241 Matching Annotations
  1. Last 7 days
    1. Accessible AmenitiesAvailable accessible features include:AccessibleAccessible business centerAccessible concierge deskAccessible guest rooms with mobility features with entry or passage doors that provide 32” of clear widthAccessible hotel restaurantAccessible parkingAccessible parking spaces for cars in the self-parking facilityAccessible public entranceAccessible registration deskAccessible route from the accessible public entrance to the accessible guestroomsAccessible route from the accessible public entrance to the registration areaAccessible route from the hotel’s accessible entrance to the meeting room/ballroom areaAccessible route from the hotel’s accessible public entrance to at least one restaurantAccessible route from the hotel’s accessible public entrance to the business centerAccessible route from the hotel’s accessible public entrance to the exercise facilitiesAccessible route from the hotel’s accessible public entrance to the swimming poolAccessible swimming poolAccessible transportation with advance noticeAssistive listening devices for meetings upon requestClosed captioning on televisions or closed captioning decodersDoes Hotel comply with all local and/or national disability laws (outPublic Areas/Facilities accessible for physically challengedServ support animals welcomeSwimming pool hoist for pool accessTTY for guest useVan-accessible parking in the self-parking facilityThe following features are not available:Accessible exercise facilityAccessible route from the hotel’s accessible public entrance to the spaValet only parking
  2. Oct 2022
    1. Goutor recommended the use of bibliographic cards not only for their standard uses as sourcing, information, and footnotes, but for creating potential scopes of work and research for planning purposes, especially in planning out one's reading and note taking using various archives and resources to make more effective and productive use of one's time. (p13) This can be potentially very useful for visiting archives and sources for which one does not have easy or frequent access.

  3. Aug 2022
  4. Jul 2022
    1. he citation canbecome a footnote.

      Why not make this index card pictured fill up the entire width of the text? It could be more visually accessible...

  5. Jun 2022
    1. LAST UPDATED AND EFFECTIVE DATE: JULY 10, 2014

      This conflicts with the effective date at the top of the document.

    1. No additional considerations for iOS, macOS, or tvOS.

      Believe it or not, finding this sentence, just now was actually a huge breakthrough in my iPhone Keyboard Reference project...

      Proud of you, bastards, for actually saying one sentence!

  6. May 2022
    1. The biggest barriers to coding are technical complexity around processes like collaboration and deployment, and social obstacles like gatekeeping and exclusion — so that's what we've got to fix
    2. If you’re a coder, when’s the last time you just quickly built something to solve a problem for yourself or simply because it was a fun idea?

      And how future-proof was the result or how easy was it to make sure you could share it with others in a form that they could make use of (and not be dependent on you or some third-party or their internet connection)?

  7. Apr 2022
    1. This appeal would have a greater effect if it weren't itself published in a format that exhibits so much of what was less desirable of the pre-modern Web—fixed layouts that show no concern for how I'm viewing this page and causes horizontal scrollbars, overly stylized MySpace-ish presentation, and a general imposition of the author's preferences and affinity for kitsch above all else—all things that we don't want.

      I say this as someone who is not a fan of the trends in the modern Web. Responsive layouts and legible typography are not casualties of the modern Web, however. Rather, they exhibit the best parts of its maturation. If we can move the Web out of adolescence and get rid of the troublesome aspects, we'd be doing pretty good.

    1. This book was written to help educators and instructional designers to design visually appealing courses (and curricular materials) that are also digitally accessible. I argue that applying graphic design principles reduces barriers, lowers cognitive load, and improves learning. I created the Graphic Design E-Learning Checklist to help instructional designers improve the look and feel of their courses while designing for inclusivity at the forefront
    1. must not consist of a bag of tricks and trade secrets, but of a general intellectual ability

      I often think about how many things like Spectre/Meltdown are undiscovered because of how esoteric and unapproachable the associated infrastructure is that might otherwise better allow someone with a solid lead to follow through on their investigation.

    1. A complaint more specific to the quantity of books was articulated in 1522 by the jurist Giovanni Nevizzano of Asti (d. 1540) who observed that the great number of available books made it hard to find the books one needed. Proper selection among the many books available was crucial because “if a scholar does not have the books required for his subject, he does not enjoy the privi-leges of a scholar.”20

      This same sort of quote is often repeated in the present while vitiating against the corporate publishers who own most of research publishing and charge for it dearly.

  8. Mar 2022
    1. The Open Network Learning Mooc has a focus on using open platforms and Open Education Resources; except for the Adobe Connect Pro software being used for webinars. This model of openness signifies a significant move forward in making education accessible and flexible for all participants.

      I strongly believe in this method of teaching by presenting opportunities to access information, knowledge and education as freely as possible (my main reason is due to the severity of the socio-economic disparities in my learning environment in South Africa). It is important to provide opportunities for all to be able to move out of their circumstances and the best way to do this is through education (if education is accessible).

  9. citeseerx.ist.psu.edu citeseerx.ist.psu.edu
    1. Writing for the web is still a complex and technically sophisticated activity. Too many tools, languages, protocols, expectations and requirements have to be considered together for the creation of web pages and sites.
    1. Audio Description (AD) is usually defined as a way to make TV, films, theater, and other art and media content accessible to blind and low vision audiences. In this standardized approach, AD is often reduced to an add-on that gets created only after artworks are finished. AD and the artwork, in other words, remain distinct. Hosted by the AIM Lab, artistic mentors to the exhibition, Cheryl Green and Thomas Reid, led a 3-part online workshop (September 2021) that challenged this separation. Instead of keeping AD apart from the artwork, they asked: why not consider AD as an art form in and of itself? Beginning from a place that centres the experiences of those who are Blind and recognizes the art in audio description, the workshop invited participants to reflect critically both on visual information and to view it as more than mere access. It encouraged creativity not only through describing an image or object but recognizing how description can generate new art. Participants began with a catalyst piece of art of media piece – audio described it, and then generated a whole new work using the audio description as the foundation. Instead of producing neutral or objective descriptions, participants were invited to experiment with approaches that highlighted the physical body, its situatedness, rich sensory experiences, and storytelling. The resulting series of works engage with AD in innovative and creative ways, exploring sound, text, movement, and their mixtures to build entire worlds. From an audio-logo to a binder that comes to life to sci-fi mediation to a lusty afternoon brewing mead to a video game adventure to artistic critiques of colonial pasts to glittering light that turn windowpanes into jellyfish, the collection of pieces in this online exhibit engages with the creative potentials of access.
    1. Despite its warts, we continue to rely on e-mail with attachments as the standard enabler of these collaborations because it is a universal solvent. Our HR folks, for example, work for a different organizational unit than I do. Implementing a common collaboration system would require effort. Exploiting the e-mail common denominator requires none.
  10. Feb 2022
    1. Principle 2: Consider Adding On‐Screen Text to Narration in Special Situations

      p. 139-141

      Clark and Mayer describe a key exception to the first principle they describe. One of the special situations they describe consists of when a learner must "exert greater cognitive effort to comprehend spoken text rather than printed text" (p. 140). This could be when the verbal material is complex and challenging, such as when learners are learning another language or when terminology is challenging such as might be encountered in scientific, technical, or legal(?) domains (p. 141).

      [P]rinting unfamiliar technical terms on the screen may actually reduce cognitive processing because the learner does not need to grapple with decoding the spoken words.

      However, it may be necessary to ensure that video is slow-paced or learner-controlled under circumstances where both audio narration and on-screen text are provided. Mayer, Lee, and Peebles (2014) found that when video is fast-paced, redundant text can cause cognitive overload, even when learners are non-native speakers.

      Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia Learning in a Second Language: A Cognitive Load Perspective. Applied Cognitive Psychology, 28(5), 653–660. https://doi.org/10.1002/acp.3050

    2. Principle 1: Do Not Add On‐Screen Text to Narrated Graphics

      p. 133-134

      Clark and Mayer advise against providing redundant on-screen text at the same time that graphics (video) and narration are provided. They base their recommendation on both research and theory. And they provide two reasons before getting into the details: 1) learners reading on-screen text might not attend to graphics and 2) learners may try to reconcile on-screen text and audio narration and engage in extraneous processing defined below (p. 459)[emphasis added]:

      Irrelevant mental work during learning that results from ineffective instructional design of the lesson. For example, a graphic appears at the top of a scrolling screen and text explaining the graphic appears at the bottom so that contiguity is violated.

      But what if recognizing words and phrases accurately becomes a key component of comprehending a graphic or a video-recorded presentation? And what if the combination of audio narration and on-screen text can be used to support that that comprehension?

      There are some interesting studies in second language learning that seem to show similar benefits.

      Gass, S., Winke, P., Isbell, D. R., & Ahn, J. (2019). How captions help people learn languages: A working-memory, eye-tracking study. Language Learning & Technology, 23(2), 84–104. https://doi.org/10125/44684

      Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia Learning in a Second Language: A Cognitive Load Perspective. Applied Cognitive Psychology, 28(5), 653–660. https://doi.org/10.1002/acp.3050

      Winke, P., Gass, S., & Sydorenko, T. (2010). The Effects of Captioning Videos Used for Foreign Language Listening Activities. Language Learning & Technology, 14(1), 65–86. http://dx.doi.org/10125/44203

    1. on top stacked laying flat on the left side, next to a potted plant on the right two other books to the right of the plant, spines not visible

      tools for thought rheingold MIT Press logo concept design: the essence of software jackson designing constructionist futures nathan holbert, matthew berland, and yasmin b. kafai, editors MIT Press logo structure and interpretation of computer programs second edition abelson and sussman MIT Press Indroduction to the theory of computation

      top shelf ordinary orientation: books upright, spines facing out tops leaning to the left

      toward a theory of instruction bruner belknap / harvard tools for conviviality ivan illich harper & row the human interface raskin addison wesley the design of everyday things don norman basic books changing minds disessa MIT Press logo mindstorms seymour papert unknown logo understanding computers and cognition winograd and flores addison wesley software abstraction jackson revised edition MIT Press logo living with complexity norman MIT Press logo the art of doing science and engineering—learning to learn richard w. hamming stripe press logo the computer boys take over ensmenger recoding gender abbate MIT Press logo weaving the web tim berners-lee harper dealers of lightning: xerox parc and the dawn of the computer age michael a hiltik harper the dream machine m. mitchell waldrop stripe press logo from counterculture to cyberculture fred turner chicago the innovators walter isaacson simon & schuster paperbacks a people's history of computing in the united states joy lisi rankin harvard the media lab stewart brand penguin logo

      bottom shelf ordinary orientation: books upright, spines facing out tops leaning to the right

      about face: the essentials of interaction design cooper, reimann, cronin, noessel 4th edition wiley the new media reader wardrip, fruin, and montfort, editors designing interactions bill moggridge includes DVD MIT Press logo interactive programming environments barstow, shrobe, sanderwall mcgraw hill visual programming shu software visualization editors: stasko, domingue, brown, price MIT Press logo types and programming languages pierce MIT Press logo smalltalk-80: the interactive programming environment goldberg addison wesley constructing the user... statecharts qa 76.9 .u83 h66 1999 the human use of human beings: cybernetics and society wiener da capo pasteur's quadrant stokes brookings scientific freedom: the elixir of civilization donald w. braben stripe press logo a pattern language alexander, ishikawa, silverstein, jacobson, fiksdahl-king, angel oxford the timeless way of building alexander oxford

    1. And here’s a photo of my computing bookshelf as of November 2020, with some of the books that have influenced me the most:

      Not accessible.

  11. Jan 2022
    1. The internet is for end users: any change made to the web platform has the potential to affect vast numbers of people, and may have a profound impact on any person’s life. [RFC8890]
    1. If you visit the Web site of the Online Computer Library Center and look at its WorldMap, you can see the numbers of books in public and academic systems around the world. Sixty million Britons have a hundred and sixteen million public-library books at their disposal, while more than 1.1 billion Indians have only thirty-six million. Poverty, in other words, is embodied in lack of print as well as in lack of food. The Internet will do much to redress this imbalance, by providing Western books for non-Western readers. What it will do for non-Western books is less clear.
  12. Dec 2021
    1. If you try to export the document in an internet-compatible format like HTML, you get a mess.

      I've noted elsewhere that despite the reputation of WYSIWYG editors' tendencies for handling HTML, modern mainstream Web development practices are so bad today that just typing a bunch of junk into LibreOffice and saving as HTML results in one of the most economical ways to do painless authoring of Web content...

  13. Sep 2021
    1. So do all manner of other peculiarities of form, including notations of editions on the verso (the flip side) of the full title page and the running headers all throughout that rename the book you are already reading.

      I do dislike the running headers of digital copies of books as most annotation tools want to capture those headers in the annotation.

      It would be nice if they were marked up in an Aria-like method so that annotation software would semantically know to ignore them.

    1. making more accessible our bewildering store of knowledge.

      Perhaps a task as daunting as this felt unachievable in 1945 (unless through some form of library systems) however I would argue that nowadays, knowledge is more accessible than ever before and with each passing day, the accessibility only augments from that of the day before. The WWW has created a global and open source store of knowledge that can be read and written by all.

  14. Aug 2021
    1. building software visualization tools as web ap-plications can help in making them available to a larger audi-ence
  15. Jul 2021
    1. Live Caption

      I went to Google Accessibility and played with the Live Caption feature it has. I didn't even know this was a thing. It may be another option for captioning videos. Technology is such a beautiful thing!

  16. Jun 2021
  17. oeidsanders.pressbooks.com oeidsanders.pressbooks.com
    1. Padlet

      By including these learning checks within Pressbooks, I'm overlapping with LMS functions. This would be another decision to work out with SME. The purpose is not to have course activities in 10 different places or to overextend the Pressbooks format, but simply to show the committee some range in my interactivity options.

    2. Some

      Again, a video insert to illustrate content in a new format to engage diverse learning styles. The selection would be worked out with SME.

    3. Tools

      Inserted section title & heading structure

    4. Facebook Messenger, Google Hangouts, and Skype). There are also 3D chat rooms that can be found in VWs (see chapter 3) such as Second Life and Twinity.

      Revised links by linking text with the URLs so they are intelligible to screen readers.

    1. Consider the following infographic

      This would have been selected with SME. I wanted to demonstrate multiple means of representation and use an insert to demonstrate use of Code of Best Practices for Fair Use in OER.

    2. following video

      Video embed to illustrate content & address diverse learning styles. Handy that I found one from the author, but as with all media inserts I've added, these would be chosen with the SME!

    3. Figure 4.1. A computer classroom at Washington State University.

      Inserted images with captions and added alt text

    4. Provide opportunities for learners to be active.

      Applied formal heading structure

    1. take advantage of modeling gain new, comprehensible language input use language creatively work together to understand new experiences and derive meaning from them solve language and content problems gain control of a situation or person learn to use language appropriately transfer information focus on language structure and use

      Created formal bulleted list for easier navigability and accessibility.

    2. STE Standards for Students

      Revised link

    3. TESOL Technology Standards

      Heavy references to standards in this chapter could be represented in a table format in addition to text for UDL reasons.

    1. Explain

      Applied formal structure to lists to enable keyboard/assistive technology readability

    2. Chapter 4: Communication and Collaboration

      Applied heading structure for accessibility & navigability

  18. May 2021
    1. Canvas has an accessibility checker option that provides an evaluation of how well the instructor sets up their site for overall accessibility. It also provides tips on how to improve the site. 

      I was not aware of this feature and I'll definitely be checking it out in the future!

  19. Apr 2021
    1. Email Accessibility

      • Subject lines: Simple, No-nonsense
      • Preheaders (i.e., the snippet that shows up in the inbox view) need to clearly state the purpose of the email
      • Use alt text for images (even for logos, "unimportant" information. Blind and low-vision folks don't want to "miss out" on information. If you've decided it's important enough to include in your email, it's important enough for alt text)
        • Buttons should be large, bold color, obvious, and should have ARIA labels
      • Software like Salesforce, Constant Contact, and Mailchimp allow you to paste HTML code, which allows you to add ARIA roles, alt text, etc
      • Will continue to use A, AA, and AAA to indicate 1st priority, 2nd priority, and 3rd priority
      • 2.2 Guidelines will be more technically prescriptive, but will offer multiple ways to meet guidelines so designers still have control over look and feel of content
      • New AA requirement: All functionality that uses dragging movement can be operated by a single pointer without dragging, unless dragging is essential (might have implications for creating highlights/annotations?)
      • Requirement that users can find help for completing tasks (having a "Contact us" link meets this requirement, so Hypothesis will be covered)
      • Accessible authentication: don't require users to remember an email/password or complete a CAPTCHA. Allow for social login, or provide "Email a login link" option.
    1. CSS-generated content is not included in the DOM. Because of this, it will not be represented in the accessibility tree and certain assistive technology/browser combinations will not announce it. If the content conveys information that is critical to understanding the page's purpose, it is better to include it in the main document.
  20. Mar 2021
    1. Unfortunately, so many of our tutorials (and media in general) only comes in one form. When our teachings are only provided in one media, in one language, in one form, it is inherently inaccessible to some subset of our students.
    1. A Low Bar to Entry, and then What?There is an interesting tension between making something accessible and making it boring. Lowering the barrier of entry is a good thing, but if all you do is low-bar stuff, you end up losing the people again that you managed to attract. There needs to be a path forward beyond the entry level.
    1. Screen readers for the blind can help them fill out a form more easily if the logical sections are broken into fieldsets with one legend for each one. A blind user can hear the legend text and decide, "oh, I can skip this section," just as a sighted user might do by reading it.
  21. Feb 2021
    1. What challenges do your students face in their learning environments, and how does your pedagogy address them?

      My students experience a number of accessibility challenges. These can range from paying for materials, viewing materials in different modalities, accessing the materials at different times etc. My hope is that Open Pedagogy can help lower those barriers to increase educational outcomes.

      I also (esp in the age of COVID) want to use resources that help build community within my classrooms and across the university environment.

  22. Jan 2021
    1. We talked, for example, about how stores and governments were adding new rules and social distancing guidelines, often communicated through purely visual means, like stickers on the floor and printed signs. Mr. Johnston acknowledged that it was a tough new time for businesses, but shared that he faces new types of exclusion as a result.

      this just makes me wonder how society in general will cope with this. Companies nay be more sensitive to all these challenges COVID has pushed in fast forward mode.

      This is not only about designers being in the front seat of the business development plan, is about we as users setting-up these expectations!

    1. The trouble with leaving the verb off is that if a user experiencing low or no vision is browsing with the aid of a screen reader, they may not be able to determine what the noun is for. Screen readers can scrape the current page and create lists by content type (headings, links, buttons, etc.) for easer navigation. Static text that is placed in visual proximity to the download links will not come along for the ride if accessed via this method. While it might seem redundant to show the word “download” over and over again, including it can go a long way to providing context for users navigating without visual aids, or who have zoomed the page’s content to the point where the layout may not communicate the visual relationship.
    2. In cases where there’s multiple download links on a page, the presence of the noun will help users navigating via screen reader. Here’s what it would sound like if you were browsing a page that had eight noun-less download links: Do you know which one of those eight links gets you what you want? No? That’s not great. Similarly, the presence of the download attribute on an <a> element won’t be announced by screen readers, so the verb is equally vital. It’s important to provide context!
    1. Content for alternatives: Having a basic alternative, whether it's alt text, a transcript, audio description, or sign language, makes the content accessible but to be equivalent it needs to capture the essence of the original.
  23. Nov 2020
    1. Make sure the label colour stands out against the button fill. You can check using http://accessible-colors.com/. Always make sure that your colours meet the AAA requirements.
    1. Becca Monteleone, a professor of disability studies at the University of Toledo. Monteleone says, historically, when people have written about individuals with intellectual and development disabilities, they’ve been “writing about rather than for or with.”

      And isn't this how we should be writing about most?

    1. many modes matter in representing academic knowledge.

      multi modal not only matters in representing academic knowledge, but is also a method of ensuring accessibility

  24. Oct 2020
    1. Interaction strategies are a type of accommodation that typically go unnamed and unwritten

      How many times do we use "accommodations" which dance around the relational issues, instead of dealing directly with them?

  25. react-spectrum.adobe.com react-spectrum.adobe.com
    1. Sometimes you might need to use an element other than a native <button>. useButton supports this via the elementType prop. When used with an element other than a native button, useButton automatically applies the necessary ARIA roles and attributes to ensure that the element is exposed to assistive technology as a button.
    1. Workplace Learning: The Roles of Knowledge Accessibility and Management

      Li, J., Brake, G., Champion, A., Fuller, T., Gabel, S., & Hatcher-Busch, L. (2009). Workplace Learning: The Roles of Knowledge Accessibility and Management. Journal of Workplace Learning, 21(4), 347–364.

      https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ842625&site=eds-live&scope=site&custid=uphoenix

      Purpose: The purpose of this paper is to examine how knowledge management systems have been used by the studied organizations to improve knowledge accessibility and knowledge sharing in order to increase workplace learning. Design/methodology/approach: The study relies on a qualitative multisite case study method. Data were obtained from five organizations at a southern state in the USA. Multiple interviews, onsite observation, and documentation analyses were conducted at each studied organization. Data analysis used open coding and thematic analysis. Results were triangulated based on multiple data sources. Findings: The findings revealed that the learning environment of an organization is important for workplace learning. All studied organizations share a need for a conversion of tacit to explicit knowledge in order to facilitate effective informal learning in the workplace. This research concludes that engineering the learning environment through effective knowledge management should be a cohesive effort of the entire organization and demands congruent support from all levels of the organization. Originality/value: The study expands the understanding of issues related to workplace learning through knowledge accessibility in both business and academic settings. To improve workplace learning, one should not just stipulate technology interventions; other factors, such as the organization's design, work design, and the culture/vision of the organization, all play important roles in the creation of a learning organization that will induce informal learning in the workplace.

      6/10

    1. Once you have selected text on the page and used our a keyboard shortcut, your browser’s focus will shift to a text box in the Hypothesis sidebar. Here you’ll be able to type a note to accompany your text selection.

      Testing out making annotations in the browser with Hypothes.is by only using my keyboard.

      • F7 to turn on Carrot browsing extension
      • Ctrl+Shift+H to turn on Hypothesis
      • Use Ctrl and arrow keys to move about the page
      • Shift + arrow keys to highlight section
      • Alternately Shift+Ctrl+ arrow keys to go by word
      • Tap a or h to open up an annotation or highlight respectively
      • For annotations, type the note, tab to add tags, and then post.
  26. Sep 2020
    1. The fully styleable primitives that the web offers (e.g. <div>) are quite powerful, but they lack semantic meaning. This means that accessibility is often missing because assistive technology cannot make sense of the div soup that we use to implement our components.
  27. Aug 2020
    1. Accessibility without inclusion is not real accessibility.
    2. If you work in government, food supply, healthcare, or utilities, there is no excuse for not providing offline options. In doing so you are excluding some of the most marginalized people. The internet is amazing, but it is not the only way to share information.
    3. Digital exclusion is when someone is unable or unwilling to access information and services online.
    1. Vogels, C. B. F., Brackney, D., Wang, J., Kalinich, C. C., Ott, I., Kudo, E., Lu, P., Venkataraman, A., Tokuyama, M., Moore, A. J., Muenker, M. C., Casanovas-Massana, A., Fournier, J., Bermejo, S., Campbell, M., Datta, R., Nelson, A., Team, Y. I. R., Cruz, C. D., … Grubaugh, N. (2020). SalivaDirect: Simple and sensitive molecular diagnostic test for SARS-CoV-2 surveillance. MedRxiv, 2020.08.03.20167791. https://doi.org/10.1101/2020.08.03.20167791

  28. Jul 2020
  29. Jun 2020
  30. May 2020
    1. Also, with more design styles and choices, many websites opt to not use an underlining style for an embedded link in text, nor will they use a traditional blue color to indicate an embedded link.

      Fortunately Google's ranking algorithm penalizes against this in addition to requirements for better online accessibility that help to encourage against these sorts of dark patterns of web design. Users still need to be aware that they exist however.

  31. Apr 2020
  32. www.troyhunt.com