WEBVTT 1 00:00:10.412 --> 00:00:12.681 - So with that, I'm gonna turn it over to Laura. 2 00:00:25.752 --> 00:00:28.752 - So when I see this, I think we have a lot of work to do, 3 00:00:28.752 --> 00:00:33.192 and I know for a lot of folks that I can see, 4 00:00:34.232 --> 00:00:35.312 it makes... 5 00:00:35.312 --> 00:00:37.482 (microphone static) 6 00:00:37.482 --> 00:00:39.216 And I think I wanna start by saying 7 00:00:39.216 --> 00:00:44.216 that this is the result of, again, many years of students 8 00:00:44.555 --> 00:00:49.107 experiencing a lot of discrimination in classrooms, 9 00:00:49.107 --> 00:00:54.107 being left sitting there without books, without information, 10 00:00:54.237 --> 00:00:58.136 and that in many cases, students with visual impairments 11 00:00:58.136 --> 00:01:00.704 and learning disability, basically they don't have 12 00:01:00.704 --> 00:01:04.939 (distant mumbling) 13 00:01:04.939 --> 00:01:07.107 (audio gap) 14 00:01:07.107 --> 00:01:10.857 (microphone static) 15 00:01:16.328 --> 00:01:17.531 Try again. 16 00:01:17.531 --> 00:01:20.775 So that's been really a critical issue. 17 00:01:20.775 --> 00:01:25.667 And there was also a dear colleague letter about this, 18 00:01:25.667 --> 00:01:28.717 just to, you know, underscore the seriousness of it 19 00:01:28.717 --> 00:01:31.569 a few years ago that went to all college presidents, 20 00:01:31.569 --> 00:01:33.867 and there's been a number of settlement agreements 21 00:01:33.867 --> 00:01:36.867 over the years, over the last few years. 22 00:01:36.867 --> 00:01:40.819 But the Montana Agreement, I think, is the best attempt 23 00:01:40.819 --> 00:01:43.417 at kind of laying out, like what do you actually 24 00:01:43.417 --> 00:01:44.417 mean by this? 25 00:01:44.417 --> 00:01:45.769 What does this involve? 26 00:01:45.769 --> 00:01:48.219 And what are the principles at stake here, 27 00:01:48.219 --> 00:01:50.669 as well as the educational implications. 28 00:01:50.669 --> 00:01:54.769 And so I think that we present about the Montana decision 29 00:01:54.769 --> 00:01:57.267 because it does give us some guidance about 30 00:01:57.267 --> 00:01:59.617 what do we mean by accessible? 31 00:01:59.617 --> 00:02:01.567 What does timely mean? 32 00:02:01.567 --> 00:02:03.919 You know, those kind of things are just beginning 33 00:02:03.919 --> 00:02:06.167 to be defined in ways that I think 34 00:02:06.167 --> 00:02:08.619 will be meaningful going forward. 35 00:02:08.619 --> 00:02:13.619 And so we've done some, 36 00:02:13.662 --> 00:02:15.512 beginning to do some training around this, 37 00:02:15.512 --> 00:02:18.164 and I think actually the school's social work 38 00:02:18.164 --> 00:02:22.664 is in the best position to take this on and do it well, 39 00:02:22.664 --> 00:02:25.262 because we have a lot of lead time 40 00:02:25.262 --> 00:02:28.862 coming up to the summer. 41 00:02:28.862 --> 00:02:33.104 And I did some presentation with some undergrad faculty 42 00:02:33.104 --> 00:02:37.229 who said things like, "Well I'm just, 43 00:02:37.229 --> 00:02:38.986 "sometimes I don't get my syllabus together 44 00:02:38.986 --> 00:02:41.354 "until the day before class." 45 00:02:41.354 --> 00:02:42.616 And I said, well, you know what, 46 00:02:42.616 --> 00:02:44.101 that's just not going to work. 47 00:02:44.101 --> 00:02:45.256 You can't do that. 48 00:02:45.256 --> 00:02:46.301 (chuckles) 49 00:02:46.301 --> 00:02:47.569 You just can't do that. 50 00:02:47.569 --> 00:02:49.656 You can't do that and meet these goals. 51 00:02:49.656 --> 00:02:52.187 You can't do that and be sure that every student 52 00:02:52.187 --> 00:02:55.067 is going to be able to read on day one. 53 00:02:55.067 --> 00:02:59.120 And so you really have to begin to be thinking far ahead. 54 00:02:59.120 --> 00:03:02.779 And as an instructor myself, it's forced me 55 00:03:02.779 --> 00:03:07.229 to look over my syllabus to make sure that everything on it 56 00:03:07.229 --> 00:03:11.029 is really essential, that I'm not just carrying things over 57 00:03:11.029 --> 00:03:15.327 from year to year, that I've thought carefully 58 00:03:15.327 --> 00:03:18.620 about the things that I'm requiring students to read 59 00:03:18.620 --> 00:03:21.906 versus things that I'm recommending or that I think 60 00:03:21.906 --> 00:03:25.858 are useful but aren't really a required party or curriculum, 61 00:03:25.858 --> 00:03:27.906 because we really need to make sure 62 00:03:27.906 --> 00:03:31.756 that anything we absolutely believe students must read 63 00:03:31.756 --> 00:03:35.308 or must view are accessible. 64 00:03:35.308 --> 00:03:37.656 And there are gonna be instances where some of those things 65 00:03:37.656 --> 00:03:42.256 are not accessible, and maybe have to be made accessible. 66 00:03:42.256 --> 00:03:44.556 There are times when they're not gonna, 67 00:03:44.556 --> 00:03:46.256 there are things that aren't going to be able 68 00:03:46.256 --> 00:03:47.606 to be accessible. 69 00:03:47.606 --> 00:03:49.258 And in those cases, we need to think about 70 00:03:49.258 --> 00:03:50.906 what the alternatives would be. 71 00:03:50.906 --> 00:03:53.208 And so Beth, asked me to give you an example. 72 00:03:54.749 --> 00:03:57.599 A professor asked me about 73 00:03:58.701 --> 00:04:03.544 purchasing a software called Matlab, 74 00:04:03.544 --> 00:04:06.841 which is a math software. 75 00:04:06.841 --> 00:04:09.979 And Matlab, they went ahead and asked the company 76 00:04:09.979 --> 00:04:13.609 to give information about the accessibility of this product. 77 00:04:13.609 --> 00:04:15.696 And apparently, it's not very accessible. 78 00:04:15.696 --> 00:04:18.996 And by that I mean, it's not easily navigable, 79 00:04:18.996 --> 00:04:22.684 there aren't features to navigate well if you're using 80 00:04:22.684 --> 00:04:25.049 a screen reading software. 81 00:04:25.049 --> 00:04:27.686 There were no, like, audio missing, 82 00:04:27.686 --> 00:04:31.704 there might be text but not audio, or audio and not text. 83 00:04:31.704 --> 00:04:34.836 And so there were a renumber of problems with this product. 84 00:04:34.836 --> 00:04:36.651 There's an alternative called Mathematica, 85 00:04:36.651 --> 00:04:40.501 which apparently has all those features built into it, 86 00:04:40.501 --> 00:04:43.749 but the argument was, "But Matlab is better." 87 00:04:43.749 --> 00:04:47.929 And so we want to keep using Matlab. 88 00:04:47.929 --> 00:04:51.556 So what's going to happen there is a question mark. 89 00:04:51.556 --> 00:04:55.158 And in some ways, I think academic interest 90 00:04:55.158 --> 00:04:58.626 is very important, and I don't think the intention of this 91 00:04:58.626 --> 00:05:02.968 is to say you know, don't use the best tools. 92 00:05:02.968 --> 00:05:05.226 But at the same time, we need to be driven by 93 00:05:05.226 --> 00:05:08.138 the pedagogical goals. 94 00:05:08.138 --> 00:05:10.558 What is the curriculum that's being taught, 95 00:05:10.558 --> 00:05:12.541 and are there other ways to teach it? 96 00:05:12.541 --> 00:05:16.553 And as technology evolves, it's very exciting. 97 00:05:16.553 --> 00:05:20.238 I mean, I think in many ways, technology opens so many doors 98 00:05:20.238 --> 00:05:23.046 for people with disabilities, but it can so easily end up 99 00:05:23.046 --> 00:05:26.404 leaving people behind if we are not making sure 100 00:05:26.404 --> 00:05:29.651 that the content is actually accessible. 101 00:05:29.651 --> 00:05:32.153 So it may be that in that case, that we need to 102 00:05:32.153 --> 00:05:36.953 have both products available, Matlab and Mathematica, 103 00:05:36.953 --> 00:05:39.553 or we're going to have to have an alternative 104 00:05:39.553 --> 00:05:43.951 to the problems that exist in Matlab. 105 00:05:43.951 --> 00:05:47.201 And I think what's really happened in these decisions 106 00:05:47.201 --> 00:05:50.401 is that in the past, no one was even thinking 107 00:05:50.401 --> 00:05:51.603 about these things. 108 00:05:51.603 --> 00:05:54.001 They were after-the-fact considerations, 109 00:05:54.001 --> 00:05:57.753 especially now when it is so difficult 110 00:05:57.753 --> 00:06:00.701 to create an after-the-fact solution. 111 00:06:00.701 --> 00:06:03.301 So I think a big part of this is just asking people, 112 00:06:03.301 --> 00:06:06.253 like, when you create your curriculum, 113 00:06:06.253 --> 00:06:09.101 please remember that there will be people in the class 114 00:06:09.101 --> 00:06:12.851 who can't use these things in typical ways 115 00:06:12.851 --> 00:06:15.653 and that you have mindfully considered 116 00:06:15.653 --> 00:06:19.903 what an alternative be, that you've actually looked into it. 117 00:06:19.903 --> 00:06:22.760 I spoke yesterday too about curiosity, 118 00:06:22.760 --> 00:06:25.455 about whether these conversations are happening 119 00:06:25.455 --> 00:06:27.160 within various disciplines. 120 00:06:27.160 --> 00:06:30.133 So I mean, even if you came to me, I don't know anything 121 00:06:30.133 --> 00:06:32.828 about chemistry, so I wouldn't know very much 122 00:06:32.828 --> 00:06:36.403 about the products that would be chosen in that department. 123 00:06:36.403 --> 00:06:37.998 And so I think some of those discussions 124 00:06:37.998 --> 00:06:39.923 have to happen discipline by discipline 125 00:06:39.923 --> 00:06:44.185 about what is the best way to teach chemistry 126 00:06:44.185 --> 00:06:46.990 to students who have vision problems 127 00:06:46.990 --> 00:06:51.112 or who have attention issues, or who can't use 128 00:06:51.112 --> 00:06:52.762 keyboard strokes. 129 00:06:52.762 --> 00:06:54.360 I mean, there's a lot of different ways that, 130 00:06:54.360 --> 00:06:57.055 that might come up. 131 00:06:57.055 --> 00:07:00.025 And I think the Disability Services Office 132 00:07:00.025 --> 00:07:01.782 is very important. 133 00:07:01.782 --> 00:07:03.982 Also the ETS is very important. 134 00:07:03.982 --> 00:07:06.845 The libraries, we're all gonna have to really work together 135 00:07:06.845 --> 00:07:10.200 to get to this place, like that said, 136 00:07:10.200 --> 00:07:13.992 of we need to be doing this in an anticipatory way 137 00:07:13.992 --> 00:07:16.247 as opposed to a reactive way. 138 00:07:16.247 --> 00:07:18.725 And what has happened is we just have not been able 139 00:07:18.725 --> 00:07:22.297 to keep up reactively, because you can't alter 140 00:07:22.297 --> 00:07:25.817 a software program on the fly. 141 00:07:25.817 --> 00:07:28.347 It's got to be integrated. 142 00:07:28.347 --> 00:07:31.647 And it also has required a lot of national advocacy 143 00:07:31.647 --> 00:07:34.070 and support with these companies 144 00:07:34.070 --> 00:07:36.490 to try to... 145 00:07:36.490 --> 00:07:40.062 Things like Google, getting Google to make itself 146 00:07:40.062 --> 00:07:44.025 accessible has been a huge national advocacy effort, 147 00:07:44.025 --> 00:07:46.882 and there's been a lot of progress and we don't have 148 00:07:46.882 --> 00:07:49.137 all the answers yet. 149 00:07:49.137 --> 00:07:51.759 So a couple of things I just wanted to share with you today 150 00:07:51.759 --> 00:07:55.997 are I think the low-hanging fruit of things that you can do, 151 00:07:55.997 --> 00:07:59.789 and that we'll continue to provide more guidance 152 00:07:59.789 --> 00:08:02.212 and more information. 153 00:08:02.212 --> 00:08:06.059 And in some ways, I love this summer to hear from you, 154 00:08:06.059 --> 00:08:10.514 and I'll be talking to students what worked, 155 00:08:10.514 --> 00:08:13.931 what was hard, what couldn't you find, you know? 156 00:08:13.931 --> 00:08:16.351 What did you bump up against so that we can keep 157 00:08:16.351 --> 00:08:18.444 moving forward over the next couple of years 158 00:08:18.444 --> 00:08:20.919 and feel like we have accessible, 159 00:08:20.919 --> 00:08:23.941 I think what we're saying, what we're hoping is that 160 00:08:23.941 --> 00:08:25.866 in a couple of years, you'll be able to say, 161 00:08:25.866 --> 00:08:28.784 Josh will be able to say, "My class is accessible." 162 00:08:28.784 --> 00:08:32.796 Not, "This individual got accommodated in my class." 163 00:08:32.796 --> 00:08:36.261 And so that's a different orientation. 164 00:08:36.261 --> 00:08:38.516 But I think we can definitely do that. 165 00:08:38.516 --> 00:08:41.541 And in some ways, it does make you central to the process 166 00:08:41.541 --> 00:08:44.514 as opposed to having been, 167 00:08:44.514 --> 00:08:47.153 having me be central to the process. 168 00:08:47.153 --> 00:08:50.230 And I think that's good because it's your class, 169 00:08:50.230 --> 00:08:53.038 it's your materials, you know what you want students 170 00:08:53.038 --> 00:08:54.578 to learn, I don't know that. 171 00:08:54.578 --> 00:08:57.435 So I think we have to work together to make sure 172 00:08:57.435 --> 00:09:00.240 that we can meet your goals for all the students 173 00:09:00.240 --> 00:09:01.508 in your class. 174 00:09:02.482 --> 00:09:05.342 So one of the most 175 00:09:07.052 --> 00:09:10.570 challenging and yet, I think, fairly easy things to solve 176 00:09:10.570 --> 00:09:14.640 has been the materials that are posted on Moodle. 177 00:09:14.640 --> 00:09:17.665 Over the years, a lot of the, you know, 178 00:09:17.665 --> 00:09:20.140 more and more people are using Moodle to post 179 00:09:20.140 --> 00:09:24.375 journal articles and post things that you've scanned, 180 00:09:24.375 --> 00:09:28.717 charts, images, handouts, all the ways that we use Moodle, 181 00:09:28.717 --> 00:09:33.717 that the material there overall has not been too good. 182 00:09:33.832 --> 00:09:36.637 It's not clear, it's not clean. 183 00:09:36.637 --> 00:09:38.287 Some of it's really messy to read. 184 00:09:38.287 --> 00:09:40.487 And what happens is 185 00:09:40.487 --> 00:09:43.247 perhaps a sighted person can get through 186 00:09:43.247 --> 00:09:46.385 some of that material, but when it's not clear, 187 00:09:46.385 --> 00:09:49.355 the screen reading software will not read it. 188 00:09:49.355 --> 00:09:53.535 So the screen reading software that people are using 189 00:09:53.535 --> 00:09:56.505 are phenomenal, there are just so many new products 190 00:09:56.505 --> 00:10:01.125 on the market and a college showed me one yesterday 191 00:10:01.125 --> 00:10:04.645 that I think is, to me, going to be everybody's solution, 192 00:10:04.645 --> 00:10:08.987 but it won't work unless the material is clean. 193 00:10:08.987 --> 00:10:12.840 And so if you look at a document and you can see 194 00:10:12.840 --> 00:10:15.972 even just, that the naked eye, 195 00:10:15.972 --> 00:10:19.055 that there are underlinings, highlighting, 196 00:10:19.055 --> 00:10:21.310 notes written on the side of the page, 197 00:10:21.310 --> 00:10:25.047 a black mark down the middle from copying it 20 times, 198 00:10:25.047 --> 00:10:28.677 well, you can see that the text or the font is degrading, 199 00:10:28.677 --> 00:10:31.155 that the letters are kind of splitting up 200 00:10:31.155 --> 00:10:33.792 or it's some really oddball font. 201 00:10:33.792 --> 00:10:35.937 It's probably not going to be able to be read 202 00:10:35.937 --> 00:10:39.460 by these softwares. 203 00:10:39.460 --> 00:10:41.272 So there are a couple of things, 204 00:10:41.272 --> 00:10:43.472 there are several things we can do. 205 00:10:43.472 --> 00:10:46.610 The number one thing would be try to find a good copy. 206 00:10:46.610 --> 00:10:49.635 And I know it's really tempting if you've had that copy 207 00:10:49.635 --> 00:10:50.845 on your desk. 208 00:10:50.845 --> 00:10:52.385 And here's my favorite one. 209 00:10:52.385 --> 00:10:54.695 I had one where you know, faculty will 210 00:10:54.695 --> 00:10:57.555 have an article they used when you were writing 211 00:10:57.555 --> 00:11:01.405 your dissertation, and you made your notes on it, 212 00:11:01.405 --> 00:11:03.602 and those notes made sense to you, 213 00:11:03.602 --> 00:11:06.850 and those underlinings and highlighting made sense for you 214 00:11:06.850 --> 00:11:08.057 and what you were looking at, 215 00:11:08.057 --> 00:11:10.425 but they don't mean anything to your students, 216 00:11:10.425 --> 00:11:13.065 as far as what you want them to find, 217 00:11:13.065 --> 00:11:17.935 and that's just obscuring the readability of a page. 218 00:11:18.840 --> 00:11:19.995 Yup? 219 00:11:19.995 --> 00:11:23.047 (distant audience member mumbling) 220 00:11:23.047 --> 00:11:25.167 Sure, okay. 221 00:11:26.292 --> 00:11:28.987 Screen reading, screen reading software 222 00:11:28.987 --> 00:11:33.833 is basically software that is going to read the documents 223 00:11:33.833 --> 00:11:35.752 out loud to people. 224 00:11:35.752 --> 00:11:38.841 So it sees the images on the screen, the letters, 225 00:11:38.841 --> 00:11:42.303 and it reads, it reads the words that are on the screen. 226 00:11:44.053 --> 00:11:48.050 An example of that, like we have in labs here, 227 00:11:48.050 --> 00:11:49.799 is called Kurzweil. 228 00:11:49.799 --> 00:11:52.937 Kurzweil a very, like, high-end product 229 00:11:52.937 --> 00:11:54.972 and it's been around for a long time. 230 00:11:54.972 --> 00:11:57.557 Kurzweil is an awesome tool because it also includes 231 00:11:57.557 --> 00:12:00.032 a whole bunch of learning tools. 232 00:12:00.032 --> 00:12:03.277 Like students can read from it and it will highlight 233 00:12:03.277 --> 00:12:05.807 the words, word for word. 234 00:12:05.807 --> 00:12:07.622 It will highlight sentence by sentence 235 00:12:07.622 --> 00:12:09.822 or highlight whole paragraphs. 236 00:12:09.822 --> 00:12:13.672 It connects to thesaurus and dictionary and all of that. 237 00:12:13.672 --> 00:12:16.917 It also allows students to pop open note boxes 238 00:12:16.917 --> 00:12:18.567 and take notes as they go. 239 00:12:18.567 --> 00:12:21.149 There's a bunch of different tools in it. 240 00:12:21.149 --> 00:12:26.149 The product that I saw last night was an app for iPad, 9.99. 241 00:12:26.429 --> 00:12:29.729 I mean, let me tell you, Kurzweil is about $2000. 242 00:12:29.729 --> 00:12:34.729 9.99 app on iPad called Dream Voice Reader. 243 00:12:35.229 --> 00:12:37.267 Everybody go home and try it out tonight. 244 00:12:37.267 --> 00:12:39.082 Really, really amazing. 245 00:12:39.082 --> 00:12:41.282 It does everything I can see that Kurzweil does, 246 00:12:42.436 --> 00:12:46.729 and it also allows you to do all kinds of things 247 00:12:46.729 --> 00:12:49.641 like change the size of the font on the screen, 248 00:12:49.641 --> 00:12:52.831 flip the background from black to white, 249 00:12:52.831 --> 00:12:55.694 which you know, all of these things have, 250 00:12:55.694 --> 00:12:58.661 are nuanced things that make a difference for people 251 00:12:58.661 --> 00:13:02.896 with various kinds of eye conditions or dyslexia, 252 00:13:02.896 --> 00:13:06.141 or even just the strain of reading. 253 00:13:06.141 --> 00:13:09.114 I don't know, it's probably not as relevant to all of you, 254 00:13:09.114 --> 00:13:11.754 but we have a ton of students who have concussions, 255 00:13:11.754 --> 00:13:15.821 and reading the screen all the time has been a big problem. 256 00:13:15.821 --> 00:13:18.959 So just flipping from black background to white 257 00:13:18.959 --> 00:13:21.596 or vice versa has helped a lot of folks. 258 00:13:21.596 --> 00:13:23.359 So these things are all incorporated 259 00:13:23.359 --> 00:13:25.834 in that you can highlight in 10 different colors, 260 00:13:25.834 --> 00:13:29.791 you put your finger on a word, a little box pops open. 261 00:13:29.791 --> 00:13:32.049 You can make bookmarks and notes. 262 00:13:32.049 --> 00:13:34.576 They are wonderful for learning. 263 00:13:34.576 --> 00:13:38.041 There are just amazing ways that you might want to use them 264 00:13:38.041 --> 00:13:40.629 in your teaching and helping people learn how to 265 00:13:40.629 --> 00:13:43.211 make the most of their documents. 266 00:13:43.211 --> 00:13:47.934 So Dream Voice Reader is the one that I found last night. 267 00:13:47.934 --> 00:13:50.336 And there are others, but this is a great one. 268 00:13:50.336 --> 00:13:51.793 So the point is you've got to have a nice, 269 00:13:51.793 --> 00:13:53.443 clean document in there, 270 00:13:53.443 --> 00:13:58.443 and it has to a digitized document, 271 00:13:59.520 --> 00:14:03.868 which means that some PDFs, as you know, are just images. 272 00:14:03.868 --> 00:14:07.275 It's a picture of the words, it's not actual words. 273 00:14:07.275 --> 00:14:09.695 It's like a Word file is words. 274 00:14:09.695 --> 00:14:12.445 It's actually a readable document. 275 00:14:12.445 --> 00:14:15.662 But some PDFs are just images. 276 00:14:15.662 --> 00:14:17.590 And you can tell that it's an image file 277 00:14:17.590 --> 00:14:21.162 if you tried to highlight and cut-and-paste from it. 278 00:14:21.162 --> 00:14:26.162 If you cannot do that, it is just an image and it is useless 279 00:14:26.165 --> 00:14:27.624 in that format. 280 00:14:27.624 --> 00:14:29.387 It has to be converted. 281 00:14:29.387 --> 00:14:31.862 And so there are things like optical, 282 00:14:31.862 --> 00:14:35.764 you can run it through an optical character recognition, 283 00:14:35.764 --> 00:14:37.582 an OCR process. 284 00:14:37.582 --> 00:14:41.377 And there's software to do that, there's Adobe, 285 00:14:41.377 --> 00:14:44.234 there's Omni Pro, there's a whole bunch of different 286 00:14:44.234 --> 00:14:45.361 things to do that. 287 00:14:45.361 --> 00:14:48.166 If you're very savvy and you know how to do that, yay! 288 00:14:48.166 --> 00:14:49.434 (audience laughter) 289 00:14:49.434 --> 00:14:52.758 And it's not hugely difficult, it's just, 290 00:14:52.758 --> 00:14:56.690 I'm not a technology person, so this of all things 291 00:14:56.690 --> 00:15:00.443 has been a challenge for me in my career, let me tell you, 292 00:15:01.493 --> 00:15:03.563 but it's not that difficult. 293 00:15:03.563 --> 00:15:06.998 On the other hand, we have a nice simple and easy way 294 00:15:06.998 --> 00:15:09.055 for you to do this. 295 00:15:09.055 --> 00:15:12.405 This college subscribes, the five colleges subscribe 296 00:15:12.405 --> 00:15:17.286 to a service called RoboBraille, of all strange terms, 297 00:15:18.536 --> 00:15:22.479 and it's an online document conversion service. 298 00:15:22.479 --> 00:15:24.461 And so what we've been recommending, 299 00:15:24.461 --> 00:15:28.033 and you have some materials in your packet here, 300 00:15:28.033 --> 00:15:31.663 so if you can pull out this one called 301 00:15:31.663 --> 00:15:35.505 Converting Documents from Moodle into Accessible PDFs, 302 00:15:38.975 --> 00:15:41.215 and we could take a look at that. 303 00:15:43.347 --> 00:15:46.583 There's one other little thing that I forgot 304 00:15:46.583 --> 00:15:48.116 to bring here today. 305 00:15:48.116 --> 00:15:50.768 We're gonna have to share some more materials with you, 306 00:15:50.768 --> 00:15:53.063 and we're going to be upgrading, updating 307 00:15:53.063 --> 00:15:55.226 and editing these more and we'll make sure that you have 308 00:15:55.226 --> 00:15:58.328 the best information we have. 309 00:15:58.328 --> 00:16:00.491 And we'll have more feedback from you, 310 00:16:00.491 --> 00:16:02.906 and we'll keep updating them and upgrading them 311 00:16:02.906 --> 00:16:06.314 so that we have really good and clear information. 312 00:16:06.314 --> 00:16:10.787 So the way that we will, the we suggest that you make sure 313 00:16:10.787 --> 00:16:13.667 that anything you post on Moodle is accessible 314 00:16:13.667 --> 00:16:16.817 is that first of all, again, go through, weed, 315 00:16:16.817 --> 00:16:18.752 make sure you have what you really want, 316 00:16:18.752 --> 00:16:20.960 make sure you know what you want to require, 317 00:16:20.960 --> 00:16:22.937 and anything that you're gonna post there, 318 00:16:22.937 --> 00:16:26.360 you could also work with the library 319 00:16:26.360 --> 00:16:29.510 and bring your materials to them and have them, 320 00:16:29.510 --> 00:16:31.220 and they'll do it as an E-Reserves, 321 00:16:31.220 --> 00:16:34.145 and they are following these guidelines. 322 00:16:34.145 --> 00:16:37.157 The second document you have is photocopying 323 00:16:37.157 --> 00:16:40.892 and scanning guidelines, and the library has agreed 324 00:16:40.892 --> 00:16:42.830 to use those as well. 325 00:16:42.830 --> 00:16:46.205 So if you have a document, first of all, 326 00:16:46.205 --> 00:16:49.670 if you have an article that's from something like 327 00:16:49.670 --> 00:16:53.405 jstorm use or an online journal, chances are, 328 00:16:53.405 --> 00:16:55.562 it's already going to be fine 329 00:16:55.562 --> 00:16:57.542 because they have their own standards 330 00:16:57.542 --> 00:16:59.930 and they're creating them accordingly. 331 00:16:59.930 --> 00:17:02.492 So those documents should be able to be posted. 332 00:17:02.492 --> 00:17:06.050 And again, those come through the library anyway. 333 00:17:07.103 --> 00:17:10.568 If you are copying and scanning something, 334 00:17:10.568 --> 00:17:14.078 then you should follow the copy and scanning guidelines 335 00:17:14.078 --> 00:17:15.295 that are here. 336 00:17:15.295 --> 00:17:16.915 And once you have that document, 337 00:17:16.915 --> 00:17:19.795 or you picking up a document from somewhere 338 00:17:19.795 --> 00:17:22.709 and you don't know whether it's accessible, 339 00:17:22.709 --> 00:17:26.431 you can email it to Robo Braille. 340 00:17:26.431 --> 00:17:30.791 This is the screen capture from their website. 341 00:17:30.791 --> 00:17:33.976 So you would go to Robo Braille, 342 00:17:33.976 --> 00:17:37.393 you would go to step one, you choose file, 343 00:17:37.393 --> 00:17:40.276 and you retrieve the file that you want to convert. 344 00:17:40.276 --> 00:17:43.243 And you send it to them basically. 345 00:17:43.243 --> 00:17:46.348 You upload it and you send it to them. 346 00:17:46.348 --> 00:17:48.349 Choose file. 347 00:17:48.349 --> 00:17:51.409 And once you send it to them, you request it, 348 00:17:51.409 --> 00:17:53.029 let me see what you say here, 349 00:17:55.109 --> 00:17:58.958 specify the document conversion option 350 00:17:58.958 --> 00:18:00.556 from the drop-down menu. 351 00:18:00.556 --> 00:18:02.856 And choose Microsoft Word. 352 00:18:02.856 --> 00:18:06.858 Now we're suggesting that you choose Microsoft Word 353 00:18:06.858 --> 00:18:10.156 and receive the document back as a Word file. 354 00:18:10.156 --> 00:18:12.656 And the reason for that is because 355 00:18:12.656 --> 00:18:17.156 that will allow you to see the quality of the conversion. 356 00:18:17.156 --> 00:18:20.558 If you get it in Word, you can also edit it. 357 00:18:20.558 --> 00:18:25.008 If you get it back in a PDF, which you could also do, 358 00:18:25.008 --> 00:18:27.408 you'll never know whether it's readable or not, 359 00:18:27.408 --> 00:18:29.008 whether it's actually a mess. 360 00:18:29.008 --> 00:18:31.206 It will look great to you, 361 00:18:31.206 --> 00:18:34.908 but you won't know what the screen readers are seeing. 362 00:18:34.908 --> 00:18:38.408 If you get it back in Word, you'll be able to see that 363 00:18:39.694 --> 00:18:44.094 every time the word the occurs, it's misspelled. 364 00:18:44.094 --> 00:18:47.194 And in that case, you can do a very quick search and replace 365 00:18:47.194 --> 00:18:49.894 and fix the document pretty quickly. 366 00:18:49.894 --> 00:18:53.544 And then you can save it as a PDF 367 00:18:53.544 --> 00:18:56.487 and feel confident posting it on the Moodle site, 368 00:18:56.487 --> 00:18:58.689 that it will be accessible. 369 00:18:58.689 --> 00:19:02.037 If you get the Word file back and it's a mess, 370 00:19:02.037 --> 00:19:04.889 pretty good chance that the original document 371 00:19:04.889 --> 00:19:06.987 was really a mess to begin with. 372 00:19:06.987 --> 00:19:09.987 And then I would really recommend trying to find 373 00:19:09.987 --> 00:19:14.437 another copy of it and go through the process again. 374 00:19:14.437 --> 00:19:18.737 If you're having that problem over and over again, 375 00:19:18.737 --> 00:19:21.289 then you need to talk to us or we're gonna have 376 00:19:21.289 --> 00:19:22.837 to figure out how to help. 377 00:19:22.837 --> 00:19:24.137 Yup? 378 00:19:24.137 --> 00:19:25.430 (distant audience member mumbling) 379 00:19:25.430 --> 00:19:26.532 Yup. 380 00:19:26.532 --> 00:19:29.232 (distant audience member mumbling) 381 00:19:29.232 --> 00:19:30.168 Yup. 382 00:19:30.168 --> 00:19:34.618 (distant audience member mumbling) 383 00:19:38.066 --> 00:19:39.368 Right. 384 00:19:40.566 --> 00:19:43.716 (distant audience member mumbling) 385 00:19:43.716 --> 00:19:44.811 Right. 386 00:19:44.811 --> 00:19:46.459 (distant audience member mumbling) 387 00:19:46.459 --> 00:19:48.611 Microsoft Word is great, yes, 388 00:19:48.611 --> 00:19:52.109 because it's just a text file, right? 389 00:19:52.109 --> 00:19:53.761 So as long as you have a Word document, 390 00:19:53.761 --> 00:19:55.811 you can see that you could post Word documents 391 00:19:55.811 --> 00:19:57.109 if you wanted to. 392 00:19:57.109 --> 00:19:58.861 But some people are concerned about preserving 393 00:19:58.861 --> 00:20:01.961 the formatting, which is the only reason to me 394 00:20:01.961 --> 00:20:03.609 to put it into PDF. 395 00:20:03.609 --> 00:20:05.459 If you don't care about that, I mean, 396 00:20:05.459 --> 00:20:09.111 then you can post it just as a Word file. 397 00:20:09.111 --> 00:20:12.311 Sometimes Word will retain some of that structure, 398 00:20:12.311 --> 00:20:14.411 but it doesn't always do that. 399 00:20:14.411 --> 00:20:16.409 Okay? 400 00:20:16.409 --> 00:20:19.556 So once you've done that, you will see that... 401 00:20:21.356 --> 00:20:24.606 And this comes back as quickly as, you know, 402 00:20:24.606 --> 00:20:27.856 five to 10, 15 minutes, so it doesn't take very long. 403 00:20:27.856 --> 00:20:29.454 You could upload a whole bunch of them, 404 00:20:29.454 --> 00:20:32.004 and they should come back to you in a very short 405 00:20:32.004 --> 00:20:33.406 period of time. 406 00:20:34.699 --> 00:20:37.651 We also have, 407 00:20:37.651 --> 00:20:40.051 we've done training at the undergrads 408 00:20:40.051 --> 00:20:42.949 with all of the departmental assistance, 409 00:20:42.949 --> 00:20:45.149 and so we're going to have to think about what support 410 00:20:45.149 --> 00:20:49.899 can be provided to all of you in getting this done. 411 00:20:49.899 --> 00:20:53.001 But you know, again, there are going to be times 412 00:20:53.001 --> 00:20:57.101 when the document, we just can't find a good copy. 413 00:20:57.101 --> 00:21:00.951 We, in disability services, have another software 414 00:21:00.951 --> 00:21:03.549 that we use call ABBYY Fine, 415 00:21:03.549 --> 00:21:07.749 and ABBYY lets us go in and do more extensive editing, 416 00:21:07.749 --> 00:21:11.151 where we can see both versions at the same time, 417 00:21:11.151 --> 00:21:13.749 and there's lots of tools in ABBYY to upgrade 418 00:21:13.749 --> 00:21:15.799 the quality of the document. 419 00:21:15.799 --> 00:21:17.499 We could do that if there's something 420 00:21:17.499 --> 00:21:20.051 that's really important to you and needs 421 00:21:20.051 --> 00:21:22.651 and we can't find a good copy anywhere else. 422 00:21:22.651 --> 00:21:26.549 So I feel like this is kind of like a tiered process. 423 00:21:26.549 --> 00:21:29.751 We're just asking that you try to take care 424 00:21:29.751 --> 00:21:32.251 of the easy stuff. 425 00:21:32.251 --> 00:21:34.799 If you can find a better copy, please do it, 426 00:21:34.799 --> 00:21:39.049 just don't pick up the same copy of the old document 427 00:21:39.049 --> 00:21:40.651 over and over again. 428 00:21:40.651 --> 00:21:43.501 Look through your staff, make sure that it's readable. 429 00:21:43.501 --> 00:21:48.451 I asked some students who just work in my office, 430 00:21:48.451 --> 00:21:50.499 who were not students with disabilities, 431 00:21:50.499 --> 00:21:54.199 what's the quality of stuff that you're reading, 432 00:21:54.199 --> 00:21:56.849 and what do you do when you can't read an article? 433 00:21:56.849 --> 00:21:58.199 "Well, I just don't read it." 434 00:21:58.199 --> 00:21:59.949 (laughter) 435 00:21:59.949 --> 00:22:02.151 I said, oh, really, does your faculty know 436 00:22:02.151 --> 00:22:03.951 that you just say, "We just don't read it?" 437 00:22:03.951 --> 00:22:08.101 So I said, all right, it's important, I guess, you know? 438 00:22:09.946 --> 00:22:11.844 So anyway, this is gonna be processed, 439 00:22:11.844 --> 00:22:15.096 and we're gonna hear from all of you how it goes. 440 00:22:15.096 --> 00:22:18.083 And so that's the main. 441 00:22:18.083 --> 00:22:18.785 Yup? 442 00:22:18.785 --> 00:22:19.905 (distant audience member mumbling) 443 00:22:19.905 --> 00:22:20.865 Yeah. 444 00:22:20.865 --> 00:22:23.947 Are people okay with trying this out? 445 00:22:23.947 --> 00:22:25.105 All right. 446 00:22:25.105 --> 00:22:26.789 Some of you probably have done it, 447 00:22:26.789 --> 00:22:30.212 and if you know how to open a document in Adobe, 448 00:22:30.212 --> 00:22:33.631 you can do the editing or you can do that there. 449 00:22:33.631 --> 00:22:35.531 But I don't know how to do that, so I use 450 00:22:35.531 --> 00:22:37.469 the Robo Braille service, 451 00:22:37.469 --> 00:22:39.731 and it's been really, really helpful. 452 00:22:42.131 --> 00:22:44.717 I think it also is important to have really good 453 00:22:44.717 --> 00:22:47.419 labeling when you put something on Moodle, 454 00:22:47.419 --> 00:22:50.017 that the clear titles are there so people are trying 455 00:22:50.017 --> 00:22:53.067 to navigate Moodle, they can tell where they're going 456 00:22:53.067 --> 00:22:55.519 in the process. 457 00:22:55.519 --> 00:22:58.367 So then the other thing that we want to talk about 458 00:22:58.367 --> 00:23:03.367 are video and audio files 459 00:23:03.409 --> 00:23:06.359 that you might be using. 460 00:23:06.359 --> 00:23:08.359 Again, we want to make sure that anything 461 00:23:08.359 --> 00:23:11.157 that's posted to Moodle is accessible 462 00:23:11.157 --> 00:23:13.557 and things that you're gonna use in the class. 463 00:23:13.557 --> 00:23:16.707 Videos, again, it's really a matter of beginning 464 00:23:16.707 --> 00:23:19.607 to make sure that you've checked that the videos 465 00:23:19.607 --> 00:23:21.857 you're selecting our captioned, 466 00:23:21.857 --> 00:23:25.009 that you've made an effort to get a captioned version. 467 00:23:25.009 --> 00:23:27.509 So if you've been using something for a long time, 468 00:23:27.509 --> 00:23:29.709 go back and check, make sure it's there, they're there. 469 00:23:29.709 --> 00:23:33.902 If it's not a captioned video, there are some resources 470 00:23:33.902 --> 00:23:38.102 through ETS to try to get these videos brought up to speed 471 00:23:38.102 --> 00:23:39.852 and captioned. 472 00:23:39.852 --> 00:23:42.552 Some years ago, we sort of hesitate to do that 473 00:23:42.552 --> 00:23:47.152 because it would be like, $600 for a video. 474 00:23:47.152 --> 00:23:49.952 Now, in some of the services that we can use, 475 00:23:49.952 --> 00:23:51.852 it's a dollar a minute. 476 00:23:51.852 --> 00:23:54.452 So it's really worthwhile to start making 477 00:23:54.452 --> 00:23:57.052 these materials accessible. 478 00:23:57.052 --> 00:24:00.902 And again, ETS will be able to help us with some of those. 479 00:24:00.902 --> 00:24:03.402 But again, it takes this proactive effort on your part 480 00:24:03.402 --> 00:24:06.002 to let me sit and review what I'm using 481 00:24:06.002 --> 00:24:09.502 and let me identify which videos are going to be okay, 482 00:24:09.502 --> 00:24:11.102 which ones I'm worried about. 483 00:24:11.102 --> 00:24:12.902 Am I really gonna use that one this year? 484 00:24:12.902 --> 00:24:16.802 I only use that once in a great while, it's not required. 485 00:24:16.802 --> 00:24:20.752 It is required kind of do that assessment for yourselves 486 00:24:20.752 --> 00:24:21.845 so you know. 487 00:24:21.845 --> 00:24:24.295 And then we can figure out how to make sure 488 00:24:24.295 --> 00:24:26.345 you can connect with someone who could help, 489 00:24:26.345 --> 00:24:29.395 upgrade those videos for you. 490 00:24:29.395 --> 00:24:31.195 The biggest question mark to me, 491 00:24:31.195 --> 00:24:33.645 and I don't have the perfect solution to this yet either, 492 00:24:33.645 --> 00:24:36.795 is using stuff from online, 493 00:24:36.795 --> 00:24:38.797 like videos that are posted online, 494 00:24:38.797 --> 00:24:40.247 because we don't control them, 495 00:24:40.247 --> 00:24:42.445 especially stuff on YouTube 496 00:24:42.445 --> 00:24:46.945 and any number of other sites with groovy graphics 497 00:24:46.945 --> 00:24:49.145 and videos. 498 00:24:49.145 --> 00:24:52.245 And the bottom line is we've got to figure out something 499 00:24:52.245 --> 00:24:54.645 because the student can't be expected to sit there 500 00:24:54.645 --> 00:24:57.395 while everybody else is listening to a video. 501 00:24:57.395 --> 00:25:01.188 So I think we have to try to create... 502 00:25:03.638 --> 00:25:06.188 In YouTube, if you created something, 503 00:25:06.188 --> 00:25:09.288 there is a captioning function in YouTube 504 00:25:09.288 --> 00:25:11.738 so you can have something captioned. 505 00:25:11.738 --> 00:25:13.738 And there's ways to do that. 506 00:25:13.738 --> 00:25:16.238 And what I don't know is if you don't know the content, 507 00:25:16.238 --> 00:25:20.088 how you can influence the captions. 508 00:25:20.088 --> 00:25:21.583 I have to find out more. 509 00:25:21.583 --> 00:25:23.183 Does anybody know that? 510 00:25:23.183 --> 00:25:25.083 (distant audience member mumbling) 511 00:25:25.083 --> 00:25:26.983 You think you can edit it yourself? 512 00:25:26.983 --> 00:25:29.233 (distant audience member mumbling) 513 00:25:30.213 --> 00:25:31.664 - [Voiceover] I know there's something 514 00:25:31.664 --> 00:25:33.714 that you can do in YouTube, but I don't know 515 00:25:33.714 --> 00:25:35.564 how to do it myself. 516 00:25:35.564 --> 00:25:39.364 So we'll research that for you and get back to you on that. 517 00:25:39.364 --> 00:25:40.407 - Right, right. 518 00:25:40.407 --> 00:25:42.152 And I do know there are things you can do about it, 519 00:25:42.152 --> 00:25:44.002 but I don't know either how to do it. 520 00:25:44.002 --> 00:25:45.602 So that's one option. 521 00:25:45.602 --> 00:25:48.402 I think the other most relevant thing 522 00:25:48.402 --> 00:25:52.504 are probably things like President Obama 523 00:25:52.504 --> 00:25:55.352 gave a speech last night, it was on TV, 524 00:25:55.352 --> 00:25:58.252 and it was captioned when it was on TV. 525 00:25:58.252 --> 00:26:00.052 But when it gets posted to the website, 526 00:26:00.052 --> 00:26:01.702 the captions go away. 527 00:26:01.702 --> 00:26:05.502 And this is another area of national advocacy 528 00:26:05.502 --> 00:26:10.502 to push the television stations to keep those captions, 529 00:26:10.654 --> 00:26:13.997 but that hasn't quite happened yet. 530 00:26:13.997 --> 00:26:16.647 So be mindful of using something like that. 531 00:26:16.647 --> 00:26:20.147 Is that your only way of communicating the information? 532 00:26:20.147 --> 00:26:22.547 Is there's something else you could use? 533 00:26:22.547 --> 00:26:25.897 If not, then we really need to make sure 534 00:26:25.897 --> 00:26:28.747 that the student has a transcript of it. 535 00:26:30.597 --> 00:26:33.447 And honestly, the easiest way that I could think of 536 00:26:33.447 --> 00:26:35.847 to do that, and I have done it for my class, 537 00:26:35.847 --> 00:26:38.247 is use my, I use my iPhone. 538 00:26:38.247 --> 00:26:41.697 And I literally just repeated what was being said 539 00:26:41.697 --> 00:26:45.847 on the video into the voice thing on my iPhone. 540 00:26:45.847 --> 00:26:48.949 And it types it right there, I reviewed it, 541 00:26:48.949 --> 00:26:52.851 make sure it was accurate, and I gave that, 542 00:26:52.851 --> 00:26:55.047 I printed it out for the student. 543 00:26:55.047 --> 00:26:56.730 You son? 544 00:26:56.730 --> 00:26:58.810 (distant audience member mumbling) 545 00:26:58.810 --> 00:27:00.250 Yup. 546 00:27:00.250 --> 00:27:03.920 (distant audience member mumbling) 547 00:27:23.155 --> 00:27:24.170 Mm-hmm 548 00:27:40.320 --> 00:27:42.690 Right, and you have those options to save it 549 00:27:42.690 --> 00:27:44.835 on certain copiers, right? 550 00:27:44.835 --> 00:27:49.595 (distant audience member mumbling) 551 00:28:01.228 --> 00:28:02.410 Right. 552 00:28:04.800 --> 00:28:06.285 Yup. 553 00:28:06.285 --> 00:28:10.718 (distant audience member mumbling) 554 00:28:39.477 --> 00:28:41.264 Not allowed to what? 555 00:28:41.264 --> 00:28:42.873 (distant audience member mumbling) 556 00:28:42.873 --> 00:28:44.623 Oh. 557 00:28:44.623 --> 00:28:46.976 Okay, well we'll have to figure that out, right? 558 00:28:46.976 --> 00:28:50.936 (distant audience member mumbling) 559 00:29:01.945 --> 00:29:04.435 Yeah, the other thing to understand too, 560 00:29:04.435 --> 00:29:08.376 that we're not just, we're looking for something 561 00:29:08.376 --> 00:29:10.356 that will read things out loud, 562 00:29:10.356 --> 00:29:12.924 but that's not the only access feature 563 00:29:12.924 --> 00:29:15.531 of an "accessible document." 564 00:29:15.531 --> 00:29:18.321 The highlighting is really important for some people, 565 00:29:18.321 --> 00:29:21.024 the note-taking capacity. 566 00:29:21.024 --> 00:29:23.676 The other features that are in some of these screen readers 567 00:29:23.676 --> 00:29:27.096 are things that people are also wanting to utilize 568 00:29:27.096 --> 00:29:31.974 and are important for their learning disabilities. 569 00:29:31.974 --> 00:29:35.259 So a good example of where that was problematic 570 00:29:35.259 --> 00:29:38.319 is another whole category, which are e-books 571 00:29:38.319 --> 00:29:41.199 or electronic books. 572 00:29:41.199 --> 00:29:45.594 So sometimes, e-books come even with their own reader 573 00:29:45.594 --> 00:29:49.415 built in, and we had a lot of difficulty with SSW books 574 00:29:49.415 --> 00:29:51.305 last year in the library. 575 00:29:51.305 --> 00:29:54.500 We had to work with them and actually buy hard copies 576 00:29:54.500 --> 00:29:58.820 and rescan them because even though they seemed accessible, 577 00:29:58.820 --> 00:30:03.095 they even had their own little reader button in them, 578 00:30:03.095 --> 00:30:05.795 they didn't allow you to use them 579 00:30:05.795 --> 00:30:07.190 with screen reading software 580 00:30:07.190 --> 00:30:09.863 so people couldn't use any of the other learning tools 581 00:30:09.863 --> 00:30:11.708 that they wanted. 582 00:30:11.708 --> 00:30:15.668 So we really, you know, e-books are not 583 00:30:15.668 --> 00:30:18.408 a great solution right now. 584 00:30:18.408 --> 00:30:19.758 It's really unfortunate. 585 00:30:19.758 --> 00:30:21.794 And part of how the whole, thing whole thing 586 00:30:21.794 --> 00:30:25.194 kind of of came about was an original lawsuit 587 00:30:25.194 --> 00:30:28.944 that had to do with Kindle that a college had required 588 00:30:28.944 --> 00:30:31.394 students to have the Kindle and use Kindle, 589 00:30:31.394 --> 00:30:34.396 and the Kindle itself wasn't accessible. 590 00:30:34.396 --> 00:30:37.244 And that was sort of the original decision that said, 591 00:30:37.244 --> 00:30:40.994 you can't require students to use a technology 592 00:30:40.994 --> 00:30:43.644 that's not accessible and have no alternative 593 00:30:43.644 --> 00:30:45.644 to that in place. 594 00:30:45.644 --> 00:30:49.944 And that's a presentation about, it came up, 595 00:30:49.944 --> 00:30:52.644 you can do other things, but they have to be, 596 00:30:52.644 --> 00:30:56.044 "equally effective," they have to provide the same 597 00:30:56.044 --> 00:30:59.644 ease-of-use, they have to be available 598 00:30:59.644 --> 00:31:02.244 in the same time frame. 599 00:31:02.244 --> 00:31:04.194 And so that's all well and good, 600 00:31:04.194 --> 00:31:07.044 but the answer is really try to make the original thing 601 00:31:07.044 --> 00:31:09.844 accessible as much as you can because coming up 602 00:31:09.844 --> 00:31:13.744 with an alternative is not an easy thing to do either. 603 00:31:13.744 --> 00:31:14.894 Yup? 604 00:31:14.894 --> 00:31:19.894 (distant audience member mumbling) 605 00:31:20.337 --> 00:31:22.787 There you go, yeah, me too. 606 00:31:22.787 --> 00:31:27.389 (distant audience member mumbling) 607 00:31:28.737 --> 00:31:29.837 Yes, it's fine. 608 00:31:29.837 --> 00:31:31.637 PowerPoints are fine. 609 00:31:31.637 --> 00:31:32.837 PowerPoints are fine. 610 00:31:32.837 --> 00:31:35.087 (audience members mumbling) 611 00:31:35.087 --> 00:31:36.130 But... 612 00:31:38.180 --> 00:31:39.180 Yup, yup. 613 00:31:39.180 --> 00:31:42.080 But if you put a bunch of images in there, 614 00:31:42.080 --> 00:31:46.630 if you just put charts in there or you put images 615 00:31:46.630 --> 00:31:50.482 and the images could convey information, 616 00:31:50.482 --> 00:31:52.925 then you would wanna have tags underneath, you know, 617 00:31:52.925 --> 00:31:56.425 explaining what that is, you know? 618 00:31:57.966 --> 00:32:01.566 So explanations that are in there. 619 00:32:01.566 --> 00:32:04.966 The other thing about that is that if you have a PowerPoint, 620 00:32:04.966 --> 00:32:07.866 it would be very useful for you to post them 621 00:32:07.866 --> 00:32:10.459 at least the day before it, so that, you know, 622 00:32:10.459 --> 00:32:15.459 some students rereading, that helps with vocabulary, 623 00:32:15.709 --> 00:32:17.859 and that's not the first time they're seeing it 624 00:32:17.859 --> 00:32:19.409 when it's in class. 625 00:32:19.409 --> 00:32:20.909 I know sometimes we like that idea, 626 00:32:20.909 --> 00:32:22.709 but it's not really good for them. 627 00:32:22.709 --> 00:32:25.559 And then also, they can read it over and over again 628 00:32:25.559 --> 00:32:27.761 once you post the PowerPoints. 629 00:32:27.761 --> 00:32:31.459 They can have read it before they come to class. 630 00:32:31.459 --> 00:32:33.261 Because if a student is visually impaired, 631 00:32:33.261 --> 00:32:36.159 they're not gonna be able to read that PowerPoint anyway. 632 00:32:36.159 --> 00:32:37.959 But if they've read it with their screen reader, 633 00:32:37.959 --> 00:32:39.959 they'll have more familiarity with it 634 00:32:39.959 --> 00:32:41.259 while they're hearing it. 635 00:32:41.259 --> 00:32:43.661 It also means that you probably need to say it out loud 636 00:32:43.661 --> 00:32:47.809 as you're pointing to it on the screen. 637 00:32:47.809 --> 00:32:51.209 There's more things, a lot more things to talk about 638 00:32:51.209 --> 00:32:54.909 in terms of making best practices around instruction 639 00:32:54.909 --> 00:32:59.659 and teaching in a sort of universal design way, 640 00:32:59.659 --> 00:33:03.009 where we think instead, you know, 641 00:33:03.009 --> 00:33:05.109 not what's "wrong" with the student, 642 00:33:05.109 --> 00:33:07.761 but how we can teach in ways that are more, 643 00:33:07.761 --> 00:33:10.309 are going to reach a broader group of people 644 00:33:10.309 --> 00:33:11.809 and different kinds of learners. 645 00:33:11.809 --> 00:33:13.102 And there's lots to learn about that, 646 00:33:13.102 --> 00:33:15.502 and there's some wonderful, wonderful work 647 00:33:15.502 --> 00:33:17.252 that's being done on it. 648 00:33:17.252 --> 00:33:20.452 And just the simplest thing. 649 00:33:20.452 --> 00:33:23.552 I mean, I know even within our wonderful group, 650 00:33:23.552 --> 00:33:25.254 at times, when students come and say, 651 00:33:25.254 --> 00:33:27.202 "You know, I asked a faculty member 652 00:33:27.202 --> 00:33:29.254 "could they just write that up on the board, 653 00:33:29.254 --> 00:33:31.204 "and people are like, 'Why? 654 00:33:31.204 --> 00:33:32.490 "'Why would we have to write on the board? 655 00:33:32.490 --> 00:33:33.740 "'I just said it.' 656 00:33:33.740 --> 00:33:36.640 "And I was like, well, because it would help me 657 00:33:36.640 --> 00:33:38.690 "if you could just write those three things 658 00:33:38.690 --> 00:33:39.940 "up on the board." 659 00:33:39.940 --> 00:33:43.040 And get a big sigh, and then feel like well, 660 00:33:43.040 --> 00:33:44.990 I guess I should'nt have asked for that. 661 00:33:45.980 --> 00:33:47.683 Sometimes it's just the little things 662 00:33:47.683 --> 00:33:49.433 that make a difference. 663 00:33:49.433 --> 00:33:52.199 And they don't make sense to you because you don't need it, 664 00:33:52.199 --> 00:33:56.149 but if someone's asking for that, it's a simple thing 665 00:33:56.149 --> 00:33:57.399 that you can do. 666 00:33:57.399 --> 00:33:59.599 So there's a lot of simple techniques that just make things 667 00:33:59.599 --> 00:34:01.999 more accessible. 668 00:34:01.999 --> 00:34:06.149 We had a group come from Landmark College last year, 669 00:34:06.149 --> 00:34:08.199 and they did a workshop, you know. 670 00:34:08.199 --> 00:34:10.199 Does everybody know what Landmark is? 671 00:34:10.199 --> 00:34:12.449 It's a school specifically for students 672 00:34:12.449 --> 00:34:13.648 with learning disabilities. 673 00:34:13.648 --> 00:34:16.349 Their population has also expanded, 674 00:34:16.349 --> 00:34:18.349 they're seeing lots of students with ADD 675 00:34:18.349 --> 00:34:20.298 and students with autism, 676 00:34:20.298 --> 00:34:23.999 and so they really are thinking broadly, again, 677 00:34:23.999 --> 00:34:25.949 about not just diagnosis, 678 00:34:25.949 --> 00:34:28.298 but what are the learning, 679 00:34:28.298 --> 00:34:30.699 what are the things that make learning challenging, 680 00:34:30.699 --> 00:34:33.148 and then thinking broadly about solutions. 681 00:34:33.148 --> 00:34:35.946 And as that comes up, they're also relating to 682 00:34:35.946 --> 00:34:39.449 students whose first language isn't English, 683 00:34:39.449 --> 00:34:42.949 you know, lots of ways that people are using these. 684 00:34:42.949 --> 00:34:46.199 So the tool I saw last night, I can tap on a word 685 00:34:46.199 --> 00:34:49.148 and it also pronounced the word for me. 686 00:34:49.148 --> 00:34:52.599 So there's so many ways that even tools like that 687 00:34:52.599 --> 00:34:55.449 could be used in much more general ways 688 00:34:55.449 --> 00:34:57.496 for language learners. 689 00:34:58.601 --> 00:35:02.049 So anyway, we had Landmark come, 690 00:35:02.049 --> 00:35:05.414 and we do have the video of that presentation 691 00:35:05.414 --> 00:35:08.254 that we could post, if people are interested in hearing. 692 00:35:08.254 --> 00:35:11.934 The topic of that was Neurodiversity in the Classroom. 693 00:35:13.114 --> 00:35:16.849 And so everything from mental health, brain injury, 694 00:35:18.181 --> 00:35:22.276 ADD, dyslexia and autism were all discussed 695 00:35:22.276 --> 00:35:25.606 and differentiated in some ways. 696 00:35:25.606 --> 00:35:27.676 They were very helpful, even to me. 697 00:35:27.676 --> 00:35:29.296 So we can post that. 698 00:35:29.296 --> 00:35:30.196 Yup? 699 00:35:30.196 --> 00:35:31.240 (distant audience member mumbling) 700 00:35:31.240 --> 00:35:32.283 Sure. 701 00:35:32.283 --> 00:35:34.064 Oh, I can't see you. 702 00:35:34.064 --> 00:35:38.004 (distant audience member mumbling) 703 00:36:01.949 --> 00:36:05.255 How to present the material for students who have ADD? 704 00:36:05.255 --> 00:36:06.580 Is that what you're saying? 705 00:36:06.580 --> 00:36:11.065 (distant audience member mumbling) 706 00:36:16.129 --> 00:36:17.704 Yup. 707 00:36:17.704 --> 00:36:21.654 (distant audience member mumbling) 708 00:36:21.654 --> 00:36:24.801 I would say that actually, a lot of students with ADD 709 00:36:24.801 --> 00:36:27.054 are using these tools as well. 710 00:36:27.054 --> 00:36:29.304 They may be using them in slightly different ways 711 00:36:29.304 --> 00:36:30.904 or in different combination. 712 00:36:30.904 --> 00:36:33.904 Like, they rely on the highlighting features a lot, 713 00:36:33.904 --> 00:36:37.854 they rely a lot on the note insertions 714 00:36:37.854 --> 00:36:42.304 because they can, like, especially people with memory, 715 00:36:42.304 --> 00:36:43.754 short-term memory. 716 00:36:43.754 --> 00:36:47.354 So students might do something like read a paragraph, 717 00:36:47.354 --> 00:36:52.354 stop, take the notes, reread and then go on; 718 00:36:52.454 --> 00:36:54.854 as opposed to like, I'm gonna read the whole article 719 00:36:54.854 --> 00:36:56.904 and get to the end and I don't know what it was about. 720 00:36:56.904 --> 00:37:00.504 But the tool, the note boxes, let you sort of stop, pause, 721 00:37:00.504 --> 00:37:03.054 allow that time for processing. 722 00:37:03.054 --> 00:37:05.604 And again, probably helpful for everybody, 723 00:37:05.604 --> 00:37:08.554 but really critical for those students. 724 00:37:08.554 --> 00:37:10.954 One of the things they did talk about in the workshop 725 00:37:10.954 --> 00:37:13.604 was this idea of cognitive load 726 00:37:13.604 --> 00:37:16.454 and the way that everything that 727 00:37:16.454 --> 00:37:20.904 we as instructors don't attend to, 728 00:37:20.904 --> 00:37:24.001 puts the cognitive load on the student. 729 00:37:24.001 --> 00:37:28.097 And if a student is in any way compromised, 730 00:37:28.097 --> 00:37:31.177 even if that's by stress or pressures, 731 00:37:31.177 --> 00:37:34.532 then it's tough for them to take that burden on. 732 00:37:34.532 --> 00:37:37.004 So you know, again, just thinking about 733 00:37:37.004 --> 00:37:40.087 the clearer your syllabus is, A, B, C, 734 00:37:40.087 --> 00:37:42.342 I mean, it feels sometimes like... 735 00:37:44.862 --> 00:37:49.862 Maybe that seems "childish" or doing it for them 736 00:37:50.437 --> 00:37:53.407 or all those things, but think about everything 737 00:37:53.407 --> 00:37:56.377 that's on that student's mind and what a difference it makes 738 00:37:56.377 --> 00:37:59.292 to have very clear instructions, 739 00:37:59.292 --> 00:38:02.262 or to have these supportive tools that let them, 740 00:38:02.262 --> 00:38:05.837 that augment their reading and augment their understanding. 741 00:38:05.837 --> 00:38:07.762 It takes that load off. 742 00:38:07.762 --> 00:38:10.125 And I think it's funny to me about, 743 00:38:10.125 --> 00:38:12.987 not funny, but I think about the school for social work 744 00:38:12.987 --> 00:38:15.957 and how much pressure everybody is under, 745 00:38:15.957 --> 00:38:18.872 the compactness of these five weeks. 746 00:38:18.872 --> 00:38:23.215 So nobody has much room for any additional cognitive load. 747 00:38:23.215 --> 00:38:25.123 I mean, I tell students like, 748 00:38:25.123 --> 00:38:27.488 if you're gonna come to school social work, 749 00:38:27.488 --> 00:38:30.118 find someone to do your laundry all summer for you. 750 00:38:30.118 --> 00:38:31.341 (laughter) 751 00:38:31.341 --> 00:38:33.008 I mean, that's how much. 752 00:38:33.008 --> 00:38:37.133 You want to get every extraneous thing off of your plate 753 00:38:37.133 --> 00:38:39.498 so that you can focus on this. 754 00:38:39.498 --> 00:38:43.238 And if you add the mental health issue or if you add ADD 755 00:38:43.238 --> 00:38:46.648 or you know, anything else to that, 756 00:38:46.648 --> 00:38:49.453 there's not a lot of room to be successful. 757 00:38:49.453 --> 00:38:52.423 So I just feel like we can think more about how to 758 00:38:52.423 --> 00:38:55.723 take that load off of them, and that's a big part 759 00:38:55.723 --> 00:38:58.473 of what the workshop talked about 760 00:38:58.473 --> 00:39:00.484 and how to think about that. 761 00:39:02.256 --> 00:39:03.654 Anything else? 762 00:39:03.654 --> 00:39:05.094 Question? 763 00:39:05.094 --> 00:39:06.304 (distant audience member mumbling) 764 00:39:06.304 --> 00:39:07.277 I know you do. 765 00:39:07.277 --> 00:39:08.982 (laughter) 766 00:39:08.982 --> 00:39:10.797 Okay, one more, yup. 767 00:39:10.797 --> 00:39:14.847 (distant audience member mumbling) 768 00:39:14.847 --> 00:39:16.095 Yes, I think we can do that. 769 00:39:16.095 --> 00:39:20.085 We're just gonna get it captioned and then we'll put it up. 770 00:39:20.935 --> 00:39:22.770 Okay? 771 00:39:22.770 --> 00:39:26.676 - [Voiceover] Huge thank you to both Laura and Beth. 772 00:39:26.676 --> 00:39:30.816 (applause) 773 00:39:30.816 --> 00:39:32.211 Really informative, 774 00:39:32.211 --> 00:39:35.621 and I hope people are really sensing the relevance of this. 775 00:39:36.907 --> 00:39:38.753 To Laura's point that, you know, 776 00:39:38.753 --> 00:39:40.659 she talks about this being this is gonna shift 777 00:39:40.659 --> 00:39:43.239 how we think about teaching and how we apply 778 00:39:43.239 --> 00:39:45.609 our pedagogical methods and so on. 779 00:39:45.609 --> 00:39:47.499 So we were talking about possibly having some 780 00:39:47.499 --> 00:39:50.109 brown bag discussions this summer, 781 00:39:50.109 --> 00:39:52.239 thinking about what this means in the classroom 782 00:39:52.239 --> 00:39:56.119 and how we think about how to teach and who we're teaching. 783 00:39:56.119 --> 00:39:58.869 So this is to be continued, okay? 784 00:39:58.869 --> 00:40:00.734 So we have a 10 minute break.