Webinars that work …..how to minimise barriers and maximise inclusion. Simon Ball and Paul Richardson

Configure your headphones & microphone: Tools > Audio > Audio Setup Wizard Or click this button Use a headset (headphones & microphone) Built-in speakers and microphones create echoes, feedback & spoil the session for others. Audio Setup

Participating in todays session… Emoticons Step Away Raise Hand Voting Moderators All Participants (listed alphabetically) Your details

Make a comment or ask a question (seen by everyone) Type in the chat box and press return Prefix all questions with Q: Send a private message Double click the persons name Type your message in the new tab and press return Technical problems: send private chat to Paul Richardson Chat panel

To ask a questions (no mic) (preferred route – keeps record of Q and reduces bandwidth problems): Use Text-Chat Prefix all questions Q: Eg. Q: How long will this process take? Questions (using mic; if can’t use text chat). Use raise your hand icon Your mic will be enabled Respond YES or NO For this session…

Microphones Adjust your microphone level Adjust speaker volume Microphone is OFF Microphone is ON

Adjusting the layout (1) Detach panel This panel can be detached & moved anywhere on your screen. Return to the original layout –View > Restore Default Layout

Adjusting the layout (2) Resize the panel Return to the original layout View > Restore Default Layout Resize the panel

Webinars that work …..how to minimise barriers and maximise inclusion. Simon Ball and Paul Richardson

“a recent JISC webinar was completely inaccessible to a profoundly deaf member of staff who would have benefitted tremendously from it!”

So what would YOU do if …….. You had a profoundly deaf delegate in your session? You had a moderately visually impaired delegate in your session? You had a blind delegate in your session? You had someone who is severely dyslexic in your session?

Some observations: Many systems claim to be accessible, but even ‘accessible’ systems can be unusable. Most potential delegates do not have access to change the settings on their computer The best “fix” is a combination of technology and pedagogy!

Good to know: The webinar is not about specific platforms but focuses on techniques not technologies! Please feel free to contribute at any time: even if we don’t address your point live we’ll try to in the post event summary. Text contributions are publicly viewable via the recording so be discrete in comments.

Elements of accessible online experiences: Advance preparation gain foreknowledge adapt to delegate needs (eg pre-scripting presentational elements) On the day implementing whatever adjustments you’ve made. supporting delegates in optimising their systems Session follow up for feedback To provide post-event resources that may not have been possible on the day – eg summary of discussion threads.

Don’t assume that people with disabilities will make you, the presenter, aware of these beforehand BUT…. Actively encourage people to signal their needs in advance of the session. Invite delegates to declare access needs and discuss options. Signposting support

Signposting options Be aware of the accessibility options in the system that you are using. For Bb Collaborate, see - f b294-ebe11f5e5bca/index.htmhttp://library.blackboard.com/ref/483c05b6- f b294-ebe11f5e5bca/index.htm Point to 3 rd party options where appropriate: screen magnification and colour tinting can be made available in advance from EduApps

Keep it simple Usability versus accessibility Too many options can be overwhelming Does the fix make sense? Eg can you listen to a screen- reader reading the text chat AND the presenter at the same time? Think creatively e.g. simultaneous use of Skype for lip readers (depending on cameras and connectivity), use of PiratePad for transcription if you have a touch typist available. discuss whether other delegates should be aware of this and invited to contribute – they may even crowd-source the transcription...

Keep them involved Keep people active (get them to respond in text chat pane, vote, mark on whiteboard etc). This benefits all people but especially those for who audio learning is not a preferred medium or those with high distractability. BUT Keep it simple – use the simplest way of getting the participant to be purposefully active.

On the day – blind people Issues: Listen to presenter or listen to screen reader? Which is most important? Accessing visual information? Some functionality not accessible? Keeping up with the multiple threads by sound alone? Suggested solutions?

Try it

On the day – deaf people Issues: What is presenter saying - content? What is presenter saying – instructions – eg press voting button, annotate whiteboard? Making sense of text dense info? Keeping up with the multiple threads when working in second language? Suggested solutions?

Try it

On the day – dyslexic people Issues: Making sense of text dense info? Fear of poor spelling? Keeping up with the multiple threads – speed of reading? articulacy of written responses? Suggested solutions?

On the day – motor impaired people. Issues: Keyboard only access to all functions? Speed of writing and disjointed contributions to multiple threads ? Suggested solutions?

VI – TechDis suggestions Personality and privacy check – do they want others to know and if so what is their preferred explanation. Test intended feature use in advance with delegate if possible. Advise on whether to focus on presentation/discussion or timeliness of either. Silencing screenreader may be required. Describe key content of all slides. Build in staging points for facilitator to aurally summarise key threads and invite other contributions. A VI person could be given permanent “open mike” to request clarification at any time. Facilitator uses periodic private communication (instant message or phone) to check all is OK.

Hearing – TechDis suggestions Personality and privacy check – do they want others to know and if so what is their preferred explanation? Depending on the context, presenter can work from a script sent to the delegate beforehand. Deviations from the script can be flagged the chat by facilitator. Activity instructions can be added to text chat by facilitator or added to an ‘instruction’ slide. Use relevant images to support slide text. Build in staging points for facilitator to summarise key threads in text pane and/or invite questions or comments. Pause regularly if delivering via a sign language interpreter. Facilitator uses periodic private messaging to check all is OK

Dyslexia / literacy suggestions Personality and privacy check – do they want others to know and if so what is their preferred explanation. Pre-empt spelling issues by clarifying value of contribution over the value of literary flair. Depending on the context the presenter can send any text dense resources to delegate beforehand. Use relevant images to support slide text. Build in staging points for facilitator to summarise key threads aurally and invite other contributions. Give option of open mike for questions or comments. Facilitator uses periodic private messaging to check all is OK

Dexterity – TechDis suggestions Personality and privacy check – do they want others to know and if so what is their preferred explanation. Depending on the context the presenter can send any resources to delegate beforehand so they can prepare their responses/questions. Build in staging points for facilitator to summarise key threads aurally (navigation may be trickier without a mouse). Give option of open mike. Facilitator uses periodic private messaging to check all is OK

Conclusions Try to consider the needs of all delegates. Accommodations for disabled people may be welcomed by many others and usually look and feel like good practice. If an accommodation is likely to have a detrimental effect on others it is the wrong accommodation. Any disabled delegate should be given the option of submitting a question/comment immediately after the event for inclusion in the post event notes. People with disabilities can find it difficult to respond quickly to the chaos of text chat.

Free Android and Apple Apps for Education Paul Andrews Head of the Centre for Digitally Enhanced Learning at University of Wales, Newport Thursday, February 28 th,

For follow up This slide and the following two are courtesy of Chris Barber, RSC Yorkshire and Humber. For reference: you can directly open the documents below from within Bb Collaborate by selecting them from the Help menu: Keyboard shortcuts Accessibility Guide (Moderator’s version) Bb Collaborate Essentials for Moderators Bb Collaborate Essentials for Participants

Keyboard Navigation Hot Keys Screen reader use Preferences panel Viewing optionsVisual notifications Audible notifications Various options Bb accessibility options to explore

Tab key moves you forward through: Participant list Chat Panel Collaboration toolbar Action bar Audio and video panel Participants panel Shift + Tab or Command + Tab (Mac) moves you backwards To open an Options menu, Interactive Menu or other drop down menu, tab to it and press Space Navigating Bb without a mouse