[Blindmath] Graphics

Tue Jan 31 18:58:43 UTC 2012

As long as I am rambling, I will also add a few comments regarding what I
consider to be good practice for non-image slides.

To begin with, I don't use Power Point. Many years ago, as a revolt against
the high cost of Microsoft Office software, I wrote my own homebrew slide
maker and slide viewer system. In my system, each slide is simply a small
XHTML file with links to the next and previous slides. A door can be opened
on the left side of the viewer exposing links to every slide, thereby
facilitating navigation beyond the simple next and previous links.

Therefore, students don't need to purchase Microsoft Office to view my
slides on their own computers. Any reasonably modern browser will do the
job.

Also, I don't use fancy transitions, fancy Power Point borders, etc. My
slides contain only two types of content: text and images.

I typically use a split-screen presentation approach where the left half of
the screen shows the current slide and the right half of the screen shows
material that was deposited there earlier. The material on the right could
be an image, it could be programming source code, it could be anything that
I want to refer to later as the lecture progresses. In addition to listings
and images appearing in slides along with explanatory text, my system also
creates a separate XHTML file for each listing and each image so that I can
open them on the right side of the screen and refer to them later.

All of that having being said, most of the slides contain only text. And
that text is mostly in the form of bullets or important points. As the
lecture progresses and I bring new slides up on the screen, I expect the
students to be able to read the bullets or the important points on their
own. My verbal presentation is to elaborate on those points.

A blind student can't read the bullets. Therefore, it is extremely
important to provide the blind students with complete copies of the slides
sufficiently in advance of the presentation to allow them to convert the
slides into an accessible format, which they can use in the classroom
during the presentation.

If the student has access to a computer with a browser in the classroom,
all that is necessary is for the student to bring the slides to the
classroom on a flash drive. If the student uses a refreshable Braille pad
with the computer, all the better because the student can read the slides
without the need for ear buds and an audio screen reader. If the college
doesn't provide a computer for the student in the classroom, the student
can bring a laptop to class.

If the student can't bring a laptop to class, that student can convert the
slides to Braille on paper provided the slides are available to the student
sufficiently far in advance. The important thing is to make certain that
the student has an electronic copy of the slides sufficiently far in
advance of the presentation to facilitate one of the accessibility routes
described above.

Another thing that is very important and can sometimes be difficult to
achieve is to make each slide easily identifiable so that the blind student
can stay in synch with the lecture, and can get back in synch if
synchronization is lost.

The reason this can be difficult is that I often make changes to some of
the slides shortly before the class begins. If the student will use a
computer to view the slides, this can be handled rather easily by making
certain that the student receives and is working from the latest set of
slides during the presentation. If the student is working from preprinted
Braille on paper, it is more of a problem.

Bottom line: Whether the lecture slides consist of text, images, or a
combination of the two, instructors must make certain that blind students
receive a copy of the slides which have been made as accessible as
practical before the class begins.

Some slides simply cannot be made accessible for blind students. For
example, in one of my courses, some of the slides embed interactive Java
applets, which may not be accessible due to Java accessibility issues. Even
in those cases, however, screen shots of the applet in use can be provided
for conversion to tactile format for use by the blind student.

That's probably enough rambling for this session.

Dick Baldwin

On Tue, Jan 31, 2012 at 12:16 PM, Jonathan Godfrey <a.j.godfrey at massey.ac.nz
> wrote:

> Hi all,
>
> I agree with John and Dick here. Good teaching is often making the
> unnatural seem natural and the group of students I deal with (none blind so
> far) is very diverse.
>
> I have found that the lecturers who used "this", "that", "here", and
> "there" were also the ones that didn't seem to be able to use their legs
> very well. They were stuck in the mould of holding a pen or a mouse
> (previously chalk) and their pointing was contained to the objects within
> the length of their arms of any pointers that might be in the lecture room.
> Thankfully the laser pointer didn't seem to be used by many of my lecturers.
>
> As my drawings are a little like cartoons, perhaps even heading towards
> abstract art, I don't risk using those dreaded words without a more useful
> indicator of what I am speaking about. It is made more natural by moving
> away from the board often into the audience part of the room. In a large
> lecture theatre (100 students is small) this was less natural than in the
> more common teaching room I use which holds at most 20 students all sitting
> at computers. I do try to point at things on the power point slides but my
> accuracy is somewhat questionable. To cover this flaw I just move further
> away from the board and force myself to use words. In the second half of
> 2012, I will be teaching a class that exceeds the capacity of the largest
> lecture theatre on campus. We will be in one room and a second room will
> have the same material put up on the data show in there. Those students
> will not see anything I might do with my hands so the words will be crucial.
>
> It's only recently that some of my former first-year students have told me
> what was working in the classroom. (They're now post graduates with more
> confidence.) My descriptions that didn't involve them watching my hands all
> the time meant they didn't miss things as they looked down to write their
> notes.
>
> A final comment about the styles of learning. John mentioned audio and
> visual learners. There are also those students that need to do a task to
> learn it. Kinesthetic learners are perhaps the worst off in a lecture room
> as they need to take the knowledge out of the classroom and try it out for
> themselves to really understand. In a small tutorial sized computer lab,
> the kinesthetic learner really comes into their own as the ability to do
> the task is right there with them. I love teaching in the computer lab
> because of the varied opportunities to engage with my students. They are
> forced to drive their own computers to engage with the class as I can't do
> it for them.
>
> Cheers,
> Jonathan
>
>
>
>
>
>
>
>
>
> At 06:43 a.m. 1/02/2012, you wrote:
>
>> Interesting discussion.  I should point out that precision in lecturing is
>> not just good for blind students - it is good for all students.  I have
>> heard thousands of lectures in my life and find that lecturers that I find
>> particularly good/bad are also perceived that way by sighted colleagues.
>>
>> I am frequently asked what a lecturer should do to make his lecture
>> accessible to me.  My answer is that a really good lecturer will present
>> material that needs no audio for a visual learner and needs no visual for
>> an
>> audio learner.  The only exception to my rule are visual jokes - jokes
>> needing explanation are generally not funny, so it is up to the person
>> sitting next to me to explain visual jokes to me.
>>
>> And finally, special educators find that approximately 40% of students in
>> an
>> average classroom have some kind of learning difficulty.  What is useful
>> to
>> the 60% is essential to the 40%.  So precise lecturing helps many more
>> students than those who are blind.
>>
>> Good work Dick!
>>
>> John
>>
>>
>>
>> -----Original Message-----
>> From: blindmath-bounces at nfbnet.org [mailto:blindmath-bounces@**nfbnet.org<blindmath-bounces at nfbnet.org>]
>> On
>>  Behalf Of Richard Baldwin
>> Sent: Tuesday, January 31, 2012 8:52 AM
>> To: Blind Math list for those interested in mathematics
>> Subject: Re: [Blindmath] Graphics
>>
>> Michael's point is a good one and one for which there are no easy answers.
>>
>> When teaching a mixed class with one or more blind students and mostly
>> sighted students, the instructor must walk a fine line between being so
>> verbally accommodating of the blind students that they begin to feel self
>> conscious and not being accommodating enough for the blind students to
>> understand the material. It also helps a lot when the blind students are
>> not shy about asking for clarification. Fortunately, at the college where
>> I
>> teach, we don't have classes with hundreds of students. I typically have
>> somewhere between 15 and 24 students in a class and am able to respond to
>> questions from both blind and sighted students.
>>
>> The instructor must constantly remind himself or herself that there are
>> people who can't see the slides and use terms like "near the lower left
>> corner", "the vector labeled B with its tail at coordinates 2,2", "the
>> rectangle in the center that is colored red", etc. It is not an easy task
>> and I am far from perfect, but I try.
>>
>> I currently have one blind student in one course and a seriously visually
>> impaired student in a different course. The blind student has been
>> enrolled
>> in several of my previous courses, but this is the first one in which I
>> have had an opportunity to develop the material from the ground up with
>> blind accessibility as one of the objectives. That is also very helpful
>>
>> One of those students is very good about visiting during office hours
>> before class to discuss the upcoming graphics material and that also helps
>> a lot.
>>
>> Dick Baldwin
>>
>> On Tue, Jan 31, 2012 at 8:52 AM, Michael Whapples <mwhapples at aim.com>
>> wrote:
>>
>> > In a large lecture of well over a hundred students, its a big ask.
>> >
>> > Michael whapples
>> >
>> > -----Original Message----- From: Pickrell, Rebecca M (TASC)
>> > Sent: Tuesday, January 31, 2012 2:44 PM
>> >
>> > To: 'Blind Math list for those interested in mathematics'
>> > Subject: Re: [Blindmath] Graphics
>> >
>> >       Can't the blind student speak up and ask? I always did.
>> >
>> >
>> > -----Original Message-----
>> > From: blindmath-bounces at nfbnet.org
>> [mailto:blindmath-bounces@**nf**bnet.org <http://nfbnet.org><
>> blindmath-bounces@**nfbnet.org <blindmath-bounces at nfbnet.org>>]
>> > On Behalf Of Michael Whapples
>> > Sent: Tuesday, January 31, 2012 4:14 AM
>> > To: Blind Math list for those interested in mathematics
>> > Subject: Re: [Blindmath] Graphics
>> >
>> > Yes I agree with this about not wanting people listening to
>> pre-recording
>> > audio while you are trying to explain the graph. However that in itself
>> is
>> > a
>> > form of audio-touch, in a loose sense, as the student is getting audio
>> > (you)
>> > explaining the graph. The ideal situation might be that the student has
>> > someone sitting next to them to help guide them round the tactile
>> diagram.
>> >
>> > Richard, here is a question for you, one real problem I kept coming
>> across
>> > while studying physics was the tutors using phrases like "this part of
>> the
>> > graph", how many "this", "that", "here" and "there" do you use? If one
>> > cannot see the graph you are pointing at, where is here? Unfortunately
>> its
>> > such a natural way of talking that even when you are aware of it you can
>> > slip back into those phrases where one relies on seeing the pointing to
>> > understand the talking. I think my point here is that sometimes the
>> talking
>> > alone is not as useful as you may initially think. Its not an argument
>> for
>> > sticking in the ear-buds, but rather that may be the blind student does
>> > need
>> > some extra help with finding "here".
>> >
>> > Michael Whapples
>> >
>> > -----Original Message-----
>> > From: Richard Baldwin
>> > Sent: Monday, January 30, 2012 3:57 PM
>> > To: Blind Math list for those interested in mathematics
>> > Subject: Re: [Blindmath] Graphics
>> >
>> > I will make one comment relative to audio-touch. Every technology has
>> its
>> > good points and its bad points. While audio-touch may be the best
>> solution
>> > in some situations, it may not be the best solution in other situations.
>> > Also, until we see audio-touch applications on tablet computers, it will
>> > continue to be the most expensive solution in most situations.
>> >
>> > For example, if I am in a classroom containing a mixture of blind and
>> > sighted students, and I am using a graphic on a slide that is projected
>> on
>> > a screen at the front of the room to explain the characteristics of a
>> > damped sine wave exhibiting an exponential decay, I would prefer that
>> the
>> > blind students have good quality tactile images of the slide and that
>> they
>> > be concentrating on my explanation of the shape and other
>> characteristics
>> > of the graphic as opposed to wearing ear buds and listening to
>> pre-recorded
>> > messages about the graphic.
>> >
>> > There is a time and a place for everything, and the lecture classroom is
>> > not necessarily the place for wearing ear buds.
>> >
>> > Dick Baldwin
>> >
>> > On Mon, Jan 30, 2012 at 6:25 AM, Michael Whapples <mwhapples at aim.com>
>> > wrote:
>> >
>> >  Hello,
>> >> A couple of things in response.
>> >>
>> >> Firstly the swell paper thing, probably in that one message where I say
>> >> IVEO can be used with swell paper, it probably was left to be implied
>> by
>> >> the reader that it would be subjected to the limitations of swell
>> paper,
>> I
>> >> didn't feel like typing it out on a touchscreen. However I would say,
>> >> while
>> >> it cannot do colour/shading like the tiger, it is possible to have ways
>> of
>> >> differentiating between different regions with swell paper by using
>> >> different textures (eg. horizontal lines, vertical lines, dots, etc).
>> >> Admittedly applying a texture to an area is probably more complicated
>> than
>> >> using colours or shading, but if ViewPlus wants to make IVEO better
>> with
>> >> swell paper it might be a feature (apply texture) worth considering,
>> but
>> >> whether ViewPlus wants to add such a feature is up to ViewPlus.
>> >>
>> >> The other point or may be question is may be of more interest. Your
>> >> comments on why ViewPlus and you focussed on audio-touch instead of
>> just
>> >> tactile diagrams is interesting to read, I don't think I would dispute
>> >> anything there. What I am left with is a slight question of why did you
>> go
>> >> audio-touch instead of plain audio, or may be more popularly called
>> >> sonification? Quite a number of people have gone down the pure
>> >> sonification
>> >> route in trying to make visual images accessible, so there must be
>> >> something desirable in pure sonification but why did you feel the touch
>> >> part is also important? Personally I have always found pure
>> sonification
>> >> difficult to master, I just seem to have some sort of disconnect or gap
>> >> between the audio and the spatial, so find it very difficult to
>> visualise
>> >> anything from passively listening to audio.
>> >>
>> >> Please do let us know more as that project progresses.
>> >>
>> >> Michael Whapples
>> >>
>> >> -----Original Message----- From: John Gardner
>> >> Sent: Sunday, January 29, 2012 7:24 PM
>> >> To: 'Blind Math list for those interested in mathematics'
>> >> Subject: [Blindmath] Graphics
>> >>
>> >>
>> >> I agree with Dick Baldwin that at the present time, a blind person
>> needs
>> >> sighted assistance to access most graphical information.  I described a
>> >> way
>> >> that a blind person who has IVEO and a ViewPlus embosser can access
>> >> graphics, but it is tedious and gives only partial access.  Even if
>> Jamal
>> >> and Dick could drive a process that could reliably isolate and process
>> >> images, I am skeptical that, in the end, most images will be accessible
>> >> without sighted assistance anyhow.  We have to face the physical fact
>> that
>> >> fingers are not a fully adequate substitute for vision even for the
>> most
>> >> competent braille/tactile graphics readers.
>> >>
>> >> My vision of graphics is that they should be published in an accessible
>> >> format, and I have devoted much of my energy for nearly 20 years to
>> >> developing methods that have some chance of actually happening.  I'm
>> not
>> >> unhappy with what ViewPlus has achieved, but I sure wish we could speed
>> up
>> >> the process and bring down the cost to end users.
>> >>
>> >> ViewPlus expects soon to be starting a new project funded partly by the
>> >> DIAGRAM project to evaluate usability of SVG graphics accessed by
>> >> audio/touch - which is what IVEO is all about.  Assuming that
>> preliminary
>> >> information is correct and the grant is approved, I will soon be
>> looking
>> >> for
>> >> committed volunteers and suspect that several of you would like to
>> >> volunteer.  I particularly encourage people who have access to a
>> ViewPlus
>> >> embosser to volunteer.  Those without such access can still
>> participate,
>> >> but
>> >> they'll need to wait a few days for their tactiles to arrive in the
>> mail.
>> >> By the way, Michael is right that swell paper works too but only for
>> line
>> >> art.  Anything with color or texture is just a mess with swell paper.
>> >>
>> >> The purpose of the grant is for volunteers to evaluate a number of SVG
>> >> files
>> >> per month and to submit some of their own images to be "made
>> accessible".
>> >> Good accessibility means that text speaks when touched, math is spoken
>> >> properly, and important graphic objects speak their titles when
>> touched.
>> >> The more complex the graphic, the more important it is for graphic
>> objects
>> >> to be labeled.  Processing of color beyond the simple default for
>> ViewPlus
>> >> embossers would help, particularly for images that are not
>> >> well-represented
>> >> in gray scale.
>> >>
>> >> More information will be forthcoming when the project starts.
>> >>
>> >> One final comment.  Audio-touch access requires a computer and some
>> >> external
>> >> equipment to use.  Why not make graphics accessible by touch alone?  It
>> is
>> >> clearly possible for experts to make graphical information accessible
>> as
>> >> stand-alone tactile graphics.  Generally that graphic needs to be
>> >> considerably simplified and needs braille labels and a braille
>> >> description.
>> >> It is costly, because a trained expert needs to make the tactile
>> version.
>> >> In addition, surprisingly few blind people can read it anyhow.  On the
>> >> other
>> >> hand, it is much easier to convert a graphic to SVG and add the
>> meta-data
>> >> necessary to make it accessible.  Simplification is unnecessary. The
>> >> learning curve for both the creator and user is not high, and anybody
>> who
>> >> wants to learn can do it.  Finally it is possible in principle for
>> almost
>> >> any mainstream graphic to be published in SVG with that meta-data
>> included
>> >> so that it is automatically accessible.  That is just not the case for
>> >> stand-alone tactiles.  These are the reasons that I have concentrated
>> on
>> >> audio-touch methods and will let others make stand-alone tactiles.
>> >>
>> >> John Gardner
>> >> ______________________________******__
>>
>> >>
>> >> John Gardner       |  President |  ViewPlus
>> >> 541.754.4002 x 220 |  www.viewplus.com
>> >> ______________________________******__
>>
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>> > --
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>> Richard G. Baldwin (Dick Baldwin)
>> Home of Baldwin's on-line Java Tutorials
>> http://www.DickBaldwin.com
>>
>> Professor of Computer Information Technology
>> Austin Community College
>> (512) 223-4758
>> mailto:Baldwin at DickBaldwin.com
>> http://www.austincc.edu/**baldwin/ <http://www.austincc.edu/baldwin/>
>> ______________________________**_________________
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>> du
>>
>>
>>
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>> a.j.godfrey%40massey.ac.nz<http://nfbnet.org/mailman/options/blindmath_nfbnet.org/a.j.godfrey%40massey.ac.nz>
>>
>
> _____
> Dr A. Jonathan R. Godfrey
> Lecturer in Statistics
> Institute of Fundamental Sciences
> Massey University
> Palmerston North
>
> Office: Science Tower B Room 3.15
> Phone: +64-6-356 9099 ext 7705
> Mobile: +64-29-538-9814
> Home Address: 22 Bond St, Palm. Nth.
> Home Phone: +64-6-353 2224 (Just think FLEABAG)
>
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> baldwin%40dickbaldwin.com<http://nfbnet.org/mailman/options/blindmath_nfbnet.org/baldwin%40dickbaldwin.com>
>

-- 
Richard G. Baldwin (Dick Baldwin)
Home of Baldwin's on-line Java Tutorials
http://www.DickBaldwin.com

Professor of Computer Information Technology
Austin Community College
(512) 223-4758
mailto:Baldwin at DickBaldwin.com
http://www.austincc.edu/baldwin/