![]() This is helpful for note-taking and for students who need to use accessibility tools. Make PowerPoint slides and other learning materials available as separate electronic files in Canvas.Repeat questions from the audience before answering as the original questions may not be audible.For full details, see these accessibility tips for PowerPoint. On a blackboard press firmly so chalk leaves a solid white image.įor PowerPoint slides: use large font sizes, minimise the amount of text per slide, keep slide templates simple, and use the layout options in PowerPoint rather than editing blank slides. If using a whiteboard or equivalent try to ensure visibility and readability of notes and drawings, for example, use fully inked markers in high contrast colours such as black or dark blue. Using electronic whiteboards or pre-prepared slides is preferable to drawing on a physical whiteboard, as these can be more clearly seen in a recording.Mention slide numbers or slide titles during the lecture (ie 'Here on slide 6.'), especially if the recording is audio only. This is especially important for audio-only recordings but will also be vital for people with visual impairments. Describe visual information containing core learning material.If the amplified sound through speakers is too distracting, you may be able to arrange with a technician for this to be turned off as long as you can still be heard well in the room. If amplification is used, avoid standing close to speakers.Face towards the audience and the camera whenever possible and stay within the camera frame.Students have reported that they find automatic captioning helpful for searching for relevant sections and to reinforce comprehension. It also increases the accuracy of automatic captioning. ![]() This is helpful for all students, whether listening in-person or to the recording. Speak clearly at a normal, steady pace.If it is necessary to turn away (eg to write on the board) stop speaking and resume when facing the microphone again. Clip the lapel microphone approximately 15-20cm below your chin and ensure it is not covered by clothing.Īlternatively, if a fixed microphone is being used, stay in range. Lapel microphones are much better for capturing your voice clearly, especially during board work or when moving around. Wear a lapel microphone wherever available.Is there a video feed and what does it show? Where is the microphone? Are there speakers to amplify sound? Is there a sign notifying students that a recording is taking place? If you spot problems with the room set-up or have any questions about how to use equipment, talk with the AV technician. Familiarise yourself with the recording set-up and equipment.Where live teaching is recorded in a lecture room with an established AV set-up, tutors can take the following steps to ensure the content is effectively captured and accessible to all: This page also provides more information about captions (for livestreaming, for other languages, and what can be done to optimise accuracy of the speech recognition) and audio description. This guidance provides tips for tutors on how to create accessible educational recordings, including recordings of live teaching sessions in a lecture room and pre-recorded content, also known as ‘content capture’.
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