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[Lecturer] Alright So I wanted to [br]start out by playing

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back a video that was put together[br]by someone who works in our

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disability resource services area.[br]And he uses a piece of software for

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navigating his computing environment and[br]it's called Jaws, and you might have

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seen him walking around campus. He's[br]completely blind and he has a seeing stick

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And he's a real bright individual, and [br]I'm going to go ahead - and this is off

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of the College home page - I'm going[br]to click on this and he's going to demonstrate

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how he uses his technology to[br]get around canvas. And I'm only

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going to play a few minutes of it, okay?[br]Let me just make this a little bit bigger.

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And you're going to see the old version of[br]Canvas being played back here and I[br]

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just want to do this for a little bit of[br]effect. We're not going to watch the

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whole thing. If you wanted to go back[br]and watch it, it's on the College homepage

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[recorded voice] Hello my name is Ken[br]Specter and today I'll be giving you

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a brief glimpse in what's involved in[br]having the Canvas environment hooked up

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to a site. To do this I will be using Jaws[br]for Windows the screenreader program

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that used Texas Speech technology in order[br]to verbalize the text thats on the screen.

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My objective today will be to find the[br]Canvas link, go there, log in, and find

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my courses; within my courses, locate[br]Disability Resources or Services,

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go to that page, find recent changes,[br]and in recent changes locate

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Holly's Resource Page, go to Holly's[br]Resource Page and find the content

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specific to Holly's Resource Page, and[br]log out once more from Canvas.

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The first step again is to locate the link[br]titled Canvas. There are many ways

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to do this. The fastest of which is the[br]Jaws Find Dialogue.The Jaws Find Dialogue

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allows the user to enter a word or string[br]of text, and then leave the search to Jaws

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To launch the Jaws Find Dialogue I will[br]now press control + [inaudible].

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[Jaws] Jaws find dialogue combo descent [br]of mountian the arrow keys or type

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[Ken] From here I type in the word[br]I am seeking

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which is Canvas and press enter[br]to launch the search query.

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Jaws has gone ahead [br]and moved the cursor to the link

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titled Canvas which I will now activate[br]by pressing the space bar.

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[Lecturer} Okay, so I'm going to pause [br]it there.[br]

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So that robotic voice that you heard[br]was his screen reader software and

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I get the sense that he was slowing[br]down for the benefit of people who

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have had sight their entire lives to be[br]able to see what he was doing with that.

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So the reason JAWS is able to do what it[br]does is because it goes into the code that

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describes the markup on these websites.

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And if you're a web person that has[br]that knowledge and has the ability

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to put that together, it makes a website[br]accessible to people who rely on that

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technology. We're not asking people to[br]become experts in that, so we're going to

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empower you with a few tips and trainings[br]on how to make your materials more

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accessible than they may already be. And[br]that's one of the outcomes of this

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training. We're going to talk about four[br]major areas: electronic documents,

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Microsoft Office format, PDF documents,[br]your Canvas course materials, and video.

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Once we get through all of that we will[br]have covered everything and you'll be done

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So I'm going to start out by , and all of[br]these examples are on the very simple

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basis, just for the purposes of training,[br]I'm going to minimize my web browser,

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and I'm going to open up an example[br]syllabus document in Microsoft Word

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format. So first of all, a little[br]disclaimer. I'm using the Microsoft

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Windows version of Office. If you're[br]a Mac person, you may or may not

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be able to do 100% everything that[br]I'm going to demonstrate for you,

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although I believe that the Mac versions[br]of Office are coming up to par, I was

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shown a little bit of someone able to[br]kind of do what I was doing, in another

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training session, but everything that[br]you're seeing now is going to be more

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readily available to you in the Windows[br]version. So if you're a Mac person, which

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I know a lot of you in cultural science[br]are, you'll probably want to find a

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computer on campus that has Windows[br]to do any of this type of work.

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<i>Person in the audience</i>: <i>"The new version [br]of office Mac is nearly identical,</i>

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<i>and it's available free for any employee"</i>[br]

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<i>Presenter</i>: And that's the great thing [br]about Office, we all have access to it.

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So what I have here is an example syllabus[br]and I'm going to stay behind the computer

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I wish I could get up and point to this[br]so I'm gonna use my mouse

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I'm gonna show you a couple of things[br]that you may not already be aware of

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This interface that you see up here[br]is called the ribbon,

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I'm gonna click on the view tab, then I'm[br]gonna check a box called navigation pane

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and it's gonna expose a little navigation[br]area, and this is kinda like

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an interactive table of contents. Now the[br]reason I expose that to you is because

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I want to show you some things that you [br]may not already be aware of

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this other part of the ribbon under the [br]home tab, does anybody use these guys?

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<i>someone in the audience: "yeah, I have"</i>[br]Okay, Why have you used them in the past?

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<i>audience member: "just formatting"</i>[br]Okay, general formatting,

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The one thing I wanted to point out is [br]they do change the visual style of

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something that's on the page but[br]there's also what's known as a semantic

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structural meaning to them, so they [br]provide structure to a document.

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Now this particular document is a simple[br]two page syllabus, and the screenreader

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software that we were kind of giving a [br]highlight into a little moment ago

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would probably be able to read this [br]document from top to bottom

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Without any issue. Now if you're the type[br]of person that has a lot of these in your

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online course content, or you provide them[br]electronically, they may be a little bit

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longer than one or two pages. So what I [br]am going to describe here is more or less

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best practices, and if you have a student [br]who is relying on assistive technology

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they will probably still be able to read[br]everything, but you can make it more

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accessible by using these guys.