9‑25‑17
Quality Matters 4:20 Presentation
Captioner standing by.
>> So here's a few things to do before we start.  We're going to use Poll Everywhere.  So, if you want to get that set up that's on step 3.  And then you can find my presentation in the practice document at that URL.  It's a Google folder.  Are you practicing?  Come in.  Come in.  It's not hard stuff.  It's easy.  If anybody needs help, I can come help you.  There's a practice document.  You can grab the PowerPoint too but you don't need to have that open.  If you want access to the PowerPoint.  There are some things in the PowerPoint that we won't get to so I would encourage you to grab a copy of it so you can go and look at those things at the end that I know for sure we're not going to get to.  They're just extra resources.  And this is supposed to be hands on.  So, if you have access to Microsoft Word, get it out.  You can access Word on a Mac too but it will be a little different and I'm not a Mac expert.  So, I will be relying on you if you have Mac questions.  Teamwork.  It's good.  Unfortunately, I have to stay behind the podium for most of this.  So sorry!  I'm not mic'd up to walk the audience.  Jim, how's our online audience doing?  What's our question?  Okay.  Good!  I have pre‑presentation nervous anxiety.  Just so you know.  Just in case you see me.
>> It's okay, I just finished mine.  We were all talking.
>> Just present.  Yeah.  I'm already a little hot.  Yeah.  I always get like right before it starts I get like the stage fright thing.  But it's like just good nervous energy but I just get really excited to go.  We've got 5 whole minutes to wait.  That's the hardest part.  I just want to start now but there's people still eating cobbler and brownies.  I hope they have their computers set up out there.  We're in zoom right now and normally you wouldn't be able to see the zoom piece.  Jim would drive that for us.  But, because I have so many things to flip back and forth from it was easier for me to be the person so he didn't have to try to keep up with me.  But yeah, this is zoom.  I'm not a super expert in zoom yet.  I've used it a little bit.  But I'm a diehard collaborate user.  But our contract expired so now we're using WebEx and zoom.  This little thing right here?  It goes away but that's as far as it goes.  I just have to not touch it and hope that I don't have to click on anything that's under it when it's open.  Yeah.  Then I've got this weird little bar over here too I would love to get rid of.  Maybe I should move it to the bottom.  That's better.  Oh, move up to the front and see me.  Come on.  It's hands on.  If you've got a computer or something it will be much easier for you if you're at a table.  Honest.  And I won't call on you just because you're in the front row.  Cross my fingers.  Would it be okay if I wore my sunglasses to present?  I can't see anybody.
And if you look at it directly you get that little sun spot effect and I get a little shiny spot on everybody's face.  I changed it Jim, it's QM connect, so it's easier.  It's not Alissa Sells 953 anymore.  Jim's going to re‑do that for you.  They can see my screen though.  Can't they see?  A hot link.  Okay.  Well it's in the presentation.  You want me to do it?  I know they can't click.  You want me to?  I can do it.  Okay.  I know how to do it.  And you gave me super powers in here.  I have presentation stuff.  We're webcasting today.  Be prepared to wave when I tell you to wave.  We're going to turn around and wave.  I don't know if they'll see you though.  The camera's probably just on me.  Okay.  We have 2 minutes.  Are you all excited to be here?  Because you all look kind of sleepy to me.  Shall we do some pre‑should we do some yoga to get your blood moving?  I want us to engage with the online audience so I picked the tool will that register your votes and your votes together.  So, it should be pretty cool.
Okay if you just came in please get Poll Everywhere set up if you want to participate in the polls.  And, that link there, goes to all my presentation materials.  There's a practice document there that we're going to work in during the session.  This is hands on.  So, if you're not at a computer and can't access Word, try to like make a friend, a new friend with somebody who has a computer that you need.  So, it's okay to work in groups.  Mostly I just want people to be able to get their hands on the steps so you can practice a little bit.
All right, are we ready?  Jim, are we ready?  We're ready?  Okay.  I'm going to click off this slide.  Does anybody need to write anything down?  Okay.  So, get Poll Everywhere set up real quick and grab that URL.  Oh, look at the cameras coming out.  Click, click, click.  I see you.  All right.  I'm going to go.  I don't want to waste any of our time.  All right.  So, this is our title slide and this is accessibility, 5 steps to accessible syllabus.  My name is Alissa Sells, I'm a program administrator in the Office of eLearning and open education for the Washington state board for community and technical colleges.  I am also the lead QM coordinator for our system of 34 colleges.  I am a peer reviewer as well and I have a whole variety of things that I do that I'm not going to get into.  QM is a major role for me.  But, the one last thing I would like you to know is that I do try to model accessibility and accessible document creation in everything I do.  So, all the work I produce is as accessible as I can ‑‑ as I know how to make it.  So later if you go in and look through some of my stuff, you'll hopefully find that it's accessible for the 5 steps we're going to talk about.  I did give you a practice document that is intentional inly inaccessible because we will learn how to fix those things.  We are on zoom today joined by an online group.  I want to acknowledge them and say hi.  So, hello.  And I want to thank Jim for QM for being here to help out and we've got some media helpers too.  So, thank you.  They helped get me set up and they're going to keep me in line, hopefully.  Maybe not.  I get rowdy sometimes.  Just a couple quick housekeeping things, to note about the structure of this presentation.  This is supposed to be a hands-on lab.  So, I have designed it that way.  We are going to chat a little bit to introduce some concepts.  Then I will introduce you to a skill.  We will leave PowerPoint and go to our practice document and you will practice whatever step we are on and we will flip back and forth and repeat those, in and out of our PowerPoint and in and out of our practice document until we covered all the 5 steps.  So that's kind of the plan of what we're going to do.  So, if you can get the practice document pulled up that can save us time when we get to our first practice part.  Okay.  Another thing is you have access to this presentation.  You have access to a webcast recording of this, you can have access to me after this is over.  So, instead of taking really detailed notes and just have your heads down and focusing on note taking I would really encourage you to when we get to the hands-on pieces that you actually practice and try to apply that because that's actually what we're here to do.  And one last thing I would like to mention is that there are a ton of extra slides at the very end of the presentation.  This was originally like a 2 or 3-hour workshop and I've cut it down to give it to you in 5 minutes.  You are going to be on cognitive overload.  I will tell you that now.  It's like drinking from a fire hose and we will have to go a little fast because I want to get through all 5 steps but there are some really, really great extra resources at the end so please download the full presentation and go in and look at those.  Because there's some things we won't have time to talk about like color and contrast and selecting fonts and things like that.  Okay.  Any questions before we start?
We're good?  Jim is the online audience good?  Good to go?  Thumbs up.  Okay.  All right.  Whoops.  So, our session objectives are to identify the 5 basic principles or steps behind creating accessible documents in Microsoft Word.  And we're going to look at how to create an accessible document.  Then there's a special tool that I really love in Microsoft Word that lets us evaluate a document for accessibility.  And it's a really great way to check your work.  So, we'll get to that at the very end.  Okay.  This presentation relates to standard 8.3 and that standard reads the course provides alternative means of access to course materials in formats that meet the needs of diverse learners.  Well that can mean a lot of things.  Then there's a little bit of extra information here about providing alternatives to non‑‑‑ to all non‑text content.  Then if you have a copy of the rubric you can go to the annotation and there's 6 points in the annotation.  The first one is about captioning, we're not going to get to captioning today and the fifth and sixth ones are I think color and PDFs.  The ones we're going to concentrate are the middle ones that have to do with adding document structure, headings, alternative text and how to do some of the format in Word.  All right.  So, what does accessible mean?  The U.S. departments of education and justice defined it as a person with a disability must be able to obtain the information as fully, equally, and independently as a person without a disability.  Okay.  So fully, equally and independently.  That's what it means to have something be accessible.  So, we are going to do our first poll.  And this poll is going to ask you to rate the accessibility status of your course documents.  I'm going to leave our PowerPoint, our slides and I'm going to go over to Poll Everywhere.  There's that zoom window in my way.  Hold on just a second.  Okay.  There's our polls.  All right.
Hey, you guys are fast.  Look at that.  All right.  So, the online audience is voting, you're voting.  If you want to get this set up on your phone, if you've just come in you can text QM Connect is what goes in the body of the text and the phone number that you text it to is 22333 and it's right there at the top or you can also go to poll ev.com/qmconnect.  We'll give you just a second to do that.  Looks like we have people changing votes.  So, I see a lot of you are just in the beginning stages.  And I think that's probably where a lot of us are.  I'm past the just beginning stage.  But I still have stuff I could go back and fix.  But I made the commitment that everything I produced from a certain moment in time from that point on was going to be accessible.  All right.  I'm going to go back to our slides now.  Thank you for sharing your information with us.
So, why are we even talking about this?  Why are accessible documents important?  Well, here's a little secret, you don't always know who's going to benefit from them.  So many students have disabilities.  Some are visible and you can tell.  I mean you just see them, they're visible, they're out there, they're there.  Some students have invisible disabilities., something you can't tell.  You can't tell if somebody has a learning disability.  You can't tell if they're dyslexic.  You can't necessarily tell if they're hard‑of‑hearing.  So, there are things that we can't know and can't see.  And here's the other little secret.  Not all students disclose their disabilities.  They don't all document that.  There's sometimes a stigma attached with having a disability and having a disability support services help.  So, we have a lot of students that are sitting in our classrooms that can use help and could use accessible documents but we don't know because they don't tell us and we can't see just by looking.  So, that's the first one.  The second one is it's the law!  Did you know that?  This is not new.  The Americans with Disabilities Act has been around ‑‑ can anybody read me that date there?  1990.  What year is it now?  2017.  So this is not new stuff.  It's kind of gaining momentum, the momentum on it is new and people are starting to get interested in it and recognize and there have been lots of lawsuits recently.  So just be aware it's the law.  But my favorite one is the last one here.  It's just good inclusive teaching practice.  We practice it in architecture.  Why would you build only stairs when you can build a ramp?  Would you intentionally put a barrier in your classroom?  Would you intentionally do that?  No.  So not having accessible documents can be a barrier for some students.  I just had a little statistic that I want to read.
Students with disabilities make up 12 percent of the students enrolled in community colleges.  Those disabilities range from mobility and physical impairment to brain injury, to blindness to mental illness.  Then from my system specifically, in the Washington Community and College Technical System the students that disclose their disabilities are 1.62 percent to 7.37 percent.  So not a lot of students are disclosing.  And then if you look at this altogether and these figures were put together for me by someone else, I can get you more information if you need them, but in my system of 34 colleges, the number of students with disabilities equals the size of one of our larger community and technical colleges.  So, we're talking like 12,000 students.  So, you're talking about an entire college of people that could benefit.  So, I think that's pretty interesting.  I just wanted to show you this little info‑graphic here.  Zoom again.  Oh, is that what activates it, Jim?  No, it's me.  Sorry.  So sorry.  All right.  I just have to sneak up on it.  There we go.  Okay.  I snuck up.  So, these are some of the disabilities that they found in this study that they did.  And it ranges ‑‑ there's a whole variety there.  It's just kind of interesting to see.  I'm really visual so I like to see rather than just hear.  And this was done by the American Association of Community Colleges.  That first 12 percent number I gave you then the rest of the numbers came specifically from my system.  So, some pretty interesting stuff.  All right.  Moving on.  So, what are the benefits of accessible documents?  Well, if you build it in or bake it into your design in the beginning, your course materials are readily useable by the broadest student population that's going to enter your classroom.  You've already included as many people as you can include.  That doesn't mean that you're not ever going to make an accommodation for another student ever.  I mean there are some things you can't accommodate for.  You can't be the interpreter if there's a deaf person and they need sign language help.  Unless you're skilled in that you're not going to be the person to do that.  So that's something you can't bake into your course design but accessible documents are.  As I mentioned earlier it benefits students who are not requesting those accommodations and it's already there.  They can just use it.  This example is captioning.  But if you have captions those are useable by people who, you know, may need to see the words rather than just hear it, you know, people who listen slow, people who are learning how to speak a foreign language, they might have English as a second Lange, there's a whole variety, a whole population of users that can use our documents and use the things in our course if we've already put them in there.
So, these last two are for faculty like to help overcome objections to doing this.  Does it take a long time to switch your entire class over?  Is it an easy task?  Well no it's not easy.  You've got to learn it.  Does it take time?  Well, yes it does.  But it only takes time once.  Only takes time once.  And if you do it now instead of waiting, you're ready to go.  So, would you want to have to make an entire course accessible at the last minute?  Because you might not get the accommodation paperwork until 2 days before the course starts.  So, if you have your documents accessible you're ready to go.  You're on that road.  Then, I don't know if you are like into changing the formatting of your documents but I'm a prolific design person and I'm a perfectionist and I like to change colors sometimes and I like to change text and fonts.  I get tired of looking at things the same way.  So, if you apply these headings and styles we're going to talk about you can change your entire document in the click of a button.  It's like super, super fast.
All right.  So, we're going to do one more poll.  And this poll's going to ask you to rate your current level of comfort creating accessible documents.  And let's go over to the poll.  And I just need to switch it over.  Hold on just one second.  Let me get it there.  Okay.  You guys should be able to answer now.  So, your current level of comfort.  A lot of us said we were just beginning.  But how comfortable are you in what you're doing?  Do you have a high level of confidence?  Okay.  Got a good group of you saying you're good but you have more things to learn.  I think I'm probably still in that group.  I keep learning stuff.  I know a lot of stuff but I keep learning stuff.  So that's great.  Okay.  We're going to go back to PowerPoint.  Okay.
Okay.  So, this might not be the most beautiful syllabus in the world.  It's pretty basic.  But when you look at it, can you tell where the headers are, can you see kind of how the information is separated?  Okay.  This syllabus looks pretty innocent.  Right?  Guess what?  It has lurking accessible issues.  I'm going to show you a document and I'm going to ask you to find some things in the document.  You don't have to shout them out.  You can if you want to.  But this is more just you're going to take a look at it and see what you think.  All right, ready?  Okay.  Tell me, what's the third course outcome?  Is the course synchronous or asynchronous?  Are frequent LMS updates normal?  And what is the password naming convention for this LMS?  Can you find any of that information?  Are you struggling just a little bit?  Where are the sections?  Can you find it?  Can anybody find any answers?  Did you skim and find anything?  Hard, huh?  Okay.  So how would you feel if you were the student and your teacher gave you a document that looked like this to you?  Then they expected you to read it, understand it, use it and apply it.  Not cool, huh?  Right?  So, this is what a screen reader would see of that document that I showed you.  That we all agreed looked okay.  But, because it's not set up with the right formatting to be accessible, a screen reader cannot tell where any of the sections or headers are.  So, it's just this big sea of text.  I always like this one.  I think this one is fun.  All right.  So, let's move on.  I have really good news for you.  That CF text is fixable in 5 easy steps, 5 easy from drinking from the fire hose steps.  All right?  So, we're going to talk about headings, alternative text, descriptive hyperlinks, the built-in styling tools for formatting and we're going to talk about labeling data tables.  Are you ready?  Okay.
All right.  Step 1.  We want to use headings.  So, headings give our document structure.  It's what let's a screen reader skim through a document.  Screen reader users can skim the same way as seeing.  You can think of it as an outline.  We're all familiar with outlining, right?  Headers give a document a hierarchy, an order, and you can put in subheadings and we'll get to that.  The headings need to be added sequentially so you will not skip from heading 1 to heading 3 because you missed heading 2 in the middle so that would get confusing.  So, you will go in order.  And I will give you a hint here if you're going to attend the final session there might be a question related to my presentation.  So, headers are the one most important thing you can do to make something ‑‑ if you can only do one thing, it's the one most important thing you can do to your syllabus or to any other document you might be working in.  So, if you only have time to do one thing, go in and add the headers.  It's a great place to start.
Okay.  So how to add headers.  This is the menu from Word.  These little things are called ribbons.  I think that's kind of weird so I call them menus.  So, ribbons, menus.  This is from the Home menu.  And there's a Styles area, there's a little menu there for Styles.  And this is where you're going to select and apply the headings.  And we're downloading to go do this.  I'm going to show you first then we will go in the practice document and you will find this and fix it in the document.  Okay?  All right.  Let's go.  How many of you have the document pulled up?  Let me see.  Not very many of you.  All right.  Scoot together, find a friend who has the document pulled up.  This is hands on, folks.  Come up front.  Come see us.  This is a lab.  Sorry, it's forced interaction.  I know.  You're all going, oh I hate group work.  Okay.  So... This is your practice document.  There's lots of stuff in here that is not set up correctly and headers are one of them.
So, what you're going to do is you're going to highlight the text and there's a little direction in parenthesis of what you're supposed to do to make it a heading 1.  So, we're going to highlight it.  You're going up to the styles menu and you're going to click on heading 1.  And watch what happens to the color of the text.  Okay.  So, it automatically changed it to this color.  The blue is kind of hard to see.  That's a default.  But we can go in and change all those later.  I do want to move through this so I'm not going to show you all the little things right now.  So, we just put in our first header.  Okay?  This says objectives make this heading two.  We're going to make it heading 2.  So, I highlighted it.  I went to the styles menu and now instead of clicking on heading 1, I'm going to click on heading 2.  So now it's formatted.  Okay.  I'm going to go through the document and show you a little trick.  I'm going to look for some other things that are heading 2.  So, here's one that's heading 2.  Okay.  And I'm going to do that one too.  Now, what I'm going to do is I don't like the blue.  I mean I don't really mind the blue but I'm just pretending right now.  So, I'm going to say I want this to be different.  I'm not going to pick red because red is not a good color to use for this.  There's a lot of problems you can have with color blindness, red and green combination should be avoided at all costs if at all possible.  I'm just trying to pick a color that might show up on the screen well for us.  Let's see.  Okay.  So, can you see that I changed that to a purplish pink?  I can go back to heading 2 and I right click and I can click on update heading 2 to match and everything in our document that I have designated cent is change.  When I click the button the others will automatically purple.  There we go.  So, we can effectively change the entire fonts, you can change your colors, you can change sizes, anything you want to do.  You do want to start with heading 1.  There is one in here called a title and it seems like we should start with title.  Right?  It seems like we should.  But we're not going to start with title.  I don't know an easy way to explain it without getting into web design.  But web design also uses these basic heading structures, heading 1, heading 2 and when you ‑‑ but the title tag in Word doesn't match up or do anything with ‑‑ it's different than the title tag on web design.  So, if you start at heading 1 and you're trying to match up to heading 1 in your web pages then it all works out.  So that's why you're going to start with heading 1.  Okay.  Any questions on how to apply this?  How many of you were successful?  Did you guys get it?  Okay.  Cool.  Do you feel confident you can go into a document and do that?  Okay.  All right.  I'm going to go back to PowerPoint.  And we're going to move on to step 2.  And step 2 is to add alternative text.  Who can tell me what alternative text is?  Do you know what that is?
>> [Off mic]
>> What's your name?  Kim.  So, Kim says it's what the screen reader would read as a description because they can't see the graphic.  All graphic elements, not just images, need to have alternative text associated with them.  So, when we get started talking about tables we're going to talk about putting alternative text on tables.  You should put it on charts, graphs, images.  I even discovered I can put it on a video in PowerPoint.  You can go in and format and put the alternative text in the video if you wanted to.  So that was pretty cool.  I just discovered that yesterday.  So, we want to make sure we get those text descriptions in there.  The alt text which is the way people talk about alternative text.  Nobody says alternative text.  It's alt text if you hear that.  It conveys the context and meaning of the image and it relays to students how it's important and why they need to know.  How does it relate to the learning?  And you should be able to answer that question for any of your students before you even put in image in your course or in a document.  How does this relate to the learning?  Do I need it?  That's one way you can measure if it's a good match.  Writing alt text can be challenging.  It really can.  We're going to go through a little example here before we go try to add alt text to something.  So, this is what the screen reader sees.  What does it see?  Image, graphic.  If you don't put alt text, they don't get anything.  So, it's really important.  There's no information provided to the screen reader user.  And here's our example for writing good alt text.  This can be tricky.  It really, really is tricky.  So, we have options here.  So, what's the best alt text for this image?  Mount Rainier?  Mount Rainier on a clear day, Mount Rainier from the northwest showing the receding Russell glacier or Ptarmigan Ridge, a grade III like on mixed terrain with a 5.8 pitch on a rock.  No, I am not a rock climber.  But do you know ‑‑ what's the best alt text for this?  You want to give me any votes?  What do you think?  I love it.  Good job.  So, context is everything.  Context really is everything.  Do you want to know what the alt text is for this image in my presentation?  Yeah?  Okay.  I'm going to read it to you.  An image of the northwest side of Mount Rainier used to illustrate the idea that context matters when writing alternative text description for images.  Has nothing to do with what you saw up on the screen other than to give the reference it was Mount Rainier.  Right?  So, the context matters.  My alternative text is different than a rock climbing class or geology class or someone doing trail guides.  It all depends on the context.  All right.  So how do we add alt text?  So, you're going to go into Word.  You're going to find the image.  You're going to click on it.  And then a little menu pops up.  And it's the formatting picture menu and this is where you're going to find the alt text tools.  We're going to do it and I'm going to show you exactly how to do get there.  Don't panic like oh my gosh I'm not following her.  This is where we're headed.  Two things to note.  The alternative text is going in the description field, not the title field.  Not all assistive technologies read the title field so put whatever you want the student to have in the description field.  I also want you to watch out, there's no spell check in here.  So, go back, reread, double check.  I found even I thought I checked them all.  I found like two more spelling errors a few days ago.  So, go back and check because the screen reader is going to struggle with misspelled words.  Okay.  So, let's go do it.  Go back to our practice document.
There are a lot of images in here but I think the one I left without alt text is this one right here.  So, you can select it then you right click on it.  Following?  Okay.  Format picture.  And that opens up that menu.  Then I don't really know what this is supposed to be.  It's supposed to be layout in properties but it's just this little symbol you click on and there's one for text box.  We don't want that one.  We're going to alt text.  And you drop that menu down and that's where the alt text is going to go.  So, this appropriate alt text that's in here right now?  A URL?  No way.  Okay.  So... We'll just take that out.  This happens to be the book that QM uses for their teaching online certificate.  So, we can write something in there.  What would be good alt text for this given the context it's QM's book for teaching online certificate.  Anybody want to take a stab at it?
>> [Off mic]
>> Okay.
>> You could leave the URL in or put a link to it.  The reason why I put a textbook picture in here is because a lot of us put pictures of our textbook in our syllabus.  So, you would want students to know it's the book for the course, that it's required, whatever information they need to know and why is it there.  So, you might also ‑‑ we'll get to descriptive links in a minute.  You might also put a descriptive link in there and that's where I would put the URL for this image.  Okay.  Questions before we move on?  Are we doing good so far?  Okay.  Do you want me to go faster?  No.  Go slower?  I can't go slower, I have limited time.  Sorry.  All right.  Okay.  On to step 3.  Descriptive hyperlinks.  We were just talking about those.  So, the really cool thing about descriptive hyperlinks is a screen reader can navigate a document depending how the user has it set up.  A screen reader user can go link to link to link so they can skim for links like a sighted reader would.  And it's really important that the hyperlinks are clear and contextualized and meaningful.  How many of you have ever used the text click here?  Oh, come on.  Come on.  Let's all admit it.  Okay.  Jim.  Jim's got his hand up.  Okay.  So, I mean we're all guilty of this probably at some point because we didn't know.  If you have a document that has links to 5 things and they all say click here and you've linked the text click here, what's the screen reader user going to hear when they good to navigate?  Click here, click here, click here, click here.  They have no context, no idea what they're clicking through.  So, it's better to give them context and we're going to do that here in just a second.  You can also add additional contextualized information in the paragraph before or after the link if you need to do that.  I personally think it's better to put it in the paragraph before so the student would know what's coming next and why they would get that information.  All right.  So... I'm going to play you a clip here in just a second.  The first one here is an example of what not to do.  So, this is an example of what I would not do in my canvas training course for faculty.  I wouldn't say for more information visit the canvas guides and give them a link like this.  I mean it is descriptive but let me play you what a URL sounds like.  Some of you were in the room when we were testing so you got the spoiler alert and you already know.  But let's give this a listen.  Okay, so you're navigating through a document using a screen reader and instead of click here, click here, click here you hear.
>> [Off mic]
>> Syllabus has what?  Five, 10, 15 links in it sometimes.  Does that give the information the user the information they need?  No.  Okay.  So, let's look at a more descriptive way to do this.  So, this bottom one demonstrates how to put the link contextually into the sentence, it has the same meaning for more information visit the canvas guides.  The text is the same.  The link location is different.  So now if a person was navigating through this document when they come to the descriptive part of this they would hear canvas guides and they would know, oh I was looking for the canvas guides.  That's the one I want, they click on it and do what it needs to do.  All right.  Let's go create a link.  I'm sure you created links.  This one is pretty common.  Let me find this.  Each section ‑‑ the practice document in case I didn't mention it goes in order of the steps we're doing.  So, you can go back to this and keep practicing later.  We don't need to do it all now.  So, here's our same example that we have up here.  And I'm going to show you how to put this link in.  I'm going to copy this.  Okay.  So now I have the URL copied.  Then I'm going to highlight the text that I want to link to.  I'm going to go to the insert ribbon or the insert menu and I'm going to click on hyperlink or links depending on which version of Word you have.  Okay?  And then the text to display that I highlighted is at the top and in the bar I will put the link and click okay and it will magically make that into a descriptive hyperlink.  And then I'm going to go take that out.  Sometimes it is appropriate to use both.  Especially like in a presentation like this where I need you to be able to go and click on a link later, I would want that to be accessible.  So, I have a descriptive hyperlink.  But then as the audience here in person or align, you would need to visually be able to see what that was, read it, write it down because you might not have had the presentation downloaded.  So, there's instances where it's appropriate to include both.  Yes?
>> [Off mic] if I don't provide the URL, you can't see where you're trying to get to to an ordinary student ‑‑ [Off mic] it gives the other students a chance ‑‑
>> I will repeat the question because you didn't have a mic and we have a full group online and I want to make sure they get to hear your comment also.  What's your name?  Karen.  So, Karen's asking a question or making a statement, well she's asking a Yep and making a statement.  The statement is often in the online course she needs to include both the descriptive hyperlink and then the actual hyperlink due to connectivity issues she wants students to have access to both.  And her question is, is it appropriate to do that?  What would accessibility say about having both?  I think it would be confusing to have both all the time.  I guess you have to weigh the usefulness and the context.  So, like what I might do rather than try ‑‑ like if it's like a content page, even in a document, this could be applied to a document or it could be applied to a web page because I think that's probably what you're talking about is a content page in your LMS.  Just for the flow of the content that I was writing, I would use the descriptive hyperlinks in the paragraphs and then if that is a problem that you know your students have you might dedicate a small area at the bottom of your page that contains all the lists, the list of all the links on that page.  Just write out what they are, colon, then give the full URL.  That way they're there if anybody wants them but if nobody needs them they can skip right over them.  So, it is appropriate if you need them to include both.  But you would never include only the URL.  Because that's not useful and functional just to do that.
>> [Off mic]
>> I would put it as contextualized text at the beginning.  Just a little paragraph that says what those links are and you might introduce that in your video.  Hey, a lot of students in this area have this problem and I've done this to help resolve that.  So, I just got the 10-minute warning and we're nowhere near close to be done so we have to continue drinking from the fire hose, I'm sorry.  We have to move on.  All right.  So, step 4 is to use the built-in styling tools.  There's two slides on this.  The first one that we're on now is about lists.  Screen readers just don't recognize lists that are made with asterisks or dashes or tabs or spacing.  You need to use the built-in formatting tools.  And it will tell the reader that it is a list if the proper formatting is used.  So, shoot for those bulleted, numbered, lettered, like outline style lists because that's a lot easier for screen reader users to understand.  Okay.  Whoops.  Okay.  We'll go to the how to on this in just a second.  The second piece of using the styling tools and there's lots of styling tools in here but the ones we're going to talk about are columns and spacing.  So, screen readers read left to right and if you use tabs to create your columns, it reads line by line and it makes absolutely no sense.  And depending on the version of Word your student has, they download it, it messes up the formatting, nothing is aligned anyways so try to avoid using the spacebar and tabs for trying to line up columns and things.  We always want to use the built-in tools.  All right.  So how to create a list.  This is on the home tab menu or home ribbon.  Then how to create a column.  It's on the page layout menu.  There is one for adding spaces for paragraph, line spacing, you can also find your tabs in here and this is all under these paragraph options here on the home menu.  I think that might be the last one.  Oop, there's also page breaks.  Pretty much any formatting you want to do you don't need to make up how to do it.  They've built it in here for you.  You just need to go find how to do it.  You can indent.  Okay.  Those little guys are indenting.  Okay.  That takes us to tables.  So, let's go back to our document real quick.  And there's a whole section in here, step 4 on how to build these in.  If you ran the accessibility checker on this which we will do at the very end you will find this is not a list that was created using any formatting.  You can't necessarily tell by looking at it.  But what you're going to want to do is come in and take out whatever spacing or little symbols or whatever you've used then you're going to highlight the text that you want, go to the home tab then you can choose if you want bullets you can click a button and make it bulleted, you can click it and make it numbered, however you want.  But use those tools.  Okay, there's the indent here.  We can move things over.  Don't just tab it over.  Use the actual indents.  Okay.  I'm going a little fast because we need to get to stuff.  If you want to space it, don't go in and put extra line breaks in yourself.  You don't need to hit the enter bar.  Leave it all highlighted.  I will do something obvious on here so you can see it really move.  Not that you would space it that far apart but I just spaced that super easy, super fast.  Okay?  All right.  Columns are a whole tricky thing.  This is something you might find in a syllabus.  Right?  Office hours, phone number, classroom.  Okay well if you come in and look real close at this you're going to find this is all spaces in here.  This is not actually a column.  So, what we would do is it's probably faster just to retype it.  I'm not going to take the time to retype or cut and paste.  I will give you fake text here.  Okay?  We're going to do several lines so we have enough for a column.  So, you have your list that you want to put in a column.  You're going to highlight those and I think it's on the layout menu.  You're going to come to columns.  How many columns do you want?  It's one column right now.  You want 3?  Okay.  We'll do 3.  So, it split it into 3.  If you don't like where it did the breaks, you can actually come in here and I always forget how to do this so I wrote a cheat note so I wouldn't forget.  You highlight your text, then you go to the layout menu again.  This drop-down menu here for breaks, that's normally what we use for page breaks.  Did you know there's a column break in here?  You don't have to space it manually by pressing enter to get stuff aligned.  You can do that by clicking here.  Okay?  Yeah, 5.  Ahh.  Okay.  Sorry.  I'm panicking now.  We have 5 minutes left and we still have a lot to do.  You want to identify a header row, repeat the header row, add alt text and it's especially important to add captions if you have multiple tables in a document.  So, if you have 5 tables you can put a caption that says table 1, table 2, table 3.  That helps.  So, we want to keep it simple.  We want to use it for data and not page layouts.  We don't want to merge cells.  That gets confusing.  We don't want to leave stuff blank.  We want to use the formatting tools.  Let's go look at how to do that real quick.  Okay.  Where did my table go?  Okay.  Okay.  So, here's my table.  You're going to select your table.  Then you're going to right click it, I still have this menu open so that's still over there.  But we're going to right click it to get the table properties.  Okay.  Then if you want to insert the caption it's here.  So, let's do the caption first.  So, it already put in table 1 for me so we can just go ahead and leave that.  So now it's table 1.  And I'm going to table properties and hopefully you're following along and doing this as I'm showing you.  And we want to go to the let's see, rows.  And we want to click this repeat as header row.  But I did something wrong.  We have to go back out of here because I don't want the whole thing to be header rows, just this.  So, I will select the row I want to be header rows and right click.  Go to table properties and click repeat as header row.  And usually you wouldn't want the table to run across a page.  You can if it's a super long one but normally you would uncheck that.  Alt text for your table is here.  You put your description, why are we describing this table.  This table happens to be grades.  So, you would give an explanation that this table explains the letter grade points and percentages for the class.  Then it would explain how to navigate through that.  Because if you don't do this, what the screen reader will read is letter great points, percentages, A, 90‑100, 90‑100 % then it goes down to B.  It's not going to repeat the header row here.  So, when the student gets to the first row they lost the context and way and it does the same with the columns we looked at.  It would have read across the columns rather than down the columns.  Okay.  All right.  Oh, I'm sorry I skipped these but you can come back to them.  I showed you though.  Always check your work.  And the niftiest tool is the accessibility checker.  Go to file like you save a document.  I will go check for issues.  Check accessibilities.  And this is going to bring up ‑‑ I will close this little formatting menu because we don't need it and I will make this a little bigger so you can see it better.  It's going to tell us we have errors.  We have missing alt text.  We have no header row specified, we have unclear hyperlink, we have a heading that's too long, we have objects not in line, we have repeated spaced characters and we can click on any of these like if I click here it takes me to the place in the document.  So, it will show me where it needs to get fixed.  Then down at the bottom it gives you an explanation of why to fix it.  And then it will tell you how to fix it.  So, it's pretty good stuff.  Go home and check a document.  Check your syllabus then go through and apply the 5 steps.  I'm pretty sure we're close to being ‑‑ I've got 2 minutes.  Let's get to this last poll here.  One thing that is important about accessible documents is that you have to make the commitment to doing it.  You have to, you know, you have to make a goal.  How many of you achieve goals if you don't write them down and do something with them?  Right, it's like oh, yeah, I'll do that later.  Okay.  So, this next poll is open ended.  You can respond however you want.  Think about it, what's one accessibility goal you're committed to achieving by the start of next quarter?  Okay.  Let me open the poll for us.  Okay.  You can type anything you want.  You can say you're going to make your syllabus accessible, you can say that you're going to do all your documents.  You can say you're going to add descriptive hyperlinks, whatever it is that makes you feel good about getting something done or that you think ‑‑ pick something small.  Chunk it.  Pick something you think you can do.  If all you can get done by next semester or quarter is your syllabus go for it and do it.  So, I don't see anybody putting stuff in here.  Let's make sure.  There we are.  You will add accessible document to your class.  You will do all documents.  That's pretty cool.  Anybody else?  You can shout them out if you don't want to type them.  It's okay.  You don't want to be accountable?  Pretty much?  Right?  Okay.  All right.  Here we go.  Re‑do your syllabus.  Alt text and descriptive hyperlinks, captions for images, so descriptive text.  You will do your syllabus.  Okay.  So, this is really good stuff.  Now that you've actually written it down you will remember like Todd said this morning if you write it down you will remember and do it.  Right?  You will remember where your car keys are.  Right?  Okay.  We did have another poll in here that we didn't get to.  There are a couple other things that we're not going to get to.  I would remind you to ‑‑ I mean we got through what we needed to get through but the extra stuff at the end I knew we weren't going to have time to do that.  Please do go in and do the session survey, go grab the whole entire PowerPoint, it is CC by license, it's open, creative commons.  You can take it and adapt it and use it with your faculty, share it with your friends, colleagues, there are pieces that are indicated like the chunks from the QM rubrics those are rights reserved and videos rights reserved but those are all marked.  So, unless it's marked that it's all rights reserved it's all open to use.  So please fill out the session survey, that's in your app.  And then contact me if you have questions, I would love to hear from you.  Yeah?
>> [Off mic]
>> Jim's the one that will have access.  That will get posted to the QM website.  Then thank you for coming and please feel free to go.  I'm going to crews through these last slides so you can kind of see what's in here.  One resource I would really encourage you to look at is our accessibility course.  You can't register in.  It's not open to people outside of our system but you can definitely use the resources.  There are I think 4 modules and one of the module is specifically dedicated to what we talked about today.  There's information in PDFs, information on captioning and information on Universal Design for Learning, law, access.  So, I will end because we're over 2 minutes.  I'm sorry but thank you for staying.  This was a lot of fun.  And thank you to our online audience too.  And I hope you learned a lot and please do send me your questions.  I'll put my information up here again.  Happy, happy to help you with whatever you need.  Thanks!
[Applause].