Please Stand by for Realtime Captions THIS IS JONATHAN

Please stand by for realtime captions > THIS IS JONATHAN. I AM ENJOYING THE SAME WONDERFUL WEATHER.

Thank you to the three of you. Please let us know if everyone sounded okay. If you have any audio issues, please let us know in the chat window. We will begin the seminar and about seven minutes.

Thank you. Stay tuned. > Hello, everyone. Thank you for joining us today for the ELI seminar. I am Veronica [last name indiscernible], associate director. We are pleased to present our speakers, Cyndi Rowland Jarod Smith and Jonathan Whiting.

Our presenters slides are now showing in the presentation window which is the largest. As we move through the presentation, the slides will advance. The other window is a chat window serving as chat comments for all of us. We encourage you to use it early and often. You can use the chat space to make comments or post questions to the presenters. To do so, type -- type your message in the box and click on the icon just to the right a box. This sends the text of your comment or question to all of the attendees. We will stop at a few points during the presentation to post your questions to the presenters as well. You can also direct the comment to a single individual, but the process is different. To do this, find their name in the attendee list and allow the cursor to hover over that person's name. A menu of options should appear. Choose the option to initiate a chat with that person. The person's name will appear as a tab of the needs attack to chat space and you can address messages to that person using that. If you have any problems with the audio, call in on a separate offers line to receive the audio. You will see the number to call up your in the chat window shortly.

Finally, if you run into any technical problems, send a private message to EDUCAUSE help in the chat window to the left. You will also notice a button labeled full screen in the upper right-hand corner. If you click on that, your presentation window will be expanded so that you can see the content more clearly. We will be doing some screen share throughout the presentation today. So, I recommend going to the full screen mode of those times. Once the screen shares have ended, go back to the regular viewing mode. Today, let's turn to the seminar -- make it sure that everyone has access is critical. When a person has an individual disability, the access may depend what you do as a supervisor or an administrator. Today, we will explore different levels of accessibility practices necessary at an institution. As the faculty and staff level, the presenters will cover what you can do what you pretend you to create and evaluate the accessibility of Web content. This might include files uploaded into a learning management system as well as HP mail content created locally or procure for your use. An administrative level, the presenters will discuss the importance of enterprisewide Web accessibility and tools available to aid an institution in the I toward the continuous improvement that is a focus of regional accreditation entities.

We are fortunate to take to have with us three experts in the area of Web accessibility -- first, Cyndi Rowland, the associate director at Utah State University. This is a part of the national network of university centers of excellence and disability research service and education. The focus of her work and expertise is accessibility information communication technology. She direct the national Center on disability and access to education. These are both important resources. She has engaged in research and tool development and education as well as policy and standards were throughout her projects at national and international levels. We also have Jonathan Whiting, a director of training at an organization based at the center for persons with disabilities at Utah State. He is also currently involved in project goals as lead step to develop a blueprint for institutional adoption of Web accessibility.

As an instructional designer, he has published dozens of articles and tutorials and instructional resources and in addition to training practitioners around the country he has also provided accessibility evaluation and reports for several higher education institutions.

Finally, we have Jarod Smith, the associate director. He is a presenter and trainer and has prided accessibility training to thousands of developers throughout the world. With a degree in marketing and business education and a Masters in instructional technology and over 13 years experience. He brings a wealth of knowledge and experience that will be used to help others create and maintain highly accessible Web content. Thank you to the three of you. Cyndi, Welcome. Please begin.

Thank you. We are pleased, the three of us, to have an opportunity to share the seminar with everyone today. As you can imagine, with many years of experience that we have had in Web accessibility, this is a deep passion for us. We hope to be able to share some of what it really takes to make Web accessibility a reality at your institution with an understanding that everybody has a role to play in the solution. I would even say the converse -- Web accessibility to content for student and faculty and staff with disabilities.

As we get started, I have one initial question. We are interested always in knowing what people's familiarity is with Web accessibility as we get started. We are prepared a lot of content, but this may help us as well to customize some of the comments. If you would go to the pool and -- the poll -- Mark your familiarity of the topic. If it is new, if it is not new but I don't know how doing Cajun accessibility is part of my work, or if I am very familiar and make sure all my content is accessible. These are the people that I say -- you should be doing these presentations.

It looks like some people are chiming in. About two thirds of you are familiar with the topic, but could really use some hands-on stuff. We have a few people for which this is new. What we are going to do -- I will close this now -- I will share with you the focus for today. We want to make sure that we are narrowing the topic of Web accessibility and talk about its application within a higher education context. This is what the three of us will be doing. But, we want to talk specifically about how it is linked to the professional practices that everyone is involved in. Whether you are an administrator, technical staff such as a web developer, or a content creator. I think of faculty and staff as the people that create PowerPoint and Word documents and YouTube videos -- things that end up being uploaded onto the web. These are the things that we will talk about. We have divided it up so that each of us is taking a shot at that.

I will start with the system level -- administrator piece. I want to know four people that some of this may be a review if you are already familiar with Web accessibility. Bear with me as I go through a week overview -- a quick overview. Then, I will get to what it is at a system level people in administration can be doing to advance the cause of Web accessibility on their campus.

I want to mention to everybody that we have several resources that we will mention today. You may want to launch a window in your browser and pull up these resources so that you can see that things are that we have compiled for today's presentation.

Will get started in accessibility in higher education. Of course, we need to ask a question -- why is there a focus on this? Everyone understands that there is an important for accessibility in the environment these days. There is no question that the physical accommodations that were made as a result of the ADA in the US in the 90s were a boon for all people, not just to include people with disabilities, but they are also a part of the landscape that helps the rest of us. As someone who is schlepping field luggage -- I am happy to see those cutouts. I have occasion to go to a nosy -- a noisy sports bar -- I am thrilled when there is closed captioning on the TV. So, there are a lot of things that we have done already in our environment that advantages people with disabilities but the rest of us as well. When we think about higher education, we need to remember that for many of the campuses, we have an open access mandate. In other words, for the students that meet the minimum criteria, they can come. We need to make sure that we are not retained their ability to participate. The other thing is that technology has exploded across education and not just for students. Also for faculty and staff. We are really talking about all three of those groups and I have a question that comes up with that. As you think about folks that have disabilities that your own institution, for whom do you see that Internet access is an issue? If you see it for all three groups, go ahead and apply to all three. For some folks, occasionally, we will visit with people that say -- we just don't have students with disabilities that we need to work with, but we have faculty and staff. Or a subversive.

It looks like across all three categories -- just about everybody is recognizing that they have issues for Internet access across all of those.

Thank you. > I want to make sure that everyone is on the same page and tunes of who we are talking about -- who it is that is affected. Whether it is student, faculty, or staff vendors, we are talking about people with vision problems, people are people that are extraordinarily hard hearing or deaf, or people with high motor difficulties such that they are unable to use a traditional mouse and keyboard and will need alternative access. For example, switches to get into and navigate around the web.

Individuals that have cognitive limitations -- a developmental disability such as Down's syndrome or a learning disability, or whether we are talking about a traumatic injury or a degenerative disease. There are many people that come onto the campuses that have difficulties with things like distractibility and things like making sure that they can really receive the content. Certainly, there are some people in the population that have a specific type of seizure disorder -- photo epilepsy where the content could induce seizure in. We want to avoid this. Then, the omniscience of the above. A lot of people forget that there is actually a fairly high incidence of people with both vision and hearing problems. So, while there may not be a lot of people that are classically deaf/bind, there could be people with other problems. We do get combinations. As we age, these disability types are added to and something that is at issue and with lifelong learning, this is something that we need to consider as well.

The next piece -- I want to find out -- a quick poll -- how many of you have heard how it is that an individual who is blind accesses content? How many have heard of screen reader?

Let me wait -- I need to be patient. I have an example of that -- if everyone has listened to this and understand how screen readers pick up the content, it doesn't make sense to go through this. It looks like it is something that we do not need.

I will go ahead and skip that example -- for Hanukkah, I know it was pre-loaded -- but it may not be something that we need to do at this point in time.

If anyone would like this example, please e-mail me and I can send you the link. It is a lovely example that was pulled together by the national Federation of the blind. They allow the access. > But, we will move now. You just saved 6 minutes. This is probably good.

I am seeing in the chat that there are some people that want to see it anyway. For those of you that are aware of the screen reader, you will have another opportunity. Veronica, we will queue this up. You may want to view this had full screen because you are going to listen to someone talking -- this is a person who is blind at -- and his experience. You will hear his screen reader. Then, what you will see is occasionally the mouse moving around on the screen and a selection of the radio button or typing in a form element.

Cyndi, Before we go to that -- some people are having a hard time seeing the pods. We want to encourage everyone to refresh your screen. You can do that or you can exit out and reenter using the URL showing in the chat pod. 99% of the time, this will address the issue. When we have the polls come up, we put them up over the PowerPoint slide so you can have a second to dissipate in the polls. Then, we close the pool so the presenter can continue. You will see this on and off throughout the presentation. >

This is about 10 minutes. I will probably not let it go -- we will see. I may chime in and stop it after about six minutes.

We can get started.

I am pulling it up now. > We are bringing the video back. > [captioner has low volume for video - indiscernible - standing by] > This is a good place This is a Good Place, Veronica, to stop. What I can tell you is that the Google applications have been an issue for campuses because there has been wide adoption and their been significant accessibility problems with the Google applications. At the same time, I can also say that Google is working to get a number of problems fixed. One of the reasons I didn't want to display that particular part of the example is that changes are happening with such a high degree of regularity that I did not feel it was a fair representation of where the accessibility is, but what I can tell a group of the right now is that there continue to be problems. If any of your campuses are currently using Google applications, just know that it will not be fully accessible to you are student and faculty and staff with disabilities.

For Hanukkah, -- Veronica -- playing -- bring my slides backup.

I do as well. We are working on that.

That's fine.

I am going to go ahead and talk ahead of my slides. We will get things caught up. The next thing I want to address is -- at an institutional level -- when you think about your institution Web presence for your institutional architecture, you have to ask yourself -- what is it that needs to be accessible? It is actually a simple answer. The answer is -- the entire architecture of your web presence.

So, when you think through what it is that the constituents on your campus need to have, for example registration, fees, textbooks, classes, assessments, etc. -- there are a lot of the functions that students engage in. All of these functions need to be accessible. If you are a staff or faculty member -- if you are on the faculty, you need to be able to teach and you need to be able to do research through your library and students to as well. This includes staff members. You need to -- before you are go to your staff, you need to be able to go through the HR process on the campus to be higher. You may need to go through some web tased training -- Web based training required. Think about the web based bits at our institution that require us to go through as employee's? All of these things would need to be accessible as well.

The social parts of the campus, too. We would want to say that the only people that get access to the web based newspaper on the campus are people who are able-bodied. The only people who are -- that can participate in some of the electronic social aspects of our campus are people that are able-bodied. So, as you think through all of the things that people do on your campus, you want to make sure that all of these things are fully accessible to everybody.

And, everyone for a while there are questions as to whether -- to student created pages -- do they need to be accessible? That would be an interesting discussion. I am happy to discuss this at the Q&A time.

I will keep moving ahead. I am thinking there is less of a reason to go through why accessibility is critical in higher education than I had planned. It seems like this audience has a little more grasp on understanding the rationale. The content is there. I know that EDUCAUSE will host the slides and all the material for you. There will be additional materials on the slides -- you can't see it right now -- but I will talk about this.

There are generally three reasons -- we just

Cyndi, We just reload your slides -- can everyone see them?

I had to exit out and come back in.

So, should I close Adobe connect exit

Am I on the correct slide -- number 11?

I don't have the numbers.

Is it called -- why accessibility --

Is there a way for me to see the slide?

If you exit out and come back in, you should be able to see them. That goes for everyone in the audience.

Give us 30 seconds to do that.

We will stand by in case you need help.