Editing Subtitles with Aegisub

Aegisub Subtitle Editor Workflow

Aegisub Logo

You start with a transcript of the audio. Always. If you do not have a transcript of the audio, read this quick article on how to get a transcript, and then come back and join the party.

BASIC Aegisub Workflow

Begin with your transcript saved in plain text file (.txt), or in subtitle file (.srt) format:

      1. Open Aegisub.
        Aegisub loading screen
      2. With the Aegisub editor open, select “File\Open Subtitle” to import a subtitle file or plain text file.
      3. Navigate to the location your transcript is saved, select the file and click “Open”.
      4. The Text Import Options window prompts you for characters to separate different actors, and a character to denote comments in the subtitle file (comments do not appear onscreen). Enter characters if your transcript is formatted with them, otherwise ignore.
        Aegisub text import options
      5. Click “OK” and the file loads.
      6. The text grid populates with the contents of your subtitle/text file.
        Aegisub Text Grid
      7. Select the first row, and that subtitle will appear in the Subtitle Edit window.
      8. Edit the subtitle as appropriate for grammar and line length.
      9. Adjust the timing for the subtitle by moving the blue and red lines within the Audio editing window. Blue is the beginning, red is the ending. Other subtitles are represented with gray lines.
        Aegisub audio window
      10. Press ENTER when the subtitle is formatted and the timing is set. Aegisub will register the timing for your subtitle and move to the next subtitle line in the Text Grid.

Repeat this process until all of the subtitles have been formatted and properly timed to appear on screen.

That’s the essential workflow, continue reading to learn about optimizing your workflow, setting preferences, and how to format your subtitles so they are easier to read and understand.

Set Your Aegisub Options

Aegisub Preferences window.

Goto “View\Options…” and select the “Interface” option to set the preferences for how many characters per line, characters per second warning threshold, and characters per second error threshold.

I set my preferences to 42 characters per line, 15 characters per second warning threshold, and 30 characters per second error threshold.

Click “Apply” when you are finished.

Colors

From the Options menu, click the “Colors” option under “Interface” and adjust the different colors used within the Aegisub interface.

When finished adjusting your preferences, click “Apply” to activate your settings.

Click “OK” to close the Options panel.

Video Window

Go to the “Video” menu to open the video you are subtitling.

You can enlarge or reduce the size of the video window by hovering the mouse over the video and using the mouse scroll wheel.

There are multiple playback modes. Playback can be limited to the current subtitle line, or playback can proceed through the remainder of the video from the current subtitle line forward.

Audio Window

The Audio window displays the waveform for the audio. The area of the waveform between the red and the blue lines is the audio content corresponding to the current line of subtitles.

You can easily adjust the timing of each subtitle line by dragging the start or end lines within the audio window.

Editing Audio Timing

Within the Audio Window:

      1. Move the BLUE line to the beginning of your subtitle audio.
      2. Move the RED line to the end of your subtitle audio.
      3. Press SPACEBAR to play the audio for the current subtitle.
      4. Ensure the display time for the current subtitle corresponds with the selected audio.
      5. Press ENTER when you are satisfied with the timing.

Text Editing Window

Immediately beneath the Audio Window is the Text Editing window.

When you select a line of subtitles in the Text Grid, that subtitle will be displayed in the Text Editing window for editing.

Right click within the Text Editing window to access options for adjusting line length and splitting subtitles.

Use NUMPAD 5 to play the audio currently associated with the subtitle being edited.

Editing the Captions

Edit the subtitles according to the rules for editing captions, as described in the “Captioning Key” resource from the Described Media and Caption Program (DCMP).

Use the Captioning Key for full details of how to format different types of information, as well as how to style your captions for maximum readability.

Captioning Key: https://dcmp.org/learn/captioningkey

Formatting Language

There are many considerations for formatting subtitles to enhance their readability and understandability. Check out the Captioning Key for a complete explanation of how to format different types of information. In general, the following guidelines should always be followed:

      • Never split a prepositional phrase when breaking a line of subtitles.
      • Do not split a descriptor from the object it is describing when you break a line of subtitles.
      • Do not mix numerals with numbers spelled out in words. Choose either numerals or words and maintain consistency.
      • Do not separate a person’s title from their name when breaking a subtitle into two lines.
      • Include sound effects in brackets, such as: [car tires screeching],
        or [gun firing] BANG! BANG!…
      • Audio occurring offscreen should be italicized.

Maximum Line Length

It is important to format your subtitles so they do not form excessively long lines of text.

It can be difficult to read long lines of text and also pay attention to the video that is being shown. Best results are achieved when subtitles are around 42 characters per line. It is OK to exceed this by a few characters, but try not to go over 50 characters per subtitle line.

The Text Grid displays each line of subtitles with a column that displays the Characters Per Second (CPS). This column turns red when the characters per second meets or exceeds the levels you set in the Interface options, making it easy to see at a glance where you need to make adjustments to line length.

Using the Characters Per Second column, you can quickly identify any lines of subtitles that are too long for the amount of time they are being displayed. The Characters Per Second warning color and the characters per second error color can be set in the Options pane under “Interface\Colors”.

Displaying Two Lines of Subtitles

If you want to display two lines of subtitles on the screen, you can manually split the subtitle line into two lines by pressing SHIFT + ENTER.

Pressing SHIFT+ENTER will place a new line code(\N) in your subtitle file, indicating where the line breaks. The new line code will not be displayed on screen with the rest of the subtitle.

If you break a line of subtitles using the new line code (\N), the Characters Per Second displayed will reflect whichever subtitle line is the longest.

Splitting Long Lines of Subtitles

If you want to break a long line of subtitles into two separate lines of subtitles, use the Editing Window.

Place your cursor within the subtitle where you want the second line of subtitles to start, and click the right mouse button.

Choose “Split at cursor (estimate times)”, and the text spanning from your cursor to the end of the subtitle will be moved to a new subtitle line.

Conclusion

Follow the workflow at the beginning of this article until each line of subtitles has been formatted and optimized.

Save your .srt file, and use it with your video when you share it online or use the video in the classroom.

You can also download this job aid for the Aegisub Workflow for editing subtitles.

How to Create a Transcript

How to Get a Transcript

cartoon of woman in a flutter of documents, carrying a giant pencil and creating as she moves.

There are many ways to get a transcript of your video.

As an employee, my number one preferred solution is to contract with a professional to do my captioning.

However, as an independent business owner, I do not want to spend the money for captioning when I can do it myself and spend that money on something else. In fact, I’m even happy to take on your captioning chores for a small fee if you’re seeking help.

So I understand that for many small businesses the cost of paying someone else to caption your videos is a non-starter. There is a reason so many videos on YouTube have the “auto-craptions” instead of polished and helpful captions.

But I’m here to tell you there’s a better way than throwing the fate of your subtitles to the whims of YouTube.

As a wizened old nerd who has been playing with video since the days of VHS and video toasters, I can appreciate the amazing progress that has been made in the area of captioning support. There are many ways to get captions, including the aforementioned “auto-craptions” which are better than nothing, most of the time.

Even so, the work must continue, as the quality and accuracy of “auto-craptions” still leaves something to be desired.

Fortunately, captioning is not so much difficult, as it is a time-consuming task. However, one of the traditional bottle-necks in the process, transcribing audio, is being resolved by robots.

Path of Least Resistance

With the explosion of AI, it is no wonder that we have many options for transcribing audio. Many offer a “free” tier, but as is always the case, when a web-based service is “free” – you are the product being exploited – as in, your data.

Be aware of the fact that what you feed into any of these AI systems will likely be used to feed their training algorithm, and be used for who knows what. So choose wisely.

Personally, I like Otter.ai because I first encountered them in the Education technology space many years ago, long before AI became a “thing”. They do a remarkably good job of recognizing what is being said.

If you do not have a subscription to the Adobe Creative Cloud, then Otter.ai would be my next choice for automated transcript creation.

Premiere Pro

Even with the ease of Otter.ai, I can’t deny the immediate ease of using Premiere Pro’s new transcription capability.

Adobe has some impressive  speech recognition capability, and since I have already sold my soul in order to have the Creative Cloud subscription, I can rationalize the feeding of the Adobe AI.

Adobe, my toxic valentine, co-dependency is the mask for your vile exploitation and my despicable lust for your bright shiny broken things…

Anyway – please excuse my venting, and let’s get back to the regularly scheduled programming…

I find that getting a transcript from Premiere Pro is a simple and powerful way to begin the captioning process.

Premiere Pro Workflow

Getting a transcript in Premiere Pro starts at project creation when you import your source clips. Set the ingest settings to automatically transcribe your clips at project creation, and Premiere Pro will create transcripts of all audio and video clips.

So far, it does a better job than YouTube. YouTube has flat-out refused to process several recent videos, I suspect due to the length of the videos.

After Premiere Pro finishes processing your clips, you can open the Transcription window to edit the results.

You can easily create captions/subtitles with your transcripts within Premiere Pro, and you can export the subtitles as an .srt file for uploading to YouTube or editing in Aegisub (see below).

Aegisub Subtitle Editor

If you are working on a long video, you will probably find the process of editing your subtitles to be a lot more enjoyable and efficient when working in Aegisub, the free subtitle editor.

I don’t receive any financial compensation for recommending Aegisub, I just like the program enough to recommend it.

Check out my tutorial on using Aegisub to take your audio information from transcript to powerful and perfect captions.

Accessibility Capability Maturity Model

Accessibility Capability Maturity Model Icon, hourglass with WCAG ruler and QWERTY keyboard over a blue circle.Accessibility Maturity Model

Maturity Models have been around since the mid-80’s as a way of measuring an organization’s level of performance in terms of both formal capability and practices, from ad-hoc to policy-driven to a level of innovation and refinement. While Maturity Models were originally used in software development companies, they can be applied to a wide range of practices and industries.

person sorting different mediaTypical structure of maturity models include defined levels of maturity, essential processes, organization and strategy, goals and optimization. Even though many of the maturity models are presented in linear terms, it is not uncommon for an organization to be involved in several different areas concurrently. Accessibility Maturity Models are no exception in this regard.

From “Model” to “Process”

While the term “model” might infer a static state, Accessibility Maturity Models typically refer to an ongoing process for the institution employing the model. Typically, the models describe a process including the following five steps:

    • Initial awareness
    • Managed efforts
    • Defined strategy
    • Regularly Assessed/Adjusted
    • Optimization

Most organizations can define their practices according to one or more of these steps. Ultimately nobody really “matures” completely, as nobody can ever be completely optimized in the face of non-stop technological advances and the constant innovation in the digital information space.

Capability for Maturity

Truly, these models are actually measuring the CAPABILITY of your organization more than the current state of your digital accessibility maturity, as in what you could determine based on an audit of your digital media.

More than a measure of your product, it is an inventory of your tools, materials, policies, practices, quality control, training, research and development, and strategic plan and outlook. Your Accessibility Capability Maturity is a measure of your ability to function and perform as a member of your professional industry and community, as well as in modern society as a whole.

Measuring Your Own Maturity

wooden ruler labeled WCAG 2.1 A-AA-AAAThe World Wide Web Consortium (W3C) provides a robust framework for an Accessibility Maturity Model, which encompasses many excellent considerations. They encourage organizations to make use of it as a starting point for their own models, customizing it to match your structure and needs. You can check it out at: https://www.w3.org/TR/maturity-model/.

 

Accessibility Capability Maturity Models will vary in specifics across organizations, but most will have levels similar to the following:

Initial/Ad Hoc

All organizations begin here, even if they are past this point when they learn about Accessibility Maturity Models. At this level results are sporadic and inconsistent, as are any efforts towards accessibility.

Awareness

At this stage organizations begin to recognize the significance and importance of accessibility. Some sort of effort to raise awareness is made, typically with some introductory training. Guidelines for accessibility might also be introduced.

Compliance

At this level, organizations begin to introduce accessible workflows and focus on satisfying the basic accessibility requirements of different legal and regulatory frameworks. Accessibility audits may be performed, as well as a focused formal effort to address accessibility concerns.

Integration

Accessibility is integrated into the organization’s processes, considered from the beginning of a project’s lifecycle. This is done through formalizing accessibility requirements into the design and development standards, developing the relevant accessibility testing procedures, and providing training to staff.

Optimization

Focusing on continuous improvements in accessibility across the board. Accessibility testing is thorough and robust, combining automated and manual testing with specific usability testing with individuals with disabilities. Accessibility metrics are tracked alongside proactive efforts to discover and address accessibility challenges.

Innovation

At the highest level of maturity, organizations are leading the way with accessibility practices, and go beyond the basic minimum requirements of legal and technical conformance. Organizations at this level seek innovative solutions to accessibility challenges and contribute to accessibility standards and best practices, continuously pushing the boundaries of accessible design and technology.

Benefits of Using an Accessibility Capability Maturity Model

a graph in process of being created on a desk with pens and a ruler

By providing a roadmap for organizations to follow as they evolve from basic reactive approaches to accessibility challenges, the Accessibility Capability Maturity Model helps organizations achieve a more comprehensive, proactive, and effective approach to accessibility.

When an organization progresses through the stages of the Accessibility Capability Maturity Model, they can improve their digital accessibility, increase their customer base, enhance user experiences for people with disabilities, as well as mitigate legal and reputational risks associated with inaccessible content.

Applying the Accessibility Capability Maturity Model to Higher Education

There are many different methods of administration being practiced at the various higher education institutions in the U.S., but the needs of accessibility often lead to similar concerns and challenges.

While most higher educational institutions have unique considerations separate from those of software developers, there are many similarities which make following an Accessibility Maturity Model an effective way to achieve the same goals, and progress through the stages of accessibility improvement.

Following are some of the typical approaches followed by higher educational institutions.

Create Accessibility Policies

Most institutions have established policies requiring all digital content and electronic information systems to meet accessibility standards such as WCAG 2.1 and Section 508.

Providing Training

Faculty and Staff must be given accessibility training in an ongoing basis to ensure currency with new innovations in technology, and with legal standards as more accessibility cases make their way through the courts.

Accessible Procurement

Enforcing requirements for accessibility in the purchase of technology and digital media makes an enormous difference in the ability of an institution to satisfy the legal requirements for accessibility. Effective training on how to evaluate the accessibility of products and media allows institutions to avoid being suckered with a false or misleading VPAT. Establishing penalty structures for accessibility issues discovered in the first year after a purchase can be a great incentive for vendors to provide more accessible products and services.

Collaborate with Disability Services

Engage your local campus Disability Services Office. Most higher education institutions have a wealth of expertise and experience helping students with disabilities every day. Make sure their knowledge and expertise isn’t being ignored or wasted, include them in relevant efforts and activities, include them on procurement committees, accreditation reviews, strategic planning initiatives, etc. Get to know these people, take them out to lunch, listen to what they have to say.

Leverage Accessibility Standards

Most higher education institutions have some sort of legal requirements to follow accessibility standards. Even if they aren’t legally required to follow an accessibility standard, they probably still like to consider themselves as moral and ethical institutions, at the very least. Accessibility standards are not only a roadmap for testing and ensuring accessibility, the implication is that people who follow the standards are good people, and people who do not follow the standards are bad – and probably lazy, immoral, selfish, greedy, puppy-kicking monsters. Let’s be honest here.

Student Involvement

Another invaluable asset all higher education institutions have available to them are students. Students tend to be interested in opportunities to get experience, to make a difference, and to help people. Connecting students with your accessibility efforts is not only a great way to get cheap labor in exchange for valuable life-enriching work, it is a valuable way to increase the likelihood those student workers will carry forth their newly-gained knowledge and concern for accessibility, and spread it around as they live their lives. What a great life-long lesson.

Wooden WCAG Ruler

Take-Aways

Awareness is the first step to maturity. With a little guidance, your natural desire to be excellent can lead you to new heights and empower you to make substantive changes that benefit everyone. Our world grows more wonderful and more worth living in, the more people take on the responsibility of doing good work and looking out for each other. Accessibility Capability Maturity Models are a great way to drive positive change in whatever type of organization you want to lead.

Where is Your Organization on the Accessibility Capability Maturity Model?

Accessibility Capability Maturity Model Icon, hourglass with WCAG ruler and QWERTY keyboard over a blue circle.

 

Sources

https://www.w3.org/TR/maturity-model/

https://www.levelaccess.com/blog/the-digital-accessibility-maturity-model-introduction-to-damm/

https://www.cccaccessibility.org/acmm

https://www.tpgi.com/the-accessibility-maturity-lifecycle/

https://en.wikipedia.org/wiki/Capability_Maturity_Model

 

Assessing a Website for WCAG AA 2.1

man at desk reviews information in front of a wall of multi-color code

So you need an accessibility audit of your website?

Oh boy!

There are lots of ways you can approach an accessibility audit. Unfortunately, without knowing any better, lots of people approach it as an unpleasant task.

However, I have found that a good accessibility audit often reveals issues which can be addressed in a way that will improve the website and overall user experience.

The Importance of Web Content Accessibility Guidelines (WCAG)

At the most basic level, the WCAG are a set of criteria for measuring accessibility of web content.

However, the actual collection of WCAG documents goes a bit further than a simple list of rules.

Comprised of supporting documents to explain how to use the WCAG, explanations of success criteria, and the actual guidelines themselves, the WCAG is a robust collection of information designed to help alleviate doubt and misunderstanding about web accessibility.

Created by the World Wide Web Consortium (W3C), a non-profit collection of super smart people dedicated to maintaining the function and philosophy of the World Wide Web, there is no ulterior motive or profit driven agenda. The only interest of the W3C in creating and maintaining the WCAG is to help facilitate an accessible World Wide Web.

The WCAG is the definitive source and authority on measuring accessibility of web-based content.

At the highest level there are four guiding principles of the WCAG:

      • Perceivable
      • Operable
      • Understandable
      • Robust

These are the broad strokes that organize a lengthy delineated list of criteria. The complete WCAG criteria are organized into a hierarchy of three levels, Single A (WCAG A), Double A (WCAG AA), and Triple AAA (WCAG AAA).

The WCAG have undergone revision, and are currently on version 2.1. Version 2.2 is currently being reviewed, and is expected to be released sometime in the not too distant future.

Currently, WCAG 2.1 AA is the accepted standard identified by courts and governments around the world as an acceptable baseline for accessible web content.

Basic Process for Auditing with WCAG 2.1 AA

In a nutshell, an audit is conducted by assessing the various content of a website according to the relevant criteria from WCAG. Some tools can help automate part of the assessment, but there is always a need for manual testing.

While the WCAG provides a good baseline for determining accessibility, there are additional concerns under the category of Usability which also need to be considered when auditing a website for accessibility.

Here is the Standard Operating Procedure I employ:

      1. Initial Survey of Site
      2. Identify Representative Pages
      3. Assess Pages (Automated)
      4. Assess Pages (Manually)
      5. Assess pages with NVDA
      6. Consider Content
      7. Consider Interactivity
      8. Compile Report
      9. Review Report with Client

Simple, straight-forward, and at the end of it all there is a report identifying each issues as a line item inventory, referenced to relevant WCAG criteria, and identified by code and line number from the source HTML file.

It’s everything you need to clean up accessibility errors, and it provides a chance to assess your workflow to find places where you can add best practices in an organic manner that will help you create accessible content going forward.

Initial Survey of Site.

a hand-held lens reveals a more complete landscape

The first thing I do is perform a quick assessment of the site scope and purpose. I quickly browse through the main menu items, take note of patterns and different types of page content, forms, modals, interactive elements, general size, and complexity of the site.

If there is an obvious business function the website is supposed to deliver, I see if I can initiate the process via the keyboard and pursue it until something critical breaks, or they ask for a credit card number.

Depending on the size and nature of the site, this can take anywhere from a few minutes to over an hour.

Identify Representative Pages.

After I have an understanding of the size and nature of the website, I identify a sampling of representative pages from the site for audit.

As most websites repeat basic layout patterns through templates and content management systems, it is often not necessary to test every single page. The issues you find on one page will likely exist on every page created from that template, and you end up finding the same type of issue over and over.

It is also common to find a category of accessibility issue which exists throughout a website due to a systemic design/development practice, or from issues contained in source templates and themes.

Gathering a subset of pages with layout and content types which are representative of the rest of the website allows for more efficient and effective testing.

Assess with automated and manual tests.

AI generated image of a man and robot assessing a website for accessibility
AI generated image of a man and robot assessing a website for accessibility.

There are several different tools available to help with accessibility testing. Some are dedicated software which monitor and report on accessibility over time, while others are on-demand scanners, providing a snapshot in time of the status of web content.

There are several free plugins for popular Internet browsers which can tell you whether a web page contains content out of conformance with the WCAG standards as well as other usability concerns.

It is important to remember that any automated tool is going to be limited in what it can determine.

Just like computers can’t identify an image with a crosswalk, traffic light, or bus, they also can’t determine all the accessibility issues which might be present on a web page.

Assess pages with NVDA screen reader.

There are many things which a computer can detect, but nothing beats the real-world test of using a screen reader. For best results with screen reader testing you should always employ the assistance of a blind individual if possible.

There are distinct and unique aspects of user patterns and behavior when approaching web content from a non-visual perspective. Getting beyond your ingrained habits (and limitations) as a sighted individual requires practice and dedicated awareness. It can be challenging, but it is not impossible.

Because I spent many years teaching people how to use screen readers, I know enough to be aware of common and typical usage patterns and expected behaviors for non-sighted interaction with digital content.

The end goal of all this is to identify usability issues beyond what can be detected from analyzing the underlying code.

However, I also know and admit freely that nothing compares with a bona fide usability test from individuals who use a screen reader every day as their sole means of accessing the Web. I know my abilities to use a screen reader are never going to be as robust, and I do not hesitate to enlist help from individuals who are blind when necessary.

Consider Content Issues.

person sorting different media

The usage of different types of digital content brings an expectation of certain behaviors and capabilities. Specifically interactive content such as forms, audio and video, and web applications. End-users expect these things to function according to established design patterns. When the design pattern is not followed, the content effectively will not function for these individuals.

The World Wide Web, being designed to support a wide range of technologies and content, allows for great flexibility in how a person can design and present content. There are no requirements to follow any design patterns at all, which creates a wonderful sense of freedom for creators and a damning amount of chaos for end-users.

People being the ever-clever rule breaking upstarts that they are, continuously expand the envelope of how to mis-use, abuse, and generally confuse the expected paradigms, patterns, and procedures for delivering the many different types of content.

So it is that we end up needing to check certain types of content, much like a list of repeat offenders kept on the wall of a local police precinct.

As new content types emerge, accessibility specialists evaluate and determine authoring strategies to ensure accessibility of the content. These potentially problematic content types become known and tracked, a cause for concern wherever they turn up.

Tsk tsk tsk Mister Modal – back again, are we?

AI generated image of repeat offender content

Consider interactive issues.

There are many ways an object can invite a user to interact with it. Unfortunately, without deliberately paying attention to the access strategies for interactive design, some content can fall short on their offer to deliver an interactive user experience.

Without expressly seeking to maximize the accessibility of your interactive elements, you can create expectations and disappointing user experiences without even knowing it. Effectively leaving your audience frustrated out in the cold as they see the party happening just beyond their reach.

Sometimes it is a case of missing identity where a critical piece of interactive content is present but not labeled, and is therefor invisible and unknown.

Other times a designer creates a widget that works wonderfully with a mouse, but it does not work at all with any other sort of input device.

Some interactive content is simply missing a required component, such as failing to provide captioning for digital video. These authoring failures can reveal ignorance, inability, or indifference on the part of the content creator.

Unless you are creating radical new content types, there is really no excuse for failing to deliver truly interactive content. There are known and documented approaches for ensuring accessibility with most known interactive content.

The solution to these interactive problems is usually pretty straight forward: get yourself to W3C and become informed about what you are trying to accomplish – so we can ALL go check it out.

Compile Report.

a graph in process of being created on a desk with pens and a ruler

Understanding what to look for in an accessibility is only part of the challenge. Compiling the final report on what is found is where the ultimate value comes in.

More than a simple collection of issues to address, a web accessibility audit should present the issues in a way which facilitates the identification and remediation of accessibility concerns.

I always include a summary page with an overview of the different WCAG criteria which needs to be addressed, along with some helpful references to help explain the significance of the issue and how to address the issue to alleviate the accessibility concern.

I also provide a detailed inventory of issues for each of the representative pages I identify initially. Each occurrence of an issue is entered as a distinct line item, time and date stamped at time of audit, with corresponding WCAG criteria, severity of impact on accessibility/usability, source code and line number, and a link to an explanation of how to address the concern.

Additional data gathered from content, interactivity, and screen reader perspective are also aggregated and provided as separate categories.

With a detailed report of the accessibility audit, a designer/developer can effectively correct the accessibility and usability issues while also identifying the aspects of their workflow where accessibility can be addressed organically as a normal and ongoing part of quality control.

Review Report with Client

two sets of hands interact with a computer, one touching the track pad while another points at the screen.

After the audit has been completed and the report has been compiled, I share the report with the client and schedule a meeting to go over the report and respond to any questions they might have.

This is typically adequate for addressing the accessibility concerns of most websites, though for some websites with greater complexity might require additional training.

While a good accessibility audit will reveal work to be done, it also provides peace of mind in knowing the extent of any issues affecting accessibility and usability.

Going through an accessibility audit the first time might be a little intimidating, but as you work through the issues, you are creating a quantifiable difference in your content, and eliminating potential cracks in the user experience where your audience might slip away.

After the first accessibility audit, additional recurring audits will find far fewer issues, and become much less exciting. Eventually, accessibility audits become part of the regular rhythm of a successfully designed and functional website, and ultimately become one less thing to worry about.

Zoom Accessibility – The Basics

Zoom program icon focused in the midst of a screen of blurred icons for other programs.

Zoom Accessibility

As the world has been dealing with the Coronavirus pandemic, Zoom meetings have entered our popular culture as both a means of conducting business and maintaining contact with friends and family.

With all the use Zoom has been getting, I thought it might be helpful to share some of the accessibility features you can enable to make your Zoom meetings as inclusive as possible.

Pre-Meeting Preparation

There are some essential settings you will want to make sure are enabled before the meeting begins, and a few suggestions that can make your meeting more accessible, enjoyable, and worthwhile for all participants.

Zoom Settings

Zoom includes a group of meeting settings to enable features like Closed Captioning and different ways of interacting with meeting participants, such as polling and non-verbal feedback tools.

In order to use these features, the Zoom account holder will need to enable the settings at the account level. This means that if you work for a school where your Zoom account is managed by IT, you may need to get their help to make sure these settings are enabled.

Enabling Zoom Account Settings

From the Zoom settings in the main Zoom application window, you can access the Zoom account settings.

The Zoom account settings will open in your browser after you click the prompt at the bottom of the Zoom Settings window to “View More Settings”.

Zoom settings screen highlighting the prompt for Zoom account settings.

There are two groups of settings you want to enable from the “Meetings” tab.

First are the Meeting Reactions and Non-verbal feedback options under the “In Meeting (Basic)” settings:

Basic Meeting settings for enabling Non-verbal feedback and Meeting reactions.

Second are the Captioning settings found under the “In Meeting (Advanced)” settings:

Advanced Meeting settings for enabling captioning and saving captions.

Live Transcription

Notice that there is an option for a live transcription service, which utilizes speech recognition technology. This is NOT an acceptable replacement for a live captioner.

Do not enable Live Transcription unless all of the meeting hosts using the Zoom account have been made aware that it is not to be used in lieu of a live captioner when captioning is required by a participant.

While the live transcription feature is not accurate enough to rely on as an accommodation, it might provide a good start on a transcript that can be edited and corrected after the meeting. Your results may vary, depending on audio conditions and participants’ speaking voice.

Advance Agenda and Handouts

Another useful thing to do before the meeting starts is to send out the agenda and any handouts for the meeting. This also provides an opportunity to remind participants of any protocol for interacting during the meeting, and to ask if anyone requires any accommodations.

Remember to make the meeting agenda and any handouts accessible before you send them to meeting participants.

In-Meeting Accessibility

There are several considerations for ensuring a meeting is accessible for all participants. Be strategic and prepared in understanding the different tools in Zoom for sharing information and interacting with other participants.

Inter-personal Accessibility

As you manage the meeting, make sure to remind participants of the different tools you will be using to share information, ask questions, and interact with each other.

The following suggestions will help you increase the accessibility of your Zoom meetings:

  • Repeat questions that are asked verbally and through chat.
  • Describe images, charts, graphs and any other visual information of significance.
  • Speak in a relaxed pace and avoid making rapid movements with the mouse when you are sharing your screen.
  • When using annotations or the Whiteboard, always narrate the visual content you are creating.
  • If you are using an American Sign Language Interpreter, use the Spotlight tool in Zoom to keep the interpreter’s video window prominently displayed. Likewise, if you are using break-out rooms, manually create the breakout rooms so you can ensure the interpreter is placed in the correct breakout room.

Managing Captioning

The Zoom meeting host has the ability to share a lot of capabilities with selected co-hosts, but only the meeting host is able to manage closed captioning.

When the meeting host clicks on the closed captioning button, the captioning preferences window will be displayed.

Captioning settings from Zoom meeting host perspective.

You can assign the role of captioner to another meeting participant, or you can copy the API token to enable the use of a third-party captioning tool.

It is highly recommended that you do not try to caption the meeting while you are hosting it. It has been found that the quality of the meeting and the captions both suffer when the meeting host tries to be the captioner while also managing the meeting.

Keyboard Shortcuts

There are several keyboard shortcuts you can use within a Zoom meeting to make the experience easier to manage and more accessible to.

The following keyboard shortcuts are just a brief collection that can be useful for you in hosting a Zoom meeting. You may also want to share them with meeting participants before the meeting.

  • Change focus to Zoom meeting controls = CTRL + ALT + SHIFT
  • Mute or Unmute audio = ALT + A
  • Mute or Unmute audio for all except host (only available to Host) = ALT + M
  • Show or hide floating meeting controls = ALT + SHIFT + H
  • Cycle through Zoom program windows = F6
  • Increase or decrease chat display size = CTRL + PLUS or MINUS

Final Thoughts

While there are many possible scenarios you may encounter when hosting Zoom meetings, the best results will happen when you are well-prepared and able to adjust to new information.

Understanding how to use the Zoom tools for interacting with participants and managing a meeting can make a huge difference in your Zoom meeting experience. Being comfortable with using the different meeting tools in Zoom will allow you to better manage last-minute surprises and accessibility challenges.

Further Reading

Student Engagement: Ensuring Accessibility for All

Smiling student wearing headphones and taking notes.
Photo by Ben Mullins on Unsplash

When designing and delivering online education there is a strong focus on engaging the learner. In order to remediate the effects of teacher and student being separated in time and space, the course content needs to be as engaging and interesting as possible.

This becomes even more true as the interest and motivation of the student decreases.

It is natural for teachers to seek out professionally produced digital content to add to their course in an attempt to make the course more engaging and interesting.

Ironically, this content for creating student engagement can sometimes create accessibility problems.

Learning Tool Integration (LTI)

There is a class of technology available for online learning that enables powerful extension of your LMS’ capability. It can bring third-party content into the LMS and tightly integrate it with your content.

Utilizing internet-based computing, it is easy to add engagement to your course through an LTI module that integrates content and interactive functionality.

These LTI technologies are often created for faculty who want to add engaging and interactive content to their course without the hassle of learning HTML or digital design.

With an LTI module, additional menu items can even be added into the menu of the LMS, and affect the core functionality of the LMS.

Unfortunately, a lot of LTI modules and other content that is created for enhancing the engagement of online courses is designed with sighted mouse-using individuals in mind.

Before you integrate third-party digital content, it is a good idea to perform a basic accessibility test and make sure you aren’t setting the stage for an accessibility drama to unfold.

Accessibility Considerations for LTI and Third-Party Content

When considering the accessibility of new technology for your online course, it is wise to start with a quick and simple keyboard test to weed out the obvious accessibility dead-ends.

Even though it is a quick and simple test, you still need to be thorough and ensure that all critical functions are keyboard accessible, at a minimum.

However, even if the content passes the quick initial test, that is not all the testing you need to do. Ultimately, you need to ensure that the content and technology can pass WCAG AA criteria for accessibility.

Quick and Simple Keyboard Testing

Install the LTI or content pack into your development course and make sure it is activated and working.

Using the standard keyboard commands for navigating and interacting with digital content, use the keyboard to navigate and interact with the content/technology you are evaluating.

Consider the following issues:

  • First, identify how the LTI or content pack will integrate within your course.
  • Does it add any menu items?
  • Does it add any options within an internal form, activity, or toolbar?
  • Can you navigate to the new interface items with the TAB key?
  • Does the LTI or content pack follow a logical order when you consider it’s sequence among the other elements you can TAB to?
  • If applicable, can you use the ARROW and SPACEBAR when you would expect them to be available options?

Now that you’ve ensured a basic level of keyboard access, we can expect a basic amount of accessibility. This simple level of testing will disqualify many of the worst LTI modules and content packs that are inaccessible.

If you can answer yes to the above questions, then your LTI or content pack is on good footing so far, but it’s still too early to get happy.

We’ve only done a quick check so far, a basic inspection to make sure there are not giant obvious gaping accessibility issues.

You still need more detailed data in order to determine the accessibility of the LTI or content pack. Following are some additional considerations to keep in mind as you continue testing the LTI or content pack for accessibility.

WCAG 2.1 AA

You will need to ensure the LTI or content pack satisfies the Section 508 requirements for electronic technology and information as well as meeting the WCAG 2 AA criteria.

This is where you should seek some assistance from your instructional support team, or hire a qualified accessibility professional to assist with more in-depth testing and a thorough accessibility audit.

Usability

In addition to an accessibility audit against the Section 508 and WCAG 2 AA criteria, a usability test is the ultimate test for whether or not the LTI or content pack is going to be accessible and truly usable by all students.

An individual with a disability who uses Assistive Technology every day can provide essential insight to help answer some of the following questions:

  • Does the LTI or content pack provide an advantage for students that is not possible for students with certain disabilities?
  • Is it inherently inaccessible to certain individuals for some reason?
  • Is there an equivalent academic accommodation you could provide?

As a responsible educator you are given a lot of deference in terms of deciding the instructional value of these things. Now you have the essential skills to make a more responsible choice for your students when selecting content to enhance their engagement.

Thanks for reading!

Leveraging the Accessibility of your LMS

woman studying books in front of a computer and cell phone.
Photo by Mateus Campos Felipe on Unsplash

The LMS as Digital Ecosystem

At the hub of your online learning toolkit is a foundational bit of technology that is often taken for granted, the Learning Management System (LMS).

The LMS is a huge determiner of what kinds of content you can use as part of your online course. The ability to interact with data across different technologies while maintaining the security and privacy required for the modern world is a critical aspect of delivering online education.

Essential LMS Capabilities

In general, it is expected that a modern LMS should be able to provide a suite of basic functions:

  • Storage of files
  • Creation of HTML pages
  • Various activities/modules for organizing content
  • Assessment tools (Quiz/Exams)
  • Forums/Discussion Boards
  • Email communications
  • Gradebooks

To name a few…

Accessibility has largely been built into the framework of most modern Learning Management Systems, most likely as a requisite element in getting the government-sponsored contracts with public school districts across the US.

That’s the beauty of Section  508, it requires you to buy the most accessible version of technology that delivers your business need, so all the LMS vendors basically have to deliver the same level of accessibility.

However, there is nothing so simple it can’t be undone with some third-party “enhancements”.

Accessibility in your online course may start at an acceptable level, but it is possible to introduce technologies that do not provide the necessary level of accessibility.

LMS Virtues and Weaknesses

Typically, the LMS provides an accessible structure you can build your course in. Issues like heading structure and accessible interactive elements are built into the interface, so theoretically your LMS is accessible. But this is mostly true when your course is empty.

As you build your course, your design decisions will influence the final measure of accessibility.

If you use the formatting features in your content creation tools to enable accessibility as you create content, then your course accessibility remains intact.

If you introduce content that does not provide the formatting required for accessibility, you actually take away from the overall accessibility of your course.

It doesn’t matter if the LMS framework is accessible if you put an inaccessible file inside it, the file is still inaccessible. Information doesn’t automagically become accessible by virtue of being loaded into the accessible LMS.

There is no accessibility through osmosis or association.

WWW – World Wide Web, or Wild Wild West?

Each and every piece of content needs to be formatted for accessibility – if not by the original author, then by you.

This includes the world outside of your LMS – the Internet. When you link to a third-party website, you should check the website for basic accessibility. Remember, it is often easy to copy and paste the educationally significant information into an accessible LMS page, if necessary.

Publisher Problems

Don’t assume that a content pack you purchase from a textbook publisher is automatically accessible. Even if the sales rep assures you it is.

You need to verify the accessibility of ALL the features of the content and technology you attach to the LMS and expose to your students.

Ask the sales rep to cover the cost of accommodating any students with disabilities if their product is found to be inaccessible and see how they react.

There is much of the world of online education that is not yet accessible, but plenty of sales people who will try to sell you a problem waiting to happen.

Now you know better, and you can choose content more responsibly for the good of your students and for your success as an educator.

Accessibility Checkers

Be wary of people selling accessibility checkers for your LMS. Often these tools can be useful additions to your online tool kit, but so far none of them are capable of addressing all the accessibility challenges in your course.

Always ask about the capability of accessibility checkers to test individual documents such as MS Word, PDF, PowerPoint, Excel, etc., as well as websites you want to link to from your course.

Ask if they can test different quiz questions.

Ask if they can test the LTI cartridge you want to integrate into your course.

Unfortunately, the range of true help available from most accessibility checkers remains rather limited.

As they say, “Some assembly is required” in building an accessible learning experience for your students. Slick shortcuts and ready-baked solutions are rarely accessible. Often these are just bright shiny broken things that interfere with education for your students with disabilities.

Accessibility through Phones and Tablets

It is important to verify that all the different aspects of your LMS and your online course are also accessible when viewed through a phone or tablet using a mobile operating system such as Android or iOS.

There are many happy examples of accessibility functioning across technology platforms and operating systems, but it is not a safe assumption that everything automatically works.

Verify, and adjust your workflow as necessary to ensure information is accessible for all users in as many contexts as possible.

Support in Different Browsers

It is also a good idea to check out the accessibility of your course and LMS in different internet browsers.

Surprisingly, many LMS vendors can only claim accessibility in certain browsers using certain assistive technologies.

These LMS vendors get away with this lack of capability simply because your administrators continue to sign the contracts instead of requiring better support for accessibility.

But that is the topic for a different blog post. The point here is to be aware of any limitations that you can advise your students about before they flood your inbox with emails about broken content in a certain browser.

Portability of Content

While the LMS is a great tool for delivering online education, sometimes a student really needs the information presented in a special way to be most accessible and usable.

It is a good idea to become familiar with the export capabilities of your LMS.

Especially valuable is any ability to export course content as an ePub document.

ePub is a rich data format that is capable of presenting multiple media formats in an accessible file that is compatible with different assistive technologies.

ePub can also be loaded onto many reading devices, increasing the options for your students to be able to engage with content and study on their terms.

That’s half the joy of taking an online course, after all.

These are just some of the things you can keep in mind to make your online course more effective, truly engaging, and as accessible as possible.

Thanks for reading!

The Sound of Math

A colorful depiction of a piano amidst graphing coordinates and a list of math functions.
Finalist in Desmos Global Math Art contest.

The idea of representing math through sonic information might be a rather new and abstract concept for many.

For a lot of people, the meaning behind a sonic waveform is just the noise it makes. For instance, do you know what sin(x)+2 sounds like?

Can you provide an example?

By the end of this article, you will be able to answer yes to both of those questions.

Concepts of Sonic Data

For audio information, there are a number of issues that have historically been more constraining than liberating in terms of our ability to create and use it. Namely, a lack of tools and the related supporting culture of practice and use.

Most people have simply never encountered math deliberately represented through audio- or if they did, they probably didn’t realize it was happening.

Students and teachers need to have some preparation for using audio versions of math. Some overview of what is being represented, with context provided as to what the different sonic palettes represent, and how to interact with significant data.

The Evolution of Sound

Beyond live sound, our technological capability to record and produce sound continues to grow. We started in the world of analog audio, and ironically, many hipsters continue to return there…

An analog recording of sound is a direct and singular representation of something in the world. It is evidence of a unique moment in time, a direct translation of some event or data. It typically can not be reproduced without losing fidelity, making each use one time closer to the last time it will ever be usable.

Traditionally, there have been constraints related to the cost and complexity of analog audio recording technology that put audio-based math out of reach for most people.

Issues from recording equipment, barometric pressure, ambient temperature and humidity, the list goes on. Suffice it to say that there are many variables which combine into a very challenging situation when trying to re-create consistent representations of sound.

It helps to have a recording studio.

man sitting in a recording studio
Photo by John Hult on Unsplash

And don’t forget the talent, we need a source of the sound – a means of making noise. Cue the orchestra, or get out the xylophone, slide whistle, and kazoo.

For the longest time, in order to capture sonic information, the task required a range of expensive and sophisticated recording equipment (and audio engineers to operate it). This resulted in it being out of the reach of most teachers and students.

Happier Times

Today technology for making and distributing noise is ever-present. We carry the equivalent of a recording studio in our cell phones, as well as the means of distributing our noise across the globe. I give you the Internet as exhibit A.

The Internet has provided the means for a new paradigm where audio information is easy and affordable to record and share. We can even synthesize conceptual never-before heard sonic information according to our desires, with a variety of free tools.

Today audio technology enables us to create new kinds of sounds our grandparents would most likely not approve of.

And you can count on that…

Combining Sound and Sight for Superior Communication

A central tenant of media theory is that multiple means of representing information reinforces the message being communicated.

Today we have a unique capability to express information in a variety of ways. We combine multiple forms of media into much more engaging representations than formulas scribbled in chalk or dry erase markers.

For example, consider the complexities of data-sorting algorithms, and the need to compare the logic of the algorithm in a way that demonstrates efficiencies and differences in theoretical approaches.

Written in text. a lengthy tome of incredibly boring dimensions is the result. It could easily take an hour to read this explanation, while it is represented in a fraction of the time through this YouTube video “Fifteen Sorting Algorithms in 6 Minutes”.

Besides being slightly hypnotic, this video efficiently demonstrate a rather abstract concept and relationship between the techniques of different coding approaches (sorting algorithms) used in computer science.

As a lot of people figured out in the 60’s, it is easy to get absorbed into the engaging mixture of audio-reinforced visuals. Now we can tap into that power for teaching and learning Math.

History of Sonic Math

Audio Graphing is the term applied to the process for sonic rendering of mathematic information.

As an instructional technology, audio graphing provides an interesting capability for teaching and learning – though it is not as familiar to most of us as the visual representation of math.

Audio Graphing has remained a niche use for people with disabilities, or else individuals who were deep into the science of math or sound.

The main issue has been the lack of tools that made it easy for average people to create or use audio graphing.

The most popular and reliable tool for many years was an expensive technology relegated to the fringes of assistive technology for students who were blind and studying math. Costing several hundred dollars, it was an unfortunate stranglehold on a powerful capability.

There is one notable tool from the past that still deserves some attention both for capability and for the spirit of supporting education for everyone: MathTrax from the fine folks at NASA.

MathTrax is a great example of how audio graphing can help explain math functions and concepts. It is an accessible graphing calculator that allows for individuals with disabilities to create and listen to math. There are also built-in samples for exploring the physics and functions of rocket launches and roller coasters, and it is all accessible.

As cool as all that is, it is still a rather limited range of options and a very outdated interface.

Happily, the world has changed for the better in terms of our ability to create and study math with audio graphing capabilities.

Current Evolution of Sonic Math: Desmos

Home page for desmos.com.
Home page for desmos.com.

Desmos is a company that provides a free suite of web-based math tools, which includes an impressive audio graphing calculator that is completely accessible, and it works across operating systems and devices.

Did I mention it’s free?

Desmos works to ensure their tools are accessible and available across operating systems and devices, as part of their mission to make math easier and more enjoyable to learn for everyone.

In addition to an impressive collection of math tools, Desmos provides free lessons and activities you can use to teach math with their tools.

Using Desmos to create content for the LMS

To use Desmos, go to www.desmos.com and create an account.

You need an account to save and share the content you make, but anyone can visit the URL for what you create – with no account required to view your content.

Before you begin, I recommend you read the page about how to best succeed in creating great digital math. It is really quite good advice.

Math Tools

Under the “Math Tools” menu you will find the different tools included in the free suite. There’s a lot of good stuff here, but today I’m focusing on the Graphing Calculator.

Desmos' math tools, with Graphing Calculator highlighted.
Desmos’ math tools, with Graphing Calculator highlighted.

Graphing Calculator

Click on the Graphing Calculator option from the Math Tools menu, and the Graphing Calculator opens in full-window mode.

An empty graph awaiting your math.
An empty graph awaiting your math.

No ads to distract, no interruptions to sign up for the newsletter, just good old-fashioned, blast it out loud audio math.

That’s right – this ain’t your grandpa’s math. But actually, go ahead and turn up your speakers and let Grandpa learn something too.

Here is how you get it done:

First, click the big PLUS sign in the upper left-hand corner.

Adding content to your graph.
Adding content to your graph.

Choose “f(x) expression”.

Next, enter your expression via the keyboard or through the onscreen entry tool-pane.

Graphing Calculator tools.
Graphing Calculator tools.

Notice the collection of common functions that can save you time in data entry. Here is the complete list of supported functions.

Functions panel.
Functions panel.

When you have finished creating/editing your expression, press ENTER.

If your expression is a valid function, it will be added to the graph.

AUDIO Graphing

Here is how to play your math out loud:

  1. With your expressions selected, press ALT + T to engage the audio graphing tool.
  2. Press H to hear the entire expression.
  3. Use TAB to navigate through significant points like intersections with other functions or axis markers.
  4. Use the ARROW KEYS to navigate along the graph in either direction.

Share Your Math with the World

To show your work outside of Desmos, click on the “Share Graph” icon in the upper right-hand corner.

The Share Graph icon.
The Share Graph icon.

You can download a picture, send someone a link, or embed the code within an HTML page.

Exporting a graph as an image.
Exporting a graph as an image.

Following is the same information via an HTML embed code:

Using Desmos as a Student

Before unleashing your audio graphs on your students, you should introduce your students to the concepts of using audio graphs and the different keyboard commands for interacting with the audio graphing calculator.

Desmos provides a thorough overview of how they support accessibility, including technical information and instructions for using their product with different screen readers and assistive technologies, across different operating systems and devices.

In addition to being keyboard accessible, Desmos also provides a “Projector Mode” that makes the lines fatter and easier to see when displayed through a projector. Projector Mode also helps when a graph is being viewed on a mobile device outside, or when being viewed by someone with a visual impairment.

Desmos Unlocks the Potential of Math for Everyone

Desmos products are used by millions of students around the world, and they are unlocking the ability to find solutions to universal questions and problems while helping every student realize their individual potential, understanding, and mastery of math.

As if they weren’t already the coolest math company in the world, or maybe because they are, Desmos is sponsoring a Global Math Art contest. Please check it out, and enjoy the amazing visual and audio prize winning content – all created with pure math.

Here is the first place winner for the 13-14 Year-old Age Category:

And here is the best Audio Graph winner:

Visit the Global Math Art Contest page and see all the winners across different age categories, and share with anyone who ever tells you math is boring.

Now you know differently.

Thanks for reading!

Accessible Stem Challenges

man teaching math at a chalkboard full of math expressions and diagrams.
Photo by Science in HD on Unsplash

Creating accessible STEM content for the web is not simple.

(In case you’re not aware, STEM is an acronym for Science, Technology, Engineering, Math.)

There are limited tools for creating accessible STEM content for the web, as well as limited technology for reading/studying the content.

Typically, the visual nature of STEM is the biggest challenge in creating accessible digital content. So often, a visual depiction of STEM is created because it is so challenging to describe the content verbally.

Accessibility can be ironic.

Because there is no effective technology to decipher and describe graphs, charts, and other graphical representations of STEM content, we are reduced to simply describing the images of this content that can not be easily represented by other digital means.

You need a specialized ability to verbalize complex STEM content in a way that is understandable, as well as a deep understanding of the STEM content itself. It helps to have instructional design skills to discern the instructional strategy and create an accessible alternative.

Most of the math teachers I know do not have a degree in instructional design – thankfully we have a technology that is helping bridge the gap.

MathML

For the discipline of Math, there is some ability to render accessible expressions via digital technology.

Using a technology called MathML, it is possible to codify a mathematic expression so that it can be communicated over the Internet and even read by screenreaders.

The ML from MathML stands for “Markup Language”. The different aspects of the mathematical expression are identified through specialized tags to identify both the operator and/or value of numerical information and their placement within the expression.

Semantics Through Layout

For math content, another confounding issue is that a lot of the meaning is conveyed through the visual layout of expressions. It becomes challenging to accurately express complicated expressions simply as verbal descriptions.

It is even more challenging to learn math by listening to verbal descriptions without the ability to interact with the components of the expression.

True usability occurs when a student can interact with each part of the expression and navigate through the different parts of the expression – in the same way a sighted person “studies” key parts of the expression to discern the meaning.

Simply listening to the expression is not the same thing as studying and navigating through the individual parts of an expression, and MathML provides a solution that is more accessible than a simple description (however difficult the description might be to come up with).

Special Characters

Another confounding issue with STEM is the use of special characters and the Greek alphabet. These characters are not always commonly supported, either from the reading or creating standpoint.

Limited Alternatives

Because MathML is so challenging to work with, a lot of people simply create images of expressions and provide a verbal description.

This is not really an equitable experience for someone who can not see, and certainly not the most effective way to teach Math.

Nemeth Braille

For those few individuals who have the ability to read Nemeth Braille, there is a solution in the form of electronic refreshable Braille displays. Much like a screenreader can verbalize information, they can also provide a tactile representation through a refreshable Braille display.

When provided with properly formatted MathML.

But hey, it’s easier than making Nemeth Braille!

LaTEX

LaTEX (pronounced LAW-tek) is a text-based code for representing mathematical expressions.

Originally used in the printing and typesetting of STEM books before the digital revolution, LaTEX is a code that allows for representing mathematical expressions in a text format. This is a good option if you and your students happen to know LaTEX.

Reading Expressions vs. Interacting with Expressions

For most people, it isn’t very difficult to recognize the challenge of learning math by only listening to descriptions of mathematical expressions.

Realize that students need to express their understanding of the material as well.

So students need to learn how to speak mathematical expressions back to the teacher (in addition to learning math), or be able to transcribe into LaTEX.

MathType

Thankfully there is a program called MathType.

MathType allows for easy creation of mathematical expressions and chemistry formulas that can also be rendered as accessible web pages for use with screenreaders and magnifiers.

MathType also supports LaTEX, so for students and teachers who know LaTEX, it is even more powerful.

MathType has a standalone application as well as multiple plugins for different popular authoring programs such as MS Word and PowerPoint.

Recently, MathType released new plugins for Google Docs and WordPress, as well as the Canvas LMS and Moodle LMS, increasing the range of options for creating and presenting accessible math content.

Desktop vs Web

There are different pricing options for MathType plugins for Canvas and Moodle. Read more about the differences at the Design Science Website.

The Google MathType plugin is free, and it creates accessible math expressions within a Google doc.

The standalone version of MathType will also integrate into all recent versions of MS Word, in addition to having its own standalone interface.

MathType Basic Workflow

You create and edit your mathematic expressions in the MathType Editor.

Whether you prefer working in the Desktop version…

MathType Equation Editor.
MathType Equation Editor.

… or the Web-based version of MathType.

MathType Google plugin.
MathType Google plugin.

Both versions allow you to create accessible web-based math expressions, the desktop version also supports additional workflows for non web-based and printed math.

MathType in MS Word

When you install the desktop version of MathType, it also populates MS Word with a plugin that allows you to create and embed math expressions within your MS Word document.

MS Word with MathType add-in.
MS Word with MathType add-in.

The MathType toolbar provides powerful support for creating and editing math expressions inside MS Word.

You can also use the MS Word plugin to create accessible web-based math expressions.

Creating Math Expressions

MathType provides many pre-built expression components that are commonly used in math, and it also provides the individual elements of math expressions to allow you to create whatever kind of math you need to.

There are common groupings on dedicated tabs for Algebra, Derivatives, Statistics, Matrices, Sets, Trigonometry, and Geometry.

  1. Click on the element you want to add, and then use the keyboard to enter the numbers and variables of your expression.
  2. Use the arrow keys to move around within the expression.
  3. DON’T USE the SPACEBAR, it does not work in MathType. MathType takes care of the spacing automatically.
  4. When you have finished entering the math expression, go to the File menu of the MathType editor and choose “Close and return to MS Word”.
  5. MathType will ask you if you want to save the expression, say yes.

Publish to Webpage

When you have completed your page of math and you are ready to create the web-based version, click on the MathType toolbar.

Mathtype toolbar.
MathType toolbar.

Click the “Publish to MathPage” option.

Publish to MathPage option from the MathType Toolbar in MS Word.
Publish to MathPage option from the MathType Toolbar in MS Word.

The Publish to MathPage options will open. In the “Equations” section, choose MathML.

Publish to MathPage options.
Publish to MathPage options.

There is a pull-down menu that allows you to fine-tune your choice of technology for rendering the MathML. Check with your system administrator to verify which version is supported by your LMS.

Firefox for Math

The support for MathML varies from browser to browser, and unfortunately, it often varies over time as well. As of today, I had best results in the Firefox browser using NVDA to test the different output options.

I also found adequate support in Chrome with the Google Docs MathType output using the NVDA screenreader.

MathType enjoys a place as the sole option in terms of being able to easily produce accessible math expressions.

Learn more about MathType and the different authoring environments it is supported in at the Design Science website.

Now you have an option for creating accessible math expressions for the web.

Thanks for reading!

Accessibility through Assimilation – Bring it into the LMS

Slate with the words "You've got this" sitting on top of a laptop with headphones next to a cup of pencils.
Photo by Emma Matthews Digital Content Production on Unsplash

Sometimes you find a novel or impressive way of communicating information out in the wild west of the World Wide Web. You find some form of content that would be a great addition to your online course – but you quickly find that it has some critical accessibility failing that makes it unacceptable.

If you’re thinking that you can’t use this otherwise impressive content because of the lack of accessibility, consider another option.

Sometimes you can bring a problem out of the rough and sink it into the nice manicured green of your LMS.

Admittedly, this is not always possible, as some content may require complete re-programming to address the accessibility problems it contains. However, for certain media you can recreate the essential aspects of what is being communicated as an HTML page within your LMS.

Essential Accessibility Concepts of WCAG – POUR

When considering content that can be improved upon, remember the four guiding principles of WCAG, POUR:

  • Perceivable
  • Operable
  • Understandable
  • Robust

Ultimately, the WCAG nails accessibility down in simple terms that are easy to remember and apply to content you are teaching.

Perceivable

Perceivable content is styled and represented in a way that allows it to be presented to at least one of the human senses.

No content is invisible to ALL of the senses, there must be a representation of the content that is perceivable by whatever capability a user possesses.

Operable

The interface menus, links, and functionality must be operable by all users. Keyboard control is one of the easy tests to see if content is operable, but it is just a beginning.

Understandable

The content and the intended use and operation of the interface must be understandable. As an educator, this should be an easy one to discern and improve upon, if necessary.

Robust

Content needs to be adequately formatted and designed so there is enough information for a variety of different user agents to make sense of it. Over time, the information should retain the core meaning and capability of being expressed through evolving technologies.

Having thorough text descriptions and formatting content with semantic styles like headings and lists is a great way to make content more robust.

When you find digital media that can be improved upon, follow the WCAG concepts of POUR to enhance the message as much as possible.

Essential Interactive Elements

Moodle activities and resources you can create in the LMS.
Moodle activities and resources you can create in the LMS.

Your LMS can be used to create many of the interactive elements used by digital designers. From basic HTML pages to more sophisticated content packages, today’s modern LMS offers the capability to create several types of accessible interactive content.

Consider mapping out just what kind of interactivity is present in the content, and see if you can duplicate it within the LMS.

Undescribed and Unlabeled Content

It is very easy to provide alternate text descriptions for images within your LMS.

Image Properties from Moodle.
Image Properties from Moodle.

If the only accessibility issue you find is missing or inappropriate alternate text, then copy and paste the images into your LMS and provide appropriate descriptions for those images.

Remember that form fields require text labels as well.

Inaccessible polls and surveys can be recreated accessibly with the assessment and feedback tools of your LMS.

Bad Contrast

If there is bad contrast between text and background, that is another issue that is extremely easy to fix.

Copy and paste the text into your LMS and apply appropriate colors for WCAG-compliant contrast ratios.

Likewise, if the focus indicator has been styled to be invisible or difficult to see via linked CSS, you can copy and paste the content into your LMS. The styling for the focus indicator will be formatted according to your LMS CSS settings.

Bad Instructions and Layout

Sometimes good content comes with bad instructions, explanations, or just a confusing or cluttered layout. Redesigning a problematic page for easier readability is a valid activity for accessibility and a great use of the LMS.

Bonus Lessons

Another benefit of fixing accessibility issues by redesigning the content within your LMS is the opportunity to demonstrate to your students how to responsibly synthesize information into new forms of media, and how to properly cite sources when using other people’s content.

Reproducing content within the LMS can provide a simple means for addressing basic accessibility concerns, and it can also be a great way to focus user attention and keep students in the LMS.

You’ve learned not only how to assess content for accessibility, but how to make content better for accessibility and learning. Now when you encounter inaccessible content, it doesn’t have to be a dead end – you can create options and improve the situation for everyone.

Thanks for reading!