>> Hi, Jennifer and desire to learn. Good to have you. Welcome back, Ahmed. Hi Ken, good to have you here. Marisol when you feel like getting started, give me one quick notice so that I can start my recording.
>> okay, Norm, I'm going to start mine. Are you going to start yours. Hello, everyone I am Marisol Miranda from EASI equal access to software and information. And I want to welcome you all to these webinars on little accessibility. Today's presenters are Brian Charleson from Carroll Center for the blind and Mark Thompson from the University of Illinois. Welcome to both of you and I'm going to turn the mike over to Norm Coombs., Norm.
>> Thank you Marisol and welcome everybody who is here and looking forward to these four presentations. I know a little bit about blackboard and a little bit about Moodle but I would like to learn more about those as well as (inaudible) and desire to learn. So this is going to be a good learning experience for me and I'm sure it will be for everyone else. Going to have four webinars on four Tuesdays. I haven't really checked the calendar, but I'm sure in the middle of this we are going to change from daylight savings Time to standard time. I will make sure to make an announcement so that you don't get lost and show up too early or too late. So for now we will be on daylight time this week and next week, not sure about the week after. I have it look that far in advance I will have to give you a warning. Everybody who has been on my mailing list received e-mails about this will be given a link to the recording and I will try to give you some other updates between now and the next presentation. So you didn't come to listen to me. You came to learn about Moodle and we have three presenters (inaudible) Mark Thompson from the University of Illinois, then Brian Thompson from the Carroll Center and one of his colleagues I believe his name is Mike and Brian will introduce him when he takes over part way through the presentation. Okay, Mark, you are at bat on base.
>> Hello everybody can you hear me okay? I think we pretty much make it through the microphone testing so I will just go ahead in nice and clear resources we will just go ahead and get going. Here we go. Okay. To get started I should tell you right from the beginning that I'm an instructional designer here at the office of continuing education so I will be talking about little accessibility from the perspective of an instructional designer. I think Brian may be giving you a very different perspective but my thing is really confined to what I do as a designer. So there are some things that I will say less about and there are some things that I will not talk about in any detail. I will try not to get too techy. As a designer I don't have access to the little back and so when I request a course in it comes as a shell to me, ready, so from my perspective I will be focusing more on the accessibility of the content that we actually put into the LMS and I will be talking a little bit about some of the limitations of the Moodle editor for example as a tool that is used to create content. In Moodle. But I will not be talking at any link about the accessibility of Moodle itself as an authoring tool. I guess to get started I should probably say something a little bit about the particular institutional context for accessibility and Moodle at our university. Starting with the tremendous recent demand for online courses. I've been working over the past two years with some courses where student enrollment for an individual course might get up to around 700 or more students. For a particular course. And as you might imagine the likelihood of an accommodations request for that particular course also has significantly higher. I think this just raises the question really of the extent to which we should be, can be proactive in terms of accessible course design and the extent to which we are sometimes driven by necessity to respond to more immediate accommodations requests. For individual students in a particular course. I will be honest and I will say that we had to do some scrambling on more than one occasion to take a course that was not accessible and to work on not work on and refine it so that it was meeting hat we understand to be best practices for the content that we provide to students did not LMS. To some extent we are also being proactive. In our various partnerships and relationships with other units on campus there are certain expectations that these units have about the way back to court is designed and put together. Is it the kind of course that you go and it runs from that point on, or is there in terms of this is still ability of the course, is there an expectation that the faculty member will come back in next semester or in future iterations of the course and edit or modify the content? So the instructor demand, the instructor involvement, has been a very big factor in the way that we designed content. In Moodle and the way that we approach the accessibility of content. And so I will be talking about that. It is sometimes a matter of striking a balance between what we know to be our best practices in the kind of design that we know will allow instructors to get in there and add it and work on the material and create new material easily. Without affecting the basic design we've created initially for the course. We can go ahead and take a look at the next light here. Slide. Just basic content considerations. A great deal of what you see in Moodle is or could be web-based, webpages, lessons that are put together, whatever is pulled up by the Moodle editor gives you the ability to incorporate web content. In Moodle. And today I will show you two examples of some things we've been working with. As I say we are, we haven't arrived yet. We are very much from my perspective anyway in the process of working through some of these patterns both in terms of webpages that we put out there for assignments and also in terms of other structured content that we find in modal LMS. I will look at that when I give you a Moodle lesson and now we are working with that. Brian I think will be approaching this later on more in terms of the kind of lessons learned perspective. We are still very much at our institution in the process of learning and of the designs that we are building our evolving as we learn and go forward. But we can talk I think in terms of just basic content considerations. Incorporating what we know to be true about a web-based practices in terms of the HTML content that we used to build webpages. Probably first and foremost would be the way that the page is structured. The use of heading navigation structure that page, proper HTML markup. And so for any assignments that we create we will work with proper heading navigation to make sure that the assignment or the document that we've got in the Moodle is structured in such a way that it meets best practices for structure and organization considerations. The same thing applies to considerations, basic web considerations like Lynx or lists or working with images. The Moodle editor does have a provision for adding all text to images but at least in the basic install on the version we are using which is 1.99 there is no WYSIWYG I should say, there is no WYSIWYG provision for adding a long description. Tables, another, I mean when we talk about best practices for working with tables, certainly we are talking about things like having a proper table summary or applied in scope, for example to columns or rows. The proper use of table headings. Those are some very important HTML considerations and I will talk a little bit later about some of the limitations of the Moodle editor in relation to data tables. Similarly, we do the best that we know to observe best practices for working with audio video and streaming multimedia formats. And we've made a little bit of headway in a working style sheets. So let me go ahead and move ahead and give you an example of a simple assignment page. What you are seeing is probably not going to tell you all that much just from looking at the page itself. Without being able to see the underlying code, but from a design standpoint you know, you've got the, some of these sections that I think are very important like the overview of the purpose section which gives a context to that assignment. As well as the instructions for that assignment and a section for evaluation and the deadlines so that the content of the assignment is structured logically on the page. We've used, if we look at the code behind that and you can take a quick look at that sure about the magnification. Yes, that's not showing up really well on my screen. But then came headings like overview or questions, those would be represented as H2 in the code. The title for the page itself would be H1 so we did that, we have been following what we understand to be best practices in structuring the content on the page. I mention this before. That, we were trying to work closely with other users on campus to to respect faculty authoring considerations particularly when we are talking about the sustainability of the course from the need to add or modify a course in future iterations. So very often we need to make some calls about the design of a given course that are based on our understanding that the faculty will need to come back in and edit the material. We found that the simpler we can keep the design at least in terms of the code base that matter, the easier it is and the last chance there will be for faculty member to go in and work on a page and suddenly find that all of their funds have education size or have changed size or where they have deleted an entire portion of the page. Gift tags are particularly problematic in respect. So we try to minimize those gift tags. At the same time we have certain styling means that we want to accomplish. So as I say it has really been a balancing act between styling and ease-of-use or use of editing. I said I would say a little bit about some of the limitations in the Moodle editor. Brian and Mike may have some additional things to say about some of the limitations of the Moodle editor. If we talk about tables for example in the Moodle editor, the Moodle editor in version 1.99 does not give me the capability in the WYSIWYG editor to create a table with table headings. So in order for me to make the table accessible I need to be able to get into that code, I need to have code using the code view, with table headings where appropriate and had scope where appropriate. There are a lot of tweaks like that that you need to, that we needed to take into account as we were working on the pages. There are also some third-party tools for content creation. One of the nice things about open source is that it will integrate easily with third-party tools. We have been using window voice for example to allow for a quick and easy audio content creation. Portable, the base install for at least for version 1.99 will create its own little mini player for MP3 files. And I will show you some pictures of that player.... So before we actually look at some examples of the player I thought I would focus a little bit on our efforts to create an accessible model lesson and a lesson in the Moodle complex has a very specific application refers to the type of assignment that allows you to, that gives you bridging capabilities for consecutive slides. It will have for quizzing, and will create at least in the case of multiple choice and true false, low-grade automatically students work. But in terms of instructional design we started away to what was initially inaccessible. Presentation material. We were working with articulate, which is largely flash-based. So for example a PowerPoint presentation with audio narration, that had been converted into the flash-based articulate
presenter. Presentation. So the material we had initially was not accessible because it was heavily flash-based. We were working with, from that flash-based articulate material that was sort of our starting point in creating the lesson itself. To do that we kind of have to think outside of the PowerPoint box and what I mean by that is the idea of the slides themselves as slides. We need to think more in terms of pages. We needed to think of pages that we were building. And not only visually but in terms of the information that we were actually presenting a link to students. With that kind of layout and framework. Also from a design standpoint we were working with the idea of using the question pages to chunk of the lesson content. So the lesson might have for example for different sections so that it's not just a passive experience that students move through, but they have an opportunity at intervals during the lesson going through the slides to respond to questions about material. An additional challenge was creating lessons that are actually reviewable that were not down keyed by the sequence of the lessons that were outside of the greatest lesson. So let me show you a couple of slides there. Again these were put together using each of the slides as essentially a webpage. That can be created using the Moodle editor. On the left-hand side of the slide you can see a table of contents which just, slide titles. And then the mainframe, the actual slide content. This is a sample slide which includes text audio and a transcript, all in a single page. I think the, this is where we can talk a little bit in terms of universal design as well. As far as multiple modes of instruction here. And making what we have, making this experience more effective for all learners including those with disabilities. Having a transcript there is also of course, has also been said to be helpful to learners whose native language may not be English. At the top you can see the audio link in the tiny little audio player, that the Moodle creates. And Marlene asked the question. She says does this articulate that you are discussing here, now, what you are looking at on the screen are webpages that have been created in the Moodle lesson. They have been styled using some basic CSS. Again, we wanted to keep it very basic and I can show you what the code looks like for that. On the next slide, although the size is really small. It's hard to see. But what you are seeing in that one little screen fall in the Moodle editor is the entire code pretty much for that slide. Here's another picture of the Moodle editor from the WYSIWYG view. And here is a view of the lesson editor. So from this perspective you are looking at, what you are seeing is a sequence of all of the slides that make up that particular lesson. And I don't know if you are able to see it or not, but there are also questions slides. Again, separate slides that are reserved for multiple choice or true or false questions that you can use, that you can incorporate or integrate with the pages in the lesson. You could think of it as a book consisting of a series of webpages that the student moves through. I want to round things out here. I'm coming to the end of my time. In this webinar. But I wanted to sort of round things off a little bit by talking about accessibility as part of the course design process. I think it is important for us now at least in our institution to be thinking more about what we can do preemptively as part of the design process. And that can also maybe say a little bit about the impact that accessibility has had in getting faculty to think about the content that they are working with in very productive ways. As we work with faculty on the content for the Moodle LMS for example asking faculty to think about, think carefully about the all text for images. It made them think also very carefully about and strategically about how they use images. Which images are informative and which images are being used in a purposeful way. So I think there are a lot of benefits to including and incorporating accessibility as part of the design process. I mentioned earlier also multiple methods of instruction. Now we can accomplish when we can place in several different types of content on a single page and when we can move sort of outside the boundary if we are talking about the lesson, outside normal boundaries that we could have with PowerPoint slides. I think I'm going to go ahead and at this point I'm going to stop and turn things over to Brian Charles. And Mike and they will talk more about their experiences and the lessons that they learned
>> I am Brian Charles at the Carroll Center for the blind and before we go into our part of the presentation I wanted to see the norm and others would like to ask a few questions of our first presenter Mark. Thank you so much for the opening he did a spectacular job. Anybody have questions that they'd like to direct him before we move on to the second part of the presentation?
>> Hi Brian, I am Marisol and I've got... three of the questions that people typed in the first to (inaudible) to University St. Paul Minnesota is running on Moodle version 1.9. Is version 2.0 more ADA compliant and better meets accessibility standards?
>> Brian you may want to take that question up. I have not done any testing with modal version 2.0. I know that our institution is considering that and working on that but I haven't done any testing.
>> We don't know of any particular testing that has been done to determine whether or not 2.0 is more accessible than prior versions. We made a conscious decision not to go to 2.0 and we will be discussing our decision-making process in terms of what version to work with a little later on. The fact of the matter is that Moodle the open source the international is not really compelled to deal with the issues of accessibility although I think that it is the general mood of the Moodle community that accessibility is an important feature I'm not convinced at this point at least that they consider it a core issue in the development process. We haven't seen much in that direction at this point.
>> Thanks the second one is from going there. When you mark were talking about converting the slides to HTML he asks Jaws screen reader can access these lessons created in Moodle?
>> Yes.
>> Okay and the last, would you mind sharing your code for Moodle pages so that we can edit it for our purposes, just curious about that
>> sure I would be happy to share the code. I don't think anybody would find any big surprises there. As I said in terms of the way we design the content we tried to keep it as simple as possible to really mitigate the risk of you know, something bad happening when faculty got in there today or tonight five. To edit or modify.
>> Mark what is the best way for you to share to let you put it down to the resources page we will have for the series?
>> Okay that would be fine
>> we will work with Mark and sent to the resources page in one or two days and it will show up there.
>> Okay we also have, those are the only three questions that were posted in the text chat.
>> Very good, so now I will pick up the baton and move on with the rest of his presentation. Let me introduce myself I'm Brian Charles and I'm the director of computer training services at the Carroll Center for the blind in Massachusetts. We are a private rehabilitation agency working with Brian and visually impaired children and adults. I've been here for 25 years. The first 17 or so as the lead instructor and then moved on to the management position of director. With me today is our web designer and all-around web guy, his name is Mark's (inaudible). I know we have been calling him (inaudible) Mike throughout the day but just to make it confusing we are introducing another mark. Mark y and he's going to be called presenting with me this part of the session. The Carroll Center for the blind has been in the computer training business for 20 years. It is one of the originally funded through the Department of Education demonstration projects. When the three years of funding ran out we went to a fee for service model and we've been training about 250 to 350 individuals a year throughout that time frame. About seven years ago we, again taking a look at the demographics and that's when I became the director of this program we looked at where we were going in to see whether or not we needed take a different approach. We had just received sufficient funds to build a new building up sitting in the 9500 square-foot computer training center complete with auditorium classroom's offices and dorm rooms and we realize that's an expensive way to bring our content out to people. So we thought that we would add to what we were already doing face-to-face training here on campus and to people's homes, schools and places of employment to an online environment. We examined what online learning management systems were currently out there, visited businesses and colleges, took a look at products such as blackboard and Web CT, center and others and decided in fact one we could not afford them and two, we were not impressed with the general accessibility of any of those products at the time. So we dissected what an online learning managed system was about and decided that we would try to lump grow our own. We knew we needed to push content by way of text and we felt we had the ability to write good quality HTML that would render the result very accessible to those who are using screen readers and screen magnifiers. We felt that we could create video and audio demonstrations of the skills that we were trying to teach. We used a product called Fantasia to capture that and had to do a number of interesting things along the way especially in the area of capturing magnified images. But we could interact with our students by way of e-mail, assignments would be sent back and forth between instructor and student. We would also need to quiz or test our students on the material that they had been instructed in and to do that again we rewrite at the beginning at least on e-mail and this is called Carol text..org. And we provide lessons I should say courses in about 20 different topics. Including Excel, PowerPoint, Outlook. We are currently working on a more extensive catalog outside of computer training itself. But at this point it is primarily computer related instruction. We realize there was a number of problems with what we were doing as we decided we needed to expand both the breadth and depth of our training. And that's when we started taking a look at alternatives and that little question came up for us. Now I'd like to ask my friend Mark here to step in and talk a little bit about this next item. I found it an interesting way to describe it, free as in beer. But Mark if you would introduce yourself and take it from here
>> sure many of his (inaudible) has been the webmaster here at the Carroll Center for almost the last seven years now. When I first started here Brian had a great idea for distance learning and it's a very basic set of HTML pages to start with. And we started by Tori started by developing some custom software that would deliver their content to users, would manage their registration and tuition payment and score their grades, their quizzes, great their quizzes and make the LMS features. When we decided that we were outgrowing our home-grown custom system we started looking for alternatives and we stumbled upon Moodle and one of the first things we liked about Moodle was that it was free as in beer. Free as in beer is very popular phrase used in software development. And it basically means that it's associated with the cost. There is free as in speech, which Moodle also is, but there's also free as in beer, but that's that it has no cost to you and you are free to do whatever you want with it. It causes no more Jews than the custom software we already developed. The fact that the overall cost of the product was much lower when development time is figured in.
>> So we are very concerned and all process and making sure that there be some accessibility. We couldn't take a step backward in accessibility by broadening what features we'd be able to tap into as we developed more extensive courses and more flexible courses. So we started by porting over an example of one of our existing courses, which, again simple HTML pages, exercises, links to videos with heavy voiceover to support both blind and visually impaired users as well as users who were neither of the above but were using this as a way to expand their knowledge to work with those who are blind or visually impaired. So we moved it over and we did some test driving again keeping in mind the subtitle of the opening slide, ready, fire, aim. We did the install of Moodle, we ported over a course, we went to see whether or not we could get at all of the content of the pre-existing courses if we were to move them all over and we were delighted to find that in fact it was accessible from that perspective, from a student perspective I can access the text, the quizzes, videos and directed by way of e-mail with my instructor and an ineffective kind of way. So again we were pleased that from the get-go there was a modest amount of accessibility there. Please note that I did not say usability necessarily and we will get back to some of the usability related issues as we go through the presentation.
>> Another thing we liked about Moodle is that it's open source prayer mentioned free as in beer which is associated with the cost of product but this is free as in speech which means we are free to modify it if we found it necessary. One of the reasons we were attracted to this feature is that if we did run into any major accessibility or usability issues were found that the product was not going to perform the tasks we needed to or to integrate with our existing system we were free to modify it if we wanted to. So that was a very attractive trait to us. One of the features that a lot of the cost, the more costly, mainstream solutions... sorry, correct.
>> Now, open source is a good thing but some of the open-source products we've seen out there are not necessarily in that management side of things but elsewhere we relied on less than open source underpinnings to it and that's where the word lamp comes in.
>> Another reason we chose Moodle is it works in the lamp and firemen which is my next, Apache, MySQL and PHP. Those are all programming and computer terms and that is the environment that our old custom software was developed in. So it was a natural progression for us to move into a product that worked on that platform as well.
>> Now while we had open source, the price was right, the flexibility was right, we also wanted to make sure that we can hitch our particular wagon to something that was diminishing in terms of its user base. Certainly Moodle is a growing user base and it's not only growing in terms of how many installs are out there, but all of the development that's going on by the users to expand its capability. Many of those users are users who are going to be required to consider accessibility on all sides of the product and therefore we had hopes that others would be involved in this whole issue of accessibility as we hitched our wagon to this particular star. We have seen that sort of development going on we are certainly interested as we watched 2.0 continue to development that some were accessibility will be dealt in not just by us but by others because we certainly don't have the resources to totally rebuild poorly to what we hope that it will someday be. The issue of the version came up earlier and while I said that there has not been as much chat a few well out there in the Moodle community about accessibility as I would like, Mark whispered to me I think you're being a little harsh. So let's get to the issue here is what version and why we chose the first weekend of Moodle?
>> Back when we started shopping around for learning management systems early in 2009 I think the widely adopted version of Moodle into time was 1.8 m1 .9 was in pretty heavy development. I think when we really started to implement Moodle and to get the tires they were already into the fourth release 1.94 was already out there. 2.0 I just started and we weren't sure we wanted to commit to such an early stage of the software version. So we really weren't sure the roadmap for 2.0 had not been well thought out yet and we weren't positive that they weren't going to go off in a direction where they were very Web 2.0 or Web 3.0 with lots of Ajax and fancy JavaScript things that have long been, have caused difficulty with accessibility. So because we weren't sure where they were going with 2.0 we decided to stick with the 1.9 version and we are currently running 1.98 and we should probably upgrade to 1.99 soon. Whether 2.0 is accessible or not are going to be any better I just don't know because we haven't tried it out yet. I'm also looking at the roadmap for 2.0 it seems like they really focused on improving the entire experience. I wouldn't be surprised if they took accessibility seriously. And again it is open source software so if it isn't accessible we can always make it that way.
>> So can we push the next slide please?
>> I'll write on this site it is entitled the migration process opportunities to improve accessibility and just want to talk a little bit about our experience with migrating to Moodle and where you come if anyone out there is considering a move to Moodle, where you can make improvements in its accessibility. Migrating our content over wasn't too difficult since he already had a well structured semantic accessible HTML in our existing system it was easy to port over to Moodle once we figured out how our very regimented pedagogy fit into the flexible Moodle system. So we already had accessible HTML and Moodle accepts HTML is simply literally copied and pasted it into the correct parts of Moodle. So we really didn't have too many issues there. Moodle configuration. We wanted our Moodle learning management system to retain as many of the features our existing users have come to know and love so we explored third-party modules and played around with various configuration options. As Mark Thompson said earlier there are lots of modules out there. So if you find that the tool is and doing what you needed to do, the best place to start is searching through the repository of modules available for Moodle that has been developed by users. There are a number of options available at the configuration level that will add an additional accessibility options. You can disable the WYSIWYG editor Mark was saying his instructors probably rely on the WYSIWYG editor quite heavily. WYSIWYG in case you don't know is what you see is what you get. It's basically like buttons like you would see in Microsoft Word for instance you highlight some text that if you want to make in a certain way you click on a button. The problem might WYSIWYG editors is behind the scenes they are writing HTML code they don't necessarily always write the best the cleanest HTML code which results in the most accessible experience. Some of the WYSIWYG editors are more concerned with making the content look and feel like the author wanted it to and not necessarily the HTML, the semantic structure behind it. So you can disable the WYSIWYG editor if you want. You can also control the WYSIWYG editors are available. For instance by default to user can actually change the font. And the WYSIWYG editor in Moodle uses a very deprecated font tag. So, which can conflict with well structured semantic HTML. If you don't want your users to use a font tag you can take it right out of the WYSIWYG editor. You can actually disable the use of Ajax and JavaScript which is another place you can improve accessibility right there in the Moodle configuration. Okay, theme development. There's not much you can do here. As the only edible theme files basically the header, footer and the cascading style sheets. Some of the things we did at this level were to add skip two links and we reduced as many of the repeated elements as possible. We kind of believe that you kind of want to limit the amount of stuff that is available repeatedly on pages throughout the site because somebody using a screen reader or moving through the site linearly and not with a mouse is going to have to jump over these things repeatedly every single time they get a new page so we try to take a lot of those elements of the header in further and that was one of the places we were most discouraged with the Moodle was the theme imagine there's not a control a lot of controller opportunity to make changes there. Custom module development we talked about how there are modules available that people share. Not only can you get modules there but you can actually build your own. If, people actually had to build a few modules that we haven't released back out to the public on them because they wouldn't have much value. They were very pertinent to our specific needs. For instance, we have we wanted to replicate features from our old site for the users benefit but there was also some functionality we need to port over to Moodle to support some systems such as tuition payment, demo sessions and partial access to students is stuff that we offer detailed site to the user so we build custom modules that have bad. To modify core or not that is the question. We have the ability we have an Intel developer here myself and we can change the core Moodle code if we really want to. Told you this is open source software and you are free to do that. We haven't done that yet and the reason why is once you start changing the core code in Moodle, if they really set new version of the software and you upgrade you are going to lose a lot of your changes unless you are very meticulous about doing, processing the upgrade. So we followed up on that until this point, but perhaps when 1.9 reaches its development, the end of its development cycle if we are happy with that platform we may decide to start customizing the core code so that we can add even more features and make more accessibility improvements to the core code.
>> Okay can you push the next slide please? Now we want to talk about Moodle accessibility room for improvement. Norm told us when we originally agreed to participate in this session that it was important that we didn't do a lot of compare and contrast between the four platforms, but allow you the user or the participant to come up with your own opinions on things and we fully concur in. But we can and will tell you a little bit about what we are feeling that Moodle could do better and help us out of this area of accessibility. The first one is the framework. It doesn't allow for customization of presentation layer. For us that basically means that we'd like to make some changes. A mentioned earlier on but there's a big difference between accessibility and usability. Mark also referenced a bit of moment ago about having to struggle our way through repetitive content on the page. My best example of this is not the quizzes. When we were certainly living under extreme limitations in the quiz generator will be allowed us to do multiple choice questions with four possible answers to each question very limiting. In a modal quiz generator allows us to do many other types of questions, establish different values for each question in terms of scoring and many other things. What it also did was required that I as a Jaws user would have to go through all the attributes for each question as I went through a 15 question quiz which is the qualifying quiz. As a result of that I had to hear over and over again the point value of each question, how many options there would be in terms of me answering the question, why only be allowed to try it once or multiple times and many other things. If it was a timed quiz, this was the real deal breaker for us. So none of our quizzes currently our time and we'd like to have the ability to infect put that in without having this ability to alter the presentation layer it's going to be very problematic. It would also benefit for a more customizable UI features in general. Mark can you explain that?
>> I think Brian gave a great example of the quizzes if we can custom make the UI in the configuration, the user interface such as turning off the robot city of the quizzes if you are not wasting your questions with different scores it would be really nice if you could turn that feature off pretty good go into the Moodle core and turned that off but you are now eliminating it for everybody in every course. So it would be really nice if you could customize the user interface. On a sitewide level or even on a per course level.
>> Also not just with the accessibility from Moodle from a user perspective, I'm very lucky that I asked Mark here and what I can't do as a blind or visually impaired person in an accessible fashion he could frequently step in and do it in an accessible way to get the product done so that the end product is accessible but we would like to see it so that I as a course creator and blind instructors who want to interact with the course content would be able to do that in an effective way. Currently we do not have access to a markdown language. That is something where we could create content, not have to be HTML experts, but no a few markdown codes in order to create something that in fact is a good-looking HTML page. We would love to see that in this product. It doesn't currently exist.
>> No, actually...
>> ...
>> Brian I want to let you know that we all lost the audio. Can you start again? Brian are you there?
>> in case brain doesn't give practices and outcomes. I think we got a good idea of what they are doing in the Carroll Center. I want to thank the speakers for their presentations. And we will send out a link to the recording within two days. And we do have a easy webinar blog. And on any of our main pages you will find a link that says webinar blog. You can go there and I started one about Moodle. So it is a place where you can make comments and ask questions. So before we log off and say goodbye, let's see if Brian is there... Brian, do you hear us, can you talk?if you are in the room and you don't get a link within the next few days with the resources we will have the slides linked to some of the codes that Mark is going to give us and we will have a link to the webinar blog. If you don't get that within two days, e-mail me, Normcoombs@Gmail.com. Because that means I lost you somewhere. I want to thank everybody for coming in next week I'm actually try to remember my memory is getting dead I think next week is desired to learn or satire. Anybody remember? I don't. Okay, good. So two weeks from today we have another one and remember, keep watching for when we change from daylight to standard time. Thank you all and we will see you one week from now.
>> thanks everybody for being here, thank Mark and the other Mark and Brian I will stop the recording now and we will contact you later via the resources webpage. Bye Norm, bye everyone.