[BlindMath] Video Image Description Standards
Mary Woodyard
marywoodyard at comcast.net
Fri Jun 8 13:57:40 UTC 2018
Melissa,
I will leave the more technical issues to the experts here but wanted to
throw out two description issues for you to consider for your standards.
They would be the speed of the recording and the second would be the order
that the graphs are described or read. The order may vary by educational
content and may be addressed in the either of the resources that are posted
below. I have not looked. My son is taking a college online economics
class this summer and is receiving his first audio described instructional
videos which I have been quite pleased with. They were produced by AMAC.
The way AMAC accomplished the description for the online lecture which was
all graphs and tables was by splicing in sections of video prior to the
graphics with just the audio description.
One thing that I noticed immediately though was the speed of the
description. In normal television audio production, the voicing of the
description is typically fast so that you can fit the description in between
dialogue. The voicing in the videos is very fast compared to the actual
instruction which makes recording the information in the graphs in whatever
media you are using more difficult. My son works around this by opening the
file in a player he can control the speed of, so he slows it down.
However, if he were requesting additional films, he would definitively ask
them to just record the description at the same speed as the instruction as
there is no need to rush to get it in between dialogue as they are adding
more film in. You might want to incorporate this issue into your standards.
Another thing that I noticed is that no matter what the subject, there is a
lot of thought that goes into instructional material accessibility and
typically zero that goes into homework accessibility, so don't forget about
homework. I have been describing the graphs for him in his homework and
noticed that when I read a table I typically set up the table with its name,
headers and number of columns. Then I read the column horizontally across
for him so that he can accurately record the numbers if he needs to. The
subject for him this week was Comparative Advantage so he had to know the
Opportunity Cost of one country's Capital Goods/Labor Production and compare
them to another and then compute the Comparative Advantage. The Audio
Description from AMAC reads them vertically which to me seems much harder to
visualize if you are learning it mentally. I'm not sure what the correct
method is, I am just telling you that you might want to give this thought
for your standards.
Mary Woodyard
-----Original Message-----
From: BlindMath [mailto:blindmath-bounces at nfbnet.org] On Behalf Of
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Sent: Thursday, June 7, 2018 8:00 AM
To: blindmath at nfbnet.org
Subject: BlindMath Digest, Vol 143, Issue 3
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Today's Topics:
1. Re: Assistance with accessibility in Math programs
(?ukasz Grabowski)
2. Re: BlindMath Digest, Vol 143, Issue 2 (Susan Jolly)
3. Re: Assistance with accessibility in Math programs
(Akashdeep Bansal)
----------------------------------------------------------------------
Message: 1
Date: Wed, 6 Jun 2018 23:21:43 +0100
From: ?ukasz Grabowski <graboluk at gmail.com>
To: blindmath at nfbnet.org
Cc: melissa.verschage at scottsdalecc.edu
Subject: Re: [BlindMath] Assistance with accessibility in Math
programs
Message-ID: <20180606232143.1f41d764 at brutus>
Content-Type: text/plain; charset=UTF-8
Dear Melissa,
I think the most important thing is that the people at your maths
department should be made aware that they ight need to change some of
their ways (i.e. the workflows which they use), as it's simply not the
case that every single end product can be made accessible when no
thought was put into accessibility during the preparation stage.
Havving said that few quick thoughts:
1) the vector fields which you attached could be suitable for a tactile
graphic. Make the arrows 2-5 times sparser and it should be ok (easy
to do for whoever preapred them in the first place).
2) the tables used in problems is a silly nuissance - just speak with
whoever uses them and think together about another way of presenting
the content. There's obviously nothing there which necessitates using
any particular software solution, it could be just as well presented to
a student as a simple text file with no loss of educational value.
3) 3D plots require much more careful thought. There's certainly no
automatic way. The lecturer has to think and tell you what is important
in a given plot. For example I take it that in the middle plot the only
two important things are that a) the function has two maxima, and b)
there is a saddle point between them. All the other details of the
picture are most likely completely irrelevant. As such in this case you
can even prepare the graph out of clay etc. - as long as it's about
conveying general concepts (minima, maxima, stationary points), simple
models should easily convey the meaning and help the student to
internalise those concepts.
4) video and image in assessment - well obviously this has to be
redesigned depending on specific details of what they are used for..
Best,
Lukasz
On Wed, 6 Jun 2018 15:05:05 -0700
Melissa Verschage via BlindMath <blindmath at nfbnet.org> wrote:
> Hello.
>
> I am new to this group. I was referred to the group during the recent
> AHEAD accessibility conference in late May.
>
> My campus is creating accessibility standards for online courses. We
> are working with our Math department to determine what steps they
> need to take to make their courses and course materials accessible.
> Is anyone working on accessibility standards related to math
> content/courses/programs? I have a couple of challenges we are trying
> to address and would love some input from anyone who has gone through
> any accessibility steps. A few topics of concern include:
>
> *Tables used for problems*
> Tables are used for data, but this one has cells to use for answers.
>
> ?
>
> *3D Modeling Plots*
> These are used in calculus and are very visual in nature. Some of
> these are very difficult to describe. Has anyone dealt with this?
>
>
> *Vector Fields*
> More visual graphs that are difficult to describe. Has anyone dealt
> with these?
>
>
> Video or Images in Assessments
> There are some assessments that show a video of a graph building or an
> image of a graph. Students are to identify what is happening or what
> it represents so providing audio descriptions or alt text defeats the
> purpose of the assessment. Has anyone encountered this situation? Any
> insights you can share?
> ?
> ?I have a few additional items that I need to address. Please reach
> out to me if you have any insight on these items or if you are
> interested in collaborating on any of them.
>
> I appreciate any help I can get.
>
> Kindest regards,
> Melissa
>
>
------------------------------
Message: 2
Date: Wed, 6 Jun 2018 16:23:55 -0600
From: "Susan Jolly" <easjolly at ix.netcom.com>
To: <blindmath at nfbnet.org>
Subject: Re: [BlindMath] BlindMath Digest, Vol 143, Issue 2
Message-ID: <AFD929331C12407B8734461A170EA065 at SusanPC2009>
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
reply-type=original
As for accessibility of diagrams of all types, the best resource in the
United States is DiagramCenter.
http://diagramcenter.org/
On a separate issue can you explain the mathematical purpose of putting
answers in the cells of a table?
Best wishes,
Susan Jolly
------------------------------
Message: 3
Date: Thu, 7 Jun 2018 11:39:07 +0530
From: Akashdeep Bansal <akashdeep.bansal4 at gmail.com>
To: Blind Math list for those interested in mathematics
<blindmath at nfbnet.org>
Cc: ?ukasz Grabowski <graboluk at gmail.com>,
melissa.verschage at scottsdalecc.edu
Subject: Re: [BlindMath] Assistance with accessibility in Math
programs
Message-ID:
<CAMjG6roGpRhO9EVvm3LPTLkm4sjiqd8xFLvYT9qxfcL=cG_dvg at mail.gmail.com>
Content-Type: text/plain; charset="UTF-8"
Hi,
Please find the XRCVC's accessible book production standard 1.0 at below
link
http://www.xrcvc.org/docs/XRCVC_s_Accessible_Book_Production_Standards_1.0.p
df
It has a very good description of how to produce accessible STEM books.
On Thu, Jun 7, 2018 at 3:51 AM, ?ukasz Grabowski via BlindMath <
blindmath at nfbnet.org> wrote:
> Dear Melissa,
>
> I think the most important thing is that the people at your maths
> department should be made aware that they ight need to change some of
> their ways (i.e. the workflows which they use), as it's simply not the
> case that every single end product can be made accessible when no
> thought was put into accessibility during the preparation stage.
>
> Havving said that few quick thoughts:
> 1) the vector fields which you attached could be suitable for a tactile
> graphic. Make the arrows 2-5 times sparser and it should be ok (easy
> to do for whoever preapred them in the first place).
>
> 2) the tables used in problems is a silly nuissance - just speak with
> whoever uses them and think together about another way of presenting
> the content. There's obviously nothing there which necessitates using
> any particular software solution, it could be just as well presented to
> a student as a simple text file with no loss of educational value.
>
> 3) 3D plots require much more careful thought. There's certainly no
> automatic way. The lecturer has to think and tell you what is important
> in a given plot. For example I take it that in the middle plot the only
> two important things are that a) the function has two maxima, and b)
> there is a saddle point between them. All the other details of the
> picture are most likely completely irrelevant. As such in this case you
> can even prepare the graph out of clay etc. - as long as it's about
> conveying general concepts (minima, maxima, stationary points), simple
> models should easily convey the meaning and help the student to
> internalise those concepts.
>
> 4) video and image in assessment - well obviously this has to be
> redesigned depending on specific details of what they are used for..
>
> Best,
> Lukasz
>
> On Wed, 6 Jun 2018 15:05:05 -0700
> Melissa Verschage via BlindMath <blindmath at nfbnet.org> wrote:
>
> > Hello.
> >
> > I am new to this group. I was referred to the group during the recent
> > AHEAD accessibility conference in late May.
> >
> > My campus is creating accessibility standards for online courses. We
> > are working with our Math department to determine what steps they
> > need to take to make their courses and course materials accessible.
> > Is anyone working on accessibility standards related to math
> > content/courses/programs? I have a couple of challenges we are trying
> > to address and would love some input from anyone who has gone through
> > any accessibility steps. A few topics of concern include:
> >
> > *Tables used for problems*
> > Tables are used for data, but this one has cells to use for answers.
> >
> > ?
> >
> > *3D Modeling Plots*
> > These are used in calculus and are very visual in nature. Some of
> > these are very difficult to describe. Has anyone dealt with this?
> >
> >
> > *Vector Fields*
> > More visual graphs that are difficult to describe. Has anyone dealt
> > with these?
> >
> >
> > Video or Images in Assessments
> > There are some assessments that show a video of a graph building or an
> > image of a graph. Students are to identify what is happening or what
> > it represents so providing audio descriptions or alt text defeats the
> > purpose of the assessment. Has anyone encountered this situation? Any
> > insights you can share?
> > ?
> > ?I have a few additional items that I need to address. Please reach
> > out to me if you have any insight on these items or if you are
> > interested in collaborating on any of them.
> >
> > I appreciate any help I can get.
> >
> > Kindest regards,
> > Melissa
> >
> >
>
>
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>
--
Thanks and Regards
Akashdeep Bansal
Research Scholar (PhD)
Amar Nath and Shashi Khosla School of Information Technology
Indian Institute of Technology Delhi
Hauz Khas, New Delhi 110016 INDIA
web: http://www.cse.iitd.ac.in/~akashdeep/
<http://web.iitd.ernet.in/~anz168049/>
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