Difference between revisions of "CSUN"

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(CSUN Presentations)
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== CSUN Presentations ==
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== 2016 Strategies for Implementing Accessible Online Media ==
*2016
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*Upcoming, available April 2016 after CSUN Annual Conference
**Strategies for Implementing Accessible Online Media (Janet Sylvia, WAG Leader and Lily Bond, 3Play Media)
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**Available April 2016 after CSUN Annual Conference
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*2015
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**Accessible Art (Janet Sylvia, WAG Leader)
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***Summary: Visual art may be utilized by faculty in face-to-face or online classes, art galleries, art exhibits or museum tours. Artwork takes on many forms: paintings, drawings, photography, sculptures, etc. The experience of art may be spiritual, emotional, cultural, or intellectual. This experience should be made accessible for people who are blind or visually impaired. Art can be made accessible by communicating the visual appearance of art through other senses, like sound (via Verbal Description) or touch (via Tactile Objects and Tactile Diagrams). Verbal Descriptions are provided by way of audio. These audio descriptions are typically 3-6 minutes in length. The primary goal is to allow the listener to form a mental image of the visual artwork. Verbal Descriptions can be read aloud by audio guides in face-to-face classes or as part of an webinar. They can also be recorded and included alongside artwork in online courses, website galleries or museum tours.
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***For more information about Verbal Descriptions, please visit [http://www.artbeyondsight.org/ Art Beyond Sight]
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***For additional training, please visit [http://www.artbeyondsight.org/handbook/acs-onlinetraining.shtml Art Beyond Sight: Accessibility Tools Training]
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***For examples of Verbal Descriptions of historical artwork, please visit [http://www.artbeyondsight.org/mei/verbal-description-training/samples-of-verbal-description/ Art Beyond Sight: Verbal Description Database].
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*2013
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== 2015 Accessible Art ==
**Accessibility Considerations for Online Learning (Janet Sylvia, WAG Leader)
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**Summary: Visual art may be utilized by faculty in face-to-face or online classes, art galleries, art exhibits or museum tours. Artwork takes on many forms: paintings, drawings, photography, sculptures, etc. The experience of art may be spiritual, emotional, cultural, or intellectual. This experience should be made accessible for people who are blind or visually impaired. Art can be made accessible by communicating the visual appearance of art through other senses, like sound (via Verbal Description) or touch (via Tactile Objects and Tactile Diagrams). Verbal Descriptions are provided by way of audio. These audio descriptions are typically 3-6 minutes in length. The primary goal is to allow the listener to form a mental image of the visual artwork. Verbal Descriptions can be read aloud by audio guides in face-to-face classes or as part of an webinar. They can also be recorded and included alongside artwork in online courses, website galleries or museum tours.
***Handout
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**For more information about Verbal Descriptions, please visit [http://www.artbeyondsight.org/ Art Beyond Sight]
***Resources: Accessibility and Online Learning:
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**For additional training, please visit [http://www.artbeyondsight.org/handbook/acs-onlinetraining.shtml Art Beyond Sight: Accessibility Tools Training]
****[http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-b.pdf Resolution Agreement, South Carolina Technical College System (PDF)]
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**For examples of Verbal Descriptions of historical artwork, please visit [http://www.artbeyondsight.org/mei/verbal-description-training/samples-of-verbal-description/ Art Beyond Sight: Verbal Description Database].
****[http://ncdae.org/blog/recent-legal-issues/ Review of recent legal issues in higher education and web accessibility]
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****[http://www.w3.org/WAI/RD/wiki/E-learning_Accessibility E-learning Accessibility]
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****[http://www.globalaccessibilityawarenessday.org/ Global Accessibility Awareness Day (GAAD)]
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== 2013 Accessibility Considerations for Online Learning ==
***Resources: Administrative Challenges and Solutions
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*Presentation (PDF, tagged)
****[http://ncdae.org/goals/ National Center on Disability and Access to Education: GOALS Project]
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*Resources: Accessibility and Online Learning:
****[http://webaim.org/articles/implementation/plan WebAIM: 8-Step Implementation Model]
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**[http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-b.pdf Resolution Agreement, South Carolina Technical College System (PDF)]
***Resources: Implementing Web Accessibility
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**[http://ncdae.org/blog/recent-legal-issues/ Review of recent legal issues in higher education and web accessibility]
****10 Tips for Creating Accessible Course Content (PDF, tagged)
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**[http://www.w3.org/WAI/RD/wiki/E-learning_Accessibility E-learning Accessibility]
****[https://www.paciellogroup.com/resources/contrastanalyser/ Colour Contrast Analyser]
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**[http://www.globalaccessibilityawarenessday.org/ Global Accessibility Awareness Day (GAAD)]
****Creating Accessible YouTube Content (PDF, tagged)
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*Resources: Administrative Challenges and Solutions
****Conducting Accessible Webinars (PDF, tagged)
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**[http://ncdae.org/goals/ National Center on Disability and Access to Education: GOALS Project]
****[http://extranet.cccco.edu/Portals/1/AA/DE/2011DistanceEducationAccessibilityGuidelines%20FINAL.pdf 2011 Distance Education Accessibility Guidelines]
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**[http://webaim.org/articles/implementation/plan WebAIM: 8-Step Implementation Model]
****[http://teachingcommons.cdl.edu/access/ Accessible Technology Resources for Teaching and Learning]
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*Resources: Implementing Web Accessibility
****[http://www.w3.org/WAI/intro/wcag.php Web Content Accessibility Guidelines (WCAG) 2.0]
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**10 Tips for Creating Accessible Course Content (PDF, tagged)
****[http://webaim.org/standards/wcag/checklist WebAIM's WCAG 2.0 Checklist]
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**[https://www.paciellogroup.com/resources/contrastanalyser/ Colour Contrast Analyser]
****[http://www.hhs.gov/web/section-508/making-files-accessible/checklist/ HHS Section 508 Accessibility Checklists]
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**Creating Accessible YouTube Content (PDF, tagged)
 +
**Conducting Accessible Webinars (PDF, tagged)
 +
**[http://extranet.cccco.edu/Portals/1/AA/DE/2011DistanceEducationAccessibilityGuidelines%20FINAL.pdf 2011 Distance Education Accessibility Guidelines]
 +
**[http://teachingcommons.cdl.edu/access/ Accessible Technology Resources for Teaching and Learning]
 +
**[http://www.w3.org/WAI/intro/wcag.php Web Content Accessibility Guidelines (WCAG) 2.0]
 +
**[http://webaim.org/standards/wcag/checklist WebAIM's WCAG 2.0 Checklist]
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**[http://www.hhs.gov/web/section-508/making-files-accessible/checklist/ HHS Section 508 Accessibility Checklists]

Revision as of 10:04, 14 December 2015

2016 Strategies for Implementing Accessible Online Media

  • Upcoming, available April 2016 after CSUN Annual Conference

2015 Accessible Art

    • Summary: Visual art may be utilized by faculty in face-to-face or online classes, art galleries, art exhibits or museum tours. Artwork takes on many forms: paintings, drawings, photography, sculptures, etc. The experience of art may be spiritual, emotional, cultural, or intellectual. This experience should be made accessible for people who are blind or visually impaired. Art can be made accessible by communicating the visual appearance of art through other senses, like sound (via Verbal Description) or touch (via Tactile Objects and Tactile Diagrams). Verbal Descriptions are provided by way of audio. These audio descriptions are typically 3-6 minutes in length. The primary goal is to allow the listener to form a mental image of the visual artwork. Verbal Descriptions can be read aloud by audio guides in face-to-face classes or as part of an webinar. They can also be recorded and included alongside artwork in online courses, website galleries or museum tours.
    • For more information about Verbal Descriptions, please visit Art Beyond Sight
    • For additional training, please visit Art Beyond Sight: Accessibility Tools Training
    • For examples of Verbal Descriptions of historical artwork, please visit Art Beyond Sight: Verbal Description Database.


2013 Accessibility Considerations for Online Learning