Enhancing accessibility of screen sharing

This video introduces several tips that would make the process of real-time screen sharing and screenshot sharing more accessible. This video also introduces several useful guidelines on making events that are remote/virtual, in-person, or hybrid more accessible. The essential tips concern:

• Flow and pace
• Sharing sound from the device or external sources
• The styling and effects of the cursor
• Screen magnification
• Recording the screen sharing for post-editing
• Making annotations
• Verbalizing relevant visual information
• Captions of audio materials

This video is one in the IDEALeaders Self-Learning Series on the Co-Creation of Virtual Learning Accessibility. It is one of the deliverables of the Project entitled “Promoting accessibility of virtual teaching and learning through a train-the-trainer approach” funded by the UGC Special Grant for Strategic Development of Virtual Teaching and Learning in 2021-2023.

English captions are available.

Timestamps of the chapters:

• 00:00 Introduction
• 02:56 Getting real-time screen sharing started
• 04:43 Before you begin screen sharing
• 05:57 Flow and pace
• 07:07 Sharing sound from the device or external sources
• 07:57 Display settings: Cursor styling and screen magnification
• 11:08 Display settings: Annotations
• 15:14 Verbalizing on-screen actions and information
• 23:08 Captions of audio materials
• 23:54 Screen recording and Screenshots
• 26:53 Summary
• 27:25 Delivering accessible livestreaming sessions
• 29:18 Disclaimer

Suggested citation:

Ma, G. Y. K., Choi, C., & Yeung, P. P. S. (2023). Enhancing accessibility of screen sharing. [Video]. IDEALeaders Self-learning Series: Co-creation of virtual learning accessibility. HKU Data Repository. https://doi.org/10.25442/hku.22971641

Virtual Learning Accessibility Toolkit: PDF version and Website version

References on describing complex materials listed in the video:

• How to Describe Images (Art, Chemistry, Diagrams, Flow Charts, Formatting & Layout, Graphs, Maps, Mathematics, Page Layout, Tables, Text-only images). The DIAGRAM Center.
• Effective Practices for Description of Science Content within Digital Talking Books. The WGBH National Center for Accessible Media. Guidelines for writing image descriptions for bar chart, line graph, Venn diagram, scatter plot, table, pie chart, flow chart, standard diagrams or illustrations, and complex diagrams or illustrations.
• NWEA Image Description Guidelines for Assessments (PDF; 5.6 MB). The Carl and Ruth Shapiro Family National Center for Accessible Media at WGBH (NCAM). Guidelines for writing image descriptions for a variety of images, charts, and graphics targeted to the assessment of reading, language usage, science, and mathematics.
• Excerpts from the NBA Tape Recording Manual, Third Edition. National Braille Association. Instruction and examples of describing complex images.

References on delivering accessible virtual sessions listed in the video:

• Making Events Accessible: Checklist for meetings, conferences, training, and presentations that are remote/virtual, in-person, or hybrid. The World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI).
• Accessibility of Remote Meetings. The World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI).
• Making Audio and Video Media Accessible. The World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI).
• Gallaudet University’s accessibility tips for a better Zoom/virtual meeting experience for deaf and hard-of-hearing users. Practical tips and communication rules for having online meetings with either different group size of all-sign language users, or a mix of sign language users and audio users with sign language interpreter support.
• Teacher’s guide: How to make remote learning accessible. UNICEF.
• Catalog of Accessible Content, Platforms & Tools. UNESCO. A non-exhaustive database of accessible digital content, tools and resources which can be used to support accessible teaching and learning activities. The information is compiled from all over the world and is regularly updated.

References:

• Image Description Guidelines. Specific Guidelines – Graphs. The DIAGRAM Center.
• Making Audio and Video Media Accessible. Wide Web Consortium (W3C) Web Accessibility Initiative (WAI).
• Making Events Accessible: Checklist for meetings, conferences, training, and presentations that are remote/virtual, in-person, or hybrid. Wide Web Consortium (W3C) Web Accessibility Initiative (WAI).
• Matthias Book. (August 2000). Remote Teaching with Zoom - Configuration and Usage Recommendations for Remote Lectures, Consultations and Meetings.
• Providing Spoken Descriptions of Visual Content. University of Colorado Boulder.
• WebAIM’s Tips for Accessible Screen Sharing.
• Zoom: Accessibility Considerations & Best Practice. University of Virginia.

Points to note:

• This video is intended to serve as a general guide for creating accessible digital materials and virtual learning environment. The recommended practices in this video are not exhaustive or the best solutions for each situation. Teaching and learning practices might vary across academic disciplines, as well as individual preferences and needs. The recommended practices need to be fit and applied to various disciplinary contexts and authentic practices.
• Please be aware that fulfilling all the practices suggested by this video would not guarantee “full accessibility”. Use your own best judgment. Always be aware of and respect the diverse access needs of different individuals.
• This video does not contain any business promotion elements.
• Software, programmes, and operating systems are constantly and rapidly developing along with changing accessibility functions. Statements in this video about the functions of any software, programmes, and operating systems may no longer represent their current status.
• It is possible that the hyperlinks of the cited resources in this video might be edited or removed by the corresponding contributors after the publication of this video.
• The recommended practices in this video are basically about accessibility to people with disabilities. However, the practices are central to good teaching and learning practices and will benefit all users regardless of disability status.