 Because of COVID-19, we've just seen the explosion of interest of it around the world, some very large scale deployments, and it just makes us very happy to see our product helping teachers engage remote students in a high quality online learning experience. Have a good mood. Welcome to Moodle Moot users to Moodle Moot 2020 online. We have Gavin and Karen from Brickfield Education Labs ready to present to us in regards to moving lecturers and educators towards more blended provisions of their courses, bearing in mind not being specialists in their web or accessibility experts. So thanks for joining us and over to you. Hi there. So I'm Gavin Hennrich from Brickfield Education Labs. A lot of you probably know me from various Moodle Moots in the past. I'm Karen Hollins and I'm working with Gavin in Brickfield as well. And she's also my wife. But hey, only took 30 years. So today we're going to be talking about accessibility for teachers. And one of the key things we're going to be using is an aspect of accessibility, which is providing subtitles. So I see six have already joined. We're going to wait one or two minutes while people are accessing PowerPoint live. So what this is, we're using PowerPoint to actually present our presentation. And on this screen, it's actually going to be showing our slides and then a full transcripts beside it in English. And then you can also choose to go into other languages. You know, it's better than nothing. It's not as good as a real time captioner, but certainly with automatic subtitles. I feel that the PowerPoint live is a pretty good solution out there at the moment. So 14 at the moment. Let's just see is there anyone else. And, okay, so let's kick this off then and that URL will be at the top of any of our slides as we're going through the presentation. Okay, so I'm not going to move that away. Right. So accessibility for teachers, you know, accessibility is an interesting, interesting topic. We all use accessibility features probably without thinking about them. You might use an elevator, which is originally an accessibility feature. You might use subtitles on a video. Probably you're in a very boring meeting and watching that really cool cat or goat video, which has subtitles on it. So these are the kinds of things that you might already be using. You also might be tabbing through an Excel document or a forum on the web page. And that's another accessibility feature. So what are you using these things about knowing accessibility as it stands isn't just for people with a disability. It's for everybody. It's about improving education in this context, education outcomes for everybody. So, accessibility, usability and inclusion three powerful words and they're really intertwined in in how we go about delivering teaching and learning. Creating a web that works for everyone, not just for people without a disability and not just about for people with a disability. You may have read recently and I think it's about six months ago now or Tim Berners-Lee, the founder of the web, was one of the people behind this new contract for the web. And if you haven't heard about it, I really suggest you go and look at the website, read through these principles. But the fourth principle was key is about Internet affordability and accessible to everyone, no matter what culture, race, skill, disability and ability and otherwise. So it's a really important principle and it's something which we absolutely should be including in our teaching and learning. What does accessibility mean? Well, it means a lot of things to different people. But it means availability. So things are available to everybody, inclusion that nobody is excluded. Usability. So it's something that everybody is able to just use it easily. It's following standards that are internationally agreed guidelines as they call them on the different things that should be happening in web content. So it's web content, accessibility guidelines, WCAG for those who don't know. And then predictability. Accessibility is more than just technical. It's also about predictable. How many times do you go into a moodle site where every course is laid out completely differently? And this is just confusing everybody sometimes. Where is your slides from week one in each of your modules to be named and positioned totally differently in each different course? That's also about reducing the negative impact of disabilities on access. And that's where what we're talking about now is going to come into play. So before we go any further, I just want you to take a moment and reflect. And this is a workshop. So there'll be four occasions in this that we get you to do something or think something. I'd like to think about how accessibility impacts your teaching practice, your development practice, your administration practice, whether you have a disability, you're permanent or temporary. So have you got that broken arm so you don't have two hands now? So using a keyboard on a mouse might be more difficult or are you carrying your kid? And therefore you're looking after that and you don't have to or have you got a permanent disability? There's so many different options and there's different types of disability. But how does accessibility fit into your practice? I'd just like you to write that down yourself now just as a note. The one thing to think about that as we go through this workshop. So online web content is what we often build in Moodle. We're building using the text editor and we're building HTML for those who know what it technically is, adding in media and other bits and pieces. So what's the important aspects of this that you're going to have to take into account? So the Ato editor has a number of different features available to try and make it better. And as was mentioned earlier in Sanders 3-9 session, we submitted back some of the improvements that we have in our version of Ato back into Moodle Core, which we're very delighted to do. It has an accessibility checker, which checks seven very common issues. It has a screen reader checker and has prompts when adding media. Like now when you add an image, instead of before we're saying description not necessary as a tick box, it's asking you more, is this image decorative? So and that's key. It's about thinking about what you're doing. And then you have prompts when you're adding tables. And then also feature rich equation editors using math jacks. And then these are key things. So the editor is really important. It's really important in because it is your gateway to creating content. But it's not the only important thing. All of the other things you can think about yourself. So we have, when you're thinking about text, what you need to consider is that you have enough color contrast, especially when the text is smaller in font, that you avoid using color to assign meaning to a message or some information that you also include better that you have consistent naming for. This is the predictability of a user's experience through the through the text as well. That you're sure to use the lists that these are a great help to people that have to use assistive technology because they help to frame and group information and that you use the right HTML tags. So for instance that you're using strong instead of bold and that you're using emphasis instead of italic for these. The difference in using these tags means that screen readers and other assistive technologies can give a better meaning to the text to give them to the user. Yeah, and that's key. It is about the semantic understanding because you might bold it. That's a visual thing. But if you want to put the stronger emphasis on the actual word, that's where strong comes in. And so there are two of the fixes that we also provided back into Ato, because up to 3.8 it was still using bold and I, but they were the standard from the browser. So with links and we'll show you later some funky stuff with links. And it's really important to have a descriptive link. How many times do you find click here or seeing a URL as www.bbc.com or whatever it might be as the actual text for the link. And I've given you a hint there about one of the reasons why having a URL there is bad. Because if you're a screen reader, and for example, if you were to be reading the URL at the top of this presentation there, it would be if you had HTTP in front of me. So the link. HTTP colon forward slash forward slash ppt dot ms forward slash seven e you seven y e ut. So if you were really long you're on the other way sometimes moodle URLs aren't really long. Yeah, you don't want that being read out. So you want to talk the text should be the target about where it's going to, not the fact that the URL. Another aspect is about new windows so we've all in the past and probably been using a new window for any one, any link that's going outside of your moodle site. And why that might seem logical to some. I must admit at one stage it seemed logical to me and I was wrong. And the main thing here is without telling somebody. So on things like WordPress and Drupal often you have a little icon showing that it's opening a new window, and they add into the hidden HTML there to say that it's a new window. But within moodle, there's no such thing although we've added that in our system. And it is something about handling and not confusing people. So on a mobile phone, if you can open a new window, it doesn't handle tabs as well as the desktop browser does. Now a screen reader is the same they can't go back if they've been opened into a new window they can click back. So you need to tell them that they're opening a new window. Or as we do give people an option for they want to open a new window or not. So these are really important things to consider and this isn't about the editor. It's about the editor. It's not about the actual editor. It's about the human editor. And then you have situations where you need to use your headings correctly. So, so often you might have a long, a long section of text. But if you don't have headings, you're you're creating a problem for people to understand the just the summary the overview of that content and where the where the subsections might be. So it's actually, it actually benefits everybody to have proper headings in place, but especially for people using assistive technology, it gives them the headings in advance, so that they don't have to be screening all of the content to understand where the different aspects of the content are. So it gives you structure, it gives you context, and also you have to bear in mind that you want to follow the hierarchy of the headings in order. Moodle for instance will always give you the page title that will be heading one, and then the sub title will be heading to so when you get to the editor content that you're creating yourself. It starts at head or three and the auto editor gives you large medium and small headings to keep that order correctly. And that's really, really key. You know, otherwise you can confuse people using that technology, and people often say but the style of them isn't great, you know, and yeah, maybe it's not. So you can fix that with CSS in your theme. So you don't have to try and make a particular heading really big and bright pink or green or yellow, whatever one you want. You actually have to think about that in your theme design. And so clients that we worked with years ago actually really spent a lot of time to make sure their headings were good and accessible. It is cool. And to have them look nice, but they also have to be correctly usable by everybody. So images. Oh, what's a great presentation there recently about images and about how you go about thinking about what your alt text should be for really complicated images. Let's keep it simple at the moment. So one, an image if it isn't decorative. So it's not like cute little star or an arrow or something that has no meaning or context on the page. And it doesn't need enough description it should be empty, because it is decorative only. But if it does have meaning if it's part of the content, if it is a photograph of something that you want to refer to in your text, give it a description. One of the other changes we did was make the description and the alt text space when you're adding an image, instead of one text box of the text area, you can add up to 125 characters. It's important because it also indicates to you that you're supposed to make something. Yes, it's supposed to be succinct, but it's supposed to be sufficiently detailed. And it is important that if you've got lots of text on images and people often do, like in banners and that kind of thing, repeat it in the alt text. And complex images might need really complicated descriptions and you might have to do that in an actual description for the image beyond the alt text. And this is a color often people have lovely green and red for good and bad or whatever it might be. And this is these are things that aren't great. And if people are colorblind and don't forget one in 10 men are colorblind one in 20 women. And so one in 10 men, if this conference has 1500 people which I saw the Diego tweet about earlier, that's 150 people watching this conference are colorblind. And then pixelation you want to have decent quality images so that they're easy to read for everyone and they aren't straining people's eyes it was interesting watching some presentations or last few weeks and the quality of the image is often very hard to read. If you have text on it so and I'm able to read normally. I don't have, except I now need reading glasses but at a distance on to a screen it was fine. And also no flashing, you don't want to be causing people stress and there are certain people who have challenges that require them not to be looking at flashing screens. So whether it be medical or in your diversity or whatever it might be. So you need to consider all people when you're creating content. You need to consider multimedia, which is a, you know, a very popular choice when you're adding content. You, you need to make sure that you're using an accessible media player. So moodle already has a very, very good accessible media player built in. It has customizations, you can have the controls on it you can. It will play in different devices. So it's mobile friendly as well. And then so when you're adding your multimedia, you need to ensure that you're adding the right information, such as closed captions or subtitles. So that somebody who's going to access this multimedia is able to use it to the greatest extent that they can. So if they, so if they're deaf, that they're able to use the closed captions, or if they're, you know, so there's lots of different scenarios where people might be using closed captions. For instance, if the video isn't in their first language, if it's in English and they're, you know, and English is not their first language that they can follow along, making sure that they're understanding the information correctly. And then that you can add things like text transcripts. So if somebody is having to watch the video in a noisy environment, such as on a factory floor or in public transport, when they're traveling, that they're able to access in an alternative format that is easier for their scenario. Yeah, I think this is really key. And that's why we're using it here. And I noticed that one of the people in the room has joined in Catalan. I'm not sure what the quality is like there and David, but I hope it's okay. It certainly helps for everybody. And I know this is an international conference. So hopefully the captions or transcript is helping. I want to do the things I like about that transcript engine as it tells you when we change it has changed slide. So, so tables. Now it's really important. Just stop using, I mean, stop, please stop using tables for layout. Don't it's, I know, I know you want to, you want to make your page look amazing. Learn divs, learn how to use containers and stuff if you want to do that. If you don't just set the web page be the web page. There's nothing wrong with text. There's nothing wrong with long pages, you know, Twitter is infinitely long. Oh, as are other web pages for one for a better word. So it should be tabular data only. And you should make sure as a caption, use headings, you know, again, people like, I want it to be styles the way I want to. Styling is a theme issue. Okay, it's not a teacher issue. It shouldn't be a teacher issue. We're not, we're not web designers. We're teachers. We're trainers. And then no merge cells. Now some people call this a myth. It isn't really that it's a myth. It's that sometimes you can use merge cells well. Okay. But most people don't, in my experience. In fact, I've only once seen merge cells being used in the correct way, which works sensibly with a screen reader. So avoid them. Okay. And the same with nested tables. This is just something which just makes it more difficult for people for everybody to be able to understand what you're doing. Okay. And with screen readers, it does make it much more difficult. So please, this is just about improving content for everyone. And if you go, Oh, wow, you know, my table is really complicated. I want to do really cool things make two or three tables. What's wrong with that. You know, and it doesn't have to be one table necessarily, it could be multiple. So think for everybody. And in actual fact, the actual editor already and tries to prevent you doing this, because it's the more accessible way of creating content. So it's trying to avoid you making these mistakes to begin with. So it doesn't allow you to nest a table within a table, because tables should be singular for one purpose really succinct. And, and, yeah, and create multiple ones if you need to. Yeah, but if you're using another editor, please, all those options that are going to have to be used. So for the equations, which can be very, very problematic if somebody just creates an image of an equation, this is like the shortcut way of putting your your content there. The problem with an image is, even if you try to put an alt description of an equation in the equation itself can be so complex that you you literally run out of space to describe it. Whereas if you use an accessible equation display such as the actual equations, or which uses math Jx, and it has lots of features. It's accurate precise, fully accessible, because what it does is it creates a readable string of the equation exactly the way the person would expect it to be read out to them by a person, for instance. And so then you have other, you have other make sure that you just use one that's based on something like math Jx, and also we're as users math, math type is the other fully accessible. Yes, way of dealing with equations, because if you have an equation it's obviously completely relevant to the understanding and the content that somebody needs to draw from it. It really should be accessible. Yeah, and whereas which I understand or or virus sorry, or one of the sponsors of the conference so I ran on on the team. They do a brilliant job. They do a brilliant job. And one of the things I love about their system is the handwriting interpretation. Admittedly, it doesn't work for me, but I could barely read by handwriting. So, the fact that their tool that it had, it could even be read by writing so, but it's an awesome system but Moodle has that strong base level functionality there that you should consider. So now you're going to be doing another and then something else, but you're not going to be thinking and reflecting this time. I want you to go to your own Moodle site and for the next few minutes and we're going to keep quiet for three or four minutes here while you go and do this. Just look at your Moodle site. We want you to open up one or two pages books labels and just look at your content and reflect on what we have been sharing so far. The text steps, the image steps, the links. Do you have links in there that have click here download here go there, which are meaningless unless you read everything around them. Do you have links there which show the URL and really should be the website name. The images there without out descriptions. I remember we analyzed some courses for an organization there last year and all of the images had text description not necessary. In fact, was every one of them was part of the content. So some people because they didn't understand what that meant. And that's why we changed it in 39 we contributed in the change to change it to being that this image is decorative only. So people more understanding about using sort of psychology and nudging. For instance, some of them were on a course main page that they had a block on the side with the with the the profiles of the of the different teachers that were actually teaching the course. And so, so all of some of these had been had been taken. They had all been ticked off, you know, no description necessary because it was it wasn't in their mindset. Well, it's, you know, it's so self evidence what what these are, but without the out description. It would be meaningless for somebody who can't see that the image so it has to be image of the name of, you know, the the professor, the, you know, to just add make it more accessible. Okay, so what I'd like to do spend the next two to three minutes. Okay. And we're going to keep quiet. I'm going to mute the microphone so that we know more transcript happening. And I'd like you to find a few things and make a note of improvements that you're going to make to your content for the editor over over the next week, hopefully, maybe even today. I should have had some nice elevator music here. So I, I'm sorry, I could sing, but they probably disconnect me. So welcome back. And just let's check and see what people have been doing with regard to the, and with the forums questions of anyone being comfortable with anything. We do have some interesting comments no direct questions. So if you'd like we can address a couple of minutes ago or towards the end. Let's do some that while we're doing this. Okay. Yeah, great. So we had a lovely little piece of feedback in regards to accessibility and how sometimes it can be something as situational as it being difficult to use a keyboard and amounts with a cat on your lap. So just want to make everyone chuckle. Yes, it can always relate to a good cat video. A lot of people mentioning that they appreciate you going beyond the detail of the usual get your fonts colors and images right. And a couple of people also asking if you're able to share this presentation beyond the mood as well. Well, we will be and yeah, we're, we're going to be sharing all that. That's not a problem. We just want to, this is a workshop and I would suggest you take this and do it as a workshop with your teachers. It's really important to be able to practice. And that's why we're trying to give space here. I know it might be a little bit weird if you're watching on YouTube and having to go off and do it yourself. We were watching Sanders three nine presentation earlier on our TV. Not everyone goes to a conference in your sitting room. So any, any other things I'm just noticing there. So here we go. Yes, and you emphasize the importance of getting tables right. Can you please explain for those who may not know how screen readers read tables. Okay, well it's probably better. I'll address that afterwards but it's just the fact that they without headings people can navigate by column or by role. And that's one of the key things you really do want to make sure you use headings for that. And then if you end up with things like merge cells, people can lose it can lose where they are within it. So, but it's some really good demonstrations online on some of the screen readers and rather than taking through all of the nice things I think it'd be better. I'll share a link later about that. But in essence when you get to a cell, you have to understand the relevance of its information in relation to the column it's in and the row it's in. So that's why the headers give it the, the navigation points that you're that you're in. So like if you had a sales going across the top to different years, and the different products on the left, seven then is apples in 2019. Although if you only sold seven apples in 2019, you might not be in business anyway, let's move along then and we'll come back to more to questions after. So, thank you for that so now we're going to have some real fun. So, we all pretend this is not the case, but loads of LMS is a noodle sites like the same have lots of documents in there. And often they're PDF exports from word and PowerPoint. And that's just the way it is. But one of the things I would say is stop using PDFs PDFs should be the file type of least of least usage. In my opinion one, it's a little bit harder to use, or to create really accessible PDFs, but we're documents and PowerPoint can be really accessible. So, if you look at Apple, Google, and Microsoft with regard to office documents, now they all have some really strong accessibility aspects but I got to say over the last year, as you're seeing the PowerPoint live, Microsoft are years ahead, truly years ahead. And I'm not being paid to say that, although Microsoft if you want to send me some money go for it. So, my accessibility inside of often was going to take you through a few slides and we're going to turn off the video just for a few minutes and while we're doing this. Okay. So, Microsoft sort of views things in this way that you have these different challenges that people will have sort of like disabilities, whether vision, where people need a larger screen or hearing. Those who are harder of hearing are as well of our colleagues, who is tinnitus and turns on subtitles, because they don't want that suddenly loud bang to cause them a problem. Neurodiversity, obviously, that's another really important area that we're all becoming more aware of over time. People who have learning disabilities, mobility challenges, including a cat, and then mental health. So all of these are areas which you need to consider and make sure that that's why it is about for everybody. And if you start looking at office, and there is a lot of support there and within the operating system, one of the comments in the forum mentioned that I have a different picture which I haven't shown in here but I might use at the end of the lucky layers of accessibility when you're using an MMS, starting with the actual device that they're using. And so like with then the operating system and then the actual what are using a browser or an app and so on. And so Microsoft provides accessibility supports at all of these layers, whether it's a screen reader, whether it's the learning tools, whether it's the accessibility checker which I'll show you in a moment. And then whether it's training and there's loads of really good videos and stuff around that. And then one of the key things also templates, people go, hey, where do I start? You start here, literally. So this is every time I look at this slide, I think I've come out of presenting, but I haven't. So over here on the right hand side, you'll see accessibility. And on the top, top left, you'll see where I'm doing a review. It's spelling. And the next one that's there is check accessibility in the latest versions of Microsoft and including 365, which I'm using here. And they have an accessibility checker that is comprehensive. So over here on the right early on when I transferred my presentation out of Google into Microsoft, it has various images at the top part here by inspection results. And there's also some slides which had just an image which didn't have a title. So people would be able to navigate them as well. So you can add it as in this case here, accessibility inside office. It's a hidden heading, but it's still a heading and registered as a heading on the page. So someone navigating the screen reader will still be able to know that's the heading for this image. And it's nice to see like that that you would not be aware of. And then down here to some warning about reading order that when they're tabbing through and navigating through content on a particular slide that it's done well. And then here over you can see that in this example, I have that header selected and it's like slide title 17 and that drop down which I wasn't able to screenshot easily is showing that actually I can either add a hidden heading, add a hidden heading, or just use this heading, and I just text as a heading for the slide. I think that's really key. It supports you. It really does help you get through this. And here's another piece and that's that layer cake I was talking about. We were doing this from a webinar a month ago, and it's saying that this image is missing all text. So over here, a layer cake of accessibility layers. And that's the those layers I talked about device browser application frameworks like the Moodle architecture and the theme and the site configuration how to do the categories and that sort of stuff how to do course navigation. And some people use some really just a interesting course formats, which people well though what was I don't like. And then you have the teacher content and student content, which is why the editor being better is so important. But one of the other things that you've got these you've got what's called an immersive reader, which is absolutely awesome for people who want to be able to focus. It's like going into reader mode on on your iOS device, where it just reduces cluster activity. So here, it also can change the page color. You can do a line focus like this show one line at a time. It can improve the spacing. It can, as it has here, complimenting it's broken it out into syllables and it can also read aloud to you. So it has tools built into their systems, which if you choose to share a PDF rather than word document you are denying them access to some of these tools. And who would deliberately do that. It is so that's what this is about this about an informed session to get you to think and understand what's available to you as a creator and also as a consumer. And there are those options along the top there that you can see the immersive reader really good love it. But also what if you absolutely have to save it as a PDF because you wanted print quality. That's wonderful. Then make sure you click and have the correct options set within word that you can come in here and you can have document structure tags for accessibility set or PDF a come up, whichever you're looking for okay you and also create bookmarks, you can choose to create bookmarks from the heading, which gives them a better way of navigating the PDF. And they are so important to do, and people don't do them they just often print as PDF, and then it's unusable. It's basically an image. So sorry for being very emotive here, but you can't see me but I'm throwing my hands around in the air. But you really got to understand that you are there isn't about protecting your comments about letting them use your content, letting them consume it. Sorry. So there's also that training stuff there great you go. How do I create a proper PowerPoint that's accessible. Five lessons there for you and seven lessons for creating accessible word documents, three for doing emails. You'd be surprised or not at how many people do inaccessible emails and it's just like sometimes you get an image dumped in there that's so big you can't read anything. This is back to you again. Okay. And what we'd like you to do is, if you use word. Most people do have word installed I know some use Google sites and pages and so on. But whatever it is, whether it's word or PowerPoint, go in and have a look and find their accessibility and tools on your desktop, go in and see do you have that latest version. Why don't you have the latest version. If your school or university or organization is hasn't upgraded word. It's not just a technical thing. It's not an accessibility thing. It's a legal thing. It's a moral thing. So if you're not using the latest tech like with moodle, if you're not using them using the latest tech, you're not giving the best experience to either your staff or your learners. I want to keep quiet or again for a few minutes and then we'll come back to you so here we go. Sorry, someone just asked there where do you have to answer. So you can be using the forum and in the forum discussion and in the education room, which is if you want to add your, your thoughts in there around this please do. And or you can just tweet with the hashtag and are just messages afterwards or if you're in in the BBB room, you can sort of answer there. But the main thing is to answer to yourself. If you're not using the latest version, you need to talk to your IT department needs to talk to the inclusion officers. These are things which are causing problems that you're unaware of. And yes, don't worry a few people keep asking will be shared the accessibility. Absolutely. No, sir, share the accessibility presentation. There you go. Hey, I need a large drink. Preferably a coffee but the vodka would suffice. So yes, we'll be sharing the slide somewhere. Okay, just looking at some of these questions again. If you, Kate, if you want to select some that we comments perhaps. Yes, we have a couple from Sue asking to explain again how tabs and windows are interpreted. I'm not sure if that makes sense in that context. Okay, it's just that if you open a new. So I'm assuming it's right new windows if you if you have multiple windows on your mobile phone navigating between them isn't great. And we're all we all know that like we might be going through a website click on the link and suddenly we've navigated off so we have to go to our tab manager piece, and then go back to the one that we were in. And so it's confusing for everybody. It's definitely going to be confusing for technology and the technology they can't they can click back. If there's no back and new windows have no back to the previous window. So it's about telling people. So for example, in our platform, we actually give people a choice of whether they want to open a new window or not with with a link. And that's followed up with a question. Would you recommend maybe a lot slash password protected word doc rather than a PDF. Well, once they open it once you give them the password they can still read it anyway. And if people are thinking about well I'm putting it as a PDF to protect it. Worst case scenario, they can print it and use OCR to get the text out of it. Do you really want to make your students work that hard to actually use your content the way they want to use it. So I would suggest that these are and these are issues from the past from a misunderstanding of how we want to use content. And we enforce greater restrictions online in digital media and people do when they were reading a paper book. And that's I find it surprising. I find it shocking and it's terrible but it happens and I understand why but we really have to let go. You have to let go. Additionally, do you know anything about accessibility of Libre Office documents. I hope I pronounced that right. Yeah Libre Office and you know I can also say that we haven't gone near it. Compare it now with MS Office Libre pages and and and Google was talked about Google in a moment and I imagine I imagine it's less Microsoft have invested hugely in accessibility hugely mainly because of the laws all around the world and we've got this EU directive coming up later in the year. So one last one and then we'll move on. Okay. Let me see. I mentioned heading hierarchy and noodle. Are you able to expand a little bit on that for example, what level what heading level section headings block headings etc from Leslie. Well, and all you if you aren't sure what they are you can use your browser inspect. And it will then tell you which they are. But in general, if you're looking at a page of content in in a moodle course, the moodle course name is heading one. The page name is heading to which is why I will start you off at heading three with large medium and small for three, four and five. So it's just about not manually going in overriding that protection. Okay. So it's about not thinking that you know about it in the browser. And some people do. I mean, I've come across some, some people who literally just ignore it and do it the wrong way because that's the way they want to do it. And that's just that's just not an accessible and sustainable way of creating content. Anyway, let's continue. So G Suite Google. I haven't got any of the type of stuff that Microsoft have really, but they do have some information in there about how people can use Google Docs and all the accessibility supports they do. So explaining that screen readers and so on and they also then have information and some tips to make your presentation more accessible. So in those accessibility check in the same way, although I do believe that the lovely Canadian company that had the commercial service around that for Google and for G Suite. And then you also have accessibility settings. So for screen reader or high contrast colors and as Karen was mentioning. But you also then within this you've got the ability to turn on screen reader support within a PowerPoint or within a Google side document and screen magnification, which is important as well. Okay. So, so there's, there are those sort of things. So we're just going to do a very quick demo of some stuff that we've been doing recently. But before we do that, let's, has anyone got any sort of other questions or does anyone want to share needs people who are in the session perhaps and big blue button and want to share their thoughts around the challenges for accessibility. No pop up. So, so it's actually, I'm just going to grab this one question. Someone asked the question about if opening windows as a problem does the same apply to pop ups. But pop ups generally, and if when they're done correctly announced to the screen reader that they, they are a pop up and so they, they, they are still understanding what's going on. And so pop ups aren't always an issue, but sometimes they are. And I've seen pop ups that are done badly that are hard to use for everyone. Okay. Any, no, no other questions we can see as of yet. But we'll try and bring some through as they do come in. What about anybody in the room. Do any of you want to share audio wise. Yes. So, David Pinyals mentioned uses bootstrap and classes, navigation tabs, accordion and so on. My understanding that a lot of those are fine, David. And it's very easy to test. But car cells can be done badly as well. It's all about whether they announced they're using the correct area and informational aspects there. And seeing that here. Some people still commenting on the use of PowerPoint live and the subtitles that it makes it easier to understand me. Yeah, I'm sorry if my accent is bad by the way. I try other people say I'm trying. But unfortunately, you can't really translate jokes well. Is there anybody else adding anything there? Yes, Terry's asked what tools do you use to check the accessibility of your content in situ tools like wave. Okay, well, I'm about to show you what we do. Someone said, are tiles course formats is that difficult? Well, I must admit, I would never recommend using a visual navigation in a course, which is what tiles is. I would never recommend it. Oh, stop. Sorry, whoever built tiles. It's visually really pretty. But I would never recommend that, you know, I see the course page and I remember Michelle Moore talking about this years ago. It's the equivalent of the index in the book. It's a it's a launch page to all of the different activities. And so the way I always look at it is that when you think about your phone like Android and Apple and so on, these smartphones that use icons to navigate into something. So having the nice dashboard which has some images to navigate there is great. However, the dashboard still has a list view. Because there are people who prefer that way. But within a course, it should be more of a list view. It's an index and might not look as pretty as you want it but you know what, if it's more usable, it's not the only important thing. Really. Okay, and let me just start off here then before anybody else. Okay, so. I'm going to start off with. And, yeah. So here we have a site that's set up and I'll just do that make it a bit easier. And so brick bill education labs we've built an accessibility toolkit for middle. So it does exactly what somebody asked. And in this case we're looking at a course here a teacher can see that they have some errors with images and they out links text. So, well, what about images are links. What should I be doing and if they don't know and, you know, not every teacher is going to have their LMS training or middle training. And it's only what we won't have had their accessibility training either. But if they want to click on that link and it will then download. Like this, which gives them some tips on all of the various bits and pieces. So this is about using a concept called performance support, providing work aids to people so that they can understand what's going on. Okay, and let's go back into here. But also we then have this which will help them highlight and see where they're doing things that are wrong. And this just gives them a sort of an overview on where things are. I'm not doing this and admin as a moment so you're I'm going to have an admin view of this. We've also got a set of tools. So we can go in and have a look at that the activities in that course and again, this is what people need to understand and there are a few competing products is out there and ally and you would be two of them. And people be aware of, we're going to be announcing exactly this publicly what we're doing this week so. So here are two pages have passed and six have failed and pages of lots of HTML content so price surprise surprise. There's more problems in pages. And, but we've also got error totals where we can see here actually of all of the errors, eight of the errors are on pages course and that's the summary or the section summaries and just problems there labels and then books. So they're, they're clearly issues as well. And, but we can also then we group all of our checks into image layout link media table and text, because there's a lot of technical stuff on that and you'll need to know that. None of not not immediately but you can see here that seven of the error so more than half are related to links. Now, I've done that deliberately. So, and you'll see in a moment, we also provide a category breakdown. So if you're a college, you can see your school of botany or your school of culture, otherwise known as a student union usually. And then some random categories, and it gives you a breakdown of how many problems you have or also the percentage, or you could have a complete course breakdown. And so one of the things that I was showing was the principal. So we've a view here and imagine that this is being a transcript for your course basically. So we then have that they can download a PDF, which is if they want to print it. And which will give them basically their typical errors the top errors that they're making activity pass rates for all of their different activities in their courses. So just understand where their pain points are because if you're not informed, if you don't find where your issues are you can help focus your fixing, can you. So that's what's really important from this. But if we go back and have a look actually after fixing. So yes, it's good to have a list of all the errors, and you can see here someone's using target underscore blank which is opening a new window. It's not opening a new window without warning. That's very bold, but we provide a link directly for them to fix it, but speaking about bold. And in this case, we have no issues with bold in this course, I'll come we can, and we have no issues with italics, but we did see that there was issues with links. So some goals often has in the background created a database of page names with the URL so where before it was bbc.com linking to bbc.com. It can now be directly updated within your course and you can do the site wide for all the various things so the links now are actually talking about the destination. And this is really key to be able to understand the whole approach to how you're going about managing things. And all of this is sort of managed within accessibility or we put accessibility in between teaching and technology, which is sort of where we think it sits in the world. But if we go in here now you can see bold and we've got lots of just OER courses that we imported here. And it's going hey well we're going to change screencast to screencast with strong or in the case of italics the same thing I over to M and so. So these are the kind of things which are really important and this is our find and fix. And the other aspect of what we're doing and again just as literally somebody asked so I thought that was fun. Let's let's go back out to our digital literacy. So I'm going to show you something down here. See this text here. One of the most favorite tools you've got in mobile is one of the favorite filters is one that automatically turns links or URL into a link. Okay, so it didn't turn anything on. Let's try that again. There we go. I'm really glad that the button is back and we're showing in three five because we support three five forwards in what we're doing. So here it's just the actual URLs are just put in here. So the filter is changing them. And if you want to go back. Let's see. I just submit come back to the course. You can see here that using our engine in the background because we are we have a harvesting database of names. It's now showing the name rather than the URL as the link automatically. And also automatically turning a link into an embedded image with no else text is bad. So we've actually removed that because that's a bad practice. So there's things like that which are really handy, which aren't good. So we're looking at ways of fixing those kinds of things. And for that's, but that's just one of them. And we also have that when you add a link in. So, and obviously up here, these are some of those link texts. And I'll just come out of this again. There's various other bits and pieces that we have done in the same area, but I'm not going to go through the money on this show some related to that sort of content that we're talking about. So, any, any other questions come up since. Yeah, we have one question from Sue. What way do you recommend including a link for an external video to open. For example, a pop up if not another window or tab. If you're thinking to an external video either embedded in your page or just let let it open in a new page. What's wrong with that if they don't, if they want to come back, they'll come back. I believe that is the only one for now. What I'll perhaps do is just advise watches and listeners that again if you could head to the forums if you have any other questions and no doubt Gavin and Karen will be able to answer those in due course. That's, that's Gavin or Karen. And hold on a sec just that's back in there. And I was just saying there's one question there by the way, is it the same for collapse them collapsed course format. So, and as Martin told me a few years ago, you know collapsing topics, there is a collapsed format. It has to be done correctly. Okay, there can be accessibility issues. So, you need to test it. And the one thing you have to do is test what you've got. Test your teams test your the language you're using the structure of your courses your and and all the contents. There's a lot to do in there. And that's why we're sort of trying to focus on teachers it's really about and making sure what you do is as best as you can and then encouraging your institution to fix the systems. Yeah, and just just raising the awareness and and just making a just just showing how things can become obstacles if they're not being like for instance with the collapse topics if they're not being handled the right way. It's just just about raising awareness. But I haven't tested collapse topics or tiles from an accessibility point of view. I think the concept of collapsing topics which is why I know the middle workplace has it as well for its middle workplace team. And all of these things just need to be tested for accessibility and then let the developer know if there's an issue and I'm sure they'll fix it. So, just personally, I think that courses shouldn't have a visual navigation to everything I think it, it removes the aspects that people would like to be able to read through and scan through a page. I just like to say thank you very much to everyone for the questions and your comments and it's been a really, really engaging and it's been really, really good presentation. Yeah, it's been great to get the feedback from people and stay safe and these challenging times everybody. Yeah, it's been some fantastically enthusiastic discussion in the forums and we look forward to the share of the presentation. So, on behalf of everyone who can see accessibility as being such a huge evolving challenge we appreciate the time you've taken to take us through some of your recommendations. And yeah, next up we have a networking break so I'd encourage everyone to join us in the networking cafe. Thank you so much Gavin and Karen. Thank you. Copy time. Yeah, coffee.