Transcript PowerPoint Presentation - California State University

Keep It Simple:
Creating Accessible Instructional
Materials Easily
Peter Mosinskis
Supervisor of Web Services
CSU Channel Islands
Presentation: http://tinyurl.com/c6aklq
Polling
Multiple Choice
Yes/No
Question #1
• How often do you work on making instructional
materials accessible?
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A. Every day
B. Every week
C. Once a month
D. Rarely or never
Multiple Choice
Q1 Answers
Question #2
• How well is your campus is doing in making
instructional materials accessible?
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A. We’re in great shape.
B. We’re doing OK, we could do more
C. Swamped & barely squeaking by
D. Uhhh…what are we supposed to be doing?
Multiple Choice
Q2 Answers
Question #3
• Does your campus have a plan for making
instructional materials accessible?
– Yes
– No
Q3 Answers
Question #4
• Does your campus provide incentives to your
faculty to make instructional materials
accessible?
– Yes
– No
Q4 Answers
Agenda
• Background
• Principles
• Strategies
CSUCI Quick Stats
• Students: ~3600
• Employees: 630
– Faculty: 285 (200 lecturers)
– Staff: 345
CSUCI Teams
• Academic Technology Services (ATS)
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Instructional Design & LMS support
Multimedia & captioning
Web Site Design
Graphic Design
Web Application Development
Everything (6 student assistants)
CSUCI Teams (cont.)
• Library
– eReserves/eText (1-2 persons, plus 0-2 student
assistants)
• Disability Resource Programs
– eText & Accommodations
Our Challenges
• Course Section Growth
– 320% since 2005
• Blackboard
– 840 courses (every course section Fall 08)
– 586 “active” courses (70%), All prior courses
archived
• Faculty Web Sites
– 8,500 web pages
– 1,900 MS Office Documents (Word/Excel/PPT)
– 2,500 PDF files
“Keep It Simple” Principles of IM
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Simple = fast & easy
Something > Nothing
Some technical ability required
Harvest low hanging fruit
Target Audience
• Faculty
• Never heard of accessibility
• “Comfortable” with MS Office
Types of IM
What’s easy, what’s not
Definitely Low Hanging Fruit
• Syllabus & most “electronic” handouts
• Presentations
Maybe Low Hanging Fruit
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“Mostly-text” hard-copy handouts
Faculty & Course Web Sites
Online Quizzes/Tests
Audio Podcasts
Blogs
Not Low Hanging Fruit
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Text books & Course Reader
Purely visual materials (fine art)
Scientific materials (math, science)
Multimedia (Audio, Video, Flash)
External Web Sites
Surveys
Web-based applications
IM Training
Pulling it all together
Definitely Low Hanging Fruit
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Operating System (Win/Mac)
MS Word
PowerPoint
LMS Basics
Low Hanging Fruit?
• Maybe…
– Universal Design for Learning
• Not!
– Section 508
– ATI Manual Evaluation
Recap of LHF
• Types of IM
– Syllabus & most “electronic” handouts
– Presentations
• IM Training
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Operating System (Win/Mac)
LMS Basics
MS Word
PowerPoint
Strategies for LHF IM
Strategy 1 – Teach 4 Concepts
Image description, good color use,
styles and tables
Poll
• How familiar are these 4 concepts to you?
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A. Know and use every day
B. Know how to use when needed
C. Heard about them but never tried
D. First time I’ve heard about them
Concept 1: Describe images and
diagrams
• Is it decorative or meaningful?
• If meaningful and simple:
– write short description
• If meaningful and complex:
– write short and long description
• If decorative:
– Leave it blank
Example Figure 1
Example #2
Concept 2: Color
1. Color Words
2. Color Contrast
Color Issue #1 – Color Words
• Color words: “red”, “green”, “yellow”, “purple”,
etc.
• Look for text color changes
• Look nearby for color words
• Replace color words with text or text symbols
Color Word Examples
• WRONG:
– “See the red section for additional information”
– “Read blue items for Friday”
• CORRECT:
– “See the ‘Next Steps’ section for additional
information”
– “Read items 1-3 for Friday”
Color Word Example
Color Issue #2 - Contrast
• Easy tool: TPG Colour Contrast Analyzer
– Free download: http://tinyurl.com/2l6msr
– Windows + Mac
• Compare background and foreground colors
– Minimum: meets both WCAG “AA” luminosity
checks
– Recommended: meets “AA” and “AAA” checks
Concept 2 – Keeping it Easy
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Use default text + background colors
No other colors? No problems?
Avoid color words
Default templates? Sometimes…
Concept 3: Styles
• Use default templates & styles
• Use headings!
• Use bullets & numbering!
Concept 3 Big Benefits
• Word
– Change the look of all headings with ease
– Table of Contents
• PowerPoint
– Change look of all slide headings, etc.
• Helps export to PDF + HTML
Concept 4 – Tables
• Use tables instead of tabs
Table Rules
• Use column and row headings
• Write a short table summary
Things to Watch Out For
• Word
– Complex tables
– Floating text boxes
– Mac!
• PowerPoint
– Native PPT format
– Mac
Strategy 2 – Handy Tools
Handy Tools
• LK4 Virtual508 Wizard (Word + PPT)
• LecShare (PPT)
• TPG Colour Contrast Analyzer (all)
How Tools help
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Check descriptions of images
Add descriptions to images
Check color contrast
Convert to HTML & maintain markup & layout
Tools will NOT help
• Ensure image descriptions are
meaningful/sufficient
• Semantic/markup problems
• Solve all color problems
• Create accessible audio/video
Other “Tools”
• IM Checklist (SJSU)
– http://tinyurl.com/64altt
• Adobe Quick Reference Card
– http://tinyurl.com/59zycz
Strategy 3 – Refine Your LHF
Processes
Syllabi
• Create list of syllabus guidelines
• Create a MS Word template
– SJSU: http://tinyurl.com/6xeppt
• Create a web template
– CSUN: http://tinyurl.com/6kb9j2
• Fillable, web-based form + database
Text-Based Handouts
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Create in electronic format (Word)
Scan hard copies & convert to PDF
Post Word/HTML/PDF in your LMS
Post Word/HTML/PDF on faculty web site
Presentations
• Create in electronic format (PowerPoint)
• Post PPT + HTML in your LMS
• Post PPT + HTML on faculty web site
Strategy 4 - Expand Your IM
Training
Select a Curriculum
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Use tiers: Basic, Intermediate, Advanced
Use hands-on activities
Use tools
Use examples of actual IM
Use assistive technology demos
Select Your Tools
• Have tools available
• Set up multiple delivery methods for tools
• Tie delivery of tool with training, if possible
Training Delivery
• Survey your faculty and account for
preferences
• Use existing resources if possible
– ATI Professional Development web site:
http://teachingcommons.cdl.edu/access
– Lynda.com
• Keep training regularly scheduled
• Use training to manage access
Training Assessment
• Survey after each workshop
• Annually review surveys & adjust to suit
current need
Set Metrics & Measure
Success
• Content growth ∆
– Word, PowerPoint, PDF and HTML
• Accessibility ∆
– Automated evaluation
– Manual evaluation (random sampling)
• Workshop Enrollments ∆
• Workshop Satisfaction ∆
• Self-Paced Workshop Completions ∆
Strategy 5 – Get Better Buy-In
Universal Design for Learning
Incentives
Advertising
Incentives
• Implement certification program
– Tie in with RTP
• Provide opportunities for public recognition
– Best practices web site
– Newsletter blurb
• Workload reduction
– Mentorship
Advertising
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Campaign
Hard-copy mail to faculty
Send email blast
Scheduled/repeated reminders
Word-of-mouth (in person, meetings, etc)
Web sites
Faculty mentors / leaders
Strategy 5 - “Just Do It”
Option 1. Syllabi
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Hire some students
Gather the syllabi
Evaluate and Fix the syllabi
Re-distribute the syllabi
Create template(s) for new syllabi
Provide training for syllabi
Option 1. Syllabi - CSUCI
• ~800 Syllabi in Fall 2008
• Repair time per syllabus avg: 15-30 min
• Total time: 200-400 hours
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5-10 weeks for 2 students (20hr/wk each)
3-5 weeks for 4 students
2-4 weeks for 6 students
1-3 weeks for 8 students
Option 2. Presentations
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Hire some students
Gather a set of presentations
Evaluate and fix the presentations
Re-distribute the presentations
Create & provide template(s) for new
presentations
• Provide training for presentations
Option 2. Presentations CSUCI
• ~509 PPT’s on faculty web server (May 2009)
• Repair time per PPT avg: 1 to 1.5hr
• Total time: 509-764 hours
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13 – 19 weeks for 2 students (20hr/wk each)
7 – 10 weeks for 4 students
5 – 7 weeks for 6 students
4 – 5 weeks for 8 students
Pros & Cons
• Pros
– Consolidation all in one place
– Consistency
– Central expertise
• Cons
– Creation process unchanged
– Expensive?
Recap
• Identify low-hanging fruit
• Tailor strategies to the LHF
• Incremental: training, process, buy-in
Q&A
Peter Mosinskis
[email protected]
805-437-8587
http://staff.csuci.edu/peter.mosinskis/
Presentation: http://tinyurl.com/c6aklq