Category: Accessibility

ppt slide with captions at the bottom
Accessibility, Presentation

Did you know that PPT has live captioning?

Mendi Benigni

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I just learned that PowerPoint now has the capability to create live (real-time) captions for your audience members who may need them. When you’re presenting, you can turn on the captions and Microsoft automatically transcribes what you are saying.  While it’s not 100% perfect, it’s pretty good and can be a real help to individuals in your audience/class that need captions.

ppt slide with captions at the bottom                       

 

 

 

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HERE’S HOW IT WORKS

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What you need:

  1. A microphone
  2. Microsoft PowerPoint version 16.22.127.0 or higher

Set up captions and subtitles

You can choose which language you want to speak while presenting, and which language the caption/subtitle text should be shown in (i.e. if you want it to be translated). You can select the specific microphone you want to be used (if there is more than one microphone connected to your device), the position where the subtitles appear on the screen (bottom or top, and overlaid or separate from slide), and other display options.

  1. On the Slide Show ribbon tab, select Subtitle Settings.

    Settings for Captions and Subtitles are on the Slide Show tab in PowerPoint.

  2. Use Spoken Language to see the voice languages that PowerPoint can recognize, and select the one you want. This is the language that you will be speaking while presenting. (By default, this will be set to the language corresponding to your Office language.)

  3. Use Subtitle Language to see which languages PowerPoint can display on-screen as captions or subtitles, and select the one you want. This is the language of the text that will be shown to your audience. By default, this will be the same language as your Spoken Language, but it can be a different language, meaning that translation will occur.

  4. In the Subtitle Settings menu, set the desired position of the captions or subtitles. They can appear over the top or bottom margin of the slide (overlaid), or they can appear above the top or below the bottom of the slide (docked). The default setting is Below Slide.

  5. More appearance settings are available by clicking Subtitle Settings > System Caption Preferences.

    You can change the color, size, transparency, and font style of the subtitles. You can change the background to improve contrast and make text easier to read. 

Turn the feature on or off while presenting

If you’re in the middle of giving a presentation and want to turn the feature on or off, click the Toggle Subtitles button from Slide Show View or Presenter View, on the toolbar below the main slide:

In Slide Show View:

The Toggle Subtitles button in PowerPoint Slide Show View.

In Presenter View:

Toggle Subtitles button in PowerPoint Presenter View

Tips

  • If you see problems in the captions or subtitles, try speaking more deliberately.

  • Try to avoid or eliminate background noise that may interfere with your voice.

  • Captions & Subtitles depends on a cloud-based speech service, so it’s important to have an internet connection that’s fast and reliable.

TAKEN FROM MICROSOFT SUPPORT –  Present with real-time, automatic captions or subtitles in PowerPoint

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What you need:

  1. A microphone
  2.  Microsoft PowerPoint version 16.0.11601.20178 or higher

Set up captions and subtitles

You can choose which language you want to speak while presenting, and which language the caption/subtitle text should be shown in (i.e. if you want it to be translated). You can select the specific microphone you want to be used (if there is more than one microphone connected to your device), the position where the subtitles appear on the screen (bottom or top, and overlaid or separate from slide), and other display options.

  1. On the Slide Show ribbon tab, select Subtitle Settings. Or, you can adjust the settings without leaving your presentation through the context menu, Slide Show or Presenter View menus > Subtitle Settings > More Settings.  

  2. Use Spoken Language to see the voice languages that PowerPoint can recognize, and select the one you want. This is the language that you will be speaking while presenting. (By default, this will be set to the language corresponding to your Office editing language.)

  3. Use Subtitle Language to see which languages PowerPoint can display on-screen as captions or subtitles, and select the one you want. This is the language of the text that will be shown to your audience. By default, this will be the same language as your Spoken Language, but it can be a different language, meaning that translation will occur. 

  4. In the Subtitle Settings menu, set the desired position of the captions or subtitles. They can appear over the top or bottom margin of the slide (overlaid), or they can appear above the top or below the bottom of the slide (docked). The default setting is Below Slide. 

  5. More appearance settings are available by clicking Subtitle Settings > More Settings (Windows).

    You can change the color, size, transparency, and font style of the subtitles. You can change the background to improve contrast and make text easier to read. 

Turn the feature on or off while presenting

If you’re in the middle of giving a presentation and want to turn the feature on or off, click the Toggle Subtitles button from Slide Show View or Presenter View, on the toolbar below the main slide:

In Slide Show View:

Toggle Subtitles button in PowerPoint Slide Show View.

In Presenter View:

The Toggle Subtitles button in Presenter View

You can also toggle subtitles from the right-click menu, or with the shortcut key J.

To have subtitles always start up when a Slide Show presentation starts, from the ribbon you can navigate to Slide Show > Always Use Subtitles to turn this feature on for all presentations. (By default, it’s off.) Then, in Slide Show and Presenter View, a live transcription of your words will appear on-screen.

Tips

  • If you see problems in the captions or subtitles, try speaking more deliberately.

  • Try to avoid or eliminate background noise that may interfere with your voice.

  • Captions & Subtitles depends on a cloud-based speech service, so it’s important to have an internet connection that’s fast and reliable.

TAKEN FROM MICROSOFT SUPPORT –  Present with real-time, automatic captions or subtitles in PowerPoint

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What you need:

  1. A microphone
  2. Microsoft Edge, Google Chrome 34+, Mozilla Firefox 25+Microsoft Edge, Google Chrome 34+, Firefox 25+

Set up captions and subtitles

You can choose which language you want to speak while presenting, and which language the caption/subtitle text should be shown in (i.e., if you want it to be translated). You can also select whether subtitles appear at the top or bottom of the screen.

Simplified Ribbon:
Subtitle Settings in PowerPoint Online.

Classic Ribbon:
Options for Subtitles and Captions on the classic Ribbon in PowerPoint Online

  1. (Simplifed Ribbon) On the Slide Show ribbon tab, select the drop-down arrow next to Always Use Subtitles to open the menu of options.

    (Classic Ribbon) On the View ribbon tab, select Use Subtitles. Then click Subtitle Settings to open the menu of options.

  2. Use Spoken Language to see the voice languages that PowerPoint can recognize, and select the one you want. This is the language that you will be speaking while presenting. (By default, this will be set to the language corresponding to locale of your web-browser.)

  3. Use Subtitle Language to see which languages PowerPoint can display on-screen as captions or subtitles, and select the one you want. This is the language of the text that will be shown to your audience. (By default, this will be the same language as your Spoken Language, but it can be a different language, meaning that translation will occur.) 

  4. Set the desired position of the captions or subtitles: they can appear overlaid at the top or bottom margin of the slide. The default setting is Bottom (Overlaid). 

Turn the feature on or off while presenting

To have subtitles always start up when a Slide Show is presented, select View > Always Use Subtitles.

If you’re in the middle of giving a presentation and want to turn the feature on or off, click the Use Subtitles button in Slide Show, on the toolbar below the main slide:

Toggle Subtitles button in PowerPoint Slide Show View.

On/Off keyboard shortcut: J

Tips

  • If you see problems in the captions or subtitles, try speaking more deliberately.

  • Try to avoid or eliminate background noise that may interfere with your voice.

  • Captions & Subtitles depends on a cloud-based speech service, so it’s important to have an internet connection that’s fast and reliable.

TAKEN FROM MICROSOFT SUPPORT –  Present with real-time, automatic captions or subtitles in PowerPoint

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Read&Write Screenshot of a webpage highlighted
Accessibility, Best Practices, instructional technology

Improve your, and your students’, reading and writing confidence

Mendi Benigni

Did you know that the College has purchased a site license for Read&Write from TextHelp (thanks Disability Services). Read&Write is a toolbar for your computer or web browser that allows the users to increase their literacy.  This toolbar works in any application on your computer, allowing you to:

  • have the computer read digital documents to you
  • highlight any website or document to assist with summarizing and categorizing
  • suggest words as you type (prediction) to develop writing skills
  • convert inaccessible text, such as a screenshot, into accessible text
  • proofread your documents
  • and more…

Read&Write toolbar screenshot

I use Read&Write to read difficult or boring documents out loud while I read it.  It helps me stay focused especially if I’m not keen to read it to begin with.  It also has a Screen Masking tool which is another tool to help prevent loss of focus.

These are just a few of the things Read&Write can do without much, if any, instruction.  However, if you want to do more then you can use it to

  • give you word definitions.  There is even a picture dictionary which can be good for non-native speakers.
  • create audio files from typed text.
  • check verbs for agreement.
  • create a collection from your highlights.
  • create a vocabulary list.
  • add text facts to a web resource (such as notes, title, author, etc.).
  • export the notes you create to a Word document.
  • translate words
  • similar word checker

These tools can definitely help users with disabilities but it’s important to know that they can help EVERYONE become more literate.  We all have times where focus or vocabulary or writing is an issue and this is a tool that can help.

If you want to know more visit Read&Write Quick Start and Read&Write Getting Started.

Installation:

  1. Go to https://www.texthelp.com/en-us/products/read-write/read-write-for-education/
  2. Click Try Now choose your platform and follow the normal installation instructions for your platform
  3. Once it’s installed, open it up and accept the User Terms, click OK.
  4. IMPORTANT: When asked to sign in you MUST choose GOOGLE and use your CofC email and password.

If you have problems getting it installed or logged in, contact the CofC Service Desk at 843-953-DESK.

Google Chrome Icon
Accessibility, Google

UDL Chrome Extensions that may help Struggling Students or those with Special Needs

Mendi Benigni

One of the sessions at this year’s ISTE Conference was on “Google Tools for Struggling Students.”  From the resources posted I found a list of wonderful Google Chrome browser extensions, by Eric Curts, that could be really useful for ANYONE, not just students with special needs or those that are struggling.  The resource identifies 31 extensions which you should look through but I’m going to highlight a few I think are the best to help you narrow the field a bit.  READ ERIC CURTS’ FULL ARTICLE WITH ALL OF THE EXTENSIONS.

Text to Speech

read&write logo

Text-to-speech read an entire webpage or a highlighted selection.  This is helpful for those with

dyslexia, non-native speakers, and those with focus issues.  I use it to help me read text that is very technical or very boring.  I like to hear the computer read along with me to keep me on task.

Read&Write for Google Chrome

Eric Curts calls this extension the “Swiss Army Knife” because it does so much.  One of the things it can do is read any webpage, either the entire page or a highlighted selection.  It can also define words which we’ll look at more in the Readability section below.  This extension also allows for highlighting web text and many other features.

Speech to Text

microphone

Speech-to-text allows the user to speak into the computer microphone and the computer will translate that speech to text.  These extensions allow you to use Speech-to-text on any webpage. Note: Google Docs has this feature built-in and no extension is needed when there.

VoiceIn Voice Typing

Allows the user to dictate text into any text box or entry point of a webpage or webform.

Readability

Readability refers to how easy it is to read the webpage.  This includes the font, issues with color and contrast, and the reading level at which the page was written.

Open Dyslexic fontOpenDyslexic

Overrides all fonts with the OpenDyslexic font making it easier for users with dyslexia to read the text.

Color Enhancer

For users who are partially color-blind.

Read&Write for Google Chrome

Eric Curtis calls this extension the “Swiss Army Knife” because it does so much.  One of the things it can do is read any webpage, either the entire page or a highlighted selection.  It can also define words which we’ll look at more in the Readability section below.

Reading Comprehension

TLDR logoTLDR: Summarize Anything

Generates a summary of any webpage you are on in either short, medium, or long length.

 

Focus

BeeLine Reader

Removes ads, comments, and other distracting items from the screen.  Also uses a color gradient to guide the eye.

 

Navigation

Crafty Cursor logoCraftyCursor

Highlights the cursor to make it easier to see.  Also great for using when screenrecording.

 

Caret Browsing

Allows the user to navigate through and highlight text on a webpage using only the keyboard.

 

Chrome Accessibility Features

Zoom

User can adjust the zoom level of the browser by pressing:

  • Ctrl and + to zoom in

  • Ctrl and – to zoom out

  • Ctrl and 0 (zero) to return to the original zoom level

Font face and size

Users can set the default font face and default font size for all websites.

  1. Click the settings button in the top right corner of Chrome.

  2. Choose Settings from the drop down menu.

  3. Scroll down and click Show advanced settings.

  4. Now scroll down to the Web content section and click the Customize fonts button.

  5. A window will now open where you can adjust your default font settings.

Keyboard shortcuts

Many common tasks in Chrome can be accomplished with keyboard. Some common keyboard shortcuts are listed below.

  • Shift+Alt+T = Main Toolbar (contains Back, Forward, Reload, etc)

  • Shift+Alt+B = Bookmarks Toolbar

  • Ctrl+1 through Ctrl+8 = switches to the tab at the specified position number on the tab strip.

  • Ctrl+9 = switches to the last tab.

  • Ctrl+Shift+Tab or Ctrl+PgUp = switches to the previous tab.

  • Ctrl+Tab or Ctrl+PgDown = switches to the next tab.

  • Ctrl+W or Ctrl+F4 = closes the current tab.

A full list of Chrome keyboard shortcuts can be found at https://support.google.com/chrome/answer/157179?hl=en&ref_topic=14676

Small Teaching Tip 14 Course Design with Accessibility in Mind
Accessibility, Best Practices, Small Teaching Tip, Teaching Advice

Small Teaching Tip #14: Course Design with Accessibility in Mind

Jessica Smith

A couple years ago, I had a startling wake-up call as an instructor.  While wandering the aisles at Target, I received an email from one of my students informing me that she is blind and may need accommodations in my class.  I leaned against my cart and realized I had never before considered how accessible my course is.  Most of my readings were scanned book chapters and articles that were not screen reader friendly.  None of the images I used included alt text.  Some of my charts and diagrams relied on color alone to convey information.  And I relied a lot on video clips.  

It was one week before the semester started.  I was screwed.

Ultimately, however, the student and I worked together to make her experience in my class positive.  I learned about optical character recognition (OCR) and how to make PDFs “readable” by software like JAWS.  When grading, I recorded audio feedback rather than using Word’s track changes and discovered almost all my students preferred this method.  And I provided typed descriptions of important visual elements in the videos I showed in class.  While I was able to ensure this student had access to everything the rest of her classmates did, it was a lot of work and a lot of last-minute scrambling.

Thus, I want to encourage you to not make the same mistake.  Now is the time to think about accessibility, not when you receive an accommodation letter from a student.  Yes, it will add preparation time up front, but it is much more efficient to be proactive than reactive.

What can you do as an instructor to ensure all students have equal access to your course materials and learning environment?  Here are a few ways to get started:

  1. Information must be presented to students in ways they have the ability to comprehend (it can’t be invisible to all of their senses).  For example:
    • Provide text alternatives for non-text content (such as full-text transcriptions).
    • Include appropriate alternative text (alt text) that provides an equivalent to image content.
    • Provide captions and/or alternatives for audio and video content.
    • Make content available to assistive technologies, such as screen reading software.
    • Use sufficient contrast to make things easier to see.  For example, use dark background and light font or vice versa.  A contrast checker can help determine if your materials adhere to Web Content Accessibility Guidelines.  Also, do not rely on color alone to convey meaning.
  2. Make sure all users can navigate and interact with your learning environment.  For example:
    • Make all functionality keyboard accessible, rather than requiring a mouse or trackpad (e.g. keyboard shortcuts).
    • Give users enough time to read and use content (e.g. additional time to take an exam).
    • Do not use content that may cause seizures or sensory discomfort (e.g. rapidly flashing animations).
  3. Avoid hyperlinking phrases like “Click here,” “More information,” or “Continue.”  
  4. Ensure technology tools, websites, or other outside resources used in the class are accessible to all students. 
    • For example, if you will be using a textbook publisher website, it is your responsibility to confirm their website is Section 508 compliant.

These additional resources will further help you design your course with accessibility in mind:

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Accessibility, Accounts, Mobile, social networking

App Recommendation: 1Password

leea5

Are you tired of trying to remember every password you have or worried about using the same one over and over?  Try 1Password!  1Password is an app that stores all of your passwords in one area, locked securely by one main password.  You enter this one password and it will sign you into any of your accounts.  It will also generate and save secure passwords for any new accounts you may create.  1Password is integrated into your web browser and on as many devices as you need.

1password-6-hero1

This app uses a combination of encryption and key derivation to ensure that no one can see your data while in use and everything is fully encrypted when you are not actively using 1Password.  

You can try it free for 30 days and after it’s $2.99 a month or $4.99 a month for a family subscription.

Check it out: 1Password

Accessibility, iPad, Mobile, TLT

App recommendation: Prizmo – Scanning, OCR and Speech

Laura Plotts

What is ?  Take a photo of a document then Prizmo converts it to text and then allows you to hear it read aloud or save/export as a searchable PDF.

Price: $ 9.99

Platform: iOS also for Mac supporting OS X 10.10 or higher for $49.99

Android users – see the following site for a list of Android apps that are similar to Prizmo: http://appcrawlr.com/app/related/1113421 

More Information:

http://www.creaceed.com/iprizmo

https://itunes.apple.com/us/app/prizmo-scanning-ocr-speech/id366791896?mt=8 

User review of Prizmo http://www.usatoday.com/story/tech/columnist/saltzman/2013/08/27/prizmo-app-documents/2709095/

 

Dragon icon
Accessibility, iPad, Mobile, Productivity

App of the Week: Create Email and Notes With Your Voice Using Dragon Dictation

Mendi Benigni

Dragon Dictation is an easy-to-use voice recognition application powered by Dragon® NaturallySpeaking® that allows you to easily speak and instantly see your text or email messages. In fact, it’s up to five (5) times faster than typing on the keyboard.

With Dragon Dictation you can also dictate status updates directly to your Social Networking applications (Facebook and Twitter) or send notes and reminders to yourself….all using your voice. So when you’re on-the-go, stop typing and start speaking – from short text messages to longer email messages, and anything in between.

Dragon Dictation supports a multitude of global languages. For a full list of currently supported languages visit www.dragonmobileapps.com.

Price: Free

Platform: iPad and iPhone

More info: http://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8

GOOGLE VOICE ICON
Accessibility, Checkout Equipment, Google Apps, Productivity

Let Google Do The Typing For You With Voice Typing

Mendi Benigni

I’m not sure how long this tool has been around but I just learned about it today and I’m in love already. Google Voice Typing allows you to open a Google Doc and speak into a microphone and let Google do the typing for you. As a matter of fact I’m writing this blog post in a Google Doc first using the voice typing command.

All you need to do is open a Google Doc, go into Tools and choose Voice Typing. This will then bring up an icon of a microphone on the side of the doc. Whenever you’re ready to start typing just click on the icon and begin speaking into the microphone. As of now, I believe this tool is only available in the Docs part of Google Drive.

Here is an example of what some of the blog post looked like before I did some corrections.Google Voice Example   This was taken at the beginning of writing the post, and as you can see I did make some changes.  But overall, it worked beautifully.

Uses:

  • For anyone with a learning disability, such as dyslexia, it allows them to type without having to make as many spelling mistakes that can often accompany this type of disability.
  • For those with carpal tunnel, it can also help alleviate some of the symptoms as you will be typing less.
  • It works when outlining, planning, and writing papers.
  • Use it when writing email where you could write the email in Google Docs and copy it into your regular email. This is particularly helpful for long emails or emails where you need to go into a detailed explanation.
  • I think it’s fabulous for brainstorming as you can just speak your ideas and not feel the need to type every single thing that you’re thinking.
  • I’ve tested it as a way to create a transcript for a video lecture that you might be creating for your class. In my test I opened up Screencast-o-matic, which is a tool that will capture your desktop, and then opened a Google Doc and triggered the voice tool. Once I began the recording of my screen and microphone I then just went back and clicked on the microphone icon in my Google Doc, in order for it to transcribe everything I said. Using this, I was able to explain the slide as I normally would when lecturing and as I was recording the lecture, Google Doc was typing what I said. (Tutorial will be coming soon.)
  • Lastly, I’m curious to see how well it would do taking notes, in a meeting for instance.

Can you think of any other uses? If so, share in the comments!

 

GOOGLE VOICE ICON

Things To Consider:

I do recommend that if you want to use this tool you try a microphone that can maintain an equal distance from your mouth, such as the one that maybe came with your cell phone or a headset mic (that can be checked out from TLT). The better the microphone quality, the more accurate the typing. When speaking, it does recognize punctuation as well as the “new line” command. However, it didn’t seem to understand a few other words such as “delete” or “backspace”, so it will require that you go back through your document when you’re finished. and do some formatting. However, it’s a great way to type a lot of text quickly and easily without a lot of headaches.

Dear TLT
Accessibility, Dear TLT, Productivity

Dear TLT: How do I convert a file into something I can open in Word?

Mendi Benigni

DEAR TLTDear TLT,

I have a student that submitted a paper created in Apple’s Pages and I can’t read it using Word.  What can I do?

Sincerely,

Professor H. Higgins
Phoneticist

 

 

Dear Professor Higgins,

Check out Online-Convert.com.  This website allows you to upload files and it will convert them into a format that you can view.  It’s all done online and is free so no software is needed on your computer.

  • Just go to http://www.online-convert.com
  • choose the proper converter (Audio, Video, Image, Document, Ebook, or Archive)
  • then choose the format you want to convert TO, example “Convert to DOC,”
  • then click GO.

Scroll down and click Choose File to upload our file then click Convert File.  It’s just that easy.

This is also a great site to allow you to convert all those old research files and papers into a format that you can view.  I’ve used it for converting Pages to Word and old AppleWorks to Word.

FERPA REMINDER:  since this is a third-party site do not upload any files with secure information such as passwords, social security numbers, or grades. Make sure to always read the Privacy Policy.

Regards,

TLT

Have a question for Dear TLT?  

Submit the following form to see it featured on our blog: http://goo.gl/n1N2tq.

Professor Henry Higgins is from what play? The first faculty member to email tlt@cofc.edu, with the correct answer, will receive a TLT prize!

Accessibility, Best Practices, Distance Ed, Pedagogy, Productivity, Teaching Advice, TLT

TLT’s Top Tips for Time Management

Amy Ostrom

What are instructors spending time on?

Below are the five most mentioned teaching behaviors identified in the research and from the feedback of online instructors. The ranking begins with the teaching activity that involved the highest time commitment, and descends from there. This is not a scientific analysis, but I included the list to provide an overview of the most prevalent online teaching activities (Van de Vord & Pogue, 2012).

  • Interacting with students: moderating discussion forums, responding to student emails
  • Evaluating student work: assignments, papers, discussion forums
  • Recording grades
  • Modifying and making changes to course materials and/or course home page
  • Addressing technical issues/course administration (not including grading)

 

Tips for Time Management

  1. Handle it once.

Following the principles of the GTD (Getting Things Done) Methodology, manage items as soon as you can.  For online teaching, this means doing things in a regimented format.  When emails come in, if an answer or action can be done in less than 5 minutes…do it now.  If It needs deeper thinking and reflection, mark it in a follow up folder or category before closing it.  While reading discussion boards, keep a spreadsheet open so that you can grade as you go and make notes while reading to help keep your students straight. Grade as items arrive and space out due dates to cut down on last minute or end of term grading.  Create blocks of time during each day to work on a particular item.  For example, Mondays from 10-11 am I work on items strictly for the mentors.  Everyday from 830-930 am I answer emails from participants about course related issues.  Thursdays from 1-4 are spend grading specified assignments.  Making this set schedule for yourself will make sure that you are allowing ample time to focus.

 

2.   Respond to students efficiently.

If a student asks a great question via email, reply to them and ask them to post their question and the response to the class, but if more than one student has emailed about the same issue or set of instructions, then address the group as a whole with a news item, whole class email, or something else that will make sure that all students see the information.  For example, if there is a procedural problem (students not knowing how to do something in a class) create a short video or screencast to walk them through the process.

 

3.   Make Time Count.

If it’s something that a student won’t notice…don’t do it!  If it’s something the students can do for themselves or with each other…delegate or provide opportunity to do it.  For example, a Course Lounge or question forum will allow students the ability to answer each other.  You can back this up by adding an “ask 3 before me” type policy so that you know they’ve tried to find help on their own first.  To make this efficient, you need to mindfully not engage in what one professor called “Whack a Mole” facilitation, where as soon as a discussion post or a question comes up the professor logs in to answer it or replies immediately.  Make sure you give your students that time to help each other or they will become accustomed to that immediate feedback and you’ll spend all your time responding to email.

 

4. Get Organized:  Location, Location Location

Have your course follow a logical path so that not only you but your students also know exactly where to go and what to do.  The easier it is to find something, the less time you spend looking for it!  This is especially applicable to the syllabus.  The more text heavy and exhaustive your syllabus, the less likely your students will be able to find what they need in the process.  Try breaking your syllabus up into sections and bulleting information rather than using paragraph texts.  Have your students engage in a scavenger hunt or quiz to show that they understand the key pieces of the document before the class gets too far underway.  This will lead to less questions and less time emailing “it’s in the syllabus”.

5. Get Organized: Me, Myself, and I

Make sure that your workspace is organized and ready to go.  This includes your computer!  If you have a hard time finding files or folders on your machine, take some time to organize your files so that you can easily grab an item when it is needed.  Keep a list handy of places you can go to for help.  Obviously TLT is going to be number one (:)) but make sure that you add your librarian, CDS, CSL, and other campus resources and how to contact them.

 

6. Develop a routine and electronic minions

There are a lot of moving parts in an online classroom.  Some can be automated, some cannot.  First, make a list of all items that you need to do (that you know of) and due dates prior to the course starting. Identify any weekly activities and blocks of time you’ll need to answer emails, grade, respond to discussions, etc.  If an item can be automated (for example, a news item reminder about a test that you want to go out on a certain date) go ahead and create the wording and release conditions before the class starts.  In the immortal words of Ronco…set it and forget it!  For those items that can’t be automated, create calendar reminders or use a task management tool that contains reminders like Asana.

 

7. #Unplugged

In honor of the TLT Lifetime DE Mentor award recipient Lancie Affonso, we bring you this most important tip.  Unplug every now and again!  Take some time away from the screen and technology to engage in the world.  It is tempting to want to be logged in 24/7 when your students are in session, but taking some time to take care of yourself (and your eyes, back, and wrists) will benefit you in the long run as an instructor.

 

8.  Use the right tools for the job.

Technology can do so much to help with time and task management, as well as automating parts of your responses without losing that personal touch.  Talk to your instructional technologist about some of the options to help you with time, task, grading, and communication management for your online class.  Check out this article on how to go about choosing the right tool for your situation:  https://blogs.charleston.edu/tlt/2014/03/05/plan-attack-implementing-technology-instruction/

 

9.  To Thine Own Self Be True

“Each person has a daily cycle when he or she is most alert; schedule that time for online work. Determine the best time of day to check and respond to email. Flag and prioritize emails.  Realize that what is an overload for some instructors is not for others. Before accepting teaching assignments, look at the other assignments already accepted for that semester and consider whether the workload is too heavy. Factor in family obligations and planned vacations when considering personal work capacity.  When planning for the future record notes each week in a teaching journal identifying thoughts about revisions for the next semester. Some fixes like broken links can be done on the fly during the current run, but others, like the rewriting of a section, need to wait until the students are no longer present. At the end of the semester, reflect on the notes and adjust as needed.”

 

10.  Practice your online writing

Because writing is a major channel of communication in an online class, the importance of clear and concise writing of the course materials cannot be over-emphasized. If one student finds a sentence unclear, the instructor will need to spend valuable additional time responding to clarify. Five or ten minutes of additional time for polishing a message or task instructions before distributing or publishing may save hours in clarifying later.  Have someone who is not familiar with an assignment read the instructions and see if it makes sense or if they could do the assignment with the information you provided.  Keep a list of frequently asked questions and your responses.  You can then copy and paste your responses or keep a running list published in a Google Doc that would get updated in real time for your students and would be easy to search for keywords.

 

11.  Design with Accessibility in Mind

Too often faculty members will design an online course and then realise a semester later that they have a student with a disability in their courses that require accommodations (screen readers, subtitles, alternative formats, etc.)  While it may take more time as you build the course, designing your course to be as accessible as possible from the start will save you more time (and you will reach more students) than trying to scramble after you get an accommodation request letter.  Remember, it is easier to construct than to retrofit a class!