• Recent Posts

  • Tags (Categories)

  • Archives

  • Pages

  • November 2019
    M T W T F S S
    « Mar    
     123
    45678910
    11121314151617
    18192021222324
    252627282930  

#F*ckOffFacebook

In December 2018, I finally left Facebook. There are several reasons why I stayed as long as I did, including:

  • A couple of private groups where I found value connecting with either family members or educator friends.
  • A few distant friends (who are real friends not just “accept my friend request” friends) who I’ve been able to reconnect with, including a few college buddies.
  • And that’s about it.

Those reasons weren’t good enough, as the scales kept tipping further and further against the Bookface.

Bookface photo of woman with a magazine obscuring her face

Facebook, because time isn’t going to kill itself.

The main reasons why I left include:

  1. The bastards cannot be trusted.
    • Donald Trump. FB significantly helped bring this plague upon America. See Cambridge Analytica if you don’t believe me; and Russian trolls, and Fake Election News (not of the Trumpian Fake News variety), and more.
    • Most recently, it was disclosed that “Facebook allowed Microsoft’s Bing search engine to see the names of virtually all Facebook users’ friends without consent, the Times reports. It gave Netflix and Spotify the ability to read users’ private messages. It allowed Yahoo to view real-time feeds of friends’ posts, despite the fact it publicly claimed to have ended that kind of snooping years ago…” (lots of good/bad stuff at The Ringer)
    • “Facebook News” isn’t The News, and cannot be trusted.
    • Hacked! Login credentials for 50 million users were stolen in September 2018.
    • If you aren’t familiar with the many other FB scandals, this article gives a great summary of their plethora of distrustful behaviors. My faves are:
      • In May, at a congressional hearing it was noted that Cambridge Analytica, under the direction of Steve Bannon, sought to “exploit certain vulnerabilities in certain segments to send them information that will remove them from the public forum, and feed them conspiracies and they’ll never see mainstream media.”
      • Reports in April indicated that “Facebook granted Zuckerberg and other high ranking executives powers over controlling personal information on a platform that is not available to normal users.”
      • In October 2017, Facebook expanded their engagement with Republican-linked firm Definers Public Affairs to discredit “activist protesters.” This was the whole “let’s imply that Facebook critics are anti-Semitic and somehow link the protesters to George Soros.” Oy.
      • the “view as” feature exploited for 50M users – reported Sept 28, 2018.
      • In July, blocked people became unblocked.
      • As reported by Vice News in October, “Facebook’s political ad tool let us buy ads “paid for” by Mike Pence and ISIS.”
  2. Zuck is creepy. His company is creepy. I’m creeped out by them.
  3. Time Suck. Not wondering what I’m missing on FB is surprisingly liberating. I still have several other time sucks, but FB is no longer one of them.
    • The signal to noise ratio on FB is low. Really low. The amount of time I spent sifting through the bullshit to find a few nuggets is depressing to think about. Using more trusted sources for reading material is far more productive.
  4. I learned to hate the fakeness of it all.
    • Fake birthday wishes from people who wouldn’t otherwise say a word to you if FB didn’t tell them that hey “It’s Barry’s Birthday, help him celebrate!” Gag me. These gestures lost all meaning for me – even to the point of being negative communications rather then positive.
    • Fake outrage over every little stupid thing.
    • Fake enthusiasm about the minutiae of life. Seriously people, 99% of what you post just isn’t that interesting – same goes for 98% of my former posts.
    • Facebook should be renamed Fakebook. So fake. Bigly fake! SAD!!!

      Fake Zuckerberg protester in London

      Avaaz protest in London ; 04/26/2018 – Flickr – PD photo by Rob Pinney

  5. FB definitely caused me more angst than joy. Some examples:
    • A friend of over 40 years who pissed me off nearly every day with his nasty political posts.
    • Relatives that I stopped liking once I got to know them better.
    • All the untruths shared as truths – maybe mix in a fact checker once in a while.
  6. This could be a never ending list. But I’d rather end it.

Several months earlier I deleted the FB Messenger app off my Android phone, amid reports of serious violations of personal privacy. If it wasn’t a spy, Messenger would be a reason for me to stay on FB instead of leaving. But alas, it definitely cannot be trusted.

FB has about 2.4 million active users in Q4 of 2018. That’s all fine and good, but I think I’ll align with the 5.2 million humans worldwide who aren’t aren’t in The Book.

I thought I would suffer from F.O.M.O. (the Fear Of Missing Out), but so far I think I’m experiencing J.O.A.F. (the Joy of Avoiding Facebook).

For a while, I too was caught up in all the social sharing, thus limiting my ability to be present and live in the moment. It’s easy to start viewing everything we do with the lens of our phone camera. I’m over the need to constantly report on my life rather than living it. Except maybe here on this blog – like the good ole days.

I still want to be connected with most of the people who were my Facebook friends. It’s a bit sad to think that deleting this one connection might turn out to be the end of any communications with a friend or family member. But it seems that if our relationship is more than Facebook telling us that we’re friends, then our friendship will endure. Almost all of my former FB friends know how to get in touch with me via many different technology options. And I know where they are, too.

Accessibility Concerns of Using Prezi in Education

In a previous post, Mea Culpa – Accessibility Concerns of Using External Tools in the LMS, I mentioned the accessibility concerns that come from using many of the popular external tools (Web 2.0 tools, if you will) inside the LMS. I previously posted about the accessibility issues with Slideshare. One tool that has become a darling of the edu crowd is Prezi. For this post, I’m not concentrating on the uses of Prezi within the LMS, but more generally at the a11y concerns with using Prezi in any way in education.

Accessibility of web-based tools in education. This one failed the test.Prezi is almost completely inaccessible to students with disabilities, particularly low-vision and no-vision students (and faculty, of course). Prezi admits as much, and currently don’t seem to have any concrete plans of addressing this shortcoming. In their own words:

Regarding a request for a Voluntary Product Accessibility Template (VPAT) from Prezi; “I’m afraid we don’t currently have a VPAT for Prezi. Prezi is not ADA compliant.Prezi Community Forum, October 8, 2014

” I also did not want to be misleading and say “We’re working on a solution right now” when we clearly are not.” Prezi Community Forum, March 30, 2011

“However, we are working hard to make the Prezi website fully 508 compliant. For example we are experimenting with a nice transcript outline for presentations to let our users get a clue what is inside the presentation.” Prezi Communty Forum, March 5, 2010. Notice that this comment is almost five years old, and they have now enabled the possibility of a transcript, but have made very little progress to date to address the many other accessibility concerns with Prezi. Their actions (lack thereof) are speaking louder than words.

I haven’t used Prezi for a couple of years, until I created a new presentation (and a new account altogether) for use in this post. Similar to the Slideshare presentation from the previous post, I created a sample Prezi presentation about Jekyll Island, Georgia.

Screenshot of one of my old Prezis - you can no longer embed a Prezi  in WordPress.com, such as this site. Click the image to visit the Prezi site.

Screenshot of one of my old Prezis – you can no longer embed a Prezi in WordPress.com, such as this site. This Prezi was created before they added the transcript feature. Click the image to visit the Prezi site.

Here is a partial list of the a11y problems that will be encountered when trying to view a Prezi via assistive technologies:

  • “Text” (in appearance only, apparently) written in a Prezi is not readable by a screen reader program.
  • It’s not possible to add alternate text to any images that you include in your Prezi.
  • You cannot tab through a presentation, which is standard operating procedure for keyboard access. Tabbing through the links on the Prezi will result in completely skipping over the presentation frame.

On the plus side, there have been a few enhancements that help lessen the accessibility issues with using Prezi in education; including:

  • You can now use keyboard shortcuts (instead of only mouse movements) to create a Prezi, although you have to be able to use a mouse to turn them on (off by default).
  • The transcript feature is a minor improvement, however there is no way to edit the transcript, or export it or embed it along with an embedded presentation. You have to enter the text into the Prezi in the order that you want it to appear in the transcript. Anything that you add as an afterthought will be at the end of the transcript, even if it is at the beginning of the presentation. Prezi spokespeople say that the transcript is to “support search engines,” not users with disabilities.
    • If you look at the transcript in my Jekyll Island Prezi, you’ll see that the text is out of order. I would have to re-create the presentation from scratch to get the transcript correct.
  • You can add an audio track to a Prezi, which would enhance accessibility for students without hearing disabilities. You can add audio narration at specific points in your Prezi. The audio files will start when you reach the chosen point in the presentation and stop playing when you move away from that place in the Prezi.

So, maybe you love Prezi and have no plans to stop using it for providing course content to your students. That’s your choice, but I believe you also need to (or should) make another choice; and that choice is to always make an alternative presentation that is equivalent in content and fully accessible to students with disabilities.

Are you interested in some classic examples of things that are incongruous? How about the over 1,000 Prezis that have been created about web accessibility. Here is one particular example, where the suggestions for making web content accessible are quite good, except that you can’t do most of them when working with Prezi itself.

Barry Dahl is solely responsible for the views and opinions contained in this post. No other association with any legal entity is implied or real.

Accessibility Concerns of Using Slideshare inside the LMS

In my previous post, Mea Culpa – Accessibility Concerns of Using External Tools in the LMS, I mentioned the accessibility concerns that come from using many of the popular external tools (Web 2.0 tools, if you will) inside the LMS. One tool that I frequently have recommended over the years is Slideshare. Here’s a video that I put together back in 2007 about using SlideShare inside the LMS (D2L). That was then, this is now.

Accessibility of web-based tools in education. This one failed the test.For a long time there were inherent problems with using PowerPoint slide decks on the web. Sure there were various ways to do it, but none of them were great. That’s not quite true, because there were some great tools, but they weren’t free; which was another aspect of the tools that I shared in my presentations. They needed to be free, and easy to use. Web accessibility was not one of my criteria, but it is now.

When Slideshare came on the scene, I became an early user and started including it in my presentations about using Web-based tools inside the LMS. Here, for example, is an embed of one of my old slide decks (use your imagination and envision this embedded into an online course, instead of this blog):

You can view the Slideshare transcript (opens in new window) at their site, but these slides were not constructed to be accessible. Thus, the transcript is not very useful to the unsighted user. There is a great deal of information in the slides that they would not have access to.

The easy to find, easy to use embed code was one of the reasons why I liked Slideshare. Webbifying the otherwise bulky, clumsy PPT slides was so much better than trying to get native slides to play nicely in the browser. But what about accessibility (a11y), you ask?

You can make PPT slides that conform to most of the a11y standards (or good practices, if you prefer). Wouldn’t it be great if your accessible PPT slides could be uploaded into Slideshare and still be accessible? Sure, that would be great. Sadly, that’s not how it works. At least, it won’t work that way without you planning ahead to make it so and then jumping through a couple of extra hoops.

There are a few a11y issues with using Slideshare:

  • PPT slides are converted into images. There is no way to attach alt text to the slide images in Slideshare. Therefore, you must include all pertinent information in text format for each slide (methods described below).
  • Although a transcript is created by Slideshare, the transcript is not ported over with an embed of the slides in another site, such as in the Content section of the LMS. Students would need to navigate to the original page at the Slideshare site in order to access the transcript, and then they have a lot of other stuff to navigate through before reaching the transcript (thinking from the perspective of a student using a screen reader such as JAWS).
  • The transcript only includes those things that are in text format in the original PPT slides. In other words, if you use images in your PPT slides, there is no information at all about those images in the transcript in Slideshare, unless you describe them in your text.
  • You can embed a YouTube video (should it be captioned? Yes, but many are not) into a Slideshare presentation, however, I cannot see how a student using a screen reader would be able to operate the video controls which are now inside the Slideshare frame.
  • For a few years, Slideshare had an option to add an audio track to narrate your slides. Although I never checked it for a11y, it potentially could have been a boon to students who could listen to the narration. However, Slideshare removed this “Slidecast” feature during early 2014.

I’m cognizant of the move in recent years to more of a “Zen” approach to PPT slides – with heavy emphasis on images and minimal text. This approach is great for live presentations, but not so great if the slides are going to be shared for asynchronous viewing. Zen-type slides will only cause greater issues for sight-impaired students due to the lack of explanatory text. For my work-around examples, I’ll go with heavy imagery in the sample slides.

So, if you’re going to use Slideshare for delivering course content to your online students, how can you do so with an eye on accessibility? Here are a couple of work-arounds.

  • All important information about each slide needs to be made available to students in text form, probably in the Slideshare transcript.
  • Method one is to hide the text behind the images on the slide, with the resulting text appearing in the Slideshare transcript.
  • Method two is to use the Notes field in the PPT program to put all the info needed for full learning. Then convert the PPT into a PDF, with the Notes Pages selected as the saved format. This then puts the Notes into the Slideshare transcript.

For illustrative purposes, I’ve made a simple four-slide presentation using PowerPoint. I have then uploaded two versions of those slides to Slideshare, with the embeds shown below.

Method One. The Slide Title holder is placed on top of the image and formatted for readability for sighted students. The explanatory text is hidden behind the image which will then populate the Slideshare transcript. After embedding the slides into the LMS, I would also copy and paste the transcript from Slideshare into the LMS content page.

Transcript pasted below from Slideshare page:

  • Slide 1. Jekyll Island is off the coast of Georgia; one of the Golden Isles of Georgia
    If you’ve never been to Jekyll Island, you need to put it on your list. Beautiful beaches, wildlife, unique flora, and a great deal of history can be found throughout the island. The Jekyll Island Club was founded in 1886 and was a vacation spot for the Rockefellers and Vanderbilts. It is now a luxury resort hotel, and has been beautifully restored. (This is text hidden under the image on slide one.)
  • Slide 2. Majestic “Live” Oak trees are found throughout the 9 mile long island
    The old oak trees on the Island are a sight to see, with Spanish Moss hanging down, often creating a thick canopy. Many of the tree trunks are covered with the beautiful Resurrection Fern. These trees are considered to be “live” oak because they are evergreen; remaining green throughout the winter rather than going dormant and leafless. The Southern Live Oak is the state tree of Georgia. (This is text hidden under the image on slide two.)
  • Slide 3. Driftwood Beach, North End of Jekyll Island
    A special attraction on Jekyll Island is Driftwood Beach, sometimes referred to as the Elephant Graveyard because of the unique formations of the large driftwood pieces scattered along the beach. The trees died over the past 200 years, primarily from beach erosion. There aren’t any real elephant remains there, but the driftwood formations are worth the trip. (This is text hidden under the image on slide three.)
  • Slide 4. Hungry? Try the Low Country Boil
    The shrimp on Jekyll are super fresh and locally caught. Add in potatoes, sausage, corn-on-the-cob, peppers, onions and seasonings; and you’ve got the famous Low Country Boil. Consider eating on the dock at the Rah Bar at the Historic Wharf near the Jekyll Island Club. (This is text hidden under the image on slide four.)

Also, Slideshare seems to be putting the title text AFTER the slide text, which seems weird. I edited the transcript to put the title text in the appropriate spot in the pasted transcript.

Method Two.  The descriptive text is placed into the Notes field in PPT. The Notes View is then saved as a PDF and the PDF is uploaded to Slideshare. Sighted students now have the advantage of seeing the explanatory text, and the transcript provides the same information for sight-impaired students who are using a screen reader program, but keep in mind that unsighted students using a screen reader will not hear any information from the slides & notes in the Slideshare embed. As in method one, the transcript is copied from Slideshare and pasted into the LMS content page so that students don’t have to navigate out of the LMS to the bottom of the Slideshare page.

Transcript pasted below from Slideshare (first slide only)

  • Slide 1. Jekyll Island is off the coast of Georgia; one of the Golden Isles of Georgia
    If you’ve never been to Jekyll Island, you need to put it on your list. Beautiful beaches, wildlife, unique flora, and a great deal of history can be found throughout the island. The Jekyll Island Club was founded in 1886 and was a vacation spot for the Rockefellers and Vanderbilts. It is now a luxury resort hotel, and has been beautifully restored. (This is text put into the PPT Notes field on slide one.)

Overall, this is a lot of work to make these slides accessible when using Slideshare. Although I have been a long-time fan of Slideshare, I’d be inclined to dump it altogether for a more accessible presentation program. Sadly, as we’ll see in future posts, there aren’t many choices for that.

NOTE: for this particular tool, I only looked at the perspective of a faculty member using it to provide slide content to a class of students, not looking at the issues with students using the tool themselves for uploading slide shows, which creates different concerns.

Barry Dahl is solely responsible for the views and opinions contained in this post. No other association with any legal entity is implied or real.

Mea Culpa – Accessibility Concerns of Using External Tools in the LMS

Over the past 10 years or so, my most popular conference workshops have been those involving the use of Web 2.0 tools inside the LMS. I’ve always enjoyed those workshops immensely, and it’s fun to see the light bulbs come on as they discover ways that they can engage their students in new and different ways.

Gravity is a lot like accessibility - it's the lawI gave another one of those workshops in November 2014, and it is probably the first time I’ve done so in the last year and a half. The topic has become a bit dated and I usually had different topics to explore instead. As I was making the recent presentation, it struck me how totally different it was now compared to how it used to be. My focus was completely different, and with very good reason.

There were two things that I focused on that never used to be part of the presentation:

1) Due to browser changes, I now focus on the web sites that that don’t create a mixed content issue when embedding content inside the secure (https) learning platform (learn more here), and

2) Due to a change in priorities, I now focus on the web accessibility issues of using external content inside the learning platform. It is this second point that is the focus of this post and a few additional posts to come.

When giving this presentation 5-10 years ago, questions about accessibility would occasionally come up, but not often. Although I don’t specifically remember what my responses were at the time, I do know that they were not adequate. There have always been serious issues related to accessibility for online learning content/activities, but years ago it was easier to blow them off as not being a high priority. These days I consider it to be one of the highest priorities. Yes, I guess I had a revelation about accessibility somewhere along the way.

So here’s the deal. If you are creating course content using an external tool, or if you are having students do required work using an external tool, then it is incumbent upon you to make sure that you are using creative output and/or external tools that are fully accessible to students who have disabilities.

I’m currently wrapping up facilitation of the first offering of the Web Accessibility MOOC for Online Educators (WAMOE). Throughout this MOOC, we’ve focused on creating accessible course content using HTML pages, Word Docs, PPT slideshows, and PDF docs. That’s all well and good – but if you then introduce external tools, you need to make sure that they are accessible too; and many of them are not.

In a series of undetermined length, I’ll examine the accessibility features (or lack thereof) of many of the popular external tools used in eLearning. I’ll probably say it repeatedly, but it’s okay to use a non-accessible tool as long as you make appropriate accommodations for students who are not able to use the tools. For the tools that reduce accessibility, I’ll also give one or more suggestions for a work-around that should be put in place if you really want to use the inaccessible tool.

Another Online Personal Calling Card

I recently took a look at Vizify – another of the many ways to have your profile available online.

Vizify personal page for Barry Dahl

It’s pretty interesting, although I can’t quite do everything with it that I would like to. Still, it has some promise. Click the graphic to view my page.

Another Banana for Picmonkey Collages

For various different reasons, I seem to make a lot of collages out of digital photos. One reason is that I put together the annual yearbook at the local elementary school, and there’s no better way to get lots of kid faces on a page than with a collage. I also take lots of photos at family events and have several family members who beg me to make them a collage of the various shots. So I do. Not everyone’s cup of tea, I know. For those who make them, Picmonkey has good functionality and incredible ease of use.

Picmonkey (see previous post here) has picked up where Picnik left off (after Google bought it and effectively killed it) by releasing their collage functionality within the past few days. The video below shows a short tutorial of most of the features. It’s only slightly different from the Picnik functionality for collages, and I kind of like how they have added the ability to add a box here or there on the fly.

Picmonkey has great functionality, although you can’t yet integrate your photos with Flickr, Picasa, Photobucket, or any similar service. That is one thing I miss about Picnik. The other thing is the ability to load photos into the basket (maybe on Picmonkey it would be a barrel, get it?) where you can combine them together by dragging and dropping onto layers. Picmonkey is free and doesn’t require (or even allow, at this time) users to have an account. Just come and go as you please.

And here’s an example of the finished product. Click image to enlarge.

D2L FUSION over the years

Screencast-O-Matic – Fave Screencasting Tool

Here is a very short demo of some of the features of Screencast-O-Matic.

I’ve used at least 8 or 9 different screencasting tools. Some of the very expensive services are quite good, but if you’re looking for free – start with Screencast-O-Matic (SOM).

Some of the features of the free service:

  1. Unlimited hosting at SOM
  2. 15 minute max recording time
  3. Can record web cam
  4. Publish directly to YouTube
  5. Save locally as MP4, AVI, FLV
  6. SOM watermark on video

For Pro users, I think you get much more than your money’s worth. Besides what’s shown in the video above, other features for a Pro account ($12/yr) include:

  1. Unlimited max recording time
  2. Publish directly to Google Docs (YouTube, SOM, & download)
  3. Publish screen shots (stills)
  4. No SOM watermark
  5. Can password protect videos
  6. Use offline
  7. Add scripts easily
  8. Capture computer audio (if desired)
  9. Adjust maximum frame rate
  10. Insert more video into saved recording
  11. Resize the video
  12. Cut out parts of recordings
  13. Trim around parts of recordings
  14. Add transitions
  15. Change speed up or down

It’s incredibly simple to use. Lots of educators like Jing, but I’d choose SOM over Jing based on functionality.

It’s a web-based tool, but it does give you the option to download an applet that will allow you to make screencasts even when offline (both PC and Mac).

They have been rather prolific at introducing new features to the service. At this rate, they are well positioned to continue to be the leader in web-based screencasting.

NOTE: I’m a big fan of web-based tools in general, where there is no software download or install. This is a major benefit when working with students and having them capture screencasts of what they’re doing. I’m not saying it’s better than the expensive programs that are out there – but I am saying that it is a great, inexpensive, and easy-to-use screencasting tool.