From bryantm at seminolestate.edu Thu Oct 1 04:52:02 2020 From: bryantm at seminolestate.edu (Marshall S. Bryant) Date: Thu Oct 1 04:52:11 2020 Subject: [Athen] Student requesting Braille Message-ID: Hello, We will have a possible student that will be requesting braille so I am trying to be proactive in their needs. Apparently, their vision is low enough that they have learned braille and there is also some hearing loss. They are working with DBS at the moment, so I want to assume they will need and will request all braille. My concern will be books and math since they are entering into the adult high school part of our college. Currently, we are using a Viewplus Max embosser with thier conversion software (word add-in) to convert to braille. What software do you all recommend to convert books from Accesstext (which is mostly pdf's) to braille? In the past, I used to convert books to DAISY with a software called Dolphin Publisher. I see they has Easyconverter that will convert to Braille, but the cost is a little high. What other software's are out there to do the conversions? I know I can use abbyfine and turn everything into word documents. If we need to outsource, who is recommended and what are the costs associated with it? For math. we do have mathtype, but I know that can be a long and tedious process. I know LearningAlly has audio books, but I haven't requested books in a while since they usually do not have current textbooks. Any thoughts or directions? Thank you, Marshall Bryant Adaptive Technology Specialist Seminole State College of Florida Please Note: *** Due to Florida's very broad public records law, most written communications to or from College employees regarding College business are public records, available to the public and media upon request. Therefore, this e-mail communication may be subject to public disclosure.*** -------------- next part -------------- An HTML attachment was scrubbed... URL: From danc at uw.edu Fri Oct 2 09:32:28 2020 From: danc at uw.edu (Dan Comden) Date: Fri Oct 2 09:33:12 2020 Subject: [Athen] Student requesting Braille In-Reply-To: References: Message-ID: We have been using Duxbury braille translation software for decades. I predict that working from PDF as source file will make for extra work, unless the PDFs are well structured and accessible from the start. We try to have everything sourced from Word format files (except for math, which is LaTeX). It's a good idea to make some sample pages from a couple of books and have the student check them for suitability before instruction begins. Try to get a variety of course subjects. And if any math will be included in content, include that as well (with Nemeth, if they know it). We've not seen great success with built-in translation software but it has been years since we evaluated that type of translation solution -- perhaps it's a better experience now. -*- Dan On Thu, Oct 1, 2020 at 4:52 AM Marshall S. Bryant wrote: > Hello, > We will have a possible student that will be requesting braille so I am > trying to be proactive in their needs. Apparently, their vision is low > enough that they have learned braille and there is also some hearing loss. > They are working with DBS at the moment, so I want to assume they will need > and will request all braille. My concern will be books and math since they > are entering into the adult high school part of our college. Currently, we > are using a Viewplus Max embosser with thier conversion software (word > add-in) to convert to braille. What software do you all recommend to > convert books from Accesstext (which is mostly pdf's) to braille? In the > past, I used to convert books to DAISY with a software called Dolphin > Publisher. I see they has Easyconverter that will convert to Braille, but > the cost is a little high. What other software's are out there to do the > conversions? > I know I can use abbyfine and turn everything into word documents. If we > need to outsource, who is recommended and what are the costs associated > with it? > For math. we do have mathtype, but I know that can be a long and tedious > process. > I know LearningAlly has audio books, but I haven't requested books in a > while since they usually do not have current textbooks. > Any thoughts or directions? > > Thank you, > > > Marshall Bryant > *Adaptive Technology Specialist* > *Seminole State College of Florida* > Please Note: *** Due to Florida's very broad public records law, most > written communications to or from College employees regarding College > business are public records, available to the public and media upon > request. Therefore, this e-mail communication may be subject to public > disclosure.*** > _______________________________________________ > 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 armstrongdeborah at fhda.edu Fri Oct 2 18:19:37 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Fri Oct 2 18:19:55 2020 Subject: [Athen] ZoomText in Canvas -- seeking a video Message-ID: We have a student who uses ZoomText and says taking exams in Canvas is not accessible. We think she needs more training and are going to make that happen but until that can be arranged, I need to find her some quick help. She seems very comfortable in Word, and over the phone she explained to me that for each question, she has to copy and paste it from Canvas in to word in order to read it. She's using the version of ZoomText that has both magnification and speech and says it is the "2019" version. Her counselor says she's depending more and more on speech but still does use her limited vision. My problem is that I don't know ZoomText that well and I am not sure which or even if there's a 2019 version. Ideally, I'd like to find her some YouTube videos that show how to take an exam in Canvas using ZoomText or at least how to fill out forms on the web. I'm pretty sure all she has ever used is Word with the mouse; she didn't seem to control Zoom-Text at all with the keyboard. My stopgap suggestion for now was that the instructor needed to put up apractice exam in Canvas for the entire class for the purposes of testing out their technology and making everyone more comfortable with this new testing environment. I told the student to practice with that which would reduce her stress and give her the emotional space to learn more about what ZoomText can do for her. With screen readers, of course you need to go in to forms, focus or scan mode to work with edit boxes, radio buttons, check boxes and drop-down lists. Canvas exams can be very challenging if you are unfamiliar with this concept. I believe this student just uses the very basics of zoom's app reader and works at a high magnification level; what else does she need to learn to be a successful online test taker? These things are always hard when we are all working remotely, and I need to find a way to help her quickly because the professor doesn't want to grade her exams outside of Canvas. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From lorik at virginia.edu Mon Oct 5 08:24:57 2020 From: lorik at virginia.edu (Kressin, Lori L (llk2t)) Date: Mon Oct 5 08:25:11 2020 Subject: [Athen] AT Specialist Position Open at UVA Message-ID: Good morning everyone, An IT-Assistive Technology Specialist position is now open at the Univ of Virginia in the Student Disability Access Center (SDAC). A quick summary of the position is below my signature, however, please use the link for position details and information on the application process. Assistive Technology Specialist, Department of Student Health and Wellness We are hoping to turn this around quickly so if you, or someone you know is interested please apply before Oct 16th. The first round of applicant reviews will begin the week of Oct 19th. Please share as you see appropriate, 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 POSITION SUMMARY The University of Virginia is currently seeking an IT-Assistive Technology Specialist (AT Specialist) to work with the Student Disability Access Center (SDAC). SDAC is the University?s designated access agency for students with disabilities, providing services to two groups of students: those who have been previously diagnosed with a disability; and those who have never been diagnosed, but find themselves struggling academically, and seek advice and support to address their difficulties. Summary: The AT Specialist will be responsible for coordinating all aspects of assistive technology implemented and deployed through SDAC and serve as the subject matter expert for SDAC in matters relating to assistive technology, technology accessibility, and technology accessibility standards. The successful candidate will recommend, evaluate, install and maintain assistive technology adopted by SDAC designated as preferred AT accommodations and conduct research for IT specific solutions at the request of the SDAC team. The successful candidate will be expected to assist students with the installation and use of the assistive technologies provided for them as an accommodation. In addition, and working with the SDAC team, this person will be responsible for the development and maintenance of online materials providing guidance and instruction for the use of these technologies. In cooperation with other SDAC team members, the successful candidate will provide direct support for the creation of accessible course materials, including the creation of Braille and tactile graphics documents as well as captioning services for video, audio materials and in-person events. -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Mon Oct 5 09:31:45 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Mon Oct 5 09:32:03 2020 Subject: [Athen] Zoom question Message-ID: So I want to do some videos in zoom demonstrating how to accomplish some online learning tasks using a screen reader. When I share my screen and include sound, the screen reader is louder than my voice. I've tried adjusting the volume of the screen reader's voice, and I've tried adjusting my microphone volume, but it takes a lot of tweaking and is not perfect. I have to do a test, record, listen, do another test. There is a setting "use original sound" and I've tried it too - yet more tweaking. Does anyone have a more foolproof method for making sure the computer sound is at a lower volume than the microphone sound? I'd like to reduce the amount of time it takes to get all the audio levels perfect. The video seems to be OK. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From glen.walker at gmail.com Mon Oct 5 10:11:19 2020 From: glen.walker at gmail.com (glen walker) Date: Mon Oct 5 10:11:57 2020 Subject: [Athen] Zoom question In-Reply-To: References: Message-ID: I've never had my screen reader being louder than my voice on zoom calls before. Interesting problem. If you're on a PC, have you tried the volume mixer? When JAWS or NVDA is running, they will show up in the list of applications that are running. If you're a keyboard user, the Windows+B shortcut will move your focus to the bottom right taskbar that shows your clock and speaker settings. You can arrow right to the speaker icon then press the context menu button (if you have one of those on your keyboard, usually to the right of the spacebar, sometimes between the Windows key and the Ctrl key) and choose "Open Volume Mixer". If you're a mouse user, then you can right click on the speaker icon. Or you can hit the Windows key and start typing "volume" and select "Adjust system volume". Anyway, once that dialog is up, try adjusting the volume for the screen reader. Whatever you set it to should be remembered the next time you run the screen reader. On Mon, Oct 5, 2020 at 10:32 AM Deborah Armstrong wrote: > So I want to do some videos in zoom demonstrating how to accomplish some > online learning tasks using a screen reader. > > > > When I share my screen and include sound, the screen reader is louder than > my voice. I?ve tried adjusting the volume of the screen reader?s voice, and > I?ve tried adjusting my microphone volume, but it takes a lot of tweaking > and is not perfect. I have to do a test, record, listen, do another test. > > > > There is a setting ?use original sound? and I?ve tried it too ? yet more > tweaking. > > > > Does anyone have a more foolproof method for making sure the computer > sound is at a lower volume than the microphone sound? I?d like to reduce > the amount of time it takes to get all the audio levels perfect. The video > seems to be OK. > > > > --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 schwarte at purdue.edu Mon Oct 5 10:19:48 2020 From: schwarte at purdue.edu (Schwarte, David M.) Date: Mon Oct 5 10:20:02 2020 Subject: [Athen] Voice Recognition on the Macintosh Message-ID: Hello Everyone, I have a student who needs to use voice recognition on the Macintosh for both typing and mouse commands. It has been a few years since I have looked into this. We used to have a license for Dragon NaturallySpeaking for Macintosh. I think the current best option would be to use the build in voice recognition. . Is this still true? If so, are there any good tutorials for learning to use the voice command features on the Mac? I remember this being somewhat confusing, when I looked at it, since there was a separate utility for commands and a Siri for voice. Thanks, David Schwarte -------------- next part -------------- An HTML attachment was scrubbed... URL: From wils1627 at umn.edu Mon Oct 5 10:27:43 2020 From: wils1627 at umn.edu (Jay Wilson) Date: Mon Oct 5 10:28:04 2020 Subject: [Athen] Voice Recognition on the Macintosh In-Reply-To: References: Message-ID: Hello David, Dragon is no longer supported for Mac. The Mac built-in dictation and Voice Control features work remarkably better than in the past. Most students who I work with on Macs have been very happy with it recently and not needed/used additional software. *Jay Wilson, **M.S.W.* Senior Access Consultant Assistive Technology Specialist *Disability Resource Center - Student Access * *UMN *- Twin Cities Pronouns : Prefer my name (he/him/his also OK) Check out the DRC Facebook page for updates, news, culture, and community. Registered students may schedule on my online calendar . If you don't see a time that works for you, please let me know when you are available. Please note: All DRC staff are working remotely until further notice. The best way to reach us is by email. All appointments and meetings are held remotely by phone or video conference (Zoom or Google Hangout). DRC Remote Drop-in Hours: Monday - Friday: 11 AM - 12 PM and 1 PM - 3 PM. To use drop-in, please email us at drc@umn.edu. To reach us by phone, please call 612-626-1333 and leave a voicemail. Someone will return your call or respond by email as soon as possible. For additional information about working remotely see these resources for faculty and students . *This message is confidential and should only be read by its intended recipient. If it is not addressed to you, please do not read it, delete, and inform the sender.* On Mon, Oct 5, 2020 at 12:24 PM Schwarte, David M. wrote: > Hello Everyone, > > > > I have a student who needs to use voice recognition on the Macintosh for > both typing and mouse commands. It has been a few years since I have > looked into this. We used to have a license for Dragon NaturallySpeaking > for Macintosh. I think the current best option would be to use the build > in voice recognition. . Is this still true? If so, are there any good > tutorials for learning to use the voice command features on the Mac? I > remember this being somewhat confusing, when I looked at it, since there > was a separate utility for commands and a Siri for voice. > > > > Thanks, > > David Schwarte > > > _______________________________________________ > 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 foreigntype at gmail.com Mon Oct 5 10:40:58 2020 From: foreigntype at gmail.com (foreigntype@gmail.com) Date: Mon Oct 5 10:42:34 2020 Subject: [Athen] Voice Recognition on the Macintosh In-Reply-To: References: Message-ID: David et al ATHEN-ites Here's a very well done tutorial on how to use the voice commands to control the iPad or other Mac devices. It includes a "cheat sheet" for what-can-I-say commands, how to activate a numbered screen grid for navigating the screen by voice, and lots more. https://support.apple.com/en-us/HT210539 Wink 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 . On Mon, Oct 5, 2020 at 10:21 AM Schwarte, David M. wrote: > Hello Everyone, > > > > I have a student who needs to use voice recognition on the Macintosh for > both typing and mouse commands. It has been a few years since I have > looked into this. We used to have a license for Dragon NaturallySpeaking > for Macintosh. I think the current best option would be to use the build > in voice recognition. . Is this still true? If so, are there any good > tutorials for learning to use the voice command features on the Mac? I > remember this being somewhat confusing, when I looked at it, since there > was a separate utility for commands and a Siri for voice. > > > > Thanks, > > David Schwarte > > > _______________________________________________ > 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 rbeach at KCKCC.EDU Mon Oct 5 10:58:04 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Oct 5 10:58:19 2020 Subject: [Athen] [EXT] Zoom question In-Reply-To: References: Message-ID: Please reply to list. I've been experiencing the same thing. This happens when just sharing the screen during a meeting as well, not just during recording. Robert Lee Beach Assistive Technology Specialist - Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Deborah Armstrong Sent: Monday, October 5, 2020 11:32 AM To: Access Technology Higher Education Network Subject: [EXT][Athen] Zoom question 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. So I want to do some videos in zoom demonstrating how to accomplish some online learning tasks using a screen reader. When I share my screen and include sound, the screen reader is louder than my voice. I've tried adjusting the volume of the screen reader's voice, and I've tried adjusting my microphone volume, but it takes a lot of tweaking and is not perfect. I have to do a test, record, listen, do another test. There is a setting "use original sound" and I've tried it too - yet more tweaking. Does anyone have a more foolproof method for making sure the computer sound is at a lower volume than the microphone sound? I'd like to reduce the amount of time it takes to get all the audio levels perfect. The video seems to be OK. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Mon Oct 5 11:06:10 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Mon Oct 5 11:06:34 2020 Subject: [Athen] Voice Recognition on the Macintosh In-Reply-To: References: Message-ID: Thanks for this, Wink. I'd like to add that MacOS Catalina or later must be installed on the Mac before the Voice Control feature will be available. Also, Dragon is no longer supported on Mac. Robert On Mon, Oct 5, 2020 at 1:45 PM foreigntype@gmail.com wrote: > David et al ATHEN-ites > > Here's a very well done tutorial on how to use the voice commands to > control the iPad or other Mac devices. It includes a "cheat sheet" for > what-can-I-say commands, how to activate a numbered screen grid for > navigating the screen by voice, and lots more. > > https://support.apple.com/en-us/HT210539 > > Wink > 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 . > > > On Mon, Oct 5, 2020 at 10:21 AM Schwarte, David M. > wrote: > >> Hello Everyone, >> >> >> >> I have a student who needs to use voice recognition on the Macintosh for >> both typing and mouse commands. It has been a few years since I have >> looked into this. We used to have a license for Dragon NaturallySpeaking >> for Macintosh. I think the current best option would be to use the build >> in voice recognition. . Is this still true? If so, are there any good >> tutorials for learning to use the voice command features on the Mac? I >> remember this being somewhat confusing, when I looked at it, since there >> was a separate utility for commands and a Siri for voice. >> >> >> >> Thanks, >> >> David Schwarte >> >> >> _______________________________________________ >> 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 > -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Mon Oct 5 11:17:10 2020 From: foreigntype at gmail.com (foreigntype@gmail.com) Date: Mon Oct 5 11:17:57 2020 Subject: [Athen] Voice Recognition on the Macintosh In-Reply-To: References: Message-ID: Robert, I knew that Dragon was no longer supported on Macs. That's been several years. For students (and others) with MacBooks, one can partition the hard drive and install a parallel OS with Windows and DNS 15.0 individual professional on the parallel system. It's almost more trouble than it's worth though because one must still be able to copy & paste / transfer docs & files from the WIN OS to the Mac OS. The addition of the voice commands to the built-in dictation for the Macs is a great addition to the replacement of Dragon with a speech to text app that is *beginning* to catch up to the sophisticated level of Dragon. Let's hope these developments continue to roll out! Wink 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 . On Mon, Oct 5, 2020 at 11:07 AM Robert Spangler wrote: > Thanks for this, Wink. I'd like to add that MacOS Catalina or later must > be installed on the Mac before the Voice Control feature will be > available. Also, Dragon is no longer supported on Mac. > > Robert > > > On Mon, Oct 5, 2020 at 1:45 PM foreigntype@gmail.com < > foreigntype@gmail.com> wrote: > >> David et al ATHEN-ites >> >> Here's a very well done tutorial on how to use the voice commands to >> control the iPad or other Mac devices. It includes a "cheat sheet" for >> what-can-I-say commands, how to activate a numbered screen grid for >> navigating the screen by voice, and lots more. >> >> https://support.apple.com/en-us/HT210539 >> >> Wink >> 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 . >> >> >> On Mon, Oct 5, 2020 at 10:21 AM Schwarte, David M. >> wrote: >> >>> Hello Everyone, >>> >>> >>> >>> I have a student who needs to use voice recognition on the Macintosh for >>> both typing and mouse commands. It has been a few years since I have >>> looked into this. We used to have a license for Dragon NaturallySpeaking >>> for Macintosh. I think the current best option would be to use the build >>> in voice recognition. . Is this still true? If so, are there any good >>> tutorials for learning to use the voice command features on the Mac? I >>> remember this being somewhat confusing, when I looked at it, since there >>> was a separate utility for commands and a Siri for voice. >>> >>> >>> >>> Thanks, >>> >>> David Schwarte >>> >>> >>> _______________________________________________ >>> 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 >> > > > -- > Robert Spangler > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > University of Dayton > Ryan C. Harris Learning Teaching Center (LTC) > Roesch Library Room: 023 > Phone: 937-229-2066 > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > For office hours and further OLR information, please visit > go.udayton.edu/learning > CONFIDENTIALITY NOTICE > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > _______________________________________________ > 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 rbeach at KCKCC.EDU Mon Oct 5 11:19:13 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Oct 5 11:19:23 2020 Subject: [Athen] [EXT]Re: Zoom question In-Reply-To: References: Message-ID: Glen, This is a good try, but it doesn?t work. I just tried it again on my system at work (I have tried it on my laptop at home) and the JAWS volume did not change as I took the slider down while in a Zoom meeting. I took it all the way down to 10%. JAWS is still much louder than my voice. When I use this slider outside of a Zoom meeting, it does change the volume of JAWS just fine. Maybe I?m missing something (which is possible since this is a crazy Monday morning). Any other ideas? Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list On Behalf Of glen walker Sent: Monday, October 5, 2020 12:11 PM To: Access Technology Higher Education Network Subject: [EXT]Re: [Athen] Zoom question 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. I've never had my screen reader being louder than my voice on zoom calls before. Interesting problem. If you're on a PC, have you tried the volume mixer? When JAWS or NVDA is running, they will show up in the list of applications that are running. If you're a keyboard user, the Windows+B shortcut will move your focus to the bottom right taskbar that shows your clock and speaker settings. You can arrow right to the speaker icon then press the context menu button (if you have one of those on your keyboard, usually to the right of the spacebar, sometimes between the Windows key and the Ctrl key) and choose "Open Volume Mixer". If you're a mouse user, then you can right click on the speaker icon. Or you can hit the Windows key and start typing "volume" and select "Adjust system volume". Anyway, once that dialog is up, try adjusting the volume for the screen reader. Whatever you set it to should be remembered the next time you run the screen reader. On Mon, Oct 5, 2020 at 10:32 AM Deborah Armstrong > wrote: So I want to do some videos in zoom demonstrating how to accomplish some online learning tasks using a screen reader. When I share my screen and include sound, the screen reader is louder than my voice. I?ve tried adjusting the volume of the screen reader?s voice, and I?ve tried adjusting my microphone volume, but it takes a lot of tweaking and is not perfect. I have to do a test, record, listen, do another test. There is a setting ?use original sound? and I?ve tried it too ? yet more tweaking. Does anyone have a more foolproof method for making sure the computer sound is at a lower volume than the microphone sound? I?d like to reduce the amount of time it takes to get all the audio levels perfect. The video seems to be OK. --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 Mon Oct 5 12:38:54 2020 From: glen.walker at gmail.com (glen walker) Date: Mon Oct 5 12:39:31 2020 Subject: [Athen] [EXT]Re: Zoom question In-Reply-To: References: Message-ID: Hard to diagnose by "guessing". Zoom has a test meeting you can join ( https://zoom.us/test) but you can only test your microphone and speakers. You can't share your screen or system audio or record in order to test the screen reader volume. However, when I use an external mic, such as on my usb webcam that is mounted on top of my monitor, I *don't* share my system audio and the mic on the webcam picks up my voice and the screen reader voice as the same. So with the screen reader running, I have it loud enough on my speakers that I can hear it and it's picked up by the mic as if I were talking. The audio quality isn't as good as system audio, but it definitely lets you control the volume. Just like if I were to speak louder or softer, I can physically change the speaker volume and the screen reader is heard as louder or softer. On Mon, Oct 5, 2020 at 12:19 PM Robert Beach wrote: > Glen, > > > > This is a good try, but it doesn?t work. I just tried it again on my > system at work (I have tried it on my laptop at home) and the JAWS volume > did not change as I took the slider down while in a Zoom meeting. I took it > all the way down to 10%. JAWS is still much louder than my voice. > > > > When I use this slider outside of a Zoom meeting, it does change the > volume of JAWS just fine. Maybe I?m missing something (which is possible > since this is a crazy Monday morning). > > > > Any other ideas? > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Oct 5 12:53:24 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Oct 5 12:53:42 2020 Subject: [Athen] [EXT]Re: [EXT]Re: Zoom question In-Reply-To: References: Message-ID: Yes, I tried that as well. For whatever reason, my voice quality is fine, but the synthesized voice is hardly understandable. I do have another external microphone at home I may try. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of glen walker Sent: Monday, October 5, 2020 2:39 PM To: Access Technology Higher Education Network Subject: [EXT]Re: [Athen] [EXT]Re: Zoom question 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. Hard to diagnose by "guessing". Zoom has a test meeting you can join (https://zoom.us/test) but you can only test your microphone and speakers. You can't share your screen or system audio or record in order to test the screen reader volume. However, when I use an external mic, such as on my usb webcam that is mounted on top of my monitor, I *don't* share my system audio and the mic on the webcam picks up my voice and the screen reader voice as the same. So with the screen reader running, I have it loud enough on my speakers that I can hear it and it's picked up by the mic as if I were talking. The audio quality isn't as good as system audio, but it definitely lets you control the volume. Just like if I were to speak louder or softer, I can physically change the speaker volume and the screen reader is heard as louder or softer. On Mon, Oct 5, 2020 at 12:19 PM Robert Beach > wrote: Glen, This is a good try, but it doesn?t work. I just tried it again on my system at work (I have tried it on my laptop at home) and the JAWS volume did not change as I took the slider down while in a Zoom meeting. I took it all the way down to 10%. JAWS is still much louder than my voice. When I use this slider outside of a Zoom meeting, it does change the volume of JAWS just fine. Maybe I?m missing something (which is possible since this is a crazy Monday morning). Any other ideas? -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at olympic.edu Mon Oct 5 15:30:49 2020 From: dhayman at olympic.edu (Hayman, Douglass) Date: Mon Oct 5 15:31:01 2020 Subject: [Athen] [EXTERNAL] - Re: [EXT]Re: [EXT]Re: Zoom question In-Reply-To: References: Message-ID: Robert, I looked around in Zoom and couldn?t find much in the way of settings to play with at least in the Windows non-pro version I?m using. What I did find was that in Windows 10 you can right click on the speaker icon in the system tray and choose open sound settings. Within that sound settings is an advanced sound options where you can move sliders down from 100 percent on an app by app basis. My test recording in Zoom with NVDA and my voice I could hear the difference. Doug Hayman IT Accessibility Coordinator Information Technology Olympic College dhayman@olympic.edu (360) 475-7632 (currently working remotely and don?t have access to this phone) From: athen-list On Behalf Of Robert Beach Sent: Monday, October 5, 2020 12:53 PM To: Access Technology Higher Education Network Subject: [EXTERNAL] - Re: [Athen] [EXT]Re: [EXT]Re: Zoom question CAUTION: This email came from a non-OC system or external source. Beware of phishing and social engineering! Yes, I tried that as well. For whatever reason, my voice quality is fine, but the synthesized voice is hardly understandable. I do have another external microphone at home I may try. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of glen walker Sent: Monday, October 5, 2020 2:39 PM To: Access Technology Higher Education Network > Subject: [EXT]Re: [Athen] [EXT]Re: Zoom question 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. Hard to diagnose by "guessing". Zoom has a test meeting you can join (https://zoom.us/test) but you can only test your microphone and speakers. You can't share your screen or system audio or record in order to test the screen reader volume. However, when I use an external mic, such as on my usb webcam that is mounted on top of my monitor, I *don't* share my system audio and the mic on the webcam picks up my voice and the screen reader voice as the same. So with the screen reader running, I have it loud enough on my speakers that I can hear it and it's picked up by the mic as if I were talking. The audio quality isn't as good as system audio, but it definitely lets you control the volume. Just like if I were to speak louder or softer, I can physically change the speaker volume and the screen reader is heard as louder or softer. On Mon, Oct 5, 2020 at 12:19 PM Robert Beach > wrote: Glen, This is a good try, but it doesn?t work. I just tried it again on my system at work (I have tried it on my laptop at home) and the JAWS volume did not change as I took the slider down while in a Zoom meeting. I took it all the way down to 10%. JAWS is still much louder than my voice. When I use this slider outside of a Zoom meeting, it does change the volume of JAWS just fine. Maybe I?m missing something (which is possible since this is a crazy Monday morning). Any other ideas? -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Tue Oct 6 10:03:45 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Oct 6 10:03:51 2020 Subject: [Athen] [EXT]Re: Zoom question In-Reply-To: References: Message-ID: I?ve now managed to make the screen reader softer than my voice, but that?s even worse. I adjusted the volume of JAWS with voice profiles and with NVDA using its speech settings. I then used original sound in the Zoom settings to boost my mic level. Now my voice is loud and the synthesizer is soft. I am still trying to find a way they can both be normalized ? at the same volume. I do know how to adjust volume mixer settings for individual programs. The problem is zoom has its own ideas about adjusting volume. --Debee From: athen-list On Behalf Of Robert Beach Sent: Monday, October 5, 2020 11:19 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT]Re: Zoom question Glen, This is a good try, but it doesn?t work. I just tried it again on my system at work (I have tried it on my laptop at home) and the JAWS volume did not change as I took the slider down while in a Zoom meeting. I took it all the way down to 10%. JAWS is still much louder than my voice. When I use this slider outside of a Zoom meeting, it does change the volume of JAWS just fine. Maybe I?m missing something (which is possible since this is a crazy Monday morning). Any other ideas? Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list > On Behalf Of glen walker Sent: Monday, October 5, 2020 12:11 PM To: Access Technology Higher Education Network > Subject: [EXT]Re: [Athen] Zoom question 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. I've never had my screen reader being louder than my voice on zoom calls before. Interesting problem. If you're on a PC, have you tried the volume mixer? When JAWS or NVDA is running, they will show up in the list of applications that are running. If you're a keyboard user, the Windows+B shortcut will move your focus to the bottom right taskbar that shows your clock and speaker settings. You can arrow right to the speaker icon then press the context menu button (if you have one of those on your keyboard, usually to the right of the spacebar, sometimes between the Windows key and the Ctrl key) and choose "Open Volume Mixer". If you're a mouse user, then you can right click on the speaker icon. Or you can hit the Windows key and start typing "volume" and select "Adjust system volume". Anyway, once that dialog is up, try adjusting the volume for the screen reader. Whatever you set it to should be remembered the next time you run the screen reader. On Mon, Oct 5, 2020 at 10:32 AM Deborah Armstrong > wrote: So I want to do some videos in zoom demonstrating how to accomplish some online learning tasks using a screen reader. When I share my screen and include sound, the screen reader is louder than my voice. I?ve tried adjusting the volume of the screen reader?s voice, and I?ve tried adjusting my microphone volume, but it takes a lot of tweaking and is not perfect. I have to do a test, record, listen, do another test. There is a setting ?use original sound? and I?ve tried it too ? yet more tweaking. Does anyone have a more foolproof method for making sure the computer sound is at a lower volume than the microphone sound? I?d like to reduce the amount of time it takes to get all the audio levels perfect. The video seems to be OK. --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 rbeach at KCKCC.EDU Tue Oct 6 10:15:22 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Tue Oct 6 10:15:51 2020 Subject: [Athen] [EXT]Re: Zoom question In-Reply-To: References: Message-ID: That?s what I found as well. I can adjust the volumes in the mixer, but Zoom does not recognize those settings when I share the computer sound with the meeting. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Deborah Armstrong Sent: Tuesday, October 6, 2020 12:04 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT]Re: Zoom question I?ve now managed to make the screen reader softer than my voice, but that?s even worse. I adjusted the volume of JAWS with voice profiles and with NVDA using its speech settings. I then used original sound in the Zoom settings to boost my mic level. Now my voice is loud and the synthesizer is soft. I am still trying to find a way they can both be normalized ? at the same volume. I do know how to adjust volume mixer settings for individual programs. The problem is zoom has its own ideas about adjusting volume. --Debee From: athen-list > On Behalf Of Robert Beach Sent: Monday, October 5, 2020 11:19 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT]Re: Zoom question Glen, This is a good try, but it doesn?t work. I just tried it again on my system at work (I have tried it on my laptop at home) and the JAWS volume did not change as I took the slider down while in a Zoom meeting. I took it all the way down to 10%. JAWS is still much louder than my voice. When I use this slider outside of a Zoom meeting, it does change the volume of JAWS just fine. Maybe I?m missing something (which is possible since this is a crazy Monday morning). Any other ideas? Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list > On Behalf Of glen walker Sent: Monday, October 5, 2020 12:11 PM To: Access Technology Higher Education Network > Subject: [EXT]Re: [Athen] Zoom question 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. I've never had my screen reader being louder than my voice on zoom calls before. Interesting problem. If you're on a PC, have you tried the volume mixer? When JAWS or NVDA is running, they will show up in the list of applications that are running. If you're a keyboard user, the Windows+B shortcut will move your focus to the bottom right taskbar that shows your clock and speaker settings. You can arrow right to the speaker icon then press the context menu button (if you have one of those on your keyboard, usually to the right of the spacebar, sometimes between the Windows key and the Ctrl key) and choose "Open Volume Mixer". If you're a mouse user, then you can right click on the speaker icon. Or you can hit the Windows key and start typing "volume" and select "Adjust system volume". Anyway, once that dialog is up, try adjusting the volume for the screen reader. Whatever you set it to should be remembered the next time you run the screen reader. On Mon, Oct 5, 2020 at 10:32 AM Deborah Armstrong > wrote: So I want to do some videos in zoom demonstrating how to accomplish some online learning tasks using a screen reader. When I share my screen and include sound, the screen reader is louder than my voice. I?ve tried adjusting the volume of the screen reader?s voice, and I?ve tried adjusting my microphone volume, but it takes a lot of tweaking and is not perfect. I have to do a test, record, listen, do another test. There is a setting ?use original sound? and I?ve tried it too ? yet more tweaking. Does anyone have a more foolproof method for making sure the computer sound is at a lower volume than the microphone sound? I?d like to reduce the amount of time it takes to get all the audio levels perfect. The video seems to be OK. --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 dhayman at olympic.edu Tue Oct 6 10:23:55 2020 From: dhayman at olympic.edu (Hayman, Douglass) Date: Tue Oct 6 10:24:04 2020 Subject: [Athen] [EXTERNAL] - Re: [EXT]Re: Zoom question In-Reply-To: References: Message-ID: Debee, Did you see my reply yesterday? Sent it to Robert as I?d lost the full conversational thread. Have you tried bringing up the advanced sound settings in Windows 10? In there is the ability to adjust the sound level of each of the various apps so you could for example have NVDA at 80 percent and something else at 100 percent. If you enter ?sound? in Windows search field then pick Advanced Sound Options there is the app-by-app mixer levels from zero to 100 percent. Doug Hayman IT Accessibility Coordinator Information Technology Olympic College dhayman@olympic.edu (360) 475-7632 (currently working remotely and don?t have access to this phone) From: athen-list On Behalf Of Deborah Armstrong Sent: Tuesday, October 6, 2020 10:04 AM To: Access Technology Higher Education Network Subject: [EXTERNAL] - Re: [Athen] [EXT]Re: Zoom question CAUTION: This email came from a non-OC system or external source. Beware of phishing and social engineering! I?ve now managed to make the screen reader softer than my voice, but that?s even worse. I adjusted the volume of JAWS with voice profiles and with NVDA using its speech settings. I then used original sound in the Zoom settings to boost my mic level. Now my voice is loud and the synthesizer is soft. I am still trying to find a way they can both be normalized ? at the same volume. I do know how to adjust volume mixer settings for individual programs. The problem is zoom has its own ideas about adjusting volume. --Debee From: athen-list > On Behalf Of Robert Beach Sent: Monday, October 5, 2020 11:19 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT]Re: Zoom question Glen, This is a good try, but it doesn?t work. I just tried it again on my system at work (I have tried it on my laptop at home) and the JAWS volume did not change as I took the slider down while in a Zoom meeting. I took it all the way down to 10%. JAWS is still much louder than my voice. When I use this slider outside of a Zoom meeting, it does change the volume of JAWS just fine. Maybe I?m missing something (which is possible since this is a crazy Monday morning). Any other ideas? Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list > On Behalf Of glen walker Sent: Monday, October 5, 2020 12:11 PM To: Access Technology Higher Education Network > Subject: [EXT]Re: [Athen] Zoom question 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. I've never had my screen reader being louder than my voice on zoom calls before. Interesting problem. If you're on a PC, have you tried the volume mixer? When JAWS or NVDA is running, they will show up in the list of applications that are running. If you're a keyboard user, the Windows+B shortcut will move your focus to the bottom right taskbar that shows your clock and speaker settings. You can arrow right to the speaker icon then press the context menu button (if you have one of those on your keyboard, usually to the right of the spacebar, sometimes between the Windows key and the Ctrl key) and choose "Open Volume Mixer". If you're a mouse user, then you can right click on the speaker icon. Or you can hit the Windows key and start typing "volume" and select "Adjust system volume". Anyway, once that dialog is up, try adjusting the volume for the screen reader. Whatever you set it to should be remembered the next time you run the screen reader. On Mon, Oct 5, 2020 at 10:32 AM Deborah Armstrong > wrote: So I want to do some videos in zoom demonstrating how to accomplish some online learning tasks using a screen reader. When I share my screen and include sound, the screen reader is louder than my voice. I?ve tried adjusting the volume of the screen reader?s voice, and I?ve tried adjusting my microphone volume, but it takes a lot of tweaking and is not perfect. I have to do a test, record, listen, do another test. There is a setting ?use original sound? and I?ve tried it too ? yet more tweaking. Does anyone have a more foolproof method for making sure the computer sound is at a lower volume than the microphone sound? I?d like to reduce the amount of time it takes to get all the audio levels perfect. The video seems to be OK. --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 athenpresident at gmail.com Tue Oct 6 11:22:28 2020 From: athenpresident at gmail.com (ATHEN President) Date: Tue Oct 6 11:22:59 2020 Subject: [Athen] Board Members needed!! Message-ID: Hi all, We still need volunteers to join our fantastic ATHEN Executive Committee! Please consider joining our team! We meet once a month with only a few projects throughout the year (most of us have other, full-time jobs as well!) Thanks! Dawn Hunziker ATHEN President ATHEN Executive Committee We are now accepting nominations for the following ATHEN Executive Committee positions: 1. President 2. Secretary 3. Member-at-Large Details about the positions can be found in the ATHEN By-Laws . Feel free to self-nominate or nominate a colleague by emailing athenpresident@gmail.com. ATHEN Annual Meeting 2020 is virtual! If you haven't heard, Accessing Higher Ground is going virtual this year. Thus, the annual ATHEN Membership meeting will be virtual as well and everyone is welcome to attend. We will be meeting during the scheduled lunch break on Wednesday, November 18th. Please hold your calendars: ATHEN Annual Membership Meeting: When: Nov 18, 2020 12:00 PM Mountain Time (US and Canada) Register in advance for this meeting: https://us02web.zoom.us/meeting/register/tZ0vc-Grpz4rGdxGZms6LieQN6SvdrOcyQQv After registering, you will receive a confirmation email containing information about joining the meeting. Real-Time Captioning will be provided. If you would like to request any additional disability-related accommodations, please contact me at athenpresident@gmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From Doug.Mantle at kings.uwo.ca Tue Oct 6 12:16:57 2020 From: Doug.Mantle at kings.uwo.ca (Doug Mantle) Date: Tue Oct 6 12:17:29 2020 Subject: [Athen] FW: [N.O.A.T.] Re: You Are Invited - Discover Inspiration 10 Webinar - Friday, October 23, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists In-Reply-To: References: Message-ID: <2B7730A6FD2DFE499F4A8A1099627D8D743C63C2@kucexch01.kings.kucits.ca> Please join The Network of Assistive Technologists for this upcoming webinar about the NEW Inspiration 10 Apologies for cross postings ? simply hoping to reach as many AT?s as possible?. Take care, 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 Currently I am working remotely and available by email and pre-arranged phone or Zoom meetings only. Please be advised that this email is only monitored during regular office hours. During peak times of the academic year, replies may be delayed. If a reply is not received within 3 business days, please resend your message. If your matter is urgent, please contact the Accessibility, Counselling and Student Development office at acsd@kings.uwo.ca From: noat@googlegroups.com On Behalf Of Network of Assistive Technologists Sent: Tuesday, October 6, 2020 2:59 PM To: NOAT@googlegroups.com Subject: [N.O.A.T.] Re: You Are Invited - Discover Inspiration 10 Webinar - Friday, October 23, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists Wondering what the NEW Inspiration 10 has to offer? Join The Network of Assistive Technologists as we welcome TechEd Marketing, the publisher for Inspiration for Windows. Register now and we will see you online Friday, October 23, 2020 at 1:30pm Eastern. Doug Mantle, Founder | The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca On Thu, Oct 1, 2020 at 11:38 PM Network of Assistive Technologists > wrote: Good day! Please join The Network of Assistive Technologists as we welcome Reeza Awoodun, the Founder and Director of TechEd Marketing - Publishers of Inspiration In this session, Reeza Awoodun, publisher of Inspiration for Windows will demonstrate the new features that have been introduced into version 10. This includes: * DiagramSync for Web and Tree Style Diagrams (or a mixture of both!) * Drag and drop more media types and files into your Inspiration document - to embed or hyperlink * Import .txt and .rtf files to create topic symbols and outlines with accompanying notes * Unicode support for non-English character sets Whilst version 10 is now out, we?ve not rested. In this session we will share our plans for the next update to Inspiration for Windows, with the opportunity for the NOAT membership to give their feedback. Also, you can claim a free copy of Inspiration 10, for training, demonstrating and assessment purposes. Register now and we will see you online Friday, October 23, 2020 at 1:30pm Eastern. Any questions, please let us know. Take care, The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca --------------------------------------------------------------------------------------------------------- If the embedded links above do not work, please visit the pages directly at: https://sites.google.com/noat.ca/events/upcoming/discover-inspiration-10 www.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 Doug.Mantle at kings.uwo.ca Tue Oct 6 12:18:26 2020 From: Doug.Mantle at kings.uwo.ca (Doug Mantle) Date: Tue Oct 6 12:18:59 2020 Subject: [Athen] FW: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists In-Reply-To: References: Message-ID: <2B7730A6FD2DFE499F4A8A1099627D8D743C63D9@kucexch01.kings.kucits.ca> Please join The Network of Assistive Technologists for this upcoming webinar and learn more about the new Dragon Professional Anywhere. Apologies for cross postings ? simply hoping to reach as many AT?s as possible?. 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 Currently I am working remotely and available by email and pre-arranged phone or Zoom meetings only. Please be advised that this email is only monitored during regular office hours. During peak times of the academic year, replies may be delayed. If a reply is not received within 3 business days, please resend your message. If your matter is urgent, please contact the Accessibility, Counselling and Student Development office at acsd@kings.uwo.ca From: noat@googlegroups.com On Behalf Of Network of Assistive Technologists Sent: Tuesday, October 6, 2020 2:56 PM To: NOAT@googlegroups.com Subject: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists Don't miss out - Your chance to find out more about Dragon Professional Anywhere - Not just the Dragon Anywhere App - Join us this Friday and discover what Dragon and the Cloud can do when they get together! Register now and we will see you online Friday, October 9, 2020 at 1:30pm Eastern. Take care, Doug Mantle, Founder | The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca On Thu, Oct 1, 2020 at 11:38 PM Network of Assistive Technologists > wrote: Good day! Please join The Network of Assistive Technologists as we welcome Jamey Klein and Bill Geyer from Nuance Dragon is back and this time with their most recent update, Dragon Professional Anywhere (DPA)!! Dragon Professional Anywhere (DPA) combines the power of Dragon and the Cloud and allows you to use Dragon ?Anywhere?! Dragon Professional Anywhere (DPA) extends and drives user productivity, Anywhere!! The combination of Dragon Professional Anywhere + Dragon Anywhere Mobile fulfills on the promise of leveraging speech anywhere! Your profile is available from wherever you need to work. With Dragon Professional Anywhere (DPA), you can benefit from advancements in mobile dictation and speech recognition technology to: ? Streamline documentation ? from automating the completion of form-based templates to dictating notes, reports, emails, and more. ? Leverage cloud technologies to dictate notes on a smartphone while remote and on the go ? then access a transcript of the notes on your laptop upon return to the office. ? Ensure documentation ? whether captured on a smartphone or a laptop ? is secured (Dragon Professional Anywhere and Nuance technology aligns with industry-standard security frameworks). Dragon Professional Anywhere (DPA) is lightweight and provides fast (real time), accurate speech recognition and also allows for easier document creation with your voice and with easy to use commands, auto texts, and auto texts with [variables], and more... Register now and we will see you online Friday, October 9, 2020 at 1:30pm Eastern. Any questions, please let us know. Take care, The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca ----------------------------------------------------------------------------------------------------- If the embedded links above do not work, please visit the pages directly at: https://sites.google.com/noat.ca/events/upcoming/dragon-professional-anywhere www.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 rbeach at KCKCC.EDU Tue Oct 6 12:25:52 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Tue Oct 6 12:26:05 2020 Subject: [Athen] [EXT] FW: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists In-Reply-To: <2B7730A6FD2DFE499F4A8A1099627D8D743C63D9@kucexch01.kings.kucits.ca> References: <2B7730A6FD2DFE499F4A8A1099627D8D743C63D9@kucexch01.kings.kucits.ca> Message-ID: Doug, Will this be recorded? I?ll be out during that time. Thanks. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Doug Mantle Sent: Tuesday, October 6, 2020 2:18 PM To: CAN-AT-AND-ALTFORM@KIL-LSV-2.ITS.DAL.CA; QIAT@LSV.UKY.EDU; athen-list@u.washington.edu Subject: [EXT][Athen] FW: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists 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. Please join The Network of Assistive Technologists for this upcoming webinar and learn more about the new Dragon Professional Anywhere. Apologies for cross postings ? simply hoping to reach as many AT?s as possible?. 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 Currently I am working remotely and available by email and pre-arranged phone or Zoom meetings only. Please be advised that this email is only monitored during regular office hours. During peak times of the academic year, replies may be delayed. If a reply is not received within 3 business days, please resend your message. If your matter is urgent, please contact the Accessibility, Counselling and Student Development office at acsd@kings.uwo.ca From: noat@googlegroups.com > On Behalf Of Network of Assistive Technologists Sent: Tuesday, October 6, 2020 2:56 PM To: NOAT@googlegroups.com Subject: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists Don't miss out - Your chance to find out more about Dragon Professional Anywhere - Not just the Dragon Anywhere App - Join us this Friday and discover what Dragon and the Cloud can do when they get together! Register now and we will see you online Friday, October 9, 2020 at 1:30pm Eastern. Take care, Doug Mantle, Founder | The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca On Thu, Oct 1, 2020 at 11:38 PM Network of Assistive Technologists > wrote: Good day! Please join The Network of Assistive Technologists as we welcome Jamey Klein and Bill Geyer from Nuance Dragon is back and this time with their most recent update, Dragon Professional Anywhere (DPA)!! Dragon Professional Anywhere (DPA) combines the power of Dragon and the Cloud and allows you to use Dragon ?Anywhere?! Dragon Professional Anywhere (DPA) extends and drives user productivity, Anywhere!! The combination of Dragon Professional Anywhere + Dragon Anywhere Mobile fulfills on the promise of leveraging speech anywhere! Your profile is available from wherever you need to work. With Dragon Professional Anywhere (DPA), you can benefit from advancements in mobile dictation and speech recognition technology to: ? Streamline documentation ? from automating the completion of form-based templates to dictating notes, reports, emails, and more. ? Leverage cloud technologies to dictate notes on a smartphone while remote and on the go ? then access a transcript of the notes on your laptop upon return to the office. ? Ensure documentation ? whether captured on a smartphone or a laptop ? is secured (Dragon Professional Anywhere and Nuance technology aligns with industry-standard security frameworks). Dragon Professional Anywhere (DPA) is lightweight and provides fast (real time), accurate speech recognition and also allows for easier document creation with your voice and with easy to use commands, auto texts, and auto texts with [variables], and more... Register now and we will see you online Friday, October 9, 2020 at 1:30pm Eastern. Any questions, please let us know. Take care, The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca ----------------------------------------------------------------------------------------------------- If the embedded links above do not work, please visit the pages directly at: https://sites.google.com/noat.ca/events/upcoming/dragon-professional-anywhere www.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 Doug.Mantle at kings.uwo.ca Tue Oct 6 19:16:57 2020 From: Doug.Mantle at kings.uwo.ca (Doug Mantle) Date: Tue Oct 6 19:17:15 2020 Subject: [Athen] [EXT] FW: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists In-Reply-To: References: <2B7730A6FD2DFE499F4A8A1099627D8D743C63D9@kucexch01.kings.kucits.ca>, Message-ID: <2B7730A6FD2DFE499F4A8A1099627D8D743C6610@kucexch01.kings.kucits.ca> Thanks for the inquiry Robert. Yes, we record our webinars and the replay link is shared with registered participants. Anything else, let me know. Take care! Doug ________________________________ From: athen-list [athen-list-bounces@mailman12.u.washington.edu] on behalf of Robert Beach [rbeach@KCKCC.EDU] Sent: October-06-20 3:25 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] FW: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists Doug, Will this be recorded? I?ll be out during that time. Thanks. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Doug Mantle Sent: Tuesday, October 6, 2020 2:18 PM To: CAN-AT-AND-ALTFORM@KIL-LSV-2.ITS.DAL.CA; QIAT@LSV.UKY.EDU; athen-list@u.washington.edu Subject: [EXT][Athen] FW: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists 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. Please join The Network of Assistive Technologists for this upcoming webinar and learn more about the new Dragon Professional Anywhere. Apologies for cross postings ? simply hoping to reach as many AT?s as possible?. 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 Currently I am working remotely and available by email and pre-arranged phone or Zoom meetings only. Please be advised that this email is only monitored during regular office hours. During peak times of the academic year, replies may be delayed. If a reply is not received within 3 business days, please resend your message. If your matter is urgent, please contact the Accessibility, Counselling and Student Development office at acsd@kings.uwo.ca From: noat@googlegroups.com > On Behalf Of Network of Assistive Technologists Sent: Tuesday, October 6, 2020 2:56 PM To: NOAT@googlegroups.com Subject: [N.O.A.T.] Re: You Are Invited - Dragon Professional Anywhere Webinar - Friday, October 9, 2020 @ 1:30pm Eastern - Hosted by The Network of Assistive Technologists Don't miss out - Your chance to find out more about Dragon Professional Anywhere - Not just the Dragon Anywhere App - Join us this Friday and discover what Dragon and the Cloud can do when they get together! Register now and we will see you online Friday, October 9, 2020 at 1:30pm Eastern. Take care, Doug Mantle, Founder | The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca On Thu, Oct 1, 2020 at 11:38 PM Network of Assistive Technologists > wrote: Good day! Please join The Network of Assistive Technologists as we welcome Jamey Klein and Bill Geyer from Nuance Dragon is back and this time with their most recent update, Dragon Professional Anywhere (DPA)!! Dragon Professional Anywhere (DPA) combines the power of Dragon and the Cloud and allows you to use Dragon ?Anywhere?! Dragon Professional Anywhere (DPA) extends and drives user productivity, Anywhere!! The combination of Dragon Professional Anywhere + Dragon Anywhere Mobile fulfills on the promise of leveraging speech anywhere! Your profile is available from wherever you need to work. With Dragon Professional Anywhere (DPA), you can benefit from advancements in mobile dictation and speech recognition technology to: ? Streamline documentation ? from automating the completion of form-based templates to dictating notes, reports, emails, and more. ? Leverage cloud technologies to dictate notes on a smartphone while remote and on the go ? then access a transcript of the notes on your laptop upon return to the office. ? Ensure documentation ? whether captured on a smartphone or a laptop ? is secured (Dragon Professional Anywhere and Nuance technology aligns with industry-standard security frameworks). Dragon Professional Anywhere (DPA) is lightweight and provides fast (real time), accurate speech recognition and also allows for easier document creation with your voice and with easy to use commands, auto texts, and auto texts with [variables], and more... Register now and we will see you online Friday, October 9, 2020 at 1:30pm Eastern. Any questions, please let us know. Take care, The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca ----------------------------------------------------------------------------------------------------- If the embedded links above do not work, please visit the pages directly at: https://sites.google.com/noat.ca/events/upcoming/dragon-professional-anywhere www.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 schwarte at purdue.edu Wed Oct 7 07:02:53 2020 From: schwarte at purdue.edu (Schwarte, David M.) Date: Wed Oct 7 07:03:17 2020 Subject: [Athen] Voice Recognition on the Macintosh In-Reply-To: References: Message-ID: Thanks to everyone for the information about voice recognition. It is great to know that the built-in speech recognition has gotten better, especially since Dragon has discontinued its Macintosh product. Thanks, David Schwarte From: athen-list On Behalf Of foreigntype@gmail.com Sent: Monday, October 5, 2020 2:17 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Voice Recognition on the Macintosh Robert, I knew that Dragon was no longer supported on Macs. That's been several years. For students (and others) with MacBooks, one can partition the hard drive and install a parallel OS with Windows and DNS 15.0 individual professional on the parallel system. It's almost more trouble than it's worth though because one must still be able to copy & paste / transfer docs & files from the WIN OS to the Mac OS. The addition of the voice commands to the built-in dictation for the Macs is a great addition to the replacement of Dragon with a speech to text app that is *beginning* to catch up to the sophisticated level of Dragon. Let's hope these developments continue to roll out! Wink 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 . On Mon, Oct 5, 2020 at 11:07 AM Robert Spangler > wrote: Thanks for this, Wink. I'd like to add that MacOS Catalina or later must be installed on the Mac before the Voice Control feature will be available. Also, Dragon is no longer supported on Mac. Robert On Mon, Oct 5, 2020 at 1:45 PM foreigntype@gmail.com > wrote: David et al ATHEN-ites Here's a very well done tutorial on how to use the voice commands to control the iPad or other Mac devices. It includes a "cheat sheet" for what-can-I-say commands, how to activate a numbered screen grid for navigating the screen by voice, and lots more. https://support.apple.com/en-us/HT210539 Wink 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 . On Mon, Oct 5, 2020 at 10:21 AM Schwarte, David M. > wrote: Hello Everyone, I have a student who needs to use voice recognition on the Macintosh for both typing and mouse commands. It has been a few years since I have looked into this. We used to have a license for Dragon NaturallySpeaking for Macintosh. I think the current best option would be to use the build in voice recognition. . Is this still true? If so, are there any good tutorials for learning to use the voice command features on the Mac? I remember this being somewhat confusing, when I looked at it, since there was a separate utility for commands and a Siri for voice. Thanks, David Schwarte _______________________________________________ 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 -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ 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 adwershing at pstcc.edu Wed Oct 7 08:39:43 2020 From: adwershing at pstcc.edu (Wershing, Alice D.) Date: Wed Oct 7 08:40:09 2020 Subject: [Athen] [External] Re: Voice Recognition on the Macintosh In-Reply-To: References: , Message-ID: Hello, I read this thread on voice recognition on the Mac. Office 365 has the option for dictation in Word and other applications. If you are not a subscriber to Office 365, you may want to check the free online version of Word. Alice Schedule a training session Alice D. Wershing, M.Ed., A.T.P., C.P.A.C.C. Disability Services, Technology Specialist TNecampus Accessibility Specialist Pellissippi State Technical Community College 865-694-6751 ________________________________ From: athen-list on behalf of Schwarte, David M. Sent: Wednesday, October 7, 2020 10:02 AM To: Access Technology Higher Education Network Subject: [External] Re: [Athen] Voice Recognition on the Macintosh CAUTION: This email originated from outside of Pellissippi State. Do not click links or open attachments unless you recognize the sender and know the content is safe. Thanks to everyone for the information about voice recognition. It is great to know that the built-in speech recognition has gotten better, especially since Dragon has discontinued its Macintosh product. Thanks, David Schwarte From: athen-list On Behalf Of foreigntype@gmail.com Sent: Monday, October 5, 2020 2:17 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Voice Recognition on the Macintosh Robert, I knew that Dragon was no longer supported on Macs. That's been several years. For students (and others) with MacBooks, one can partition the hard drive and install a parallel OS with Windows and DNS 15.0 individual professional on the parallel system. It's almost more trouble than it's worth though because one must still be able to copy & paste / transfer docs & files from the WIN OS to the Mac OS. The addition of the voice commands to the built-in dictation for the Macs is a great addition to the replacement of Dragon with a speech to text app that is *beginning* to catch up to the sophisticated level of Dragon. Let's hope these developments continue to roll out! Wink 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 . On Mon, Oct 5, 2020 at 11:07 AM Robert Spangler > wrote: Thanks for this, Wink. I'd like to add that MacOS Catalina or later must be installed on the Mac before the Voice Control feature will be available. Also, Dragon is no longer supported on Mac. Robert On Mon, Oct 5, 2020 at 1:45 PM foreigntype@gmail.com > wrote: David et al ATHEN-ites Here's a very well done tutorial on how to use the voice commands to control the iPad or other Mac devices. It includes a "cheat sheet" for what-can-I-say commands, how to activate a numbered screen grid for navigating the screen by voice, and lots more. https://support.apple.com/en-us/HT210539 Wink 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 . On Mon, Oct 5, 2020 at 10:21 AM Schwarte, David M. > wrote: Hello Everyone, I have a student who needs to use voice recognition on the Macintosh for both typing and mouse commands. It has been a few years since I have looked into this. We used to have a license for Dragon NaturallySpeaking for Macintosh. I think the current best option would be to use the build in voice recognition. . Is this still true? If so, are there any good tutorials for learning to use the voice command features on the Mac? I remember this being somewhat confusing, when I looked at it, since there was a separate utility for commands and a Siri for voice. Thanks, David Schwarte _______________________________________________ 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 -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ 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 Wed Oct 7 10:34:08 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Oct 7 10:34:44 2020 Subject: [Athen] Update on my Spanish course (long) Message-ID: *** It is fine to forward this, no need to ask for permission. I've been keeping this list updated on my adventures learning Spanish as a screen reader user. This long post is part of the continuing saga. My original goal was to determine why so many of our students failed foreign language courses. But as we began to focus on equity I discovered learning Spanish helped me communicate with the parents of my students, and helped me better understand Chicano/A and Latinix culture. It also helps me proofread alternate media in Spanish and prepare Spanish exams accurately in alternate media. I survived Spanish 1, 2 and 3, getting an A in each course. Though the Pearson Mylab content wasn't always accessible, I had long-standing friendships with the two Spanish instructors at my college who were quite happy to give me alternate assignments when necessary. For the first two quarters we were in a classroom, where there were lots of opportunities to get clarification from other classmates as well as practice Spanish with them. There was also plenty of chances to practice Spanish on the bus with the mostly Latina passengers I shared my daily commute with. Covid changed all that. In Spanish 3, the instructor was also someone I had known for 18 years, so even though we met on Zoom, I felt comfortable getting in touch when I got stuck. She learned that if she was posting something on a shared screen to send it to me ahead of time so I could pull it up in a separate window. She learned to use Microsoft Word as her Whiteboard, so the content could be shared with me after each class meeting. If I was expected to speak in class, she learned to email me the textbook pages ahead of time so I could have the ebook open and ready to go. Pearson's accessibility support was still awful; though I kept a log of all inaccessible assignments, they did not appear to be interested. The textbook continued to be wonderfully accessible. Spanish 4 is a different story. Our college doesn't go past Spanish 3 so I had to take the course elsewhere. The instructor is an adjunct who mostly works and lives in San Diego while I am taking a class at a sister college here in the bay area. She is very rigid and has an online course that has already been structured and in use for at least several quarters, perhaps even years before I enrolled. Her office hours are on Skype, one hour a week and so far she has not answered my attempts to call during that time. She does not permit us to use English in the course. The McGraw-Hill Connect lab assignments are mostly accessible with a few exceptions that require you drag and drop words to put them in order, or arrange lines of conversation so they make sense. There are also assignments with pictures you have to click on in order to match them up with definitions. The pictures often have the word they display in Spanish beneath them, but you still have to click on them; pressing Enter doesn't work. My long-suffering husband who doesn't know Spanish has to drag, drop and click for me and he's really not interested in doing it. After many attempts to contact McGraw-Hill Connect's tech support about these and one conversation on the phone with their support, I was advised to contact my university's ADA coordinator. This is really a cop-out and these publishers need to have a way you can submit a log of inaccessible content to them. At this college the accommodations coordinator is a temporary employee who does access technology and alternate media both. She's also responsible for all other accommodations students need. She's wonderfully supportive and a native speaker of Spanish to boot. But I don't want to be constantly nagging her for assistance because she has so many responsibilities. The textbook is accessible in that all the text is there. But there are no language codes to switch the synthesizer between English and Spanish and there are no headings or other html elements like lists. It includes a lot of interactive audio with play buttons interspersed throughout which does make it easier to cope with. Without a Braille display and the occasional use of my Braille printer though, I couldn't read it if I just depended on speech. Besides the multiplicity of little lab assignments, the course has twice weekly online discussions in Spanish. I really enjoy writing in Spanish but the problem is we often discuss videos or photos or some other visual content which again I have to hunt down someone to describe. The Spanish in the videos is too fast for me and I believe the visual clues make it easier for others to understand. Plus I'm not riding the bus, so I'm not hearing Spanish daily as I used to. The instructor also requires us to post a screen shot if we don't understand an assignment. Others, who got the assignment correct are able to post screen shots of their work. You can check your work for correctness 70 times but only submit each completed assignment once. In this way we help each other, and if someone gets all the answers correct, then as she says, everyone can get an A. Everyone, that is except me. I've tried using OCR on these screen shots and it just doesn't work. Because I have to struggle with the advanced grammar to get these assignments right, I'm likely learning more Spanish than people who can freely copy others work, but it takes a lot more time and the course is moving fast. Last week in frustration I posted "La captura de la pantalla no me ayuda" (the screen capture doesn't help me) and included a description of the problem I was having, and the instructor did explain why I was getting that question wrong, but she again reminded me to post a screen shot next time. I have been very up front with my disability (soy ciega) but she doesn't seem to get it. One bright spot is the requirement we meet with a partner and record a video conversation each week. I had a buddy from my previous Spanish class who was happy to be my partner, and we each support the other person with different strengths. We each have to talk for at least four minutes in our videos and that's less stressful for me than it is for many others. Many of the other students are having trouble connecting with a partner simply because it's a completely online class. Another subtle inaccessibility factor is the way the course is structured. Each assignment is locked until you complete the previous assignment. From what I've read about learning science, if you get stuck on one assignment it is best to move on to something you find easier and then return to the one giving you trouble. This course doesn't allow that, so in order this week to even continue with the assignments for week 3, I must first complete the discussion regarding a video she's posted. I've got the accommodations coordinator tasked with describing it to me tomorrow, but I feel a little guilty about asking her to watch this long video with me. The way things are going, I am not even sure if I will pass this course. I love learning languages and I have the self-discipline to work on it every day. But so many times, courses are structured with no regard to whether they will be accessible to every learner. I see us professionals spending time teaching professors how to craft accessible Word documents, how to make their web pages WCAG compliant and meanwhile many of them are posting camera-phone pictures of textbook pages, or requiring that you must complete assignment A before moving on to assignment B. They are pulling up PowerPoints on shared screens instead of posting them to the course site for students to examine at their own pace and with their own accessibility tools. They are including pictures in their quizzes with no descriptions. They are posting homemade videos without captions and often including them in a quiz. They are asking students to post uncaptioned videos or screen shots for purposes of peer review. And yet we are teaching them how to tag a PDF! We really need to teach them how to determine when something is not accessible before we worry about whether they are using headings in their content! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From joe at a11yeval.com Thu Oct 8 11:23:28 2020 From: joe at a11yeval.com (Joe Humbert (A11y)) Date: Thu Oct 8 11:23:59 2020 Subject: [Athen] Feedback or thoughts on Accessibility of current Articulate Products Message-ID: <0a6e01d69da0$1f07c760$5d175620$@a11yeval.com> Hi All, Looking for some feedback on the accessibility of end user content produced using Articulate's current suite of products, particularly Rise 360. I know when I worked in Higher Education that Articulate products usage was widespread if maybe not in an official capacity. Thankx in Advance, Joe Humbert Accessibility Champion Android & iOS Accessibility Novice P.S. Full disclosure I work for The Paciello Group, but these are my own opinions and questions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lydia at autistichoya.com Thu Oct 8 21:08:38 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Thu Oct 8 21:09:47 2020 Subject: [Athen] Indiana: Purdue University hiring Access Consultant Message-ID: U.S. News & World Report just ranked Purdue as the fifth-most innovative school in America. Purdue University is seeking an Access Consultant to replace a staff member who has accepted a leadership position at another University. We are seeking candidates who are either fluent or developing their fluency in the Social Justice model of disability to join our team of professionals. Access Consultants influence the work of the department through direct student/faculty accommodation work as well as contributing to disability programming aimed at changing the disability paradigm on campus. The DRC receives strong administrative support as evidenced by recent renovations that include: A.) A new Accommodated Testing Center; B.) 5 new professional staff offices; C.) A Disability Cultural Center-Community room. The DRC has experienced a significant growth of registered students since the 2015-16 academic year. The department works with 3,100 students at our Research 1 Public Land Grant University located in affordable West Lafayette, Indiana. The department historically supports professional development and strives to create an environment where all staff thrive. This fall the University experienced a record fall freshman class while also reaching a record enrollment level of 46,114 students. Purdue launched a Critical Disabilities Studies Minor in fall 2016. Click on this link for more information and/or to apply: https://career8.successfactors.com/sfcareer/jobreqcareer?jobId=11665&company=purdueuniv Randall K. Ward, M.A., LPC Director Disability Resource Center Associate Director of Student Success Purdue University (765) 494-1245 Requisition ID: 11665 Access Consultant Job Summary The position of Access Consultant will conduct the interactive process to determine reasonable accommodations for students with disabilities resulting in students gaining access to curricular and co-curricular environments. The Access Consultant collaborates with: students; faculty; staff; administration across campus promoting Inclusive design and accessibility for all University participants while reframing disability. The Access Consultant will collaborate with faculty/instructors and other University personnel to coordinate the effective delivery of reasonable accommodations while striving to minimize student burden in achieving access: problem-solves individual solutions. Maintains timely and appropriate records by documenting communication with and regarding students/faculty interactions as well as rationale for accommodations in the DRC database and written record files. Consistently demonstrates independent judgment and decision-making that is consistent with the goals and philosophy of the department as well as the larger University community Maintains appropriate confidentiality in all forms of communication, complying with FERPA, campus, and departmental guidelines. Required: - Master?s Degree in Disability Studies, Rehabilitation Counseling, Social Work, Special Education, Vocational Rehabilitation, Guidance Counseling, Higher Education Student Affairs, or related field - One (1) year of Disability related experience - Education, training and/or experience demonstrating competence in each of the following areas: Concepts of Universal Design for Instruction and the social model of disability - Excellent organizational skills - Great communication skills including public presentations - High level comfort with desktop computer applications - Interpretation of FERPA Preferred: - Two (2) years of Disability related experience - Licensed Professional Counselor, Certified Rehabilitation Counselor, or LMSW preferred - Demonstrated knowledge, training or experience in State and Federal laws related to Disability Rights: ADA, Section 504 of the Rehabilitation Act of 1973, Section 508, ADAAA and their application to higher education Additional Information: - Purdue will not sponsor employment authorization for this position - A background check will be required for employment in this position - FLSA: Exempt (Not Eligible For Overtime) - Retirement Eligibility: Defined Contributions immediately - Purdue University is an EOE/AA employer. All individuals, including minorities, women, individuals with disabilities, and veterans are encouraged to apply -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Fri Oct 9 10:37:44 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Fri Oct 9 10:38:04 2020 Subject: [Athen] Thanking everyone Message-ID: I asked on this list for a lot of help recently because we had various accommodation situations I was tasked to consult on. Then our Fall quarter started and I got super busy. I do alt media but I'm often asked about other situations for which I'm not responsible but which I might know something about - I only sometimes know things! I want to thank everyone who offered suggestions. I passed many of them on to the counselors, teachers and AT folk who originally asked me about those accommodation needs. But I didn't always get time to reply which is why I'm sending out this thank you now! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Fri Oct 9 10:47:26 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Fri Oct 9 10:47:59 2020 Subject: [Athen] Possible Windows magnifier solution Message-ID: There is an interesting beta add-on for NVDA which helps NVDA and Windows magnifier work more efficiently together. https://addons.nvda-project.org/addons/windowsMagnifier.en.html The page lists a lot of keystrokes both for using magnifier and for using the add-on with it. Using the keyboard is much easier than trying to use your limited vision to find an click on some control. In particular it makes both of them track the focus and it lets a user relying more on speech figure out where the magnifier lens is located - especially useful when you need to make it bigger. Also if you get stuck using something funky like a touchpad to control zooming in, you can now use the keyboard and speech augmentation for greater precision. This might be a good free solution for an enterprising low-vision student with more time than money. My experience with beta add-ons is that they work fairly well. Even when they bomb, add-ons, unlike JAWS scripts are easy to disable or remove. -Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Mon Oct 12 04:58:30 2020 From: info at karlencommunications.com (Karlen Communications) Date: Mon Oct 12 04:58:53 2020 Subject: [Athen] Grammerly Keyboard for iOS Message-ID: <000801d6a08f$05a33d80$10e9b880$@karlencommunications.com> Recently there have been posts on the accessibility of Grammerly and this morning as I was checking for updates in the App Store, "Grammerly Keyboard" was the App of the Day and it looks like it is free. https://www.grammarly.com/keyboard Not sure if it is accessible, just thought I'd post it in case anyone is interested. Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Tue Oct 13 06:00:00 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Tue Oct 13 06:00:35 2020 Subject: [Athen] Using Dragon with ExamSoft or Other Proctoring Software Message-ID: Hello, We are attempting to use Dragon with ExamSoft, but the software locks down the browser so much that Dragon is unable to function. Has anyone else run into this issue and, if so, what was the solution? Are there other proctoring solutions to try that would work with Dragon? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From justinr at disability.tamu.edu Tue Oct 13 06:14:01 2020 From: justinr at disability.tamu.edu (Justin Romack) Date: Tue Oct 13 06:14:19 2020 Subject: [Athen] Using Dragon with ExamSoft or Other Proctoring Software In-Reply-To: References: Message-ID: <71722fa517c34833b311fc27e26f0c4a@disability.tamu.edu> Robert, I can?t speak to other proctoring solutions, but I?ve had luck just getting our instructors to duplicate a copy of their exam in our LMS, assign just the student with AT accommodations and then having our testing center proctor the student w/ screen share enabled. It?s not the sleekest or most scalable solution if you run into this situation often? but it?s worked for us. Thanks! ? - - - - - - - - - - - - - - - - - - - - - - - - Justin Romack | Assistive Technology Coordinator Disability Resources | Texas A&M University 1224 TAMU | College Station, TX 77843-1224 ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu - - - - - - - - - - - - - - - - - - - - - - - - DIVISION OF STUDENT AFFAIRS | One Division. One Mission From: athen-list On Behalf Of Robert Spangler Sent: Tuesday, October 13, 2020 8:00 AM To: Access Technology Higher Education Network Subject: [Athen] Using Dragon with ExamSoft or Other Proctoring Software Hello, We are attempting to use Dragon with ExamSoft, but the software locks down the browser so much that Dragon is unable to function. Has anyone else run into this issue and, if so, what was the solution? Are there other proctoring solutions to try that would work with Dragon? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Tue Oct 13 06:57:55 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Tue Oct 13 06:58:39 2020 Subject: [Athen] Using Dragon with ExamSoft or Other Proctoring Software In-Reply-To: <71722fa517c34833b311fc27e26f0c4a@disability.tamu.edu> References: <71722fa517c34833b311fc27e26f0c4a@disability.tamu.edu> Message-ID: Justin, thanks for your reply! What is "screen share?" Is this a feature in Windows? On Tue, Oct 13, 2020 at 9:16 AM Justin Romack wrote: > Robert, > > > > I can?t speak to other proctoring solutions, but I?ve had luck just > getting our instructors to duplicate a copy of their exam in our LMS, > assign just the student with AT accommodations and then having our testing > center proctor the student w/ screen share enabled. > > > > It?s not the sleekest or most scalable solution if you run into this > situation often? but it?s worked for us. > > > > Thanks! ? > > > > > > > > > > - - - - - - - - - - - - - - - - - - - - - - - - > > > > *Justin Romack* | Assistive Technology Coordinator > > Disability Resources | Texas A&M University > > 1224 TAMU | College Station, TX 77843-1224 > > > > ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu > > - - - - - - - - - - - - - - - - - - - - - - - - > > *DIVISION OF STUDENT AFFAIRS *| One Division. One Mission > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Tuesday, October 13, 2020 8:00 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Using Dragon with ExamSoft or Other Proctoring Software > > > > Hello, > > > > We are attempting to use Dragon with ExamSoft, but the software locks down > the browser so much that Dragon is unable to function. Has anyone else run > into this issue and, if so, what was the solution? Are there other > proctoring solutions to try that would work with Dragon? > > > > Thanks, > > Robert > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > > University of Dayton > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/learning > > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From justinr at disability.tamu.edu Tue Oct 13 07:05:04 2020 From: justinr at disability.tamu.edu (Justin Romack) Date: Tue Oct 13 07:05:26 2020 Subject: [Athen] Using Dragon with ExamSoft or Other Proctoring Software In-Reply-To: References: <71722fa517c34833b311fc27e26f0c4a@disability.tamu.edu> Message-ID: Such a good question? especially since I left out a key word in my explanation. WE do our online proctoring via Zoom, so just having the student share their screen via Zoom so we can both see and hear them as well as any activity on their screen. Hope that?s helpful! ? - - - - - - - - - - - - - - - - - - - - - - - - Justin Romack | Assistive Technology Coordinator Disability Resources | Texas A&M University 1224 TAMU | College Station, TX 77843-1224 ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu - - - - - - - - - - - - - - - - - - - - - - - - DIVISION OF STUDENT AFFAIRS | One Division. One Mission From: athen-list On Behalf Of Robert Spangler Sent: Tuesday, October 13, 2020 8:58 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Using Dragon with ExamSoft or Other Proctoring Software Justin, thanks for your reply! What is "screen share?" Is this a feature in Windows? On Tue, Oct 13, 2020 at 9:16 AM Justin Romack > wrote: Robert, I can?t speak to other proctoring solutions, but I?ve had luck just getting our instructors to duplicate a copy of their exam in our LMS, assign just the student with AT accommodations and then having our testing center proctor the student w/ screen share enabled. It?s not the sleekest or most scalable solution if you run into this situation often? but it?s worked for us. Thanks! ? - - - - - - - - - - - - - - - - - - - - - - - - Justin Romack | Assistive Technology Coordinator Disability Resources | Texas A&M University 1224 TAMU | College Station, TX 77843-1224 ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu - - - - - - - - - - - - - - - - - - - - - - - - DIVISION OF STUDENT AFFAIRS | One Division. One Mission From: athen-list > On Behalf Of Robert Spangler Sent: Tuesday, October 13, 2020 8:00 AM To: Access Technology Higher Education Network > Subject: [Athen] Using Dragon with ExamSoft or Other Proctoring Software Hello, We are attempting to use Dragon with ExamSoft, but the software locks down the browser so much that Dragon is unable to function. Has anyone else run into this issue and, if so, what was the solution? Are there other proctoring solutions to try that would work with Dragon? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lydia at autistichoya.com Tue Oct 13 21:16:20 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Tue Oct 13 21:17:06 2020 Subject: [Athen] California State University Fullerton hiring Associate Director, Disability Support Services Message-ID: 497163 - Associate Director, Disability Support Services Apply now *Job no:* 497163 *Work type:* Management (MPP) *Location:* Fullerton *Categories:* MPP, At-Will, Full Time Job Title Associate Director, Disability Support Services Classification Administrator II ? Range A AutoReqId 497163 Department Disability Support Services Sub-Division Student Retention Salary Range Salary commensurate with experience and qualifications Appointment Type At-Will Time Base Full Time Work Schedule Monday ? Friday, 8:00 AM ? 5:00 PM About CSUF Standing on 241 acres at the heart of Southern California, the university was founded in 1957 and has grown into a population of over 39,000 students. As Titans, we believe that diverse perspectives deepen our understanding. We are committed to giving students the support they need to graduate, while responding to California?s revolving work force needs. At California State University, Fullerton we strive for continual improvement of students, staff, faculty and administrators through orientations, training programs and professional development opportunities. As part of the Titan Community, you have access to many campus facilities and services including but not limited to the Grand Central Art Center in Santa Ana, CSUF Garden Grove Center, Fullerton Arboretum, cultural events and performances in the Clayes Performing Arts Center, Cal State Fullerton Athletics sports events, Titan Recreation Center, and the Employee Wellness Program. Job Summary It is an exciting time to join Cal State Fullerton as we are an in demand comprehensive University that is driven to shape the future of education and foster a vibrant community of diverse students, faculty, staff and administrators who uphold values of inclusive excellence, free speech, and an environment free from discrimination. We are continuously seeking individuals from a variety of career disciplines that share in the University?s mission and core values. We warmly welcome you to consider joining the Titan Community where minds expand and opportunities flourish. *About the Position:* Disability Support Services at California State University, Fullerton is a civil rights office committed to providing students with disabilities access and an equal opportunity to demonstrate knowledge and abilities. We acknowledge this is a campus-wide responsibility, and promote an accessible community where diversity is celebrated, and barriers are removed. Our work is framed through the lens of human dignity and social justice in order for students to acquire a sense of agency, advocacy and equitable, meaningful experiences. We are seeking an exceptional individual to join our team as the Associate Director, Disability Support Services (Administrator II). The ideal candidate in this role should have a positive attitude, an active, energetic mind, and a leadership style that is characterized by highly ethical practices and a commitment to diversity, openness, flexibility, integrity, and kindness. Under the general direction of the Director of Disability Support Services, the Associate Director plans, directs, and oversees the day-to-day administrative operations of Disability Support Services (DSS). Provides the director with critical information and feedback on all core matters related to the success of DSS. Assists with developing, implementing, and assessing the vision, purpose, alms, objectives, and strategies for all programs and services within DSS. Assists with planning, implementing, assessing and improving the overall DSS experience for students and staff with an emphasis on student development, satisfaction, and retention. Provides strong leadership and oversight to various DSS teams and provides oversight for human resources operations, including recruitments, labor relations, evaluations, and staff training. Oversees all resources and programs requiring Americans with Disabilities Act (ADA) compliance. Works closely with the Director on compliance concerns, coordinating a departmental response, and providing case management for students with complex disability-related access needs. Assists with designing and analyzing learning outcomes, coordinating student and faculty satisfaction surveys and campus-wide assessments regarding services, as well as benchmarking used by DSS. Assists with the planning process for the annual operating budget, implements procurement procedures for the department, and manages facility repairs and operations. Strategizes and implements best practices in the design, development, and operations of services related to the Operations and Accommodations teams. Other duties as assigned. Essential Qualifications Bachelor's degree from an accredited four-year college or university in social science or related field. Three years of experience in a leadership position. Strong organization and problem solving skills. Experience preparing, reporting, and analyzing data and creating strong reports. Strong interpersonal skills and the ability to work with and relate to a diverse student and staff population. Demonstrated customer service skills and experience training and implementing these skills with staff. Self-motivated individual with a strong work ethic. Understanding of ethical issues related to students with disabilities and the ability to lead by example. Possesses computer skills necessary for word processing, presentations, spreadsheets, analysis software, internet, list serves, and electronic mail. Strong oral and written communication skills in order to write reports and communicate with staff, the campus community, vendors, and other partners. A background check (including a criminal records check) must be completed satisfactorily and is required for employment. CSU will make a conditional offer of employment, which may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current CSU employee who was conditionally offered the position. Preferred Qualifications Master's degree in higher education or related field. Five or more years of supervisory experience working with students with disabilities. Special Working Conditions Notice of Non-Discrimination on the Basis of Gender or Sex and Contact Information for Title IX Coordinator Additional Information California State University, Fullerton celebrates all forms of diversity and is deeply committed to fostering an inclusive environment within which students, staff, administrators and faculty thrive. Individuals interested in advancing the University?s strategic diversity goals are strongly encouraged to apply. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose. The person holding this position is considered a mandated reporter under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. Multiple positions may be hired from this recruitment based on the strength of the applicant pool. If you are applying for a staff position, please note that you are not eligible to work concurrently in a staff position and an Academic Student position such as Graduate Assistant, Teaching Associate, Instructional Student Assistant or a Student Assistant position. Regular attendance is considered an essential job function. Employee/applicant who submits an application for a position may be required to successfully complete job related performance test(s) as part of the selection process. Online application/resume must be received by electronic submission on the final filing date by 9:00 PM (Pacific Standard Time)/midnight (Eastern Standard Time). Applicants who fail to complete all sections of the online application form will be disqualified from consideration. California State University, Fullerton is not a sponsoring agency for staff or management positions (i.e. H1-B Visas). *Advertised:* Oct 01, 2020 (7:00 AM) Pacific Daylight Time *Applications close:* Oct 22, 2020 (8:00 PM) Pacific Daylight Time -------------- next part -------------- An HTML attachment was scrubbed... URL: From lydia at autistichoya.com Mon Oct 12 14:04:03 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Wed Oct 14 05:00:17 2020 Subject: [Athen] New report & webinar Oct 20: Challenging the Use of Algorithm-driven Decision-making in Benefits Determinations Affecting People with Disabilities In-Reply-To: References: Message-ID: Hi everyone, I hope you are doing as well as possible. As you may know, the Center for Democracy & Technology is now home to a new project focused on disability rights and algorithmic bias, fairness, and justice. On October 20, CDT will publish a new report, Challenging the Use of Algorithm-driven Decision-making in Benefits Determinations Affecting People with Disabilities, which analyzes the various litigation strategies for challenging AI used to cut public benefits. Join us for a presentation on October 20 at 1:00pm ET of the report?s key findings , followed by a panel discussion with litigators and benefits recipients about how states? increasing turn to automatic is affecting disabled people?s rights. The panel will discuss how advocates have challenged these harms inside the courtroom and through other advocacy strategies. We will be providing ASL interpretation and CART captioning. Sincerely, Lydia *Lydia X. Z. Brown, Esq.* | Policy Counsel, Privacy & Data Project Pronouns: they/them/theirs/themself, or no pronouns Center for Democracy & Technology |* cdt.org * *E:* lbrown@cdt.org | *D:* 202.407.8848 ?if we wanted to. people of color could burn the world down. for what we have experienced. are experiencing. but we don?t. ? how stunningly beautiful that our sacred respect for the earth. for life. is deeper than our rage? ? Nayyirah Waheed ?[Disability Justice] asserts that ableism helps make racism, christian supremacy, sexism and queer and trans phobia possible and that all those systems of oppression are locked up tight. ... It means asserting a vision of liberation where destroying ableism is part of social justice. It means the hotness, smarts and value of our sick and disabled bodies. It means we are not left behind, we are beloved, kindred, needed.? ? Leah Lakshmi Piepzna-Samarasinha *If you or someone you know is currently in danger or in crisis*, please consider reaching out to someone who might be able to help ? click for a list of text message, online chat, videophone, TTY, and phone hotlines , including those specific to Deaf, LGBTQ+, and trans people. *Generally having a hard time*? Try bit.ly/selfcarehelp for a text-accessible, interactive self-care/executive functioning tool. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lydia at autistichoya.com Wed Oct 14 09:33:26 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Wed Oct 14 09:34:15 2020 Subject: [Athen] Ohio: Oberlin College hiring Disability Resources Specialist/Coordinator Message-ID: Dear Colleagues, Oberlin College, in northeast Ohio, seeks a Disability Resources Specialist (with a Master's degree) or a Disability Resources Coordinator (with a Bachelor's degree) to join a growing office. Please share widely and consider applying. This is an excellent time to come to Oberlin! >From the posting: Oberlin College is committed to the creation and nurturing of a diverse community of individuals through inclusive excellence. Diversity involves recognizing the value of differences and the inclusion of all members of the community including those that experience discrimination or under-representation. This is a core value of the organization as we strive for a culturally diverse student body, faculty and staff that reflect the multicultural nature of the nation and our world and bring unique strengths and abilities, which contribute to our institution. The position of Disability Resources Specialist is a continuing full-time Administrative and Professional Staff (A&PS) position reporting to the Director of Disability Resources in the Division of Student Life. The Disability Resource specialist is a generalist in the area of disability resources and provides support and assistance to students with disabilities to ensure access to the educational program. The Disability Resources Specialist will also complete general duties along with all other staff in the Division of the Student Life. For more information and to apply: http://jobs.oberlin.edu/postings/9501 Kind regards, Elizabeth -- Elizabeth C. Hamilton Associate Dean of the College of Arts and Sciences Associate Professor of German Oberlin College Oberlin, OH 44074 (440) 775-8410 -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at arizona.edu Thu Oct 15 13:05:34 2020 From: hunziker at arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Thu Oct 15 13:06:09 2020 Subject: [Athen] Board Members needed!! In-Reply-To: References: Message-ID: Hi all, We are still needing a nomination for a secretary! Please contact me if you would like to nominate yourself or a colleague. Thanks, Dawn Sent from my mobile device ~~ 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: Tuesday, October 6, 2020 11:22:28 AM To: Access Technology Higher Education Network Subject: [EXT][Athen] Board Members needed!! External Email Hi all, We still need volunteers to join our fantastic ATHEN Executive Committee! Please consider joining our team! We meet once a month with only a few projects throughout the year (most of us have other, full-time jobs as well!) Thanks! Dawn Hunziker ATHEN President ATHEN Executive Committee We are now accepting nominations for the following ATHEN Executive Committee positions: 1. President 2. Secretary 3. Member-at-Large Details about the positions can be found in the ATHEN By-Laws. Feel free to self-nominate or nominate a colleague by emailing athenpresident@gmail.com. ATHEN Annual Meeting 2020 is virtual! If you haven't heard, Accessing Higher Ground is going virtual this year. Thus, the annual ATHEN Membership meeting will be virtual as well and everyone is welcome to attend. We will be meeting during the scheduled lunch break on Wednesday, November 18th. Please hold your calendars: ATHEN Annual Membership Meeting: When: Nov 18, 2020 12:00 PM Mountain Time (US and Canada) Register in advance for this meeting: https://us02web.zoom.us/meeting/register/tZ0vc-Grpz4rGdxGZms6LieQN6SvdrOcyQQv After registering, you will receive a confirmation email containing information about joining the meeting. Real-Time Captioning will be provided. If you would like to request any additional disability-related accommodations, please contact me at athenpresident@gmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From lydia at autistichoya.com Thu Oct 15 21:10:41 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Thu Oct 15 21:11:36 2020 Subject: [Athen] University of Connecticut hiring Assistive Technology Coordinator Message-ID: Dear Colleagues: The University of Connecticut invites applicants for an Assistive Technology Coordinator. Under the general direction of the Associate Director for the Center for Students with Disabilities (CSD), the Coordinator will collaborate with University IT departments to assist with new and on-going accessibility efforts for a broad portfolio of technologies, including the learning management system, educational technology tools, academic course materials and more. The incumbent is the hands-on assistive technology expert who will work directly with campus partners to identify, assess and provide direction for the implementation of technology and content that is accessible. The Assistive Technology Coordinator will provide consultations and trainings on the accessibility of technology and assistive technology, developing useful resources and tools, and helping to implement policies that promote the accessibility of technologies at UConn. For the complete position description and to apply, please go the UConn Jobs posting: https://jobs.hr.uconn.edu/cw/en-us/job/494501/assistive-technology-coordinator-functional-specialist Best regards- Tim Timothy Smagacz Administrative Coordinator Center for Students with Disabilities University of Connecticut 233 Glenbrook Road, Unit 4174 Wilbur Cross Building, Room 204 Storrs, CT 06269-4174timothy.smagacz@uconn.edu Voice: (860) 486-2020 FAX: (860) 486-4412http://www.csd.uconn.edu Pronouns: he/him/his Assistive Technology Coordinator (Functional Specialist) APPLY NOW Search #: 494501 Work type: Full-time Location: Storrs Campus Categories: Administrative Services JOB SUMMARY The University of Connecticut invites applicants for an Assistive Technology Coordinator. Under the general direction of the Associate Director for the Center for Students with Disabilities (CSD), the Coordinator will collaborate with University IT departments to assist with new and on-going accessibility efforts for a broad portfolio of technologies, including the learning management system, educational technology tools, academic course materials and more. The incumbent is the hands-on assistive technology expert who will work directly with campus partners to identify, assess and provide direction for the implementation of technology and content that is accessible. The Assistive Technology Coordinator will provide consultations and trainings on the accessibility of technology and assistive technology, developing useful resources and tools, and helping to implement policies that promote the accessibility of technologies at UConn. The successful candidate is expected to work with a fair amount of independence, within the goals and objectives established by the CSD. The incumbent will be sensitive to and have an understanding of the diverse academic, socio-economic and cultural backgrounds of University students and staff while establishing and maintaining a positive working relationship with relative constituents. The Assistive Technology Coordinator assists in ensuring that all University entities comply with the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008 and other relevant state and federal legislation, including ICT standards and guidelines and WCAG 2.0. DUTIES AND RESPONSIBILITIES 1. Serves as the primary technical consultant for assistive technology used at CSD and across UConn; resolves problems and addresses concerns related to student services and access involving assistive technology; addresses issues that arise regarding content access, alternate media and captioning. 2. Collaborates with existing University IT departments, to implement the use of classroom-based and/or standard University technologies to coordinate accommodations and ensure course content access; collaborate with faculty and staff to remediate course materials and resources to ensure minimum levels of accessibility. 3. Collaborates with experts from IT, Procurement and the Office of Institutional Equity (OIE) on creating and implementing accessibility technology standards, best practices and uniform business processes to ensure a minimum level of compliance to tech-related accessibility laws and national standards across the University. 4. Investigates, evaluates and pilots new assistive technology products, identifies trends, evaluates need for and recommends acquisition of technology; ; communicates with vendors regarding pricing and usability of various technologies to be used by students with disabilities; performs cost/benefit analysis of technology ; develops budget recommendations for assistive technology. 5. Conducts outreach activities designed to promote CSD?s technology initiatives to faculty and staff;; collaborates with CETL and ITS staff to provide faculty and staff training on how to make content accessible, the accessibility of teaching/learning technology, along with the use of assistive technology in the classroom. Manages CSD?s assistive technology (AT) program (CSDTech), which oversees the provision of technology-related accommodations, including but not limited to: alternate media, technology-based notetaking assistance, text-to-speech software, and captioned media; recommends and implements appropriate technologies based on student?s functional limitations. 6. Supervises the CSDTech team members in conducting technology needs assessments for students with disabilities and develops customized technology services suites, including both assistive technology and learning technology as appropriate; creates technology instructional modules as needed to support student use of AT. 7. Oversees the administration of the technology equipment loan program by the CSDTech team; maintains a current inventory of hardware, software, supplies and other equipment needed for the operation of the assistive technology support program; monitors equipment for upgrades/damages/viruses; troubleshoots problems and arranges for repair or replacement; performs minor maintenance and repair.; Implements replacement cycle and upgrade plans to ensure minimum disruption to services; collaborates with SAIT to maintain security of assistive technology. Technology includes but is not limited to smart pens, reader pens, recorders, laptops, tablets and FM systems 8. Interviews, hires, trains and supervises graduate and undergraduate student employee staff to assist with the implementation of assistive technology support program. Develops work schedules as well as writes and maintains CSDTech Team Student Employee Handbook (i.e. ?how to? guide). 9. Collects and analyzes data related to assistive technology use semester to semester using an Access database; reports on data for CSD annual report; uses data for making recommendations regarding technology purchases, upgrades, use and sun-setting. 10. Serves as the web administrator for the CSD website using WordPress and HTML for content updates. 11. Performs related duties as required or assigned. 12. Keeps informed of new requirements/regulations regarding technology and digital access issued by the Office of Civil Rights, Federal Government, U.S. Access Board, etc. (e.g., ICT Standards and Guidelines, WCAG 2.0, etc.). MINIMUM QUALIFICATIONS 1. Bachelor's degree in Special Education, Educational Technology, Computer Science, Rehabilitation, Vocational Education, or related field, or equivalent training and experience. 2. Four years of IT experience, which must include at least 2 years of experience with assistive technology (AT), or a Master's Degree in a related field and 2 years of AT experience. 3. Demonstrated experience with the functionality and limitations of current assistive technology and accessible features embedded within technology, including Microsoft and Apple applications, Adobe Acrobat Pro, smart pens, Read & Write, and other assistive technologies (e.g., Dragon, Jaws, etc.). 4. Demonstrated experience in evaluating and recommending assistive technology or accessibility features of mainstream technology to provide access. 5. Basic website administration skills. 6. Experience working with students with disabilities and demonstrated judgement and sensitivity to their unique and confidential needs. 7. Demonstrated ability to collaborate with faculty, staff, and students from diverse backgrounds. 8. Demonstrated knowledge of legal mandates, including the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008 and Section 504 of the Rehabilitation Act of 1973, as well as compliance requirements regarding assistive technology and web accessibility, including best practices and standards as outlined in Section 508 and the W3C WCAG 2.0 guidelines. 9. Ability to work independently as well as in a team-oriented, collaborative environment. 10. Demonstrated ability and experience conducting workshops. 11. Excellent organizational skills and demonstrated attention to detail. 12. Excellent written and oral communication skills, including the ability to explain technical concepts to audiences with a wide range of technical skills. 13. Demonstrated supervisory skills. 14. Ability to work effectively across campuses and travel to regional campuses (Waterbury, Stamford, Hartford, Farmington, and Avery Point). PREFERRED QUALIFICATIONS 1. Assistive Technology Certification or advanced degree in related technology field. 2. Experience working with students with disabilities in higher education. 3. Extensive experience with and understanding of universal design principles and accessibility principles related to emerging web technologies, multimedia, and learning environments. 4. Previous experience in supervising staff, including undergraduate and graduate student employees. 5. Ability to leverage data collection tools such as surveys, questionnaires, and interviews and compile into compelling narratives in both written, verbal, and statistical forms. 6. Demonstrated experience working with technology vendors and service providers. 7. Experience with instructional design and training. APPOINTMENT TERMS This appointment may require weekend or evening hours on occasion due to the nature of the Center?s work. Salary is commensurate with experience. This is a full-time, 12-month position. TO APPLY Please apply online at https://hr.uconn.edu/jobs, Staff Positions, Search #494501 to upload a resume, cover letter, and contact information for three (3) professional references. Screening of applicants will begin immediately. Employment of the successful candidate is contingent upon the successful completion of a pre-employment criminal background check. This job posting is scheduled to be removed at 11:55 p.m. Eastern time on October 28, 2020. All employees are subject to adherence to the State Code of Ethics which may be found at http://www.ct.gov/ethics/site/default.asp. *The University of Connecticut is committed to building and supporting a multicultural and diverse community of students, faculty and staff. The diversity of students, faculty and staff continues to increase, as does the number of honors students, valedictorians and salutatorians who consistently make UConn their top choice. More than 100 research centers and institutes serve the University?s teaching, research, diversity, and outreach missions, leading to UConn?s ranking as one of the nation?s top research universities. UConn?s faculty and staff are the critical link to fostering and expanding our vibrant, multicultural and diverse University community. As an Affirmative Action/Equal Employment Opportunity employer, UConn encourages applications from women, veterans, people with disabilities and members of traditionally underrepresented populations.* Advertised: Oct 14 2020 Eastern Daylight Time Applications close: Oct 28 2020 Eastern Daylight Time -------------- next part -------------- An HTML attachment was scrubbed... URL: From heather.mariger at chemeketa.edu Fri Oct 16 13:28:44 2020 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Fri Oct 16 13:28:55 2020 Subject: [Athen] Nearpod Message-ID: Greetings and Happy Friday! I apologize for the cross-listing but I am hoping to once again take advantage of your collective wisdom and knowledge. A couple of faculty are looking at using Nearpod to help promote more student engagement in their classes. However, most of what I am finding is a couple of years old or not terribly informative. Has anyone had any experience with Nearpod or know anything about its accessibility that they would be willing to share? 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 [image: Chemeketa Community College Logo - Wearing is Caring - Mask Up! #chemeketacares.] -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Sun Oct 18 19:45:02 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Sun Oct 18 19:45:36 2020 Subject: [Athen] Is it possible to extract subtitles Message-ID: ... from a foreign film so that I have a transcript in English? I had some software on my work PC that I believe does this, but I'm still sheltering in place so cannot exactly remember what I have there. I also remember someone in our deaf services department doing this for a blind student several years ago, but can't remember exactly how or with what software it was done. Are captions and subtitles technically the same thing? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From Catherine.Stager at frontrange.edu Mon Oct 19 11:55:05 2020 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Mon Oct 19 11:55:35 2020 Subject: [Athen] Is it possible to extract subtitles In-Reply-To: References: Message-ID: Captions and subtitles are different, (https://www.w3.org/wiki/VTT_Concepts#Different_types_of_VTT_tracks_and_their_structures) but frequently the terms are used interchangeably. Subtitles do not contain the added information for access to sounds within a video. Captions and subtitles both will be in a timed text format - commonly a .vtt file. If you can access the vtt, or other timed text format files, you can get the text. Hope that is helpful. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [cid:image001.png@01D23FF3.21F590B0] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://bit.ly/GettingStartedAtHome From: athen-list On Behalf Of Deborah Armstrong Sent: Sunday, October 18, 2020 8:45 PM To: Access Technology Higher Education Network Subject: [Athen] Is it possible to extract subtitles 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. ... from a foreign film so that I have a transcript in English? I had some software on my work PC that I believe does this, but I'm still sheltering in place so cannot exactly remember what I have there. I also remember someone in our deaf services department doing this for a blind student several years ago, but can't remember exactly how or with what software it was done. Are captions and subtitles technically the same thing? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18481 bytes Desc: image001.png URL: From ndburgessrodriguez at waketech.edu Mon Oct 19 12:27:21 2020 From: ndburgessrodriguez at waketech.edu (Natosha Burgess-Rodriguez) Date: Mon Oct 19 12:28:03 2020 Subject: [Athen] athen-list Digest, Vol 177, Issue 14 In-Reply-To: References: Message-ID: Hello and good afternoon! Subtitles and captions aren't really technically the same. Closed captions are the verbatim text representation of standalone audio content or audio content in videos. Subtitles represent the language specific translation of the audio content from the language of the original published work. The terms are used interchangeably but are different in purpose and usage. For example, my brothers and I have watched Kung Fu movies as kids and always appreciated reading the subtitles -for the ones that were not dubbed. I believe Aegisub subtitle editor. maybe useful. I haven't used it for ripping titles, however. Aegisub Plain Text URL: http://www.aegisub.org/ Natosha Natosha Burgess-Rodriguez | Accessibility Technologist | Instructor eLearning Support and Instructional Design | Correction Education Wake Technical Community College Southern Wake Campus ndburgessrodriguez@waketech.edu | 919.866.6223 Pronouns: She/Her/Hers -----Original Message----- From: athen-list On Behalf Of athen-list-request@mailman12.u.washington.edu Sent: Monday, October 19, 2020 3:01 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 177, Issue 14 [CAUTION]: This email originated from outside of Wake Technical Community College. Do not click links or open attachments unless you verify that the attachment and content are safe. Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmailman12.u.washington.edu%2Fmailman%2Flistinfo%2Fathen-list&data=04%7C01%7Cndburgessrodriguez%40waketech.edu%7C0ebc898632094fed44e408d874627ea8%7C16cc8ad984fe481db9b048e7758c41aa%7C0%7C0%7C637387313667115810%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=MikYYUAU9b2xngyOmwaOLgJoyD2Gjc8Ex8dnybGcLwM%3D&reserved=0 or, via email, send a message with subject or body 'help' to athen-list-request@mailman12.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman12.u.washington.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of athen-list digest..." Today's Topics: 1. Is it possible to extract subtitles (Deborah Armstrong) 2. Re: Is it possible to extract subtitles (Stager, Catherine) ---------------------------------------------------------------------- Message: 1 Date: Mon, 19 Oct 2020 02:45:02 +0000 From: Deborah Armstrong To: Access Technology Higher Education Network Subject: [Athen] Is it possible to extract subtitles Message-ID: Content-Type: text/plain; charset="us-ascii" ... from a foreign film so that I have a transcript in English? I had some software on my work PC that I believe does this, but I'm still sheltering in place so cannot exactly remember what I have there. I also remember someone in our deaf services department doing this for a blind student several years ago, but can't remember exactly how or with what software it was done. Are captions and subtitles technically the same thing? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 2 Date: Mon, 19 Oct 2020 18:55:05 +0000 From: "Stager, Catherine" To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Is it possible to extract subtitles Message-ID: Content-Type: text/plain; charset="us-ascii" Captions and subtitles are different, (https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.w3.org%2Fwiki%2FVTT_Concepts%23Different_types_of_VTT_tracks_and_their_structures&data=04%7C01%7Cndburgessrodriguez%40waketech.edu%7C0ebc898632094fed44e408d874627ea8%7C16cc8ad984fe481db9b048e7758c41aa%7C0%7C0%7C637387313667115810%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=EtkVP2r1qdAXMTpPFm0FaQLczF6kUM1C8n8kQQmIER8%3D&reserved=0) but frequently the terms are used interchangeably. Subtitles do not contain the added information for access to sounds within a video. Captions and subtitles both will be in a timed text format - commonly a .vtt file. If you can access the vtt, or other timed text format files, you can get the text. Hope that is helpful. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [cid:image001.png@01D23FF3.21F590B0] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fbit.ly%2FGettingStartedAtHome&data=04%7C01%7Cndburgessrodriguez%40waketech.edu%7C0ebc898632094fed44e408d874627ea8%7C16cc8ad984fe481db9b048e7758c41aa%7C0%7C0%7C637387313667115810%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=f%2FaOm%2FQ3H7zaAV7Kfz%2F1NK3nI6atqo%2Bxh%2F1rMuIK%2BP0%3D&reserved=0 From: athen-list On Behalf Of Deborah Armstrong Sent: Sunday, October 18, 2020 8:45 PM To: Access Technology Higher Education Network Subject: [Athen] Is it possible to extract subtitles 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. ... from a foreign film so that I have a transcript in English? I had some software on my work PC that I believe does this, but I'm still sheltering in place so cannot exactly remember what I have there. I also remember someone in our deaf services department doing this for a blind student several years ago, but can't remember exactly how or with what software it was done. Are captions and subtitles technically the same thing? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18481 bytes Desc: image001.png URL: ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmailman12.u.washington.edu%2Fmailman%2Flistinfo%2Fathen-list&data=04%7C01%7Cndburgessrodriguez%40waketech.edu%7C0ebc898632094fed44e408d874627ea8%7C16cc8ad984fe481db9b048e7758c41aa%7C0%7C0%7C637387313667125806%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=%2FiupSGzO5dbvyyxqCnb0%2BcueVowRFGAN%2Fk862vJh2Fg%3D&reserved=0 ------------------------------ End of athen-list Digest, Vol 177, Issue 14 ******************************************* Email correspondence to and from this address may be subject to the North Carolina Public Records law and may be disclosed to third parties by an authorized state official (NCGS. ch. 132). Student educational records are subject to FERPA. From lgreco at berkeley.edu Tue Oct 20 11:18:15 2020 From: lgreco at berkeley.edu (Lucy GRECO) Date: Tue Oct 20 11:19:07 2020 Subject: [Athen] Accessibility at another conference Message-ID: Hello: Next week I will be speaking at a conference hosted by Microsoft. My talk will be next Tuesday at 12 pm Pacific time, and my topic is Accessibility during COVID. The conference is free for everyone and mostly a Java developer conference, but they asked that I speak about accessibility. Below is a longer invite to the event. Please pass this on to any of your friends who might want to attend and see my talk or the many other talks for developers. Lucy You are invited to Microsoft JDConf next week! This one-of-a-kind conference is bringing together Microsoft engineering, Java Community members, and all developers looking to learn more and connect with their community. Microsoft?s mission to empower every developer on the planet extends to the Java community. Come learn from and connect to a diverse and wide-range of speakers, experience engaging content, and discuss it LIVE with your community in chat. - *What:* Microsoft JDConf (RSVP to stay connected) - *When:* 3 day conference, October 27 ? 29 from 8:00 AM PDT ? 1:15 PM PDT each day - *Where:* The conference will be live streaming from Learn TV and content will be available on-demand post-event on Channel 9 - *Who:* Hear from *Julia Liuson* on the Open Source Languages Journey, *Ix-Chel Ruiz* on how to come together in this unpredictable world, *George Adams* and *Martijn* *Verburg* on Microsoft and the Java ecosystem, *Mala Gupta* on community, *Bruno Souza* on leadership and career development,*Angie Jones* about the latest releases of Java, *Byron Walker* and *Trent Jones* about GitHub for Java Devs*, Lucy Greco* regarding accessible development, and so many more! (View full session agenda here ) RSVP today and receive relevant resources for the event, join the Cloud Skills Challenge , and more! Share the event with your Twitter network and we look forward to seeing you at #JDConf! Thank you! 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 armstrongdeborah at fhda.edu Tue Oct 20 13:58:43 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Oct 20 14:00:05 2020 Subject: [Athen] subtitles vs captions Message-ID: When I asked about technical differences, I meant were different techniques used to interleave them in the video? I know what they are but not technically how they are "injected" and if I can eject them in to a transcript. -----Original Message----- From: athen-list On Behalf Of Natosha Burgess-Rodriguez Sent: Monday, October 19, 2020 12:27 PM To: athen-list@u.washington.edu Subject: Re: [Athen] athen-list Digest, Vol 177, Issue 14 Hello and good afternoon! Subtitles and captions aren't really technically the same. Closed captions are the verbatim text representation of standalone audio content or audio content in videos. Subtitles represent the language specific translation of the audio content from the language of the original published work. The terms are used interchangeably but are different in purpose and usage. For example, my brothers and I have watched Kung Fu movies as kids and always appreciated reading the subtitles -for the ones that were not dubbed. I believe Aegisub subtitle editor. maybe useful. I haven't used it for ripping titles, however. Aegisub Plain Text URL: https://urldefense.com/v3/__http://www.aegisub.org/__;!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpP5XXD6MA$ Natosha Natosha Burgess-Rodriguez | Accessibility Technologist | Instructor eLearning Support and Instructional Design | Correction Education Wake Technical Community College Southern Wake Campus ndburgessrodriguez@waketech.edu | 919.866.6223 Pronouns: She/Her/Hers -----Original Message----- From: athen-list On Behalf Of athen-list-request@mailman12.u.washington.edu Sent: Monday, October 19, 2020 3:01 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 177, Issue 14 [CAUTION]: This email originated from outside of Wake Technical Community College. Do not click links or open attachments unless you verify that the attachment and content are safe. 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Today's Topics: 1. Is it possible to extract subtitles (Deborah Armstrong) 2. Re: Is it possible to extract subtitles (Stager, Catherine) ---------------------------------------------------------------------- Message: 1 Date: Mon, 19 Oct 2020 02:45:02 +0000 From: Deborah Armstrong To: Access Technology Higher Education Network Subject: [Athen] Is it possible to extract subtitles Message-ID: Content-Type: text/plain; charset="us-ascii" ... from a foreign film so that I have a transcript in English? I had some software on my work PC that I believe does this, but I'm still sheltering in place so cannot exactly remember what I have there. I also remember someone in our deaf services department doing this for a blind student several years ago, but can't remember exactly how or with what software it was done. Are captions and subtitles technically the same thing? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 2 Date: Mon, 19 Oct 2020 18:55:05 +0000 From: "Stager, Catherine" To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Is it possible to extract subtitles Message-ID: Content-Type: text/plain; charset="us-ascii" Captions and subtitles are different, (https://urldefense.com/v3/__https://nam02.safelinks.protection.outlook.com/?url=https*3A*2F*2Fwww.w3.org*2Fwiki*2FVTT_Concepts*23Different_types_of_VTT_tracks_and_their_structures&data=04*7C01*7Cndburgessrodriguez*40waketech.edu*7C0ebc898632094fed44e408d874627ea8*7C16cc8ad984fe481db9b048e7758c41aa*7C0*7C0*7C637387313667115810*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000&sdata=EtkVP2r1qdAXMTpPFm0FaQLczF6kUM1C8n8kQQmIER8*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJQ!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpNOyqM84w$ ) but frequently the terms are used interchangeably. Subtitles do not contain the added information for access to sounds within a video. Captions and subtitles both will be in a timed text format - commonly a .vtt file. If you can access the vtt, or other timed text format files, you can get the text. Hope that is helpful. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [cid:image001.png@01D23FF3.21F590B0] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://urldefense.com/v3/__https://nam02.safelinks.protection.outlook.com/?url=https*3A*2F*2Fbit.ly*2FGettingStartedAtHome&data=04*7C01*7Cndburgessrodriguez*40waketech.edu*7C0ebc898632094fed44e408d874627ea8*7C16cc8ad984fe481db9b048e7758c41aa*7C0*7C0*7C637387313667115810*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000&sdata=f*2FaOm*2FQ3H7zaAV7Kfz*2F1NK3nI6atqo*2Bxh*2F1rMuIK*2BP0*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpOhbnyaSA$ From: athen-list On Behalf Of Deborah Armstrong Sent: Sunday, October 18, 2020 8:45 PM To: Access Technology Higher Education Network Subject: [Athen] Is it possible to extract subtitles 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. ... from a foreign film so that I have a transcript in English? I had some software on my work PC that I believe does this, but I'm still sheltering in place so cannot exactly remember what I have there. I also remember someone in our deaf services department doing this for a blind student several years ago, but can't remember exactly how or with what software it was done. Are captions and subtitles technically the same thing? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18481 bytes Desc: image001.png URL: ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://urldefense.com/v3/__https://nam02.safelinks.protection.outlook.com/?url=http*3A*2F*2Fmailman12.u.washington.edu*2Fmailman*2Flistinfo*2Fathen-list&data=04*7C01*7Cndburgessrodriguez*40waketech.edu*7C0ebc898632094fed44e408d874627ea8*7C16cc8ad984fe481db9b048e7758c41aa*7C0*7C0*7C637387313667125806*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000&sdata=*2FiupSGzO5dbvyyxqCnb0*2BcueVowRFGAN*2Fk862vJh2Fg*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpMqyihB7Q$ ------------------------------ End of athen-list Digest, Vol 177, Issue 14 ******************************************* Email correspondence to and from this address may be subject to the North Carolina Public Records law and may be disclosed to third parties by an authorized state official (NCGS. ch. 132). Student educational records are subject to FERPA. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://urldefense.com/v3/__http://mailman12.u.washington.edu/mailman/listinfo/athen-list__;!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpPZ3Isb7w$ From armstrongdeborah at fhda.edu Tue Oct 20 14:18:45 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Oct 20 14:19:14 2020 Subject: [Athen] Can we teach instructors the rudiments of accessibility? Message-ID: I was slowly trawling through a PDF that had OCR'd very badly, planning to email the resulting text to a student when I was done. It was a class handout she needed ASAP. A typically disorganized professor had just assigned it and asked the students to read it today and discuss it tomorrow. I got about halfway through, mindlessly zapping headers and footers until I actually read one and realized it was a web page. I went to the web page and the entire article was there, in beautifully formatted and structured HTML! Now why would a prof take a perfectly accessible article, print it scan it in to a PDF and put that up on the class home page - especially at the last minute! Or maybe a better question to ask is why did stupid me not notice it was taken from a web page until I was halfway through cleaning it up? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From glen.walker at gmail.com Tue Oct 20 14:31:44 2020 From: glen.walker at gmail.com (glen walker) Date: Tue Oct 20 14:32:05 2020 Subject: [Athen] Can we teach instructors the rudiments of accessibility? In-Reply-To: References: Message-ID: This typically happens because it's "how I've always done it". The professor could have easily posted the URL to the website rather than a scanned PDF and it would have been much quicker. But perhaps they already had the PDF and were just in the mode of posting documents. HTML always wins over PDF, even if the PDF is well formed/tagged. On Tue, Oct 20, 2020 at 3:19 PM Deborah Armstrong wrote: > I was slowly trawling through a PDF that had OCR?d very badly, planning > to email the resulting text to a student when I was done. It was a class > handout she needed ASAP. > > > > A typically disorganized professor had just assigned it and asked the > students to read it today and discuss it tomorrow. > > > > I got about halfway through, mindlessly zapping headers and footers until > I actually read one and realized it was a web page. > > > > I went to the web page and the entire article was there, in beautifully > formatted and structured HTML! > > > > Now why would a prof take a perfectly accessible article, print it scan it > in to a PDF and put that up on the class home page ? especially at the last > minute! > > > > Or maybe a better question to ask is why did stupid me not notice it was > taken from a web page until I was halfway through cleaning it up? > > > > --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 solowoniukr at macewan.ca Tue Oct 20 14:34:25 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Tue Oct 20 14:34:47 2020 Subject: [Athen] In-class strategy for a hard-of-hearing student Message-ID: Hi everyone, We have a hard-of -hearing student attending an in-person class. She emailed my manager with the following question, and I thought that perhaps someone on this list might have a solution. At the moment, I use the AI media for captioning services, and they use my audio input connected through a zoom meeting. I am wondering if there is software that would enable me to use my cochlear "headphones" and listen to that same audio stream? I am just finding the lag time of 5-10 seconds is long in some circumstances, and then I am not picking up any of the students questions/comments in class. I've tried connecting into the Ai Media - Zoom meeting with my headphones, but unfortunately my own input isn't played through the speakers/headphones. I had a microphone that I used to provide to a lecturer to help me hear them, but I no longer have a clip for this and I think it would be better to try and use the single microphone than provide two. Any ideas or suggestions would be greatly appreciated. Thanks, Russell Our new name is Access and Disability Resources Russell Solowoniuk AT Educational Assistant, Access and Disability Resources MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] 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 We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 3516 bytes Desc: image001.jpg URL: From lgreco at berkeley.edu Tue Oct 20 15:24:44 2020 From: lgreco at berkeley.edu (Lucy GRECO) Date: Tue Oct 20 15:25:45 2020 Subject: [Athen] Design Conversations: Bryce Johnson In-Reply-To: References: Message-ID: the below event just crossed my inbox. the speaker is one of the top people in the accessible community lucy The Jacobs Institute will wrap up our fall speaker series, Design Conversations , *next Friday, October 23*, with Bryce Johnson, Microsoft's Lead Inclusive Designer. Bryce has been designing and considering accessibility in technology for over 15 years and was part of the team at Xbox responsible for starting their inclusive design and accessibility practices. He's the initiator of the first Inclusive Tech Lab at Microsoft, a facility for people to explore how those with disabilities interact with Microsoft games, which has now hosted over 6,000 visitors. Bryce is devoted to ensuring Microsoft products are accessible for all, and is one of the inventors of Xbox's Adaptive Controller, a gaming device designed to make gaming more equitable and participatory for those with disabilities. As always, we would love your help with boosting the event to your channels and sharing with your student community. This event is free and open to the public - registration is required . *Friday, October 23, 202012 - 1 PM PDT* Register here [image: Bryce Johnson Design Conversations.png] Thank you and have a wonderful weekend! -- Lauren Ardis (she/her/hers) Public Programs + Communications Officer *Jacobs Institute for Design Innovation * College of Engineering | UC Berkeley -- The Coalition for Education & Outreach (CEO) is a community of practice based at UC Berkeley. Our members include over 600 science educators and public outreach practitioners working in universities and colleges, schools, museums, after school programs, and informal science venues throughout the Bay Area. Our mission is to advance best practices, facilitate professional development, and encourage the exchange of ideas and resources within the Bay Area?s science education and outreach community. We host the education.outreach listserv and hold forums and social events to foster collaboration and learning. Membership is free and open to all. -- Visit our website at https://scienceatcal.berkeley.edu/coalition-for-education-and-outreach/. --- You received this message because you are subscribed to the Google Groups " education.outreach@lists.berkeley.edu" group. To unsubscribe from this group and stop receiving emails from it, send an email to education.outreach+unsubscribe@lists.berkeley.edu. To view this discussion on the web visit https://groups.google.com/a/lists.berkeley.edu/d/msgid/education.outreach/CAPue4%2BKqV-D%2BP8SBfLM1j8Us8%3DnPdJ-Tiamf0QAkPihMXe125A%40mail.gmail.com . -- *Kim Marie McPhee* *Student Affairs Information Technologies (SAIT)ACIO & Student Technologies * *Business Services Coordinator* *kmcphee@berkeley.edu * *Cell (408) 472-8217* -- Mark J Brindle, PMP SADA Chairman University of California, Berkeley (510) 642-1567 mjb@berkeley.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jeffreydell99 at gmail.com Tue Oct 20 15:29:24 2020 From: jeffreydell99 at gmail.com (Jeffrey Dell) Date: Tue Oct 20 15:29:40 2020 Subject: [Athen] In-class strategy for a hard-of-hearing student In-Reply-To: References: Message-ID: <40F6E77F-95FF-4BD8-8AB7-C8F447E9FE50@gmail.com> What the student would need to do to be able to hear the microphone input to the laptop is to enable monitoring of that audio input. Here?s a video for how to do it windows 10 https://youtu.be/uStp7_uyLFg Math is not quite as easy to do this with as windows 10. One option I found but I?ve never used it before is audio hi Jack https://www.rogueamoeba.com/support/knowledgebase/?showArticle=AudioHijack-PlayThru Best regards, Jeff Sent from my iPhone. please excuse errors from using Apple's dictation feature. > On Oct 20, 2020, at 5:35 PM, Russell Solowoniuk wrote: > > ? > Hi everyone, > > We have a hard-of -hearing student attending an in-person class. She emailed my manager with the following question, and I thought that perhaps someone on this list might have a solution. > > > At the moment, I use the AI media for captioning services, and they use my audio input connected through a zoom meeting. I am wondering if there is software that would enable me to use my cochlear ?headphones? and listen to that same audio stream? I am just finding the lag time of 5-10 seconds is long in some circumstances, and then I am not picking up any of the students questions/comments in class. > > I?ve tried connecting into the Ai Media - Zoom meeting with my headphones, but unfortunately my own input isn?t played through the speakers/headphones. I had a microphone that I used to provide to a lecturer to help me hear them, but I no longer have a clip for this and I think it would be better to try and use the single microphone than provide two. > > > Any ideas or suggestions would be greatly appreciated. > > Thanks, > > Russell > > Our new name is Access and Disability Resources > > Russell Solowoniuk > AT Educational Assistant, Access and Disability Resources > MacEwan University > 7-198 D4, 10700-104 Ave. > Edmonton, AB T5J 4S2 > E: solowoniukr@macewan.ca > T: 780-497-5826 > F: 780-497-4018 > 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 > > We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. > > > > > _______________________________________________ > 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 Catherine.Stager at frontrange.edu Tue Oct 20 16:26:46 2020 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Tue Oct 20 16:27:09 2020 Subject: [Athen] subtitles vs captions In-Reply-To: References: Message-ID: Do you have access to where the video is residing? The .vtt is a standalone file that gets loaded at the same time as an .MP4, so if you have access to that, you have access to the text. Numbers that display the timing precede the text that is displayed at that time during the video playback: you strip out the numbers and you have the text. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://bit.ly/GettingStartedAtHome -----Original Message----- From: athen-list On Behalf Of Deborah Armstrong Sent: Tuesday, October 20, 2020 2:59 PM To: Access Technology Higher Education Network Subject: [Athen] subtitles vs captions 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. When I asked about technical differences, I meant were different techniques used to interleave them in the video? I know what they are but not technically how they are "injected" and if I can eject them in to a transcript. -----Original Message----- From: athen-list On Behalf Of Natosha Burgess-Rodriguez Sent: Monday, October 19, 2020 12:27 PM To: athen-list@u.washington.edu Subject: Re: [Athen] athen-list Digest, Vol 177, Issue 14 Hello and good afternoon! Subtitles and captions aren't really technically the same. Closed captions are the verbatim text representation of standalone audio content or audio content in videos. Subtitles represent the language specific translation of the audio content from the language of the original published work. The terms are used interchangeably but are different in purpose and usage. For example, my brothers and I have watched Kung Fu movies as kids and always appreciated reading the subtitles -for the ones that were not dubbed. I believe Aegisub subtitle editor. maybe useful. I haven't used it for ripping titles, however. Aegisub Plain Text URL: https://urldefense.com/v3/__http://www.aegisub.org/__;!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpP5XXD6MA$ Natosha Natosha Burgess-Rodriguez | Accessibility Technologist | Instructor eLearning Support and Instructional Design | Correction Education Wake Technical Community College Southern Wake Campus ndburgessrodriguez@waketech.edu | 919.866.6223 Pronouns: She/Her/Hers -----Original Message----- From: athen-list On Behalf Of athen-list-request@mailman12.u.washington.edu Sent: Monday, October 19, 2020 3:01 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 177, Issue 14 [CAUTION]: This email originated from outside of Wake Technical Community College. Do not click links or open attachments unless you verify that the attachment and content are safe. Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit https://urldefense.com/v3/__https://nam02.safelinks.protection.outlook.com/?url=http*3A*2F*2Fmailman12.u.washington.edu*2Fmailman*2Flistinfo*2Fathen-list&data=04*7C01*7Cndburgessrodriguez*40waketech.edu*7C0ebc898632094fed44e408d874627ea8*7C16cc8ad984fe481db9b048e7758c41aa*7C0*7C0*7C637387313667115810*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000&sdata=MikYYUAU9b2xngyOmwaOLgJoyD2Gjc8Ex8dnybGcLwM*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJQ!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpMlQL8wDw$ or, via email, send a message with subject or body 'help' to athen-list-request@mailman12.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman12.u.washington.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of athen-list digest..." Today's Topics: 1. Is it possible to extract subtitles (Deborah Armstrong) 2. Re: Is it possible to extract subtitles (Stager, Catherine) ---------------------------------------------------------------------- Message: 1 Date: Mon, 19 Oct 2020 02:45:02 +0000 From: Deborah Armstrong To: Access Technology Higher Education Network Subject: [Athen] Is it possible to extract subtitles Message-ID: Content-Type: text/plain; charset="us-ascii" ... from a foreign film so that I have a transcript in English? I had some software on my work PC that I believe does this, but I'm still sheltering in place so cannot exactly remember what I have there. I also remember someone in our deaf services department doing this for a blind student several years ago, but can't remember exactly how or with what software it was done. Are captions and subtitles technically the same thing? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 2 Date: Mon, 19 Oct 2020 18:55:05 +0000 From: "Stager, Catherine" To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Is it possible to extract subtitles Message-ID: Content-Type: text/plain; charset="us-ascii" Captions and subtitles are different, (https://urldefense.com/v3/__https://nam02.safelinks.protection.outlook.com/?url=https*3A*2F*2Fwww.w3.org*2Fwiki*2FVTT_Concepts*23Different_types_of_VTT_tracks_and_their_structures&data=04*7C01*7Cndburgessrodriguez*40waketech.edu*7C0ebc898632094fed44e408d874627ea8*7C16cc8ad984fe481db9b048e7758c41aa*7C0*7C0*7C637387313667115810*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000&sdata=EtkVP2r1qdAXMTpPFm0FaQLczF6kUM1C8n8kQQmIER8*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJQ!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpNOyqM84w$ ) but frequently the terms are used interchangeably. Subtitles do not contain the added information for access to sounds within a video. Captions and subtitles both will be in a timed text format - commonly a .vtt file. If you can access the vtt, or other timed text format files, you can get the text. Hope that is helpful. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [cid:image001.png@01D23FF3.21F590B0] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://urldefense.com/v3/__https://nam02.safelinks.protection.outlook.com/?url=https*3A*2F*2Fbit.ly*2FGettingStartedAtHome&data=04*7C01*7Cndburgessrodriguez*40waketech.edu*7C0ebc898632094fed44e408d874627ea8*7C16cc8ad984fe481db9b048e7758c41aa*7C0*7C0*! 7C637387313667115810*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000&sdata=f*2FaOm*2FQ3H7zaAV7Kfz*2F1NK3nI6atqo*2Bxh*2F1rMuIK*2BP0*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpOhbnyaSA$ From: athen-list On Behalf Of Deborah Armstrong Sent: Sunday, October 18, 2020 8:45 PM To: Access Technology Higher Education Network Subject: [Athen] Is it possible to extract subtitles 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. ... from a foreign film so that I have a transcript in English? I had some software on my work PC that I believe does this, but I'm still sheltering in place so cannot exactly remember what I have there. I also remember someone in our deaf services department doing this for a blind student several years ago, but can't remember exactly how or with what software it was done. Are captions and subtitles technically the same thing? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18481 bytes Desc: image001.png URL: ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://urldefense.com/v3/__https://nam02.safelinks.protection.outlook.com/?url=http*3A*2F*2Fmailman12.u.washington.edu*2Fmailman*2Flistinfo*2Fathen-list&data=04*7C01*7Cndburgessrodriguez*40waketech.edu*7C0ebc898632094fed44e408d874627ea8*7C16cc8ad984fe481db9b048e7758c41aa*7C0*7C0*7C637387313667125806*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000&sdata=*2FiupSGzO5dbvyyxqCnb0*2BcueVowRFGAN*2Fk862vJh2Fg*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpMqyihB7Q$ ------------------------------ End of athen-list Digest, Vol 177, Issue 14 ******************************************* Email correspondence to and from this address may be subject to the North Carolina Public Records law and may be disclosed to third parties by an authorized state official (NCGS. ch. 132). Student educational records are subject to FERPA. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://urldefense.com/v3/__http://mailman12.u.washington.edu/mailman/listinfo/athen-list__;!!A-B3JKCz!WIe5C4iYTWHys2abtodMfV_n2k6SfIwzCTStH8diNtxyUlrRMHMxizqZg3BozpPZ3Isb7w$ _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list From Catherine.Stager at frontrange.edu Tue Oct 20 16:42:03 2020 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Tue Oct 20 16:42:35 2020 Subject: [Athen] Can we teach instructors the rudiments of accessibility? In-Reply-To: References: Message-ID: Yes, I want all people to know, but? maybe teach the student to fish? Have you played with the OCR in ?Copyfish? browser extension for Chrome, Firefox or Edge? This sometimes is helpful for students who have enough vision to use it. Free version will OCR any image based text very accurately. We have one of our Getting Started Guides for Copyfish, and another one for accessing extensions via the keyboard. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [cid:image001.png@01D23FF3.21F590B0] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://bit.ly/GettingStartedAtHome From: athen-list On Behalf Of glen walker Sent: Tuesday, October 20, 2020 3:32 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Can we teach instructors the rudiments of accessibility? 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. This typically happens because it's "how I've always done it". The professor could have easily posted the URL to the website rather than a scanned PDF and it would have been much quicker. But perhaps they already had the PDF and were just in the mode of posting documents. HTML always wins over PDF, even if the PDF is well formed/tagged. On Tue, Oct 20, 2020 at 3:19 PM Deborah Armstrong > wrote: I was slowly trawling through a PDF that had OCR?d very badly, planning to email the resulting text to a student when I was done. It was a class handout she needed ASAP. A typically disorganized professor had just assigned it and asked the students to read it today and discuss it tomorrow. I got about halfway through, mindlessly zapping headers and footers until I actually read one and realized it was a web page. I went to the web page and the entire article was there, in beautifully formatted and structured HTML! Now why would a prof take a perfectly accessible article, print it scan it in to a PDF and put that up on the class home page ? especially at the last minute! Or maybe a better question to ask is why did stupid me not notice it was taken from a web page until I was halfway through cleaning it up? --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: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18481 bytes Desc: image001.png URL: From heather.mariger at chemeketa.edu Tue Oct 20 17:12:54 2020 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Tue Oct 20 17:13:24 2020 Subject: [Athen] [EXTERNAL] RE: Nearpod In-Reply-To: References: Message-ID: Greetings, Thank you so much for your helpful advice. I learn so much from you all every day. You are awesome! 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 [image: Chemeketa Community College Logo - Wearing is Caring - Mask Up! #chemeketacares.] On Fri, Oct 16, 2020 at 7:10 PM Kamran Rasul wrote: > Hi Heather, > > > > At my previous workplace, we had a few faculty members use Nearpod, long > as they followed the proper accessibility guidelines when designing online > content using Nearpod. > > > > The editor tools for Nearpod include all you need to ensure your > presentation production design with accessibility in mind. > > > > Here is one good resource to consider: > > > > Nearpodding Accessibility @Nearpod @Ontarioextend > > > > > > https://nearpod.zendesk.com/hc/en-us/articles/360033648751-How-to-use-Nearpod-s-Beta-Integration-with-Microsoft-s-Immersive-Reader > > > > > [image: 86FB7076] > > Kamran Rasul, MEd. > > Assistive Technology/Alternate Format Specialist > > krasul1@jhu.edu > > Student Disability Services > > 3400 N. Charles Street > > Baltimore, MD 21218 > > > > *From:* athen-list *On > Behalf Of *Heather Mariger > *Sent:* Friday, October 16, 2020 4:29 PM > *To:* The EDUCAUSE IT Accessibility Community Group Listserv < > ITACCESS@listserv.educause.edu>; Access Technology Higher Education > Network > *Subject:* [Athen] Nearpod > > > > > * External Email - Use Caution * > > > > > > Greetings and Happy Friday! > > > > I apologize for the cross-listing but I am hoping to once again take > advantage of your collective wisdom and knowledge. > > > > A couple of faculty are looking at using Nearpod > to > help promote more student engagement in their classes. However, most of > what I am finding is a couple of years old or not terribly informative. > > > Has anyone had any experience with Nearpod or know anything about its > accessibility that they would be willing to share? > > > > 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 > > > > [image: Chemeketa Community College Logo - Wearing is Caring - Mask Up! > #chemeketacares.] > > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8704 bytes Desc: not available URL: From arobasse at cornellcollege.edu Tue Oct 20 21:26:48 2020 From: arobasse at cornellcollege.edu (Amy Robasse) Date: Tue Oct 20 21:27:19 2020 Subject: [Athen] Can we teach instructors the rudiments of accessibility? In-Reply-To: References: Message-ID: Hi Glenn! Can you explain why html always wins out over a PDF? I work with a couple of blind students who struggle with accessing a lot of articles professors link to due to pop-ups, ads, and other barriers such as requiring a user to enter an email to view the whole article. Because of this they request any longer web articles to be converted to PDF. Is there something out there I am not aware of that would remove the barriers they are experiencing? Thanks! Amy From lydia at autistichoya.com Wed Oct 21 07:07:06 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Wed Oct 21 07:08:00 2020 Subject: [Athen] Remote or Denver: Civil Rights Education & Enforcement Center hiring ASL-fluent Paralegal (Deaf/HoH preferred) Message-ID: Please circulate widely. Thanks! [image: Image: Letterhead reading CREEC: Civil Rights Education and Enforcement Center.] *Paralegal -- ASL Fluency Required -- Preference for D/HoH Candidates * Online posting: *https://creeclaw.org/creec-is-hiring-an-asl-fluent-paralegal/ * The Civil Rights Education and Enforcement Center (CREEC) is looking for an ASL-fluent paralegal to perform standard paralegal tasks with emphasis on outreach to d/Deaf communities. We frequently work with d/Deaf clients to address effective communication issues. *We would like to hire a d/Deaf or hard of hearing person for this position.* CREEC is a nonprofit membership organization whose goal is ensuring that everyone can fully and independently participate in our nation?s civic life without discrimination based on race, gender, disability, religion, national origin, sexual orientation, or gender identity. We are committed to this mission, and we promote it through education, outreach, and investigating and filing impact and class action lawsuits nationwide on a broad array of civil rights issues. We have three attorneys in Denver, one attorney each in Berkeley, Nashville, and Los Angeles. More information is available at www.creeclaw.org. We are looking for a smart, motivated college graduate who is extremely detail oriented, and who has strong writing, communication, and organizational skills to be our paralegal. You do not need prior paralegal experience. We will, of course, provide any required accommodations necessary to do the job. We request a commitment of at least two years. We are based in Denver but open to remote work from other locations. We are posting this as a full-time position but are open to part-time arrangements. What we are looking for: *Superior organizational and writing skills*. CREEC has a heavy case load of complex litigation and educational projects. We need someone who can internalize the details of these projects and help us keep track of them, calendar constantly shifting litigation deadlines, manage case documents and files, and generally run all but the purely legal aspects of each case. In addition, we ask our paralegal to draft basic pleadings and correspondence, interview potential clients and witnesses, and assist with investigations, so strong communication and writing skills are a must. *Strong computer skills*. Our paralegal will do web-based research and use Microsoft programs (Word, Excel, Access, Outlook, and PowerPoint), as well as specialized litigation software. We are looking for candidates with experience using some of these programs, but will consider all otherwise qualified candidates and will provide additional training as needed on the job. *Ability to work well with other people . . . and alone*. You need to be comfortable and professional interacting with potential and current clients, court personnel, cooperating and opposing counsel, and the wide variety of people who call and visit our nonprofit. Because CREEC?s attorneys travel often ? at least we did before the pandemic ? and because we?re all working from home now, you also should be comfortable and efficient working with little supervision. *Willingness to do a bit of everything*. We are a small nonprofit, so you have to be comfortable doing less glamorous things, like filing, data entry, making travel arrangements, or running out to pick up lunch. At least after the pandemic, you must be willing to travel. We work very hard, but our office atmosphere is upbeat and casual. Before everyone started working from home, we had a well-stocked kitchen and several office dogs. Now we have regular Zoom meetings over lunch and wave to the dogs on camera. If you like responsibility and handle the tasks well, you will be able to play a major role in our litigation and outreach and have a varied and interesting practice. Salary and benefits: The salary is $40,000. We also provide health insurance, a retirement plan, and three weeks of paid leave. Application process. Email a cover letter, resume, writing sample, and college transcript to resumes@creeclaw.org. Please indicate ?Paralegal (YOUR LAST NAME)? in the subject line. All materials should be sent in pdf format. If you are a person with a disability and need accommodations in the application process, please let us know in your cover letter. CREEC is an equal opportunity employer that values a diverse workforce and promotes an inclusive culture. CREEC encourages applications from all qualified individuals without regard to race, color, religion, gender, sex, sexual orientation, gender identity or expression, pregnancy, age, national origin, marital status, citizenship, disability, and veteran status. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.png Type: image/png Size: 13758 bytes Desc: not available URL: From rspangler1 at udayton.edu Wed Oct 21 07:53:20 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Wed Oct 21 07:53:17 2020 Subject: [Athen] Using GSuite with NVDA or JAWS Message-ID: Hello to the screen reader users on the list, something is always broken in GSuite, but this time it's rather a major issue. I am working on a Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; I am attempting to rename a sheet. Well, I can't really do this when the announcement of menu items is broken. Has anyone else seen this? I've seen it with NVDA as well. I am using Google Chrome. I had this issue a while back, but it has returned. I would like to ask that anyone else who is experiencing this (or any other accessibility issue in GSuite, for that matter) report it to Google's accessibility team. These issues impact our work, and we need to be direct and firm in expressing this when sending these reports to Google. Here is the link to the email form for the Google accessibility support team: https://support.google.com/accessibility/contact/contact_google_disability Robert -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Wed Oct 21 07:55:13 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Wed Oct 21 07:55:17 2020 Subject: [Athen] Using GSuite with NVDA or JAWS In-Reply-To: References: Message-ID: I mistyped in my last email. Currently, I am attempting the steps I mentioned below in Microsoft Edge (the new, Chromium-based one) not in Google Chrome. On Wed, Oct 21, 2020 at 10:53 AM Robert Spangler wrote: > Hello to the screen reader users on the list, something is always broken > in GSuite, but this time it's rather a major issue. I am working on a > Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 > of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; > I am attempting to rename a sheet. Well, I can't really do this when the > announcement of menu items is broken. > > Has anyone else seen this? I've seen it with NVDA as well. I am using > Google Chrome. I had this issue a while back, but it has returned. > > I would like to ask that anyone else who is experiencing this (or any > other accessibility issue in GSuite, for that matter) report it to Google's > accessibility team. These issues impact our work, and we need to be direct > and firm in expressing this when sending these reports to Google. > > Here is the link to the email form for the Google accessibility support > team: > https://support.google.com/accessibility/contact/contact_google_disability > > Robert > > > -- > Robert Spangler > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > University of Dayton > Ryan C. Harris Learning Teaching Center (LTC) > Roesch Library Room: 023 > Phone: 937-229-2066 > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > For office hours and further OLR information, please visit > go.udayton.edu/learning > CONFIDENTIALITY NOTICE > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Wed Oct 21 07:58:08 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Wed Oct 21 07:58:29 2020 Subject: [Athen] [EXT] Using GSuite with NVDA or JAWS In-Reply-To: References: Message-ID: Did you make sure the window is maximized? I?ve seen this happen in a few programs when the window was not maximized. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list On Behalf Of Robert Spangler Sent: Wednesday, October 21, 2020 9:53 AM To: Access Technology Higher Education Network Subject: [EXT][Athen] Using GSuite with NVDA or JAWS 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. Hello to the screen reader users on the list, something is always broken in GSuite, but this time it's rather a major issue. I am working on a Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; I am attempting to rename a sheet. Well, I can't really do this when the announcement of menu items is broken. Has anyone else seen this? I've seen it with NVDA as well. I am using Google Chrome. I had this issue a while back, but it has returned. I would like to ask that anyone else who is experiencing this (or any other accessibility issue in GSuite, for that matter) report it to Google's accessibility team. These issues impact our work, and we need to be direct and firm in expressing this when sending these reports to Google. Here is the link to the email form for the Google accessibility support team: https://support.google.com/accessibility/contact/contact_google_disability Robert -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Wed Oct 21 08:15:17 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Wed Oct 21 08:16:03 2020 Subject: [Athen] [EXT] Using GSuite with NVDA or JAWS In-Reply-To: References: Message-ID: Hi Robert, thanks for the suggestion, but unfortunately it didn't make a difference. Also another part of this I did not mention in my last email: after I arrow down a few times only hearing, "1 of 17, 2 of 17," etc, after a few presses of the down arrow the menu closes and I'm returned to the sheet. I use Microsoft Edge for work on my home computer, since all of my personal stuff is in Chrome, but because of this issue I am forced to use Chrome to work on this sheet. I am working in Chrome without any issues. Robert On Wed, Oct 21, 2020 at 11:03 AM Robert Beach wrote: > Did you make sure the window is maximized? I?ve seen this happen in a few > programs when the window was not maximized. > > > > > > *Robert Lee Beach* > > *Assistive Technology Specialist* ? Student Accessibility & Support > Services > > > > *Kansas City Kansas Community College* > > 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 > > O 913-288-7671 | F 913-288-7678 > > rbeach@kckcc.edu > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, October 21, 2020 9:53 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT][Athen] Using GSuite with NVDA or JAWS > > > > *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 .* > > Hello to the screen reader users on the list, something is always broken > in GSuite, but this time it's rather a major issue. I am working on a > Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 > of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; > I am attempting to rename a sheet. Well, I can't really do this when the > announcement of menu items is broken. > > > > Has anyone else seen this? I've seen it with NVDA as well. I am using > Google Chrome. I had this issue a while back, but it has returned. > > > > I would like to ask that anyone else who is experiencing this (or any > other accessibility issue in GSuite, for that matter) report it to Google's > accessibility team. These issues impact our work, and we need to be direct > and firm in expressing this when sending these reports to Google. > > > > Here is the link to the email form for the Google accessibility support > team: > > https://support.google.com/accessibility/contact/contact_google_disability > > > > > Robert > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > > University of Dayton > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/learning > > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From solowoniukr at macewan.ca Wed Oct 21 08:21:08 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Wed Oct 21 08:21:20 2020 Subject: [Athen] In-class strategy for a hard-of-hearing student In-Reply-To: <40F6E77F-95FF-4BD8-8AB7-C8F447E9FE50@gmail.com> References: <40F6E77F-95FF-4BD8-8AB7-C8F447E9FE50@gmail.com> Message-ID: Hi Jeff, This is perfect! We?ll send the steps to the student and see if it works for her. Thank you so much! Best regards, Russell From: athen-list On Behalf Of Jeffrey Dell Sent: Tuesday, October 20, 2020 4:29 PM To: Access Technology Higher Education Network Subject: Re: [Athen] In-class strategy for a hard-of-hearing student What the student would need to do to be able to hear the microphone input to the laptop is to enable monitoring of that audio input. Here?s a video for how to do it windows 10 https://youtu.be/uStp7_uyLFg Math is not quite as easy to do this with as windows 10. One option I found but I?ve never used it before is audio hi Jack https://www.rogueamoeba.com/support/knowledgebase/?showArticle=AudioHijack-PlayThru Best regards, Jeff Sent from my iPhone. please excuse errors from using Apple's dictation feature. On Oct 20, 2020, at 5:35 PM, Russell Solowoniuk > wrote: ? Hi everyone, We have a hard-of -hearing student attending an in-person class. She emailed my manager with the following question, and I thought that perhaps someone on this list might have a solution. At the moment, I use the AI media for captioning services, and they use my audio input connected through a zoom meeting. I am wondering if there is software that would enable me to use my cochlear ?headphones? and listen to that same audio stream? I am just finding the lag time of 5-10 seconds is long in some circumstances, and then I am not picking up any of the students questions/comments in class. I?ve tried connecting into the Ai Media - Zoom meeting with my headphones, but unfortunately my own input isn?t played through the speakers/headphones. I had a microphone that I used to provide to a lecturer to help me hear them, but I no longer have a clip for this and I think it would be better to try and use the single microphone than provide two. Any ideas or suggestions would be greatly appreciated. Thanks, Russell Our new name is Access and Disability Resources Russell Solowoniuk AT Educational Assistant, Access and Disability Resources MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 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 We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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 solowoniukr at macewan.ca Wed Oct 21 09:33:25 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Wed Oct 21 09:33:39 2020 Subject: [Athen] Using GSuite with NVDA or JAWS In-Reply-To: References: Message-ID: Hi Robert, I?m not familiar with GSuite, but do use Google Docs and Google Sheets occasionally by going to Google.com and then choosing Google Drive from the list of Apps. I?m not sure if things work differently in GSuite, but I just tried opening a Google Sheets document in Edge, and I had no trouble navigating through the File menu and renaming the document using Jaws 2021, Beta. Hope this helps, Russell From: athen-list On Behalf Of Robert Spangler Sent: Wednesday, October 21, 2020 8:55 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Using GSuite with NVDA or JAWS I mistyped in my last email. Currently, I am attempting the steps I mentioned below in Microsoft Edge (the new, Chromium-based one) not in Google Chrome. On Wed, Oct 21, 2020 at 10:53 AM Robert Spangler > wrote: Hello to the screen reader users on the list, something is always broken in GSuite, but this time it's rather a major issue. I am working on a Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; I am attempting to rename a sheet. Well, I can't really do this when the announcement of menu items is broken. Has anyone else seen this? I've seen it with NVDA as well. I am using Google Chrome. I had this issue a while back, but it has returned. I would like to ask that anyone else who is experiencing this (or any other accessibility issue in GSuite, for that matter) report it to Google's accessibility team. These issues impact our work, and we need to be direct and firm in expressing this when sending these reports to Google. Here is the link to the email form for the Google accessibility support team: https://support.google.com/accessibility/contact/contact_google_disability Robert -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Wed Oct 21 11:22:06 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Oct 21 11:22:22 2020 Subject: [Athen] Can we teach instructors the rudiments of accessibility? In-Reply-To: References: Message-ID: Well, if it's a low vision user they will have trouble magnifying what they want to read without all the ads and popups getting in the way. And if the article is on an inaccessible site, a blind or low-vision user is better off with a word file of the article they want to read. They can always use Firefox's or Safari's reader mode or Edg'es immersive Reader to clear out the visual clutter too. If those modes are available they will display just the text of the article and Imersive reader can also read it out loud. But if the user -- especially someone with low vision was trained to use PDF files -- so easy to zoom in and out -- that's why they will want those. Also if they have a reading app they like that can open PDFS, they'll want to use a familiar interface to read. If you are navigating PDF files with a screen reader though, especially longarticles it can be a real pain. You don't have paragraphs unless it is real accessible. You don't have headings -- there's no structure. And to go to the next page, if the whole article isn't loaded in RAM, you have to press ctrl-PGDN and your screen reader's focus is now at the bottom of the page so you have to press Ctrl-Home to take it back to the top. You don't have to do all this extra navigating with HTML. What's worse is that sighted folks usually have no idea whether a PDF is accessible because they are seeing it, not reading it with access technology. If every teacher was required to save a PDF they created as text first and then imagine trying to read that text, they'd have a clearer idea of what access technology is presenting to the user. --Debee -----Original Message----- From: athen-list On Behalf Of Amy Robasse Sent: Tuesday, October 20, 2020 9:27 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Can we teach instructors the rudiments of accessibility? Hi Glenn! Can you explain why html always wins out over a PDF? I work with a couple of blind students who struggle with accessing a lot of articles professors link to due to pop-ups, ads, and other barriers such as requiring a user to enter an email to view the whole article. Because of this they request any longer web articles to be converted to PDF. Is there something out there I am not aware of that would remove the barriers they are experiencing? Thanks! Amy _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://urldefense.com/v3/__http://mailman12.u.washington.edu/mailman/listinfo/athen-list__;!!A-B3JKCz!WDd0c2ZDDdzK6-8OZ4YW7l_OfTJofS6xf_JZnUeMqa9Yl2BjkN9L4HjKKrlOJkXT0V-BTA$ From rspangler1 at udayton.edu Wed Oct 21 11:25:04 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Wed Oct 21 11:25:06 2020 Subject: [Athen] Using GSuite with NVDA or JAWS In-Reply-To: References: Message-ID: Hello, GSuite is basically the name for the version used by organizations. I notice that this does make a difference. When I navigate the menus in a sheet made with one of my personal gmail accounts, I don't see the problem. It's when I do the same thing using my university account I run into the issue. Thanks, Robert On Wed, Oct 21, 2020 at 12:38 PM Russell Solowoniuk wrote: > Hi Robert, > > > > I?m not familiar with GSuite, but do use Google Docs and Google Sheets > occasionally by going to Google.com and then choosing Google Drive from the > list of Apps. I?m not sure if things work differently in GSuite, but I just > tried opening a Google Sheets document in Edge, and I had no trouble > navigating through the File menu and renaming the document using Jaws 2021, > Beta. > > > > Hope this helps, > > > > Russell > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, October 21, 2020 8:55 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Using GSuite with NVDA or JAWS > > > > I mistyped in my last email. Currently, I am attempting the steps I > mentioned below in Microsoft Edge (the new, Chromium-based one) not in > Google Chrome. > > > > > > > > On Wed, Oct 21, 2020 at 10:53 AM Robert Spangler > wrote: > > Hello to the screen reader users on the list, something is always broken > in GSuite, but this time it's rather a major issue. I am working on a > Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 > of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; > I am attempting to rename a sheet. Well, I can't really do this when the > announcement of menu items is broken. > > > > Has anyone else seen this? I've seen it with NVDA as well. I am using > Google Chrome. I had this issue a while back, but it has returned. > > > > I would like to ask that anyone else who is experiencing this (or any > other accessibility issue in GSuite, for that matter) report it to Google's > accessibility team. These issues impact our work, and we need to be direct > and firm in expressing this when sending these reports to Google. > > > > Here is the link to the email form for the Google accessibility support > team: > > https://support.google.com/accessibility/contact/contact_google_disability > > > > Robert > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > > University of Dayton > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/learning > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > > University of Dayton > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/learning > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From glen.walker at gmail.com Wed Oct 21 12:24:42 2020 From: glen.walker at gmail.com (glen walker) Date: Wed Oct 21 12:25:16 2020 Subject: [Athen] Can we teach instructors the rudiments of accessibility? In-Reply-To: References: Message-ID: Your original question said when you found the webpage for the article, it was "in beautifully formatted and structured HTML". That's fantastic. All things being equal, it's easier to make a webpage accessible than a PDF document. There is so much built in accessibility with HTML if you're using semantic elements (such as headings

, tables , lists
    , etc). You don't have to do anything extra when you use semantic HTML elements. It works great with screen readers and other assistive tech. For PDF, you are at the mercy of whoever created the original document and how they created the PDF from that document. If the original document was a Word document and the author did not use styles to mark up headings, then the resulting PDF will not have any heading info. Then someone has to remediate the PDF by adding tagging information. That can take a lot of effort and even if you get the PDF perfect, if the original document changes and you need a new PDF, you have to do all the remediating all over again. And there's a lot of accessibility information that *can't* be included in the original document, depending on the technology you're using. For example, if you have a Word doc and you have a table in your document, Word only lets you mark up column headers but does not let you mark up row headers. That's a huge drawback (and is a flaw from Microsoft). If you're a screen reader user and you are navigating vertically down a column in a table, there's no way to get the row header for that cell to be read as you navigate down. After you generate a PDF, you can then edit the PDF and add tagging information for the table so that row headers are read, but again, that's a lot of work. If that same table were rendered on an HTML page, it would be super easy to mark up the row headers. I've seen some decently tagged PDF files that sound good with a screen reader but it was a huge effort to get it there. The same information, when presented as a webpage, is so much more efficient and easier to make accessible. The issue of ads and popups is somewhat separate from the page content itself. I always run with ad blockers, but when a page refuses to show me the content if I have an ad blocker turned on, then I do as Deborah mentioned and use the browsers "reader" mode so that I only have the content. So in general, making a website accessible is for the most part pretty easy and screen readers support webpage very well. Making PDF accessible can be very difficult and until tagging information is added, it can be very hard to figure out a PDF using a screen reader. On Tue, Oct 20, 2020 at 10:27 PM Amy Robasse wrote: > Hi Glenn! > > Can you explain why html always wins out over a PDF? I work with a couple > of blind students who struggle with accessing a lot of articles professors > link to due to pop-ups, ads, and other barriers such as requiring a user to > enter an email to view the whole article. Because of this they request any > longer web articles to be converted to PDF. > > Is there something out there I am not aware of that would remove the > barriers they are experiencing? > > Thanks! > Amy > _______________________________________________ > 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 solowoniukr at macewan.ca Wed Oct 21 15:23:28 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Wed Oct 21 15:23:44 2020 Subject: [Athen] Using GSuite with NVDA or JAWS In-Reply-To: References: Message-ID: Hi Robert & all, I just tried opening a Google Sheets spreadsheet from my University Google account and was once again able to navigate the file menu with Jaws with none of the issues you mention. Thanks, Russell From: athen-list On Behalf Of Robert Spangler Sent: Wednesday, October 21, 2020 12:25 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Using GSuite with NVDA or JAWS Hello, GSuite is basically the name for the version used by organizations. I notice that this does make a difference. When I navigate the menus in a sheet made with one of my personal gmail accounts, I don't see the problem. It's when I do the same thing using my university account I run into the issue. Thanks, Robert On Wed, Oct 21, 2020 at 12:38 PM Russell Solowoniuk > wrote: Hi Robert, I?m not familiar with GSuite, but do use Google Docs and Google Sheets occasionally by going to Google.com and then choosing Google Drive from the list of Apps. I?m not sure if things work differently in GSuite, but I just tried opening a Google Sheets document in Edge, and I had no trouble navigating through the File menu and renaming the document using Jaws 2021, Beta. Hope this helps, Russell From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, October 21, 2020 8:55 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Using GSuite with NVDA or JAWS I mistyped in my last email. Currently, I am attempting the steps I mentioned below in Microsoft Edge (the new, Chromium-based one) not in Google Chrome. On Wed, Oct 21, 2020 at 10:53 AM Robert Spangler > wrote: Hello to the screen reader users on the list, something is always broken in GSuite, but this time it's rather a major issue. I am working on a Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; I am attempting to rename a sheet. Well, I can't really do this when the announcement of menu items is broken. Has anyone else seen this? I've seen it with NVDA as well. I am using Google Chrome. I had this issue a while back, but it has returned. I would like to ask that anyone else who is experiencing this (or any other accessibility issue in GSuite, for that matter) report it to Google's accessibility team. These issues impact our work, and we need to be direct and firm in expressing this when sending these reports to Google. Here is the link to the email form for the Google accessibility support team: https://support.google.com/accessibility/contact/contact_google_disability Robert -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Wed Oct 21 15:29:44 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Wed Oct 21 15:29:51 2020 Subject: [Athen] Using GSuite with NVDA or JAWS In-Reply-To: References: Message-ID: All right, thanks for checking. I'll try it on my work computer tomorrow to see if it isn't something strange happening here at home. On Wed, Oct 21, 2020 at 6:27 PM Russell Solowoniuk wrote: > Hi Robert & all, > > > > I just tried opening a Google Sheets spreadsheet from my University Google > account and was once again able to navigate the file menu with Jaws with > none of the issues you mention. > > > > Thanks, > > > > Russell > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, October 21, 2020 12:25 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Using GSuite with NVDA or JAWS > > > > Hello, GSuite is basically the name for the version used by > organizations. I notice that this does make a difference. When I navigate > the menus in a sheet made with one of my personal gmail accounts, I don't > see the problem. It's when I do the same thing using my university account > I run into the issue. > > > > Thanks, > > Robert > > > > > > On Wed, Oct 21, 2020 at 12:38 PM Russell Solowoniuk < > solowoniukr@macewan.ca> wrote: > > Hi Robert, > > > > I?m not familiar with GSuite, but do use Google Docs and Google Sheets > occasionally by going to Google.com and then choosing Google Drive from the > list of Apps. I?m not sure if things work differently in GSuite, but I just > tried opening a Google Sheets document in Edge, and I had no trouble > navigating through the File menu and renaming the document using Jaws 2021, > Beta. > > > > Hope this helps, > > > > Russell > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, October 21, 2020 8:55 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Using GSuite with NVDA or JAWS > > > > I mistyped in my last email. Currently, I am attempting the steps I > mentioned below in Microsoft Edge (the new, Chromium-based one) not in > Google Chrome. > > > > > > > > On Wed, Oct 21, 2020 at 10:53 AM Robert Spangler > wrote: > > Hello to the screen reader users on the list, something is always broken > in GSuite, but this time it's rather a major issue. I am working on a > Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 > of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; > I am attempting to rename a sheet. Well, I can't really do this when the > announcement of menu items is broken. > > > > Has anyone else seen this? I've seen it with NVDA as well. I am using > Google Chrome. I had this issue a while back, but it has returned. > > > > I would like to ask that anyone else who is experiencing this (or any > other accessibility issue in GSuite, for that matter) report it to Google's > accessibility team. These issues impact our work, and we need to be direct > and firm in expressing this when sending these reports to Google. > > > > Here is the link to the email form for the Google accessibility support > team: > > https://support.google.com/accessibility/contact/contact_google_disability > > > > Robert > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > > University of Dayton > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/learning > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > > University of Dayton > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/learning > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist, Office of Learning > Resources (OLR) > > ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 > PM. The office in Roesch 023 will not be open until further notice. > > ? Appointments for Disability Services, accommodations, and Voluntary > Medical Withdrawals will be conducted via telephone. To schedule, call > 937-229-2066. > > ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the > Write Place will be accessible remotely. > > University of Dayton > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/learning > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Bryon-Kluesner at utc.edu Wed Oct 21 16:40:56 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Wed Oct 21 16:41:25 2020 Subject: [Athen] Kinda off topic question Message-ID: Hi all, My campus is in the early stages of planning a live / virtual graduation for our fall semester graduates. The ceremony is initially being planned on one of our large outdoor areas with social distancing and mask use enforced. The area is a grass "field-type" set up, accessible to games, interactions, etc. An upcoming graduate who uses a wheelchair expressed their concern about navigating the grassy area and a female student also mentioned concerns about her shoes getting stuck in the location (she prefers to wear high heels). Does anyone have any suggestions of a surface cover that may address these concerns? As I mentioned in the subject line - "kinda off topic question." Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 117 University Center Chattanooga, TN 37403 423-425-5251 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Catherine.Stager at frontrange.edu Wed Oct 21 16:58:50 2020 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Wed Oct 21 16:59:22 2020 Subject: [Athen] Kinda off topic question In-Reply-To: References: Message-ID: Hi Bryon, I wonder if wedding planners might have to face this type of surface issue question. I thought of dance floor installations at outdoor weddings when I read your question. It's a great question - especially asking it early! Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [cid:image001.png@01D23FF3.21F590B0] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://bit.ly/GettingStartedAtHome Best regards, Cath From: athen-list On Behalf Of Kluesner, Bryon Sent: Wednesday, October 21, 2020 5:41 PM To: Access Technology Higher Education Network Subject: [Athen] Kinda off topic question 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. Hi all, My campus is in the early stages of planning a live / virtual graduation for our fall semester graduates. The ceremony is initially being planned on one of our large outdoor areas with social distancing and mask use enforced. The area is a grass "field-type" set up, accessible to games, interactions, etc. An upcoming graduate who uses a wheelchair expressed their concern about navigating the grassy area and a female student also mentioned concerns about her shoes getting stuck in the location (she prefers to wear high heels). Does anyone have any suggestions of a surface cover that may address these concerns? As I mentioned in the subject line - "kinda off topic question." Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 117 University Center Chattanooga, TN 37403 423-425-5251 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18481 bytes Desc: image001.png URL: From foreigntype at gmail.com Wed Oct 21 17:54:57 2020 From: foreigntype at gmail.com (foreigntype@gmail.com) Date: Wed Oct 21 17:55:23 2020 Subject: [Athen] Kinda off topic question In-Reply-To: References: Message-ID: Bryon, I?d agree with Cath about checking with event planners. I assume you?d rather rent than purchase? Wink On Wed, Oct 21, 2020 at 5:00 PM Stager, Catherine < Catherine.Stager@frontrange.edu> wrote: > Hi Bryon, > > I wonder if wedding planners might have to face this type of surface issue > question. I thought of dance floor installations at outdoor weddings when I > read your question. > > It?s a great question ? especially asking it early! > > > > Best regards, > > Cath > > > > Catherine M. Stager > > Assistive Technology Specialist > > Catherine.Stager@frontrange.edu > > > > (720) 336-1245 > > *[image: cid:image001.png@01D23FF3.21F590B0]* > > *Disability Support Services - Assistive Technology* > > *Check out our Getting Started Guides for At Home Support! > * > > *https://bit.ly/GettingStartedAtHome > * > > > > Best regards, > > Cath > > > > *From:* athen-list *On > Behalf Of *Kluesner, Bryon > *Sent:* Wednesday, October 21, 2020 5:41 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Kinda off topic question > > > > > > *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. > > Hi all, > > > > My campus is in the early stages of planning a live / virtual graduation > for our fall semester graduates. The ceremony is initially being planned on > one of our large outdoor areas with social distancing and mask use > enforced. The area is a grass "field-type" set up, accessible to games, > interactions, etc. An upcoming graduate who uses a wheelchair expressed > their concern about navigating the grassy area and a female student also > mentioned concerns about her shoes getting stuck in the location (she > prefers to wear high heels). Does anyone have any suggestions of a surface > cover that may address these concerns? > > > > As I mentioned in the subject line - "kinda off topic question." > > > > Thanks, > > > > Bryon > > > > Bryon Kluesner, RhD > > Adaptive Technology Coordinator > > Disability Resource Center > > University of Tennessee at Chattanooga > > 117 University Center > > 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 > -- 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: 18481 bytes Desc: not available URL: From hunziker at arizona.edu Wed Oct 21 19:47:58 2020 From: hunziker at arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Wed Oct 21 19:48:13 2020 Subject: [Athen] Kinda off topic question In-Reply-To: References: Message-ID: Hi Bryon, The University of Arizona has held our Commencement Ceremony on our football field for the past several years. We put out RFPs to have a "false floor" placed over the football field to protect it from the stage, cranes/forklifts as well as the shoes and heels and to ensure access for wheelchair users. I have RFP language and details "The University seeks floor protection rental with supervisor to install a heavy duty system capable of fork lift / crane traffic along with staging support while protecting a synthetic football playing surface underneath.... Armor Deck 3 with a strength rating of ~45k lbs. per sq. ft. or equivalent material..." If you'd like more information, please let me know and I'll get you in contact with someone who can give you more information. ~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 Kluesner, Bryon Sent: Wednesday, October 21, 2020 4:41 PM To: Access Technology Higher Education Network Subject: [EXT][Athen] Kinda off topic question External Email Hi all, My campus is in the early stages of planning a live / virtual graduation for our fall semester graduates. The ceremony is initially being planned on one of our large outdoor areas with social distancing and mask use enforced. The area is a grass "field-type" set up, accessible to games, interactions, etc. An upcoming graduate who uses a wheelchair expressed their concern about navigating the grassy area and a female student also mentioned concerns about her shoes getting stuck in the location (she prefers to wear high heels). Does anyone have any suggestions of a surface cover that may address these concerns? As I mentioned in the subject line - "kinda off topic question." Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 117 University Center Chattanooga, TN 37403 423-425-5251 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kndeibel at syr.edu Thu Oct 22 06:44:26 2020 From: kndeibel at syr.edu (Kate Deibel) Date: Thu Oct 22 06:44:50 2020 Subject: [Athen] Using GSuite with NVDA or JAWS In-Reply-To: References: Message-ID: <5c897305b9cf4c8f86acb23021efe26e@syr.edu> One question: have you turned on screen reader support for the Google account you are in? https://support.google.com/docs/answer/1632199 Katherine (Kate) Deibel | PhD Inclusion & Accessibility Librarian Syracuse University Libraries T 315.443.7178 kndeibel@syr.edu 222 Waverly Ave., Syracuse, NY 13244 Syracuse University From: athen-list On Behalf Of Robert Spangler Sent: Wednesday, October 21, 2020 6:30 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Using GSuite with NVDA or JAWS All right, thanks for checking. I'll try it on my work computer tomorrow to see if it isn't something strange happening here at home. On Wed, Oct 21, 2020 at 6:27 PM Russell Solowoniuk > wrote: Hi Robert & all, I just tried opening a Google Sheets spreadsheet from my University Google account and was once again able to navigate the file menu with Jaws with none of the issues you mention. Thanks, Russell From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, October 21, 2020 12:25 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Using GSuite with NVDA or JAWS Hello, GSuite is basically the name for the version used by organizations. I notice that this does make a difference. When I navigate the menus in a sheet made with one of my personal gmail accounts, I don't see the problem. It's when I do the same thing using my university account I run into the issue. Thanks, Robert On Wed, Oct 21, 2020 at 12:38 PM Russell Solowoniuk > wrote: Hi Robert, I?m not familiar with GSuite, but do use Google Docs and Google Sheets occasionally by going to Google.com and then choosing Google Drive from the list of Apps. I?m not sure if things work differently in GSuite, but I just tried opening a Google Sheets document in Edge, and I had no trouble navigating through the File menu and renaming the document using Jaws 2021, Beta. Hope this helps, Russell From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, October 21, 2020 8:55 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Using GSuite with NVDA or JAWS I mistyped in my last email. Currently, I am attempting the steps I mentioned below in Microsoft Edge (the new, Chromium-based one) not in Google Chrome. On Wed, Oct 21, 2020 at 10:53 AM Robert Spangler > wrote: Hello to the screen reader users on the list, something is always broken in GSuite, but this time it's rather a major issue. I am working on a Google Sheet, and when I navigate through the menus, JAWS says "1 of 17, 2 of 17, 3 of 17" etc as I am arrowing down. This is through the File menu; I am attempting to rename a sheet. Well, I can't really do this when the announcement of menu items is broken. Has anyone else seen this? I've seen it with NVDA as well. I am using Google Chrome. I had this issue a while back, but it has returned. I would like to ask that anyone else who is experiencing this (or any other accessibility issue in GSuite, for that matter) report it to Google's accessibility team. These issues impact our work, and we need to be direct and firm in expressing this when sending these reports to Google. Here is the link to the email form for the Google accessibility support team: https://support.google.com/accessibility/contact/contact_google_disability Robert -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Thu Oct 22 09:08:17 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Thu Oct 22 09:08:40 2020 Subject: [Athen] Google Slides to PowerPoint Message-ID: Hello all, I have a student who needs to convert instructor provided Google Slide presentations to PowerPoints. She is a screen reader user and is not experienced in Google Slides. I do not work with the Google products either. Can somebody give me quick, easy steps to convert these files? Thanks. Robert Lee Beach Assistive Technology Specialist - Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From popish at pdx.edu Thu Oct 22 09:18:38 2020 From: popish at pdx.edu (Mary Popish) Date: Thu Oct 22 09:20:03 2020 Subject: [Athen] Google Slides to PowerPoint In-Reply-To: References: Message-ID: Hi Robert, You can download a .ppt file from a Google Slides presentation by navigating to File > Download > Microsoft PowerPoint (.pptx). Here's a link to some keyboard shortcuts (including navigating to the File menu) for using a screen reader in Google Slides. I hope this helps! Mary *Mary Popish* Adaptive Technology Specialist & Alternate Formats Coordinator Disability Resource Center Portland State University Phone: (503) 725-9119 Fax: (503) 725-4103 Email: drc@pdx.edu URL: http://www.pdx.edu/d isability-resource-center Pronouns: she / her / hers --- We're excited to announce that DRC staff is officially off of furlough and now back 5 days a week! We will still perform all essential work of the DRC remotely, including initial appointments and drop-ins, but will now be available on Fridays as well! If you want to speak to a specific Access Counselor and Consultant, their specific drop-in hours are listed on our website (navigate to the bottom of the page). As always, you can reach the DRC front desk by phone at 503-725-4150 or by email to drc@pdx.edu for questions about your accommodations or to sign-up for a drop-in. You can also visit our virtual front desk between 12p.m. and 4 p.m. Monday - Friday at https://pdx.zoom.us/j/379914326. We are here for you, please don't hesitate to let us know how we can help. We look forward to hearing from you! On Thu, Oct 22, 2020 at 9:10 AM Robert Beach wrote: > Hello all, > > > > I have a student who needs to convert instructor provided Google Slide > presentations to PowerPoints. She is a screen reader user and is not > experienced in Google Slides. I do not work with the Google products > either. Can somebody give me quick, easy steps to convert these files? > > > > Thanks. > > > > > > *Robert Lee Beach* > > *Assistive Technology Specialist* ? Student Accessibility & Support > Services > > > > *Kansas City Kansas Community College* > > 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 > > O 913-288-7671 | F 913-288-7678 > > rbeach@kckcc.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 rbeach at KCKCC.EDU Thu Oct 22 09:23:47 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Thu Oct 22 09:24:04 2020 Subject: [Athen] [EXT]Re: Google Slides to PowerPoint In-Reply-To: References: Message-ID: Awesome! Thank you for the quick response. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list On Behalf Of Mary Popish Sent: Thursday, October 22, 2020 11:19 AM To: Access Technology Higher Education Network Subject: [EXT]Re: [Athen] Google Slides to PowerPoint 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 Robert, You can download a .ppt file from a Google Slides presentation by navigating to File > Download > Microsoft PowerPoint (.pptx). Here's a link to some keyboard shortcuts (including navigating to the File menu) for using a screen reader in Google Slides. I hope this helps! Mary Mary Popish Adaptive Technology Specialist & Alternate Formats Coordinator Disability Resource Center Portland State University Phone: (503) 725-9119 Fax: (503) 725-4103 Email: drc@pdx.edu URL: http://www.pdx.edu/disability-resource-center Pronouns: she / her / hers --- We're excited to announce that DRC staff is officially off of furlough and now back 5 days a week! We will still perform all essential work of the DRC remotely, including initial appointments and drop-ins, but will now be available on Fridays as well! If you want to speak to a specific Access Counselor and Consultant, their specific drop-in hours are listed on our website (navigate to the bottom of the page). As always, you can reach the DRC front desk by phone at 503-725-4150 or by email to drc@pdx.edu for questions about your accommodations or to sign-up for a drop-in. You can also visit our virtual front desk between 12p.m. and 4 p.m. Monday - Friday at https://pdx.zoom.us/j/379914326. We are here for you, please don't hesitate to let us know how we can help. We look forward to hearing from you! On Thu, Oct 22, 2020 at 9:10 AM Robert Beach > wrote: Hello all, I have a student who needs to convert instructor provided Google Slide presentations to PowerPoints. She is a screen reader user and is not experienced in Google Slides. I do not work with the Google products either. Can somebody give me quick, easy steps to convert these files? Thanks. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.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 lgreco at berkeley.edu Thu Oct 22 09:53:22 2020 From: lgreco at berkeley.edu (Lucy GRECO) Date: Thu Oct 22 09:54:06 2020 Subject: [Athen] [EXT]Re: Google Slides to PowerPoint In-Reply-To: References: Message-ID: hi: you should recommend the student learn slides i actually find it easter then ppt smile. but she may also wnat to export to html by using save to the web also in the file menu 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 On Thu, Oct 22, 2020 at 9:24 AM Robert Beach wrote: > Awesome! Thank you for the quick response. > > > > > > *Robert Lee Beach* > > *Assistive Technology Specialist* ? Student Accessibility & Support > Services > > > > *Kansas City Kansas Community College* > > 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 > > O 913-288-7671 | F 913-288-7678 > > rbeach@kckcc.edu > > > > > > > > *From:* athen-list *On > Behalf Of *Mary Popish > *Sent:* Thursday, October 22, 2020 11:19 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT]Re: [Athen] Google Slides to PowerPoint > > > > *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 Robert, > > > > You can download a .ppt file from a Google Slides presentation by > navigating to File > Download > Microsoft PowerPoint (.pptx). Here's a link > to some keyboard shortcuts (including navigating to the File menu) for > using a screen reader > > in Google Slides. > > > > I hope this helps! > > > > Mary > > > > *Mary Popish* > > Adaptive Technology Specialist & Alternate Formats Coordinator > > Disability Resource Center > > Portland State University > > > > Phone: (503) 725-9119 > > Fax: (503) 725-4103 > > Email: drc@pdx.edu > > URL: http://www.pdx.edu/d > > isability-resource-center > > Pronouns: she / her / hers > > --- > > We're excited to announce that DRC staff is officially off of furlough and > now back 5 days a week! We will still perform all essential work of the DRC > remotely, including initial appointments and drop-ins, but will now be > available on Fridays as well! If you want to speak to a specific Access > Counselor and Consultant, their specific drop-in hours are listed on our > website > > (navigate to the bottom of the page). As always, you can reach the DRC > front desk by phone at 503-725-4150 or by email to drc@pdx.edu for > questions about your accommodations or to sign-up for a drop-in. You can > also visit our virtual front desk between 12p.m. and 4 p.m. Monday - > Friday at https://pdx.zoom.us/j/379914326 > > . We are here for you, please don't hesitate to let us know how we can > help. We look forward to hearing from you! > > > > > > On Thu, Oct 22, 2020 at 9:10 AM Robert Beach wrote: > > Hello all, > > > > I have a student who needs to convert instructor provided Google Slide > presentations to PowerPoints. She is a screen reader user and is not > experienced in Google Slides. I do not work with the Google products > either. Can somebody give me quick, easy steps to convert these files? > > > > Thanks. > > > > > > *Robert Lee Beach* > > *Assistive Technology Specialist* ? Student Accessibility & Support > Services > > > > *Kansas City Kansas Community College* > > 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 > > O 913-288-7671 | F 913-288-7678 > > rbeach@kckcc.edu > > > > > > > > _______________________________________________ > 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 lorilane at illinois.edu Thu Oct 22 11:21:12 2020 From: lorilane at illinois.edu (Lane, Lori) Date: Thu Oct 22 11:21:38 2020 Subject: [Athen] Google Calendar accessibility Message-ID: Hello, How accessible is the Google Calendar? I found Google Calendar somewhat accessible. How is that compared to My Calendar plugin for WordPress? I haven't tested My Calendar yet. Which do you prefer? Thank you! Lori ------- Lori Lane, M.Ed., IT Accessibility Specialist Disability Resources and Educational Services (DRES) University of Illinois at Urbana-Champaign -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Thu Oct 22 11:21:17 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Thu Oct 22 11:21:50 2020 Subject: [Athen] [EXT]Re: Google Slides to PowerPoint In-Reply-To: References: Message-ID: I?ll give her that recommendation. I?ve heard so many bad reports from screen reader users trying to use the Google products that I haven?t tried them in some time. Thanks. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list On Behalf Of Lucy GRECO Sent: Thursday, October 22, 2020 11:53 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT]Re: Google Slides to PowerPoint hi: you should recommend the student learn slides i actually find it easter then ppt smile. but she may also wnat to export to html by using save to the web also in the file menu 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 On Thu, Oct 22, 2020 at 9:24 AM Robert Beach > wrote: Awesome! Thank you for the quick response. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list > On Behalf Of Mary Popish Sent: Thursday, October 22, 2020 11:19 AM To: Access Technology Higher Education Network > Subject: [EXT]Re: [Athen] Google Slides to PowerPoint 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 Robert, You can download a .ppt file from a Google Slides presentation by navigating to File > Download > Microsoft PowerPoint (.pptx). Here's a link to some keyboard shortcuts (including navigating to the File menu) for using a screen reader in Google Slides. I hope this helps! Mary Mary Popish Adaptive Technology Specialist & Alternate Formats Coordinator Disability Resource Center Portland State University Phone: (503) 725-9119 Fax: (503) 725-4103 Email: drc@pdx.edu URL: http://www.pdx.edu/disability-resource-center Pronouns: she / her / hers --- We're excited to announce that DRC staff is officially off of furlough and now back 5 days a week! We will still perform all essential work of the DRC remotely, including initial appointments and drop-ins, but will now be available on Fridays as well! If you want to speak to a specific Access Counselor and Consultant, their specific drop-in hours are listed on our website (navigate to the bottom of the page). As always, you can reach the DRC front desk by phone at 503-725-4150 or by email to drc@pdx.edu for questions about your accommodations or to sign-up for a drop-in. You can also visit our virtual front desk between 12p.m. and 4 p.m. Monday - Friday at https://pdx.zoom.us/j/379914326. We are here for you, please don't hesitate to let us know how we can help. We look forward to hearing from you! On Thu, Oct 22, 2020 at 9:10 AM Robert Beach > wrote: Hello all, I have a student who needs to convert instructor provided Google Slide presentations to PowerPoints. She is a screen reader user and is not experienced in Google Slides. I do not work with the Google products either. Can somebody give me quick, easy steps to convert these files? Thanks. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu _______________________________________________ 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 rspangler1 at udayton.edu Thu Oct 22 11:32:54 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Thu Oct 22 11:33:36 2020 Subject: [Athen] Google Calendar accessibility In-Reply-To: References: Message-ID: Google Calendar works fine with screen readers. My experience has been with the agenda view, which I believe is what is recommended for screen reader users; I can't comment on any of the other views. On Thu, Oct 22, 2020 at 2:27 PM Lane, Lori wrote: > Hello, > > > > How accessible is the Google Calendar? I found Google Calendar somewhat > accessible. How is that compared to My Calendar plugin for WordPress? I > haven?t tested My Calendar yet. Which do you prefer? > > > > Thank you! > > > > Lori > > > > ------- > Lori Lane, M.Ed., > > IT Accessibility Specialist > Disability Resources and Educational Services (DRES) > > University of Illinois at Urbana-Champaign > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist, Office of Learning Resources (OLR) ? OLR will be available via phone and email Mon-Fri from 8:30 AM - 4:30 PM. The office in Roesch 023 will not be open until further notice. ? Appointments for Disability Services, accommodations, and Voluntary Medical Withdrawals will be conducted via telephone. To schedule, call 937-229-2066. ? Academic Coaching, Supplemental Instruction (SI), Tutoring, and the Write Place will be accessible remotely. University of Dayton Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/learning CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Fri Oct 23 16:41:46 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Fri Oct 23 16:42:00 2020 Subject: [Athen] Can we teach instructors the rudiments of accessibility? In-Reply-To: References: Message-ID: Wow, so clearly expressed. One issue I?ve had with add blockers is that much publisher-supplied content wants to use popups all the time, and the blockers, block that too, so the publisher?s LMS makes you turn off popups. You end up having to turn them off selectively which is a pain. If the publishers stopped using flash, and stopped using popups, it would be a much easier situation for everyone to navigate. Another issue is if a PDF originated as a Word doc or web page, but it is saved to PDF on some older systems (older Macs are acommon culprit) or it?s ?printed? to a PDF, you take an accessible document and turn it in to an inaccessible one. You can test this out in Chrome by ?printing? an accessible page to PDF with its built-in feature to do this. The thing I always tell instructors when they include PDF files is that they should save their PDF as text. Not for the poor end user of course, but for the teacher, so they can actually see what the poor end user, dependent on speech and/or Braille is going to read. It gives them insight more quickly than babbling on about the lack of access. From: athen-list On Behalf Of glen walker Sent: Wednesday, October 21, 2020 12:25 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Can we teach instructors the rudiments of accessibility? Your original question said when you found the webpage for the article, it was "in beautifully formatted and structured HTML". That's fantastic. All things being equal, it's easier to make a webpage accessible than a PDF document. There is so much built in accessibility with HTML if you're using semantic elements (such as headings

    , tables

, lists
    , etc). You don't have to do anything extra when you use semantic HTML elements. It works great with screen readers and other assistive tech. For PDF, you are at the mercy of whoever created the original document and how they created the PDF from that document. If the original document was a Word document and the author did not use styles to mark up headings, then the resulting PDF will not have any heading info. Then someone has to remediate the PDF by adding tagging information. That can take a lot of effort and even if you get the PDF perfect, if the original document changes and you need a new PDF, you have to do all the remediating all over again. And there's a lot of accessibility information that *can't* be included in the original document, depending on the technology you're using. For example, if you have a Word doc and you have a table in your document, Word only lets you mark up column headers but does not let you mark up row headers. That's a huge drawback (and is a flaw from Microsoft). If you're a screen reader user and you are navigating vertically down a column in a table, there's no way to get the row header for that cell to be read as you navigate down. After you generate a PDF, you can then edit the PDF and add tagging information for the table so that row headers are read, but again, that's a lot of work. If that same table were rendered on an HTML page, it would be super easy to mark up the row headers. I've seen some decently tagged PDF files that sound good with a screen reader but it was a huge effort to get it there. The same information, when presented as a webpage, is so much more efficient and easier to make accessible. The issue of ads and popups is somewhat separate from the page content itself. I always run with ad blockers, but when a page refuses to show me the content if I have an ad blocker turned on, then I do as Deborah mentioned and use the browsers "reader" mode so that I only have the content. So in general, making a website accessible is for the most part pretty easy and screen readers support webpage very well. Making PDF accessible can be very difficult and until tagging information is added, it can be very hard to figure out a PDF using a screen reader. On Tue, Oct 20, 2020 at 10:27 PM Amy Robasse > wrote: Hi Glenn! Can you explain why html always wins out over a PDF? I work with a couple of blind students who struggle with accessing a lot of articles professors link to due to pop-ups, ads, and other barriers such as requiring a user to enter an email to view the whole article. Because of this they request any longer web articles to be converted to PDF. Is there something out there I am not aware of that would remove the barriers they are experiencing? Thanks! Amy _______________________________________________ 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 Tue Oct 27 09:40:35 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Oct 27 09:41:35 2020 Subject: [Athen] Opinion piece in EdSource today Message-ID: Transform higher education - make textbooks free https://edsource.org/2020/transform-higher-education-make-textbooks-free/641561 The text of the op-ed is below. What's happening though is publishers reps are fighting this trend with arguments that are actually true. Three of our instructors told me they decided against an OER textbook because of these arguments from their local rep: * The OER book wasn't accessible and the publisher's book is. * The OER book didn't come with a lab full of exercises to help students master the material. * The OER book wasn't regularly updated with the latest pedagogical thinking and research. Unfortunately, these arguments often have weight. And because accessibility varies depending on the student's disability grasp of AT and their level of patience with learning new skills, you can find a textbook that works fine for one disabled student and a disaster for another. This makes an instructor and a publisher's rep unqualified to decide whether an e-book is accessible simply based on the marketing information from its publisher. It is true many OER textbooks I've run across have fewer exercises, don't include labs and are often inaccessible in their present form. Writing them is often unpaid labor, so it's certainly likely they will not be as rigorous. I think though for beginning sociology, psychology, biology, chemistry, and meteorology the latest research is likely not necessary. For humanities, it seems to me that until the student is advanced, an OER textbook is probably as good. Once the student assumes higher levels of specialized learning, an OER textbook's flaws might become more apparent. And the lack of built-in labs that let the student correct their own work and learn from mistakes does make a difference; an OER textbook certainly makes the teacher work harder. As a student who has used these labs both in computer science and in language learning, I find them extremely valuable, so I think in many cases, the publisher is correct. I think what's needed now is for the big three (Pearson, Cengage and McGraw-Hill ) to be pressured to provide dedicated accessibility support, the way Apple, Amazon, Microsoft and the cellphone carriers do. They also need a website dedicated to reporting accessibility issues with their materials. This way the end user has a quick path toward both reporting an issue and getting it resolved. Until then, I'm telling any instructor who asks me to disregard the publishers' claims their materials are accessible. Many are, and that's part of the problem, because when you do run in to something that isn't, you have no easy way to get the publisher to listen, assist or resolve the issue. I've had experiences with all three publishers. With Pearson, Beautifully accessible textbooks and lab exercises that weren't. With Cengage, accessible lab assignments which depended on pictures in an inaccessible textbook. With McGrawHill, a semi-accessible book and lab with lapses: exercises requiring drag and drop or videos that have no text-based charts or occasionally lack captions. I've had these experiences as both a DSS professional and a disabled student myself and each time I email support, I get some drone who has no clue even what accessibility is, much less how to resolve or even report problems effectively. If these publishers were truly commited to accessibility as their websites claim, they'd have testers ready to go when a problem is reported and a dedicated support person who took support calls or answered support emails. The automatic billing model mentioned below also makes it difficult to get a receipt to send to a publisher when requesting an alternate format. At least with an OER textbook, getting a copy to convert isn't an issue! *** Text of Op-Ed: Would you pay for a textbook when you could get a better one for free? The answer coming from many college administrators might surprise you. By embracing a new " embedded in tuition " textbook-pricing scheme and ignoring the benefits of getting textbooks through a freely accessible digital library, many college administrators are burdening students with unnecessary costs while also sacrificing an opportunity for tech-enabled collaborative innovations. But there is a much less expensive alternative. Open educational resources are teaching and learning resources that reside in the public domain or are released with an intellectual property license that allows their free use and, often, re-purposing as well as continuous improvement with thousands of educators around the globe contributing to their content. Carefully controlled studies Show that such free resources, which includes textbooks, courses and even entire degree-granting programs, clearly and reliably generate results equal to or better than traditional textbooks at far lower costs. These resources are freely available for unlimited use online and can also be printed out, as needed, for just the cost of paper and ink. In a world brimming with knowledge and ideas, just three companies - Pearson, Cengage and McGraw-Hill - control roughly 80% of the college textbook market. Students pay, on average, more than $1,200 per year for textbooks, according to the College Board, and often far more in some Science Technology Engineering and Math (STEM) programs. Textbook costs rose roughly three times the overall rate of inflation for decades until market pressures generated by the open educational resources movement recently helped reverse that trend. The loss of pricing power sent textbook publishers scrambling for a new way to protect their profits, which led to a pricing model now gaining traction. The new scheme bundles the cost of textbooks into tuition. Proponents say this allows colleges to negotiate lower prices and enables students to pay for textbooks using financial aid. But, by predetermining faculty options, it threatens to gradually turn college instructors into little more than cogs in publisher-owned content, delivery and assessment systems, making them more like the clerks who help shoppers use self-service checkout lines. The automatic textbook billing model hides charges for textbooks and related materials in a student's tuition and fees and also locks institutions into quotas for volume pricing rather than treating these expenses as separate items students can purchase wherever they can find the best price or, in the case of open educational resources, no price at all. Lost in the mix: the opportunity these resources present to create and use shared, technology-based, cost-efficient, continuously improving open learning materials that are more likely to foster pedagogical breakthroughs, such as science experiments with millions of participating students. Also being lost: the ability of colleges to control, or often even calculate, the total cost of instruction. College students now spend more than $3 billion of their financial aid on course materials. Those expenditures divert scarce funds that hard-pressed students who qualify for financial assistance could otherwise use to pay their rent, transportation costs, medical bills and other costs of attendance, all of which force them to take on debts that often plague them for decades. A recent study from the U.S. PIRG Education Fund, a Washington, D.C.-based advocacy organization, reviewed textbook embedded pricing contracts for textbooks embedded into tuition at 31 colleges affecting more than 700,000 undergraduate students. Researchers concluded that the agreements: 1. Fail to deliver any real savings for students, 2. Reduce faculty and student choice, and 3. "Give even more power to a handful of big publishing companies." Open educational resources, by contrast, are available for free use and augmentation in perpetuity, which enables improvements and customization by instructors. The results are better, more up-to-date learning materials, more engaged instructors and lower costs to students. The California Legislature recently authorized grants to support the creation of open resources-based, faculty-designed zero-textbook-cost degree programs at community colleges. Twenty-three colleges used the funds to create pathways that enable students to earn degrees without having to pay for their textbooks or online learning materials, which they can keep. The early data from these grant-funded programs are promising. Grades achieved in zero-textbook-cost courses are higher than those earned in classes using textbooks from commercial publishers. Failing grades are 11% less prevalent, while grades of "A" were 7% more frequent. Pell grant recipients also scored 7.6% higher than their grades in other courses. Among the differences, with free resources, all students access the learning materials they need on the first day of class. (This rarely happens when students are asked to buy costly textbooks.) Other factors include reducing the financial burden that forces students to work more hours at a job to afford course materials and the enhanced ability of faculty to customize materials to meet unique student needs. In one successful example, nonprofit publisher OpenStax, based at Rice University, produces free, high-quality, peer-reviewed, openly licensed college textbooks. With funding from philanthropic foundations and other sources, OpenStax is now used in more than half of U.S. colleges and universities and in more than 100 countries. The OpenStax library contains nearly 40 free open source textbooks for college and Advanced Placement classes. When partisan political agreement seems a thing of the past, consider that both the Obama and Trump administrations agree on the effectiveness of open educational resources. The Obama administration required all educational materials produced for its signature $2 billion-job-training program be produced with open educational resources licenses so that students would be able to "access free educational materials, include complete courses, and supportive services designed to help them accomplish their educational and job-training goals." Likewise, the Trump administration's 2017 National Education Technology Plan also declared that such resources increase equity, keep content relevant, empower teachers and save money. Now is the time to give all students access to continuously improving open educational resources rather than allow commercial publishers to hide unnecessary costs in ever-rising tuition bills. -------------- next part -------------- An HTML attachment was scrubbed... URL: From heather.mariger at chemeketa.edu Tue Oct 27 14:58:18 2020 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Tue Oct 27 14:58:59 2020 Subject: [Athen] Canvas Speed Grader Dark Mode? Message-ID: Greetings, Sorry for the cross-listing but I am completely stumped by this one... I had a faculty member reach out and ask for help - he is mostly blind and requires a dark background with light text. We just switched to Canvas and, while most of Canvas works with tools like Dark Mode and High Contrast, the *documents* in SpeedGrader are not affected by the apps so are still black on white. The High Contrast Extension in Chrome will work for the first one but then breaks when he moves to the next. Has anyone else dealt with this issue or have any advice or tools that I could share with him? 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 [image: Chemeketa Community College Logo - Wearing is Caring - Mask Up! #chemeketacares.] -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Tue Oct 27 15:29:24 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Oct 27 15:29:38 2020 Subject: [Athen] Spanish English Dictionary in Braille Message-ID: I am ccross-posting because I think this can help some students. I have attached a file you are free to share. NLS has a twenty-seven volume Spanish English and English to Spanish dictionary in Braille. But it is formatted for an embosser and difficult to read on a Braille display. I have taken the first ten volumes and formatted them in to one small file, less than a megabyte, holding all the Spanish to English portion of the enormous dictionary. Volumes 11 through 27 are the portion for Spanish speakers, English words followed by their translations in to Spanish. It is much longer because it's all in grade 1 and contains many idioms. The first ten volumes are Spanish words, each followed by English translations in Grade 2. The Spanish words are Grade 1 with accents. You cannot run it through a reverse translator because parts are in grade 1 and parts in grade 2. A human Braille reader however won't have any issues reading it. I removed the title page, table of contents, forward, preface and all the explanations of parts of speech and conjugations. I kept the abreviations section and all the words. I also kept the letter headings but all other headers and footers are gone. I removed all extraneous spaces, including only the two spaces that indent each line in an entry. I also removed all double carriage returns but kept the page breaks and page numbers in case you need to refer to the original document. The original is here: NLS Catalog number: BRE00010 NLS catalog record with download links: https://www.loc.gov/cgi-bin/zgate.nls?present+30408900+Default+17+1+F+1.2.840.10003.5.10+100+//www.loc.gov/cgi-bin/zgate.nls%3fACTION%3dINIT%26FORM_HOST_PORT%3d/prod/www/data/z3950/quicksearch.html,lx2.loc.gov,210 You need BARD login access to download it, but it is not actually listed on BARD. I think it must have been removed. Because it is Braille, it is legally considered a "specialized format" so it's fine to share it. It will not be of use to anyone though who doesn't have a Braille note-taker or Braille display. The .brl extension tells some note-takers to make it read-only; you can easily change it to text to see the digital Braille. You will find this won't emboss properly due to my removal of the formatting. But you can easily cut and paste from it in to something you can then manipulate and format to emboss. Be aware this was prepared way before UEB. If you are looking for accessible online resources, my favorites are www.wordreference.com and wwww.spanishdict.com --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Spanish-English-Dictionary.brl Type: application/octet-stream Size: 824035 bytes Desc: Spanish-English-Dictionary.brl URL: From Catherine.Stager at frontrange.edu Wed Oct 28 09:42:31 2020 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Wed Oct 28 09:42:58 2020 Subject: [Athen] Canvas Speed Grader Dark Mode? In-Reply-To: References: Message-ID: Don?t know that a fix for Speedgrader can be found, as it shows an image of the submission, but using Gradebook you can go to the Assignment and then download all the submissions. The submissions would then be available in Word, (assuming .doc submission). Not a clean solution, nor as efficient as Speedgrader, but doable. I always had to download the assignments of my students because I had to see the Alt text they ascribed to their graphics, as it was part of their grade. We have had some luck with users who just need it not so bright white by using Chrome extension, ColorOverlay, but this would not be a solution in this case. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [cid:image001.png@01D23FF3.21F590B0] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://bit.ly/GettingStartedAtHome From: athen-list On Behalf Of Heather Mariger Sent: Tuesday, October 27, 2020 3:58 PM To: The EDUCAUSE IT Accessibility Community Group Listserv ; Access Technology Higher Education Network ; Alternate Media Subject: [Athen] Canvas Speed Grader Dark Mode? 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. Greetings, Sorry for the cross-listing but I am completely stumped by this one... I had a faculty member reach out and ask for help - he is mostly blind and requires a dark background with light text. We just switched to Canvas and, while most of Canvas works with tools like Dark Mode and High Contrast, the documents in SpeedGrader are not affected by the apps so are still black on white. The High Contrast Extension in Chrome will work for the first one but then breaks when he moves to the next. Has anyone else dealt with this issue or have any advice or tools that I could share with him? 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 [Image removed by sender. Chemeketa Community College Logo - Wearing is Caring - Mask Up! #chemeketacares.] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 18481 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 575 bytes Desc: image001.jpg URL: From klatimer at udel.edu Wed Oct 28 10:01:45 2020 From: klatimer at udel.edu (Karen Latimer) Date: Wed Oct 28 10:02:31 2020 Subject: [Athen] Canvas Speed Grader Dark Mode? In-Reply-To: References: Message-ID: I wonder if windows settings would do this? Haven't tried it, but if he's on a Windows device I would try... Karen On Wed, Oct 28, 2020 at 12:45 PM Stager, Catherine < Catherine.Stager@frontrange.edu> wrote: > Don?t know that a fix for Speedgrader can be found, as it shows an image > of the submission, but using Gradebook you can go to the Assignment and > then download all the submissions. The submissions would then be available > in Word, (assuming .doc submission). Not a clean solution, nor as efficient > as Speedgrader, but doable. I always had to download the assignments of my > students because I had to see the Alt text they ascribed to their graphics, > as it was part of their grade. > > We have had some luck with users who just need it not so bright white by > using Chrome extension, ColorOverlay, but this would not be a solution in > this case. > > > > Best regards, > > Cath > > > > Catherine M. Stager > > Assistive Technology Specialist > > Catherine.Stager@frontrange.edu > > > > (720) 336-1245 > > *[image: cid:image001.png@01D23FF3.21F590B0]* > > *Disability Support Services - Assistive Technology* > > *Check out our **Getting Started Guides for At Home Support!* > > > *https://bit.ly/GettingStartedAtHome* > > > > > > > > > *From:* athen-list *On > Behalf Of *Heather Mariger > *Sent:* Tuesday, October 27, 2020 3:58 PM > *To:* The EDUCAUSE IT Accessibility Community Group Listserv < > ITACCESS@listserv.educause.edu>; Access Technology Higher Education > Network ; Alternate Media < > ALTMEDIA@listserv.cccnext.net> > *Subject:* [Athen] Canvas Speed Grader Dark Mode? > > > > > > *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. > > Greetings, > > > > Sorry for the cross-listing but I am completely stumped by this one... > > > > I had a faculty member reach out and ask for help - he is mostly blind > and requires a dark background with light text. > > > > We just switched to Canvas and, while most of Canvas works with tools like > Dark Mode and High Contrast, the *documents* in SpeedGrader are not > affected by the apps so are still black on white. > > > > The High Contrast Extension in Chrome will work for the first one but then > breaks when he moves to the next. > > > > Has anyone else dealt with this issue or have any advice or tools that I > could share with him? > > > 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 > > > > [image: Image removed by sender. Chemeketa Community College Logo - > Wearing is Caring - Mask Up! #chemeketacares.] > > _______________________________________________ > 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 * -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 18481 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 575 bytes Desc: not available URL: From Steven.Bianco at fsw.edu Wed Oct 28 10:09:54 2020 From: Steven.Bianco at fsw.edu (Steven Bianco) Date: Wed Oct 28 10:10:07 2020 Subject: [Athen] Canvas Speed Grader Dark Mode? In-Reply-To: References: Message-ID: I looked at many different Google Chrome extensions this morning, the only one that worked well was High Contrast: https://chrome.google.com/webstore/detail/high-contrast/djcfdncoelnlbldjfhinnjlhdjlikmph?hl=en but with Windows set in a High Contrast theme, I noticed the text for the options disappeared. I noticed switching my Windows 10 settings to high contrast it did change webpages within the new Microsoft Edge browser, but speed grader?s colors did not change. Steven Bianco Florida SouthWestern State College Office of Information Technology Electronic Information Technology (EIT) Accessibility Specialist Phone: (239) 432-6774 or X16774 Email: Steven.Bianco@FSW.edu Follow the Florida State EIT Consortium on twitter and LinkedIn From: athen-list On Behalf Of Karen Latimer Sent: Wednesday, October 28, 2020 1:02 PM To: Access Technology Higher Education Network Cc: Alternate Media ; The EDUCAUSE IT Accessibility Community Group Listserv Subject: Re: [Athen] Canvas Speed Grader Dark Mode? CAUTION: Please Be Aware - This Email Originated Outside of FSW I wonder if windows settings would do this? Haven't tried it, but if he's on a Windows device I would try... Karen On Wed, Oct 28, 2020 at 12:45 PM Stager, Catherine > wrote: Don?t know that a fix for Speedgrader can be found, as it shows an image of the submission, but using Gradebook you can go to the Assignment and then download all the submissions. The submissions would then be available in Word, (assuming .doc submission). Not a clean solution, nor as efficient as Speedgrader, but doable. I always had to download the assignments of my students because I had to see the Alt text they ascribed to their graphics, as it was part of their grade. We have had some luck with users who just need it not so bright white by using Chrome extension, ColorOverlay, but this would not be a solution in this case. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [cid:image001.png@01D6AD2B.9F9501F0] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://bit.ly/GettingStartedAtHome From: athen-list > On Behalf Of Heather Mariger Sent: Tuesday, October 27, 2020 3:58 PM To: The EDUCAUSE IT Accessibility Community Group Listserv >; Access Technology Higher Education Network >; Alternate Media > Subject: [Athen] Canvas Speed Grader Dark Mode? 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. Greetings, Sorry for the cross-listing but I am completely stumped by this one... I had a faculty member reach out and ask for help - he is mostly blind and requires a dark background with light text. We just switched to Canvas and, while most of Canvas works with tools like Dark Mode and High Contrast, the documents in SpeedGrader are not affected by the apps so are still black on white. The High Contrast Extension in Chrome will work for the first one but then breaks when he moves to the next. Has anyone else dealt with this issue or have any advice or tools that I could share with him? 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 [Image removed by sender. Chemeketa Community College Logo - Wearing is Caring - Mask Up! #chemeketacares.] _______________________________________________ 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 [Florida SouthWestern State College] Please note: Due to Florida's broad open records law, most written communication to or from College employees is public record, available to the public and the media upon request. Therefore, this e-mail communication may be subject to public disclosure. You are the Key to Information Security. Click Here to Learn More. FSW is an equal access, equal opportunity organization. More: www.fsw.edu/equity. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18481 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 575 bytes Desc: image002.jpg URL: From solowoniukr at macewan.ca Wed Oct 28 14:14:33 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Wed Oct 28 14:14:51 2020 Subject: [Athen] In-class strategy for a hard-of-hearing student In-Reply-To: <40F6E77F-95FF-4BD8-8AB7-C8F447E9FE50@gmail.com> References: <40F6E77F-95FF-4BD8-8AB7-C8F447E9FE50@gmail.com> Message-ID: Hi Jeff, We just heard back from our student, and your solution worked! Thank you so much. Russell From: athen-list On Behalf Of Jeffrey Dell Sent: Tuesday, October 20, 2020 4:29 PM To: Access Technology Higher Education Network Subject: Re: [Athen] In-class strategy for a hard-of-hearing student What the student would need to do to be able to hear the microphone input to the laptop is to enable monitoring of that audio input. Here?s a video for how to do it windows 10 https://youtu.be/uStp7_uyLFg Math is not quite as easy to do this with as windows 10. One option I found but I?ve never used it before is audio hi Jack https://www.rogueamoeba.com/support/knowledgebase/?showArticle=AudioHijack-PlayThru Best regards, Jeff Sent from my iPhone. please excuse errors from using Apple's dictation feature. On Oct 20, 2020, at 5:35 PM, Russell Solowoniuk > wrote: ? Hi everyone, We have a hard-of -hearing student attending an in-person class. She emailed my manager with the following question, and I thought that perhaps someone on this list might have a solution. At the moment, I use the AI media for captioning services, and they use my audio input connected through a zoom meeting. I am wondering if there is software that would enable me to use my cochlear ?headphones? and listen to that same audio stream? I am just finding the lag time of 5-10 seconds is long in some circumstances, and then I am not picking up any of the students questions/comments in class. I?ve tried connecting into the Ai Media - Zoom meeting with my headphones, but unfortunately my own input isn?t played through the speakers/headphones. I had a microphone that I used to provide to a lecturer to help me hear them, but I no longer have a clip for this and I think it would be better to try and use the single microphone than provide two. Any ideas or suggestions would be greatly appreciated. Thanks, Russell Our new name is Access and Disability Resources Russell Solowoniuk AT Educational Assistant, Access and Disability Resources MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 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 We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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 solowoniukr at macewan.ca Wed Oct 28 14:16:16 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Wed Oct 28 14:17:00 2020 Subject: [Athen] Spanish English Dictionary in Braille In-Reply-To: References: Message-ID: Thanks for sharing Debee! I'm going to save this for future use. Be well, Russell From: athen-list On Behalf Of Deborah Armstrong Sent: Tuesday, October 27, 2020 4:29 PM To: Access Technology Higher Education Network ; Alternate Media Subject: [Athen] Spanish English Dictionary in Braille I am ccross-posting because I think this can help some students. I have attached a file you are free to share. NLS has a twenty-seven volume Spanish English and English to Spanish dictionary in Braille. But it is formatted for an embosser and difficult to read on a Braille display. I have taken the first ten volumes and formatted them in to one small file, less than a megabyte, holding all the Spanish to English portion of the enormous dictionary. Volumes 11 through 27 are the portion for Spanish speakers, English words followed by their translations in to Spanish. It is much longer because it's all in grade 1 and contains many idioms. The first ten volumes are Spanish words, each followed by English translations in Grade 2. The Spanish words are Grade 1 with accents. You cannot run it through a reverse translator because parts are in grade 1 and parts in grade 2. A human Braille reader however won't have any issues reading it. I removed the title page, table of contents, forward, preface and all the explanations of parts of speech and conjugations. I kept the abreviations section and all the words. I also kept the letter headings but all other headers and footers are gone. I removed all extraneous spaces, including only the two spaces that indent each line in an entry. I also removed all double carriage returns but kept the page breaks and page numbers in case you need to refer to the original document. The original is here: NLS Catalog number: BRE00010 NLS catalog record with download links: https://www.loc.gov/cgi-bin/zgate.nls?present+30408900+Default+17+1+F+1.2.840.10003.5.10+100+//www.loc.gov/cgi-bin/zgate.nls%3fACTION%3dINIT%26FORM_HOST_PORT%3d/prod/www/data/z3950/quicksearch.html,lx2.loc.gov,210 You need BARD login access to download it, but it is not actually listed on BARD. I think it must have been removed. Because it is Braille, it is legally considered a "specialized format" so it's fine to share it. It will not be of use to anyone though who doesn't have a Braille note-taker or Braille display. The .brl extension tells some note-takers to make it read-only; you can easily change it to text to see the digital Braille. You will find this won't emboss properly due to my removal of the formatting. But you can easily cut and paste from it in to something you can then manipulate and format to emboss. Be aware this was prepared way before UEB. If you are looking for accessible online resources, my favorites are www.wordreference.com and wwww.spanishdict.com --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From lydia at autistichoya.com Thu Oct 29 08:02:38 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Thu Oct 29 08:03:38 2020 Subject: [Athen] University College London hiring Post-Doctoral Research Fellow on Assistive Technology In-Reply-To: References: Message-ID: Good morning everyone. A job post I thought might be of interest. Research Fellow for Assistive Technology Location of position: London Grade: 7 Hours: Full Time https://www.ucl.ac.uk/bartlett/development/about-us/opportunities Salary (inclusive of London allowance): ?36,028 per annum Based in DPU?s vibrant hive of activity, a full time post-doctoral research fellow is required to work in a new ?10 million UK Department for International development (DFID) funded project called AT 2030, to be led by the Global Disability Innovation Hub (GDI Hub). The AT 2030 programme focuses on Life Changing Assistive Technology for All. Its aim is to reach over 3 million people (in particular, people with disabilities), testing new approaches and backing ?what works? to get assistive technology (AT) to those who need it. The post holder will join an active research environment in DPU and Leonard Cheshire, made up of PhD students, research associates, NGO programme staff and academic staff members including both disabled and no-disabled people. The post-holder will be invited to contribute to the DPU and Leonard Cheshire?s wider research and knowledge production activities. The post holder will also be invited to be part of the network of the wider GDI Hub AT2030 partnership. Duration of the role is for 8 months with the possibility of an extension. *Key Requirements* The successful applicant will have a PhD or equivalent practice based experience in a relevant social science discipline (e.g. social anthropology, urban studies, development studies, sociology, or disability studies) and is expected to have experience of researching diversity issues (ideally related to disability), strong critical and interdisciplinary analytical skills and capacity in managing and organising information, and writing up data is also required. *Further Details* Informal enquires about the post may be made to Mr. Julian Walker, Development Planning Unit by email: Julian.walker@ucl.ac.uk. Enquiries about the application process and/or the Development Planning Unit may be addressed to Nkenji Okpara, Departmental Manager ( n.okpara@ucl.ac.uk). *Closing Date: 8 Nov 2020 Latest time for the submission of applications: 23.00pm* All the best, Kelly. Dr Kelly Fagan Robinson Lecturer, Medical Anthropology, Subject Manager, Health, Medicine & Society, MPhil University of Cambridge | Department of Social Anthropology Free School Lane, Cambridge, CB2 3RF -------------- next part -------------- An HTML attachment was scrubbed... URL: From lydia at autistichoya.com Thu Oct 29 08:26:27 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Thu Oct 29 08:27:33 2020 Subject: [Athen] Vermont: Middlebury College hiring Director of Learning Spaces and Technologies Message-ID: Hi Folks, We have a position available at Middlebury College - the Director of Learning Spaces and Technologies. I work in the Disability Resource Center on campus, and we do a fair amount of work with this position. We'd love to have someone with a background in ADA get this position! The online posting for this job is here: https://middlebury.peopleadmin.com/postings/22308 Best, Jodi Jodi Litchfield Americans with Disabilities Act Coordinator Disability Resource Center Middlebury College Service Building, Room 207 Middlebury, VT 05753 802-443-5936 (phone) 802-443-2440 (fax)litchfie@middlebury.edu Pronouns: she/her/hers Director of Learning Spaces and Technologies Below you will find the details for the position including any supplementary documentation and questions you should review before applying for the opening. To apply for the position, please click the *Apply for this Job* link/button. If you would like to bookmark this position for later review, click on the *Bookmark* link. If you would like to print a copy of this position for your records, click on the *Print Preview* link. *If the links described above are not visible you are viewing a position description and the position is not an open job posting.* Bookmark this Posting | Print Preview | Apply for this Job Please see Special Instructions for more details.*Offer is contingent upon successful completion of a criminal background check. Earliest anticipated start date is December 7, 2020.* Requisition Information Posted with Limited Access No Limited Access Period Ending Date Title Director of Learning Spaces and Technologies Posting Number S01480 Full-Time/Part-Time Full-time Typical Hours Per Week 38.75 Regular, Temporary or Term Regular If temporary or term, enter anticipated end date Benefits Eligible? Yes Hourly/Salaried Salaried Grade MG3B Hiring Minimum $78,907.40 Department Office of Digital Learning and Inquiry Location Middlebury, VT Campus Hire contingent upon successful completion of the following post-offer screening Criminal Background Check Position Summary The director of learning spaces and technologies promotes the creation and integration of established and emerging learning infrastructures in support of the curricular and scholarly practices of our community. With a focus on connecting learning environments to the strategic goals of Middlebury, the director engages a diverse range of collaborators across Middlebury including faculty, staff, students to articulate a vision for Middlebury?s digital and physical learning spaces, and works with the digital learning and inquiry (DLINQ) leadership team to enact that vision. In collaboration with the DLINQ leadership team, the director promotes a vision for Middlebury?s digital and physical learning spaces that embodies values of inclusion and anti-racism. Working in close partnership with faculty and staff across the Libraries; Information Technology Services; the Center for Teaching, Learning & Research; MiddData and META Lab; and elsewhere across Middlebury, the director ensures that faculty and students across Middlebury have access to and support for tools and spaces for research, teaching, and learning. The director works with faculty across all Middlebury programs to support learning space and learning technology needs in alignment with Middlebury?s strategic goals. This means evaluating existing spaces/tools, speaking with faculty and students about unmet needs or exclusionary barriers and creating plans for improvements. This work requires creative problem-solving and an understanding of teaching and learning research to help address instructional and inclusion issues. This position reports to the associate provost for digital learning and is a member of the DLINQ leadership team. Essential Functions *Offer is contingent upon successful completion of a criminal background check.* *Earliest anticipated start date is December 7, 2020.* - Establishing requirements for learning and research infrastructure and tools, creating workflows to support educational programs within those environments, and overseeing a broad range of projects that involve tools like GIS and text mining databases, annotation, online courses, open web practices, and platforms like open access publishing and digital archives, and emerging interdisciplinary movements like the digital humanities. - Co-creating a vision for Middlebury?s Domain of One?s Own initiative (MiddCreate), helping advance the goals of that open learning infrastructure (and others) for teaching and research at Middlebury. - Collaborating with faculty on projects that involve updates or new infrastructures/spaces/tools, in collaboration with instructional designers in the Digital Pedagogy and Media team. - Proposing and designing creative solutions to pedagogical issues faced in physical and digital learning spaces and working with the appropriate campus partners, especially Information Technology Services, to build and test those solutions. - Participating in planning, implementation, and assessment of new classroom designs, and serving as an advisor to the Space Committee, as well as a member of the Academic Space Advisory Committee. - Participating in planning efforts to align infrastructure, systems, and support structures to support academic programs. - Conducting research to evaluate how learning spaces and infrastructures are used across all programs, disseminating that research to campus partners, and using the research to inform recommendations and strategies for improving physical and digital campus spaces. - Collaborating with colleagues in Facilities, the Disability Resource Center, and others to create and advance accessible physical and digital infrastructures that are inclusive of diverse learners. General Responsibilities - Communicating about the group?s work via websites, emails, and other forms of communication. - Working collaboratively with other units in this group to meet strategic goals. - Working collaboratively with the exploratory initiatives/partnerships and digital pedagogy/media groups to identify opportunities for exploration, creative problem solving, and partnership. - Reporting regularly to the Associate Provost to provide updates, requests, and helpful information. - Performing other duties as assigned. Education Bachelor?s and graduate degree required. Terminal degree strongly preferred. Knowledge, Skills and Abilities - Professional-level interpersonal communication, collaboration, supervision, project management, and facilitation skills. - Ability to work with and manage a team of specialists across the country; ability to adopt an institution-wide mindset and work with constituents across a global network of programs and campuses. - Ability to communicate with empathy, tact, and clarity. - Knowledge of and experience with equity- and justice-centered design approaches to facilitation and innovation processes in educational contexts. - Knowledge of and experience with open education initiatives. Demonstrated advocate for open practices, resources, and infrastructures in support of more inclusive and accessible education. - Experience with open and connected infrastructures for learning, such as Domain of One?s Own. - Knowledge of and experience with accessibility and inclusion initiatives within learning environments in higher education - Demonstrated facility with current and experimental technologies commonly used in digital humanities projects. - Substantial theoretical and practical knowledge regarding blended or hybrid learning in the academic environment, classroom and educational technologies; an awareness of how digital tools, techniques, and resources are best acquired, described, preserved, and delivered to students and faculty to support learning, teaching and research. - Demonstrated experience with digital learning technology infrastructures including video asset platforms such as Panopto, web publishing platforms such as Wordpress, learning management systems (LMS) such as Canvas, Moodle, or Blackboard. Clear understanding of the strengths and weaknesses of LMS and familiarity with approaches to digital learning that can take place outside of ?walled gardens.? - Familiarity with theory and research on learning environments and with best practices in learning space design. - Professional engagement through papers, presentations, and digital publication streams (e.g., blogs, Twitter). - Knowledge of the evolving landscape of educational technology and its intersections with higher education and the teaching profession. - Project management and organizational experience. Experience At least 5 years supporting digital learning and curricular technology initiatives in higher education. At least 8 years of experience managing teams of specialists, preferably in higher education environments. Experience working in complex organizational situations with institutional and external partners is preferred. Experience partnering with academic departments and faculty on a wide range of projects is required. Teaching experience, preferably within a higher education context, strongly preferred. Physical Demands Close Date Open Until Filled Yes Special Instructions to Applicants *Offer is contingent upon successful completion of a criminal background check.* *Earliest anticipated start date is December 7, 2020.* Recommendation Letter Requirements Supplemental Questions for Posting Required fields are indicated with an asterisk (*). 1. * How did you hear about this employment opportunity? - Middlebury website - LinkedIn - Employee Referral - Newspaper advertisement - Indeed - Vermont JobLink - new-england.hercjobs.org - Inside Higher Ed - HigherEdJobs - Diverseeducation.com - Facebook - Google Ads - Craigslist - Seven Days - Other 2. If you learned of this employment opportunity from a source other than what is mentioned above, please list it here. (Open Ended Question) Applicant Document *Required Documents* 1. Resume/C V *Optional Documents* 1. Cover Letter -------------- next part -------------- An HTML attachment was scrubbed... URL: From heather.mariger at chemeketa.edu Thu Oct 29 16:52:56 2020 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Thu Oct 29 16:53:37 2020 Subject: [Athen] Canvas Speed Grader Dark Mode? In-Reply-To: References: Message-ID: Greetings, Thank you to everyone who responded. I have passed your suggestions along to the faculty. If something works for him, I will let you all know... 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 [image: Chemeketa Community College Logo - Wearing is Caring - Mask Up! #chemeketacares.] On Tue, Oct 27, 2020 at 2:58 PM Heather Mariger < heather.mariger@chemeketa.edu> wrote: > Greetings, > > Sorry for the cross-listing but I am completely stumped by this one... > > I had a faculty member reach out and ask for help - he is mostly blind > and requires a dark background with light text. > > We just switched to Canvas and, while most of Canvas works with tools like > Dark Mode and High Contrast, the *documents* in SpeedGrader are not > affected by the apps so are still black on white. > > The High Contrast Extension in Chrome will work for the first one but then > breaks when he moves to the next. > > Has anyone else dealt with this issue or have any advice or tools that I > could share with him? > > 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 > > [image: Chemeketa Community College Logo - Wearing is Caring - Mask Up! > #chemeketacares.] > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From sherylb at uw.edu Fri Oct 30 09:29:01 2020 From: sherylb at uw.edu (Sheryl Burgstahler) Date: Fri Oct 30 09:29:36 2020 Subject: [Athen] New tech for people who are deaf Message-ID: Perhaps of interest to some of you? Begin forwarded message: From: UW Today > Subject: App alerts users to nearby sounds // Are crows scary or just super smart? // more Date: October 30, 2020 at 5:04:00 AM PDT To: sherylb@uw.edu Reply-To: uwtoday@uw.edu Story: Halloween is not canceled, it just won't be the same View the web version of this message [UW Today Masthead] [https://explore.uw.edu/rs/131-AQO-225/images/white-angled-bar.png] A Daily Update for Faculty, Staff and Friends October 30, 2020 [http://we.explore.uw.edu/rs/527-AHR-265/images/pumpkin-309453_640.png] UW Home / UW News / Faculty & Staff Insider / UW Magazine ["Seattle Campus Safety & Policing Town Hall - Today at 10:15 a.m. - watch live"] [smart watch shows an alert that a car honk happened nearby] New smartwatch app alerts d/Deaf and hard-of-hearing users to birdsong, sirens and other desired sounds UW researchers have developed SoundWatch, a smartwatch app for deaf, Deaf and hard-of-hearing people who want to be aware of nearby sounds such as birds, sirens, waterfalls, doors opening and more. The app will identify the nearby sound and send the user a friendly buzz along with information about the it. See related stories in New Atlas and Yahoo! News NOVEL CORONAVIRUS (COVID-19) UPDATES [portrait of woman next to text "3-minute legal tips"] SCHOOL OF LAW Professor Jennifer Fan shares insights into starting and running a business amid COVID-19 [woman and child in masks holding pumpkin bucket] UW MEDICINE NEWSROOM Halloween is not canceled, but it won't be the same [dog with pumpkin in grass] ENVIRONMENTAL HEALTH & SAFETY Celebrate Halloween with these fun activities that have a lower risk of spreading COVID-19 Coronavirus updates/FAQ [https://explore.uw.edu/rs/131-AQO-225/images/arrow-gold.png] Case tracking dashboard [https://explore.uw.edu/rs/131-AQO-225/images/arrow-gold.png] [quad with large trees] UW PRESIDENT'S BLOG Proposed rule change would needlessly hinder international students and the work of the University WEATHER Seattle - 55? / 41? rain in the morning Bothell - 59? / 34? rain in the morning and afternoon Tacoma - 56? / 38? rain in the morning Radar // Satellite [https://s3-us-west-2.amazonaws.com/uw-weather-icons/rain.jpg] [moth] AERONAUTICS & ASTRONAUTICS Hawkmoth research yields lessons in agile flight ["Recess Breaks with UW Athletics" - husky mascot doing stretches] THE WHOLE U Join UW Athletics for recess every Monday and Wednesday at noon (UW NetID required) [crows flying at dusk] COLLEGE OF THE ENVIRONMENT Don't be afraid: Happy hauntings from environment research [screencapture from "Hocus Pocus" showing witch saying "I put a spell on you and now you're mine"] TWEET OF THE WEEK Do parasites have you under their spell? Well, what better way to #FallInLoveWithParasites than with a little manipulation - behavioral manipulation! pic.twitter.com/acoX9nGTR8 ? Wood Lab // @WoodLabUW Oct. 28, 2020 Events * Promoting equity and justice for caregivers at UW - noon to 1:30 p.m., livestream * Election law in 2020 and beyond - 12:30 to 1:30 p.m., livestream Events Calendar [https://explore.uw.edu/rs/131-AQO-225/images/arrow-purple.png] IN THE NEWS * Crows: Are they scary or just super smart? // Kaeli Swift, environmental and forest sciences - NPR * Election anxiety stressing you out? We asked a psychiatrist about how to cope // Dr. Doug Zatzick, psychiatry and behavioral sciences - KUOW Occasionally, news stories included in this email will require a subscription from the outlet. Please email UW News if you would like to read an article that requires a subscription. UW Home UW News UW in the Media [Facebook] [Twitter] [YouTube] [LinkedIn] Contact Us | Privacy | Terms ? 2020 University of Washington, 4333 Brooklyn Ave NE, Seattle, WA 98195 This email was sent to sherylb@uw.edu Unsubscribe or change your email preferences Begin forwarded message: From: Sheryl Burgstahler > Subject: Fwd: App alerts users to nearby sounds // Are crows scary or just super smart? // more Date: October 30, 2020 at 8:12:23 AM PDT To: "bpcop@uw.edu" >, "dscop@uw.edu" > Some cool tech developed at UW? Begin forwarded message: From: UW Today > Subject: App alerts users to nearby sounds // Are crows scary or just super smart? // more Date: October 30, 2020 at 5:04:00 AM PDT To: sherylb@uw.edu Reply-To: uwtoday@uw.edu Story: Halloween is not canceled, it just won't be the same View the web version of this message [UW Today Masthead] [https://explore.uw.edu/rs/131-AQO-225/images/white-angled-bar.png] A Daily Update for Faculty, Staff and Friends October 30, 2020 [http://we.explore.uw.edu/rs/527-AHR-265/images/pumpkin-309453_640.png] UW Home / UW News / Faculty & Staff Insider / UW Magazine ["Seattle Campus Safety & Policing Town Hall - Today at 10:15 a.m. - watch live"] [smart watch shows an alert that a car honk happened nearby] New smartwatch app alerts d/Deaf and hard-of-hearing users to birdsong, sirens and other desired sounds UW researchers have developed SoundWatch, a smartwatch app for deaf, Deaf and hard-of-hearing people who want to be aware of nearby sounds such as birds, sirens, waterfalls, doors opening and more. The app will identify the nearby sound and send the user a friendly buzz along with information about the it. See related stories in New Atlas and Yahoo! News NOVEL CORONAVIRUS (COVID-19) UPDATES [portrait of woman next to text "3-minute legal tips"] SCHOOL OF LAW Professor Jennifer Fan shares insights into starting and running a business amid COVID-19 [woman and child in masks holding pumpkin bucket] UW MEDICINE NEWSROOM Halloween is not canceled, but it won't be the same [dog with pumpkin in grass] ENVIRONMENTAL HEALTH & SAFETY Celebrate Halloween with these fun activities that have a lower risk of spreading COVID-19 Coronavirus updates/FAQ [https://explore.uw.edu/rs/131-AQO-225/images/arrow-gold.png] Case tracking dashboard [https://explore.uw.edu/rs/131-AQO-225/images/arrow-gold.png] [quad with large trees] UW PRESIDENT'S BLOG Proposed rule change would needlessly hinder international students and the work of the University WEATHER Seattle - 55? / 41? rain in the morning Bothell - 59? / 34? rain in the morning and afternoon Tacoma - 56? / 38? rain in the morning Radar // Satellite [https://s3-us-west-2.amazonaws.com/uw-weather-icons/rain.jpg] [moth] AERONAUTICS & ASTRONAUTICS Hawkmoth research yields lessons in agile flight ["Recess Breaks with UW Athletics" - husky mascot doing stretches] THE WHOLE U Join UW Athletics for recess every Monday and Wednesday at noon (UW NetID required) [crows flying at dusk] COLLEGE OF THE ENVIRONMENT Don't be afraid: Happy hauntings from environment research [screencapture from "Hocus Pocus" showing witch saying "I put a spell on you and now you're mine"] TWEET OF THE WEEK Do parasites have you under their spell? Well, what better way to #FallInLoveWithParasites than with a little manipulation - behavioral manipulation! pic.twitter.com/acoX9nGTR8 ? Wood Lab // @WoodLabUW Oct. 28, 2020 Events * Promoting equity and justice for caregivers at UW - noon to 1:30 p.m., livestream * Election law in 2020 and beyond - 12:30 to 1:30 p.m., livestream Events Calendar [https://explore.uw.edu/rs/131-AQO-225/images/arrow-purple.png] IN THE NEWS * Crows: Are they scary or just super smart? // Kaeli Swift, environmental and forest sciences - NPR * Election anxiety stressing you out? We asked a psychiatrist about how to cope // Dr. Doug Zatzick, psychiatry and behavioral sciences - KUOW Occasionally, news stories included in this email will require a subscription from the outlet. Please email UW News if you would like to read an article that requires a subscription. UW Home UW News UW in the Media [Facebook] [Twitter] [YouTube] [LinkedIn] Contact Us | Privacy | Terms ? 2020 University of Washington, 4333 Brooklyn Ave NE, Seattle, WA 98195 This email was sent to sherylb@uw.edu Unsubscribe or change your email preferences Begin forwarded message: From: Sheryl Burgstahler > Subject: Fwd: App alerts users to nearby sounds // Are crows scary or just super smart? // more Date: October 30, 2020 at 8:12:02 AM PDT To: "compcop@uw.edu" > Some cool tech developed at UW? Begin forwarded message: From: UW Today > Subject: App alerts users to nearby sounds // Are crows scary or just super smart? // more Date: October 30, 2020 at 5:04:00 AM PDT To: sherylb@uw.edu Reply-To: uwtoday@uw.edu Story: Halloween is not canceled, it just won't be the same View the web version of this message [UW Today Masthead] [https://explore.uw.edu/rs/131-AQO-225/images/white-angled-bar.png] A Daily Update for Faculty, Staff and Friends October 30, 2020 [http://we.explore.uw.edu/rs/527-AHR-265/images/pumpkin-309453_640.png] UW Home / UW News / Faculty & Staff Insider / UW Magazine ["Seattle Campus Safety & Policing Town Hall - Today at 10:15 a.m. - watch live"] [smart watch shows an alert that a car honk happened nearby] New smartwatch app alerts d/Deaf and hard-of-hearing users to birdsong, sirens and other desired sounds UW researchers have developed SoundWatch, a smartwatch app for deaf, Deaf and hard-of-hearing people who want to be aware of nearby sounds such as birds, sirens, waterfalls, doors opening and more. The app will identify the nearby sound and send the user a friendly buzz along with information about the it. See related stories in New Atlas and Yahoo! News NOVEL CORONAVIRUS (COVID-19) UPDATES [portrait of woman next to text "3-minute legal tips"] SCHOOL OF LAW Professor Jennifer Fan shares insights into starting and running a business amid COVID-19 [woman and child in masks holding pumpkin bucket] UW MEDICINE NEWSROOM Halloween is not canceled, but it won't be the same [dog with pumpkin in grass] ENVIRONMENTAL HEALTH & SAFETY Celebrate Halloween with these fun activities that have a lower risk of spreading COVID-19 Coronavirus updates/FAQ [https://explore.uw.edu/rs/131-AQO-225/images/arrow-gold.png] Case tracking dashboard [https://explore.uw.edu/rs/131-AQO-225/images/arrow-gold.png] [quad with large trees] UW PRESIDENT'S BLOG Proposed rule change would needlessly hinder international students and the work of the University WEATHER Seattle - 55? / 41? rain in the morning Bothell - 59? / 34? rain in the morning and afternoon Tacoma - 56? / 38? rain in the morning Radar // Satellite [https://s3-us-west-2.amazonaws.com/uw-weather-icons/rain.jpg] [moth] AERONAUTICS & ASTRONAUTICS Hawkmoth research yields lessons in agile flight ["Recess Breaks with UW Athletics" - husky mascot doing stretches] THE WHOLE U Join UW Athletics for recess every Monday and Wednesday at noon (UW NetID required) [crows flying at dusk] COLLEGE OF THE ENVIRONMENT Don't be afraid: Happy hauntings from environment research [screencapture from "Hocus Pocus" showing witch saying "I put a spell on you and now you're mine"] TWEET OF THE WEEK Do parasites have you under their spell? Well, what better way to #FallInLoveWithParasites than with a little manipulation - behavioral manipulation! pic.twitter.com/acoX9nGTR8 ? Wood Lab // @WoodLabUW Oct. 28, 2020 Events * Promoting equity and justice for caregivers at UW - noon to 1:30 p.m., livestream * Election law in 2020 and beyond - 12:30 to 1:30 p.m., livestream Events Calendar [https://explore.uw.edu/rs/131-AQO-225/images/arrow-purple.png] IN THE NEWS * Crows: Are they scary or just super smart? // Kaeli Swift, environmental and forest sciences - NPR * Election anxiety stressing you out? We asked a psychiatrist about how to cope // Dr. Doug Zatzick, psychiatry and behavioral sciences - KUOW Occasionally, news stories included in this email will require a subscription from the outlet. Please email UW News if you would like to read an article that requires a subscription. UW Home UW News UW in the Media [Facebook] [Twitter] [YouTube] [LinkedIn] Contact Us | Privacy | Terms ? 2020 University of Washington, 4333 Brooklyn Ave NE, Seattle, WA 98195 This email was sent to sherylb@uw.edu Unsubscribe or change your email preferences -------------- next part -------------- An HTML attachment was scrubbed... URL: