1. 20,000 pages and Counting: Improving Accessibility of Files Delivered by Learning Management Systems Krista Greear Access Text and Technology Manager greeark@uw.edu

2. What are we discussing today?

3. Background  Work at Disability Resources for Students  Provide academic accommodations –Specifically, convert instructional materials like textbooks  Create documents in a way that can be accessed through visual, auditory and tactile means –large print –electronic version that can be enlarged –pdf or word document to use with text-to-speech software –comptuer-generated.mp3 file –braille

4. Game-changing question My professor distributes electronic readings through online course system. Can those be made accessible?

5. Maybe you’ve heard of these:  Canvas  Moodle  Blackboard  Desire2Learn  And so on…. At UW, we predominantly use Canvas and Catalyst, a home-grown system. Discussion boards and files distribution are most commonly used features of LMS on campus.

6. Discovered the Star-Nosed Mole!

7. My questions  What classes were using LMSs?  What kind of content is distributed through LMSs?  How much content?  How accessible is it?

8. Data mining

9. Process for File Evaluation 1.Asked to be added to courses LMS. Did this via email. 2.Download all files. 3.Use keyboard shortcuts to get file names into a template Excel spreadsheet. 4.Had student workers evaluate each file. 5.Aggregate data into one spreadsheet. 6.Ask my questions again.

10. What classes were using LMSs? What kind of content is distributed through LMSs? How much content? Winter 2014Spring 2014Summer 2014Autumn 2014 # classes evaluated285828 # files (pdfs, word docs, powerpoint, excel, text files) 1,0972,003753 # pages (pdfs, word docs, powerpoint, excel, text files) distributed through LMS that DRS evaluated 20,37334,4929,445

11. Hold your breathe, we’re diving deeper…

12. How accessible is it? – Word Docs Winter 2014Spring 2014Summer 2014Autumn 2014 # word docs188 (or 17% of all files) 298 (or 15% of all files) 144 (or 19% of all files) # files that had headings13 (or 7%)29 (or 10%)12 (or 8%) # files that didn’t have headings 175 (or 93%)269 (or 90%)132 (or 92%)

13. How accessible is it? – PDFs text selectability Winter 2014Spring 2014Summer 2014Autumn 2014 # pdfs806 (or 74% of all files) 1476 (or 74% of all files) 528 (or 70% of all files) # files that were text selectable that DRS didn't have to convert 633 (or 78%)1132 (or 77%)139 (or 27%) # files that text was not selectable OR text was not accurate 174 (or 22%)344 (or 23%)388 (or 73%)

14. How accessible is it? – PDFs structure* Winter 2014Spring 2014Summer 2014Autumn 2014 # pdfs806 (or 74% of all files) 1476 (or 74% of all files) 528 (or 70% of all files) # files that had either tags or bookmarks 162 (or 21%)373 (or 25%)84 (or 16%) # files that had both tags/bookmarks 62 (or 8%)67 (or 5%)26 (or 5%) # files that had neither tags or bookmarks 569 (or 71%)1030 (or 70%)418 (or 79%) *Tags were not evaluated for accuracy merely if they existed

15. Okay, come up for air What does this data tell me?

16. Results summary  There is a lot of content being distributed through LMSs that has to be purposefully sought out  Data mining this way is time consuming  70% of documents distributed are PDFs –25% of those PDFs are not text selectable –75% of PDFs have no structure  18% of documents distributed are word docs –90% of those word docs do not have headings

17. What’s the game plan?

18. Accommodation perspective (retroactive)  Files are created with a specific student or disability in mind –DRS performs accessibility audit of files distributed through LMS –DRS converts files and return to faculty –Provide software to students to convert materials themselves (with partnerships on campus)  Scanners, computers and software open to students in ATC –Have a student-self serve option  SensusAccess: online file conversion system for quick, temporary solution  Access perspective (have content creators make creating accessible-born documents) –Files are created with everyone in mind

19. Access perspective (proactive)  Files are created with everyone in mind –Provide information about how to create accessible documents  http://www.washington.edu/accessibility/ –Partner with Center for Teaching and Learning to disseminate information and tools like CAR Check –Work with specific department or faculty member to evaluate and fix files before distributed to class  Need more experience about faculty perspective

20. What do files on your campus look like? Krista Greear Access Text and Technology Manager greeark@uw.edu