator Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 13676 bytes Desc: not available URL: From sjordison at ccctechcenter.org Thu May 21 12:24:43 2020 From: sjordison at ccctechcenter.org (Shawn Jordison) Date: Thu May 21 12:25:37 2020 Subject: [Athen] Otter.ai In-Reply-To: <005401d62fa0$25a15050$70e3f0f0$@karlencommunications.com> References: <005401d62fa0$25a15050$70e3f0f0$@karlencommunications.com> <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> Message-ID: <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> Hey there! I have used Otter.ai pretty extensively over the last few months. Here is a brief synopsis of what it can do: Otter.ai is a transcription service offered on its mobile app and web application. It seamlessly integrates with video conferencing tools and has easy to use sharing options. Transcriptions are organized in ?conversations? and can be added to group folders where all members have access, or simply shared via a link. Otter.ai can identify different speakers automatically and could be a lightweight solution to the high cost of remote captioning. It is an automated service but is highly accurate. Otter.ai adds in suggested punctuation. Users are able to highlight notes, create custom search queries, add photos, edit text, and share in a matter of seconds. With the PRO version - you can set up your zoom account to automatically record meetings and transcribe. You can also create a .SRT file with the pro account to export the edited transcriptions for captioning. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center --- original message --- On May 21, 2020, 11:46 AM PDT info@karlencommunications.com wrote: Although I?m not a campus, I had been using the free version of Otter.ai since January when my course went partially online. Students, even students who were not deaf or hard of hearing liked having it as a backup to notes. Within the past two weeks I looked at Otter for Teams because it has the ability to have the Live Transcription beside the Zoom Window if the Zoom window is not maximized. I?ve used it once/I have a two month trial. For at least one participant who needed it, it worked quite well and they had a poor experience with Otter.ai at a previous meeting/webinar. Having the ability to see the transcription beside the Zoom Window made the difference. I find that the transcription is good and am still investigating how to increase the font size. One of the things I like for students is that apparently you can highlight parts of the transcript and then show the text you?ve highlighted so you have a list of important things but I haven?t tried that feature yet either. My program at my college has purchased Otter for Teams as we will be going fully online this fall. It is the Otter for Teams that has the side by side capability and they recently reduced the number of team members to 1 so I could purchase it?the original default was 3. Am also interested in what others have found about the tool. I know Microsoft Teams uses Microsoft Translator or maybe they call it Teams Translator but I had to do a presentation in teams yesterday and found it a lot more complicated than Zoom! I also had to turn off my screen reader. Anyway, looking forward to seeing how others find Otter.ai. Cheers, Karen From: athen-list On Behalf Of Lavey,Shannon Sent: Thursday, May 21, 2020 2:24 PM To: athen-list@u.washington.edu Subject: [Athen] Otter.ai Hello ATHEN friends! I hope everyone is doing well and staying healthy. I was curious if anyone has purchased an Otter.ai subscription for your campus. If so, what helped you decide to proceed with the subscription and what has the experience been so far? Thank you, Shannon Shannon Lavey, MS, OTR/L, ATP Student Service Coordinator Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list --- end of original message --- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 13676 bytes Desc: not available URL: From jongund at illinois.edu Thu May 21 12:46:59 2020 From: jongund at illinois.edu (Gunderson, Jon R) Date: Thu May 21 12:47:19 2020 Subject: [Athen] Position Announcement: ADA IT Accessibility Coordinator at the University of Illinois In-Reply-To: References: Message-ID: ADA IT Coordinator Office for Access and Equity University of Illinois at Urbana-Champaign The Americans with Disabilities Act (ADA) Division of the Office for Access and Equity (OAE) is seeking applications for an Information Technology (IT) Coordinator position. Reporting to the Director of the ADA Division, the ADA IT Coordinator will be responsible for providing technical and subject matter expertise to the division regarding IT accessibility. Additionally, they will provide support and guidance to campus with respect to compliance with campus accessibility policy, related technology best practices, and compliance requirements. The incumbent's duties will include working with the IT Accessibility Liaison Program, and coordinating the Electronic Information Technology (EIT) Accessibility exception process. The ADA IT Coordinator is a key role for successful implementation of the EIT Accessibility Policy. More information at the following URL: https://jobs.illinois.edu/academic-job-board/job-details?jobID=131237 Jon Gunderson, Ph.D., CPWA Coordinator of Accessible IT Group University of Illinois at Urbana/Champaign 1207 S. Oak Street Champaign, IL 61820 Phone: (217) 244-5870 E-mail: jongund@illinois.edu> www: https://go.illinois.edu/jongund -------------- next part -------------- An HTML attachment was scrubbed... URL: From CherniwchanL at macewan.ca Thu May 21 13:28:52 2020 From: CherniwchanL at macewan.ca (Liza Eldred) Date: Thu May 21 13:29:11 2020 Subject: [Athen] Otter.ai In-Reply-To: <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> References: <005401d62fa0$25a15050$70e3f0f0$@karlencommunications.com> <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> Message-ID: Hi Shawn, Do you have to do a lot of editing of the transcription? Have you tried it in an in-person classroom setting? If so, what kind of audio setup are you using? The type of microphone? I have found with my limited use of it, it has a hard time deciphering the ?ums and ahs? that most people use when speaking. Thanks, Liza Liza Eldred cherniwchanl@macewan.ca Assistive Technology Specialist Assistive Computer Technology Service Services to Students with Disabilities MacEwan University 7-198D-2, 10700 - 104 Avenue Edmonton, AB (780) 497-5826 Fax: 780-497-4018 www.macewan.ca This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email. From: athen-list On Behalf Of Shawn Jordison Sent: Thursday, May 21, 2020 1:25 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Otter.ai Hey there! I have used Otter.ai pretty extensively over the last few months. Here is a brief synopsis of what it can do: Otter.ai is a transcription service offered on its mobile app and web application. It seamlessly integrates with video conferencing tools and has easy to use sharing options. Transcriptions are organized in ?conversations? and can be added to group folders where all members have access, or simply shared via a link. Otter.ai can identify different speakers automatically and could be a lightweight solution to the high cost of remote captioning. It is an automated service but is highly accurate. Otter.ai adds in suggested punctuation. Users are able to highlight notes, create custom search queries, add photos, edit text, and share in a matter of seconds. With the PRO version - you can set up your zoom account to automatically record meetings and transcribe. You can also create a .SRT file with the pro account to export the edited transcriptions for captioning. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center [Image removed by sender.] On May 21, 2020, 11:46 AM PDT info@karlencommunications.com wrote: Although I?m not a campus, I had been using the free version of Otter.ai since January when my course went partially online. Students, even students who were not deaf or hard of hearing liked having it as a backup to notes. Within the past two weeks I looked at Otter for Teams because it has the ability to have the Live Transcription beside the Zoom Window if the Zoom window is not maximized. I?ve used it once/I have a two month trial. For at least one participant who needed it, it worked quite well and they had a poor experience with Otter.ai at a previous meeting/webinar. Having the ability to see the transcription beside the Zoom Window made the difference. I find that the transcription is good and am still investigating how to increase the font size. One of the things I like for students is that apparently you can highlight parts of the transcript and then show the text you?ve highlighted so you have a list of important things but I haven?t tried that feature yet either. My program at my college has purchased Otter for Teams as we will be going fully online this fall. It is the Otter for Teams that has the side by side capability and they recently reduced the number of team members to 1 so I could purchase it?the original default was 3. Am also interested in what others have found about the tool. I know Microsoft Teams uses Microsoft Translator or maybe they call it Teams Translator but I had to do a presentation in teams yesterday and found it a lot more complicated than Zoom! I also had to turn off my screen reader. Anyway, looking forward to seeing how others find Otter.ai. Cheers, Karen From: athen-list > On Behalf Of Lavey,Shannon Sent: Thursday, May 21, 2020 2:24 PM To: athen-list@u.washington.edu Subject: [Athen] Otter.ai Hello ATHEN friends! I hope everyone is doing well and staying healthy. I was curious if anyone has purchased an Otter.ai subscription for your campus. If so, what helped you decide to proceed with the subscription and what has the experience been so far? Thank you, Shannon Shannon Lavey, MS, OTR/L, ATP Student Service Coordinator [Assistive Technology Resource Center Colorado State University] Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: ~WRD000.jpg URL: From sjordison at ccctechcenter.org Thu May 21 15:42:04 2020 From: sjordison at ccctechcenter.org (Shawn Jordison) Date: Thu May 21 15:42:30 2020 Subject: [Athen] Otter.ai In-Reply-To: References: <005401d62fa0$25a15050$70e3f0f0$@karlencommunications.com> <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> <068627cff9b876466ef859dbb1fd8718@frontapp.com> Message-ID: <068627cff9b876466ef859dbb1fd8718@frontapp.com> Yes, there is quite a bit of editing to do. It feels like less editing then any other method ive used in the past though. I have done in person and used only the app on my phone. You could probably get an external mic that will help catch better audio. You could do a search and replace on the "umm" and "ahh" to get a cleaner document fairly quickly. I like the change of speakers the most as that is often a challenge with developing the transcript. If you are speaking with only a couple speakers the feature works even better. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center --- original message --- On May 21, 2020, 1:28 PM PDT cherniwchanl@macewan.ca wrote: Hi Shawn, Do you have to do a lot of editing of the transcription? Have you tried it in an in-person classroom setting? If so, what kind of audio setup are you using? The type of microphone? I have found with my limited use of it, it has a hard time deciphering the ?ums and ahs? that most people use when speaking. Thanks, Liza Liza Eldred cherniwchanl@macewan.ca Assistive Technology Specialist Assistive Computer Technology Service Services to Students with Disabilities MacEwan University 7-198D-2, 10700 - 104 Avenue Edmonton, AB (780) 497-5826 Fax: 780-497-4018 www.macewan.ca This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email. From: athen-list On Behalf Of Shawn Jordison Sent: Thursday, May 21, 2020 1:25 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Otter.ai Hey there! I have used Otter.ai pretty extensively over the last few months. Here is a brief synopsis of what it can do: Otter.ai is a transcription service offered on its mobile app and web application. It seamlessly integrates with video conferencing tools and has easy to use sharing options. Transcriptions are organized in ?conversations? and can be added to group folders where all members have access, or simply shared via a link. Otter.ai can identify different speakers automatically and could be a lightweight solution to the high cost of remote captioning. It is an automated service but is highly accurate. Otter.ai adds in suggested punctuation. Users are able to highlight notes, create custom search queries, add photos, edit text, and share in a matter of seconds. With the PRO version - you can set up your zoom account to automatically record meetings and transcribe. You can also create a .SRT file with the pro account to export the edited transcriptions for captioning. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center > On May 21, 2020, 11:46 AM PDT >info@karlencommunications.com wrote: > Although I?m not a campus, I had been using the free version of>Otter.ai since January when my course went partially online. Students, even students who were not deaf or hard of hearing liked having it as a backup to notes. > > Within the past two weeks I looked at Otter for Teams because it has the ability to have the Live Transcription beside the> Zoom Window if the Zoom window is not maximized. I?ve used it once/I have a two month trial. For at least one participant who needed it, it worked quite well and they had a poor experience with>Otter.ai at a previous meeting/webinar. Having the ability to see the transcription beside the Zoom Window made the difference. > > I find that the transcription is good and am still investigating how to increase the font size. > > One of the things I like for students is that apparently you can highlight parts of the transcript and then show the text you?ve> highlighted so you have a list of important things but I haven?t tried that feature yet either. > > My program at my college has purchased Otter for Teams as we will be going fully online this fall. > > It is the Otter for Teams that has the side by side capability and they recently reduced the number of team members to 1 so> I could purchase it?the original default was 3. > > Am also interested in what others have found about the tool. > > I know Microsoft Teams uses Microsoft Translator or maybe they call it Teams Translator but I had to do a presentation in teams> yesterday and found it a lot more complicated than Zoom! I also had to turn off my screen reader. > > Anyway, looking forward to seeing how others find>Otter.ai. > > Cheers, Karen > > From: athen-list >On Behalf Of Lavey,Shannon > Sent: Thursday, May 21, 2020 2:24 PM > To: athen-list@u.washington.edu > Subject: [Athen] Otter.ai > > Hello ATHEN friends! > > I hope everyone is doing well and staying healthy. I was curious if anyone has purchased an>Otter.ai subscription for your campus. If so, what helped you decide to proceed with the subscription and what has the experience been so far? > > Thank you, > > Shannon > > Shannon Lavey, MS, OTR/L, ATP > Student Service Coordinator > Room 301, Occupational Therapy Building > P: 970-491-4241 > shannon.lavey@colostate.edu > > Assistive Technology Resource Center > Accessibility By Design > > _______________________________________________ athen-list mailing list>athen-list@mailman12.u.washington.edu>http://mailman12.u.washington.edu/mailman/listinfo/athen-list --- end of original message --- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: not available URL: From athenpresident at gmail.com Thu May 21 15:53:44 2020 From: athenpresident at gmail.com (ATHEN President) Date: Thu May 21 15:54:22 2020 Subject: [Athen] Announcing the 2020 ATHEN Virtual Conference: Humans behind the Tech Message-ID: Hello Everyone! Announcing the 2020 ATHEN Virtual Conference! We have 3 fantastic presenters to speak with us - see below for the agenda and days/times. Cost: Free for ATHEN members. *If you would like to check your membership status, please contact us at membership@athenpro.org If you're not an ATHEN member, join ATHEN to participate at: https://athenpro.org/content/membership-athen All sessions will be conducted using the Zoom platform and will be captioned. Register online via our Google form for the ATHEN Virtual Conference . Meeting information will be provided prior to the first conference presentation. Hold the following dates/times! *Day 1: Tuesday, June 16, 2020* *Speaker: Darren Gabbert* Time: 10 Pacific, 11 Mountain, 12 Central, 1 Eastern Length: 1 hour *Day 2: Tuesday, June 23, 2020* *Speaker: Robert Beach* Time: 10 Pacific, 11 Mountain, 12 Central, 1 Eastern Length: 1 hour *Day 3: Tuesday, June 30, 2020* *Speaker: Wink Harner* Time: 10 Pacific, 11 Mountain, 12 Central, 1 Eastern Length: 1 hour View more details at https://athenpro.org/content/athen-virtual-conference. Dawn Hunziker ATHEN President -------------- next part -------------- An HTML attachment was scrubbed... URL: From tft at uw.edu Fri May 22 07:19:19 2020 From: tft at uw.edu (Terrill Thompson) Date: Fri May 22 07:20:03 2020 Subject: [Athen] Live description providers Message-ID: Hi All, Does anyone have a recommendation for a live description provider? I'm familiar with the comprehensive list of providers that's published by the American Council of the Blind: http://www.acb.org/adp/services.html I'm also familiar with several of the companies within that list who provide audio description of pre-recorded video, but most of the ones I've worked with don't do live description. We're looking for a vendor to describe our Commencement ceremonies. Since Commencement is remote, we're no longer limited by location. Thanks! Terrill --- Terrill Thompson Manager, IT Accessibility Team UW-IT Accessible Technology Services University of Washington tft@uw.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From Bryon-Kluesner at utc.edu Fri May 22 08:42:37 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Fri May 22 08:43:03 2020 Subject: [Athen] Otter.ai In-Reply-To: <068627cff9b876466ef859dbb1fd8718@frontapp.com> References: <005401d62fa0$25a15050$70e3f0f0$@karlencommunications.com> <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> <068627cff9b876466ef859dbb1fd8718@frontapp.com>, <068627cff9b876466ef859dbb1fd8718@frontapp.com> Message-ID: Hi Shawn, I have been following this thread. Do you know if we can use Otter.ai in multiple orientation zoom meetings at the same time? Or would we have to have an individual licesnse for each simultaneous session? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 ________________________________ From: athen-list on behalf of Shawn Jordison Sent: Thursday, May 21, 2020 6:42 PM To: Liza Eldred ; Access Technology Higher Education Network Subject: Re: [Athen] Otter.ai Yes, there is quite a bit of editing to do. It feels like less editing then any other method ive used in the past though. I have done in person and used only the app on my phone. You could probably get an external mic that will help catch better audio. You could do a search and replace on the "umm" and "ahh" to get a cleaner document fairly quickly. I like the change of speakers the most as that is often a challenge with developing the transcript. If you are speaking with only a couple speakers the feature works even better. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center [https://app.frontapp.com/api/1/noauth/companies/8e20816c24131d5cfea6/seen/msg_f80r6z3/han_19r7d5b/abd5c5c2.gif] On May 21, 2020, 1:28 PM PDT cherniwchanl@macewan.ca wrote: Hi Shawn, Do you have to do a lot of editing of the transcription? Have you tried it in an in-person classroom setting? If so, what kind of audio setup are you using? The type of microphone? I have found with my limited use of it, it has a hard time deciphering the ?ums and ahs? that most people use when speaking. Thanks, Liza Liza Eldred cherniwchanl@macewan.ca Assistive Technology Specialist Assistive Computer Technology Service Services to Students with Disabilities MacEwan University 7-198D-2, 10700 - 104 Avenue Edmonton, AB (780) 497-5826 Fax: 780-497-4018 www.macewan.ca This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email. From: athen-list > On Behalf Of Shawn Jordison Sent: Thursday, May 21, 2020 1:25 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Otter.ai Hey there! I have used Otter.ai pretty extensively over the last few months. Here is a brief synopsis of what it can do: Otter.ai is a transcription service offered on its mobile app and web application. It seamlessly integrates with video conferencing tools and has easy to use sharing options. Transcriptions are organized in ?conversations? and can be added to group folders where all members have access, or simply shared via a link. Otter.ai can identify different speakers automatically and could be a lightweight solution to the high cost of remote captioning. It is an automated service but is highly accurate. Otter.ai adds in suggested punctuation. Users are able to highlight notes, create custom search queries, add photos, edit text, and share in a matter of seconds. With the PRO version - you can set up your zoom account to automatically record meetings and transcribe. You can also create a .SRT file with the pro account to export the edited transcriptions for captioning. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center [Image removed by sender.] On May 21, 2020, 11:46 AM PDT info@karlencommunications.com wrote: Although I?m not a campus, I had been using the free version of Otter.ai since January when my course went partially online. Students, even students who were not deaf or hard of hearing liked having it as a backup to notes. Within the past two weeks I looked at Otter for Teams because it has the ability to have the Live Transcription beside the Zoom Window if the Zoom window is not maximized. I?ve used it once/I have a two month trial. For at least one participant who needed it, it worked quite well and they had a poor experience with Otter.ai at a previous meeting/webinar. Having the ability to see the transcription beside the Zoom Window made the difference. I find that the transcription is good and am still investigating how to increase the font size. One of the things I like for students is that apparently you can highlight parts of the transcript and then show the text you?ve highlighted so you have a list of important things but I haven?t tried that feature yet either. My program at my college has purchased Otter for Teams as we will be going fully online this fall. It is the Otter for Teams that has the side by side capability and they recently reduced the number of team members to 1 so I could purchase it?the original default was 3. Am also interested in what others have found about the tool. I know Microsoft Teams uses Microsoft Translator or maybe they call it Teams Translator but I had to do a presentation in teams yesterday and found it a lot more complicated than Zoom! I also had to turn off my screen reader. Anyway, looking forward to seeing how others find Otter.ai. Cheers, Karen From: athen-list > On Behalf Of Lavey,Shannon Sent: Thursday, May 21, 2020 2:24 PM To: athen-list@u.washington.edu Subject: [Athen] Otter.ai Hello ATHEN friends! I hope everyone is doing well and staying healthy. I was curious if anyone has purchased an Otter.ai subscription for your campus. If so, what helped you decide to proceed with the subscription and what has the experience been so far? Thank you, Shannon Shannon Lavey, MS, OTR/L, ATP Student Service Coordinator [Assistive Technology Resource Center Colorado State University] Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: ~WRD000.jpg URL: From hkramer at ahead.org Fri May 22 10:30:12 2020 From: hkramer at ahead.org (Howard Kramer) Date: Fri May 22 10:31:29 2020 Subject: [Athen] =?utf-8?q?CFP=3A_Accessing_Higher_Ground_2020_=E2=80=93_n?= =?utf-8?q?ow_accepting_2nd-_round_proposals_until_June_17?= Message-ID: 2nd-Round Proposal Deadline: June 17 Accessing Higher Ground 2020 is now accepting 2nd-round proposals for its 23 rd Annual Conference in Denver, Colorado. Covid-19 and the Conference Due to the uncertainty caused by the pandemic, individuals will not be penalized for submitting a proposal and later declining to present at the conference onsite. Attendees and speakers will also be allowed to cancel their registrations until very close to the conference without a cancellation fee. We will be offering an option to present remotely if the need arises due to the return of Covid-19 in the fall. 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) ? evidence-based research ? 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 720-351-8668 or at the email below. e-mail: ahg@ahead.org Conference URL: http://accessinghigherground.org/ -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Sheraton Denver Downtown Hotel, Colorado, Nov 16-20, 2020. Request for proposals will open up in early March. Sign up to our mailing list to receive announcements . Complete program information and registration is open for our full line-up of Spring 2020 webinars . 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 foreigntype at gmail.com Fri May 22 17:03:46 2020 From: foreigntype at gmail.com (Wink Harner) Date: Fri May 22 17:04:39 2020 Subject: [Athen] Assistive listening devices in online/remote classes Message-ID: Hi ATHEN-ites Apologies for cross-posting. The question came up in one of my grad student's research projects and I thought I would ask our collective "hive" of experts when or whether we should be providing ALD's or FM systems to our HOH students in the quick switch made to online courses. Is it necessary? Are there alternatives? Are there specific workarounds needed? Thanks in advance for the wisdom & advice of your collective wisdom. Wink Harner Accessibility Consultant/Alternative Text Production The Foreign Type Portland OR foreigntype@gmail.com 480-984-0034 This email was dictated using Dragon NaturallySpeaking. Please forgive quirks, misrecognitions, or errata . -------------- next part -------------- An HTML attachment was scrubbed... URL: From mthornt at uark.edu Fri May 22 18:17:48 2020 From: mthornt at uark.edu (Melanie P. Thornton) Date: Fri May 22 18:18:23 2020 Subject: [Athen] Assistive listening devices in online/remote classes Message-ID: Hello, Wink! My thinking is that the purpose of the ALD is to remove the barrier that results from distance and extraneous noise. Those barriers are more within the student?s control when they are joining by computer. For those who typically use ALDs in such a way that the sound is directed directly into their hearing aid, having a dial in option and using a phone instead of the computer could produce a similar result. For those who use them with headphones (i.e. do not have hearing aids), then connecting a headphone directly to the computer should give the same result. If the student is not getting the volume output they need, I wonder if something like Boom 3D could boost their audio. Of course on the output side, asking the instructor to use a headset with a mic could help improve quality as well. I can?t really think of a situation where an ALD would be better than simply controlling how the audio is accessed?phone or computer?and increasing the volume. Hope to hear from others in case there is something I?m missing here. All the best, Melanie ________________________________ MELANIE THORNTON, MA, CPACC coordinator of access and equity outreach Partners for Inclusive Communities University of Arkansas V/T: 501.291.3217 Partners for Inclusive Communities (Partners) is a program of the University of Arkansas College of Education and Health Professions and is Arkansas' University Center on Disabilities, a member of the nationwide Association of University Centers on Disabilities (AUCD). Let's stay connected! [Partners' Facebook Page] [Partners' Twitter Account] Pronouns: she/her/hers On May 22, 2020 at 7:14:33 PM, Wink Harner (foreigntype@gmail.com) wrote: Hi ATHEN-ites Apologies for cross-posting. The question came up in one of my grad student's research projects and I thought I would ask our collective "hive" of experts when or whether we should be providing ALD's or FM systems to our HOH students in the quick switch made to online courses. Is it necessary? Are there alternatives? Are there specific workarounds needed? Thanks in advance for the wisdom & advice of your collective wisdom. Wink Harner Accessibility Consultant/Alternative Text Production The Foreign Type Portland OR foreigntype@gmail.com 480-984-0034 This email was dictated using Dragon NaturallySpeaking. Please forgive quirks, misrecognitions, or errata . _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman12.u.washington.edu_mailman_listinfo_athen-2Dlist&d=DwICAg&c=7ypwAowFJ8v-mw8AB-SdSueVQgSDL4HiiSaLK01W8HA&r=4xs5XdFl4BYq5E_PfT2ZCA&m=eboZ4JYfoCWWp3Q9Wj5e4xojNKDpdCYgWL8coAcgX4k&s=iKlIN5PSFljIuiMEVjIu5s0WgX1a32Gwx1gyXfLv9GU&e= -------------- next part -------------- An HTML attachment was scrubbed... URL: From sjordison at ccctechcenter.org Sat May 23 09:46:24 2020 From: sjordison at ccctechcenter.org (Shawn Jordison) Date: Sat May 23 09:46:37 2020 Subject: [Athen] Otter.ai In-Reply-To: References: <005401d62fa0$25a15050$70e3f0f0$@karlencommunications.com> <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> <068627cff9b876466ef859dbb1fd8718@frontapp.com> <76bab98f3784d9477d395be4e7bc3211@frontapp.com> Message-ID: <76bab98f3784d9477d395be4e7bc3211@frontapp.com> Bryon, I am not sure if you can record multiple instances at the same time. I would test this out. If you are the host for all the meetings, I think it might work. If it doesnt, you can always record the meetings and simply drop them into Otter to get the transcript files that way. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center --- original message --- On May 22, 2020, 8:42 AM PDT bryon-kluesner@utc.edu wrote: Hi Shawn, I have been following this thread. Do you know if we can use Otter.ai in multiple orientation zoom meetings at the same time? Or would we have to have an individual licesnse for each simultaneous session? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga103 Frist Hall Chattanooga, TN 37403 423-425-5251 From: athen-list on behalf of Shawn Jordison Sent: Thursday, May 21, 2020 6:42 PM To: Liza Eldred ; Access Technology Higher Education Network Subject: Re: [Athen] Otter.ai Yes, there is quite a bit of editing to do. It feels like less editing then any other method ive used in the past though. I have done in person and used only the app on my phone. You could probably get an external mic that will help catch better audio. You could do a search and replace on the "umm" and "ahh" to get a cleaner document fairly quickly. I like the change of speakers the most as that is often a challenge with developing the transcript. If you are speaking with only a couple speakers the feature works even better. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center > On May 21, 2020, 1:28 PM PDT >cherniwchanl@macewan.ca wrote: > Hi Shawn, > > Do you have to do a lot of editing of the transcription? Have you tried it in an in-person classroom setting? If so, what kind of audio setup are you using? The type of microphone? > I have found with my limited use of it, it has a hard time deciphering the ?ums and ahs? that most people use when speaking. > Thanks, > Liza > > Liza Eldred > cherniwchanl@macewan.ca > Assistive Technology Specialist > Assistive Computer Technology Service > Services to Students with Disabilities > MacEwan University > 7-198D-2, 10700 - 104 Avenue > Edmonton, AB (780) 497-5826 > Fax: 780-497-4018 > www.macewan.ca > > This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if> you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. > > Please consider the environment before printing this email. > > > > From: athen-list >On Behalf Of Shawn Jordison > Sent: Thursday, May 21, 2020 1:25 PM > To: Access Technology Higher Education Network > Subject: Re: [Athen] >Otter.ai > > Hey there! > > I have used >Otter.ai pretty extensively over the last few months. Here is a brief synopsis of what it can do: > > Otter.ai is a transcription service offered on its mobile app and web application. It seamlessly integrates with video conferencing tools and> has easy to use sharing options. Transcriptions are organized in ?conversations? and can be added to group folders where all members have access, or simply shared via a link.>Otter.ai can identify different speakers automatically and could be a lightweight solution to the high cost of remote captioning. It is an automated service but is highly accurate.>Otter.ai adds in suggested punctuation. Users are able to highlight notes, create custom search queries, add photos, edit text, and share in a matter of seconds. > > With the PRO version - you can set up your zoom account to automatically record meetings and transcribe. You can also create a .SRT file with the pro account to export the edited transcriptions for captioning. > > - Shawn > > ? > Shawn Jordison MS. > 530-238-5645 > Alternate Media and Assistive Technology Specialist > CCC Accessibility Center >> On May 21, 2020, 11:46 AM PDT >>info@karlencommunications.com wrote: >> Although I?m not a campus, I had been using the free version of>>Otter.ai since January when my course went partially online. Students, even students who were not deaf or hard of hearing liked having it as a backup to notes. >> >> Within the past two weeks I looked at Otter for Teams because it has the ability to have the Live Transcription beside the Zoom Window if the Zoom window is not maximized. I?ve used>> it once/I have a two month trial. For at least one participant who needed it, it worked quite well and they had a poor experience with>>Otter.ai at a previous meeting/webinar. Having the ability to see the transcription beside the Zoom Window made the difference. >> >> I find that the transcription is good and am still investigating how to increase the font size. >> >> One of the things I like for students is that apparently you can highlight parts of the transcript and then show the text you?ve highlighted so you have a list of important things but>> I haven?t tried that feature yet either. >> >> My program at my college has purchased Otter for Teams as we will be going fully online this fall. >> >> It is the Otter for Teams that has the side by side capability and they recently reduced the number of team members to 1 so I could purchase it?the original default was 3. >> >> Am also interested in what others have found about the tool. >> >> I know Microsoft Teams uses Microsoft Translator or maybe they call it Teams Translator but I had to do a presentation in teams yesterday and found it a lot more complicated than Zoom!>> I also had to turn off my screen reader. >> >> Anyway, looking forward to seeing how others find>>Otter.ai. >> >> Cheers, Karen >> >> From: athen-list >>On Behalf Of Lavey,Shannon >> Sent: Thursday, May 21, 2020 2:24 PM >> To: >>athen-list@u.washington.edu >> Subject: [Athen] >>Otter.ai >> >> Hello ATHEN friends! >> >> I hope everyone is doing well and staying healthy. I was curious if anyone has purchased an>>Otter.ai subscription for your campus. If so, what helped you decide to proceed with the subscription and what has the experience been so far? >> >> Thank you, >> >> Shannon >> >> Shannon Lavey, MS, OTR/L, ATP >> Student Service Coordinator >> Room 301, Occupational Therapy Building >> P: 970-491-4241 >> shannon.lavey@colostate.edu >> >> Assistive Technology Resource Center >> Accessibility By Design >> >> _______________________________________________ athen-list mailing list >>athen-list@mailman12.u.washington.edu >>http://mailman12.u.washington.edu/mailman/listinfo/athen-list --- end of original message --- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: not available URL: From karenl at uidaho.edu Sat May 23 20:54:07 2020 From: karenl at uidaho.edu (Loeffelman, Karen (karenl@uidaho.edu)) Date: Sat May 23 20:54:25 2020 Subject: [Athen] Unsubscribe Message-ID: I have enjoyed this list immensely and learned many things. I'm retiring May 29 so please unsubscribe me. Thank you! KAREN LOEFFELMAN Web Development Manager College of Education, Health and Human Sciences Center on Disabilities and Human Development karenl@uidaho.edu idahocdhd.org 208-885-6186 | 208-885-6145 (Fax) 1187 Alturas Drive | Moscow ID 83843 | United States [CDHD_OfficialLogo_forPrint(transparent)] [University of Idaho] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 26026 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4079 bytes Desc: image002.jpg URL: From Bryon-Kluesner at utc.edu Sat May 23 22:23:29 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Sat May 23 22:23:39 2020 Subject: [Athen] [EXT]: Unsubscribe In-Reply-To: References: Message-ID: Happy retirement! Embrace your new chapter. Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 ________________________________ From: athen-list on behalf of Loeffelman, Karen (life ) Sent: Saturday, May 23, 2020 11:54 PM To: athen-list@mailman12.u.washington.edu Subject: [EXT]: [Athen] Unsubscribe External Email I have enjoyed this list immensely and learned many things. I?m retiring May 29 so please unsubscribe me. Thank you! KAREN LOEFFELMAN Web Development Manager College of Education, Health and Human Sciences Center on Disabilities and Human Development karenl@uidaho.edu idahocdhd.org 208-885-6186 | 208-885-6145 (Fax) 1187 Alturas Drive | Moscow ID 83843 | United States [CDHD_OfficialLogo_forPrint(transparent)] [University of Idaho] This message is not from a UTC.EDU address. Caution should be used in clicking links and downloading attachments from unknown senders or unexpected email. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 26026 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4079 bytes Desc: image002.jpg URL: From Bryon-Kluesner at utc.edu Sat May 23 22:23:29 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Sat May 23 22:23:44 2020 Subject: [Athen] [EXT]: Unsubscribe In-Reply-To: References: Message-ID: Happy retirement! Embrace your new chapter. Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 ________________________________ From: athen-list on behalf of Loeffelman, Karen (life ) Sent: Saturday, May 23, 2020 11:54 PM To: athen-list@mailman12.u.washington.edu Subject: [EXT]: [Athen] Unsubscribe External Email I have enjoyed this list immensely and learned many things. I?m retiring May 29 so please unsubscribe me. Thank you! KAREN LOEFFELMAN Web Development Manager College of Education, Health and Human Sciences Center on Disabilities and Human Development karenl@uidaho.edu idahocdhd.org 208-885-6186 | 208-885-6145 (Fax) 1187 Alturas Drive | Moscow ID 83843 | United States [CDHD_OfficialLogo_forPrint(transparent)] [University of Idaho] This message is not from a UTC.EDU address. Caution should be used in clicking links and downloading attachments from unknown senders or unexpected email. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 26026 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4079 bytes Desc: image002.jpg URL: From help at nationaldeafcenter.org Tue May 26 09:41:56 2020 From: help at nationaldeafcenter.org (National Deaf Center) Date: Tue May 26 09:45:58 2020 Subject: [Athen] Pandemic Takes a Unique Toll on Deaf College Students Message-ID: Online classrooms are not automatically accessible. There must be an intentional effort to provide access, accommodate needs, and adjust our new learning environments to serve all students equally. -Stephanie W. Cawthon, PhD, Director of NDC Article: Pandemic Taking Unique Toll on Deaf College Students, According to New Poll ?As U.S. college students grapple with the effects of the COVID-19 pandemic, a new poll reveals the crisis is taking a unique toll on deaf students. Seventy-four percent of deaf college students consider online learning harder than traditional learning, and many are being denied American Sign Language (ASL) interpreters, according to a poll by the National Deaf Center on Postsecondary Outcomes at the University of Texas at Austin. There are over 200,000 deaf and hard of hearing students enrolled in U.S. colleges, including more than 37,000 late-deafened military veterans . Denied Accommodations, Social Isolation and Other Anxieties In the poll, taken during a series of live panel discussions, 60% of deaf college students report being tired or anxious, and 73% are concerned about the increase in required reading and writing as a result of the transition to online learning. They also report: - Being denied ASL interpreters, frequently due to a university having an exclusive contract with an agency that is unable to provide remote services. - Not having access to all the content being shared online by their peers, such as podcasts and audio files. - Needing expanded tutoring services and more opportunities to connect with deaf peers to avoid social isolation.? Read Full Article Remember, NDC is here to support your work with deaf students during this challenging time and has developed several resources specific to online learning access. Below are several resources we would like to spotlight from our COVID-19 information page : - Five Tips for Disability Service Professionals to Provide Accessibility in Online Classes - Remember Accessibility in the Rush to Online Instruction: 10 Tips for Educators - Checklist for Teaching Deaf Students Online Got questions? See our Your Questions, Answered page for a list of commonly asked questions regarding accommodations for deaf students. For specific questions email help@nationaldeafcenter.org or schedule a virtual appointment . Get Connected! Join our listserv to discuss strategies and to learn how your colleagues are managing access services for deaf students taking online classes. Please note as a federally funded program NDC does not endorse or recommend specific brands, services, or other products. *See our COVID-19 webpage for updated information, resources, and tips. * * NDC | help* Savio Chan, Lore Kinast, Dave Litman, & Stephanie Zito *help@nationaldeafcenter.org * [image: https://www.nationaldeafcenter.org/] Subscribe to our newsletter and receive updates about NDC activities. NDC is a technical assistance and dissemination center jointly funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) #H326D160001. Disclaimer: the contents of this email do not necessarily represent the policies of the federal government. -------------- next part -------------- An HTML attachment was scrubbed... URL: From klatimer at udel.edu Tue May 26 11:26:30 2020 From: klatimer at udel.edu (Karen Latimer) Date: Tue May 26 11:27:24 2020 Subject: [Athen] Assistive listening devices in online/remote classes In-Reply-To: References: Message-ID: Adding to the last comment, they can still attach an personal FM system to the computer if that is their preference. If there is not enough volume on standard headsets or without the FM system, there are also amplified headsets that can be used. Sometimes it still takes a combination of all these situations, especially if the recording is not great or if there are multiple speakers/noise in the room. Karen On Fri, May 22, 2020 at 9:29 PM Melanie P. Thornton wrote: > Hello, Wink! > > My thinking is that the purpose of the ALD is to remove the barrier that > results from distance and extraneous noise. Those barriers are more within > the student?s control when they are joining by computer. > > For those who typically use ALDs in such a way that the sound is directed > directly into their hearing aid, having a dial in option and using a phone > instead of the computer could produce a similar result. > > For those who use them with headphones (i.e. do not have hearing aids), > then connecting a headphone directly to the computer should give the same > result. > > If the student is not getting the volume output they need, I wonder if > something like Boom 3D could boost their audio. > > Of course on the output side, asking the instructor to use a headset with > a mic could help improve quality as well. > > I can?t really think of a situation where an ALD would be better than > simply controlling how the audio is accessed?phone or computer?and > increasing the volume. > > Hope to hear from others in case there is something I?m missing here. > > All the best, > Melanie > > ------------------------------ > > MELANIE THORNTON, MA, CPACC > coordinator of access and equity outreach > Partners for Inclusive Communities > University of Arkansas > > V/T: 501.291.3217 > > Partners for Inclusive Communities > (Partners) is a program of the University of Arkansas College of Education > and Health Professions and is Arkansas' University Center on Disabilities, > a member of the nationwide Association of University Centers on > Disabilities (AUCD). > > Let's stay connected! > [image: Partners' Facebook Page] [image: > Partners' Twitter Account] > > Pronouns: she/her/hers > > On May 22, 2020 at 7:14:33 PM, Wink Harner (foreigntype@gmail.com) wrote: > > Hi ATHEN-ites > Apologies for cross-posting. > The question came up in one of my grad student's research projects and I > thought I would ask our collective "hive" of experts when or whether we > should be providing ALD's or FM systems to our HOH students in the quick > switch made to online courses. Is it necessary? Are there alternatives? Are > there specific workarounds needed? > > Thanks in advance for the wisdom & advice of your collective wisdom. > > Wink Harner > Accessibility Consultant/Alternative Text Production > The Foreign Type > > Portland OR > foreigntype@gmail.com > 480-984-0034 > > This email was dictated using Dragon NaturallySpeaking. Please forgive > quirks, misrecognitions, or errata . > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > > https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman12.u.washington.edu_mailman_listinfo_athen-2Dlist&d=DwICAg&c=7ypwAowFJ8v-mw8AB-SdSueVQgSDL4HiiSaLK01W8HA&r=4xs5XdFl4BYq5E_PfT2ZCA&m=eboZ4JYfoCWWp3Q9Wj5e4xojNKDpdCYgWL8coAcgX4k&s=iKlIN5PSFljIuiMEVjIu5s0WgX1a32Gwx1gyXfLv9GU&e= > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- *Karen Latimer, ATP* *Assistive Technology Specialist* *Delaware Assistive Technology ?Initiative * *Center for Disabilities Studies* *461 Wyoming Rd. * *Newark, DE 19716* *302-831-7469* *www.udel.edu/cds * *NOTE: I am currently working remotely, as is most University staff. The best way to reach me is through email or you can call the above number to leave a voice message.* -------------- next part -------------- An HTML attachment was scrubbed... URL: From mweiler at wlu.ca Tue May 26 12:02:27 2020 From: mweiler at wlu.ca (Mark Weiler) Date: Tue May 26 12:03:02 2020 Subject: [Athen] Screen reader usage at your university Message-ID: I was looking at the 2019 WebAIM survey of screen reader users and noticed these rates of usage: * NVDA 40.6%, * JAWS 40.1% * VoiceOver 12.9% I'm curious how those percentage compare to usage at your university? Mark Weiler, WAS, MLIS, PhD Web & User Experience Librarian | Psychology & User Experience Design Librarian Wilfrid Laurier University 75 University Ave, West Office: Waterloo campus Library, room 104 Phone: If speaking together is preferred, please email me first mweiler@wlu.ca [cid:image001.png@01CF7E4C.6BD81010] -------------- next part -------------- An HTML attachment was scrubbed... URL: From heather.mariger at chemeketa.edu Tue May 26 12:26:07 2020 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Tue May 26 12:26:37 2020 Subject: [Athen] You Can Book Me Message-ID: Greetings, Does anyone have any information on the accessibility of You Can Book Me calendar scheduling software? I recently had a question about it but am not at all familiar with it. Thanks, H. *Heather Mariger* *Digital Accessibility Advocate* *Pronouns: She/Her* *Center for Academic Innovation* *Chemeketa Community College* *4000 Lancaster Drive NE - 9/126A* *Salem, OR 97305* 503.589.7832 ***************** *Diversity is being invited to the party; inclusion is being asked to dance. * Verna Myers, author and speaker -------------- next part -------------- An HTML attachment was scrubbed... URL: From danc at uw.edu Tue May 26 13:06:14 2020 From: danc at uw.edu (Dan Comden) Date: Tue May 26 13:07:00 2020 Subject: [Athen] Unsubscribe In-Reply-To: References: Message-ID: For anyone else looking to do the same, or manage their list membership, please refer to the link that's at the bottom of every ATHEN message :) On Sat, May 23, 2020 at 8:54 PM Loeffelman, Karen (karenl@uidaho.edu) < karenl@uidaho.edu> wrote: > I have enjoyed this list immensely and learned many things. I?m retiring > May 29 so please unsubscribe me. > > > > Thank you! > > > > *KAREN LOEFFELMAN* > Web Development Manager > > *College of Education, Health and Human Sciences* > Center on Disabilities and Human Development > karenl@uidaho.edu > idahocdhd.org > 208-885-6186 | 208-885-6145 (Fax) > 1187 Alturas Drive | Moscow ID 83843 | United States > > > > [image: CDHD_OfficialLogo_forPrint(transparent)] > > > > [image: University of Idaho] > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 26026 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4079 bytes Desc: not available URL: From danc at uw.edu Tue May 26 13:06:14 2020 From: danc at uw.edu (Dan Comden) Date: Tue May 26 13:07:49 2020 Subject: [Athen] Unsubscribe In-Reply-To: References: Message-ID: For anyone else looking to do the same, or manage their list membership, please refer to the link that's at the bottom of every ATHEN message :) On Sat, May 23, 2020 at 8:54 PM Loeffelman, Karen (karenl@uidaho.edu) < karenl@uidaho.edu> wrote: > I have enjoyed this list immensely and learned many things. I?m retiring > May 29 so please unsubscribe me. > > > > Thank you! > > > > *KAREN LOEFFELMAN* > Web Development Manager > > *College of Education, Health and Human Sciences* > Center on Disabilities and Human Development > karenl@uidaho.edu > idahocdhd.org > 208-885-6186 | 208-885-6145 (Fax) > 1187 Alturas Drive | Moscow ID 83843 | United States > > > > [image: CDHD_OfficialLogo_forPrint(transparent)] > > > > [image: University of Idaho] > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 26026 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4079 bytes Desc: not available URL: From Bryon-Kluesner at utc.edu Tue May 26 13:21:47 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Tue May 26 13:21:57 2020 Subject: [Athen] Amara and Zoom Message-ID: Hi all, Does anyone know if Amara automatically subtitles in Zoom? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 -------------- next part -------------- An HTML attachment was scrubbed... URL: From glen.walker at gmail.com Tue May 26 13:35:13 2020 From: glen.walker at gmail.com (glen walker) Date: Tue May 26 13:35:50 2020 Subject: [Athen] Screen reader usage at your university In-Reply-To: References: Message-ID: Note that there are several screen reader sections in that survey. The percentages you listed are from the "Primary Screen Reader" section, https://webaim.org/projects/screenreadersurvey8/#primary. The section just after it, "Screen Readers Commonly Used", https://webaim.org/projects/screenreadersurvey8/#used, has different percentages and I'm not clear on the distinction between the two questions. And then there's mobile screen readers, which is basically VoiceOver (iOS) and Talkback (Android) plus Voice Assistant, which is almost the same as Talkback. On Tue, May 26, 2020 at 1:03 PM Mark Weiler wrote: > I was looking at the 2019 WebAIM survey of screen reader users > and noticed these rates > of usage: > > - NVDA 40.6%, > - JAWS 40.1% > - VoiceOver 12.9% > > > I'm curious how those percentage compare to usage at your university? > > > *Mark Weiler, WAS, MLIS, PhD * > *Web & User Experience Librarian | Psychology & User Experience Design > Librarian * > > Wilfrid Laurier University > > 75 University Ave, West > > *Office:* Waterloo campus Library, room 104 > Phone: If speaking together is preferred, please email me first > mweiler@wlu.ca > > > > *[image: cid:image001.png@01CF7E4C.6BD81010]* > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From cynthia.grimley at stonybrook.edu Tue May 26 13:54:06 2020 From: cynthia.grimley at stonybrook.edu (Cynthia Grimley) Date: Tue May 26 13:54:40 2020 Subject: [Athen] Proctor U Message-ID: Hi, I am wondering if anyone has experience with Proctor U. Have you experienced any barriers using this program? Thank you! -- *Cynthia Grimley* *Testing Coordinator* *Student Accessibility Support Center* 128 Educational Communications Center Office: 631.632.6748 *Division of Student Affairs* Studentaffairs.stonybrook.edu Facebook | Twitter | Instagram [image: Stony Brook University logo] -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at ccctechcenter.org Tue May 26 13:56:43 2020 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Tue May 26 13:57:14 2020 Subject: [Athen] Amara and Zoom In-Reply-To: References: Message-ID: > Does anyone know if Amara automatically subtitles in Zoom? Amara provides a platform by which a user can subtitle videos, it does not automatically generate subtitles for a video. You would need to upload a video into Amara and then use their subtitle/caption editor to create the actual content. Otter.ai, on the other hand, can generate an automatic transcript of a Zoom session. Zoom can also generate an automatic transcript of a Zoom Cloud recorded session. You need to have the Zoom Business plan (or higher) in order to have the Cloud Recording Transcripts feature. Once an automated transcript has been generated, you can also go back and make edits to that transcript, which will then update the subtitles in a Zoom recording. More information on the Zoom website: https://support.zoom.us/hc/en-us/articles/115004794983-Using-audio-transcription-for-cloud-recordings- Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From Bryon-Kluesner at utc.edu Tue May 26 14:10:00 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Tue May 26 14:11:04 2020 Subject: [Athen] Amara and Zoom In-Reply-To: References: , Message-ID: Thanks Sean! Bryon ________________________________ From: athen-list on behalf of Sean Keegan Sent: Tuesday, May 26, 2020 4:56 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Amara and Zoom > Does anyone know if Amara automatically subtitles in Zoom? Amara provides a platform by which a user can subtitle videos, it does not automatically generate subtitles for a video. You would need to upload a video into Amara and then use their subtitle/caption editor to create the actual content. Otter.ai, on the other hand, can generate an automatic transcript of a Zoom session. Zoom can also generate an automatic transcript of a Zoom Cloud recorded session. You need to have the Zoom Business plan (or higher) in order to have the Cloud Recording Transcripts feature. Once an automated transcript has been generated, you can also go back and make edits to that transcript, which will then update the subtitles in a Zoom recording. More information on the Zoom website: https://support.zoom.us/hc/en-us/articles/115004794983-Using-audio-transcription-for-cloud-recordings- Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From lnorwich at bu.edu Tue May 26 20:28:22 2020 From: lnorwich at bu.edu (Norwich, Lorraine S) Date: Tue May 26 20:28:36 2020 Subject: [Athen] Does anyone have this book Message-ID: Dear All, Please can you help us. We got permission to give a digital copy of this book to a student but do not have a digital version. Does anyone have a PDF version or another digital version for us. I can show a proof of purchase for the following book ISBN: 9781337757096 Author: Nelson/Phillips/Steuart Title: Bundle: Guide to Computer Forensics and Investigations, Loose-leaf Version, 6th + MindTap, 1 term Printed Access Card Thanks in advance Lorraine Lorraine S. Norwich, BSME, MSIS Assistant Director of Disability & Access Services 25 Buick Street 3rd Floor, Boston MA 02215 lnorwich@bu.edu (email) 617-353-3658 (vox) 617-353-9646 (fax) www.bu.edu/disability (website) -------------- next part -------------- An HTML attachment was scrubbed... URL: From adietrich at cornell.edu Wed May 27 06:03:22 2020 From: adietrich at cornell.edu (Andrea L. Dietrich) Date: Wed May 27 06:03:56 2020 Subject: [Athen] Does anyone have this book In-Reply-To: References: Message-ID: The book is on AccessText. https://accesstext.gatech.edu/atn/titles/view/476173 Different ISBN since the book you listed is the "bundle" with the digital stuff. -Andi :) From: athen-list On Behalf Of Norwich, Lorraine S Sent: Tuesday, May 26, 2020 11:28 PM To: athen-list@mailman12.u.washington.edu Subject: [Athen] Does anyone have this book Dear All, Please can you help us. We got permission to give a digital copy of this book to a student but do not have a digital version. Does anyone have a PDF version or another digital version for us. I can show a proof of purchase for the following book ISBN: 9781337757096 Author: Nelson/Phillips/Steuart Title: Bundle: Guide to Computer Forensics and Investigations, Loose-leaf Version, 6th + MindTap, 1 term Printed Access Card Thanks in advance Lorraine Lorraine S. Norwich, BSME, MSIS Assistant Director of Disability & Access Services 25 Buick Street 3rd Floor, Boston MA 02215 lnorwich@bu.edu (email) 617-353-3658 (vox) 617-353-9646 (fax) www.bu.edu/disability (website) -------------- next part -------------- An HTML attachment was scrubbed... URL: From adietrich at cornell.edu Wed May 27 06:03:22 2020 From: adietrich at cornell.edu (Andrea L. Dietrich) Date: Wed May 27 06:03:58 2020 Subject: [Athen] Does anyone have this book In-Reply-To: References: Message-ID: The book is on AccessText. https://accesstext.gatech.edu/atn/titles/view/476173 Different ISBN since the book you listed is the "bundle" with the digital stuff. -Andi :) From: athen-list On Behalf Of Norwich, Lorraine S Sent: Tuesday, May 26, 2020 11:28 PM To: athen-list@mailman12.u.washington.edu Subject: [Athen] Does anyone have this book Dear All, Please can you help us. We got permission to give a digital copy of this book to a student but do not have a digital version. Does anyone have a PDF version or another digital version for us. I can show a proof of purchase for the following book ISBN: 9781337757096 Author: Nelson/Phillips/Steuart Title: Bundle: Guide to Computer Forensics and Investigations, Loose-leaf Version, 6th + MindTap, 1 term Printed Access Card Thanks in advance Lorraine Lorraine S. Norwich, BSME, MSIS Assistant Director of Disability & Access Services 25 Buick Street 3rd Floor, Boston MA 02215 lnorwich@bu.edu (email) 617-353-3658 (vox) 617-353-9646 (fax) www.bu.edu/disability (website) -------------- next part -------------- An HTML attachment was scrubbed... URL: From burke at ucla.edu Wed May 27 06:12:31 2020 From: burke at ucla.edu (PATRICK BURKE) Date: Wed May 27 06:13:22 2020 Subject: [Athen] Screen reader usage at your university In-Reply-To: References: Message-ID: On Tue, May 26, 2020 at 1:40 PM glen walker wrote: > Note that there are several screen reader sections in that survey. The > percentages you listed are from the "Primary Screen Reader" section, > https://webaim.org/projects/screenreadersurvey8/#primary. The section > just after it, "Screen Readers Commonly Used", > https://webaim.org/projects/screenreadersurvey8/#used, has different > percentages and I'm not clear on the distinction between the two questions. > > Sometimes people will have multiple screen readers installed on the same computer (or use different computers with different software, eg., home vs. work). So we may prefer one screen reader overall, but use several during the course of a day or week. The second question is, I think, trying to get at that second level of info. The idea also goes back to the times (just a few years ago) where a particular screen reader-browser combination provided better accessibility. Or a screen reader might have been optimized to work with PDFs, MS Office environments, etc. So the "Commonly Used" question was more relevant than it may be these days. Patrick -------------- next part -------------- An HTML attachment was scrubbed... URL: From klatimer at udel.edu Wed May 27 07:28:48 2020 From: klatimer at udel.edu (Karen Latimer) Date: Wed May 27 07:29:07 2020 Subject: [Athen] Proctor U In-Reply-To: References: Message-ID: I can't speak for my organization but my own two college students are SCREAMING about how terrible it is. Connection issues, overzealous monitors, losing time on tests for both of these things out of their control, and at first, were required to pay for each exam they took. It's been a household nightmare lol. The last one (this week, a final), there were issues on the PROCTORU end which she had to wait while they figured out; and that left her with 5 min to finish and submit the exam. My other daughter with disabilities is totally FREAKED OUT by the idea of someone watching her on camera; so she has done way worse with this platform. She always has had testing anxiety, but this sent it into the stratosphere. I haven't heard one good thing about it since we started. Again, speaking from a household experience, not an institutional one. God bless the end of the semester... Karen On Tue, May 26, 2020 at 5:03 PM Cynthia Grimley < cynthia.grimley@stonybrook.edu> wrote: > Hi, > > I am wondering if anyone has experience with Proctor U. Have you > experienced any barriers using this program? > > Thank you! > > -- > > *Cynthia Grimley* > > *Testing Coordinator* > > > *Student Accessibility Support Center* > > 128 Educational Communications Center > > Office: 631.632.6748 > > > *Division of Student Affairs* > > Studentaffairs.stonybrook.edu > > Facebook | Twitter > | Instagram > > > > > [image: Stony Brook University logo] > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- *Karen Latimer, ATP* *Assistive Technology Specialist* *Delaware Assistive Technology ?Initiative * *Center for Disabilities Studies* *461 Wyoming Rd. * *Newark, DE 19716* *302-831-7469* *www.udel.edu/cds * *NOTE: I am currently working remotely, as is most University staff. The best way to reach me is through email or you can call the above number to leave a voice message.* -------------- next part -------------- An HTML attachment was scrubbed... URL: From knott_jennifer at columbusstate.edu Wed May 27 07:35:33 2020 From: knott_jennifer at columbusstate.edu (Jennifer Knott) Date: Wed May 27 07:36:03 2020 Subject: [Athen] Proctor U In-Reply-To: References: Message-ID: At CSU we have witnessed a decline in customer service over the past year. Since swiftly moving online, students have objected to being watched while taking a test, so we explored alternatives, including Respondus Monitor and Proctorio. ProctorU has apparently been overwhelmed and unable to keep up, with leadership evidently lacking. ____________________________ *Please fill out this short survey regarding your service today: *COOL Consultation Survey Dr. Jennifer Knott, Ed.D. Director, Center of Online Learning Columbus State University (706) 507-8695 ____________________________ PLEASE NOTE: For the week of March 16?20, we are dedicating our efforts to provide support on a large scale. COOL will continue to provide more one-to-one support during the week of March 23?27. If I am unable to get back to you, please grab a spot on my Google calendar through the appointment app*. *Just select a time slot that works for you and save. IF YOU NEED HELP IMMEDIATELY, CONTACT onlinelearning@columbusstate.edu. There are also resources in your *CougarVIEW Quick Start* course, which can be accessed by logging into CougarVIEW and locating the course under the "waffle" icon. - CSU COVID-19 updates can be found here . - COOL resources can be found here . On Tue, May 26, 2020 at 4:58 PM Cynthia Grimley < cynthia.grimley@stonybrook.edu> wrote: > Hi, > > I am wondering if anyone has experience with Proctor U. Have you > experienced any barriers using this program? > > Thank you! > > -- > > *Cynthia Grimley* > > *Testing Coordinator* > > > *Student Accessibility Support Center* > > 128 Educational Communications Center > > Office: 631.632.6748 > > > *Division of Student Affairs* > > Studentaffairs.stonybrook.edu > > Facebook | Twitter > | Instagram > > > > > [image: Stony Brook University logo] > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From athenpresident at gmail.com Wed May 27 10:40:01 2020 From: athenpresident at gmail.com (ATHEN President) Date: Wed May 27 10:40:58 2020 Subject: [Athen] ATHEN Membership Meeting 6/10 - All are welcome! Message-ID: Hi all, It's time for our next ATHEN Quarterly Membership Meeting! Anyone is welcome to attend. Meeting details are below, including the Zoom meeting link. ** If there are items to be voted on, only members of ATHEN will be able to vote. Time reserved for this meeting is one hour - attend as much time as you are able. Continuing Discussion Topics: - "Listserv in real-time" - come with your questions and hot topics for an open discussion - Remote online learning and accessibility - Accommodations in an online setting If you have any questions or suggestions for an agenda item, don't hesitate to reply to this email. Have a good day, Dawn Hunziker ATHEN President *** Meeting Details *** Topic: ATHEN Quarterly Meeting Date: Wednesday, June 10, 2020 Time: 10 Pacific 11 Mountain Noon Central 1 Eastern ATHEN President is inviting you to a scheduled Zoom meeting. Note the meeting is set up with a waiting room option to enter the room. Topic: ATHEN Membership Meeting 6-10-20 Time: Jun 10, 2020 10:00 AM Arizona Join Zoom Meeting https://us02web.zoom.us/j/88326093406 Meeting ID: 883 2609 3406 One tap mobile +16699006833,,88326093406# US (San Jose) +12532158782,,88326093406# US (Tacoma) Dial by your location +1 669 900 6833 US (San Jose) +1 253 215 8782 US (Tacoma) +1 346 248 7799 US (Houston) +1 646 876 9923 US (New York) +1 301 715 8592 US (Germantown) +1 312 626 6799 US (Chicago) Meeting ID: 883 2609 3406 Find your local number: https://us02web.zoom.us/u/kcAUjMVpeu -------------- next part -------------- An HTML attachment was scrubbed... URL: From eileenberger33 at gmail.com Thu May 28 10:11:02 2020 From: eileenberger33 at gmail.com (Eileen Berger) Date: Thu May 28 10:12:04 2020 Subject: [Athen] Amara and Zoom In-Reply-To: References: Message-ID: Hi Does anyone know about the overall accessibility features of ToU ? Eileen Berger Harvard emeritus Educational Consultant On Tue, May 26, 2020 at 4:22 PM Kluesner, Bryon wrote: > Hi all, > > Does anyone know if Amara automatically subtitles in Zoom? > > Thanks, > > Bryon > > Bryon Kluesner, RhD > Adaptive Technology Coordinator > Disability Resource Center > University of Tennessee at Chattanooga > 103 Frist Hall > Chattanooga, TN 37403 > 423-425-5251 > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Thu May 28 18:45:51 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Thu May 28 18:46:26 2020 Subject: [Athen] Unexpected zoom challenges in my online course (long) Message-ID: Note: it's perfectly OK to forward or share this post. As a screen reader user and full-time DSS staffer, I take courses for personal enrichment and to act as an early warning system around accessibility. I also can better serve my students by describing my own learning adventures but I don't have the anxiety that goes along with needing to pass a class - since I take the courses simply to become better educated. I've been keeping this list posted about my adventures learning Spanish and I'm now in my third quarter with scores that hover around 90% (though I got 85% on the last quiz!) We are doing the future and subjunctive tenses having already mastered hundreds of vocabulary words and idioms, preterit, imperfect, formal and informal command tenses, past and present progressive. I'm encountering some new and unexpected difficulties which I'm sharing to help some of the students you serve. First, the good things. I wear hearing aids and in previous classes which were held in an acoustically challenging room, whenever we worked in small groups I tended to hear the loudest person in the room rather than the person in my group who was trying to communicate with me but was shyer. That problem thankfully has disappeared. My home office is nice and quiet, and in zoom breakout rooms I don't have to worry about hearing other people who are speaking more loudly. I'm sure some of the students in my previous class thought I had dementia (I'm in my sixties) because as a visually impaired person I didn't know when they were looking at me either! I'd crank up my hearing aids and they'd just amplify everyone in their small groups. So it's been a lot easier to do small group discussions with zoom breakout rooms than in a face-to-face classroom. Also easier is being able to spread out. I have my computer and mic on one table and my Braille printouts scattered across another large folding table to refer to in class. I can also grab another laptop if I need to look something up. Instead of being confined to a tiny classroom deskI have eight square feet of table real estate to utilize. The other advantage of having the class online is being able to cut and paste from the chat, so I don't need to worry about what might be getting written on a whiteboard that I'm missing. Especially with a foreign language, seeing how words are spelled is crucial and the instructor types most of these in to the chat while pronouncing them. Having the class recording and the chat available for download is also a terrific study tool. What's not so fun follows. Shared screens: they are not accessible and unless my instructor remembers to tell me ahead of time what she's going to share, I don't have a chance to emboss it or open it in a different window. Half the time I'm scrambling because her teaching style is kind of impromptu and we're always jumping from the textbook to a handout on canvas to another page in the book to a handout she emailed us. I try to keep everything together in a folder and divide that by subfolders for each week but she always surprises me with a handout I forgot to save from an email attachment or a textbook page that wasn't on her weekly calendar. The biggest thing teachers can do to make their course accessible is simply stay organized! The other problem I have is that darned mute button. I keep myself muted of course, but then she calls on me, and I have to unmute, then alt-tab over to the other window with the exercise we are working on, try not to have the synthesizer yammer too much, while I look at and answer her questions. One small point about screen readers that many forget is that to read something you need it to gain focus. When you switch tasks you often loose focus so if you were looking at line 63 on a web page, when you return you might now be focused on line 24. It's frustrating but only a problem if you have to respond to things real-time. And I have to be focused in the zoom window to unmute but I have to be focused in the window with the exercise to actually read it. I don't think instructors understand that print-impaired folk need to be in the window with the text they need to read because everyone else is just looking at the shared screen. Sometimes I wear headphones - gives me a headache with the hearing aids on too, and sometimes I use a second computer but then I forget which keyboard I'm typing on! A few other difficulties when reading in class; I have a Braille display but it's only 14 characters. (I actualy have a larger display but it's circa 1995 and doesn't work with JAWS and of course I cannot use Canvas on Linux.) So I'm stuck with a 14-character display if I try to read directly from my computer screen. Makes my reading out loud sound like I'm in the first grade. Whereas with a Braille printout I can read out loud normally. I've explained this to instructors by saying it's like reading the screen through a soda straw; maybe folks with small mobile phone screens have similar experiences. My instructor lost power last night and had to grade some assignments with her phone; she told me at last she understood a bit better what using a Braille display must be like. Many of our exercises have rows of underscores in the middle of sentences to act as fill in blanks. But they are a pain to work with real-time with Braille and probably magnification because you have to skip over them to get to the rest of the sentence. I finally wrote a sophisticated Sed script - Sed is a Linux tool - to zap all the characters that make it harder to read something rapidly in Braille but most students won't have the skill to do this. And putting something in to Braille isn't like print. You cannot just click the print button. I take a lot of shortcuts, often just setting the translator to Spanish Braille and doing the entire handout in the Spanish code even when parts of it are in English. But still the document needs to be run through a translator. For a low-vision person who would need to reformat a document in large print it is also time-consuming if you are expected to read in class or do an in-class assignment. Aditionally, since Duxbury is copy-protected, and licensed to my work computer in my office, I'm using Braille Blaster and Wintrans which are both free but have various glitches that take extra time. BrailleBlaster for example crashes if there's a form-feed in the file and you enter a page break near it, and some Spanish characters crash BrailleBlaster if they are at the ends of lines. WinTrans doesn't like Spanish either! Additionally, not all handouts are accessible. This has been a problem as long as I've taken classes. There are wonderful webinars on making your content accessible: use properly formatted tables, lists, headings etc. But if instructors can avoid typing something in to the LMS, they do. They use their phones to take pictures of textbook pages. They assign YouTube videos. They photocopy articles from library books. In Spanish now we're becoming proficient enough we can analyze "realea" that is text that is intended for native speakers. I don't have the heart to tell my instructor that her carefully cureated set of Spanish junk mail - brochures from State farm and Xfinity, circulars about energy rebates and new car leasing deals - are inaccessible. She scanned them all so carefully to make PDF files. I run them through Kurzweil, and the reading order is a complete mess, not to mention that Spanish words like pa?s are recognized as Pals even though I have the recognition engine set to handle both languages. I'm a polite and assertive communicator so she's learned to tell me ahead of time - five minutes if I'm lucky - what page or handout I'll need to have ready, and she's also learned that I should not be the first person she calls on. But still if I were someone who suffered from anxiety I would have dropped the class longago! I have taken many, many traditional online classes but this is the first time where a class intended to be face-to-face was hurriedly converted to an online format. It's made the class both easier and more challenging in a myriad of ways. I know some of my less assertive low-vision and LD students are suffering. At least I'm not myself suffering as I take classes mostly for fun. I strongly feel that whatever I can get out of the class is a goodness and that with my skills I don't need to be a perfect success in everything I try to learn. Unfortunately the young people I serve are much more attached to their ability to succeed and I hope they will be able to communicate their limitations to their instructors and above all, be heard! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at arizona.edu Thu May 28 20:12:05 2020 From: hunziker at arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Thu May 28 20:12:25 2020 Subject: [Athen] SPSS 26 and JAWS Message-ID: Hi all, I've read through the archives and it looks like SPSS working with JAWS was spotty, at best. Is this still the case? I'm working with a student who is using JAWS 2020 and SPSS 26 and JAWS won't read any thing behind the window titles. I tried typing in the cell and JAWS wouldn't even read the text typed in the cell. We made sure that SPSS installed and recognized that JAWS is installed on the machine. This is a Windows 10 machine, 64 bit. I'll keep searching online for solutions but I'm afraid there isn't much out there that I can see with an initial search. Thanks! Thank you, Dawn Dawn Hunziker IT Accessibility Consultant, Sr. | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 -------------- next part -------------- An HTML attachment was scrubbed... URL: From sherylb at uw.edu Fri May 29 08:12:34 2020 From: sherylb at uw.edu (Sheryl Burgstahler) Date: Fri May 29 08:13:56 2020 Subject: [Athen] Unexpected zoom challenges in my online course (long) In-Reply-To: References: Message-ID: <61620071-8452-4936-BAB0-5A81E0984237@uw.edu> Deborah, thanks for sharing these details about your experiences. You point out so many areas where instructors could improve the learning experience of all students with some simple tips in organizing all the moving parts to what they are presenting, perhaps reducing the number of moving parts, and carefully moving from one thing to another. This is very helpful to those who teach online at any level. Sheryl Sheryl Burgstahler, Ph.D. Director, UW Accessible Technology & DO-IT, UW-IT Affiliate Professor, Education University of Washington, Box 354842 Seattle, WA 98195 206-543-0622 FAX 206-221-4171 http://staff.washington.edu/sherylb sherylb@uw.edu On May 28, 2020, at 6:45 PM, Deborah Armstrong > wrote: Note: it?s perfectly OK to forward or share this post. As a screen reader user and full-time DSS staffer, I take courses for personal enrichment and to act as an early warning system around accessibility. I also can better serve my students by describing my own learning adventures but I don?t have the anxiety that goes along with needing to pass a class ? since I take the courses simply to become better educated. I?ve been keeping this list posted about my adventures learning Spanish and I?m now in my third quarter with scores that hover around 90% (though I got 85% on the last quiz!) We are doing the future and subjunctive tenses having already mastered hundreds of vocabulary words and idioms, preterit, imperfect, formal and informal command tenses, past and present progressive. I?m encountering some new and unexpected difficulties which I?m sharing to help some of the students you serve. First, the good things. I wear hearing aids and in previous classes which were held in an acoustically challenging room, whenever we worked in small groups I tended to hear the loudest person in the room rather than the person in my group who was trying to communicate with me but was shyer. That problem thankfully has disappeared. My home office is nice and quiet, and in zoom breakout rooms I don?t have to worry about hearing other people who are speaking more loudly. I?m sure some of the students in my previous class thought I had dementia (I?m in my sixties) because as a visually impaired person I didn?t know when they were looking at me either! I?d crank up my hearing aids and they?d just amplify everyone in their small groups. So it?s been a lot easier to do small group discussions with zoom breakout rooms than in a face-to-face classroom. Also easier is being able to spread out. I have my computer and mic on one table and my Braille printouts scattered across another large folding table to refer to in class. I can also grab another laptop if I need to look something up. Instead of being confined to a tiny classroom deskI have eight square feet of table real estate to utilize. The other advantage of having the class online is being able to cut and paste from the chat, so I don?t need to worry about what might be getting written on a whiteboard that I?m missing. Especially with a foreign language, seeing how words are spelled is crucial and the instructor types most of these in to the chat while pronouncing them. Having the class recording and the chat available for download is also a terrific study tool. What?s not so fun follows. Shared screens: they are not accessible and unless my instructor remembers to tell me ahead of time what she?s going to share, I don?t have a chance to emboss it or open it in a different window. Half the time I?m scrambling because her teaching style is kind of impromptu and we?re always jumping from the textbook to a handout on canvas to another page in the book to a handout she emailed us. I try to keep everything together in a folder and divide that by subfolders for each week but she always surprises me with a handout I forgot to save from an email attachment or a textbook page that wasn?t on her weekly calendar. The biggest thing teachers can do to make their course accessible is simply stay organized! The other problem I have is that darned mute button. I keep myself muted of course, but then she calls on me, and I have to unmute, then alt-tab over to the other window with the exercise we are working on, try not to have the synthesizer yammer too much, while I look at and answer her questions. One small point about screen readers that many forget is that to read something you need it to gain focus. When you switch tasks you often loose focus so if you were looking at line 63 on a web page, when you return you might now be focused on line 24. It?s frustrating but only a problem if you have to respond to things real-time. And I have to be focused in the zoom window to unmute but I have to be focused in the window with the exercise to actually read it. I don?t think instructors understand that print-impaired folk need to be in the window with the text they need to read because everyone else is just looking at the shared screen. Sometimes I wear headphones ? gives me a headache with the hearing aids on too, and sometimes I use a second computer but then I forget which keyboard I?m typing on! A few other difficulties when reading in class; I have a Braille display but it?s only 14 characters. (I actualy have a larger display but it?s circa 1995 and doesn?t work with JAWS and of course I cannot use Canvas on Linux.) So I?m stuck with a 14-character display if I try to read directly from my computer screen. Makes my reading out loud sound like I?m in the first grade. Whereas with a Braille printout I can read out loud normally. I?ve explained this to instructors by saying it?s like reading the screen through a soda straw; maybe folks with small mobile phone screens have similar experiences. My instructor lost power last night and had to grade some assignments with her phone; she told me at last she understood a bit better what using a Braille display must be like. Many of our exercises have rows of underscores in the middle of sentences to act as fill in blanks. But they are a pain to work with real-time with Braille and probably magnification because you have to skip over them to get to the rest of the sentence. I finally wrote a sophisticated Sed script ? Sed is a Linux tool ? to zap all the characters that make it harder to read something rapidly in Braille but most students won?t have the skill to do this. And putting something in to Braille isn?t like print. You cannot just click the print button. I take a lot of shortcuts, often just setting the translator to Spanish Braille and doing the entire handout in the Spanish code even when parts of it are in English. But still the document needs to be run through a translator. For a low-vision person who would need to reformat a document in large print it is also time-consuming if you are expected to read in class or do an in-class assignment. Aditionally, since Duxbury is copy-protected, and licensed to my work computer in my office, I?m using Braille Blaster and Wintrans which are both free but have various glitches that take extra time. BrailleBlaster for example crashes if there?s a form-feed in the file and you enter a page break near it, and some Spanish characters crash BrailleBlaster if they are at the ends of lines. WinTrans doesn?t like Spanish either! Additionally, not all handouts are accessible. This has been a problem as long as I?ve taken classes. There are wonderful webinars on making your content accessible: use properly formatted tables, lists, headings etc. But if instructors can avoid typing something in to the LMS, they do. They use their phones to take pictures of textbook pages. They assign YouTube videos. They photocopy articles from library books. In Spanish now we?re becoming proficient enough we can analyze ?realea? that is text that is intended for native speakers. I don?t have the heart to tell my instructor that her carefully cureated set of Spanish junk mail ? brochures from State farm and Xfinity, circulars about energy rebates and new car leasing deals ? are inaccessible. She scanned them all so carefully to make PDF files. I run them through Kurzweil, and the reading order is a complete mess, not to mention that Spanish words like pa?s are recognized as Pals even though I have the recognition engine set to handle both languages. I?m a polite and assertive communicator so she?s learned to tell me ahead of time ? five minutes if I?m lucky ? what page or handout I?ll need to have ready, and she?s also learned that I should not be the first person she calls on. But still if I were someone who suffered from anxiety I would have dropped the class longago! I have taken many, many traditional online classes but this is the first time where a class intended to be face-to-face was hurriedly converted to an online format. It?s made the class both easier and more challenging in a myriad of ways. I know some of my less assertive low-vision and LD students are suffering. At least I?m not myself suffering as I take classes mostly for fun. I strongly feel that whatever I can get out of the class is a goodness and that with my skills I don?t need to be a perfect success in everything I try to learn. Unfortunately the young people I serve are much more attached to their ability to succeed and I hope they will be able to communicate their limitations to their instructors and above all, be heard! --Debee _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From glen.walker at gmail.com Fri May 29 08:53:24 2020 From: glen.walker at gmail.com (glen walker) Date: Fri May 29 08:53:47 2020 Subject: [Athen] Unexpected zoom challenges in my online course (long) In-Reply-To: <61620071-8452-4936-BAB0-5A81E0984237@uw.edu> References: <61620071-8452-4936-BAB0-5A81E0984237@uw.edu> Message-ID: Some really good points and shows how accessibility is so tied with usability. Just because the mute button itself is accessible does not mean it's a usable experience. But speaking of mute, are you using the shortcut key to mute/unmute rather than navigating to the button itself? You still have the issue that the window must have focus in order to use the shortcut key and then switch back to the other window to hear/read the contents. I have a little cheat sheet of mute shortcut keys for various online platforms such as zoom, webex, goto meeting. zoom - alt+a goto meeting- ctrl+alt+a google hangouts - ctrl+d bluejeans - m microsoft teams - ctrl+shift+m webex - ctrl+m -------------- next part -------------- An HTML attachment was scrubbed... URL: From hadir at uw.edu Fri May 29 09:09:15 2020 From: hadir at uw.edu (Hadi Rangin) Date: Fri May 29 09:09:29 2020 Subject: [Athen] Unexpected zoom challenges in my online course (long) In-Reply-To: References: Message-ID: Hello Deborah, Thank you very much for sharing the valuable experience. One small thing that can help with some of the challenges you mentioned is that you can make the Zoom mute/unmute button a global hotkeys. This will allow you to mute/unmute yourself from any place without switching to the zoom window. Please check the Accessibility settings in zoom. Alternatively you can use a microphone with a physical and built-in mute/unmute button. Thanks, Hadi From: athen-list On Behalf Of Deborah Armstrong Sent: Thursday, May 28, 2020 6:46 PM To: Access Technology Higher Education Network Subject: [Athen] Unexpected zoom challenges in my online course (long) Note: it's perfectly OK to forward or share this post. As a screen reader user and full-time DSS staffer, I take courses for personal enrichment and to act as an early warning system around accessibility. I also can better serve my students by describing my own learning adventures but I don't have the anxiety that goes along with needing to pass a class - since I take the courses simply to become better educated. I've been keeping this list posted about my adventures learning Spanish and I'm now in my third quarter with scores that hover around 90% (though I got 85% on the last quiz!) We are doing the future and subjunctive tenses having already mastered hundreds of vocabulary words and idioms, preterit, imperfect, formal and informal command tenses, past and present progressive. I'm encountering some new and unexpected difficulties which I'm sharing to help some of the students you serve. First, the good things. I wear hearing aids and in previous classes which were held in an acoustically challenging room, whenever we worked in small groups I tended to hear the loudest person in the room rather than the person in my group who was trying to communicate with me but was shyer. That problem thankfully has disappeared. My home office is nice and quiet, and in zoom breakout rooms I don't have to worry about hearing other people who are speaking more loudly. I'm sure some of the students in my previous class thought I had dementia (I'm in my sixties) because as a visually impaired person I didn't know when they were looking at me either! I'd crank up my hearing aids and they'd just amplify everyone in their small groups. So it's been a lot easier to do small group discussions with zoom breakout rooms than in a face-to-face classroom. Also easier is being able to spread out. I have my computer and mic on one table and my Braille printouts scattered across another large folding table to refer to in class. I can also grab another laptop if I need to look something up. Instead of being confined to a tiny classroom deskI have eight square feet of table real estate to utilize. The other advantage of having the class online is being able to cut and paste from the chat, so I don't need to worry about what might be getting written on a whiteboard that I'm missing. Especially with a foreign language, seeing how words are spelled is crucial and the instructor types most of these in to the chat while pronouncing them. Having the class recording and the chat available for download is also a terrific study tool. What's not so fun follows. Shared screens: they are not accessible and unless my instructor remembers to tell me ahead of time what she's going to share, I don't have a chance to emboss it or open it in a different window. Half the time I'm scrambling because her teaching style is kind of impromptu and we're always jumping from the textbook to a handout on canvas to another page in the book to a handout she emailed us. I try to keep everything together in a folder and divide that by subfolders for each week but she always surprises me with a handout I forgot to save from an email attachment or a textbook page that wasn't on her weekly calendar. The biggest thing teachers can do to make their course accessible is simply stay organized! The other problem I have is that darned mute button. I keep myself muted of course, but then she calls on me, and I have to unmute, then alt-tab over to the other window with the exercise we are working on, try not to have the synthesizer yammer too much, while I look at and answer her questions. One small point about screen readers that many forget is that to read something you need it to gain focus. When you switch tasks you often loose focus so if you were looking at line 63 on a web page, when you return you might now be focused on line 24. It's frustrating but only a problem if you have to respond to things real-time. And I have to be focused in the zoom window to unmute but I have to be focused in the window with the exercise to actually read it. I don't think instructors understand that print-impaired folk need to be in the window with the text they need to read because everyone else is just looking at the shared screen. Sometimes I wear headphones - gives me a headache with the hearing aids on too, and sometimes I use a second computer but then I forget which keyboard I'm typing on! A few other difficulties when reading in class; I have a Braille display but it's only 14 characters. (I actualy have a larger display but it's circa 1995 and doesn't work with JAWS and of course I cannot use Canvas on Linux.) So I'm stuck with a 14-character display if I try to read directly from my computer screen. Makes my reading out loud sound like I'm in the first grade. Whereas with a Braille printout I can read out loud normally. I've explained this to instructors by saying it's like reading the screen through a soda straw; maybe folks with small mobile phone screens have similar experiences. My instructor lost power last night and had to grade some assignments with her phone; she told me at last she understood a bit better what using a Braille display must be like. Many of our exercises have rows of underscores in the middle of sentences to act as fill in blanks. But they are a pain to work with real-time with Braille and probably magnification because you have to skip over them to get to the rest of the sentence. I finally wrote a sophisticated Sed script - Sed is a Linux tool - to zap all the characters that make it harder to read something rapidly in Braille but most students won't have the skill to do this. And putting something in to Braille isn't like print. You cannot just click the print button. I take a lot of shortcuts, often just setting the translator to Spanish Braille and doing the entire handout in the Spanish code even when parts of it are in English. But still the document needs to be run through a translator. For a low-vision person who would need to reformat a document in large print it is also time-consuming if you are expected to read in class or do an in-class assignment. Aditionally, since Duxbury is copy-protected, and licensed to my work computer in my office, I'm using Braille Blaster and Wintrans which are both free but have various glitches that take extra time. BrailleBlaster for example crashes if there's a form-feed in the file and you enter a page break near it, and some Spanish characters crash BrailleBlaster if they are at the ends of lines. WinTrans doesn't like Spanish either! Additionally, not all handouts are accessible. This has been a problem as long as I've taken classes. There are wonderful webinars on making your content accessible: use properly formatted tables, lists, headings etc. But if instructors can avoid typing something in to the LMS, they do. They use their phones to take pictures of textbook pages. They assign YouTube videos. They photocopy articles from library books. In Spanish now we're becoming proficient enough we can analyze "realea" that is text that is intended for native speakers. I don't have the heart to tell my instructor that her carefully cureated set of Spanish junk mail - brochures from State farm and Xfinity, circulars about energy rebates and new car leasing deals - are inaccessible. She scanned them all so carefully to make PDF files. I run them through Kurzweil, and the reading order is a complete mess, not to mention that Spanish words like pa?s are recognized as Pals even though I have the recognition engine set to handle both languages. I'm a polite and assertive communicator so she's learned to tell me ahead of time - five minutes if I'm lucky - what page or handout I'll need to have ready, and she's also learned that I should not be the first person she calls on. But still if I were someone who suffered from anxiety I would have dropped the class longago! I have taken many, many traditional online classes but this is the first time where a class intended to be face-to-face was hurriedly converted to an online format. It's made the class both easier and more challenging in a myriad of ways. I know some of my less assertive low-vision and LD students are suffering. At least I'm not myself suffering as I take classes mostly for fun. I strongly feel that whatever I can get out of the class is a goodness and that with my skills I don't need to be a perfect success in everything I try to learn. Unfortunately the young people I serve are much more attached to their ability to succeed and I hope they will be able to communicate their limitations to their instructors and above all, be heard! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at uw.edu Fri May 29 09:18:57 2020 From: dhayman at uw.edu (Doug Hayman) Date: Fri May 29 09:20:07 2020 Subject: [Athen] Unexpected zoom challenges in my online course (long) In-Reply-To: References: Message-ID: Hadi and Debee, I see that they have the function of being able to hold down the space bar to unmute when you're speaking. It doesn't act like a toggle on/off with the tapping of the spacebar but instead requires one to hold down then upon release goes back to being muted. How does that play with JAWS? Doug On Fri, May 29, 2020 at 9:10 AM Hadi Rangin wrote: > Hello Deborah, > > > > Thank you very much for sharing the valuable experience. > > One small thing that can help with some of the challenges you mentioned is > that you can make the Zoom mute/unmute button a global hotkeys. This will > allow you to mute/unmute yourself from any place without switching to the > zoom window. Please check the Accessibility settings in zoom. > > Alternatively you can use a microphone with a physical and built-in > mute/unmute button. > > > > Thanks, > > Hadi > > > > > > *From:* athen-list *On > Behalf Of *Deborah Armstrong > *Sent:* Thursday, May 28, 2020 6:46 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Unexpected zoom challenges in my online course (long) > > > > Note: it?s perfectly OK to forward or share this post. > > > > As a screen reader user and full-time DSS staffer, I take courses for > personal enrichment and to act as an early warning system around > accessibility. I also can better serve my students by describing my own > learning adventures but I don?t have the anxiety that goes along with > needing to pass a class ? since I take the courses simply to become better > educated. > > > > I?ve been keeping this list posted about my adventures learning Spanish > and I?m now in my third quarter with scores that hover around 90% (though I > got 85% on the last quiz!) We are doing the future and subjunctive tenses > having already mastered hundreds of vocabulary words and idioms, preterit, > imperfect, formal and informal command tenses, past and present > progressive. > > > > I?m encountering some new and unexpected difficulties which I?m sharing to > help some of the students you serve. > > > > First, the good things. I wear hearing aids and in previous classes which > were held in an acoustically challenging room, whenever we worked in small > groups I tended to hear the loudest person in the room rather than the > person in my group who was trying to communicate with me but was shyer. > That problem thankfully has disappeared. My home office is nice and quiet, > and in zoom breakout rooms I don?t have to worry about hearing other people > who are speaking more loudly. I?m sure some of the students in my previous > class thought I had dementia (I?m in my sixties) because as a visually > impaired person I didn?t know when they were looking at me either! I?d > crank up my hearing aids and they?d just amplify everyone in their small > groups. So it?s been a lot easier to do small group discussions with zoom > breakout rooms than in a face-to-face classroom. > > > > Also easier is being able to spread out. I have my computer and mic on one > table and my Braille printouts scattered across another large folding table > to refer to in class. I can also grab another laptop if I need to look > something up. Instead of being confined to a tiny classroom deskI have > eight square feet of table real estate to utilize. > > > > The other advantage of having the class online is being able to cut and > paste from the chat, so I don?t need to worry about what might be getting > written on a whiteboard that I?m missing. Especially with a foreign > language, seeing how words are spelled is crucial and the instructor types > most of these in to the chat while pronouncing them. Having the class > recording and the chat available for download is also a terrific study tool. > > > > What?s not so fun follows. > > > > Shared screens: they are not accessible and unless my instructor > remembers to tell me ahead of time what she?s going to share, I don?t have > a chance to emboss it or open it in a different window. Half the time I?m > scrambling because her teaching style is kind of impromptu and we?re always > jumping from the textbook to a handout on canvas to another page in the > book to a handout she emailed us. I try to keep everything together in a > folder and divide that by subfolders for each week but she always surprises > me with a handout I forgot to save from an email attachment or a textbook > page that wasn?t on her weekly calendar. The biggest thing teachers can do > to make their course accessible is simply stay organized! > > > > The other problem I have is that darned mute button. I keep myself muted > of course, but then she calls on me, and I have to unmute, then alt-tab > over to the other window with the exercise we are working on, try not to > have the synthesizer yammer too much, while I look at and answer her > questions. One small point about screen readers that many forget is that to > read something you need it to gain focus. When you switch tasks you often > loose focus so if you were looking at line 63 on a web page, when you > return you might now be focused on line 24. It?s frustrating but only a > problem if you have to respond to things real-time. > > And I have to be focused in the zoom window to unmute but I have to be > focused in the window with the exercise to actually read it. I don?t think > instructors understand that print-impaired folk need to be in the window > with the text they need to read because everyone else is just looking at > the shared screen. Sometimes I wear headphones ? gives me a headache with > the hearing aids on too, and sometimes I use a second computer but then I > forget which keyboard I?m typing on! > > > > A few other difficulties when reading in class; I have a Braille display > but it?s only 14 characters. (I actualy have a larger display but it?s > circa 1995 and doesn?t work with JAWS and of course I cannot use Canvas on > Linux.) So I?m stuck with a 14-character display if I try to read directly > from my computer screen. Makes my reading out loud sound like I?m in the > first grade. Whereas with a Braille printout I can read out loud normally. > I?ve explained this to instructors by saying it?s like reading the screen > through a soda straw; maybe folks with small mobile phone screens have > similar experiences. My instructor lost power last night and had to grade > some assignments with her phone; she told me at last she understood a bit > better what using a Braille display must be like. > > > > Many of our exercises have rows of underscores in the middle of sentences > to act as fill in blanks. But they are a pain to work with real-time with > Braille and probably magnification because you have to skip over them to > get to the rest of the sentence. I finally wrote a sophisticated Sed script > ? Sed is a Linux tool ? to zap all the characters that make it harder to > read something rapidly in Braille but most students won?t have the skill to > do this. > > > > And putting something in to Braille isn?t like print. You cannot just > click the print button. I take a lot of shortcuts, often just setting the > translator to Spanish Braille and doing the entire handout in the Spanish > code even when parts of it are in English. But still the document needs to > be run through a translator. For a low-vision person who would need to > reformat a document in large print it is also time-consuming if you are > expected to read in class or do an in-class assignment. Aditionally, since > Duxbury is copy-protected, and licensed to my work computer in my office, > I?m using Braille Blaster and Wintrans which are both free but have various > glitches that take extra time. BrailleBlaster for example crashes if > there?s a form-feed in the file and you enter a page break near it, and > some Spanish characters crash BrailleBlaster if they are at the ends of > lines. WinTrans doesn?t like Spanish either! > > > > Additionally, not all handouts are accessible. This has been a problem as > long as I?ve taken classes. There are wonderful webinars on making your > content accessible: use properly formatted tables, lists, headings etc. But > if instructors can avoid typing something in to the LMS, they do. They use > their phones to take pictures of textbook pages. They assign YouTube > videos. They photocopy articles from library books. > > > > In Spanish now we?re becoming proficient enough we can analyze ?realea? > that is text that is intended for native speakers. I don?t have the heart > to tell my instructor that her carefully cureated set of Spanish junk mail > ? brochures from State farm and Xfinity, circulars about energy rebates and > new car leasing deals ? are inaccessible. She scanned them all so carefully > to make PDF files. I run them through Kurzweil, and the reading order is a > complete mess, not to mention that Spanish words like pa?s are recognized > as Pals even though I have the recognition engine set to handle both > languages. > > > > I?m a polite and assertive communicator so she?s learned to tell me ahead > of time ? five minutes if I?m lucky ? what page or handout I?ll need to > have ready, and she?s also learned that I should not be the first person > she calls on. But still if I were someone who suffered from anxiety I would > have dropped the class longago! > > > > I have taken many, many traditional online classes but this is the first > time where a class intended to be face-to-face was hurriedly converted to > an online format. It?s made the class both easier and more challenging in a > myriad of ways. I know some of my less assertive low-vision and LD > students are suffering. At least I?m not myself suffering as I take classes > mostly for fun. I strongly feel that whatever I can get out of the class is > a goodness and that with my skills I don?t need to be a perfect success in > everything I try to learn. > > > > Unfortunately the young people I serve are much more attached to their > ability to succeed and I hope they will be able to communicate their > limitations to their instructors and above all, be heard! > > > > --Debee > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Doug Hayman w.edu> 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 wilbert.pines at ucr.edu Fri May 29 10:05:54 2020 From: wilbert.pines at ucr.edu (Wilbert Pines III) Date: Fri May 29 10:06:18 2020 Subject: [Athen] Otter.ai In-Reply-To: <76bab98f3784d9477d395be4e7bc3211@frontapp.com> References: <005401d62fa0$25a15050$70e3f0f0$@karlencommunications.com> <67c9bcd71aa9769b9ee6a5db55c16abc@frontapp.com> <068627cff9b876466ef859dbb1fd8718@frontapp.com> <76bab98f3784d9477d395be4e7bc3211@frontapp.com> <76bab98f3784d9477d395be4e7bc3211@frontapp.com> Message-ID: Each Zoom (Pro or higher) account can only be configured to integrate with one Otter account (with Otter for Teams subscription) to enable Otter Live Notes feature (i.e. real-time transcription). In other words, teammates 1 and 2 can both run Zoom meetings using Otter Live Notes simultaneously only if they host these meetings on separate Zoom (Pro of higher) account that are integrated with separate Otter for Teams accounts. To clarify, only the meeting hosts (not the participants) would need Otter for Teams and Zoom Pro (or higher) to get the Otter Live Notes feature for live transcribing the Zoom meetings. Only the host (not the participants) would need to have Otter for Teams for the meetings. For the attendees, only the meeting host would also need to have Otter for Teams. Best, Will Pines Accessible Technology Specialist, Student Disability Resource Center University of California, Riverside 900 University Avenue | 125 Costo Hall Riverside, CA 92521 | Website: sdrc.ucr.edu P: 951-827-3861 | Email: wilbert.pines@ucr.edu Pronouns: he/him/his ?A mind stretched by new experiences will never go back to its original dimensions.? [ucr logo signature] [signature_1845239657] From: athen-list On Behalf Of Shawn Jordison Sent: Saturday, May 23, 2020 9:46 AM To: Kluesner, Bryon ; Access Technology Higher Education Network Subject: Re: [Athen] Otter.ai Bryon, I am not sure if you can record multiple instances at the same time. I would test this out. If you are the host for all the meetings, I think it might work. If it doesnt, you can always record the meetings and simply drop them into Otter to get the transcript files that way. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center [https://app.frontapp.com/api/1/noauth/companies/8e20816c24131d5cfea6/seen/msg_f91p6a7/han_19r7d5b/03db96ac.gif] On May 22, 2020, 8:42 AM PDT bryon-kluesner@utc.edu wrote: Hi Shawn, I have been following this thread. Do you know if we can use Otter.ai in multiple orientation zoom meetings at the same time? Or would we have to have an individual licesnse for each simultaneous session? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 ________________________________ From: athen-list > on behalf of Shawn Jordison > Sent: Thursday, May 21, 2020 6:42 PM To: Liza Eldred >; Access Technology Higher Education Network > Subject: Re: [Athen] Otter.ai Yes, there is quite a bit of editing to do. It feels like less editing then any other method ive used in the past though. I have done in person and used only the app on my phone. You could probably get an external mic that will help catch better audio. You could do a search and replace on the "umm" and "ahh" to get a cleaner document fairly quickly. I like the change of speakers the most as that is often a challenge with developing the transcript. If you are speaking with only a couple speakers the feature works even better. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center [https://app.frontapp.com/api/1/noauth/companies/8e20816c24131d5cfea6/seen/msg_f80r6z3/han_19r7d5b/abd5c5c2.gif] On May 21, 2020, 1:28 PM PDT cherniwchanl@macewan.ca wrote: Hi Shawn, Do you have to do a lot of editing of the transcription? Have you tried it in an in-person classroom setting? If so, what kind of audio setup are you using? The type of microphone? I have found with my limited use of it, it has a hard time deciphering the ?ums and ahs? that most people use when speaking. Thanks, Liza Liza Eldred cherniwchanl@macewan.ca Assistive Technology Specialist Assistive Computer Technology Service Services to Students with Disabilities MacEwan University 7-198D-2, 10700 - 104 Avenue Edmonton, AB (780) 497-5826 Fax: 780-497-4018 www.macewan.ca This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email. From: athen-list > On Behalf Of Shawn Jordison Sent: Thursday, May 21, 2020 1:25 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Otter.ai Hey there! I have used Otter.ai pretty extensively over the last few months. Here is a brief synopsis of what it can do: Otter.ai is a transcription service offered on its mobile app and web application. It seamlessly integrates with video conferencing tools and has easy to use sharing options. Transcriptions are organized in ?conversations? and can be added to group folders where all members have access, or simply shared via a link. Otter.ai can identify different speakers automatically and could be a lightweight solution to the high cost of remote captioning. It is an automated service but is highly accurate. Otter.ai adds in suggested punctuation. Users are able to highlight notes, create custom search queries, add photos, edit text, and share in a matter of seconds. With the PRO version - you can set up your zoom account to automatically record meetings and transcribe. You can also create a .SRT file with the pro account to export the edited transcriptions for captioning. - Shawn ? Shawn Jordison MS. 530-238-5645 Alternate Media and Assistive Technology Specialist CCC Accessibility Center [Image removed by sender.] On May 21, 2020, 11:46 AM PDT info@karlencommunications.com wrote: Although I?m not a campus, I had been using the free version of Otter.ai since January when my course went partially online. Students, even students who were not deaf or hard of hearing liked having it as a backup to notes. Within the past two weeks I looked at Otter for Teams because it has the ability to have the Live Transcription beside the Zoom Window if the Zoom window is not maximized. I?ve used it once/I have a two month trial. For at least one participant who needed it, it worked quite well and they had a poor experience with Otter.ai at a previous meeting/webinar. Having the ability to see the transcription beside the Zoom Window made the difference. I find that the transcription is good and am still investigating how to increase the font size. One of the things I like for students is that apparently you can highlight parts of the transcript and then show the text you?ve highlighted so you have a list of important things but I haven?t tried that feature yet either. My program at my college has purchased Otter for Teams as we will be going fully online this fall. It is the Otter for Teams that has the side by side capability and they recently reduced the number of team members to 1 so I could purchase it?the original default was 3. Am also interested in what others have found about the tool. I know Microsoft Teams uses Microsoft Translator or maybe they call it Teams Translator but I had to do a presentation in teams yesterday and found it a lot more complicated than Zoom! I also had to turn off my screen reader. Anyway, looking forward to seeing how others find Otter.ai. Cheers, Karen From: athen-list > On Behalf Of Lavey,Shannon Sent: Thursday, May 21, 2020 2:24 PM To: athen-list@u.washington.edu Subject: [Athen] Otter.ai Hello ATHEN friends! I hope everyone is doing well and staying healthy. I was curious if anyone has purchased an Otter.ai subscription for your campus. If so, what helped you decide to proceed with the subscription and what has the experience been so far? Thank you, Shannon Shannon Lavey, MS, OTR/L, ATP Student Service Coordinator Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.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.png Type: image/png Size: 5274 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 6422 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 823 bytes Desc: image003.jpg URL: From solowoniukr at macewan.ca Fri May 29 15:00:00 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Fri May 29 15:00:18 2020 Subject: [Athen] Unexpected zoom challenges in my online course (long) In-Reply-To: References: <61620071-8452-4936-BAB0-5A81E0984237@uw.edu> Message-ID: Hi Glen, Thanks so much for sharing these shortcut keys for mute in the various platforms. I was aware of the Zoom shortcut, but not the others! They will come in handy. Take good care, Russell From: athen-list On Behalf Of glen walker Sent: Friday, May 29, 2020 9:53 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Unexpected zoom challenges in my online course (long) Some really good points and shows how accessibility is so tied with usability. Just because the mute button itself is accessible does not mean it's a usable experience. But speaking of mute, are you using the shortcut key to mute/unmute rather than navigating to the button itself? You still have the issue that the window must have focus in order to use the shortcut key and then switch back to the other window to hear/read the contents. I have a little cheat sheet of mute shortcut keys for various online platforms such as zoom, webex, goto meeting. zoom - alt+a goto meeting- ctrl+alt+a google hangouts - ctrl+d bluejeans - m microsoft teams - ctrl+shift+m webex - ctrl+m -------------- next part -------------- An HTML attachment was scrubbed... URL: