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<p style="margin:0in 0in 0pt"><font data-lt-sig="" face="Calibri">Susie Dunn<br>
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<p style="margin:0in 0in 0pt"><a><font data-lt-sig="" face="Calibri">sdunn@southeast.edu</font></a></p>
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<div id="divRplyFwdMsg" dir="ltr"><font style="font-size:11pt" face="Calibri, sans-serif" color="#000000"><b>From:</b> athen-list <athen-list-bounces@mailman12.u.washington.edu> on behalf of Deborah Armstrong <armstrongdeborah@fhda.edu><br>
<b>Sent:</b> Sunday, August 30, 2020 18:18<br>
<b>To:</b> Access Technology Higher Education Network <athen-list@u.washington.edu><br>
<b>Subject:</b> [Athen] Alternate access standardized plan</font>
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<span style="color:#1F497D">In my talk in the ACB community today, I discussed the four factors that affect accessibility, the LMS, the teacher’s content, the instructions and your own knowledge-- The plan needs to include all of these. This way a student
can figure out which factor is limiting their access. It also trains them to think logically and specifically about a problem.
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<span style="color:#1F497D">The LMS is obvious – is the actual LMS platform accessible?</span></p>
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<span style="color:#1F497D">The instructor’s content is discussed in my previous post below.</span></p>
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<span style="color:#1F497D">The third factor, what I call the instructions takes some explaining by way of an example. In zoom I was trying to figure out how to rename myself. The instructor told me to “click on the three dots”. I had no idea what she was talking
about. In fact, for a screen reader user, the instructions are to pull up the participants’ panel with the alt-U keyboard shortcut, find your name, tab over to “more” and choose rename from the drop-down menu that appears. This is a situation where the procedure
for renaming yourself is accessible but the instructions for accomplishing the task were not.</span></p>
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<span style="color:#1F497D">The last factor affecting accessibility is your own knowledge. Do you know how to use magnification software so you can monitor more than one portion of the screen simultaneously when necessary? Can you use assistive technology to
read the parts of the screen you need and avoid the stuff you don’t. Do you know how to work with form fields using the keyboard? Do you have an effective system for taking notes? Your lack of knowledge could be a bigger barrier than the actual accessibility
or lack thereof.</span></p>
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<span style="color:#1F497D">I also gave the example from one of those born-accessible digital textbooks I used in a recent class. All the diagrams were supposedly described, but I only found descriptions for a few of them. Then I realized I had to select a
link simply labeled (D) which pulled up an extended description. It looks like this is some sort of standard but why it would be labeled “(D)” instead of “Read full description” is beyond me.</span></p>
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<span style="color:#1F497D">This is an example where MY lack of knowledge affected my access. The book was indeed accessible; I just didn’t know how to use it!</span></p>
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<span style="color:#1F497D">I am preparing a course on using alt media at our college, but this four-factor thing would be a good thing to put in to my course I think. Not sure if I will because it’s a bit off-topic.</span></p>
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<span style="color:#1F497D">--Debee</span></p>
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<b>From:</b> athen-list <athen-list-bounces@mailman12.u.washington.edu> <b>On Behalf Of
</b>Deborah Armstrong<br>
<b>Sent:</b> Sunday, August 30, 2020 3:51 PM<br>
<b>To:</b> Access Technology Higher Education Network <athen-list@u.washington.edu><br>
<b>Subject:</b> Re: [Athen] Canvas Commons question</p>
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<span style="color:#1F497D">It seems like the first step should be to give teachers a list of what’s not accessible – image-only PDFS and camera phone pictures of textbook pages, for example.</span></p>
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<span style="color:#1F497D"> </span></p>
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<span style="color:#1F497D">--Debee</span></p>
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<span style="color:#1F497D"> </span></p>
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<span style="color:#1F497D"> </span></p>
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<b>From:</b> athen-list <<a href="mailto:athen-list-bounces@mailman12.u.washington.edu">athen-list-bounces@mailman12.u.washington.edu</a>>
<b>On Behalf Of </b>Stephen (Alex) Marositz<br>
<b>Sent:</b> Friday, August 28, 2020 12:43 PM<br>
<b>To:</b> Access Technology Higher Education Network <<a href="mailto:athen-list@u.washington.edu">athen-list@u.washington.edu</a>><br>
<b>Subject:</b> Re: [Athen] Canvas Commons question</p>
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Hello Debee</p>
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I know this is not exactly what you asked for, but, I’ve been spending evenings during the pandemic answering questions in student assistive technology user groups about accessing courseware, particularly if they are in Blackboard 9.1 since that’s what I’m
familiar with. </p>
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This isn’t a fully flushed out thought, but I think there needs to be some kind of relatively standard best practice for students when they encounter courseware that poses a barrier whether it is technically accessible or not. I know that on my campus, we spend
a lot of time developing equally effective alternate access plans even when there is no obvious barrier. I wish students knew to request to have access to them or would talk to their instructor about them immediately, not delay until they can talk to they’re
DSS councilor or wait to hear back from someone on a Facebook group, none of whom have a great understanding of the circumstances.
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And, from my prospective, updating the equally effective alternate access plan only will make it more effective the next time it comes up.
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Alex Marositz</p>
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Information Security and Compliance Office</p>
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Information Technology</p>
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California State University, Dominguez Hills</p>
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<span lang="ES-MX">E: </span><u><span style="color:#0563C1"><a href="mailto:ATI@csudh.edu"><span lang="ES-MX">ATI@csudh.edu</span></a></span></u><span lang="ES-MX"></span></p>
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<a href="https://urldefense.com/v3/__https:/www.csudh.edu/it/security-compliance/__;!!A-B3JKCz!VNLsTvIbHYpAhQwVcisAJ1D6DqnPuppDr-7KhLUHY9zyopnZWRy7yd9PAfLxT4RALGXfRQ$"><span lang="ES-MX">https://www.csudh.edu/it/security-compliance/</span></a>
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<span lang="ES-MX"> </span></p>
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<b>From:</b> athen-list <<a href="mailto:athen-list-bounces@mailman12.u.washington.edu">athen-list-bounces@mailman12.u.washington.edu</a>>
<b>On Behalf Of </b>Deborah Armstrong<br>
<b>Sent:</b> Thursday, August 27, 2020 10:52 AM<br>
<b>To:</b> <a href="mailto:athen-list@u.washington.edu">athen-list@u.washington.edu</a><br>
<b>Subject:</b> [Athen] Canvas Commons question</p>
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Has anyone ever seen an alternate media course in Canvas commons?</p>
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I’m on vacation now but I’m puttering around putting together a Canvas course on using alternate media services at our college.</p>
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I’ve got lots of content already but was hoping to find existing material over in Canvas commons.</p>
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I haven’t yet, but maybe I need different search keywords. </p>
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I’m really hoping my dean will like this course. I email out all sorts of info to our students and turning it in to a course is super fun.
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If you have any thoughts about material in Canvas commons that might be useful, let me know. Unless my college forbids it, I intend to put this course in to commons as well.</p>
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Vacation is for doing the fun stuff!</p>
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--Debee</p>
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