 We are now about to hear about the set-by-fine and opening courses of materials. And we have Eileen Dorn, Alexander, Ida, the President. It works, all of them work. It's a lovely thing. People can make their own choices. The slides are there. The slide is at a short link. We have a z.umn.edu at the University of Minnesota. And so that's there, followed by the slash and alt-c23 slides. And there's another way to get to that. I just want to, before we do that, Ann Marie's keynote made me think about the fractal. And I'm definitely talking about something that's a fractal, a small thing that we're doing and going to export to a bigger. It's genuinely a road in my hand reminder that it's reflective practice that I'm talking about as we're moving on to next stages. I did open a VVox Q&A, especially if you're online and you want to add something there. So VVox.app and numbers 127067566. And I've already populated it with links, including the slides and a course site and a folder that I created as a clone of what I do in person. So, yeah, this 30 years of technology thing that I, in the middle, that was me as an undergraduate using those lovely, you know, hanging Chad cards. And I ran my first online discussion using a Gandalf box where people could come in one at a time to read and respond. And I taught in the first computer classroom at the University of Iowa because my partner developed the room and nobody was signing up to do it. And I did that in the house. I did that. But one of the things as I'm thinking about this with OER open educational resources I've created them using press reader for the most part, and I love to doing that. However, I've gotten many requests from people for having accessible documents, because the document conversion for PDF is difficult. We had a really hard time setting that up, because the docs came into us in ways that we had to make accessible to put into the press reader system. So I would do so many things differently now. And the format is definitely inclusive and accessible for people use screen readers. A colleague who uses and vises on screen reader says the rest of us are kind of screwed for accessibility if you need to print out, you need a Google Doc to highlight and work with it's really difficult to convert a press book into accessible documents. Somewhere along the way we also started at the university and initiative called the seven course skills it's kind of like sculpt here in the UK, where we teach people how to use alternative text contrast headings links, all of those things. And the pages all give people dos and don'ts. And that was really fun to populate and at the same time, we've populated it I noticed now it's become about using web pages designing web pages for screen readers. So it drops out a whole bunch of people with accessibility needs so it's barriers for people with a variety of accessibility needs. We started to address this last session they talked about something at Birmingham that they're doing with is a voluntary 30 minute module. We have a non voluntary, definitely mandated by module that's 30 minutes, three components. Minnesota faculty in the whole system we have five campuses across the state hate doing mandatory things. And we have 2000 people finish it. And they're asking for more opportunities to talk and more information. So even when it's compliance there's a lot of non compliance for mandatory things. And we focused on case studies and the follow up requests were for things like these resources are really great but I can't access them. I can't scan this and behind something else and the shareable documents with inside we're only PDFs which are a problem for some readers. So, I'm in doing all this I realized that one of the things I needed to go back to is thinking about who I do this work with because my own students were saying, I can actually use your documents and I have students with all kinds of disabilities and all kinds of factors about their technology people who are sharing computers people only have the phone people who can't ever take their computers out of the research lab, and are allowed to print in the research lab. So we're trying to figure out how to be connected and care about each other. In a particular class this was spring of 2020, and that was the spring that everything changed. So we went online and the students said can you give us documents that are in ways that we can print out we can download our own copies, we don't have to mess with PDFs and can you create something we can take away with us to use when we're out of the class and we can share with our colleagues. So I started making all the documents I had accessible that two eyes. So they were thinking about how to work with each other and they made the agreement to use all the accessibility guidelines from those seven core to do documents for my class to do documents for each other to do everything with each other so that it was accessible using the seven core skills. And also thinking about access and inclusion as conceptual things things you build into your course. So they had an eye and where they were and where they wanted to be. Now my students are future faculty. So they know that they're going to have to pay attention to accessibility and say that they do, and they're going to have to create documents, and that they're eventually going to have to create open access documents open educational resources. But I really wanted them to have the skills so they weren't dealing with things like I was like converting everybody's jumbled up documents into something that could be a press reader. They needed to be and so did they. And that was really lovely. And I went back at the same time to look at cofield and Edwards who talk their article is best practice what's next perfect practice they get at the idea of, we can't there isn't a best that things are mutable and adjustable who says it's a best practice. What's the evidence what's the criteria. So I started thinking about that it always pushed against best practice and I at least get people to go with effective practice if they're going to use one of those things and thought what can I do that's breaking and asking for whom best for whom what are the criteria and what conditions by looking at my teaching which I'd already done. And you have access to my course. It's in the notes field for these slides. So when you download them you'll be able to see a clone of the course. So I put in the assessment I'll say a bit about that I have the students think about how they interact with each other and share documents with each other. And I do this in professional development with faculty. So far I've impacted 250 students, 50 faculty, and in our online course design site where we brought all of this in during the tumult and the turnaround we had 800 faculty. So it's had a nice run of people trying this out and thinking about accessifying is, if you're going to do something that's open education and you're going to publish it how do you start out doing it in a way that's shareable so for example, the Google dot can become the word that can become the PDF. If you go from a Google doc to a PDF, it's not going to be accessible and most PDFs aren't fully accessible. So I work with my colleague Colled who were who helps people to create them. So thinking about all of that I really came back to this idea that we're in a system, and even when we're paying attention to accommodations, we're still in an ableist system in academics. Anyone who needs something beyond someone who's visually or physically impaired must have some sort of deficit, and I push against that as someone who's disabled I have a learning disability at physical disabilities and when this was really happening. I lost the site in one of my eyes because of a protein cloud so I had trouble reading. Toxic me needs to print out things needs to make comments. And if you've all tried making comments and keeping notes on a PDF. It's not the easiest thing in the world. Google Docs is much easier so as a paper copy that you can turn into a PDF if you really want to have it, but I need that in order to work effectively as a learner. So it really made me think about how I was adding to ableism by not paying attention to what my students were asking of me and helping them to become the teachers I wanted to be. So then Alastair McNaught is one of my favorite human beings. And I got a bunch of people to join in with me and doing this because one person can't do it. And there was this, you know, disability team, the specialists, the document conversion folks who are overwhelmed. So overwhelmed that when I said will you teach me the skills that you have they did, because I could do it for my own students. So we started realizing who all is involved in this there's a disability resource center. There's a center for teaching our academic technology center, our office for equity and diversity our graduate school our international student support, and we're all losing staff. So we had to figure out how to work together for something effective to teach people how to do this. So the students and the future faculty and the current faculty were actually producing the accessible documents and starting from the get go. So using that I started thinking about design, which is my favorite thing to think about in the world. So disability inclusion, and we had done a seminar five part seminar teaching with access and inclusion, using some of these ideas, and again trying to get faculty think about what's the small change that you can make. And it can be creating Google Docs, it can be doing document conversion, it can be something small and what's its big impact. One of the things we thought about in there is the inclusive part versus the accessible part, often inclusive is technical adaptability, and the other one is more attitudinal, the inclusive part how do we do this contextual change what is yes I can technically satisfy things by making PDFs that are available to a screen reader, and not all screen readers do that, but I also want to do the more approachable thing of how to make it inclusive that's more adaptable that people can adapt to their own needs. So this is my friend Collette slide, and Collette has been my constant partner in this, even to the point of you know when you do a hyperlink you're supposed to hyperlink the whole article title if you're doing an article. Collette and I have devised a system where we at the end say opens as a PDF or as a Google Doc and hyperlink, what it opens as. That's probably because my eyes stuff means the blue hurts. So I don't like look at my own pages with all the blue. But again that's adaptive, and we're trying to figure out how to do it and signal that it's okay. And I tell my students that beginning of the semester if they're used to something else, this is what you'll encounter. So this design instead of asking that you know aims what are your aims, I use aims for outcomes objectives all those things. We started asking questions, how will we work together. Instead of, you know, where what's our context how will we work together became the thing. And for working together with visually impaired students with hearing impaired students with students with multiple co occurring disabilities. I think about how to do that work together slightly differently so even with videos, I can see a video I can read the captions. I cannot understand when I'm looking at it on the screen, I need a transcript. So for podcasts and videos, I make a transcript available and put the link to the blog or the video or the podcast within that. And that question, I call this the four a's and I'm based in on bigs and Tang, and a little bit on the backward design stuff. So, you know what is it students what will learn and my classes undergrad as well as a grad they're going to learn how to create accessible materials and how to work together and how to do a step up so we down platform a little bit, but then they can up platform to an infographic to an ebook to other kinds of things because they've created the document. And then also how will they practice that learning. So, my students in the big class I do create a syllabus, and they practice their learning with accessibility by creating a word document syllabus. And then the next thing that I want to do is to look at that in terms of how did they use a seven core skills and the teaching with access and inclusion ideas, and how would they up platform it. So how would you use a infographic with it as an intro, and would you create a transcript for that info graphic if you were doing that how would you do it on canvas if you wanted a canvas set up so that becomes their assessment where they can. They're demonstrating how they would do it. So I use this to rethink my courses, and try to start formalizing it, which is what this year is about. I also did it because learning, and this is from James all again citations are in my notes field, who talks about us gathering data and often in academic spaces we gather data and then we go right to testing it right. And gathering is sensory, as well as cognitive. So, when that sensory information comes in, if you're feeling left out, and the morning keynote took on some of that you don't feel like you belong. If you can't access the course materials. So there's a distress and a shutting down this low level traumas. But if you can see yourself in it you pick it up and start to think about oh this is, this is what I do and I can create it in a different mode as well. So then, both reflecting and creating get open and people can test it out so my students have the goal of using accessible materials, they reflect on it in their assignments they do different things they create their final projects, and they tested out with their peers all the time. So we're trying to use all of those things and build the associations that inclusion is big and good. And there is another way of looking at this comes from a place called UDL online, who says, they point out that you need to separate the means from the ends and the end is an accessible course. But how people get there, could it be a syllabus could it be a canvas page that has all the files and all the right places. Could it be something else. So for my syllabus for my students they have to do the paper version, because that's the starting place, but then they get to go on and tell me how they're actually going to use it. And they learn some new accessibility skills along the ways along the way. Here's just a quick little look at the student part that we do. I think what's interesting is that I start with learning so that they're not thinking about people with disabled disabilities or disabled folks, or less than sorts of things but learning is like this learning needs guidance. And one of the things with this particular question from Steven shoe is the answer is actually the time you spend studying, and he amplifies that by saying you have an orienting task. So you're going to do this assignment to learn more about learning and how it works, but also to think about how to convey that to your learners in different ways. So we spend four weeks talking about learning, how does that impact what you design, and the kinds of learners you'll have first generation BIPOC, our acronym for black indigenous and people of color generally. So they're really thinking about who's there and they look in the classroom, because pretty much by this point all of my students have outed themselves with disabilities, even the ones who aren't officially declared with disabilities at the university, or who were just diagnosed as I was in PhD school. So there's been a lot of talk about doing this and support we heard the students say we need support to learn how to do this and that panel. So I do three guidance documents for drafting a syllabus and the support is there. What resources to use how to use them what to look for both in terms of the syllabus, and also the accessibility skills, and they do those some practice assignments where they try things out along the way by doing these drafting along the way. And this is, you know, one of the ways I start to talk to them about it is you start to do it you learn and apply the core skills. They apply to syllabus texts in these particular ways using headings hyperlinks margins and white space. I actually do turn back the first time I get a syllabus draft that has margins smaller than an inch all the way around, and does has single spacing because that's not visually appealing. So my question to them about visual scan matters as much as a screen reader scan, your eyes need to move and there need to be cues. So we have some consistent texts and they know that from the beginning, and they've already used them for some assignments. It's contract grading so my students I used to have the last be item listed as the a item for a grade that had to use the core skills. The class has said no. No, everybody needs to create an accessible syllabus document and use those skills and think about what it means because everything we do in our career means that we know how to do an accessible document going forward, especially if we're going to be able to do that in a formal form build on it. So they helped me to revise this and have it being that they have to also use principles of teaching with access and inclusion in the design of the course and reflect on that reflect that in their document and talk about it in their self assessment tool. So I'm going classes and say what do you think about that and they all very happy because they can take out stuff in their portfolios that nobody else has. And they can also go back to their departments and have some leverage for saying to their faculty, I need more accessible materials accessible materials that are more accessible. So, faculty get changed get prompted to change because of their grad students. So one other thing here then is this is a quick look at the memo that they do several items, but the part on accessibility is they have to do the like scale but also really think about this what do you do and that ends up being the last narrative question they give themselves a grade. They talk about a comment about the grade they talk about the strength of their syllabus where they're working on next and then they do this. The grade and the comment on the greater one item. And often when they get to this part they've given themselves and a because they've learned how to do an accessible syllabus. And if they hadn't they think they wouldn't be passing B is you know barely passing for a graduate student in the US. So these have been really self revelatory for them in a lot of ways to. So finally, you know I'm going to come back to Alistair that's not only about expertise and technology or disability it's about expertise and communicating without barriers and one of the ways I've been able to work on this is. We do have a village of people who are interdisciplinary in diverse. They're inter campus all of our campuses work together, they're inter professional and that has made a big difference because we're not specialists it's not limited to specialists we all learn how to do it. And it's about communicating without barriers becomes the piece that students take back to their faculty and to their own students when they say, now here's how you're going to do your assignments. I have three former students I continue to work with and co writing and co teaching, and they all have their students do the same production of accessible materials. That feels like a win. And then even more in this it's really that thing of a climate where the networks of accessibility inclusion are really important peers create accessible materials for each other the learners and the teachers. The learners in their learning spaces we try to figure out how to do accessibility in the spaces, and also what if the resources I'm providing them aren't fully accessible. A web page is not my friend Collette's favorite thing. I turn them into Google Docs and get permission to do that so he doesn't have to navigate the ads. The recommended articles are not my best friends favorite thing on a chronicle of higher education page because he's ADHD and he'll go into each and every one of those rabbit holes. But with a Google Doc he doesn't he stays where it is and he can because I leave the other articles at the bottom. He can choose to go there. So, this is just a first page of my own current syllabus as I go into the next semester, which started on Tuesday this week. And it's a place where I try to walk the talk and that's available to you as well for taking a look at what we do in this teaching and higher education course. This also the other one called teaching for learning, but for making it open educational materials the part is, what can we do to down platform so that people have the skills so they can up platform, and I've been really happy with how they've thought about accessibility when they move to, you know, prettier versions of what they're doing. So that's it and me talking really fast. Where is questions, conundrums, experiences, challenges, anything like that. So, which was a simulation of a Thomas lab space. And at the end of the time, personally, basically, I'm just taking this memory as a turn this into a new chapter as well. And the academic commission that is now asking for us to release it as a real step. I've done a lot of work in the last years around accessibility and I'm going to say this, but it wasn't designed. And we have the SBIR in 2018. So that's the public services body of accessibility regulation. And I think that we look at or change. And that has to be recreated in an accessible way. And part of the thing is, is this the right, as much as we may want to do it. It's a chunk of work. It's a piece that would need a complete redesign, reimagining in the structure, those different elements, the base parts to be accessible by design, then build that in chip and code. Is it the atomic structure of learning? You know, you have to start with accessibility, so those bits up. And what you were saying about the down platform and the up platforming, it feels like... Makes your head want to explode. Yeah, but I think that's because I appreciate the volume of work that would be required to turn that into an accessibility. I think that's what it is. I'm sorry to interrupt. That's all right. I'm just going to give you my prejudice. Because I can't spread to you. I can't spread to you. It's not because I don't find it interesting, it's like we're here, not because I don't think so. I do wish you well. And I have a different feeling. Well, you're still here for a minute. I mean, one thing that I've... So I'm redesigning our website on course design, and it's going to be course and syllabus design, and it has to model the accessibility stuff that we've been talking about. And Charlotte, the woman who's doing the web part of it is a little alarmed about how to do that. So one of the things... Because our web pages do not print out pretty. No matter what she's tried, the Drupal format, the US pick just do not print out pretty. Things overlap and... So our small changes for all the pages that are core ideas, there's going to be a click to a Google document that will be instead of at the end where it says, you know, you can put the word... Where there's edit in your version, you put the word copy in, and then you paste that URL in, which makes them download it to their own computer. So we're going to do that for everything that we think is foundational. Because we can't do it all right now, but everything that's foundational. And if they have a diagram... Right. Right. Right. And if we have a diagram in there, that can be in there alt-texted in a way that someone who's not using an alt-text reader. So me, I like checking the alt-text out because I usually learn something more. I can do that too. So that's our first small step is to say, what's foundational here that we need to make that available as a Google doc and download so they don't mess with it. So it will live in a unit space, not in my computer. They'll take it on so that when I leave, it doesn't leave with me. Yeah. Thanks, Sue. Sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. At least we have the door that works. Yeah. The force is it? What am I already faculty? No, it's all graduate students. Unlike a PG or cert where it might be faculty. It's all graduate students and some post docs. of weeks for the online course design. Is this going to be teaching? No, well, they want to be teachers in faculty life. Yeah. Yeah, and some of them are also taking it because they know that in mentoring, they're actually teaching. So we have a school of public health and a plant biology program that required everyone who's a graduate student, whether they're gonna teach or not because they are going to be mentoring in labs and because they're gonna be teaching undergraduates how to do the lab work. So they're required to do it as well. And we also get a fair number of international students who are learning how to teach in the US context and wanna take those practices home and often they're the ones who are most welcoming of the inclusion and the accessibility pieces because they feel so excluded at home, sometimes unsafe at home. So they wanna learn how to do things here to feel safe and so their students can feel safe. So it is almost all graduate students. And it's tuition-driven and they have a tuition band as we call it until they do their, pass their exams until they become ABD. So right before they write their dissertation all that time period, they have a tuition band that's available for them to take courses. So for the most part, it's paid for through their programs and the one credit one that you have the syllabus for is our compromise for when people are, at the end of that there's usually just like one credit left. So we did that to get them in. Faculty also have a program called Early Career which they attend. When I did it was six big sessions, it's now four because of being online and then they meet with peer groups six times and do some of the same work. So we're trying to get it there and we're trying to get it into the things our academic technology department does as well. We're there, they feel a little less confident telling faculty what to do. And we don't at the Center for Teaching just because I think because we're teachers too. Yeah. So in terms of the content, when you go to the Google Docs and everything else do you have, I wanna call it like a safety check on the plane like a process should go through just a double check or be aware of bits and pieces before you then decide to share it out into the world like license checks or is that can all happen before? So for the syllabus is that we share as examples like that and we do the permission thing and I'm working on that right now to get permissions for sharing them out in the world and most of the graduate students I'll very few of them do the thing of saying please don't share this within the course, courses you teach because it feels very much like a peer to peer even though they're not in the same section so they're good with it being shared across sections and I always have to put in a note that says you have permission to use this and you can show your print version to somebody if you wanna do that or show somebody your screen and you do not have permission to share this in any public space and I'm gonna have to trust you on that so we don't have an open license on those we haven't done anything with that because there isn't really one that says yeah you can share it but not outside this circle so I've done it that way and we will put all of the stuff that we're working on like when I finish the public facing course it will be all attribution and everybody will have given permission either for a whole syllabus or a segment and within the course then too they work in small groups and they agree to share with that but beyond their small groups they let me know if they're willing to have other people look at their syllabus even in the course what I notice with grad students there's not a lot of protective they're not protecting their intellectual property in the same way faculty are they want it open access and they want open access publication and they want that piece and for them to say I have a couple of undergraduates who's stuff I'm including and that's huge for them too my material is featured in this resource it's a good thing we're digitizing our what they call content release so they're going into a much easier format to use that is digital and we're looking at what we need to look at in the detail where the creating common structure starts and I forget it I'm moving something else there yeah and I have to get ours approved by general council so that's one of the things that slowed me down I was hoping to have the site done it's like oh right I have to go to general council to make sure that my form is correct we've never had to do that before but because it's the provost office our registrar's office they want to make sure that it's but it's also like IRB I want there to be a fast track for the legal stuff as there is for institutional review we have a fast track and we always get fast tracked but not the legal stuff thanks for hanging out