WEBVTT

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>> All right.

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Okay, so is everybody
able to see this screen?

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I'm going to stop share --

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I'm going to share
the other screen here.

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[ Silence ]

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Share screen number two.

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I'm just going to
move this over.

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I didn't want you to
see my notes screen.

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That's why I did that.

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Okay. Yeah, because I have
a sample course as well

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to show you what
this looks like.

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Okay, so everybody
sees this screen.

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So I want to welcome you
to our first, really,

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kickoff session for Ally.

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So I'm sure you are probably,
like, well, what is this?

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So another question a
lot of people are going

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to have is are we still
going to have Ally

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when we use Bright Space.

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And the question is
we don't know yet.

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So Ally is a
Blackboard-exclusive product.

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It means that --

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[ Audio Break ]

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-- Software into Bright Space,
but right now we don't know

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which tools we're going
to be using with SUNY.

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All right, so, we do
pronounce it Ally.

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So I like how they pronounce it.

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I like to think of this
as being like a friend,

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your friend inside
of Blackboard.

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Okay? So let's look at a summary

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of what I'm going
to cover today.

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I'm going to pause periodically
in between the sections

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to take your questions.

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So really, what we're
going to do is we're going

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to make this relatively more
of an informational session.

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So I'm going to explain
first, really, what Ally does,

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this thing that just appeared in
your classes over the weekend.

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We're going to talk

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about interpreting those
accessibility gauges second,

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and then how the guided
feedback works in Ally.

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And then, lastly, I'm
going to go through all

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of those different alternative
formats that are visible.

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I don't know if you've clicked
around on any of the buttons,

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but you'll see that there's
some alternative file formats

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that have appeared.

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So I'm going to explain exactly
what these are, what they do,

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and how you can use
them in your classes.

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Okay, so, let's get started.

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The first thing is,
really, what does Ally do?

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Okay. So Ally is a
Blackboard product,

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and it was invented
approximately three

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to four years ago.

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So this is something that
our new LMS doesn't have,

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but we can easily get an access.

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So what Ally does is
it does two things.

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It not only identifies
accessibility issues inside

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of your documents, but it also
produces alternative formats

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of those documents for your
students and also for you.

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Okay? So I just want
to pause for a minute

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and explain what
accessibility means.

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So accessible is a big word
here in educational technology.

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So when we talk about a
document being accessible,

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we talk about it
being in a format

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that everyone can use and enjoy.

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So regardless if you have
a learning disability

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or if you have some
visual issues,

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if you have some hearing issues,
or even if you have, maybe,

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dyslexia or if you just want
it in an alternative format

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that makes it better for you.

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So accessible means that the
document or information is

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in a certain format that is
best suitable for everyone,

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regardless of what
you could have.

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Okay? And it really
benefits everyone.

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So I always like to give the
benefits of the curb cuts.

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Okay? So when we're at the
grocery store, and we're --

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or we're, like, going to
Wagner's, for example,

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and everybody has our
shopping carts, right?

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So the curb cuts not only
help somebody in a wheelchair,

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but they also help somebody
who is pushing a shopping cart

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with heavy soda, with heavy
laundry soap, maybe somebody,

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like, you know, has,
like, a back injury

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because they were shoveling snow

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and their back hurts
or something.

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So it's really about
making a document

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and information available
to everybody.

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Just kind of like this
curb cut makes walking

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in a pathway visible and
accessible to everybody, okay?

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And this is also part
of what Karen said.

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She said it's also part
of universal design.

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So universal design, if
you're really interested,

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it has its origin
in architecture,

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but now over the
past couple years,

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we've been pushing it more
into education and more

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into digital learning.

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So not only do we want our
classes to have a structure

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that is accessible to everybody,
kind of like our buildings are,

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like, we have elevators.

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So I'll give you
one more example.

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So the elevator is used --

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you know, it was put in the
building originally for people

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in wheelchairs, but honestly,
I've not seen anybody

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with a wheelchair use it, okay?

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I see delivery drivers use it
who are hauling stuff around.

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I see maintenance
personnel use it.

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I see students use it, you know,
if they're carrying big bags

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of books around from
the library.

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So it's really meant
to help everybody.

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And that's how you
guys really want

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to format your classes
and think about.

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So, you know, is this -- so
when you're creating something,

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you know, we're so used
to making something

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and just putting it online.

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So that's why Ally is really
helpful because when you look

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at Ally, you're going to
see, like, these gas gauges,

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and Ally is going to
quickly scan your document

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when you put it up, and
it's going to tell you

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if there's any sort of issues
that would impact your students

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because not all of us have, you
know, learning disabilities.

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And, you know, not all of
us have vision problems.

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So that's why we
have Ally to help us.

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So Ally is kind of like
this partner that's

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in the background, and it's
here to help us scan documents

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and make sure that
everybody can see them

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and that this document is
available to everybody.

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Okay? And the way Ally
rates your documents is

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that Ally uses gas gauges
that are color coded.

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So the gauges are color coded

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in the format of,
like, a stop sign.

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So if you look at this,
you can see that the yellow

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or the orange would
be like a caution.

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And it really coaches you
on which ones to fix based

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on the color and how
the gauge is pointing.

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So if you look at something
in the middle, you know,

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and it's orange, it means
okay, you know, it's okay.

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There's a couple problems
with this document

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that could be addressed.

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So this is definitely something
that I want to look at.

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But if I look at this document,

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it says "Case Study
Assignments."

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This is green.

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The arrow is point to the right.

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Okay, so there's probably
no issues with that.

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All of my students can equally
enjoy it and utilize it.

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But if I look at some of
the red, and it's pointing

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to the left, there's
several problems in here.

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Okay? So the nice thing is

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that Ally also coaches
you on what to fix.

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So it identifies things,

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and it helps walk you
through those steps.

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And it's really important
for you guys to know

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that Ally doesn't fix
these issues for you.

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So, like, in this case, there's
obviously a huge a problem

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with this bottom document.

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So if my students download
this document, they're going

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to get an exact copy of
all the problems in it.

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Okay? So Ally doesn't
fix it for you,

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but it coaches you
on what to fix.

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But let's go onto the next step.

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All right, so when
I interpret these --

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so I kind of went
through this already.

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So if you look at it, we're
using the stoplight system.

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So the gas gauge
represents, and the position

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of it represents how
much needs to be fixed.

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Okay? So major changes
are represented with red

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and with it pointing
to the left.

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And this would stop letting
students view the document.

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If it's orange, we have
moderate changes to make.

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It means slow down, and then is
we still may have some changes.

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Okay? So once this happens --

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so this is what you've seen
in your course already.

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All right?

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So the next step is actually

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to get some guided
feedback from Ally.

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So the first step is I'm going

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to show you what this looks
like, and then we're going

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to see it live in a course.

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So once I do this, I'm going
to click on that gas gauge.

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And here's what is
going to show up.

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Okay. So if I clicked
on that orange icon,

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you can see oh, it's
a 48% score.

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So Ally is using an algorithm
to calculate this percentage

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by looking at different
variables.

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Okay, so my first step is
to show all of my issues.

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So if I click on A, all issues,
Ally is going to present a list

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of every single problem
with this document.

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Okay? All right, so that
might be a little overwhelming

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if we're looking at a document
that has all red in it.

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All right?

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So after I click on A, okay,

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the most common issues
is featured at the top.

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All right, so, the
first issues is

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"This document does
not have headaches."

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Okay, so that's the biggest
problem in my document.

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Okay. And then you're
probably like, whoa,

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like I'm not used
to this language.

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What does this mean?

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So I can click on part , and
Ally's going to tell me what

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that means in terms
of accessibility.

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So, apparently, this
was probably some sort

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of word document.

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It doesn't have headings,
and I can click

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on part C. This will
tell me what it means,

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and then D will tell me
exactly how to fix the headings.

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So you can go through the issues
one by one in Ally by clicking

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on them, and the issue
will show up here.

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Ally will tell you what it
means and then how to fix it.

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So just out of curiosity,

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does anybody know what
headings are in a Word document?

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So I'm just going to use that
while I go into Blackboard here.

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[ Silence ]

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I have so many test courses.

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It's, like -- all right.

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I just have to find where it is.

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[ Silence ]

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>> Okay, nobody knows
what a heading is?

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[ Silence ]

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No? Okay, well I can
share what it is.

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So a heading, usually what we
have is for a sighted person,

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we would call it a header.

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But in the accessibility
world, we call it heading.

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So we have different
levels of headings.

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So a screen reader can
read up to six levels.

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So think of heading level
as a section of your paper.

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So the first level would
be, like, your title,

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maybe your introduction,

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and then the second level would
be the different sections.

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So I would put in
a different heading

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for each section
of my paper then.

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And it would tell a blind
students that I'm going

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to the next section because a
blind student can't see that,

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oh, there's -- you know, like
in an MLA format or APA format,

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that there's some sort of
division between this section

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and the next section,
they can't see that.

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So we use the headings instead.

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[Inaudible] read to them,
they say, oh, now we're going

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into the next section.

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So that's what we know
what a heading is.

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Okay, so this is what I have.

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This is just a fake
sample course.

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I got somebody's
permission to copy this.

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And let me show you
what it looks like.

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So this is actually -- I think
this is the document I was

242
00:15:13.786 --> 00:15:16.056
looking at, and it's a PDF.

243
00:15:16.196 --> 00:15:19.256
So if I click on this --

244
00:15:19.256 --> 00:15:21.556
all right, so now we
have a different one.

245
00:15:21.556 --> 00:15:27.116
It says this PDF contains images
that are missing a description,

246
00:15:27.116 --> 00:15:30.746
and then, like, what in
the world does that mean?

247
00:15:30.746 --> 00:15:34.356
Okay, so I'll just tell
you guys right now that all

248
00:15:34.356 --> 00:15:37.886
of the images should have
a description so that

249
00:15:38.036 --> 00:15:41.166
when a screen reader
is reading the document

250
00:15:41.516 --> 00:15:46.936
that the screen reader
can describe whatever this

251
00:15:46.936 --> 00:15:47.956
chart means.

252
00:15:47.956 --> 00:15:51.786
Okay? So apparently, the
faculty member didn't put

253
00:15:51.786 --> 00:15:54.526
in a description for
what this chart means,

254
00:15:54.706 --> 00:15:57.646
so that's why Ally is
like wait, wait, wait.

255
00:15:57.646 --> 00:15:58.426
You got to add this.

256
00:15:58.856 --> 00:16:02.496
Okay? But if I didn't know that,
you know, and I'm just looking

257
00:16:02.496 --> 00:16:04.536
at this at home, you're,
like, well, what is this?

258
00:16:04.896 --> 00:16:08.466
I can click on this, and
Ally is going to say, okay,

259
00:16:08.466 --> 00:16:10.926
so a descriptive image,

260
00:16:11.196 --> 00:16:14.116
or sometimes called an
alternative description,

261
00:16:14.336 --> 00:16:18.836
or we say alt text,
makes it easier

262
00:16:18.836 --> 00:16:21.486
to connect the image
to the context.

263
00:16:21.486 --> 00:16:27.266
Okay? So it's basically the
same thing, a written equivalent

264
00:16:27.266 --> 00:16:29.216
of the picture students
are seeing.

265
00:16:29.556 --> 00:16:33.746
So if I heard a description
of this chart,

266
00:16:33.746 --> 00:16:38.496
I would know exactly
what it means.

267
00:16:38.496 --> 00:16:41.336
Okay? And then what Ally
does is it says, well,

268
00:16:41.336 --> 00:16:44.136
why use image descriptions.

269
00:16:44.136 --> 00:16:46.616
So it helps some of
my students search.

270
00:16:46.616 --> 00:16:48.946
It provides a better context.

271
00:16:48.946 --> 00:16:52.446
And it's essential for
students with visual impairments

272
00:16:52.446 --> 00:16:56.296
because if I was a blind
student in your class looking

273
00:16:56.296 --> 00:17:00.046
at lecture notes for a test,
and I didn't have a description

274
00:17:00.046 --> 00:17:04.876
of this, I would
probably fail your exam.

275
00:17:05.246 --> 00:17:07.246
Okay? So that's what
Ally is telling me.

276
00:17:07.246 --> 00:17:08.896
Oh, I got to go and add this.

277
00:17:08.896 --> 00:17:09.976
All right?

278
00:17:09.976 --> 00:17:14.486
So then what we can do then is
it says, okay, upload a version

279
00:17:14.756 --> 00:17:16.086
with image descriptions.

280
00:17:16.686 --> 00:17:23.026
So what I can do is I would
have to change my PowerPoint,

281
00:17:23.026 --> 00:17:26.226
and Ally will let
me reupload it here

282
00:17:26.316 --> 00:17:30.086
so that my students can
see the revised document.

283
00:17:30.366 --> 00:17:32.566
Okay? So let's go
through another one.

284
00:17:34.026 --> 00:17:36.646
Okay, let's go through this
one because this one is red.

285
00:17:36.896 --> 00:17:37.736
All right?

286
00:17:37.736 --> 00:17:39.416
So this one is really bad.

287
00:17:39.726 --> 00:17:44.446
Right? Okay, so this one
has six percent, all right,

288
00:17:44.496 --> 00:17:47.056
and so if I click
on this it says --

289
00:17:47.156 --> 00:17:51.176
so the first thing that you
see is the biggest issue.

290
00:17:51.176 --> 00:17:53.266
The biggest issue
is always flagged.

291
00:17:53.266 --> 00:17:56.946
And it says the PDF is untagged.

292
00:17:57.166 --> 00:17:59.466
Okay. And you're
like, all right,

293
00:17:59.466 --> 00:18:01.466
well, what does this mean?

294
00:18:01.466 --> 00:18:09.876
Okay, so a PDF document, if
you look at it, has tags on it.

295
00:18:09.876 --> 00:18:13.016
So a tag will help
with the reading order.

296
00:18:13.016 --> 00:18:19.256
So if you look at this, when
you make it a PDF, Adobe,

297
00:18:19.256 --> 00:18:24.306
which is -- Adobe Acrobat,
which is our PDF reader

298
00:18:24.306 --> 00:18:27.406
and creating program,
will put all

299
00:18:27.406 --> 00:18:30.896
of these sections into boxes.

300
00:18:30.896 --> 00:18:34.416
So it's going to make
this picture on a box.

301
00:18:34.416 --> 00:18:36.116
It's going to make this a box.

302
00:18:36.116 --> 00:18:37.456
It's going to make this a box.

303
00:18:37.456 --> 00:18:40.896
So the problem is
your students --

304
00:18:40.896 --> 00:18:44.386
or your screen readers don't
know which one to read when.

305
00:18:44.746 --> 00:18:46.946
Okay. So do I read this?

306
00:18:46.946 --> 00:18:48.146
Do I read that?

307
00:18:48.146 --> 00:18:49.566
What do I read first?

308
00:18:49.806 --> 00:18:56.416
So if it's tagged, we can label
the order, the reading order.

309
00:18:57.526 --> 00:19:00.506
Okay? And then we
can also mark some

310
00:19:00.506 --> 00:19:03.656
of these pictures
as descriptive.

311
00:19:03.656 --> 00:19:07.616
Okay? So in this case, I
would probably keep this.

312
00:19:07.616 --> 00:19:10.406
So it looks like
this is about --

313
00:19:10.406 --> 00:19:16.056
this is a course about projects
and, you know, the stock market

314
00:19:16.056 --> 00:19:20.786
and improving a business
project, making it successful.

315
00:19:20.786 --> 00:19:24.436
Okay? But if I do have an
image that's not important

316
00:19:24.436 --> 00:19:27.896
and it's just decorative, I
can just mark it that way.

317
00:19:29.026 --> 00:19:32.716
Okay? So let's say that I
had, like, a little sunshine

318
00:19:32.716 --> 00:19:34.536
up here, which I don't have.

319
00:19:34.536 --> 00:19:37.246
But let's say that
I had one up here.

320
00:19:37.946 --> 00:19:42.096
Okay? So I could just mark
this decorative because it's,

321
00:19:42.096 --> 00:19:43.636
you know, not essential

322
00:19:43.976 --> 00:19:46.336
to knowing the content
and the information.

323
00:19:46.576 --> 00:19:49.576
Okay? So let's go
through my order.

324
00:19:49.576 --> 00:19:53.766
It says this PDF
is untagged, right?

325
00:19:53.766 --> 00:19:54.786
So what does it mean?

326
00:19:54.786 --> 00:20:00.006
Okay, so this is Ally's
version, or explanation.

327
00:20:00.466 --> 00:20:04.356
It says, "Most documents
are created

328
00:20:04.356 --> 00:20:07.276
in the word processing program
before they're converted

329
00:20:07.276 --> 00:20:08.566
to a PDF.

330
00:20:10.316 --> 00:20:14.456
They are not -- few have
structured PDF tags."

331
00:20:15.066 --> 00:20:21.426
So the way Ally describes it
as PDF tags are hidden labels

332
00:20:21.426 --> 00:20:24.046
that clarify the
structure of a document.

333
00:20:24.046 --> 00:20:27.446
Okay? So it's a table
or a heading, okay?

334
00:20:27.446 --> 00:20:31.886
Untagged PDFs do not contain
any information, all right?

335
00:20:31.886 --> 00:20:33.886
So that's another
thing that they do.

336
00:20:33.886 --> 00:20:37.976
They do clarify if it's a
table or if it's a paragraph,

337
00:20:37.976 --> 00:20:40.026
but it also helps
with reading order.

338
00:20:40.026 --> 00:20:45.556
And then Ally explains
why this is necessary.

339
00:20:45.556 --> 00:20:49.296
And then -- it doesn't
always tell you exactly how

340
00:20:49.296 --> 00:20:53.536
to fix the issue, but the
easiest way to do this is

341
00:20:53.536 --> 00:20:59.656
to use Adobe Acrobat and to
upload your document in there

342
00:20:59.656 --> 00:21:03.756
to add the tags on there, to
save, and then reupload it.

343
00:21:03.756 --> 00:21:06.696
Okay? So if I want to see
all the issues, though --

344
00:21:06.896 --> 00:21:10.666
okay, let's -- because this
is a really bad document,

345
00:21:10.666 --> 00:21:13.666
we'll see that I can
increase my score,

346
00:21:13.666 --> 00:21:18.846
my accessibility score 90%
if I just tag this document.

347
00:21:19.806 --> 00:21:23.496
Okay? It tells me what that
means and then how to tag it.

348
00:21:23.726 --> 00:21:28.796
So I go back to more issues,
it doesn't have a language set.

349
00:21:28.936 --> 00:21:30.856
Okay, so what do
you mean by this?

350
00:21:30.856 --> 00:21:32.176
What does this mean?

351
00:21:32.246 --> 00:21:37.346
Okay? All right, so apparently,

352
00:21:37.516 --> 00:21:41.316
I have to tell the computer
what language is listed here

353
00:21:41.606 --> 00:21:44.156
so that it can check for
correct grammar and spelling.

354
00:21:44.326 --> 00:21:44.976
All right?

355
00:21:44.976 --> 00:21:49.036
So, all right, so I
can definitely do that.

356
00:21:49.036 --> 00:21:52.026
And then the contrast,
all right?

357
00:21:52.026 --> 00:21:57.876
So if I look at this, right,
it's telling me that you see

358
00:21:57.876 --> 00:22:00.566
that there is white text,
and this is like a --

359
00:22:00.566 --> 00:22:04.786
kind of a light bluish-gray
background.

360
00:22:04.786 --> 00:22:07.196
All right, so if
you look at this,

361
00:22:07.196 --> 00:22:11.006
we can still use
a color analyzer

362
00:22:12.306 --> 00:22:15.516
to reanalyze your text
once this is finished.

363
00:22:15.516 --> 00:22:17.336
So what you could
do, for example,

364
00:22:17.336 --> 00:22:20.226
is we just need a
bigger contrast,

365
00:22:20.226 --> 00:22:23.976
which means that we
need a bigger difference

366
00:22:23.976 --> 00:22:27.296
between the color of the
text and the background.

367
00:22:27.296 --> 00:22:31.816
Okay? And you can always
use this contrast analyzer

368
00:22:32.316 --> 00:22:36.026
to see if this is okay.

369
00:22:36.026 --> 00:22:39.816
All right, so it takes you right
into the contrast analyzer.

370
00:22:40.056 --> 00:22:41.936
There is several of them online,

371
00:22:41.936 --> 00:22:44.196
but this is [inaudible]
Ally uses.

372
00:22:46.266 --> 00:22:49.966
Okay, and another
thing that, you know,

373
00:22:49.966 --> 00:22:52.096
in addition to legibility,

374
00:22:52.296 --> 00:22:54.036
students with visual
impairments,

375
00:22:54.036 --> 00:22:55.466
and it's really interesting,
too,

376
00:22:55.466 --> 00:23:01.526
that 1 in 12 men actually
some sort of color blindness.

377
00:23:01.526 --> 00:23:04.346
And I actually didn't know that.

378
00:23:04.676 --> 00:23:06.136
It affects 1 in 200 women.

379
00:23:06.136 --> 00:23:09.706
And then, also, if you
have a low-quality monitor,

380
00:23:09.706 --> 00:23:13.106
or I could even that if your
students are viewing this

381
00:23:13.606 --> 00:23:18.466
on mobile device, a lot of
times, their screensaver

382
00:23:18.786 --> 00:23:22.096
on their -- or not
their screensaver,

383
00:23:22.096 --> 00:23:26.566
but their screen protector
on their cell phone

384
00:23:26.566 --> 00:23:30.476
or their iPad will add a glare,

385
00:23:30.476 --> 00:23:32.796
or it will even distort
the image.

386
00:23:32.856 --> 00:23:38.196
So if they're trying to read a
document that has low quality

387
00:23:38.196 --> 00:23:41.706
to begin with, and then they're
putting it on top of that

388
00:23:41.706 --> 00:23:44.786
on their cell phone
or their iPad,

389
00:23:44.786 --> 00:23:47.546
it's going to make the
quality even worse.

390
00:23:47.656 --> 00:23:50.586
Okay? So we probably
didn't think about that.

391
00:23:50.626 --> 00:23:54.236
All right, so that's really nice
that Ally goes through a lot

392
00:23:54.236 --> 00:23:55.436
of the coaching with you.

393
00:23:55.436 --> 00:23:57.456
It doesn't do everything.

394
00:23:57.456 --> 00:23:59.166
Again, I'm going
to say this again.

395
00:23:59.536 --> 00:24:04.216
Ally doesn't fix the document
for you, but it coaches you

396
00:24:04.216 --> 00:24:07.966
and teaches you how to
fix it for your students.

397
00:24:08.126 --> 00:24:13.386
All right, so let me go
back to my PowerPoints.

398
00:24:13.586 --> 00:24:17.456
So I just wanted to go through
those particular pieces,

399
00:24:17.616 --> 00:24:22.356
bit of information
and actually show you

400
00:24:22.356 --> 00:24:25.326
in real course what
this looks like.

401
00:24:25.326 --> 00:24:27.636
>> Lisa? This is Karen
Grella [assumed spelling].

402
00:24:27.926 --> 00:24:29.106
>> Okay.

403
00:24:29.236 --> 00:24:35.356
>> Hi. I just want to add
that OAR staff are going

404
00:24:35.356 --> 00:24:38.156
to be doing mini
trainings on some of the --

405
00:24:38.156 --> 00:24:40.196
on how to fix some
of these things

406
00:24:40.196 --> 00:24:41.646
and get a little
bit more in depth.

407
00:24:41.896 --> 00:24:43.016
So --

408
00:24:43.016 --> 00:24:43.716
>> Oh, good.

409
00:24:43.716 --> 00:24:44.046
Thank you.

410
00:24:44.046 --> 00:24:45.216
>> So we're going to be --

411
00:24:45.216 --> 00:24:47.726
the first one is going to
be color contrast visual

412
00:24:47.806 --> 00:24:52.836
on the 18th, on February
18th, I believe at 11:00 AM.

413
00:24:52.996 --> 00:24:56.566
So -- but there is
some information.

414
00:24:56.606 --> 00:24:58.336
I think Terry Cupp
[assumed spelling] sent

415
00:24:58.336 --> 00:25:00.376
out an email with
those trainings.

416
00:25:00.376 --> 00:25:02.916
And we are going to talk a
little bit about headings

417
00:25:03.406 --> 00:25:05.956
and PDF and Word, and then
we'll talk about PowerPoint,

418
00:25:05.956 --> 00:25:10.236
so if people what more specific
questions or get a little

419
00:25:10.236 --> 00:25:14.356
in depth into each of the
different issues, so to speak,

420
00:25:14.356 --> 00:25:17.866
that will help if people
want to join our trainings,

421
00:25:17.866 --> 00:25:18.856
come to our trainings.

422
00:25:18.856 --> 00:25:20.446
That's it.

423
00:25:20.446 --> 00:25:21.866
>> Yeah, definitely.

424
00:25:22.246 --> 00:25:23.346
Yeah, and I know a lot

425
00:25:23.346 --> 00:25:26.036
of us have different
backgrounds on this.

426
00:25:26.336 --> 00:25:27.736
You know, some people
know a lot.

427
00:25:27.736 --> 00:25:29.366
Some people are just
starting out.

428
00:25:29.366 --> 00:25:31.446
So, you know, it
really good to --

429
00:25:31.686 --> 00:25:36.556
I definitely that Karen
Grella's trainings.

430
00:25:36.786 --> 00:25:41.756
Just -- you know, and it even
gives you a nice refresher

431
00:25:41.756 --> 00:25:45.966
because I actually looked

432
00:25:45.966 --> 00:25:47.906
up some things before
I put this together.

433
00:25:48.056 --> 00:25:50.336
Okay, so now what I'm going
to do, I'm going to move

434
00:25:50.336 --> 00:25:53.816
into the last part of my
presentation and just talk

435
00:25:53.816 --> 00:25:55.756
about the alternative format.

436
00:25:55.886 --> 00:25:58.546
So what I'm going
to do is I'm going

437
00:25:58.546 --> 00:26:04.906
to explain exactly what
these formats do, and why you

438
00:26:04.966 --> 00:26:08.056
or your students would
use them in the classroom.

439
00:26:08.656 --> 00:26:11.106
So if you guys would look at --

440
00:26:11.206 --> 00:26:13.716
I'm going to go back
to this one course.

441
00:26:14.516 --> 00:26:20.556
[ Silence ]

442
00:26:21.056 --> 00:26:23.066
Okay, so if I go
back to this course,

443
00:26:23.756 --> 00:26:26.976
you'll see that there's
a little Ally icon.

444
00:26:27.446 --> 00:26:31.956
So, unfortunately, not
all formats are available.

445
00:26:31.956 --> 00:26:36.476
So if you post something
that is, let's say,

446
00:26:36.476 --> 00:26:40.666
an MP3 file that students
listen to, it's not going

447
00:26:40.666 --> 00:26:44.836
to generate real
version of that.

448
00:26:44.836 --> 00:26:48.356
But for the most
part, you just click

449
00:26:48.356 --> 00:26:50.416
on this alternative format here.

450
00:26:50.416 --> 00:26:55.856
It's going to show you all the
possible formats that you can --

451
00:26:55.856 --> 00:26:58.636
you or your students
can download for this.

452
00:26:58.856 --> 00:27:02.316
Okay? So for the most
part, if you just --

453
00:27:02.316 --> 00:27:06.006
if you upload or you share a
simple PDF or Word document,

454
00:27:06.006 --> 00:27:09.826
you can get into any
of these six formats.

455
00:27:09.826 --> 00:27:11.976
So that's what I'm going
to explain right now.

456
00:27:12.516 --> 00:27:17.796
[ Silence ]

457
00:27:18.296 --> 00:27:21.626
Okay, so let's start
with the HTML format.

458
00:27:21.826 --> 00:27:23.656
So, really, the nice thing

459
00:27:23.656 --> 00:27:27.326
about HTML is it's
the most basic format.

460
00:27:27.326 --> 00:27:29.036
So it opens on any webpage.

461
00:27:29.036 --> 00:27:34.996
It doesn't matter if the
student is using, like,

462
00:27:34.996 --> 00:27:37.226
Chrome, Firefox, Safari.

463
00:27:37.226 --> 00:27:39.356
Because a lot of times in
Blackboard, we'd say, oh,

464
00:27:39.356 --> 00:27:41.186
open this in a certain browser.

465
00:27:41.186 --> 00:27:44.036
But with HTML format,
it doesn't matter.

466
00:27:44.036 --> 00:27:48.466
It's a basic format because
it's supported by all browsers.

467
00:27:48.846 --> 00:27:52.326
The nice thing is that it's
really beneficial for students

468
00:27:52.326 --> 00:27:54.956
if they're using a mobile
device, like a cell phone

469
00:27:54.956 --> 00:27:59.736
because they don't have to
download any specific plugins.

470
00:27:59.776 --> 00:28:01.586
It's just a really basic format.

471
00:28:01.586 --> 00:28:03.706
They download it
and they view it.

472
00:28:03.786 --> 00:28:06.186
And that's the cool
thing about it.

473
00:28:07.446 --> 00:28:08.996
Though if you are teaching

474
00:28:08.996 --> 00:28:13.086
or using any computer
science documents,

475
00:28:13.086 --> 00:28:18.506
you can also utilize
the HTML format.

476
00:28:18.506 --> 00:28:20.486
That would be really
helpful and useful.

477
00:28:20.836 --> 00:28:22.986
But anyway, that's what HTML is.

478
00:28:23.506 --> 00:28:27.276
Okay? That's basically the
language the Internet is

479
00:28:27.276 --> 00:28:28.586
written in.

480
00:28:28.586 --> 00:28:31.476
Okay? Then you're also going to
see something called an ePub.

481
00:28:31.586 --> 00:28:32.756
All right?

482
00:28:32.756 --> 00:28:40.606
So I don't know if you guys
have seen any of these iPads

483
00:28:40.606 --> 00:28:44.176
or Kindles or anything
like that.

484
00:28:44.176 --> 00:28:47.186
It's basically a
digital book file.

485
00:28:47.186 --> 00:28:51.176
It's called an XML-based
digital book file.

486
00:28:51.176 --> 00:28:53.976
And what students can do is --

487
00:28:54.636 --> 00:28:57.796
the benefit of this is that they
can actually store their notes

488
00:28:57.796 --> 00:28:58.366
on it.

489
00:28:58.366 --> 00:29:04.076
So if the students are using
their Kindle or their iPad,

490
00:29:04.076 --> 00:29:09.826
they can use the ePub file,
and they can put notes on it.

491
00:29:09.826 --> 00:29:13.506
Okay, so this would be,
really, the opposite of PDF

492
00:29:13.506 --> 00:29:16.276
because the file is a
little bit more malleable.

493
00:29:16.666 --> 00:29:20.006
The PDF is just, like,
set in stone, where,

494
00:29:20.906 --> 00:29:22.876
you know, you can't change it.

495
00:29:23.466 --> 00:29:26.286
Okay? And that leads
me into the next one,

496
00:29:26.286 --> 00:29:28.116
which is the electronic Braille.

497
00:29:28.116 --> 00:29:30.556
Okay? So I actually --

498
00:29:30.556 --> 00:29:34.636
I personally love
this because only --

499
00:29:34.636 --> 00:29:37.736
if you look at the Braille
world, only one percent

500
00:29:37.736 --> 00:29:40.836
of books are published
in Braille

501
00:29:41.386 --> 00:29:44.226
because they're so expensive.

502
00:29:45.006 --> 00:29:50.326
And when students read
the Braille books,

503
00:29:50.326 --> 00:29:53.846
they read with dots, and
the dots actually wear out.

504
00:29:53.846 --> 00:29:58.246
You have to use really
expensive paper for this.

505
00:29:58.246 --> 00:30:01.546
You have to use interlibrary
loan

506
00:30:01.546 --> 00:30:04.386
to get these books
for the students.

507
00:30:04.576 --> 00:30:07.536
The books are heavy because
they have this special paper.

508
00:30:07.536 --> 00:30:11.766
It's just -- I mean, Braille
is a really beautiful system,

509
00:30:11.766 --> 00:30:21.856
but it's not very --
oh, we could say --

510
00:30:21.856 --> 00:30:27.786
I shouldn't say useful,
but I don't know.

511
00:30:28.396 --> 00:30:33.576
I'm trying to find the
right word to describe this,

512
00:30:33.576 --> 00:30:36.246
but it's not the most --

513
00:30:36.246 --> 00:30:38.066
I should say it's
not the most useful.

514
00:30:38.066 --> 00:30:41.176
So the nice thing is
that we've now come

515
00:30:41.176 --> 00:30:47.286
out with electronic Braille so
that some of the blind students

516
00:30:47.286 --> 00:30:51.256
who read Braille can now use a
digital format so we don't have

517
00:30:51.256 --> 00:30:53.036
to carry around books.

518
00:30:53.036 --> 00:30:55.496
They can just use a
little Braille reader,

519
00:30:55.716 --> 00:30:56.426
like you can see.

520
00:30:56.426 --> 00:30:57.876
I have an example here.

521
00:30:58.196 --> 00:31:02.146
There's a lot of different types
of electronic Braille readers.

522
00:31:02.186 --> 00:31:04.536
This is just one format.

523
00:31:04.536 --> 00:31:07.746
So if you do have a
student who is blind,

524
00:31:07.996 --> 00:31:10.166
they can access your materials

525
00:31:10.166 --> 00:31:13.026
through the electronic Braille
system, and you don't have

526
00:31:13.076 --> 00:31:16.576
to worry about books wearing
out or anything like that.

527
00:31:16.666 --> 00:31:22.396
And, also, this would be nice
for our accessibility team

528
00:31:22.396 --> 00:31:26.576
to be aware of this so that
if you do have a students

529
00:31:26.576 --> 00:31:29.046
who needs a document
in a certain format,

530
00:31:29.226 --> 00:31:32.926
rather than trying to go
through all the hoops and jumps

531
00:31:32.926 --> 00:31:37.936
and with the publisher system
and trying to get, you know,

532
00:31:37.936 --> 00:31:40.946
permissions and all that
stuff, you can simply just --

533
00:31:41.516 --> 00:31:46.126
[ Audio Break ]

534
00:31:46.626 --> 00:31:48.776
-- button and get the
electronic Braille format.

535
00:31:49.046 --> 00:31:55.616
Okay, so the next format
is called the audio MP3.

536
00:31:55.616 --> 00:31:56.816
All right?

537
00:31:57.196 --> 00:32:01.496
So the audio MP3 is just
simply the audio file version

538
00:32:01.496 --> 00:32:02.316
of something.

539
00:32:02.736 --> 00:32:06.416
So it's easy for streaming.

540
00:32:06.416 --> 00:32:08.916
Students can create playlists.

541
00:32:08.916 --> 00:32:13.486
So once students download the
file, it's going to look similar

542
00:32:13.626 --> 00:32:15.506
to one of the pictures
you see below.

543
00:32:15.506 --> 00:32:20.176
So students could use it,
you know, to just listen

544
00:32:20.176 --> 00:32:22.636
to documents and so on.

545
00:32:22.706 --> 00:32:25.636
Create playlists, for example.

546
00:32:25.636 --> 00:32:29.586
Okay? All right, so the next
thing that I'm going to go

547
00:32:29.586 --> 00:32:31.916
through is something
called a Beeline Reader.

548
00:32:32.506 --> 00:32:34.126
And you may not be
aware of this,

549
00:32:34.126 --> 00:32:40.696
but it creates ombre based
highlighting on your text.

550
00:32:40.696 --> 00:32:44.436
So I just downloaded
this for an example.

551
00:32:44.436 --> 00:32:46.006
so I have two examples here,

552
00:32:46.006 --> 00:32:52.216
and you can actually
change the text color.

553
00:32:52.296 --> 00:32:55.326
So this one uses
more of a purple,

554
00:32:55.326 --> 00:32:59.316
and this one uses more
of a red and a blue.

555
00:32:59.386 --> 00:33:03.166
And the students can choose
which color they prefer.

556
00:33:03.436 --> 00:33:04.906
It's totally their decision.

557
00:33:04.906 --> 00:33:09.336
So the nice thing is that it's
meant more for speed reading,

558
00:33:09.336 --> 00:33:14.326
and it's supposed to reduce,
like, stress on your eyes.

559
00:33:14.476 --> 00:33:19.466
So it helps readers focus on
the individual words rather

560
00:33:19.466 --> 00:33:24.086
than just seeing blocks and
blocks and blocks of text.

561
00:33:24.086 --> 00:33:28.806
And like I said before, the
color schemes are customizable.

562
00:33:29.186 --> 00:33:33.026
So you will notice that,
you know, you have students

563
00:33:33.026 --> 00:33:35.126
with different types
of color blindness.

564
00:33:35.416 --> 00:33:40.166
So that's why they have
different gradients and colors

565
00:33:40.236 --> 00:33:41.306
to the Beeline Reader.

566
00:33:41.456 --> 00:33:47.896
All right, so lastly, we do
have the translated version,

567
00:33:48.266 --> 00:33:50.736
which is available in
multiple languages.

568
00:33:51.036 --> 00:33:54.486
So if you do have
students who speak English

569
00:33:54.486 --> 00:33:55.756
as a second language,

570
00:33:56.186 --> 00:33:58.626
or if you're teaching a
foreign language class,

571
00:33:58.626 --> 00:33:59.936
you might find this useful.

572
00:34:00.406 --> 00:34:05.656
So I used to teach English as a
second language, and I just want

573
00:34:05.656 --> 00:34:08.666
to comment that when
I was teaching some

574
00:34:08.666 --> 00:34:11.926
of my upper-level classes,
I wouldn't want this used.

575
00:34:11.926 --> 00:34:15.366
So I just want to mention to you

576
00:34:15.366 --> 00:34:18.036
because I see we have
several professors in here,

577
00:34:18.036 --> 00:34:21.986
if you guys don't want to
use the translated version,

578
00:34:21.986 --> 00:34:24.146
let us -- let me know
in distance learning,

579
00:34:24.146 --> 00:34:26.836
and I can turn this
off for your course.

580
00:34:26.996 --> 00:34:30.516
So if you ever find that
you don't want your students

581
00:34:30.516 --> 00:34:33.176
translating something,
it's totally your decision.

582
00:34:33.296 --> 00:34:36.996
But otherwise, you know,
by default, it is on.

583
00:34:37.356 --> 00:34:41.676
So what it does is it
uses basically the format

584
00:34:41.676 --> 00:34:46.666
of Google translator, and
it translates something

585
00:34:46.666 --> 00:34:48.046
into multiple languages.

586
00:34:48.046 --> 00:34:52.146
So I use the term
translation loosely

587
00:34:52.146 --> 00:34:56.716
because it really
disregards, like,

588
00:34:56.976 --> 00:35:01.366
semantics and syntax and so on.

589
00:35:01.366 --> 00:35:06.076
It's literally just taking
words from one language,

590
00:35:06.076 --> 00:35:12.446
and it's replacing them with
the alternative language, okay?

591
00:35:12.446 --> 00:35:16.026
And it's not considering,
you know, a lot of factors

592
00:35:16.026 --> 00:35:18.936
for grammar and stuff like that.

593
00:35:18.936 --> 00:35:23.176
Okay? So I experimented
with a little bit,

594
00:35:23.176 --> 00:35:25.616
and I found that it
was about 85% accurate

595
00:35:25.616 --> 00:35:28.496
because I am fluent in Spanish.

596
00:35:28.496 --> 00:35:35.456
And I found it was accurate for
both translating from Spanish

597
00:35:35.456 --> 00:35:39.116
to English -- Spanish
documents into English,

598
00:35:39.116 --> 00:35:41.786
and also translating English
documents into Spanish.

599
00:35:42.026 --> 00:35:45.726
And the nice thing is that your
original document doesn't have

600
00:35:45.726 --> 00:35:47.216
to be posted in English.

601
00:35:47.626 --> 00:35:50.476
So if you know of any
colleagues, for example,

602
00:35:50.476 --> 00:35:52.936
who are teaching in
a foreign language --

603
00:35:52.936 --> 00:35:56.936
so let's say that you are
teaching a Spanish class,

604
00:35:56.936 --> 00:36:00.576
and you want your students
to be able to have access

605
00:36:00.576 --> 00:36:04.506
to the English version, you
can definitely allow this.

606
00:36:05.156 --> 00:36:11.666
They pretty much are using
the Google plugin for this.

607
00:36:11.666 --> 00:36:14.496
So you can see all the
different languages

608
00:36:14.496 --> 00:36:17.206
that are representative
are from Google.

609
00:36:17.556 --> 00:36:20.846
There's, like, tons of
languages, and there's, like,

610
00:36:20.846 --> 00:36:22.186
different types of Spanish.

611
00:36:22.186 --> 00:36:23.996
You can see different
types of French.

612
00:36:24.496 --> 00:36:27.116
So I don't know how accurate
the other languages are,

613
00:36:27.116 --> 00:36:31.026
but I was just able
to experiment

614
00:36:31.026 --> 00:36:32.726
with the Spanish and English.

615
00:36:32.936 --> 00:36:35.356
But I think it's
a very nice tool.

616
00:36:35.356 --> 00:36:37.896
All right.

617
00:36:38.146 --> 00:36:40.846
So I just want to summarize
what I've covered today.

618
00:36:41.046 --> 00:36:46.776
So I walked through,
really, what Ally is

619
00:36:47.126 --> 00:36:49.956
and what all those
gas gauges mean.

620
00:36:50.376 --> 00:36:58.446
And I focused on how Ally
coaches you on making changes

621
00:36:58.446 --> 00:37:02.426
to your course, and
then also I went through

622
00:37:02.426 --> 00:37:05.356
and explained the
different types of formats

623
00:37:05.356 --> 00:37:09.366
that are available for
you and your students.

624
00:37:09.616 --> 00:37:12.746
So I do have a second series
coming up where we're going

625
00:37:12.746 --> 00:37:19.176
to look more in depth at
how these documents work

626
00:37:19.176 --> 00:37:23.426
and a little bit more at how you
can use them in your classes.

627
00:37:25.316 --> 00:37:28.956
So does anybody else
have any other questions?

628
00:37:29.516 --> 00:37:33.500
[ Silence ]