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Effective Practices for Description of Science Content within Digital Talking Books

Effective Practices for Description of Science Content within Digital Talking Books. Before the workshop begins, please take a short survey: http://tinyurl.com/stempresurvey. WGBH & Access. The Caption Center (est. 1972) Traditional audience: people who are deaf or hard of hearing

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Effective Practices for Description of Science Content within Digital Talking Books

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  1. Effective Practices for Description of Science Content within Digital Talking Books Before the workshop begins, please take a short survey: http://tinyurl.com/stempresurvey

  2. WGBH & Access The Caption Center (est. 1972) • Traditional audience: people who are deaf or hard of hearing • Captions television, home videos, feature films • CD & DVD-ROM • Streaming video

  3. IF YOU HOLD THE BIRD LIKE THIS, IT CAN’T FLY OUT OF THE KITCHEN.

  4. WGBH & Access Descriptive Video Service (est. 1990) • Traditional audience: people who are blind or visually impaired • Describes television, home videos, feature films by inserting key visual elements during pauses in dialogue

  5. Described Video

  6. WGBH & Access WGBH National Center for Accessible Media (est. 1993) • Research and development facility • supports national policy decisions • develops technical solutions • conducts research • promotes advocacy via outreach

  7. MoPix Motion Picture Access Making Movie Theaters Accessible to Disabled Audiences • Alice in Wonderland • Avatar • Crazy Heart • Diary of a Wimpy Kid • Green Zone • Percy Jackson and the Olympians: The Lightning Thief

  8. NCAM Clients & Partners

  9. STEM Image Description DAISY Digital Talking Books • Provides standard for accessible digital books NIMAS: National Instructional Materials Accessibility Standard • Requires publishers to provide textbooks in digital form for students with print disabilities • Without image descriptions, many dtbs remain largely inaccessible. National Science Foundation • Funded NCAM to develop guidelines for making STEM images accessible

  10. Project Partners NCAM American Foundation for the Blind American Printing House for the Blind Recording for the Blind and Dyslexic George Kersher, RFBD and DAISY Larry Scadden, Scientist and frmr NSF Program Officer

  11. Project Goal Provide Research-Based Guidelines for making STEM Images Accessible. Project Process • Collect Images and Descriptions • Evaluate And Refine Descriptions • 2 Round Delphi Survey • 15 Blind STEM Professionals and graduate students • 15 Sighted “Describers” from AFB, RFBD and APH • User Testing • 60 B/VI STEM Focused Adults (including STEM Professionals and Graduate Students) • Publish Results

  12. What Images?

  13. STEM Description Guidelines ncam.wgbh.org/experience_learn/educational_media/stemdx

  14. Brevity The most frequent recommendation from respondents was for more brevity in description. It takes people with visual impairments more time to read books and articles than people without visual impairments and the process should not be further slowed down by unnecessarily long image descriptions.

  15. Brevity PREFERRED Descriptive Practice: • The Venn diagram shows 2 intersecting circles, one labeled Africa 93 and the other labeled Asia 155. The area of intersection is labeled 70 PREVIOUS Descriptive Practice: • The figure is a Venn diagram and shows 2 intersecting circles inside a large rectangle. The circles do not touch the rectangle. The circle on the left is labeled Africa and the number 93 is under Africa and above the circle. The circle on the right is labeled Asia and the number 155 is under Asia and above the circle. The intersection of the 2 circles is shaded and has the number 70 in the shaded region.

  16. Data Description should focus on the data and not extraneous visual elements. Elaborately illustrated diagrams often contain key data that can be made accessible by presenting the data separate from description of the overall image.

  17. PREVIOUS Description emphasizes visual PREFERRED Description emphasizes data

  18. Clarity If the reader needs to listen to a description several times because it is poorly written or is presented in a confusing manner, then it is not accessible.

  19. Clarity

  20. Drill-Down Organization Drill-Down = brief summary followed by extended description and/or specific data. Drill-Down organization allows the reader to either continue reading for more information or stop when they have read all they want.

  21. Drill-Down The figure is a pie chart. Title: Figure 5-2. Distribution of injury deaths by intent: United States, 2003-2004. • Unintentional 67% • Suicide 19% • Homicide 11% • Undetermined 3% • Legal intervention or operations of war less than 1%

  22. Tables Tables, charts and graphs should be presented as tables, not as narrative description. Proper coding (captions, table headers, and table data) provide better access to tables than narrative description. Brief summaries or overviews of the charts should be presented before the tables.

  23. Tables

  24. Processes Processes that are presented visually can be converted into nested lists with good results. • Flow Charts • Diagrams • Illustrated Chemical Reactions • And More!

  25. PREVIOUS PREFERRED

  26. Mathematics Math equations should be marked up with MathML and rendered in a way that is preferable to the individual reader.

  27. z equals 2 a plus b squared over c

  28. MathML <math display='block'> <semantics> <mrow> <mi>z</mi><mo>=</mo><mn>2</mn><msup> <mrow> <mfrac> <mrow> <mrow><mo>(</mo> <mrow> <mi>a</mi><mo>+</mo><mi>b</mi> </mrow> <mo>)</mo></mrow> </mrow> <mi>c</mi> </mfrac> </mrow> <mn>2</mn> </msup> </mrow> <annotation encoding='MathType-MTEF'> </annotation> </semantics> </math>

  29. z equals 2 times the fraction open parenthesis a plus b close parenthesis superscript 2 over c or z equals 2 frac open parens a plus b close parens squared over c or z equals 2 a plus b squared over c

  30. Narrative Description Many STEM images are best described by linear, narrative description or “traditional” description. Follow the guidelines! • Brevity • Drill-Down Organization • Clarity • Emphasis on Data

  31. Narrative Description • The fish embryo is long, narrow and straight. Its head is small, round, and contains gill arches. A large flap extends to the left, from just below the head to the middle of the embryo. A segmented bony structure runs the length of the embryo on the right. • The reptile embryo is much longer and fatter than the fish embryo, but is curled into a fetal position. Its head is bent forward and is twice as large as that of the fish embryo. The reptile embryo has twice as many gill arches as the fish embryo, but the flap on the left side is only half as long. A segmented bony structure runs the length of the embryo on the right. • The bird embryo is curved more than the fish embryo, but is not as long or as curved as the reptile embryo. The head of the bird embryo is almost as large as that of the reptile embryo, but has fewer gill arches. A flap the same size as that of the reptile embryo extends to the left. A segmented bony structure runs the length of the embryo on the right. Arrows point to the gill arches of all three embryos.

  32. Navigation Control Description presented as text is generally preferred over recorded audio because text readers provide superior navigation control. Properly marked up HTML, especially lists and tables, provides speedy and independent access to data that is unavailable through traditional linear, narrative description.

  33. Four Words to Remember Brevity Data Clarity Control

  34. Guidelines for Describing STEM Images Tour the STEM Description Guidelines

  35. The Breathing Process

  36. Diagram of the breathing process. • Inhalation • A muscle at the base the lungs, called the diaphragm, moves downward. • Inside the lungs, pressure decreases and air rushes in. • Ribs move upward and outward. • Volume of the chest cavity increases. • Air flows into the nose and mouth. • Exhalation • Diaphragm moves upward. • Inside the lungs, pressure increases and air moves out. • Ribs move downward and inward. • Volume of chest cavity decreases. • Air flows out through the nose and mouth.

  37. A diagram titled: The Promise of Stem Cell Research. • A petri dish is labeled, Cultured Pluripotent Stem Cells. • Arrows connect the dish of Stem Cells to the following items: • Identify drug targets and test potential therapeutics • Toxicity Testing • Tissues/Cells for Transplantation • Bone marrow for leukemia & chemotherapy • Nerve cells for Parkinsons & Alzhiemer's disease • Heart muscle cells for heart disease • Pancreatic islet cells for diabetes • ? (left blank) • Study cell differentiation • Understanding prevention and treatment of birth defects

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