{"id":5667,"date":"2020-06-30T15:56:36","date_gmt":"2020-06-30T15:56:36","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/tel\/?page_id=5667"},"modified":"2022-06-20T14:42:37","modified_gmt":"2022-06-20T14:42:37","slug":"how-can-i-make-my-webinars-accessible","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-can-i-make-my-webinars-accessible\/","title":{"rendered":"How can I make my live online sessions accessible?"},"content":{"rendered":"<p><span style=\"font-size: 14pt\">Live online sessions are a useful platform for delivering real-time online teaching. These sessions offer greater flexibility to bring students together by removing the barriers of distance or circumstance and enable them to engage in an interactive online learning environment.<\/span><\/p>\n<p><span style=\"font-size: 14pt\">However, this learning environment may still present barriers or challenges for some students. To minimise these barriers it is important to consider and design in accessible and inclusive practices into your session.<\/span><\/p>\n<p><span style=\"font-size: 14pt\">You may not always know if you have\u00a0someone participating in a session that has a specific need. A good starting point is to:<\/span><\/p>\n<ul>\n<li><span style=\"font-size: 14pt\"><b>Invite your participants to make you aware of any requirements<\/b> that will help them participate ahead of the session, where possible. For example, check the <a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-live-sessions-guidance-on-camera-use-with-students\/\" target=\"_blank\" rel=\"noopener\">university camera-on guidance<\/a> when requiring students to enable their device webcams.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Keep the design of your session simple<\/b>, providing easy ways for your students to interact.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><a href=\"https:\/\/sites.reading.ac.uk\/tel\/accessibility-and-inclusive-practice\/creating-accessible-learning-materials\/\" target=\"_blank\" rel=\"noopener\"><b>Ensure the session content is accessible<\/b><\/a>. For example, use the <a href=\"https:\/\/archive.reading.ac.uk\/staff-news\/2020\/January\/spsn-833491.html\" target=\"_blank\" rel=\"noopener\">university accessible templates for PowerPoint slides<\/a>\u00a0and use <a href=\"https:\/\/sites.reading.ac.uk\/tel\/2021\/09\/29\/use-powerpoint-live-to-share-your-presentation-slides\/\" target=\"_blank\" rel=\"noopener\">PowerPointLive<\/a> when presenting.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2><b>Top 5 things to increase accessibility in your online session<\/b><\/h2>\n<ol>\n<li><span style=\"font-size: 14pt\">Ensure your<b>\u00a0content is accessible:<\/b><\/span>\n<ul>\n<li><span style=\"font-size: 14pt\">Correct formatting on text, including headers, font style\/size, contrast and density.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-size: 14pt\">Any images should be relevant and<strong> include Alt-Text descriptions<\/strong>.<\/span>\n<ul>\n<li><span style=\"font-size: 14pt\"><b>Invite your participants to contact you\u00a0in advance if they have any requirements or concerns.<\/b><\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-size: 14pt\">Keep a\u00a0<b>clear steady pace<\/b>\u00a0during your presentation, and <strong>allow time for participants<\/strong> to process, respond and ask questions.<\/span>\n<ul>\n<li><span style=\"font-size: 14pt\">Let students know about the Raise Hand feature and how you will respond to it.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><strong>Have your pauses planned<\/strong>, and don\u2019t be uncomfortable about silence after asking a question \u2013 your learners\u00a0 need time to think and type. Mute the mic and let them respond.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-size: 14pt\"><b>Work from a plan or notes.\u00a0<\/b>This will depend on the nature of your session but having a plan or script will allow you to have\u00a0readily available resources that can be shared\u00a0with students before the session so they are able to participate in activities and know what information is being presented.<b><br \/>\n<\/b><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 14pt\"><b>Changes from the plan<\/b>\u00a0(or additions to) can be<b>\u00a0summarised by talking through them clearly over audio, or by typing them up in the chat area.<\/b><\/span><\/li>\n<li><span style=\"font-size: 14pt\">When answering questions or giving instructions for an activity, ensure that they are covered in both\u00a0<b>spoken and written formats\u00a0<\/b>so that everyone can be aware of what is going to happen and their role.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-size: 14pt\"><b>Reassure your students<\/b>\u00a0that their participation is welcome and that the<strong> value of their contributions is greater than the speed of their typing or accuracy of spelling<\/strong>.<\/span>\n<ul>\n<li><span style=\"font-size: 14pt\"><b>Foster an inclusive environment<\/b>\u00a0where everyone is encouraged \u2013 but not required \u2013 to share their opinions.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<h2><b>Before the session<\/b><\/h2>\n<ul>\n<li><span style=\"font-size: 14pt\"><b>Invite attendees to contact you in advance<\/b>\u00a0of the session if they have any specific requirements for assistance.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Provide an orientation session<\/b>\u00a0for attendees who want to try things beforehand. This can prevent issues arising in the actual session and help them feel prepared, build confidence or reduce stress.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Test third party tools (assistive technologies) in advance<\/b>\u00a0using a practice session.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Inform attendees about features that help them customise the interface<\/b>\u00a0to suit their needs and let them\u00a0<b>know which tools you will be using<\/b>.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Review your session plan and materials<\/b>\u00a0based on the information you receive. If you are using an image heavy slideshow and know that you will have a visually impaired person attending, can you adjust or\u00a0<b>let them know in advance what you will be talking about<\/b>\u00a0so that they can participate?<\/span><\/li>\n<li><span style=\"font-size: 14pt\">Are you able to provide a\u00a0<b>closed captions<\/b>\u00a0during the session, or,\u00a0<b>provide information<\/b>\u00a0on what you will delivering aurally to hearing impaired students?<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2><b>\u00a0During the session<\/b><\/h2>\n<ul>\n<li><span style=\"font-size: 14pt\"><b>Check in with all students frequently<\/b>\u00a0and<b>\u00a0allow time for typed responses<\/b>; especially if you have attendees using assistive technologies.<\/span><\/li>\n<li><span style=\"font-size: 14pt\">Encourage students to use the\u00a0<b>raise hand feature<\/b>\u00a0when typing questions so that you can\u00a0<b>give them time to type and respond<\/b>.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Speak clearly and at a good pace<\/b>,\u00a0<b>describe images or visual elements<\/b>, encourage attendees to play an active role by typing things into the chat or participating with closed captioning.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Reassure students that contributions are optional<\/b>. This will prevent them from feeling pressured to participate when they do not need to.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Everyone<\/b>\u00a0involved with the session\u00a0<b>can contribute to accessibility<\/b>. Moderators (if confident) can help with explaining visual elements on the screen.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2><b>After the session<\/b><\/h2>\n<ul>\n<li><span style=\"font-size: 14pt\">Speak to attendees to\u00a0<b>get feedback<\/b>\u00a0on specific elements of the webinar that they found difficult and if there are ways you could\u00a0<b>improve for next time<\/b>.<\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Follow up with resources<\/b>\u00a0such as transcripts, recordings and files used during the session so that attendees can go over them again at their own pace.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<style>#sp-ea-5750 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-5750.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-5750.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-5750.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-5750.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-5750.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}.sp-ea-one.sp-easy-accordion .sp-ea-single .ea-header a {\r\n    padding: 10px !important;\r\n    color: #434343 !important;\r\n    background-color: #EAEAEA !important;\r\n    font-weight: normal !important;\r\n    font-size:1px !important;\r\n \r\n}\r\n.ea-expand-icon.fa {\r\n    color: #434343 !important;\r\n  }<\/style><div id=\"sp_easy_accordion-1698404881\"><div id=\"sp-ea-5750\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57500\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57500\" aria-controls=\"collapse57500\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> BLIND OR VISUALLY IMPAIRED<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57500\" role=\"region\" aria-labelledby=\"ea-header-57500\"> <div class=\"ea-body\"><table><tbody><tr><td><h2 style=\"padding-left: 30px\"><b>Challenges:<\/b><\/h2><\/td><td><h2 style=\"padding-left: 30px\"><b>Suggestions:<\/b><\/h2><\/td><\/tr><tr><td><ul><li><span style=\"font-size: 14pt\">The student must\u00a0<b>balance listening to the speaker or to the screen reader.<\/b>\u00a0They may have trouble deciding which is most important and become\u00a0<b>disorientated from multiple audio streams<\/b>.<\/span><\/li><\/ul><\/td><td><ul><li><span style=\"font-size: 14pt\"><b>Provide students with an<\/b>\u00a0<b>outline and resources<\/b>\u00a0for the session, so they know where to focus during the session.<\/span><\/li><li><span style=\"font-size: 14pt\"><b>Communicate<\/b>\u00a0with the student during the session to let them know where to focus and whether they can listen to you and silence their screen reader.<\/span><\/li><\/ul><\/td><\/tr><tr><td><ul><li><span style=\"font-size: 14pt\">Accessing\u00a0<b>visual information<\/b>\u00a0presented during the session.<\/span><\/li><\/ul><\/td><td><ul><li><span style=\"font-size: 14pt\"><b>Describe any key content of slides<\/b>\u00a0\u2013 especially images.\u00a0<b>Explain the context<\/b>\u00a0of the image.<\/span><\/li><li><span style=\"font-size: 14pt\">Consider allowing the student to have\u00a0<b>permanent \u201copen mic\u201d<\/b>\u00a0so they can request clarification at any time.<\/span><\/li><\/ul><\/td><\/tr><tr><td><ul><li><span style=\"font-size: 14pt\"><b>Loss of Functionality<\/b>\u00a0of the tool \u2013 even with assistive technologies.<\/span><\/li><\/ul><\/td><td><ul><li><span style=\"font-size: 14pt\">If possible,\u00a0<b>test any features you intend to use<\/b>\u00a0during the session with the student in advance to see if they work with their assistive technologies.<\/span><\/li><\/ul><\/td><\/tr><tr><td><ul><li><span style=\"font-size: 14pt\">Keeping up with\u00a0<b>multiple threads of communication by sound alone.<\/b>\u00a0(Text, Video, Sound).<\/span><\/li><\/ul><\/td><td><ul><li><span style=\"font-size: 14pt\">Try not to over rely on chat-based activities if you know you will have a blind or visually impaired student participating.\u00a0<b>Repeat key points aurally<\/b>\u00a0so that the student will know what other attendees are responding to.<\/span><\/li><\/ul><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57501\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57501\" aria-controls=\"collapse57501\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> DEAF OR HARD OF HEARING<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57501\" role=\"region\" aria-labelledby=\"ea-header-57501\"> <div class=\"ea-body\"><table><tbody><tr><td style=\"width: 646px\"><h2 style=\"padding-left: 30px\"><b>Challenges:<\/b><\/h2><\/td><td style=\"width: 726px\"><h2 style=\"padding-left: 30px\"><b>Suggestions:<\/b><\/h2><\/td><\/tr><tr><td style=\"width: 646px\"><ul><li><span style=\"font-size: 14pt\"><b>How can the student know what the presenter is saying?<\/b>\u00a0Can relate to content but also specific instructions on how to participate.<\/span><\/li><\/ul><\/td><td style=\"width: 726px\"><ul><li>Use Teams meetings platform where possible, as this allows student to pin their BLS interpreter and the presenter window next to the session slides. Ensure students know how to do this prior to the live online session.<\/li><li><span style=\"font-size: 14pt\">Depending on the content of the session<b>, is the presenter able to work from a script<\/b>\u00a0that can be\u00a0<b>sent to the student in advance of the session<\/b>?<\/span><\/li><li><span style=\"font-size: 14pt\">Any deviations from script can be flagged up in the chat.<\/span><\/li><li><span style=\"font-size: 14pt\">During activities, consider\u00a0<b>adding written instructions on the slides or in chat<\/b>\u00a0\u2013 but allow time for these to be read and processed.<\/span><\/li><\/ul><\/td><\/tr><tr><td style=\"width: 646px\"><ul><li><span style=\"font-size: 14pt\">Do students have time to\u00a0<b>process dense textual information.<\/b><\/span><\/li><\/ul><\/td><td style=\"width: 726px\"><ul><li><span style=\"font-size: 14pt\">Before the session you can\u00a0<b>provide students with<\/b>\u00a0<b>knowledge of the terminology<\/b>, this may help them with reading.<\/span><\/li><\/ul><\/td><\/tr><tr><td style=\"width: 646px\"><ul><li><span style=\"font-size: 14pt\">How can they\u00a0<b>keep pace<\/b>\u00a0with\u00a0<b>the closed captions, text on slides and conversations\u00a0<\/b>taking place in the chat area?<\/span><\/li><\/ul><\/td><td style=\"width: 726px\"><ul><li><span style=\"font-size: 14pt\">Build in time for\u00a0<b>summarising, using the text chat, key points of the session<\/b>\u00a0so far and you can ask others to contribute to make sure you\u2019ve covered everything.<\/span><\/li><li><span style=\"font-size: 14pt\">If you are using a sign language interpreter,\u00a0<b>pause regularly<\/b>\u00a0to ensure they have the time to make translations.<\/span><\/li><\/ul><\/td><\/tr><tr><td style=\"width: 646px\"><ul><li><span style=\"font-size: 14pt\">For some students<b>, written English is like a second language<\/b>, with their first being British Sign Language (or another country\u2019s sign language).<\/span><\/li><\/ul><\/td><td style=\"width: 726px\"><ul><li><span style=\"font-size: 14pt\">Some students may be able to\u00a0<b>lip read through video \u2013 but test this in advance<\/b>\u00a0because it could be ruined by poor connection. Ask if there is anything that you can provide them that will help them know what is being said.<\/span><\/li><\/ul><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57502\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57502\" aria-controls=\"collapse57502\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> PHYSICAL DISABILITY<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57502\" role=\"region\" aria-labelledby=\"ea-header-57502\"> <div class=\"ea-body\"><table><tbody><tr><td style=\"width: 647px\"><h2 style=\"padding-left: 30px\"><b>Challenges:<\/b><\/h2><\/td><td style=\"width: 725px\"><h2 style=\"padding-left: 30px\"><b>Suggestions:<\/b><\/h2><\/td><\/tr><tr><td style=\"width: 647px\"><ul><li><span style=\"font-size: 14pt\"><b>Students may not be able to fully participate<\/b>\u00a0using only specialised keyboard functions.<\/span><\/li><\/ul><\/td><td style=\"width: 725px\"><ul><li><span style=\"font-size: 14pt\">Depending on the content of the session,\u00a0<b>resources could be sent in advance so students can prepare what they want to say.<\/b><\/span><\/li><\/ul><\/td><\/tr><tr><td style=\"width: 647px\"><ul><li><span style=\"font-size: 14pt\">Students may have<b>\u00a0difficulty coping with the speed of written discussions<\/b>\u00a0and having to navigate between different tools.<\/span><\/li><\/ul><\/td><td style=\"width: 725px\"><ul><li><span style=\"font-size: 14pt\"><b>Build in time for students to process information,\u00a0<\/b>respond to questions and to\u00a0<b>summarise the key points of the session so far<\/b>. Their navigation of the tool may be slower without use of a mouse.<\/span><\/li><li><span style=\"font-size: 14pt\">Consider allowing the student to keep a\u00a0<b>permanent \u201copen mic\u201d to ask questions or make comments.<\/b><\/span><\/li><\/ul><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57503\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57503\" aria-controls=\"collapse57503\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> SPECIFIC LEARNING DIFFICULTY<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57503\" role=\"region\" aria-labelledby=\"ea-header-57503\"> <div class=\"ea-body\"><table><tbody><tr><td style=\"width: 646px\"><h2 style=\"padding-left: 30px\"><b>Challenges:<\/b><\/h2><\/td><td style=\"width: 726px\"><h2 style=\"padding-left: 30px\"><b>Suggestions:<\/b><\/h2><\/td><\/tr><tr><td style=\"width: 646px\"><ul><li><span style=\"font-size: 14pt\">Students may feel reluctant to participate in the text chat out of\u00a0<b>fear of poor spelling and typing speeds<\/b>.<\/span><\/li><\/ul><\/td><td style=\"width: 726px\"><ul><li><span style=\"font-size: 14pt\"><b>Reassure students<\/b>\u00a0that the<b>\u00a0value of their contribution\u00a0<\/b>is more important than correct spelling or typing.<\/span><\/li><\/ul><\/td><\/tr><tr><td style=\"width: 646px\"><ul><li><span style=\"font-size: 14pt\">Will students have time to\u00a0<b>make sense of text dense information?<\/b><\/span><\/li><\/ul><\/td><td style=\"width: 726px\"><ul><li><span style=\"font-size: 14pt\">Depending on content, you could<b>\u00a0send the student text dense information before the session\u00a0<\/b>to allow them time to read and process it.<\/span><\/li><li><span style=\"font-size: 14pt\">Make sure any images you include\u00a0<b>support the text and are not distracting.<\/b><\/span><\/li><li><span style=\"font-size: 14pt\"><b>Allow time to summarise the key points<\/b>\u00a0of the session so far.<\/span><\/li><li><span style=\"font-size: 14pt\">Use a\u00a0<b>readable font and text-size\u00a0<\/b>to make it easier to access.<\/span><\/li><\/ul><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><\/div><\/div>\n<p>&nbsp;<\/p>\n<p>This guide has been adapted, with permission, from the\u00a0Digital Practice Handbook \u2013 Inclusive Use of Blackboard Collaborate Ultra\u00a0produced by the Technology Enhanced Learning department of the University of Derby.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Live online sessions are a useful platform for delivering real-time online teaching. These sessions offer greater flexibility to bring students together by removing the barriers of distance or circumstance and enable them to engage in an interactive online learning environment. However, this learning environment may still present barriers or challenges for some students. To minimise [&hellip;]<\/p>\n","protected":false},"author":75,"featured_media":0,"parent":5647,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_lmt_disableupdate":"no","_lmt_disable":"","_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[95,122,119],"tags":[67],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How can I make my live online sessions accessible? - Technology Enhanced Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-can-i-make-my-webinars-accessible\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How can I make my live online sessions accessible? - Technology Enhanced Learning\" \/>\n<meta property=\"og:description\" content=\"Live online sessions are a useful platform for delivering real-time online teaching. 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