The posting does not directly address the question or problem posed by the discussion activity. It does not always apply course concepts fully. The posting addresses key issues, questions, or problems related to the text and the discussion activity, but in some cases, only indirectly. The posting directly addresses key issues, questions, or problems related to the text and the discussion activity. Makes an original post but doesn’t reply to others within the discussion. Makes an original post and replies to one other classmate in the discussion. Makes an original post and replies to at least two other classmates in the discussion. In a rubric table layout, a column header cell might read as “exemplary performance” and the data cell under it would read, “makes an original post and replies to at least two classmates in the discussion.” The row header for this may read as “participation.” An example of this is below. A row header would be found in a column on the far left typically. The column headers are in the rows above the data columns. In HTML, a screen reader will read both column headers and row headers. In HTML, header table cells are read by a screen reader before a corresponding data cell to tell the user what the data is and give it meaning. Information that has a two-way relationship is found in grading rubrics, evaluation information and course schedules. Tables can be used to layout information that has a two way relationship, or tabular data. Captioning and Transcribing Audio/VideoĤ6. How to Take Advantage of Youtube's Auto-generated Captionsīest Practices in Accessible Online Design
#How to change word settings about header section pdf
Checking PDF Accessibility - Scanned Content and Publisher PDFsģ9. Download the Free Adobe Reader ApplicationĤ0. The Difference Between an Accessible PDF and a Scanned Image of TextĤ1. The BookEye Scanner in Electronic Course Reserves at CSUĤ2. Free OCR When You Can't Afford Other Software or HardwareĤ3. WAVE Web Accessibility Evaluation ToolĤ5. Other Techniques for Checking Accessibility 4. Why Should We Design for AccessibilityĦ. A Shift Toward Broader Standards and Functionality Supporting Accessible Online Contentħ. The Previous (year 2000) Section 508 StandardsĨ. Web Content Accessibility Guidelines (WCAG 2.0)ĩ. Screen Reader Software for Accessing Online Contentġ0. Voice Recognition Software for Accessing Online Contentġ1. Screen Magnification Software for Accessing Online Contentġ2. Hardware and Hardware-Software Assistive Devicesġ3. Creating Accessible Word Documents - Setting Language and Titleġ4. Creating Accessible Word Documents - Color Contrast for Accessibilityġ5. Avoiding the Use of Color Alone to Convey Meaning and Algorithms That Helpġ8. Styles for Strong and Emphasis - Avoid "B" and "I" buttons in Wordġ9. Alternative Text for Images - Descriptions in WordĢ0. Descriptive Links and Tool Tips in WordĢ2. Avoid Combining Tables and Merging CellsĢ3. Avoid Floating Objects on the Drawing LayerĢ4. An Alternative Custom Callout Style to Avoid Using Floating Text BoxesĢ5. Word's Built-in Accessibility CheckerĢ6. Possible Assignment to Test Formatting a Word Document for AccessibilityĢ8. Formatting Font for Readability and Accessibility in Blackboard Learnģ0. Creating Alt Text for Informational Imagesģ1. Creating Alt Text and a Long Description for Complex Informational Graphicsģ2. Creating an Empty or Null Alt Attribute for Decorative Imagesģ3. Creating Alt Text for Functional Imagesģ4. Setting up Descriptive Links and the Title Attribute in Blackboard Learnģ5. How to Setup a Simple Accessible Table in Blackboard Learnģ6. Building a Fluid Container for Content in Blackboardģ7. Creating a Fluid Textwrap Around an Imageģ8. Tutorials on assignment and assessment settings for accommodation in Blackboard
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