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Resources

from the experts at BrightCarbon

BrightCarbon are on a mission to create better presentations, presenters, and eLearning. We believe that when content is more engaging and effective, everyone benefits.

We've compiled these resources to help you master the art of presenting, up your PowerPoint game, create successful sales tools, and increase the effectiveness of your eLearning.

And they're all free!

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Skip to main content Resources BrightCarbon are on a mission to create better presentations, presenters, and eLearning. We believe that when content is more engaging and effective, everyone benefits. We've compiled these resources to help you master the art of presenting, up your PowerPoint game, create successful sales tools, and increase the effectiveness of your eLearning.

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Structure writing

Use notes and attachments to quickly create a structure for an article or a writing assignment, then create a document outline and continue editing in your favourite writing tool

Create storyboards

Use a frictionless planning canvas to capture and organise your thoughts, and then put them into a powerful storyboard to turn a hierarchy of ideas into a sequence of slides.

Post to social media

MindMup Atlas automatically adds images and contextual information to ensure that your maps show up nicely on Twitter, Facebook, Google+, LinkedIn and Pinterest.

Plan and manage projects

Add measurements to map nodes to automatically calculate cost, completion and other important factors. Manage project progress easily with icons and priorities.

Collaborate easily

Maps saved to MindMup Cloud support concurrent editing for teams and classrooms, enabling you to instantly see updates made to your map by other users.

Attach documents

Add longer text, videos and spreadsheets to your maps. MindMup for Google Drive also allows you to link to other project documents on Google Drive easily.

Add images

Quickly add images and icons to your maps to provide context and illustrations.

Administer easily

Administrators can easily control sharing settings for the entire organisation. MindMup also integrates with Office365 and Google authentication for easy account management.

MindMup Cloud

Free users can create public maps up to 100 KB and save them up to six months. No account or registration needed.

Gold users can create private maps, share and edit concurrently.
Create a new map Open an existing map

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Free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export. Easy mindmapping software.

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Free screen recorder for Mac and PC | Loom

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Best free online screen recording tool with advanced video editing and video storage trusted by over 21 million people and easy sharing from Loom.com.

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https://obsproject.com/
requires download

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OBS Studio is equipped with a powerful API, enabling plugins and scripts to provide further customization and functionality specific to your needs.

Utilize native plugins for high performance integrations or scripts written with Lua or Python that interface with existing sources.

Work with developers in the streaming community to get the features you need with endless possibilities.

Browse or submit your own in the Resources section

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OBS (Open Broadcaster Software) is free and open source software for video recording and live streaming. Stream to Twitch, YouTube and many other providers or record your own videos with high quality H264 / AAC encoding.

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Free Online Appointment Scheduling Software | Calendly

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Calendly is the modern scheduling platform that makes "finding time" a breeze. When connecting is easy, your teams can get more done.

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Doodle is the fastest and easiest way to schedule anything - from meetings to the next great collaboration.

Trusted by 70,000+ companies

2+ million meetings scheduled last month

Enterprise-level security

Start taking appointments in 5 minutes

Professionals of all types get more done with Doodle

Get any kind of work or client meeting booked, fast.

Meet with candidates faster, stay in your own workflow.

Scheduling for entrepreneurs, freelancers, and leaders

Doodle's made for teams of all sizes.

Made to collaborate with your tools, too

Doodle integrates directly into your favorite apps.

Kick off the next great collaboration with Doodle.

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Doodle is the fastest and easiest way to schedule anything - from meetings to the next great collaboration.

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https://unsplash.com/

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Beautiful Free Images & Pictures | Unsplash

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Beautiful, free images and photos that you can download and use for any project. Better than any royalty free or stock photos.

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Top free pics this week

Stunning stock images, perfect for blogs and websites

Browse high-resolution photo collections

Explore stock photography by category, all free for commercial use

Start a business

Most everything you need to get started - photos, suppliers, and more

Frequently asked questions

What is Burst?

Burst is a free stock photo platform that is powered by Shopify. Our image library includes thousands of high-resolution, royalty-free images that were shot by our global community of photographers. We built Burst to provide designers, developers, bloggers and entrepreneurs with access to beautiful free stock photography. You can use our pictures for just about anything - your website, blog or online store, school projects, Instagram ads, facebook posts, desktop backgrounds, client work and more. All our photos are free for commercial use with no attribution required; you can read more about this on our license page.

How do I download free photos?

When you hover over or click on an image, you will see "High Resolution" and "Low Resolution" download options. "Low Res" images are great for small web graphics, where file sizes need to be very compressed. "High Res" images are better for presentations, websites, online stores, and anywhere else where quality matters most.

Can I edit, crop or resize Burst photos?

Yes, you're welcome to crop, resize, add text and filters, or otherwise modify our stock photos as you see fit. If you don't have Photoshop, there are lots of free or low cost online graphics editors that you can use instead. Feel free to add your logo or brand to our images to make them your own.

Can I use these pictures for another online store platform?

Yes! We believe in making commerce better for everyone, so these stock photos are free to use on any online store platform or ecommerce marketplace. Although they were specifically created and curated with Shopify stores in mind, it's really up to you how you want to use them.

Do I need to credit the site or photographer?

Our photographers appreciate getting credit for their work because it helps share their photography with more people, so we'd encourage you to do so whenever possible. You can give credit by linking back to the original photo page or the photographer's Burst profile (e.g. "Photo by Matthew Henry from Burst"). We realize it's not always possible to provide attribution, so it is not mandatory under our image license.

Are these photos free for commercial use?

Yes! In fact, we'd highly encourage it, as many of our collections were created with entrepreneurs in mind. You can use these free photos on your online store, product packaging, or anywhere else you'd like. You can even use these pics to create t-shirts, mugs, or other products.

Can I use these photographs for offline marketing campaigns?

Of course. We'd be honored to have you feature our free stock photos on a billboard, flyer, menu or catalog.

I'd like to contribute photos. What types of images should I submit?

We're looking for high-resolution, professional images that can be used by designers, developers, bloggers and entrepreneurs. Our users are always eager for more pictures of animals, nature photos, textured shots and background images. If you think it's a compelling photograph, please send it our way.

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20,000+ Free Stock Photos and Royalty-Free Images

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Browse thousands of beautiful copyright-free images. All our pictures are free to download for personal and commercial use, no attribution required.

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Stock 360° Panoramic Images and Videos for VR and More | 360Cities

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360Cities is the leading source of 360° panorama / VR media for education, publishing, advertising, film, and mobile apps & games. Become a 360Cities contributor and start creating, publishing, sharing, and earning money from your 360° panoramas and videos.

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AirPano.com * VR Production Studio * Virtual Travels * 360° Aerial Panoramas and 360° Video around the World

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AirPano is a VR project created by a team of Russian photographers focused on taking high-resolution aerial 360° photographs and 360° video. Today AirPano is the largest virtual travel resource in the world -- by geographical coverage, number of aerial photographs, and artistic and technical quality of the images - featuring 360° panoramas and 360° videos of the highest quality shot from a bird's eye view.

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How to use

You can use AJAX to call the Random User Generator API and will receive a randomly generated user in return. If you are using jQuery, you can use the $.ajax() function in the code snippet below to get started.

$.ajax({
  url: 'https://randomuser.me/api/',
  dataType: 'json',
  success: function(data) {
    console.log(data);
  }
});

Results

The application will provide you with a JSON, XML, CSV, or YAML object that you can parse and apply to your application.

You can specify the format you want the results in using the format parameter.

{
  "results": [
    {
      "gender": "male",
      "name": {
        "title": "mr",
        "first": "brad",
        "last": "gibson"
      },
      "location": {
        "street": "9278 new road",
        "city": "kilcoole",
        "state": "waterford",
        "postcode": "93027",
        "coordinates": {
          "latitude": "20.9267",
          "longitude": "-7.9310"
        },
        "timezone": {
          "offset": "-3:30",
          "description": "Newfoundland"
        }
      },
      "email": "[email protected]",
      "login": {
        "uuid": "155e77ee-ba6d-486f-95ce-0e0c0fb4b919",
        "username": "silverswan131",
        "password": "firewall",
        "salt": "TQA1Gz7x",
        "md5": "dc523cb313b63dfe5be2140b0c05b3bc",
        "sha1": "7a4aa07d1bedcc6bcf4b7f8856643492c191540d",
        "sha256": "74364e96174afa7d17ee52dd2c9c7a4651fe1254f471a78bda0190135dcd3480"
      },
      "dob": {
        "date": "1993-07-20T09:44:18.674Z",
        "age": 26
      },
      "registered": {
        "date": "2002-05-21T10:59:49.966Z",
        "age": 17
      },
      "phone": "011-962-7516",
      "cell": "081-454-0666",
      "id": {
        "name": "PPS",
        "value": "0390511T"
      },
      "picture": {
        "large": "https://randomuser.me/api/portraits/men/75.jpg",
        "medium": "https://randomuser.me/api/portraits/med/men/75.jpg",
        "thumbnail": "https://randomuser.me/api/portraits/thumb/men/75.jpg"
      },
      "nat": "IE"
    }
  ],
  "info": {
    "seed": "fea8be3e64777240",
    "results": 1,
    "page": 1,
    "version": "1.3"
  }
}

Thank you for helping us help you help us all

Found a bug or have an idea?
Contribute to randomuser.me's database on our Github Repo.

Contact Us

If you have any questions/feedback or would like to get in touch with us, tweet us @randomapi

↑ ↑ ↓ ↓ ← → ← → B A

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Random user generator is a FREE API for generating placeholder user information. Get profile photos, names, and more. It's like Lorem Ipsum, for people.

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Free Music For YouTube Videos & Creators * Uppbeat

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Download the best copyright-free music for YouTube, TikTok, streaming, social media, podcasts and more. Create a free account & start downloading for free now.

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Welcome to the BBC Sound Effects Archive site

You can search over 30,000 BBC sound effects, experiment with them in our mixer, use them in your own personal/educational projects, or licence them for use.

You don't appear to have JavaScript enabled - you will need to enable Javascript to run this app.

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Fontpair - Free, beautiful fonts and font pairings curated just for you

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Free typography for your next design project (Google Fonts, Fontshare, Fontesk, Font Squirrel, and more)

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Fontjoy - Generate font pairings in one click

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Fontjoy helps designers choose the best font combinations. Mix and match different fonts for the perfect pairing.

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Identify Fonts - The Font Squirrel Matcherator

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The Font Matcherator will help you identify what the font is in any image. Just upload any jpg, gif or png.

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draw.io is a free online diagramming application and flowchart maker . You can use it to create UML, entity relationship, org charts, BPMN and BPM, database schema and networks. Also possible are telecommunication network, workflow, flowcharts, maps overlays and GIS, electronic circuit and social network diagrams.

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User Persona Template And Examples | Xtensio

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Use the instructional User Persona Template and Xtensio's intuitive editor to dive into your target customers. Drag and drop content. Update colors. Share a live link.

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Recently, I attended a pilot workshop about inclusion. It was created by Sidebench, a UX and product development studio in Los Angeles, for the WITH Foundation, a non-profit dedicated to promoting comprehensive healthcare for adults with developmental disabilities. One of the main goals of the workshop was to mentor designers like myself on inclusion. Sidebench and the WITH Foundation hoped to not only build greater empathy for the users they represented, but they also hoped to demonstrate how specific design tools could make design teams' overall product efforts better for everyone from the first round.

On Personas

One tool the workshop focused on that was new to me was the persona spectrum. I think we can all agree personas have their positive and negative attributes. One of the greatest criticisms leveraged against them is that they often end up forgotten in drawers after initial team excitement. Why make them if they're going to just be ignored? And while this criticism can be applied to many UX tactics, my main attitude toward any tool is that it depends on how a team makes it work for their product goals and their process.

In my projects, I find that personas are generally a great way to amalgamate assumptions among teammates and stakeholders in order to gain consensus. When a product has a shaky value proposition, a persona can be a good place to start drawing a line in the sand. After all, getting all the assumptions out and agreed upon allows a team to go forth and validate them. Then the validated persona is the basis for building out the next hypothesis. (Or the invalidated persona is where a team goes back to the drawing board.)

Traditional persona example from Adobe

What goes into a persona depends on the needs of a project. But for the most part, a persona visualizes an agreed-upon understanding of who the user is and why they might need this product or service in their life. The "who" part usually ends up being demographic or marketing information, and here's where the persona spectrum adds an interesting twist.

The Persona Spectrum

In Inclusive: A Microsoft Design Toolkit, the authors write that everyone experiences exclusion when interacting with a design. Therefore, when designers create with constraints in mind, they actually open up possibilities to benefit more users than they might have originally imagined. The persona spectrum helps designers realize this by outlining constraints. As written in Inclusive

"We use the Persona Spectrum to understand related mismatches and motivations across a spectrum of permanent, temporary, and situational scenarios. It's a quick tool to help foster empathy and to show how a solution scales to a broader audience."

What this means is that instead of just defining a user through demographic information (age, location, education, etc.), a designer also describes that user through three specific lenses of constraint: permanent, temporary, and situational. In order to help us understand how a constraint might affect designs for a digital solution, the Sidebench and WITH team walked us through those three lenses at the workshop:

Illustration by Sarah Dzida

Permanent Constraints

What is a permanent constraint? During the workshop, for example, our facilitators asked us to consider someone with a permanent condition. To ideate on this, I thought about people in my life who seem to consistently deal with specific issues that I knew affected how they also went about their lives.

There are people I know who have migraines-they're always sensitive to light, sound or odor, especially during an attack. I thought of people who are extremely sound sensitive; for example, one of my dear relatives is pained anytime someone slams a door.

I also considered people with poor impulse control, and that made me reflect on a few adults in my sphere with limited literacy. I know these people use technology daily, and I've witnessed how technology does not consider them. For example, they often recognize a button to push, but they don't read the CTA or surrounding messaging. Therefore, they might interact with a product without really understanding what they're giving away.

Temporary Constraints

Next, we were asked to considered what this constraint might look like in a temporary situation. What this means is that the person experiences the same issues as the person with the permanent constraint, but it only lasts a specific amount of time.

Here, I tried to reconsider my person with limited literacy in a temporary context. I thought of people who might have experienced some kind of medical trauma like a stroke or head injury at work and may need the help of workers compensation lawyers. I also considered people who are currently learning to read and leveling up on their abilities.

Having the support of a personal injury lawyer will help level the playing field. An experienced work injury lawyer will give you adequate legal representation after car accidents. They will gather all the evidence you need to win your court case.

I even ended up thinking about all the times I've traveled in countries where I wasn't a native speaker. How did I read signs? How did I recognize locations? How did I order from menus? I used visual cues, gestures and other guidelines to figure it out. But I didn't really understand everything that was going on, and once I left the context, I wouldn't have the same issues.

Situational Constraints

The final part of the spectrum-the situational context-refers to the circumstances of a person's surroundings and location. I asked myself in what situations might I find myself dealing with limited literacy? At first, I thought about how I have a difficult time working in loud environments or with music in the background. But I felt the situation didn't replicate the same issues of constraint I was exploring.

Then I considered situations that I find really frustrating because of my lack of understanding, like when I do my taxes or deal with insurance. I consider myself a very literate person, but I have a very hard time comprehending any material from those industries. So in that context, much like my permanent and temporary counterparts, I would also be dealing with the effects of limited literacy-making decisions based on what I understood in the moment and yet not really understanding everything I might be missing to help me make better choices.

What I liked about this exercise was how it made me reconsider my users. Perhaps, instead of using one or two personas to lump all use cases under, could a spectrum help me expand UX opportunities and build a better product? In addition, it also showed me how each part of the spectrum had the same motivations and needs. Remember: at heart, a persona is a tool that brings consensus on why a specific user needs a product or service. The reason doesn't change based on the constraint, but the usage of the product or service does and that affects the solution design teams build.

Applying the Lessons

I looked back into my project archive to consider the ways a persona spectrum might have affected my designs:

1. Expand and Identify Functionality

Usually, I only use personas at the beginning of projects when the value proposition isn't well defined. But a persona spectrum could be useful later in the project when building out feature lists or prototyping. It was the first thought I had when I left the workshop.

When building feature lists, I usually collect features that stakeholders talk about, features benchmarked through competitive audits, and features intentionally or unintentionally dropped during user research. But if I didn't have users available to me because of time or resources or mandates from on high, then a persona spectrum might be a good way to explicate some necessary additions.

One example that popped into my head was a project where I did qualitative research for a wearable in an event space. Perhaps if I considered people with social anxiety disorders for which experts now recommend the use of Delta 8 gummies, I might have gotten some more insights? Or there was the website redesign for an arts organization-their most loyal user based was older than 50 years of age, but they wanted to appeal to younger users. Perhaps, I could have used the persona spectrum to find similarities between the user groups.

2. Get Others Out of the Box

When I'm working with entrepreneurs or when products are just a concept, it's sometimes really hard to get members of the team and stakeholders to be more specific about who their user might or could be. So perhaps, this is also when a persona spectrum might be more useful?

I could build out a spectrum based on disability or based on income. As long as there is constraint, then the essence of the persona spectrum as a tool is being preserved. It could also be a good way to get stakeholders out of their comfort zones-to help them consider their hypothesized solution in a new light.

3. Merge Persona Spectrums Into the Design Process

I reached back out to Sidebench to see how their own implementation of persona spectrums have gone since the workshop.

Cassy Gibson, a UX designer at Sidebench who also helped run the workshop, replied: "We tend toward the practice of inclusive persona mapping [...] especially into the aspects of a persona that might impact specific components of our design.

"For example, when focusing on information architecture or content strategy, we push our personas to include neurally diverse users and non-native language speakers. This exercise could also include users who are situationally distracted due to their environment.

"For visual design, we expand our personas to ensure that we're accounting for low vision users and color blind users, as well as users who might be farther away from the screen or experiencing a temporary vision impairment.

"Lastly, for focusing on interaction design, we detail out personas that might have temporary, situational, or permanent mobility challenges (ranging from paralysis to otherwise occupied hands) and blind users."

Overall, Gibson said the most important rule of thumb when merging persona spectrums with an existing process is to remember that all user types, while identifiable by some market trait like "young moms" or "teens in LA," still include people along a number of intersections and spectrums. "Cutting out a few intersections [...] is not only a disservice to your users," she says, "But it's also inadvertently shrinking the market for your product."

Designing for all users makes the experience better for every user, and in the end, that's what we should aim to do as conscientious product makers.

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Persona Spectrums: Building for Inclusion and Accessibility | UX Booth

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Recently, I attended a pilot workshop about inclusion. It was created by Sidebench, a UX and product development studio in Los Angeles, for the WITH Foundation, a non-profit dedicated to promoting comprehensive healthcare for adults with developmental disabilities. One of the main goals of the workshop was to mentor designers like myself on inclusion.

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You don't need to write any code to create a simple story with Twine, but you can extend your stories with variables, conditional logic, images, CSS, and JavaScript when you're ready.

Twine publishes directly to HTML, so you can post your work nearly anywhere. Anything you create with it is completely free to use any way you like, including for commercial purposes.

The latest version of Twine is 2.8.1, released 3 January 2024.

Looking for the 1.x version of Twine? It's on the IF Archive.

The Twine Reference is a guide to the Twine user interface. If you're new to Twine, start here.

Once you're familiar with Twine, you should learn more about the story format you're using. Story formats are like game engines, and determine the features you'll have access to and the way you'll write code.

The Twine Cookbook has advice on how to choose a story format and easy-to-follow examples of how to accomplish common tasks with each of Twine's built-in formats.

Each of Twine's built-in story formats has an online guide:

Chris Klimas, who created Twine and leads its development, has a Patreon.

You can also make donations in support of Twine to The Interactive Technology Foundation, a registered 501(c)(3) nonprofit organization that provides support for the infrastructure of the interactive fiction community.

Some story format developers also accept donations. Visit the web site of the story format you use to find out how you can support continued development.

Non-financial support is important, too. You can help someone out with a question, contribute to the Cookbook, create tutorials of your own, help fix bugs in Twine or its story formats, or translate Twine's user interface to another language.

There are repos for Twine's story formats, too:

Twine is a registered trademark of the Interactive Fiction Technology Foundation. Hosting for this web site is also provided by the IFTF.

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Twine / An open-source tool for telling interactive, nonlinear stories

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5 Steps to Writing Clear and Measurable Learning Objectives

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If you want your students or trainees to achieve specific goals, create objectives—specific, measurable checkpoints to ensure you’re on track.

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Facilitation Techniques and Workshop Activities | Library

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Hundreds of group facilitation activities for workshops, meetings and training sessions. Find the best team building activities, energisers, process facilitation and leadership development techniques.

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iSpring Free

Create responsive courses and quizzes right in PowerPoint. Easily convert your slides to HTML5 or SCORM. Pay nothing!

Windows 10/8/7/Vista/XP
32- and 64-bit editions

Microsoft Office 2007, 2010, 2013, 2016, 2019, Office365

Is iSpring Free really free?

Yes! iSpring Free is 100% free. We guarantee that there are no hidden costs or time limits. We are sure that once you appraise how easy, fast and high-quality our free product is, you will want to try the Pro version.

Check out these online courses and quizzes!

With iSpring Free, you can create learning materials like these right now with no training required!

Turn your PowerPoint slides into eLearning

Just hit Publish to convert your slides to online courses! iSpring Free keeps all PowerPoint animations, triggers, transitions, and media intact.

Create interactive quizzes

Use 3 question types to assess knowledge retention. You can set feedback, number of attempts, and time limits. Add audio and video to make quizzes more engaging.

Enhance courses with web objects

Find a relevant video on YouTube and easily add it to your course to better illustrate the topic.

Insert live, navigable web objects on the slides, e.g. a page from Wikipedia or your corporate website. The webpage can appear directly on the slides, or open in a new browser window.

Upload courses to your LMS

Convert PowerPoint slides to HTML5, SCORM 1.2 or SCORM 2004. Easily share them online or upload them to your LMS to track your learners' progress.

Make your courses available on any device

iSpring Free makes courses automatically adapt to all devices and look great on any screen, including PCs, Macs, tablets, and smartphones (with Windows, iOS, and Android OS).

Get more with iSpring Suite

Unlock the powerful features of the iSpring Suite authoring toolkit to take your course authoring to the next level.

Supported eLearning formats

SCORM 1.2, SCORM 2004 (all versions), AICC, xAPI (Tin Can), cmi5

Success stories from all over the world

All training materials created with iSpring Free are comfortable to pass on various devices and platforms: Android, iOS, and Windows Phone

I'm using iSpring Free to convert my PPT decks into SCORM and upload them to Moodle. Works great!

Good, does just what I need. It's easy to use and it works great. PowerPoint animations are supported perfectly. Ease of use.

Helpful guides, tips, and tricks on eLearning authoring and digital training

Create an eLearning course for free

Join the millions of people who already create amazing online courses with iSpring Free!

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100% Free eLearning Authoring Tool - iSpring Free

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iSpring Free Create responsive courses and quizzes right in PowerPoint. Easily convert your slides to HTML5 or SCORM. Pay nothing! Windows 10/8/7/Vista/XP 32- and 64-bit editions Microsoft Office 2007, 2010, 2013, 2016, 2019, Office365 Yes! iSpring Free is 100% free. We guarantee that there are no hidden costs or time limits.

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Coolors - The super fast color palettes generator!

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Generate or browse beautiful color combinations for your designs.

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Normal Text

The five boxing wizards jump quickly.

Large Text

The five boxing wizards jump quickly.

Graphical Objects and User Interface Components

Web accessibility testing can be difficult! The experts at WebAIM can audit your web site and provide a detailed report to help you remediate accessibility and WCAG compliance issues.

Learn more about WebAIM Evaluation Services

Explanation

Enter a foreground and background color in RGB hexadecimal format (e.g., #FD3 or #F7DA39) or choose a color using the color picker. The Lightness slider can be used to adjust the selected color.

WCAG 2.0 level AA requires a contrast ratio of at least 4.5:1 for normal text and 3:1 for large text. WCAG 2.1 requires a contrast ratio of at least 3:1 for graphics and user interface components (such as form input borders). WCAG Level AAA requires a contrast ratio of at least 7:1 for normal text and 4.5:1 for large text.

Large text is defined as 14 point (typically 18.66px) and bold or larger, or 18 point (typically 24px) or larger.

Hint: Colorzilla is an excellent tool for extracting the color value from any page element. Additionally, WAVE can analyze contrast ratios for all page text elements at once.

Use our link contrast checker to evaluate links that are identified using color alone.

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@dianasoriat and @sam_hh to help users begin to feel comfortable with sketchnoting.
Right-click and download the ilinked file or click on it and drag it to your desktop or tap on it to save it to the Camera Roll on your tablet.
​Use it as a background in your favorite drawing program or screencasting program or print it off to use the analog version!

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Sketchnoting, in its purest form, is creating a personal visual story as one is listening to a speaker or reading a text. I also believe the interactive notebook, which includes the process of taking...

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approved by IT to save city information

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Do you class yourself as an introvert? Does the thought of giving presentations give you cold sweats and nightmares? Fear not! BrightCarbon's experts have pull...

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Gartner has acknowledged Zoom as a leader in meeting solutions for the sixth year in a row. That's well deserved, as it's pretty challenging to find a person in the digital world who's never joined a Zoom meeting.

In a sea of countless Zoom presentations, it's crucial to stand out in order to succeed. But what's the best way to tell your story, engage your audience, and avoid virtual meeting fatigue? Through personal connection.

Read on to learn the nine best Zoom presentation tips to help you build a human connection in the era of virtual meetings and discover 11 handy Zoom hacks to advance your Zoom presentation skills.

1. Do your homework

The most important Zoom presentation tip is to think about your audience before thinking about the slides. You need to understand their expectations to bring value and build a real connection.

Consider things about your audience such as:

What do they need or want from your Zoom presentation?

Challenges or fears they face

Tone of voice or vocabulary that is the most appropriate to use

Examples or stories can they relate to

Once you've answered these questions, you can design your presentation accordingly. It's a good idea to modify your presentation each time you face a new group of people.

2. Tell a story

There's no better way to create an emotional connection with the audience than telling a story. Including storytelling in presentations will also help them better understand and remember information that's important both in business and education.

But how do you actually include a story in your presentation? To really unlock all the potential, the storyline has to be connected to your main goal and, following the best Zoom presentation tips, carried throughout the whole presentation.

First, clarify what emotion you want to evoke, whether it's surprise, joy, desire, anger, or anything else. Think of relatable examples, statistics, jokes, or experiences that will resonate with your audience. When you see people nodding their heads, that's usually a sign that you're nailing the presentation, and you've made an emotional connection with your audience (or they're practicing active listening skills :)).

Elena Valentine, CEO of Skillscout, uses Prezi Video to show the importance of storytelling in presentation and shares some tips to help you hone in on using story as the ultimate attention grabber. Learn all about it in here video.

3. Visual vs. textual information

Zoom presentations with visual aids are 43% more persuasive than those without. The human brain loves visuals - they make it easier to quickly process the message compared to slides with text. Also, ideas presented graphically are easier to comprehend and remember than those presented through text alone.

To bring the human connection to your Zoom presentation, you need all eyes on you. If your audience is focused on reading lines or bulleted lists on the screen, they are more likely not paying attention to what you're saying.

That's why it's important to include visual information in your slides. Here are some Zoom presentation tips about types of visuals for your slides:

Data visualizations. Charts and graphs are your best friends if you want to communicate data and numbers. Prezi's data visualization tools can help you with that - easily create designs to support your story and make your presentation more delicious.

Maps. Turn geographical data and insights into interactive maps for cities, regions, or even whole continents - our brains love the data associated with reality.

Images and videos. These visual assets are a must-have in presentations to explain how things work, emphasize the idea, or draw attention to your message. Your choice of images will impact the emotional connection with the audience, so choose them wisely.

Graphic elements. Flowcharts, diagrams, icon blocks, notes, and other features are excellent ways to communicate processes, plans, or ongoing situations. Combine your story with these elements, and you can be sure your message will be apparent to everyone.

GIFs and stickers. Sometimes one GIF can express more than words could say. They are super helpful if you want to create an exact image in the audience's head. For example, imagine a presentation about monthly sales performance and this GIF on the first slide:

This celebratory GIF is a great way to kick things off and get your team excited to hear the rest of your presentation.

4. Let your audience hear and see you

Another Zoom presentation tip regards what your audience can see and hear. It's best to come off as professional as possible.

Good lighting conditions don't mean spotlights all around you. Natural light is the best tool to look good in a virtual presentation. Make sure you sit near the window but avoid having it behind your back as it will create a shadow. If the natural lighting isn't an option, play around with your lamps - even a cheap ring light can make a huge difference. Watch this video to learn how to create the best video lighting and more.

Now, when your audience can see you, make sure they can hear you as well. There's nothing worse than watching a Zoom presentation when the speaker has disruptive noise in the background or a squeaky mic.

In the video below, we explain the best ways to make a crisp and clear sound when you're presenting. Even more, Zoom has several ways you can improve your audio - look for more Zoom presentation tips and hacks at the end of this article.

5. Make sure your Zoom presentation flows

This Zoom presentation tip works well with storytelling. Everything you say and show should have a good segue - both your story and your presentation slides.

Rather than transitioning through slides linearly, use Prezi's presentation templates to have a more conversational presentation. You can create various flows and zoom in on a topic to go deeper. Or, let the conversation guide you and jump straight into the most relevant topics that your audience is interested in.

In his video, Brian Fanzo, Digital Futurist and keynote speaker, covers how to avoid coming off as scripted in an online presentation. Watch his video here for more:

6. Body language is worth a thousand words

Body language has an enormous impact on how your audience perceives your Zoom presentation. Jessica Chen, Founder and CEO of Soulcast Media in her Prezi video explains that body language determines up to 60% of how we receive the information presented, whereas the choice of words makes only 7% and tone of voice only 33%.

There are many ways you can mindfully use your body language during presentations. One of the top Zoom presentation tips is to stick something eye-catching next to your laptop camera so you can hold eye contact with the audience. To look confident and persuasive, move slowly, fluidly, create space between your shoulders and ears, and keep your head straight. And most importantly - use your hands, especially at the start of your video call. It will create a warm and safe place both for you and your audience.

7. Don't hide behind the slides

It's hard to make your presentation personal if you're just a small rectangle in the corner of the Zoom window. All your audience can see on their screen is a giant slide with information and data.

Using your body language is a key Zoom presentation tip, that's why you should forget about sharing your screen and display your content right next to you. This makes a more memorable experience and impactful presentation. Prezi Video is the right tool for that - easily drag and drop the content you'd like to show or use our templates to build presentations that will amaze your audience.

8. Activate your audience

Another great Zoom presentation tip to keep your audience engaged is through conversational presenting with interactions. Once in a while, stop presenting to talk with your audience and allow them to ask questions or clarify something. Encourage them to use the Zoom chat or respond to a poll.

Zoom breakout rooms are an excellent choice for online workshops or training sessions. Participants can discuss the topics from your presentation in greater detail and express their ideas, enabling collaborative learning and knowledge sharing.

However, not everyone feels comfortable speaking up. Using Prezi Video during online meetings allows your audience to share instant reactions - images, GIFs, text, or stickers. By organizing that kind of interactivity in your Zoom meeting, everyone can participate and raise the level of energy in the meeting.

For more tips on activating your audience on Zoom, watch this Prezi video by Rich Mulholland, founder of the presentation company Missing Link:

9. Create, rehearse, present

You can agree on or not with Malcolm's Gladwell " 10,000-hour rule ", but one thing is clear - the more you present, the better you become at it.

Once you've created your presentation content, rehearse it. You can use Prezi Video to record yourself before going live to Zoom so that you can see yourself in action. Practice where you'll add pauses, ask the audience a question, or make a joke. Think about what tone of voice you should use to keep the audience focused and what your body language is saying.

You can even record your presentation and review it later to gauge how you can improve it. Practice makes perfect.

Selling on video expert, Julie Hansen, shares Zoom presentation tips for more effective sales meetings in her video here:

11 Zoom presentation hacks for even better meetings

Add Prezi Virtual camera

Download Prezi Video desktop app and connect Prezi Virtual Camera with your Zoom. After that, you can instantly share your content and ideas with you on screen, making everything from internal updates, trainings, and sales pitches more interesting.

Change your Zoom virtual background

To jazz up your Zoom presentation, you can create and upload your own virtual background image. Surprise coworkers with your office's picture in the background, join a meeting from a sunny beach in Spain, or create a professional-looking background as your business card. Use one of our virtual background templates to get started.

Test the sound

It's always a good idea to test your mic before joining a Zoom meeting. Go Zoom Settings > Audio and test both your microphone and speakers. This way, you can avoid that awkward "Can you hear me?" moment at the start of your meeting.

Spacebar to mute/unmute

Forget about those awkward moments when you're trying to find the mic to unmute yourself and say something quickly. One nifty Zoom presentation tip: hit the spacebar and hold it to unmute yourself as you speak.

Turn off video and audio by default

Avoid that "first look tension" when joining a Zoom meeting. Go to Settings > Audio and mute your mic when joining a meeting to control the first sound. Under the Settings > Video settings, check the " Stop my video when joining the meeting " so that you can always greet your team with a smile and a wave.

Hide non-video participants

During large team meetings or all-hands, it's nice to see other coworkers in your Zoom window. To avoid a cluttered screen with static images and videos, you can hide meeting participants without video from the gallery view. Go to Settings > Video and click Hide non-video participants. Now you can enjoy live reactions and people around you all meeting long.

Hide your self-view during Zoom presentations

In Zoom meetings, we tend to pay too much attention to how we look. It can be a real distraction and steal the focus of the presenter. To avoid that, press the three dots button on your video and choose Hide Self View. This will create a more natural feeling, as you most likely wouldn't look in the mirror during a face-to-face meeting.

Share your screen with confidence

Eliminate notifications like messages or ads popping out when you're sharing your screen. If you're using a Mac, we recommend turning on Do Not Disturb mode, and for Windows users, use Focus Assistto avoid unnecessary pop-ups.

Mute all participants

It's common for someone to have their mic on by accident, which can cause unwelcome distractions like background conversations, traffic sounds, or a barking dog. Skip these moments and mute everyone: hit Command+Control+M on Mac or Alt+M on PC.

Ensure the best visual quality

To ensure the best presentation quality, always go on Fullscreen mode. It's especially important when presenting data during a meeting or explaining complicated graphs with small text.

Use reactions to interact

Small things matter, especially when you want your virtual presentation to have more human connection. Though Zoom allows you to use reactions like applause, love, thumbs up, and others, you can unlock even more interactivity with Prezi Video. Encourage your audience to share comments, GIFs, or any image during your presentation, allowing them to react and give feedback without unmuting or affecting meeting time.

Put these Zoom presentation tips into action

With more presentations happening online than ever before, it's important to understand the basics of Zoom and how it affects your presentations. Learn more Zoom presentation tips when you visit the Prezi Video Gallery or get started by creating your first Zoom presentation today.

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Zoom presentation tips to bring human connection into virtual meetings

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Gartner has acknowledged Zoom as a leader in meeting solutions for the sixth year in a row. That's well deserved, as it's pretty challenging to find a person in the digital world who's never joined a Zoom meeting. In a sea of countless Zoom presentations, it's crucial to stand out in order to succeed.

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free presentation skills course from Visme

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free presentation skills course from Visme

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Take the Course

What you'll receive:

Upon completion of the course, you'll receive a Visme Versity certificate of completion.
You'll also receive a Visme expert badge in your Visme account. This badge gives you early access to new features coming out in Visme.

Course Summary

What's required:

You'll be guided through a series of videos, examples and quizzes to help you digest the information. Each section of the course has been designed to give you a well-rounded understanding of the different components of a strong presentation.

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Take the Course Upon completion of the course, you'll receive a Visme Versity certificate of completion. You'll also receive a Visme expert badge in your Visme account. This badge gives you early access to new features coming out in Visme. Course Summary You'll be guided through a series of videos, examples and quizzes to help you digest the information.

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Animate your designs easily. Export your creations as videos or GIFs. All in your browser.

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Integrating project management and change management from the start of an initiative creates a shared objective, enables a more proactive approach, improves sequencing and alignment, supports the exchange of information, and much more. But to set up projects for success, we must integrate these complementary disciplines completely-not simply for processes or communications. Here's a high-level overview of the five key dimensions to integrate.

Overview of the 5 Dimensions of Integration

When results and outcomes. integrating change management and project management, five key areas or dimensions should be addressed: people, processes, tools, methodologies, and

Learn how change management professionals integrate the Prosci ADKAR Model
with their project management approaches in our free research study report.

People

This dimension of integration addresses who in your organization executes change management and project management roles on your projects and initiatives. It also includes the team structure or governance model that defines the relationship between these roles.

Several change management team structures exist. The most common approach is to have a dedicated change management practitioner on the project team. Some organizations have an external change management office (CMO) with resources who support the project team. Some organizations include change management resource on the project team as well as working with external resources. And in some cases, the project team and change management team are the same person or people.

Processes

This area involves determining how the phases, stages and activities of project management and change management come together during the project lifecycle. Integrating the process dimension enables these complementary disciplines to more effectively exchange information, sequence work, and align the timing and desired outcomes for project milestone dates.

You can optimize process integration by beginning change management activities early in the project lifecycle, ideally at the project initiation phase. The earlier change management is started, the more effective exchanging information, sequencing work, and alignment on project-milestone dates will be.

Tools

In this area, we focus on identifying opportunities to integrate specific tools and the associated deliverables created by both the change management and project management disciplines. For example, communications plans and risk assessments are tools commonly used by both disciplines. Participants in Prosci's research said they integrated the communications plan, project plan, training plan, and schedule at least 78% of the time. Integrating commonly used tools creates opportunities for collaboration between the disciplines, reduces duplication of effort, and promotes common understanding.

Methodologies

While integration along the people, process and tools dimensions described above occurs at the project level, integration of methodologies occurs at the organizational level. This dimension involves creating a standard approach to project delivery by skillfully combining the organization's project management and change management methodologies.

To start integrating this dimension, your organization should choose a single change management methodology. Doing so enables everyone from executive leaders and managers to project teams and front-line employees to use the same terms and "speak the same language" during important organizational changes.

Results and outcomes

Project management and change management are complementary disciplines. They both improve the organization's performance by helping it realize the benefits from making a change. This dimension focuses on establishing a shared definition of success: the results and outcomes for a specific change and how each discipline contributes to the achievement of those results and outcomes.

In many ways, integration begins here-because integrating our definition of success for the project or initiative sets the direction for what we are trying to achieve and brings teams together from the start.

Achieve Greater Project Success

Prosci's change management methodology and tools give you a standard, process-oriented approach for reaching and influencing impacted employees before, during and after your project. And research shows that effective change management improves your likelihood staying on schedule and within your budget-while increasing the odds of successful outcomes from your projects and initiatives.

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Areas of Project Management and Change Management to Integrate

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Integrating project management and change management from the start of an initiative creates a shared objective, enables a more proactive approach, improves sequencing and alignment, supports the exchange of information, and much more. But to set up projects for success, we must integrate these complementary disciplines completely-not simply for processes or communications.

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Why is visual note-taking a worthwhile way of working with ideas?

Why not just rely on words instead?

In the video above I share my response to those questions as I outline what I see as the first principles of visual note-taking.

Here's a quick breakdown of each.

Working Memory Limitations

The number of ideas that we can keep top of mind using our brain alone is limited, somewhere between 4 and 7 depending on the type of information you're thinking about.

That's why it's helpful to get ideas out of your head and onto the page, because that external reference gives you something to work with.

In that way visual notes can serve as an extension of your brain, so that you spend less energy remember each individual idea and more energy exploring how they all fit together.

Dual Coding Theory

When you make your notes visual, you're tapping into both the verbal processing power and the visual processing power of your brain. That's the core idea behind dual coding theory.

That merging of words and visuals boosts your overall processing power and also supports the retention of new ideas because of the connections that you're making in your brain.

Embodied Cognition

There's growing evidence that the structure and function of the brain arise from our experience living in a physical body and relying on our senses. That's the core idea behind embodied cognition, that the mind and body are not separate, but the same thing.

So when making marks by hand, you're engaging the physical body in a way that supports cognition.

The idea of embodied cognition also explains the prevalence of metaphors in our languages that are based in our experience of the physical world.

An example is how we say we're feeling up (happy) or down (sad), corresponding to the body itself - upright when happy, slumped when sad.

As visual note-takers we have the power to sketch out the many visual metaphors that arise naturally in language, thereby capturing ideas in a way that aligns with how our brain already thinks.

The Full Picture

Taken together, these three pillars make a strong case for the usefulness of visual note-taking.

Whether you're convincing others to give visual note-taking a try, or you simple need a little reassurance yourself as you're re-learning to draw as an adult, I hope those three pillars give you a solid foundation to work from.

Learn How to Take Visual Notes

To build up from that foundation and develop the skill of visual note-taking, come join us inside of Verbal to Visual.

There you'll find a full library of sketchnoting courses and regular live workshops to help you build your skills:

You can learn more and sign up here.

Cheers,

-Doug

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The First Principles of Visual Note-Taking - Verbal to Visual

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Why is visual note-taking a worthwhile way of working with ideas? Why not just rely on words instead? In the video above I share my response to those questions as I outline what I see as the first principles of visual note-taking. Here's a quick breakdown of each.

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Download Infographic PDF pdf icon [PDF - 600 KB]
6 Guiding Principles To A Trauma-Informed Approach

The CDC's Office of Public Health Preparedness and Response (OPHPR), in collaboration with SAMHSA's National Center for Trauma-Informed Care (NCTIC), developed and led a new training for OPHPR employees about the role of trauma-informed care during public health emergencies. The training aimed to increase responder awareness of the impact that trauma can have in the communities where they work. Participants learned SAMHSA's six principles that guide a trauma-informed approach, including:

1. Safety

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Infographic: 6 Guiding Principles To A Trauma-Informed Approach

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Download Infographic PDF pdf icon [PDF - 600 KB] The CDC's Office of Public Health Preparedness and Response (OPHPR), in collaboration with SAMHSA's National Center for Trauma-Informed Care (NCTIC), developed and led a new training for OPHPR employees about the role of trauma-informed care during public health emergencies.

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Design Principles are a set of considerations that form the basis of any good product. Design Principles help teams with decision making. A few simple principles or constructive questions will guide your team towards making appropriate decisions.

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The coronavirus is spread through the air, especially in indoor spaces. While it is not as infectious as measles, scientists now openly acknowledge the role played by the transmission of aerosols - tiny contagious particles exhaled by an infected person that remain suspended in the air of an indoor environment. How does the transmission work? And, more importantly, how can we stop it?

At present, health authorities recognize three vehicles of coronavirus transmission: the small droplets from speaking or coughing, which can end up in the eyes, mouth or nose of people standing nearby; contaminated surfaces (fomites), although the US Centers for Disease Control and Prevention (CDC) indicates that this is the least likely way to catch the virus, a conclusion backed by the European Center for Disease Control and Prevention's (ECDC) observation that not a single case of fomite-caused Covid-19 has been observed; then finally, there is transmission by aerosols - the inhalation of invisible infectious particles exhaled by an infected person that, once leaving the mouth, behave in a similar way to smoke. Without ventilation, aerosols remain suspended in the air and become increasingly dense as time passes.

Without ventilation, aerosols remain suspended in the air, becoming increasingly concentrated as time goes by.

Breathing, speaking and shouting

At the beginning of the pandemic, it was believed that the large droplets we expel when we cough or sneeze were the main vehicle of transmission. But we now know that shouting and singing in indoor, poorly ventilated spaces over a prolonged period of time also increases the risk of contagion. This is because speaking in a loud voice releases 50 times more virus-laden particles than when we don't speak at all. These aerosols, if not diffused through ventilation, become increasingly concentrated, which increases the risk of infection. Scientists have shown that these particles - which we also release into the atmosphere when simply breathing and which can escape from improperly worn face masks - can infect people who spend more than a few minutes within a five-meter radius of an infected person, depending on the length of time and the nature of the interaction. In the following example, we outlined what conditions increase the risk of contagion in this situation.

In the spring, health authorities failed to focus on aerosol transmission, but recent scientific publications have forced the World Health Organization (WHO) and the CDC to acknowledge it. An article in the prestigious Science magazine found that there is " overwhelming evidence" that airborne transmission is a "major transmission route" for the coronavirus, and the CDC now notes that, "under certain conditions, they seem to have infected others who were more than six feet [two meters] away. These transmissions occurred within enclosed spaces that had inadequate ventilation. Sometimes the infected person was breathing heavily, for example, while singing or exercising."

A bar or restaurant

Coronavirus outbreaks at events, and in establishments such as bars and restaurants, account for an important number of contagions in social settings. What's more, they are the most explosive: each outbreak in a nightclub infects an average of 27 people, compared to only six during family gatherings - as explained in the first graphic. One of these superspreading outbreaks took place at a club in the Spanish southern city of Córdoba, where 73 people tested positive after a night out. Scientists have also recently analyzed an outbreak in a bar in Vietnam, where 12 patrons contracted the virus.

School

Schools only account for 6% of coronavirus outbreaks recorded by Spanish health authorities. The dynamics of transmission via aerosols in the classroom change completely depending on whether the infected person - or patient zero - is a student or a teacher. Teachers talk far more than students and raise their voices to be heard, which multiplies the expulsion of potentially contagious particles. In comparison, an infected student will only speak occasionally. According to the Spanish National Research Council (CSIC) guidelines, the Spanish government has recommended that classrooms be ventilated - even though this may cause discomfort in the colder months - or for ventilation units to be used.

To calculate the likelihood of transmission between people in "at-risk" situations, we used the Covid Airborne Transmission Estimator developed by a group of scientists led by Professor José Luis Jiménez from the University of Colorado. This tool is aimed at highlighting the importance of measures that hinder aerosol transmission. The calculation is not exhaustive nor does it cover all the innumerable variables that can affect transmission, but it serves to illustrate how the risk of contagion can be lowered by changing conditions we do have control over.

During the simulations, the subjects maintain the recommended safe distance, eliminating the risk of transmission via droplets. But they can still become infected if all possible preventive measures are not simultaneously applied: correct ventilation, shortening the encounters, reducing the number of participants and wearing face masks. The ideal scenario, whatever the context, would be outdoors, where infectious particles are rapidly diffused. If a safe distance from the infected person is not maintained, the probability of transmission is multiplied because there would also be the risk of contagion from droplets - not just aerosols. Making matters worse, even if there is ventilation, it would not be enough to diffuse the aerosols if the two people were close together.

The calculations shown in the three different scenarios are based on studies of how aerosol transmission occurs, using real outbreaks that have been analyzed in detail. A very pertinent case with regard to understanding the dynamics of indoor transmission was a choir rehearsal in Washington State, in the United States, in March. Only 61 of the 120 members of the choir attended the rehearsal, and efforts were made to maintain a safe distance and hygiene measures. But unknown to them, they were in a maximum risk scenario: no masks, no ventilation, singing and sharing space over a prolonged period. Just one infected person passed the virus on to 53 people in the space of two-and-a-half hours. Some of those infected were 14 meters away, so only aerosols would explain the transmission. Two of those who caught the virus died.

After studying this outbreak carefully, scientists were able to calculate the extent to which the risk could have been mitigated if they had taken measures against airborne transmission. For example, if masks had been worn, the risk would have been halved and only around 44% of those present would have been affected as opposed to 87%. If the rehearsal had been held over a shorter period of time in a space with more ventilation, only two singers would have become infected. These super-spreading scenarios increasingly appear to be critical to the development and spread of the pandemic, meaning that having tools to prevent mass transmission at such events is key to controlling it.
Methodology For any queries about this article, please contact its co-author Javier Salas at javier@esmateria.com. : we calculated the risk of infection from Covid-19 using a tool developed by José Luis Jiménez, an atmospheric chemist at the University of Colorado and an expert in the chemistry and dynamics of air particles. Scientists around the world have reviewed this Estimator, which is based on published methods and data to estimate the importance of different measurable factors involved in an infection scenario. However, the Estimator's accuracy is limited as it relies on numbers that are still uncertain - numbers that describe, for example, how many infectious viruses are emitted by one infected person. The Estimator assumes that people practice the two-meter social distancing rule and that no one is immune. Our calculation is based on a default value for the general population, which includes a wide range of masks (surgical and cloth), and a loud voice, which increases the amount of aerosols expelled.

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A room, a bar and a classroom: how the coronavirus is spread through the air

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The risk of contagion is highest in indoor spaces but can be reduced by applying all available measures to combat infection via aerosols. Here is an overview of the likelihood of infection in three everyday scenarios, based on the safety measures used and the length of exposure

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Accessibility for Ontarians with Disabilities Act (AODA)

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In our last article, we explored different kinds of information that schools and school boards can post online. Now, we will discuss how educational institutions can make their online lesson content accessible to learners with disabilities. Many schools now offer courses and programs online. It is important for people who design online courses to make sure that every learner can benefit from them. Here we outline some guidelines for accessible online learning.

Accessible Online Learning

All public sector organizations and private or non-profit organizations with fifty or more workers must make their courses accessible to all learners. They can start to do this by making their websites accessible. Moreover, schools should choose accessible educational apps or online platforms to host their courses.

Accessible Slides, Audio, and Video

Many training courses provide lessons through slides, audio, or video. Courses that use both visual and audio content should be accessible for all learners, including learners who are:

In addition, visuals and audio should be accessible to learners who have other disabilities that affect how they process visual or audio information. Designers should make sure that the text and audio in their courses are the same, so that every learner receives the same information.

For instance, learners who do not process visual information may not be able to read slides. If a course has narration, these learners will rely on it for their understanding of course content. The narrator of the course audio or video should say every word on the slide and describe every picture, chart, or diagram in detail. Alternatively, the designer can provide a text transcript of the slides, including all words or pictures left out of the audio. Learners can read text transcripts with a screen reader or Braille display.

In contrast, learners who do not process audio information may not hear narration or the sound on a video. Instead, they will rely only on the slides. Course designers should be sure that every word of audio also appears on the slides. Alternatively, designers can make text transcripts of video and audio.

Exercises and Tests

Exercises and tests are a vital part of learning. Course designers should offer exercises and tests that learners of all abilities can complete. Designers should create clear instructions about how to complete exercises and what will happen when they are finished. Moreover, course creators should understand that some learners need more time than others to answer questions or complete activities. Therefore, course designers should be flexible when imposing time limits. They can work with professionals in their school's or board's accessibility office. These professionals can help them think of ways to accommodate students who need additional time during online tests or exercises. Furthermore, learners should have the chance to review their answers before they submit them.

In addition, designers should never create activities that rely on seeing, hearing, or moving and clicking a mouse. Types of exercises to avoid include questions that ask learners to:

Choose one item in a picture

Identify a sound

Click and drag items on the screen to move them around

There are easy ways to avoid these kinds of questions. Designers can:

Include lists of choices and ask learners to select all that apply

Use buttons screen readers recognize, such as radio buttons or Checkboxes

A range of question types, such as multiple choice, true or false, check-all-that-apply, and short-answer, can provide variety while remaining accessible.

Accessible online learning should be available for learners of all abilities. There are many things course designers can do to create courses that everyone can learn from.

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In our last article, we explored different kinds of information that schools and school boards can post online. Now, we will discuss how educational institutions can make their online lesson content accessible to learners with disabilities. Many schools now offer courses and programs online.

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Appendix A: Glossary

This section is normative.

abbreviation

shortened form of a word, phrase, or name where the abbreviation has not become part of the language

Note 1: This includes initialisms and acronyms where:

1. initialisms are shortened forms of a name or phrase made from the initial letters of words or syllables contained in that name or phrase

Note 1: Not defined in all languages.

Example 1: SNCF is a French initialism that contains the initial letters of the Société Nationale des Chemins de Fer, the French national railroad.

Example 2: ESP is an initialism for extrasensory perception.

2. acronyms are abbreviated forms made from the initial letters or parts of other words (in a name or phrase) which may be pronounced as a word

Example: NOAA is an acronym made from the initial letters of the National Oceanic and Atmospheric Administration in the United States.

Note 2: Some companies have adopted what used to be an initialism as their company name. In these cases, the new name of the company is the letters (for example, Ecma) and the word is no longer considered an abbreviation.

accessibility supported

supported by users' assistive technologies as well as the accessibility features in browsers and other user agents

To qualify as an accessibility-supported use of a Web content technology (or feature of a technology), both 1 and 2 must be satisfied for a Web content technology (or feature):

1. The way that the Web content technology is used must be supported by users' assistive technology (AT). This means that the way that the technology is used has been tested for interoperability with users' assistive technology in the human language(s) of the content,

AND

2. The Web content technology must have accessibility-supported user agents that are available to users. This means that at least one of the following four statements is true:

1. The technology is supported natively in widely-distributed user agents that are also accessibility supported (such as HTML and CSS);

OR

2. The technology is supported in a widely-distributed plug-in that is also accessibility supported;

OR

3. The content is available in a closed environment, such as a university or corporate network, where the user agent required by the technology and used by the organization is also accessibility supported;

OR

4. The user agent(s) that support the technology are accessibility supported and are available for download or purchase in a way that:

Note 1: The WCAG Working group and the W3C do not specify which or how much support by assistive technologies there must be for a particular use of a Web technology in order for it to be classified as accessibility supported. (See Level of Assistive Technology Support Needed for "Accessibility Support".)

Note 2: Web technologies can be used in ways that are not accessibility supported as long as they are not relied upon and the page as a whole meets the conformance requirements, including Conformance Requirement 4: Only Accessibility-Supported Ways of Using Technologies and Conformance Requirement 5: Non-Interference, are met.

Note 3: When a Web Technology is used in a way that is "accessibility supported," it does not imply that the entire technology or all uses of the technology are supported. Most technologies, including HTML, lack support for at least one feature or use. Pages conform to WCAG only if the uses of the technology that are accessibility supported can be relied upon to meet WCAG requirements.

Note 4: When citing Web content technologies that have multiple versions, the version(s) supported should be specified.

Note 5: One way for authors to locate uses of a technology that are accessibility supported would be to consult compilations of uses that are documented to be accessibility supported. (See Understanding Accessibility-Supported Web Technology Uses.) Authors, companies, technology vendors, or others may document accessibility-supported ways of using Web content technologies. However, all ways of using technologies in the documentation would need to meet the definition of accessibility-supported Web content technologies above.

alternative for time-based media

ambiguous to users in general

ASCII art

picture created by a spatial arrangement of characters or glyphs (typically from the 95 printable characters defined by ASCII).

assistive technology (as used in this document)

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements of users with disabilities that go beyond those offered by mainstream user agents

Note 1: functionality provided by assistive technology includes alternative presentations (e.g., as synthesized speech or magnified content), alternative input methods (e.g., voice), additional navigation or orientation mechanisms, and content transformations (e.g., to make tables more accessible).

Note 2: Assistive technologies often communicate data and messages with mainstream user agents by using and monitoring APIs.

Note 3: The distinction between mainstream user agents and assistive technologies is not absolute. Many mainstream user agents provide some features to assist individuals with disabilities. The basic difference is that mainstream user agents target broad and diverse audiences that usually include people with and without disabilities. Assistive technologies target narrowly defined populations of users with specific disabilities. The assistance provided by an assistive technology is more specific and appropriate to the needs of its target users. The mainstream user agent may provide important functionality to assistive technologies like retrieving Web content from program objects or parsing markup into identifiable bundles.

Example: Assistive technologies that are important in the context of this document include the following:

screen magnifiers, and other visual reading assistants, which are used by people with visual, perceptual and physical print disabilities to change text font, size, spacing, color, synchronization with speech, etc. in order to improve the visual readability of rendered text and images;

screen readers, which are used by people who are blind to read textual information through synthesized speech or braille;

text-to-speech software, which is used by some people with cognitive, language, and learning disabilities to convert text into synthetic speech;

speech recognition software, which may be used by people who have some physical disabilities;

alternative keyboards, which are used by people with certain physical disabilities to simulate the keyboard (including alternate keyboards that use head pointers, single switches, sip/puff and other special input devices.);

alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.

audio

audio description

narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone

Note 1: Audio description of video provides information about actions, characters, scene changes, on-screen text, and other visual content.

Note 2: In standard audio description, narration is added during existing pauses in dialogue. (See also extended audio description.)

Note 3: Where all of the video information is already provided in existing audio, no additional audio description is necessary.

Note 4: Also called "video description" and "descriptive narration."

audio-only

a time-based presentation that contains only audio (no video and no interaction)

blinking

blocks of text

more than one sentence of text

CAPTCHA

initialism for "Completely Automated Public Turing test to tell Computers and Humans Apart"

Note 1: CAPTCHA tests often involve asking the user to type in text that is displayed in an obscured image or audio file.

Note 2: A Turing test is any system of tests designed to differentiate a human from a computer. It is named after famed computer scientist Alan Turing. The term was coined by researchers at Carnegie Mellon University. [CAPTCHA]

captions

synchronized visual and/or text alternative for both speech and non-speech audio information needed to understand the media content

Note 1: Captions are similar to dialogue-only subtitles except captions convey not only the content of spoken dialogue, but also equivalents for non-dialogue audio information needed to understand the program content, including sound effects, music, laughter, speaker identification and location.

Note 2: Closed Captions are equivalents that can be turned on and off with some players.

Note 3: Open Captions are any captions that cannot be turned off. For example, if the captions are visual equivalent images of text embedded in video.

Note 4: Captions should not obscure or obstruct relevant information in the video.

Note 5: In some countries, captions are called subtitles.

Note 6: Audio descriptions can be, but do not need to be, captioned since they are descriptions of information that is already presented visually.

changes of context

major changes in the content of the Web page that, if made without user awareness, can disorient users who are not able to view the entire page simultaneously

Changes in context include changes of:

Note: A change of content is not always a change of context. Changes in content, such as an expanding outline, dynamic menu, or a tab control do not necessarily change the context, unless they also change one of the above (e.g., focus).

Example: Opening a new window, moving focus to a different component, going to a new page (including anything that would look to a user as if they had moved to a new page) or significantly re-arranging the content of a page are examples of changes of context.

conformance

satisfying all the requirements of a given standard, guideline or specification

conforming alternate version

version that

1. conforms at the designated level, and

2. provides all of the same information and functionality in the same human language, and

3. is as up to date as the non-conforming content, and

4. for which at least one of the following is true:

1. the conforming version can be reached from the non-conforming page via an accessibility-supported mechanism, or

2. the non-conforming version can only be reached from the conforming version, or

3. the non-conforming version can only be reached from a conforming page that also provides a mechanism to reach the conforming version

Note 1: In this definition, "can only be reached" means that there is some mechanism, such as a conditional redirect, that prevents a user from "reaching" (loading) the non-conforming page unless the user had just come from the conforming version.

Note 2: The alternate version does not need to be matched page for page with the original (e.g., the conforming alternate version may consist of multiple pages).

Note 3: If multiple language versions are available, then conforming alternate versions are required for each language offered.

Note 4: Alternate versions may be provided to accommodate different technology environments or user groups. Each version should be as conformant as possible. One version would need to be fully conformant in order to meet conformance requirement 1.

Note 5: The conforming alternative version does not need to reside within the scope of conformance, or even on the same Web site, as long as it is as freely available as the non-conforming version.

Note 6: Alternate versions should not be confused with supplementary content, which support the original page and enhance comprehension.

Note 7: Setting user preferences within the content to produce a conforming version is an acceptable mechanism for reaching another version as long as the method used to set the preferences is accessibility supported.

See Understanding Conforming Alternate Versions

content (Web content)

information and sensory experience to be communicated to the user by means of a user agent, including code or markup that defines the content's structure, presentation, and interactions

context-sensitive help

contrast ratio

(L1 + 0.05) / (L2 + 0.05), where

Note 1: Contrast ratios can range from 1 to 21 (commonly written 1:1 to 21:1).

Note 2: Because authors do not have control over user settings as to how text is rendered (for example font smoothing or anti-aliasing), the contrast ratio for text can be evaluated with anti-aliasing turned off.

Note 3: For the purpose of Success Criteria 1.4.3 and 1.4.6, contrast is measured with respect to the specified background over which the text is rendered in normal usage. If no background color is specified, then white is assumed.

Note 4: Background color is the specified color of content over which the text is to be rendered in normal usage. It is a failure if no background color is specified when the text color is specified, because the user's default background color is unknown and cannot be evaluated for sufficient contrast. For the same reason, it is a failure if no text color is specified when a background color is specified.

Note 5: When there is a border around the letter, the border can add contrast and would be used in calculating the contrast between the letter and its background. A narrow border around the letter would be used as the letter. A wide border around the letter that fills in the inner details of the letters acts as a halo and would be considered background.

Note 6: WCAG conformance should be evaluated for color pairs specified in the content that an author would expect to appear adjacent in typical presentation. Authors need not consider unusual presentations, such as color changes made by the user agent, except where caused by authors' code.

correct reading sequence

any sequence where words and paragraphs are presented in an order that does not change the meaning of the content

emergency

a sudden, unexpected situation or occurrence that requires immediate action to preserve health, safety, or property

essential

if removed, would fundamentally change the information or functionality of the content, and information and functionality cannot be achieved in another way that would conform

extended audio description

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description

Note: This technique is only used when the sense of the video would be lost without the additional audio description and the pauses between dialogue/narration are too short.

flash

a pair of opposing changes in relative luminance that can cause seizures in some people if it is large enough and in the right frequency range

functionality

processes and outcomes achievable through user action

general flash and red flash thresholds

a flash or rapidly changing image sequence is below the threshold (i.e., content passes) if any of the following are true:

1. there are no more than three general flashes and / or no more than three red flashes within any one-second period; or

2. the combined area of flashes occurring concurrently occupies no more than a total of .006 steradians within any 10 degree visual field on the screen (25% of any 10 degree visual field on the screen) at typical viewing distance

where:

A general flash is defined as a pair of opposing changes in relative luminance of 10% or more of the maximum relative luminance where the relative luminance of the darker image is below 0.80; and where "a pair of opposing changes" is an increase followed by a decrease, or a decrease followed by an increase, and

A red flash is defined as any pair of opposing transitions involving a saturated red.

Exception: Flashing that is a fine, balanced, pattern such as white noise or an alternating checkerboard pattern with "squares" smaller than 0.1 degree (of visual field at typical viewing distance) on a side does not violate the thresholds.

Note 1: For general software or Web content, using a 341 x 256 pixel rectangle anywhere on the displayed screen area when the content is viewed at 1024 x 768 pixels will provide a good estimate of a 10 degree visual field for standard screen sizes and viewing distances (e.g., 15-17 inch screen at 22-26 inches). (Higher resolutions displays showing the same rendering of the content yield smaller and safer images so it is lower resolutions that are used to define the thresholds.)

Note 2: A transition is the change in relative luminance (or relative luminance/color for red flashing) between adjacent peaks and valleys in a plot of relative luminance (or relative luminance/color for red flashing) measurement against time. A flash consists of two opposing transitions.

Note 3: The current working definition in the field for "pair of opposing transitions involving a saturated red" is where, for either or both states involved in each transition, R/(R+ G + B) >= 0.8, and the change in the value of (R-G-B)x320 is > 20 (negative values of (R-G-B)x320 are set to zero) for both transitions. R, G, B values range from 0-1 as specified in "relative luminance" definition. [HARDING-BINNIE]

Note 4: Tools are available that will carry out analysis from video screen capture. However, no tool is necessary to evaluate for this condition if flashing is less than or equal to 3 flashes in any one second. Content automatically passes (see #1 and #2 above).

human language

idiom

phrase whose meaning cannot be deduced from the meaning of the individual words and the specific words cannot be changed without losing the meaning

Note: idioms cannot be translated directly, word for word, without losing their (cultural or language-dependent) meaning.

Example 1: In English, "spilling the beans" means "revealing a secret." However, "knocking over the beans" or "spilling the vegetables" does not mean the same thing.

Example 2: In Japanese, the phrase "さじを投げる" literally translates into "he throws a spoon," but it means that there is nothing he can do and finally he gives up.

Example 3: In Dutch, "Hij ging met de kippen op stok" literally translates into "He went to roost with the chickens," but it means that he went to bed early.

image of text

text that has been rendered in a non-text form (e.g., an image) in order to achieve a particular visual effect

Example: A person's name on a nametag in a photograph.

informative

for information purposes and not required for conformance

input error

information provided by the user that is not accepted

Note: This includes:

1. Information that is required by the Web page but omitted by the user

2. Information that is provided by the user but that falls outside the required data format or values

jargon

keyboard interface

interface used by software to obtain keystroke input

Note 1: A keyboard interface allows users to provide keystroke input to programs even if the native technology does not contain a keyboard.

Example: A touchscreen PDA has a keyboard interface built into its operating system as well as a connector for external keyboards. Applications on the PDA can use the interface to obtain keyboard input either from an external keyboard or from other applications that provide simulated keyboard output, such as handwriting interpreters or speech-to-text applications with "keyboard emulation" functionality.

Note 2: Operation of the application (or parts of the application) through a keyboard-operated mouse emulator, such as MouseKeys, does not qualify as operation through a keyboard interface because operation of the program is through its pointing device interface, not through its keyboard interface.

label

text or other component with a text alternative that is presented to a user to identify a component within Web content

Note 1: A label is presented to all users whereas the name may be hidden and only exposed by assistive technology. In many (but not all) cases the name and the label are the same.

Note 2: The term label is not limited to the label element in HTML.

large scale (text)

with at least 18 point or 14 point bold or font size that would yield equivalent size for Chinese, Japanese and Korean (CJK) fonts

Note 1: Fonts with extraordinarily thin strokes or unusual features and characteristics that reduce the familiarity of their letter forms are harder to read, especially at lower contrast levels.

Note 2: Font size is the size when the content is delivered. It does not include resizing that may be done by a user.

Note 3: The actual size of the character that a user sees is dependent both on the author-defined size and the user's display or user-agent settings. For many mainstream body text fonts, 14 and 18 point is roughly equivalent to 1.2 and 1.5 em or to 120% or 150% of the default size for body text (assuming that the body font is 100%), but authors would need to check this for the particular fonts in use. When fonts are defined in relative units, the actual point size is calculated by the user agent for display. The point size should be obtained from the user agent, or calculated based on font metrics as the user agent does, when evaluating this success criterion. Users who have low vision would be responsible for choosing appropriate settings.

Note 4: When using text without specifying the font size, the smallest font size used on major browsers for unspecified text would be a reasonable size to assume for the font. If a level 1 heading is rendered in 14pt bold or higher on major browsers, then it would be reasonable to assume it is large text. Relative scaling can be calculated from the default sizes in a similar fashion.

Note 5: The 18 and 14 point sizes for roman texts are taken from the minimum size for large print (14pt) and the larger standard font size (18pt). For other fonts such as CJK languages, the "equivalent" sizes would be the minimum large print size used for those languages and the next larger standard large print size.

legal commitments

link purpose

nature of the result obtained by activating a hyperlink

live

information captured from a real-world event and transmitted to the receiver with no more than a broadcast delay

lower secondary education level

the two or three year period of education that begins after completion of six years of school and ends nine years after the beginning of primary education

mechanism

process or technique for achieving a result

Note 1: The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies.

Note 2: The mechanism needs to meet all success criteria for the conformance level claimed.

media alternative for text

name

text by which software can identify a component within Web content to the user

Note 1: The name may be hidden and only exposed by assistive technology, whereas a label is presented to all users. In many (but not all) cases, the label and the name are the same.

Note 2: This is unrelated to the name attribute in HTML.

navigated sequentially

navigated in the order defined for advancing focus (from one element to the next) using a keyboard interface

non-text content

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language

normative

required for conformance

Note 1: One may conform in a variety of well-defined ways to this document.

Note 2: Content identified as " informative" or "non-normative" is never required for conformance.

on a full-screen window

paused

stopped by user request and not resumed until requested by user

prerecorded

information that is not live

presentation

rendering of the content in a form to be perceived by users

primary education level

process

series of user actions where each action is required in order to complete an activity

programmatically determined (programmatically determinable)

determined by software from author-supplied data provided in a way that different user agents, including assistive technologies, can extract and present this information to users in different modalities

Example 1: Determined in a markup language from elements and attributes that are accessed directly by commonly available assistive technology.

Example 2: Determined from technology-specific data structures in a non-markup language and exposed to assistive technology via an accessibility API that is supported by commonly available assistive technology.

programmatically determined link context

additional information that can be programmatically determined from relationships with a link, combined with the link text, and presented to users in different modalities

Example: In HTML, information that is programmatically determinable from a link in English includes text that is in the same paragraph, list, or table cell as the link or in a table header cell that is associated with the table cell that contains the link.

Note: Since screen readers interpret punctuation, they can also provide the context from the current sentence, when the focus is on a link in that sentence.

programmatically set

set by software using methods that are supported by user agents, including assistive technologies

pure decoration

serving only an aesthetic purpose, providing no information, and having no functionality

Note: Text is only purely decorative if the words can be rearranged or substituted without changing their purpose.

Example: The cover page of a dictionary has random words in very light text in the background.

real-time event

event that a) occurs at the same time as the viewing and b) is not completely generated by the content

Example 1: A Webcast of a live performance (occurs at the same time as the viewing and is not prerecorded).

Example 2: An on-line auction with people bidding (occurs at the same time as the viewing).

Example 3: Live humans interacting in a virtual world using avatars (is not completely generated by the content and occurs at the same time as the viewing).

relationships

meaningful associations between distinct pieces of content

relative luminance

the relative brightness of any point in a colorspace, normalized to 0 for darkest black and 1 for lightest white

Note 1: For the sRGB colorspace, the relative luminance of a color is defined as L = 0.2126 * R + 0.7152 * G + 0.0722 * B where R, G and B are defined as:

The "^" character is the exponentiation operator. (Formula taken from [sRGB] and [IEC-4WD]).

Note 2: Almost all systems used today to view Web content assume sRGB encoding. Unless it is known that another color space will be used to process and display the content, authors should evaluate using sRGB colorspace. If using other color spaces, see Understanding Success Criterion 1.4.3.

Note 3: If dithering occurs after delivery, then the source color value is used. For colors that are dithered at the source, the average values of the colors that are dithered should be used (average R, average G, and average B).

Note 4: Tools are available that automatically do the calculations when testing contrast and flash.

Note 5: A MathML version of the relative luminance definition is available.

relied upon (technologies that are)

the content would not conform if that technology is turned off or is not supported

role

same functionality

same relative order

satisfies a success criterion

the success criterion does not evaluate to 'false' when applied to the page

section

set of Web pages

collection of Web pages that share a common purpose and that are created by the same author, group or organization

Note: Different language versions would be considered different sets of Web pages.

sign language

a language using combinations of movements of the hands and arms, facial expressions, or body positions to convey meaning

sign language interpretation

translation of one language, generally a spoken language, into a sign language

Note: True sign languages are independent languages that are unrelated to the spoken language(s) of the same country or region.

specific sensory experience

structure

1. The way the parts of a Web page are organized in relation to each other; and

2. The way a collection of Web pages is organized

supplemental content

additional content that illustrates or clarifies the primary content

Example 1: An audio version of a Web page.

Example 2: An illustration of a complex process.

Example 3: A paragraph summarizing the major outcomes and recommendations made in a research study.

synchronized media

audio or video synchronized with another format for presenting information and/or with time-based interactive components, unless the media is a media alternative for text that is clearly labeled as such

technology (Web content)

mechanism for encoding instructions to be rendered, played or executed by user agents

Example: Some common examples of Web content technologies include HTML, CSS, SVG, PNG, PDF, Flash, and JavaScript.

text

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language

text alternative

Text that is programmatically associated with non-text content or referred to from text that is programmatically associated with non-text content. Programmatically associated text is text whose location can be programmatically determined from the non-text content.

Example: An image of a chart is described in text in the paragraph after the chart. The short text alternative for the chart indicates that a description follows.

used in an unusual or restricted way

user agent

user-controllable

data that is intended to be accessed by users

Note: This does not refer to such things as Internet logs and search engine monitoring data.

Example: Name and address fields for a user's account.

user interface component

a part of the content that is perceived by users as a single control for a distinct function

Example: An applet has a "control" that can be used to move through content by line or page or random access. Since each of these would need to have a name and be settable independently, they would each be a "user interface component."

video

video-only

a time-based presentation that contains only video (no audio and no interaction)

viewport

object in which the user agent presents content

Note 1: The user agent presents content through one or more viewports. Viewports include windows, frames, loudspeakers, and virtual magnifying glasses. A viewport may contain another viewport (e.g., nested frames). Interface components created by the user agent such as prompts, menus, and alerts are not viewports.

Note 2: This definition is based on User Agent Accessibility Guidelines 1.0 Glossary.

visually customized

the font, size, color, and background can be set

Web page

a non-embedded resource obtained from a single URI using HTTP plus any other resources that are used in the rendering or intended to be rendered together with it by a user agent

Example 1: A Web resource including all embedded images and media.

Example 2: A Web mail program built using Asynchronous JavaScript and XML (AJAX). The program lives entirely at http://example.com/mail, but includes an inbox, a contacts area and a calendar. Links or buttons are provided that cause the inbox, contacts, or calendar to display, but do not change the URI of the page as a whole.

Example 3: A customizable portal site, where users can choose content to display from a set of different content modules.

Example 4: When you enter "http://shopping.example.com/" in your browser, you enter a movie-like interactive shopping environment where you visually move around in a store dragging products off of the shelves around you and into a visual shopping cart in front of you. Clicking on a product causes it to be demonstrated with a specification sheet floating alongside. This might be a single-page Web site or just one page within a Web site.

Appendix B: Acknowledgments

This section is informative.

This publication has been funded in part with Federal funds from the U.S. Department of Education, National Institute on Disability and Rehabilitation Research (NIDRR) under contract number ED05CO0039. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

Additional information about participation in the Web Content Accessibility Guidelines Working Group (WCAG WG) can be found on the Working Group home page.

Participants active in the WCAG WG at the time of publication

Bruce Bailey (U.S. Access Board)

Frederick Boland (NIST)

Ben Caldwell (Trace R&D Center, University of Wisconsin)

Sofia Celic (W3C Invited Expert)

Michael Cooper (W3C)

Roberto Ellero (International Webmasters Association / HTML Writers Guild)

Bengt Farre (Rigab)

Loretta Guarino Reid (Google)

Katie Haritos-Shea

Andrew Kirkpatrick (Adobe)

Drew LaHart (IBM)

Alex Li (SAP AG)

David MacDonald (E-Ramp Inc.)

Roberto Scano (International Webmasters Association / HTML Writers Guild)

Cynthia Shelly (Microsoft)

Andi Snow-Weaver (IBM)

Christophe Strobbe (DocArch, K.U.Leuven)

Gregg Vanderheiden (Trace R&D Center, University of Wisconsin)

Other previously active WCAG WG participants and other contributors to WCAG 2.0

Shadi Abou-Zahra, Jim Allan, Jenae Andershonis, Avi Arditti, Aries Arditi, Mike Barta, Sandy Bartell, Kynn Bartlett, Marco Bertoni, Harvey Bingham, Chris Blouch, Paul Bohman, Patrice Bourlon, Judy Brewer, Andy Brown, Dick Brown, Doyle Burnett, Raven Calais, Tomas Caspers, Roberto Castaldo, Sambhavi Chandrashekar, Mike Cherim, Jonathan Chetwynd, Wendy Chisholm, Alan Chuter, David M Clark, Joe Clark, James Coltham, James Craig, Tom Croucher, Nir Dagan, Daniel Dardailler, Geoff Deering, Pete DeVasto, Don Evans, Neal Ewers, Steve Faulkner, Lainey Feingold, Alan J. Flavell, Nikolaos Floratos, Kentarou Fukuda, Miguel Garcia, P.J. Gardner, Greg Gay, Becky Gibson, Al Gilman, Kerstin Goldsmith, Michael Grade, Jon Gunderson, Emmanuelle Gutiérrez y Restrepo, Brian Hardy, Eric Hansen, Sean Hayes, Shawn Henry, Hans Hillen, Donovan Hipke, Bjoern Hoehrmann, Chris Hofstader, Yvette Hoitink, Carlos Iglesias, Ian Jacobs, Phill Jenkins, Jyotsna Kaki, Leonard R. Kasday, Kazuhito Kidachi, Ken Kipness, Marja-Riitta Koivunen, Preety Kumar, Gez Lemon, Chuck Letourneau, Scott Luebking, Tim Lacy, Jim Ley, William Loughborough, Greg Lowney, Luca Mascaro, Liam McGee, Jens Meiert, Niqui Merret, Alessandro Miele, Mathew J Mirabella, Charles McCathieNevile , Matt May, Marti McCuller, Sorcha Moore, Charles F. Munat, Robert Neff, Bruno von Niman, Tim Noonan, Sebastiano Nutarelli, Graham Oliver, Sean B. Palmer, Sailesh Panchang, Nigel Peck, Anne Pemberton, David Poehlman, Adam Victor Reed, Chris Ridpath, Lee Roberts, Gregory J. Rosmaita, Matthew Ross, Sharron Rush, Gian Sampson-Wild, Joel Sanda, Gordon Schantz, Lisa Seeman, John Slatin, Becky Smith, Jared Smith, Neil Soiffer, Jeanne Spellman, Mike Squillace, Michael Stenitzer, Jim Thatcher, Terry Thompson, Justin Thorp, Makoto Ueki, Eric Velleman, Dena Wainwright, Paul Walsch, Takayuki Watanabe, Jason White.

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Web Content Accessibility Guidelines (WCAG) 2.0

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This section is normative. abbreviation shortened form of a word, phrase, or name where the abbreviation has not become part of the language Note 1: This includes initialisms and acronyms where: initialisms are shortened forms of a name or phrase made from the initial letters of words or syllables contained in that name or phrase Note 1: Not defined in all languages.

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Empowering lives through non-visual access to technology

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Expanding the potential of the web for people with disabilities by empowering individuals and organizations to create accessible content.

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" Accessibility is solved at the design stage. "

Accessibility is about more than compliance. It is about making sure everyone can access what you design and have an equal opportunity to learn from it. In the real world, this can seem like a daunting task, and you are up for the challenge!

Use the resources below to help you and use the contact form if you have a resource or story to share, if you're interested in a custom webinar or workshop, or if you have a general inquiry.
Everyone deserves a chance to learn!
Want to suggest something for us to add, or ask us to remove a resource? Contact us.

Brian's Writing and Links on Accessibility

ALT Text

There are no good excuses for having images in your content without good ALT text or being marked as decorative. Please help improve this and teach others!

Real Stories of Accessibility

Books

Excellent Organizations and Resource Libraries

Web and Accessibility Standards

Research and Statistics

Design

eLearning Resources

Accessible Media

Storyline

Tools

2019 Learning Solutions Conference Resources

Nearly 20% of all Americans have some kind of disability
Nearly 1 in 5 People Have a Disability in the U.S., Census Bureau Reports (2012)
The eLearning Guild Report: "Creating Accessible eLearning: Practitioner Perspectives" Association of University Centers on Disabilities Updated Primer on Accessibility
2018 Canadian Elearning Conference

2017 Accessibility Summit Resources

DevLearn 2016 Resources

Do you want help with accessibility?

Get in touch. We have workshops and webinars and coaching sessions to help!

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" Accessibility is solved at the design stage. " Accessibility is about more than compliance. It is about making sure everyone can access what you design and have an equal opportunity to learn from it. In the real world, this can seem like a daunting task, and you are up for the challenge!

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Hi and welcome to User Inyerface,
a challenging exploration of
user interactions and design patterns.

To play the game, simply fill in the form
as fast and accurate as possible.

Please click HERE to GO to the next page

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User Inyerface - A worst-practice UI experiment

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User Inyerface - A worst-practice UI experiment

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https://studio.gometa.io/landing
https://www.zappar.com/getzappar/
https://bundlar.com/
Blender
Vyond

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Metaverse is the easiest way to create Augmented Reality experiences. No programming required.

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Jeopardy
Family Feud

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Synthesia: #1 AI Video Platform for Business

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Create AI generated videos from text with the most advanced AI avatars and voiceovers in 160+ languages. Try our free AI video generator now!

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All devices with the same username and password will synchronise lists. Your list is encrypted on your devices using your username and password. It can not be seen or decrypted by admins or anyone who doesn't have your credentials. Synchronization is not instant, it can take a few seconds for your changes to come through on other devices.

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Recommended for complex scenario building to for formative and summative feedback.

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Scenario-based learning and training with interactive video

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Reengage your team with interactive scenario-based training videos. Use real life situations and conversations for active learning.

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Used for Learning Objectives, evaluation, JQs

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Useful for evaluations, framing, conversations with SMES

also: https://www.linkedin.com/pulse/ltem-after-five-years-will-thalheimer/

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Summary of different learning evaluation models

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Summary of different learning evaluation models

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Each have resources available online, not only for what they are, but with examples and use cases.

Kirkpatrick (4 levels)

Kaufman (5 levels)

Brinkerhoff (success case (extremes))

Anderson (value of learning (align with strat))

Phillips (ROI)

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Essentials of Learning Evaluation | eBook | Watershed

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This ebook provides an overview of learning evaluation models and lays a foundation for effectively measuring learning's impact in your organization.

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Thalheimer

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Learning transfer can be defined as the ability of a learner to successfully apply the behavior, knowledge, and skills acquired in a learning event to the job, with a resulting improvement in job performance.

Training & Development professionals increasingly are on the hook to prove the value of training. But they're caught in a predicament: In many organizations, they have little or no control over the learning process once the employee leaves the classroom (or finishes the e-course), and it's impossible to measure the outcomes.
While the training might be top-notch and feedback great in the classroom, if people can't apply what they learn on the job, then the training has failed.
Training professionals have done a lot of great work in recent years to define training design, delivery, and post-training reinforcement to enhance the transfer of learning. The methodologies may vary, but they all address three key stages of learning:
1. Before the training

Identify business outcomes and learning goals for the learning event.

Design the training to support learning transfer, including practice activities, role modeling, discussions, content reviews, etc.

2. During training

Make the training relevant for learners, and employ tactics to engage them.

Provide practice time with immediate feedback.

Use methods that will make the learning more memorable.

3. After training

Provide job aids and performance support systems.

Create an environment that allows time to practice new skills.

Engage managers and peers in coaching, evaluation, and feedback.

Provide refresher and summary material to enhance recall of the learning.

The problem isn't the training; it's what comes afterward.
Of the three stages, the biggest challenge for most organizations is what happens after the training. With training still seen as an isolated event, supervisors and even learners are slow to accept responsibility for creating an ideal environment for learning transfer. In today's competitive world, businesses want employees back on the job after training, not participating in team practice and evaluation sessions with supervisors and peers. And putting employees back into a training room for more training is expensive. That leaves many organizations creating job aids and hoping for the best.
Brain Science and Technology Have Some Answers
So what tools are available to T&D professionals to maximize value from the learning event? Recent advances in brain science have proven that if the learning can be continued consistently and is ongoing after the initial training, the employee will retain significantly more of the information to apply effectively to the job when it's needed.

In his 2006 work, "Spacing Learning Events Over Time: What the Research Says," Will Thalheimer identifies that although learning and memory is strong during a training event, knowledge is rapidly forgotten afterwards.
SOURCE: Thalheimer, W. (2006, February). "Spacing Learning Events Over Time: What the Research Says," retrieved July 29, 2013, from http://www.work-learning.com/catalog
He also points out that spacing reinforcement (aka spaced repetition or interval reinforcement) on the job after training enhances how much people will remember and apply to their work. Thalheimer identifies that "the closer in time learning is delivered to the situations when it is needed, the less forgetting will be a factor. The less forgetting, the more learners will be able to remember what they learned and apply it to their jobs."
SOURCE: Thalheimer, W. (2006, February). "Spacing Learning Events Over Time: What the Research Says," retrieved July 29, 2013, from http://www.work-learning.com/catalog Applying Spaced Repetition for Learning Transfer
Interval reinforcement solutions now are available that provide spaced repetition learning as both a pre-training and post-training intervention. Typically, they use brain science concepts that many T&D professionals already are employing, such as "chunking" (bite-sized modules). They also may apply "active recall" (testing) to enhance retention of the knowledge even further.

Interval reinforcement generally is being implemented through purpose-built software applications. Some deliver the information via daily e-mails, while others have sophisticated interfaces that also incorporate game mechanics to amplify employee engagement in the learning.
Key Advantages of Interval Reinforcement

It usually takes only a few minutes each day, minimizing job impact.

It greatly enhances knowledge retention, increasing the long-term effectiveness of training and reducing the need for retraining.

It keeps responsibility and control of the learning in the hands of T&D professionals, who can drive a continuous learning environment.

It removes responsibility for ongoing training from the employee's supervisors or peers.

Interval reinforcement can be implemented as an ongoing program, allowing organizations to deliver information and knowledge consistently, while also monitoring employee knowledge levels. In conjunction with job performance metrics, it can provide powerful intelligence regarding the effectiveness of training, and how much of the learning is applied appropriately to the job.

By implementing a consistent post-training interval reinforcement program of learning, organizations can continue the learning process until an employee must draw on the knowledge for the job. And because T&D professionals drive that process, it allows them to ensure that training is designed, delivered, and reinforced for effective learning transfer.
Carol Leaman is the CEO of Axonify Inc., a next-generation e-learning company that combines game mechanics with brain science to drive knowledge retention in corporate enterprise. Prior to Axonify, Leaman was the CEO of PostRank Inc., a social engagement analytics company that she sold to Google in June 2011. She was also the CEO of RSS Solutions Inc. and Fakespace, two companies she sold to strategic acquirers. Leaman is also the recipient of the Sara Kirke Award (2010) for Canada's leading female entrepreneur and the Waterloo Region Entrepreneur Hall of Fame Intrepid Award (2011). She has presented at events such as the Fortune Tech conference in Aspen, HR Summit 2012, Impact99 conferences in both Vancouver and Toronto, and TedxWomen in Waterloo.

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Learning transfer can be defined as the ability of a learner to successfully apply the behavior, knowledge, and skills acquired in a learning event to the job, with a resulting improvement in job performance. Training & Development professionals increasingly are on the hook to prove the value of training.

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Don't just encode, remember and utilize

It helps students “use it or lose it,” just like practicing a language or an instrument

With retrieval practice, struggling is a good thing for learning (what scientists call a “desirable difficulty”)

Retrieval practice improves students’ understanding of their own learning process (what scientists call “metacognition

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Celebrate women in STEM by citing women in STEM

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What is retrieval practice? – Retrieval Practice

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Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know.

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Bloom’s Taxonomy Revisited – Artificial Intelligence Tools – Faculty Support | Oregon State Ecampus

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A principles-based approach in deciding if and how to incorporate artificial intelligence tools into course development, research and other work projects.

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Learner centered

Job application vs recall

Level 3: observation, interview, self assessment

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