{
  "title": "Why didn’t anybody tell me about this? What every learning technologist should know about accessible documents",
  "sections": [
    {
      "id": "section-1",
      "title": "Why didn’t anybody tell me about this?",
      "level": 2,
      "headingHtml": "Why didn’t anybody tell me about this?",
      "html": "<p>What every learning technologist should know about accessible documents</p><p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image1.jpeg\" alt=\"Load2Learn, delivered by Dyslexia Action and RNIB.\" loading=\"lazy\"></p><p>Dominik Lukeš, @techczech</p>"
    },
    {
      "id": "section-2",
      "title": "Conversation reminder",
      "level": 2,
      "headingHtml": "Conversation reminder",
      "html": "<p>Please tweet any questions, comments @techczech</p>"
    },
    {
      "id": "section-3",
      "title": "Load2Learn",
      "level": 2,
      "headingHtml": "Load2Learn",
      "html": "<ul><li>online resource of downloadable curriculum materials for print disabled learners</li><li>provides access to digital books and images that can be used by learners with their own technology</li><li>being developed by Dyslexia Action and RNIB, funded by DfE</li></ul>"
    },
    {
      "id": "section-4",
      "title": "Problem: Print disability",
      "level": 2,
      "headingHtml": "Problem: Print disability",
      "html": "<blockquote><p>“A print-disabled person is anyone for whom a <strong>visual, cognitive or physical disability hinders the ability to read print</strong>. This includes all <strong>visual impairments</strong>, <strong>dyslexia</strong>, and any <strong>physical disabilities</strong> that prevent the handling of a physical copy of a print publication.”</p><p>CLA License,<br><a href=\"http://www.cla.co.uk/data/pdfs/print_disability/cla_guidelines_for_the_pdl_aug10.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.cla.co.uk/data/pdfs/print_disability/cla_guidelines_for_the_pdl_aug10.pdf</a></p></blockquote>"
    },
    {
      "id": "section-5",
      "title": "Print Disability: Perception Issues",
      "level": 3,
      "headingHtml": "Print Disability: Perception Issues",
      "html": "<ul><li>Cannot see text</li><li>Can only see text at a certain size</li><li>Cannot see certain colours, colour combinations</li><li>Prefers certain contrast</li></ul>"
    },
    {
      "id": "section-6",
      "title": "Print Disability: Issues with Processing Text",
      "level": 3,
      "headingHtml": "Print Disability: Issues with Processing Text",
      "html": "<ul><li>Difficulties decoding written word</li><li>Difficulties finding information in large chunks of text</li><li>Needs special formatting (e.g. Sans Serif, not-justified, no all caps, no underline, no italics)</li></ul>"
    },
    {
      "id": "section-7",
      "title": "Print Disability: Physical Difficulties",
      "level": 3,
      "headingHtml": "Print Disability: Physical Difficulties",
      "html": "<ul><li>Can only use the keyboard</li><li>Can only use a pointing device</li><li>Can only use voice input</li></ul>"
    },
    {
      "id": "section-8",
      "title": "Key legal provisions",
      "level": 3,
      "headingHtml": "Key legal provisions",
      "html": "<ul><li>Make an accessible copy of a document for a print disabled person under the CLA PD Licence</li><li>Accessible document: large print, electronic copy, audio version (MP3), Braille</li><li>Unless a suitable commercial alternative exists</li></ul>"
    },
    {
      "id": "section-9",
      "title": "Conversation reminder",
      "level": 2,
      "headingHtml": "Conversation reminder",
      "html": "<p>Please tweet any questions, comments @techczech</p>"
    },
    {
      "id": "section-10",
      "title": "Solution: Making text accessible",
      "level": 2,
      "headingHtml": "Solution: Making text accessible",
      "html": "<ol><li><strong>Structured documents</strong> with easy navigation (Word, PDF)</li><li><strong>Modification</strong> of font colour, font type, font size, background colour (PDF, Word)</li><li><strong>Narrated</strong> <strong>Audio</strong> books</li><li><strong>Text-to-speech</strong>: PDF, Wordtalk, Balbolka, voices, screen reader</li><li><strong>Audio and text</strong> linked (DAISY, WordTalk)</li></ol>"
    },
    {
      "id": "section-11",
      "title": "Solution 1: Structured documents",
      "level": 3,
      "headingHtml": "Solution 1: Structured documents",
      "html": "<ul><li>All sections have titles marked with Heading styles</li><li>Word documents, PDFs, Web Pages</li></ul><p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image2.png\" alt=\"Word document with a heading navigation pane beside a definition of print disability, showing how headings enable navigation.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-12",
      "title": "Solution 2: Text and document modification",
      "level": 3,
      "headingHtml": "Solution 2: Text and document modification",
      "html": "<ul><li>Change font size proportionally</li><li>Change font colours and background colours</li></ul><p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image3.png\" alt=\"Adobe Reader at 300% zoom, displaying large green text on black; an arrow points to the zoom control.\" loading=\"lazy\"></p><p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image4.png\" alt=\"Adobe Reader accessibility preferences with Replace Document Colors checked and Use High-Contrast colors selected.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-13",
      "title": "Solution 3: Audio books and other audio",
      "level": 3,
      "headingHtml": "Solution 3: Audio books and other audio",
      "html": "<p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image5.png\" alt=\"VLC playlist of Animal Farm MP3 files with playback controls and individual track durations.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-14",
      "title": "Evidence for Audio Books",
      "level": 4,
      "headingHtml": "Evidence for Audio Books",
      "html": "<ul><li>Boys found <strong>audio-reading enjoyable</strong> and their self-confidence as readers improved.</li><li>‘a marked reduction in the quantity of errors … when reading independently’</li><li>The boys found audio reading was relatively effortless yet they perceived that they were reading books appropriate to their age and could read ‘hard words’ like their peers (Byrom, 1998, p.5)</li></ul>"
    },
    {
      "id": "section-15",
      "title": "Audio as spectacles",
      "level": 4,
      "headingHtml": "Audio as spectacles",
      "html": "<blockquote><p>‘some children require <strong>spectacles</strong> to enable them to read a book, others may require an <strong>audio tape</strong> to enable them to read the same book’ (Byrom, 1998, p. 6)</p></blockquote><blockquote><p>‘Today <strong>some of these people with dyslexia even regard the computer as their equivalent to the glasses of the weak-sighted</strong>’. (Tank &amp; Frederikson, 2007, p.947)</p></blockquote>"
    },
    {
      "id": "section-16",
      "title": "Audio books at home",
      "level": 4,
      "headingHtml": "Audio books at home",
      "html": "<ul><li>parents reported that audio-books appeared to have ‘a positive influence in reducing emotional– behavioural problems’</li><li>and that the use of audio-books within the home environment appeared to <strong>reduce their child’s sense of frustration</strong> and distractibility attributed to <strong>greater ease in studying</strong>. (Milani et al, 2003, p.93)</li></ul>"
    },
    {
      "id": "section-17",
      "title": "Solution 4: Text to speech",
      "level": 3,
      "headingHtml": "Solution 4: Text to speech",
      "html": "<ul><li>Synthetic voice (Anna, Jess, Brian)</li><li>Reader software (Balabolka, WordTalk)</li></ul><p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image6.png\" alt=\"Balabolka text-to-speech window with voice selection, rate and pitch controls above a document about WordTalk.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-18",
      "title": "Evidence for text to speech",
      "level": 4,
      "headingHtml": "Evidence for text to speech",
      "html": "<p>Students took their SQA standard grade examinations in ‘Accessible PDF’ format.</p><ul><li>Staff praised: “<strong>independence</strong> offered by the electronic format”</li><li>Students “all found them easier to use than a scribe”</li><li>“<strong>mean score</strong> was 8.93 compared with 8.00 for scribes” (Nisbet et al, 2005, p.1)</li></ul>"
    },
    {
      "id": "section-19",
      "title": "More evidence for text to speech",
      "level": 4,
      "headingHtml": "More evidence for text to speech",
      "html": "<ul><li>Text to speech can ‘<strong>relieve the burden of decoding</strong> for struggling readers, allowing them to <strong>focus on comprehension</strong>’ (Wise, Ring, and Olson, 2000).</li><li>students ‘could <strong>double or triple the time</strong> that they could <strong>sustain reading</strong>’ (Elkind et al, 1996, p.160).</li></ul>"
    },
    {
      "id": "section-20",
      "title": "Solution 5: Text and audio linked by DAISY",
      "level": 3,
      "headingHtml": "Solution 5: Text and audio linked by DAISY",
      "html": "<ul><li>Structured document linking audio and text</li><li>Text is highlighted in sync with audio</li></ul><p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image7.png\" alt=\"AMIS DAISY reader with a navigable contents tree and a highlighted sentence in the What is DAISY? section.\" loading=\"lazy\"></p><p>Solution 5: Speech recognition</p><p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image8.png\" alt=\"A headset with headphones and a boom microphone.\" loading=\"lazy\"></p><p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image9.png\" alt=\"Windows speech recognition toolbar and numbered word alternatives, with instructions to say an item number followed by OK.\" loading=\"lazy\"></p><p>Audio note taking</p><blockquote><p>‘By using the note tool, they engaged in <strong>new literacy practices</strong> by envisioning <strong>new ways to access their thought processes</strong> to engage in <strong>spontaneous, instantaneous response to the e-books</strong>’ (Larson, 2009, p. 256)</p></blockquote>"
    },
    {
      "id": "section-21",
      "title": "Evidence for DAISY",
      "level": 4,
      "headingHtml": "Evidence for DAISY",
      "html": "<blockquote><p>‘Research confirms that <strong>highlighting text as it is spoken can help learners pay attention and remember more’</strong> (cited in Silver-Pacuilla and Fleischman, 2006, p. 84)</p></blockquote>"
    },
    {
      "id": "section-22",
      "title": "DAISY for Dyslexia",
      "level": 4,
      "headingHtml": "DAISY for Dyslexia",
      "html": "<ul><li>DAISY is used by people with dyslexia in Denmark and other countries.</li><li>‘Today some of these people with dyslexia even regard the computer as their equivalent to the glasses of the weak-sighted’. (Tank &amp; Frederikson, 2007, p.947)</li></ul>"
    },
    {
      "id": "section-23",
      "title": "Conversation reminder",
      "level": 2,
      "headingHtml": "Conversation reminder",
      "html": "<p>Please tweet any questions, comments @techczech</p>"
    },
    {
      "id": "section-24",
      "title": "What it means for day-to-day work of Learning Technology professionals?",
      "level": 2,
      "headingHtml": "What it means for day-to-day work of Learning Technology professionals?",
      "html": "<ul><li>Skills and knowledge</li><li>Expanded practice</li><li>User training and advocacy</li></ul>"
    },
    {
      "id": "section-25",
      "title": "Knowledge and skills",
      "level": 3,
      "headingHtml": "Knowledge and skills",
      "html": "<ul><li>Structured documents</li><li>Using PDFs accessibly</li><li>Text to speech how and why</li><li>Alternative formats like DAISY</li><li>Sources of materials in alternative formats</li></ul>"
    },
    {
      "id": "section-26",
      "title": "Changed practice",
      "level": 3,
      "headingHtml": "Changed practice",
      "html": "<ul><li>Produce all documents with structure</li><li>Model good behavious for staff you support</li><li>Try using documents in different formats</li><li>Advocate for increased accessibility with users</li></ul>"
    },
    {
      "id": "section-27",
      "title": "User training: Mini curriculum",
      "level": 3,
      "headingHtml": "User training: Mini curriculum",
      "html": "<ul><li>Structured documents (save yourself time and use headings styles!!!!!)</li><li>Modification of font size, colour (PDF, Word)</li><li>Keyboard shortcuts</li><li>Text to speech: how to create MP3 files from documents with software and voices</li></ul>"
    },
    {
      "id": "section-28",
      "title": "Learn Tools for Print Accessibility",
      "level": 4,
      "headingHtml": "Learn Tools for Print Accessibility",
      "html": "<ul><li>Microsoft Word (LibreOffice) structured</li><li>Adobe Acrobat Accessibility features</li><li>Portable Apps (<strong>MyStudyBar</strong>)</li><li>Synthetic voices</li><li>Text to speech tools (Balabolka, WordTalk, Amis)</li></ul>"
    },
    {
      "id": "section-29",
      "title": "Keyboard Shortcuts",
      "level": 4,
      "headingHtml": "Keyboard Shortcuts",
      "html": "<p>Do you know how to type keyboard shortcuts correctly?</p><p>How many keyboard shortcuts do you know?</p>"
    },
    {
      "id": "section-30",
      "title": "Text size",
      "level": 5,
      "headingHtml": "Text size",
      "html": "<ul><li>Ctrl - Shift - <code>&lt;</code> or <code>&gt;</code></li><li>Ctrl - [ or ]</li></ul>"
    },
    {
      "id": "section-31",
      "title": "Styles",
      "level": 5,
      "headingHtml": "Styles",
      "html": "<ul><li>Ctrl - Alt - 1, 2, 3</li><li>Alt - Shift - arrow keys</li><li>Ctrl - PgUp / PgDn</li></ul>"
    },
    {
      "id": "section-32",
      "title": "Key new terms to remember",
      "level": 2,
      "headingHtml": "Key new terms to remember",
      "html": "<ul><li><strong>Print disability</strong>: New term covering existing disabilities and reflected in copyright regulation.</li><li><strong>Accessible documents</strong>: Can be modified to suit learners’ needs and can be converted into alternative formats.</li></ul>"
    },
    {
      "id": "section-33",
      "title": "Where to go next?",
      "level": 2,
      "headingHtml": "Where to go next?",
      "html": ""
    },
    {
      "id": "section-34",
      "title": "Load2Learn.org.uk",
      "level": 3,
      "headingHtml": "Load2Learn.org.uk",
      "html": "<p><img src=\"/readers/accessible-documents-for-learning-technologists-2012/media/image10.png\" alt=\"Load2Learn search results for GCSE English, showing pagination, sorting controls and textbook covers.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-35",
      "title": "#ITR12: Inclusive Technologies for Reading MOOC",
      "level": 3,
      "headingHtml": "#ITR12: Inclusive Technologies for Reading MOOC",
      "html": "<p>5 hours a week, 22 weeks</p><p>Free pilot open to all, 150 signed up already</p><p>October 8</p><p>Load2Learn.org.uk/<strong>training/onlinecourse</strong></p>"
    },
    {
      "id": "section-36",
      "title": "Collabor8 4 Change in Inclusive Technologies",
      "level": 3,
      "headingHtml": "Collabor8 4 Change in Inclusive Technologies",
      "html": "<p>Unconference to come and share best practices</p><p>12 October, 6-9pm</p><p>TES SEN Show, London</p><p>Load2Learn.org.uk/<strong>training/c84c</strong></p>"
    },
    {
      "id": "section-37",
      "title": "Inclusive Technology Training Days",
      "level": 3,
      "headingHtml": "Inclusive Technology Training Days",
      "html": "<p>Load2Learn.org.uk/<strong>training/trainingdays</strong></p><p>Coming up in October/November</p>"
    },
    {
      "id": "section-38",
      "title": "Computer Productivity and Accessibility Cue Cards",
      "level": 3,
      "headingHtml": "Computer Productivity and Accessibility Cue Cards",
      "html": "<p>Load2Learn.org.uk/<strong>training/cuecards</strong></p><p>Increased opportunities for learning</p><p>Creative Commons licensed, <strong>remix encouraged</strong></p>"
    },
    {
      "id": "section-39",
      "title": "Thank you!",
      "level": 3,
      "headingHtml": "Thank you!",
      "html": "<p>Dominik Lukes, @techczech</p><p>Load2Learn.org.uk</p><p><code>#ITR12</code></p>"
    }
  ],
  "pages": [
    {
      "number": 1,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-01.png",
      "text": "Why didn’t anybody\ntell me about this?\nWhat every learning technologist should\nknow about accessible documents\n\n\n\n\n                Dominik Lukeš, @techczech"
    },
    {
      "number": 2,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-02.png",
      "text": "Conversation reminder\n\nPlease tweet any questions, comments\n\n@techczech"
    },
    {
      "number": 3,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-03.png",
      "text": "Load2Learn\n online resource of downloadable\n  curriculum materials for print disabled\n  learners\n provides access to digital books and\n  images that can be used by learners\n  with their own technology\n being developed by Dyslexia Action and\n  RNIB, funded by DfE"
    },
    {
      "number": 4,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-04.png",
      "text": "Problem: Print disability\n“A print-disabled person is anyone for whom\na visual, cognitive or physical disability\nhinders the ability to read print. This\nincludes all visual impairments, dyslexia,\nand any physical disabilities that prevent\nthe handling of a physical copy of a print\npublication.”\n                                                                      CLA License,\n         http://www.cla.co.uk/data/pdfs/print_disability/cla_guidelines_for_the_pdl_aug10.pdf"
    },
    {
      "number": 5,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-05.png",
      "text": "Print Disability: Perception\nIssues\n Cannot see text\n Can only see text at a certain size\n Cannot see certain colours, colour\n  combinations\n Prefers certain contrast"
    },
    {
      "number": 6,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-06.png",
      "text": "Print Disability: Issues with\nProcessing Text\n Difficulties decoding written word\n Difficulties finding information in large\n  chunks of text\n Needs special formatting (e.g. Sans\n  Serif, not-justified, no all caps, no\n  underline, no italics)"
    },
    {
      "number": 7,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-07.png",
      "text": "Print Disability: Physical\nDifficulties\n Can only use the keyboard\n Can only use a pointing device\n Can only use voice input"
    },
    {
      "number": 8,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-08.png",
      "text": "Key legal provisions\n Make an accessible copy of a\n  document for a print disabled person\n  under the CLA PD Licence\n Accessible document: large print,\n  electronic copy, audio version (MP3),\n  Braille\n Unless a suitable commercial\n  alternative exists"
    },
    {
      "number": 9,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-09.png",
      "text": "Conversation reminder\n\nPlease tweet any questions, comments\n\n@techczech"
    },
    {
      "number": 10,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-10.png",
      "text": "Solution: Making text\naccessible\n1. Structured documents with easy\n   navigation (Word, PDF)\n2. Modification of font colour, font type, font\n   size, background colour (PDF, Word)\n3. Narrated Audio books\n4. Text-to-speech: PDF, Wordtalk,\n   Balbolka, voices, screen reader\n5. Audio and text linked (DAISY, WordTalk)"
    },
    {
      "number": 11,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-11.png",
      "text": "Solution 1: Structured\ndocuments\n All sections have titles marked with\n  Heading styles\n Word documents, PDFs, Web Pages"
    },
    {
      "number": 12,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-12.png",
      "text": "Solution 2: Text and document\nmodification\n Change font size proportionally\n Change font colours and background\n  colours"
    },
    {
      "number": 13,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-13.png",
      "text": "Solution 3: Audio books and\nother audio"
    },
    {
      "number": 14,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-14.png",
      "text": "Evidence for Audio Books\n Boys found audio-reading enjoyable and\n  their self-confidence as readers improved.\n ‘a marked reduction in the quantity of\n  errors … when reading independently’\n The boys found audio reading was\n  relatively effortless yet they perceived that\n  they were reading books appropriate to\n  their age and could read ‘hard words’ like\n  their peers (Byrom, 1998, p.5)"
    },
    {
      "number": 15,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-15.png",
      "text": "Audio as spectacles\n ‘some children require spectacles to enable\nthem to read a book, others may require an\naudio tape to enable them to read the same\nbook’ (Byrom, 1998, p. 6)\n‘Today some of these people with dyslexia\neven regard the computer as their\nequivalent to the glasses of the weak-\nsighted’. (Tank & Frederikson, 2007, p.947)"
    },
    {
      "number": 16,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-16.png",
      "text": "Audio books at home\n parents reported that audio-books\n  appeared to have ‘a positive influence in\n  reducing emotional– behavioural\n  problems’\n and that the use of audio-books within the\n  home environment appeared to reduce\n  their child’s sense of frustration and\n  distractibility attributed to greater ease in\n  studying. (Milani et al, 2003, p.93)"
    },
    {
      "number": 17,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-17.png",
      "text": "Solution 4: Text to speech\n Synthetic voice (Anna, Jess, Brian)\n Reader software (Balabolka, WordTalk)"
    },
    {
      "number": 18,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-18.png",
      "text": "Evidence for text to speech\nStudents took their SQA standard grade\nexaminations in ‘Accessible PDF’ format.\n Staff praised: “independence offered by\n  the electronic format”\n Students “all found them easier to use\n  than a scribe”\n “mean score was 8.93 compared with\n  8.00 for scribes” (Nisbet et al, 2005, p.1)"
    },
    {
      "number": 19,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-19.png",
      "text": "More evidence for text to speech\n Text to speech can ‘relieve the burden\n  of decoding for struggling readers,\n  allowing them to focus on\n  comprehension’ (Wise, Ring, and\n  Olson, 2000).\n students ‘could double or triple the\n  time that they could sustain reading’\n  (Elkind et al, 1996, p.160)."
    },
    {
      "number": 20,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-20.png",
      "text": "Solution 5: Text and audio\nlinked by DAISY\n Structured document linking audio and text\n Text is highlighted in sync with audio"
    },
    {
      "number": 21,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-21.png",
      "text": "Solution 5: Speech recognition"
    },
    {
      "number": 22,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-22.png",
      "text": "Audio note taking\n\n‘By using the note tool, they engaged in new\nliteracy practices by envisioning new ways\nto access their thought processes to\nengage in spontaneous, instantaneous\nresponse to the e-books’ (Larson, 2009, p.\n256)"
    },
    {
      "number": 23,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-23.png",
      "text": "Evidence for DAISY\n\n‘Research confirms that highlighting text as it\nis spoken can help learners pay attention\nand remember more’ (cited in Silver-Pacuilla\nand Fleischman, 2006, p. 84)"
    },
    {
      "number": 24,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-24.png",
      "text": "DAISY for Dyslexia\n DAISY is used by people with dyslexia\n  in Denmark and other countries.\n ‘Today some of these people with\n  dyslexia even regard the computer as\n  their equivalent to the glasses of the\n  weak-sighted’. (Tank & Frederikson,\n  2007, p.947)"
    },
    {
      "number": 25,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-25.png",
      "text": "Conversation reminder\n\nPlease tweet any questions, comments\n\n@techczech"
    },
    {
      "number": 26,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-26.png",
      "text": "What it means for day-to-day\nwork of Learning Technology\nprofessionals?\n\n Skills and knowledge\n Expanded practice\n User training and advocacy"
    },
    {
      "number": 27,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-27.png",
      "text": "Knowledge and skills\n Structured documents\n Using PDFs accessibly\n Text to speech how and why\n Alternative formats like DAISY\n Sources of materials in alternative\n  formats"
    },
    {
      "number": 28,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-28.png",
      "text": "Changed practice\n Produce all documents with structure\n Model good behavious for staff you\n  support\n Try using documents in different\n  formats\n Advocate for increased accessibility\n  with users"
    },
    {
      "number": 29,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-29.png",
      "text": "User training: Mini curriculum\n Structured documents (save yourself\n  time and use headings styles!!!!!)\n Modification of font size, colour (PDF,\n  Word)\n Keyboard shortcuts\n Text to speech: how to create MP3 files\n  from documents with software and\n  voices"
    },
    {
      "number": 30,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-30.png",
      "text": "Learn Tools for Print\nAccessibility\n Microsoft Word (LibreOffice) structured\n Adobe Acrobat Accessibility features\n Portable Apps (MyStudyBar)\n Synthetic voices\n Text to speech tools (Balabolka,\n  WordTalk, Amis)"
    },
    {
      "number": 31,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-31.png",
      "text": "Keyboard Shortcuts\n\nDo you know how to type keyboard shortcuts\ncorrectly?\n\nHow many keyboard shortcuts do you know?"
    },
    {
      "number": 32,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-32.png",
      "text": "Text size\n Ctrl - Shift - < or >\n Ctrl - [ or ]\n\nStyles\n Ctrl - Alt - 1, 2, 3\n Alt - Shift - arrow keys\n Ctrl - PgUp / PgDn"
    },
    {
      "number": 33,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-33.png",
      "text": "Key new terms to remember\n\n Print disability: New term covering\n  existing disabilities and reflected in\n  copyright regulation.\n\n Accessible documents: Can be\n  modified to suit learners’ needs and can\n  be converted into alternative formats."
    },
    {
      "number": 34,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-34.png",
      "text": "Where to\ngo next?"
    },
    {
      "number": 35,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-35.png",
      "text": "Load2Learn.org.uk"
    },
    {
      "number": 36,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-36.png",
      "text": "#ITR12: Inclusive Technologies\nfor Reading MOOC\n\n5 hours a week, 22 weeks\nFree pilot open to all, 150 signed up already\nOctober 8\n\nLoad2Learn.org.uk/training/onlinecourse"
    },
    {
      "number": 37,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-37.png",
      "text": "Collabor8 4 Change in Inclusive\nTechnologies\n\nUnconference to come and share best\npractices\n   12 October, 6-9pm\n   TES SEN Show, London\n   Load2Learn.org.uk/training/c84c"
    },
    {
      "number": 38,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-38.png",
      "text": "Inclusive Technology Training\nDays\n\nLoad2Learn.org.uk/training/trainingdays\n\nComing up in October/November"
    },
    {
      "number": 39,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-39.png",
      "text": "Computer Productivity and\nAccessibility Cue Cards\n\nLoad2Learn.org.uk/training/cuecards\n\nIncreased opportunities for learning\n\nCreative Commons licensed, remix\nencouraged"
    },
    {
      "number": 40,
      "image": "/readers/accessible-documents-for-learning-technologists-2012/pages/page-40.png",
      "text": "Thank you!\n\n\nDominik Lukes, @techczech\nLoad2Learn.org.uk\n#ITR12"
    }
  ],
  "pageKind": "existing presentation PDF page"
}