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https://pressbooks.pub/oertraining2023/chapter/benchmark-scope-an-oer-adoption-or-creation/
|
12
Learning Objectives
By the end of this lesson, you will be able to:
- Describe introductory steps needed to plan an OER adoption
Introduction
OER adoption, adaptation, and creation is unique. While providing a general workflow for such a process is difficult to do, you should have knowledge of the overall process involved with most OER projects. This section will attempt to do just that.
High Level OER Production Workflow
At the beginning of 2016, this OER production workflow was created with the intention of simplifying the major steps in an OER project so that scoping such work would be manageable.
The workflow was shared with the broad OER community via mailing lists and direct appeals to experts in the field, soliciting comments from more than a dozen contributors. It can be useful when performing the initial scoping of an OER project.
Priming
If you are viewing this content as part of a training workshop, then you are in the first phase of the process. Here we ask key questions about your potential adoption or creation. Once you have completed a basic training or consultation and have performed a cursory search of content that may work for you, you can move onto the next phase.
Pre-production
Before any direct work on content is done, we need to get organized. This means defining the project goals and creating the planning documents you’ll need to manage the process. More attention put towards properly scoping your project the better, and you should use management documents and tools you and your collaborators are familiar with. It is at this point that a call for volunteers (contributors, copyeditors, reviewers) can be sent out if your project would need such support to be successful. Continue in this phase until the necessary resources are secured and commitments have been gathered from collaborators.
Design
This phase is the last step before we get our hands dirty with OER. It is here that we flesh out any outlines for the content and confirm major planned revisions of existing OER you have found for the project. If media development (image/video editing, visual design) is a planned need, scoping this work is done here. Before leaving this phase, you should have a clear idea of both what you are building and how it will get done.
Development
This phase is the real meat of the OER production process — and the most time consuming. It is here that we take existing OER (if applicable) and move it into a shared editing environment to ease the collaborative development of it. The content will go through a feedback loop where new content is added, comments and clarifications are made, and the changes are revised by the collaborators. Commenting, track changes, and annotation can facilitate this process well, depending on the software used to develop content. As an example, many UH OER projects utilize shared documents in Google Drive to collaborate on content in this phase.
Publishing
This is the final step in the process of adapting or creating OER. It is at this point that we select the final publishing platform to be used, which for bookish OER would likely be the UH Pressbooks platform but may be something as simple as a website or course inside the LMS. OER published through the UH Pressbooks platform have the advantage of being both editable through the OER’s website and exportable in a variety of formats. If print on demand and advanced typesetting are needed to complete the project, they are done in this step.
Keep It Simple
As with any project, OER projects are subject to scope creep — meaning that the goals of the project can grow or become blurred by the excitement of what we can do with OER. For this reason, it is recommended that a project manager keep track of progress and not be afraid to push new features or extensions of the original project into a second development cycle. We can do many things with OER, but we need to accomplish the original goals first. First build the foundational content for your book or course, then take off and fly.
|
pressbooks
|
2025-03-22T05:09:33.757678
|
06-28-2023
|
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"url": "https://pressbooks.pub/oertraining2023/chapter/benchmark-scope-an-oer-adoption-or-creation/",
"book_url": "https://pressbooks.pub/oertraining2023/front-matter/introduction-2/",
"title": "OER Training",
"author": "William Meinke",
"institution": "",
"subject": "Desktop publishing, Copyright law"
}
|
https://pressbooks.pub/oertraining2023/chapter/summative-activity-share-your-plan/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Training Structure
Knowledge Checks and Summative Activities
1. Defining Open Educational Resources
2. Why OER?
3. Open Licenses and OER
4. Knowing Where to Find OER
5. Summative Activity: Find and Review Relevant OER
6. Copyright, Creative Commons, and Public Domain
7. CC License Conditions
8. Putting a CC License on Your Work
9. CC License Compatibility
10. Determining Technical Openness
11. Making OER Accessible
12. Scope an OER Adoption or Creation
13. Summative Activity: Share Your Plan
Create and share an OER plan using the following Google form;
Previous/next navigation
OER Training Copyright © 2018 by William Meinke is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:33.773206
|
06-28-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/oertraining2023/chapter/summative-activity-share-your-plan/",
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|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/my-philosophy-of-nursing/
|
My Philosophy of Nursing
Olivia Gibson
My Belief About Nursing
I believe that nursing is a calling based on empathy, compassion, trust, and autonomy with a commitment to providing the highest standard of care. My nursing philosophy is to understand the unique needs of each patient and provide individualized, compassionate care to support their well-being. I am committed to advocating for my patients, especially at uncertain and vulnerable times, by providing support, guidance, and access to essential resources. I am also dedicated to lifelong learning to integrate best practices and deliver exceptional care.
|
pressbooks
|
2025-03-22T05:09:33.781243
|
11-19-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/my-philosophy-of-nursing/",
"book_url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/front-matter/an-intro-to-my-journey/",
"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/my-philosophy-of-nursing/#chapter-73-section-1
|
My Philosophy of Nursing
Olivia Gibson
My Belief About Nursing
I believe that nursing is a calling based on empathy, compassion, trust, and autonomy with a commitment to providing the highest standard of care. My nursing philosophy is to understand the unique needs of each patient and provide individualized, compassionate care to support their well-being. I am committed to advocating for my patients, especially at uncertain and vulnerable times, by providing support, guidance, and access to essential resources. I am also dedicated to lifelong learning to integrate best practices and deliver exceptional care.
|
pressbooks
|
2025-03-22T05:09:33.789022
|
11-19-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/my-philosophy-of-nursing/#chapter-73-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/front-matter/an-intro-to-my-journey/",
"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/values/
|
Values
Olivia Gibson
Core Values
Four core values that guide my nursing practice are trust, competence, autonomy, and compassion. These values promote the delivery of exceptional standards of care and strengthen the nurse-patient and interdisciplinary relationships.
Trust
I believe that trust is an important component of nursing and the cornerstone of establishing strong relationships with patients, families, and colleagues. Trust creates a sense of safety and promotes a positive environment where patients feel secure placing their lives in our hands. While our colleagues depend on us to be responsible for our actions, patients trust us to act in their best interests and deliver the highest standard of care. Trust is an essential value for nurses to maintain to form meaningful relationships with patients and colleagues.
Competence
I consider competency to be a core value in the nursing profession. Nurses must possess the required knowledge, skill, and judgment when implementing nursing interventions. They are continuously adjusting to new research and must keep up with the ever-changing healthcare system. In order to give our patients the best care possible, it is our duty to integrate best practices into our treatment as it becomes available. Nursing care should be based on best practice guidelines and evidence-based research, as patients often seek our support during their most vulnerable times. They rely on our knowledge to support them during crucial times, making it essential that we demonstrate the highest level of competency in the care we provide.
Autonomy
I believe that autonomy is a crucial value to providing outstanding, high-quality care, both for my patients and in my nursing practice. Nurses are given the necessary tools and resources to operate responsibly within their scope of practice, allowing us to provide the highest standard of care. We should provide patients the freedom to make informed choices about their care without coercion, as they are their own best advocates. As nurses, it is our responsibility to encourage patients to take an active role in their own health by putting them at the center of their care to obtain the best possible results. In healthcare, autonomy plays a crucial role in promoting respect, empowerment, and decision-making.
Compassion
Compassion is a fundamental nursing value of mine that influences the care I provide and fosters meaningful connections with my patients. It is the essence of nursing that allows us to genuinely care for our patients. Compassion instills a sense of purpose, inspiring us to show empathy toward our patients and their families during difficult times. I believe that compassion is profoundly ingrained and deepened by our experiences and years of service. Compassion improves our quality of care and provides us with more meaningful connections with our patients.
|
pressbooks
|
2025-03-22T05:09:33.799441
|
11-19-2024
|
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"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/values/#chapter-68-section-1
|
Values
Olivia Gibson
Core Values
Four core values that guide my nursing practice are trust, competence, autonomy, and compassion. These values promote the delivery of exceptional standards of care and strengthen the nurse-patient and interdisciplinary relationships.
Trust
I believe that trust is an important component of nursing and the cornerstone of establishing strong relationships with patients, families, and colleagues. Trust creates a sense of safety and promotes a positive environment where patients feel secure placing their lives in our hands. While our colleagues depend on us to be responsible for our actions, patients trust us to act in their best interests and deliver the highest standard of care. Trust is an essential value for nurses to maintain to form meaningful relationships with patients and colleagues.
Competence
I consider competency to be a core value in the nursing profession. Nurses must possess the required knowledge, skill, and judgment when implementing nursing interventions. They are continuously adjusting to new research and must keep up with the ever-changing healthcare system. In order to give our patients the best care possible, it is our duty to integrate best practices into our treatment as it becomes available. Nursing care should be based on best practice guidelines and evidence-based research, as patients often seek our support during their most vulnerable times. They rely on our knowledge to support them during crucial times, making it essential that we demonstrate the highest level of competency in the care we provide.
Autonomy
I believe that autonomy is a crucial value to providing outstanding, high-quality care, both for my patients and in my nursing practice. Nurses are given the necessary tools and resources to operate responsibly within their scope of practice, allowing us to provide the highest standard of care. We should provide patients the freedom to make informed choices about their care without coercion, as they are their own best advocates. As nurses, it is our responsibility to encourage patients to take an active role in their own health by putting them at the center of their care to obtain the best possible results. In healthcare, autonomy plays a crucial role in promoting respect, empowerment, and decision-making.
Compassion
Compassion is a fundamental nursing value of mine that influences the care I provide and fosters meaningful connections with my patients. It is the essence of nursing that allows us to genuinely care for our patients. Compassion instills a sense of purpose, inspiring us to show empathy toward our patients and their families during difficult times. I believe that compassion is profoundly ingrained and deepened by our experiences and years of service. Compassion improves our quality of care and provides us with more meaningful connections with our patients.
|
pressbooks
|
2025-03-22T05:09:33.809511
|
11-19-2024
|
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"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/my-personal-reflection/
|
My Personal Reflection
Olivia Gibson
Reflection is a critical element of nursing that promotes the work we carry out. It enables me to gain insight into my professional experiences, understand my reactions, and continually improve my practice. Self-reflection is important in providing high standards of care and for gaining a greater understanding of our purpose in nursing. The College of Nurses of Ontario considers self-reflection to be an important component of continuous competence (CNO, 2014). Reflective practice in nursing helps us review and improve our clinical abilities and self-awareness (Tashiro et al., 2013). Reflecting on positive and negative experiences can help us to recognize effective interventions and areas for improvement (Davis, 2018).
Nursing feels like a true calling for me, rooted in a lifelong desire to assist others during their most vulnerable moments. My childhood ignited this calling when I cared for my father, a contractor frequently injured in his work. Bandaging his wounds and providing comfort not only sparked my commitment to compassionate care but also instilled in me the foundational values of empathy and attentiveness that guide my nursing practice today. In high school, I had a coop placement as a teacher’s assistant to help kindergarten students with their education, engaging them in play, and supporting them in adapting to the learning environment. The experience really highlighted my desire to help others.
After completing the Personal Support Worker program in 2014, I started working with an elderly, vulnerable population in long-term care. This experience strengthened my desire to advocate for and improve their care, which led me to enroll in and complete the Registered Practical Nurse (RPN) program in 2017. This confirmed that I was headed in the correct direction and, in retrospect, really set the groundwork for my nursing career. My present position as an RPN and Trauma Float Nurse at Sunnybrook has motivated me to seek a position in critical care where I can have a profound impact on my patients’ lives.
Now that I’ve reached a point where I feel challenged and engaged with my profession, here’s an example of the motivation that keeps me continuing on my nursing career. As I walk into the Emergency Department for a shift—a place I truly enjoy—I settle in with my patients when suddenly the ambulance sirens blare, signalling the arrival of a trauma case. Curious to see the new patient, I make my way down to the Trauma Bay observation area. EMS transports the patient, who is in critical condition. The Trauma Bay staff quickly receives the patient and moves them to the stretcher for a thorough assessment. The Trauma Team Lead climbs a ladder to oversee the patient and coordinate their care. Three nurses, an X-ray technician, the Trauma Team Lead, a representative from each specialty service, and an anesthesiologist are among the many people working in the busy Trauma Bay. They systematically scan the patient from head to toe, and I’m amazed at the amount of teamwork and coordination required to save this person’s life. One of the nurses records everything that happens, demonstrating the team’s systematic approach. I fell really in love with the idea of the Trauma Bay after this experience. Due to the acuity of the patients, only trained Registered Nurses work in the Trauma Bay, but RPNs like myself are able to observe. I take advantage of every opportunity to see the patients in the Trauma Bay because it keeps me focused on my goal: finishing my degree and eventually working there. It takes an extraordinary amount of teamwork to save patients who have suffered serious trauma, a concept of nursing I truly admire.
Over the course of my nursing career, I have learned to appreciate teamwork as an essential component of nursing. Team-based treatment can improve patient outcomes (Will et al., 2019), as I’ve seen firsthand in Sunnybrook’s Emergency Department (ED). I am mindful that ineffective teamwork can cause the healthcare system to fall apart. Nurses, in my opinion, perform exceptionally well both individually and collaboratively. Nurses and interdisciplinary team members collaborate to enhance patient health outcomes in the emergency department, where teamwork is the main focus. This occurs frequently in the Trauma Bay, such as when the patient noted arriving and lifesaving procedures were implemented to save him. Team-based models and interdisciplinary professionals of two or more are frequently associated with higher patient satisfaction levels (Will et al., 2019). Aside from the fascinating patient load, it is the team-based environment that truly motivates me to work in the Emergency Department.
References
College of Nurses. (2014, November 4). The Value of Practice Reflection [Video]. Youtube. https://www.youtube.com/watch?v=Wt5Ypt9C_wg.
Davis, Charlotte. (2018). Self-reflection, vision, and inquiry. Nursing made Incredibly Easy. DOI: 10.1097/01.NME.0000542482.76561.69.
Tashiro, J., Shimpuku, Y., Naruse, K., & Maftuhah, M. (2013). Concept analysis of reflection in nursing professional development. Japan Journal of Nursing Science: JJNS., 10(2), 170–179. https://doi.org/10.1111/j.1742-7924.2012.00222.x.
Will, K. K., Johnson, M. L., & Lamb, G. (2019). Team-based care and patient satisfaction in the hospital setting: a systematic review. Journal of Patient-Centered Research and Reviews, 6(2), 158.
|
pressbooks
|
2025-03-22T05:09:33.820388
|
11-19-2024
|
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"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/my-personal-reflection/#chapter-86-section-1
|
My Personal Reflection
Olivia Gibson
Reflection is a critical element of nursing that promotes the work we carry out. It enables me to gain insight into my professional experiences, understand my reactions, and continually improve my practice. Self-reflection is important in providing high standards of care and for gaining a greater understanding of our purpose in nursing. The College of Nurses of Ontario considers self-reflection to be an important component of continuous competence (CNO, 2014). Reflective practice in nursing helps us review and improve our clinical abilities and self-awareness (Tashiro et al., 2013). Reflecting on positive and negative experiences can help us to recognize effective interventions and areas for improvement (Davis, 2018).
Nursing feels like a true calling for me, rooted in a lifelong desire to assist others during their most vulnerable moments. My childhood ignited this calling when I cared for my father, a contractor frequently injured in his work. Bandaging his wounds and providing comfort not only sparked my commitment to compassionate care but also instilled in me the foundational values of empathy and attentiveness that guide my nursing practice today. In high school, I had a coop placement as a teacher’s assistant to help kindergarten students with their education, engaging them in play, and supporting them in adapting to the learning environment. The experience really highlighted my desire to help others.
After completing the Personal Support Worker program in 2014, I started working with an elderly, vulnerable population in long-term care. This experience strengthened my desire to advocate for and improve their care, which led me to enroll in and complete the Registered Practical Nurse (RPN) program in 2017. This confirmed that I was headed in the correct direction and, in retrospect, really set the groundwork for my nursing career. My present position as an RPN and Trauma Float Nurse at Sunnybrook has motivated me to seek a position in critical care where I can have a profound impact on my patients’ lives.
Now that I’ve reached a point where I feel challenged and engaged with my profession, here’s an example of the motivation that keeps me continuing on my nursing career. As I walk into the Emergency Department for a shift—a place I truly enjoy—I settle in with my patients when suddenly the ambulance sirens blare, signalling the arrival of a trauma case. Curious to see the new patient, I make my way down to the Trauma Bay observation area. EMS transports the patient, who is in critical condition. The Trauma Bay staff quickly receives the patient and moves them to the stretcher for a thorough assessment. The Trauma Team Lead climbs a ladder to oversee the patient and coordinate their care. Three nurses, an X-ray technician, the Trauma Team Lead, a representative from each specialty service, and an anesthesiologist are among the many people working in the busy Trauma Bay. They systematically scan the patient from head to toe, and I’m amazed at the amount of teamwork and coordination required to save this person’s life. One of the nurses records everything that happens, demonstrating the team’s systematic approach. I fell really in love with the idea of the Trauma Bay after this experience. Due to the acuity of the patients, only trained Registered Nurses work in the Trauma Bay, but RPNs like myself are able to observe. I take advantage of every opportunity to see the patients in the Trauma Bay because it keeps me focused on my goal: finishing my degree and eventually working there. It takes an extraordinary amount of teamwork to save patients who have suffered serious trauma, a concept of nursing I truly admire.
Over the course of my nursing career, I have learned to appreciate teamwork as an essential component of nursing. Team-based treatment can improve patient outcomes (Will et al., 2019), as I’ve seen firsthand in Sunnybrook’s Emergency Department (ED). I am mindful that ineffective teamwork can cause the healthcare system to fall apart. Nurses, in my opinion, perform exceptionally well both individually and collaboratively. Nurses and interdisciplinary team members collaborate to enhance patient health outcomes in the emergency department, where teamwork is the main focus. This occurs frequently in the Trauma Bay, such as when the patient noted arriving and lifesaving procedures were implemented to save him. Team-based models and interdisciplinary professionals of two or more are frequently associated with higher patient satisfaction levels (Will et al., 2019). Aside from the fascinating patient load, it is the team-based environment that truly motivates me to work in the Emergency Department.
References
College of Nurses. (2014, November 4). The Value of Practice Reflection [Video]. Youtube. https://www.youtube.com/watch?v=Wt5Ypt9C_wg.
Davis, Charlotte. (2018). Self-reflection, vision, and inquiry. Nursing made Incredibly Easy. DOI: 10.1097/01.NME.0000542482.76561.69.
Tashiro, J., Shimpuku, Y., Naruse, K., & Maftuhah, M. (2013). Concept analysis of reflection in nursing professional development. Japan Journal of Nursing Science: JJNS., 10(2), 170–179. https://doi.org/10.1111/j.1742-7924.2012.00222.x.
Will, K. K., Johnson, M. L., & Lamb, G. (2019). Team-based care and patient satisfaction in the hospital setting: a systematic review. Journal of Patient-Centered Research and Reviews, 6(2), 158.
|
pressbooks
|
2025-03-22T05:09:33.830450
|
11-19-2024
|
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https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/course-reflection/
|
Reflection
Olivia Gibson
Nursing as a Profession: NURS 1001
This was an introductory theory course in the BSCN program. My professor was Rachel Galea and my TA was Kia Bovaird. This course really drives the foundations of nursing in the health care setting. The course offers a rich historical perspective on how nursing has evolved. We learned about nursing as a self-regulated profession with emphasis on accountability, ethical conduct, and inter-professional collaboration. We were introduced to the regulatory bodies, such as the College of Nurses of Ontario. Understanding the dynamics of the nurse-client relationship has helped me to reflect on my own values and how they align with nursing standards. This course clarified the structures and expectations within the nursing profession and set a strong foundation for understanding the profession. This portfolio was started in this course and will continue throughout the rest of my program.
|
pressbooks
|
2025-03-22T05:09:33.838451
|
11-19-2024
|
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|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/course-2-reflection/
|
Reflection
Olivia Gibson
NURS-1000: Individual as a Nurse
This course was my favourite course this semester, with Jaime Sims, as it really helped us to stay motivated in this course. It lays the foundations for understanding the holistic care framework. The design of both synchronous and asynchronous and the flexibility and inclusivity of the course encouraged active engagement and personal connection to the material. Topics like stress, coping, and individual health behaviour change have been informative and have also helped me assess my own well-being and resilience as I prepare for the demands of the nursing career. This course has provided me with meaningful connections and reinforced my identity as a healthy individual, student, and nurse.
|
pressbooks
|
2025-03-22T05:09:33.846418
|
11-19-2024
|
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|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/course-3-reflection/
|
Reflection
Olivia Gibson
NURS-1550: Introductory Life Sciences for Health Professionals
Nutrition, microbiology, and pharmacology—all important fields in healthcare—were introduced in this course. Michael Bass-West was my professor, and Natashia Deer, my seminar TA, helped us understand the material in greater detail. The course curriculum was directly applicable to the knowledge required in nursing, which expanded my understanding and validated what I had gained in my previous RPN program. I loved the emphasis on health and wellbeing in both patient care and my own personal health. In order to evaluate our nutritional intake, we had to log our eating patterns over the course of three days for a nutrition assignment. I became aware that I had fallen short of several of the suggested goals, which prompted me to change to a diet that was higher in nutrients. The course’s structure and pace were balanced, which helped me to retain and apply its content. Overall, this course was a valuable introduction to the scientific aspect of the nursing profession.
|
pressbooks
|
2025-03-22T05:09:33.855303
|
11-19-2024
|
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|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/basic-life-saving-certificate/
|
Basic Life Saving Certificate
Olivia Gibson
This is my recent BLS (Basic Life Support) certificate. At Sunnybrook, it is mandatory to renew this certification every two years, and it was required for placement. The BLS course covers essential life-saving techniques, including CPR, that nurses use throughout their careers. It equips healthcare providers with the confidence and preparedness needed to respond effectively to real-life emergencies.
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pressbooks
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2025-03-22T05:09:33.862993
|
11-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/basic-life-saving-certificate/",
"book_url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/front-matter/an-intro-to-my-journey/",
"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/trent-acceptance-letter/
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Trent Acceptance Letter
Olivia Gibson
This artifact is my Trent Offer of Admission email. I was ecstatic when I received the letter of admission and immediately accepted it. I had eagerly awaited this letter while completing my Honours of Science program, where I worked diligently to meet the acceptance criteria. It was such a relief when the offer finally arrived. After five years of striving to enter the BScN program, my dream was coming true. This moment marks the beginning of my journey through the RN program at Trent.
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pressbooks
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2025-03-22T05:09:33.870659
|
11-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/trent-acceptance-letter/",
"book_url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/front-matter/an-intro-to-my-journey/",
"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/rpn-registration/
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RPN Registration
Olivia Gibson
This is a copy of my RPN registration with the CNO, one of my proudest accomplishments in both my life and nursing career. This registration marked the day I officially became an RPN with the CNO. I’ve included it here as a reminder that, no matter how challenging the nursing program may seem, the fulfillment of completing it is an achievement that will last a lifetime.
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pressbooks
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2025-03-22T05:09:33.878688
|
11-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/rpn-registration/",
"book_url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/front-matter/an-intro-to-my-journey/",
"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/behaviour-support-certificates/
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Behaviour Support Certificates
Olivia Gibson
Lastly, I’ve included certificates I earned while training to become the Behavioural Supports Ontario (BSO) Lead at Extendicare. These certificates reflect my commitment to lifelong learning and dedication to improving healthcare. I gained valuable skills through these courses, in understanding and managing mental health behaviours and learned effective strategies to navigate them. Serving as the BSO Lead also highlights my leadership as an RPN, as I led the program and trained staff on approaches to support individuals with behavioural needs. It was one of the most challenging yet rewarding roles I’ve held in my nursing career.
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pressbooks
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2025-03-22T05:09:33.887012
|
11-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/behaviour-support-certificates/",
"book_url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/front-matter/an-intro-to-my-journey/",
"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/resume/
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Resume
This is my current resume. I have included it as a reference to the skills, education, and certificates that I had acquired prior to pursuing my nursing degree. I hope to use it as a foundation to build upon as I progress through my studies and clinicals to track my goals and accomplishments along the way.
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pressbooks
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2025-03-22T05:09:33.894654
|
11-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/chapter/resume/",
"book_url": "https://ecampusontario.pressbooks.pub/olivianursingjourney/front-matter/an-intro-to-my-journey/",
"title": "Olivia's Nursing Journey",
"author": "Olivia Gibson",
"institution": "Trent University",
"subject": "Education"
}
|
https://oercollective.caul.edu.au/open-climate/chapter/chapter-1/
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Climate Change Adaptation Fundamentals
This is an open online course that has been designed to help professionals working across multiple disciplines bring a climate change adaptation lens to their current and future projects.
Cohen, S. (2021). Climate Change Adaptation Fundamentals. Royal Roads University. https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/
Eutrophication
Managing eutrophication is a key element in maintaining the earths biodiversity. Eutrophication is a process mostly associated with human activity whereby ecosystems accumulate minerals. This free course, Eutrophication, explains how this process occurs, what its effects on different types of habitat are, and how it might be managed.
Intermediate level, 12 hours of study.
The Open University. (2018). Eutrophication. OpenLearn. https://www.open.edu/openlearn/nature-environment/environmental-studies/eutrophication
Energy in buildings
Themes covered in this free course include reducing heating demand in buildings, heating systems and fuel emissions, and reducing electricity use by appliances. The course looks at the importance of energy in buildings in the UK, investigating heat loss and how to prevent it, ways of increasing building efficiency, decreasing CO2 emissions of different fuels and the use of efficient appliances.
Advanced level. 10 hours of study.
The Open University. (2018). Energy in buildings. OpenLearn. https://www.open.edu/openlearn/nature-environment/energy-buildings
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pressbooks
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2025-03-22T05:09:33.903888
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04-4-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://oercollective.caul.edu.au/open-climate/chapter/chapter-1/",
"book_url": "https://oercollective.caul.edu.au/open-climate/front-matter/introduction/",
"title": "Open Climate Resources for Teachers",
"author": "Ash Barber, Barbara Rainier, Dana Kuljanin, Garth Smith, Georgia Almond, Jing Shen, Kate Davis, Katya Henry, Kim Hall, Megan Tulloch-Nasir, Richard White, Ruth Cameron, Sara Roberts, Tara Burton",
"institution": "",
"subject": "Climate change, Education, Teachers’ classroom resources and material"
}
|
https://oercollective.caul.edu.au/open-climate/chapter/chapter-1-2/
|
Lessons
OER Climate Education Hub
Library of educational resources about climate change and intersectional topics. Videos, readings, lessons. Wide variety of formats, each with their own CC License type. Many resources in the Nature & Environment section of OpenLearn from The Open University.
Climate Education. (n.d.). OER Commons. https://oercommons.org/hubs/climate
Various Creative Commons licences
Climate toolkit: A resource manual for science and action – Version 2.0
Contains a collection of activities that make use of readily available on-line resources developed by research groups and public agencies. These include web-based climate models, climate data archives, interactive atlases, policy papers, and “solution” catalogs. Unlike a standard textbook, it is designed to help readers do their own climate research and devise their own perspective rather than providing them with a script to assimilate and repeat.
Granshaw, F. (2021). Climate Toolkit 2.0. Portland State University. https://pdx.pressbooks.pub/ctoolkitclone/
Climate Science for the Classroom
A collection of learning activities on Climate science.
Bertram, M., Biyani, S. & Olson, I. (eds.). (n.d.). Climate Science for the Classroom. University of Washington. https://uw.pressbooks.pub/climate/
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pressbooks
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2025-03-22T05:09:33.913438
|
04-4-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://oercollective.caul.edu.au/open-climate/chapter/chapter-1-2/",
"book_url": "https://oercollective.caul.edu.au/open-climate/front-matter/introduction/",
"title": "Open Climate Resources for Teachers",
"author": "Ash Barber, Barbara Rainier, Dana Kuljanin, Garth Smith, Georgia Almond, Jing Shen, Kate Davis, Katya Henry, Kim Hall, Megan Tulloch-Nasir, Richard White, Ruth Cameron, Sara Roberts, Tara Burton",
"institution": "",
"subject": "Climate change, Education, Teachers’ classroom resources and material"
}
|
https://oercollective.caul.edu.au/open-climate/chapter/activities/
|
Activities and resources
NZ Searise Maps
The NZ SeaRise project website has all manner of case studies, factsheets, posters, etc. and also includes a sea rise level tool in the form of an interactive map.
NZ SeaRise maps (2018-2023) https://www.searise.nz/maps-2
What is the future of Earth’s climate?
‘What is the future of Earth’s climate?’ module has six activities allowing to explore the question, what will Earth’s climate be in the future. Through a series of guided questions, the user will explore interactions between factors that affect Earth’s climate.
Concord Consortium. (2017). What is the future of Earth’s climate? https://learn.concord.org/resources/627/what-is-the-future-of-earth-s-climate
The Greenhouse Effect Lab
Authored by Greg Van Houten, this is an inquiry-based lab for use with the PhET simulation exploring the experimental question: “Which atmospheric gas — methane, water, carbon dioxide, oxygen, or nitrogen — is the best absorber of infrared photons?
Van Houten, G. (2011). The Greenhouse Effect Lab. Prospect Hill Academy Charter School. https://phet.colorado.edu/en/contributions/view/3399
Recycling & Waste
Suite of activities on the theme Recycling and waste.
The Open University. (2022). Recycling and Waste. OpenLearn. https://www.open.edu/openlearn/nature-environment/recycling-and-waste
Climate variability in the Equatorial Pacific
In this activity, students work with climate data from the tropical Pacific Ocean to understand how sea-surface temperature and atmospheric pressure affect precipitation in the tropical Pacific in a case study format. Created by Cindy Shellito, InTeGrate, SERC and University of Northern Colorado.
Shellito, C. (2018). Climate Variability in the Equatorial Pacific. University of Northern Colorado, InTeGrate, SERC. https://cleanet.org/resources/49427.html
Carbon dioxide and the carbon cycle
Interactive visualization that provides a basic overview of the Earth’s carbon reservoirs and amount of carbon stored in each, CO2 transport among atmosphere, hydrosphere, geosphere, and biosphere, and a graph comparing global temp (deg C) and atmospheric CO2 levels (ppm) over the past 1000 years. Created by Pacific Islands Climate Education Partnership and WGBH.
Pacific Islands Climate Education Partnership, WGBH. (2018). Carbon Dioxide and the Carbon Cycle. https://oercommons.org/courses/carbon-dioxide-and-the-carbon-cycle
On the precipice: the climate change target humanity cannot afford to miss
On the Precipice is a visually stunning pamphlet summarising what we know about Antarctica and its ice sheets in a warming world.
GNS Science (2022). On the precipice: the climate change target humanity cannot afford to miss. Wellington: Antarctic Science Platform. https://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=IE81881785
(Note that permission was given to apply this licence by GNS Science for this resource, though the document itself does not have an explicit licence on it).
|
pressbooks
|
2025-03-22T05:09:33.926544
|
04-4-2024
|
{
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"url": "https://oercollective.caul.edu.au/open-climate/chapter/activities/",
"book_url": "https://oercollective.caul.edu.au/open-climate/front-matter/introduction/",
"title": "Open Climate Resources for Teachers",
"author": "Ash Barber, Barbara Rainier, Dana Kuljanin, Garth Smith, Georgia Almond, Jing Shen, Kate Davis, Katya Henry, Kim Hall, Megan Tulloch-Nasir, Richard White, Ruth Cameron, Sara Roberts, Tara Burton",
"institution": "",
"subject": "Climate change, Education, Teachers’ classroom resources and material"
}
|
https://oercollective.caul.edu.au/open-climate/chapter/books/
|
Books & Chapters
Standing up for a sustainable world: Voices of change
This book combines the voices of leading academics as well as climate change and environmental activists, entrepreneurs and investors. The book highlights the urgent action that needs to be taken to foster sustainable, resilient and inclusive development in the face of powerful systemic forces. Suitable particularly for environmental economics, environmental studies and human geography students and scholars more broadly.
Henry, C., Rockström, J., & Stern, N. (Eds.). (2020). Standing up for a Sustainable World. Cheltenham, UK: Edward Elgar Publishing. https://doi.org/10.4337/9781800371781
Bending the Curve: Climate Change Solutions
Bending the curve will require interdisciplinary solutions. Climate change requires integrating approaches from the natural sciences, social sciences, and humanities, so this textbook—unlike most on climate change solutions—does just that, with chapters written by experts in climate science, social justice, economics, environmental policy, political science, energy technologies, ecology, and religion. Bending the curve also requires preservation and restoration of ecological systems. Bending the curve requires a radical shift in attitude. This shift requires change in behavior, change in our attitudes towards each other, and change in our attitude towards nature. Climate justice has to be an integral part of the solution.There are ancillary materials available for this book.
Ramanathan, V.; Aines, R.; Auffhammer, M.; Barth, M.; Cole, J.; Forman, F., et al. (2019). Bending the Curve: Climate Change Solutions. Location: Regents of the University of California. https://escholarship.org/uc/item/6kr8p5rq
Vulnerable communities, resilience, and climate justice
This is an open access chapter of a book. From the chapter abstract: “Climate change and systemic injustice are major social and ecological drivers in SETs [social-ecological-technological systems] which contribute to systemic vulnerability and climate justice issues in addressing community resilience for sustainable development.”
Cheng, C. (2022). Vulnerable communities, resilience, and climate justice. In Y. Yang & A. Taufen (Eds.). The Routledge Handbook of Sustainable Cities and Landscapes in the Pacific Rim (1st ed.). Routledge. https://doi.org/10.4324/9781003033530.
Dealing with climate change on small islands: Towards effective and sustainable adaptation?
Small islands are not only at the forefront of climate change impacts, they are also at the forefront of climate change responses. The book seeks to explore adaptation to climate change in small islands across the world’s oceans, focusing attention on the resilience, strengths, and agency of small island states – which may better be referred to as “big ocean sustainable states,” or “BOSS” (UNESCO, 2017).
Klöck, C. & Fink, M. (Eds.) Dealing with climate change on small islands: Towards effective and sustainable adaptation? Göttingen University Press. https://doi.org/10.17875/gup2019-1208.
Energy without Conscience: Oil, Climate Change, and Complicity
The author seeks to explore why climate change has yet to become a moral issue for most people as the bulk of informed consumers simply don’t care a great deal about carbon emissions and their consequences.
McDermott Hughes, D. (2017). Energy without Conscience: Oil, Climate Change, and Complicity. Duke University Press. https://doi.org/10.1215/9780822373360.
Climate Lessons
Co-Authored by students from Worcester Polytechnic Institute. The book highlights key interests and insights of current students in their quest to create a better world. Diverse perspectives.
Bakermans, M. & Pfeifer, G. (2021). Climate lessons. Worcester Polytechnic Institute. https://pressbooks.pub/climatechangegps/
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pressbooks
|
2025-03-22T05:09:33.939381
|
04-4-2024
|
{
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"url": "https://oercollective.caul.edu.au/open-climate/chapter/books/",
"book_url": "https://oercollective.caul.edu.au/open-climate/front-matter/introduction/",
"title": "Open Climate Resources for Teachers",
"author": "Ash Barber, Barbara Rainier, Dana Kuljanin, Garth Smith, Georgia Almond, Jing Shen, Kate Davis, Katya Henry, Kim Hall, Megan Tulloch-Nasir, Richard White, Ruth Cameron, Sara Roberts, Tara Burton",
"institution": "",
"subject": "Climate change, Education, Teachers’ classroom resources and material"
}
|
https://oercollective.caul.edu.au/open-climate/chapter/periodicals/
|
Periodicals
Reports
Hitting home: the compounding costs of climate inaction
This report outlines the latest science on how climate change is driving more destructive heatwaves, downpours, cyclones, droughts, fires and other extreme weather events. It highlights significant events in Australia and around the world from the past two years. Source: Climate Council of Australia Limited.
Steffen, W. & Bradshaw, S. (2021). Hitting home: the compounding costs of climate inaction. Climate Council of Australia Limited. https://www.climatecouncil.org.au/wp-content/uploads/2021/01/hitting-home-report-V7-210122.pdf
National First Peoples gathering in climate change: workshop report
A workshop report to celebrate, learn from and enhance First Peoples-led climate action. Aims included strengthening kinships, cultural identity and well-being, and to strengthen caring for Country by using both Indigenous and scientific knowledge. Earth Systems and Climate Change (ESCC) Hub & CSIRO.
Morgan-Bulled et al. (2021). National First Peoples Gathering on Climate Change: Workshop Report. Earth Systems and Climate Change Hub Report No. 29. Earth Systems and Climate Change
(ESCC) Hub. https://nespclimate.com.au/wp-content/uploads/2021/10/National-First-Peoples-Gathering-on-Climate-Change-Report_final.pdf
Articles
How can corporations reduce digital carbon footprints
Corporations have a significant role to play in reducing the digital carbon footprint. This article examines the challenges faced and how much can be done to overcome them.
Stonham, S. (15 September, 2022). How can corporations reduce digital carbon footprints? OpenLearn. https://www.open.edu/openlearn/nature-environment/how-can-corporations-reduce-digital-carbon-footprints.
Digital carbon footprints and remote working
With many people preferring to work from home, whether hybrid or full time, this article examines the carbon footprint cost of remote working.
Stonham, S. (14 September, 2022). Digital carbon footprints and remote working. OpenLearn. https://www.open.edu/openlearn/nature-environment/digital-carbon-footprints-and-remote-working
Climate of fear: culture of hope
This article explores why language, literature and culture so important for combatting the climate crisis. Source: OpenLearn from The Open University.
Seargeant, P. (1 September, 2022). Climate of fear: culture of hope. OpenLearn. https://www.open.edu/openlearn/languages/linguistics/climate-fear-culture-hope.
Blog Posts
A quick guide to climate change jargon – what experts mean by mitigation, carbon neutral and 6 other key terms
This blog post gives a brief description of common terms used in discussions on Climate Change.
de Bruin, W. B. (2022, February 28). A quick guide to climate change jargon – what experts mean by mitigation, carbon neutral and 6 other key terms. The Conversation. https://theconversation.com/a-quick-guide-to-climate-change-jargon-what-experts-mean-by-mitigation-carbon-neutral-and-6-other-key-terms-167172
Submissions
Submission to the reopened Senate Environment and Communications References Committee to oppose the Federal Register of Legislation on Industry Research and Development (Beetaloo Cooperative Drilling Program) Instrument 2021
Source: Analysis and Policy Observatory (APO). Submission to the Northern Territory Parliament providing critical updates on research published in the last few years (2019-2022), highlighting improvements of understanding of the role of unconventional gas developments in adding to human disease, human deaths, social, psychological and mental health disturbance, foetal development errors, air pollution at regional scales, methane emissions contribution to climate change, rates of progression of climate change, and insufficiencies in water and biodiversity protection in Australia.
Haswell, M. & Shearman, D. (2022, August 15). Submission to oppose the Federal Register of Legislation on Industry Research and Development (Beetaloo Cooperative Drilling Program) Instrument 2021. Parliament of Australia. https://apo.org.au/node/319415
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pressbooks
|
2025-03-22T05:09:33.953228
|
04-4-2024
|
{
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"url": "https://oercollective.caul.edu.au/open-climate/chapter/periodicals/",
"book_url": "https://oercollective.caul.edu.au/open-climate/front-matter/introduction/",
"title": "Open Climate Resources for Teachers",
"author": "Ash Barber, Barbara Rainier, Dana Kuljanin, Garth Smith, Georgia Almond, Jing Shen, Kate Davis, Katya Henry, Kim Hall, Megan Tulloch-Nasir, Richard White, Ruth Cameron, Sara Roberts, Tara Burton",
"institution": "",
"subject": "Climate change, Education, Teachers’ classroom resources and material"
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|
https://oercollective.caul.edu.au/open-climate/chapter/video/
|
Video
Climate heroes: Stories of change
This documentary film takes the viewer on a virtual trip around the world to visit communities in different countries (Asia, Africa, Central America, Australia) taking action on climate change. The documentary weaves together nine inspiring stories, showing that action on climate change is creating jobs, improving lives and turning dreams of a better future into reality. Find resources to accompany the video here.
UN Climate Change. (2014, 26 September). Climate Heroes: Stories of Change [Video]. YouTube. https://youtu.be/nozdbgeZFxQ
Sea change part 1: In the field
This video is the first of a three-video series from the Sea Change project. It features the field work of scientists from the US and Australia looking for evidence of sea level rise during the Pliocene era when Earth was (on average) about 2 to 3 degrees Celsius hotter than it is today. Find resources to accompany the video here.
Grossman, D. & Sea Change. (2013, October 27). Sea Change Part I: In the Field [Video]. YouTube. https://youtu.be/ZwWHexxEZQU
Sea change part 2: In the lab
This video is the second of a three-video series in the Sea Change project, which follows the work of Dr. Maureen Raymo, paleogeologist at Columbia University’s Lamont-Doherty Earth Observatory, who travels with fellow researchers to Australia in search of evidence of sea level that was once higher than it is today. Find resources to accompany the video here.
Grossman, D. & Sea Change. (2013, October 28). Sea Change Part II: In the Lab [Video]. YouTube. https://youtu.be/qyfx7CO-B30
Sea change part 3: Interpreting the results
This video is the third in a three-part series by the Sea Change project, about scientists’ search for Pleiocene beaches in Australia and elsewhere to establish sea level height during Earth’s most recent previous warm period. This segment features the research of Jerry Mitrovica, Harvard geophysicist. Find resources to accompany the video here.
Grossman, D. & Sea Change. (2013, October 28). Sea Change Part III: Interpreting the Results [Video]. YouTube. https://youtu.be/vjl2q5s3DvM
Samoa under threat by Torrice, A. & Bullfrog films (2012)
Examines the effects of global warming on the Pacific island of Samoa with testimonials from an expert in both western science knowledge and traditional ecological knowledge. Background essay and discussion questions are included.
Torrice, A. (2023). Samoa under threat. Bullfrog Films/Teachers’ Domain [Video]. https://www.pbslearningmedia.org/resource/ean08.sci.ess.watcyc.samoa/samoa-under-threat/
“Why I protest for climate justice”
In a video interview with TEDWomen curator Pat Mitchell, Fonda speaks about getting arrested multiple times during Fire Drill Fridays, the weekly climate demonstrations she leads in Washington, DC, and discusses why civil disobedience is becoming a new normal in the age of climate change.
Fonda, J. (2019). Why I protest for climate justice. TEDWomen. https://www.ted.com/talks/jane_fonda_why_i_protest_for_climate_justice/transcript
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pressbooks
|
2025-03-22T05:09:33.966515
|
04-4-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://oercollective.caul.edu.au/open-climate/chapter/video/",
"book_url": "https://oercollective.caul.edu.au/open-climate/front-matter/introduction/",
"title": "Open Climate Resources for Teachers",
"author": "Ash Barber, Barbara Rainier, Dana Kuljanin, Garth Smith, Georgia Almond, Jing Shen, Kate Davis, Katya Henry, Kim Hall, Megan Tulloch-Nasir, Richard White, Ruth Cameron, Sara Roberts, Tara Burton",
"institution": "",
"subject": "Climate change, Education, Teachers’ classroom resources and material"
}
|
https://oercollective.caul.edu.au/open-climate/chapter/audio/
|
Audio
Paul Tucker on using systems thinking in practice
Paul Tucker (Sustainability Manager at Northampton Partnership Homes) speaks with Professor Simon Bell (Emeritus Professor of Innovation and Methodology at The Open University) about systems thinking with regard to sustainability. 13 mins, 17 seconds.
Tucker, P. (Host). (2022, February 9). Paul Tucker On Using Systems Thinking In Practice [Audio podcast]. https://www.open.edu/openlearn/nature-environment/paul-tucker-on-using-systems-thinking-in-practice
COP26 and climate justice for the Pacific
Discusses strategies Pacific Island countries have instigated during international climate negotiations. Suitable for higher education students and researchers.
Bessel, S. & Hunter, A. (Hosts). (2021, October 29). Policy Forum Pod: COP26 and Climate Justice for the Pacific [Audio podcast]. https://www.policyforum.net/podcast-cop26-and-climate-justice-for-the-pacific/
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pressbooks
|
2025-03-22T05:09:33.975561
|
04-4-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://oercollective.caul.edu.au/open-climate/chapter/audio/",
"book_url": "https://oercollective.caul.edu.au/open-climate/front-matter/introduction/",
"title": "Open Climate Resources for Teachers",
"author": "Ash Barber, Barbara Rainier, Dana Kuljanin, Garth Smith, Georgia Almond, Jing Shen, Kate Davis, Katya Henry, Kim Hall, Megan Tulloch-Nasir, Richard White, Ruth Cameron, Sara Roberts, Tara Burton",
"institution": "",
"subject": "Climate change, Education, Teachers’ classroom resources and material"
}
|
https://oercollective.caul.edu.au/open-climate/chapter/images/
|
Images
Yes to Renewables
Hundreds rallied outside the Victorian Parliament House opposing plans for brown coal allocation and development for a coal export industry from the La Trobe Valley and Gippsland. Can be used to illustrate a discussion or presentation on the movement for renewable energy in Australia, or government attitudes towards renewables.
Englart, J. (2013, December 10). Yes to Renewables: No coal export rally 10 Dec 2013. Flickr https://flic.kr/p/iegyNe
Pacific 1st prize
The guy in the dinghy and the two sports sailboats on the horizon having fun and enjoying themselves depicts the lax and couldn’t-care-less attitudes some developed countries have towards the issue of climate change. As for the poor people living on low level islands in the Pacific who are touched by the effect of climate change daily, it’s a matter of life and survival. This image could be used to provoke discussion on how Western countries are (not) taking responsibility for climate change, or how the people in the Pacific are trying to save themselves without Western intervention.
Osake, B. (2012, February 15). Pacific 1st prize. Flickr https://flic.kr/p/bzDBcy
St Kilda – Koala Funeral March
Forming part of a COP26 Global Day of Action, Extinction Rebellion – who have worked with a puppet production company to create a giant, smoldering koala (name’d Blinky), representing the terror our animals are facing in the climate emergency – led a march through St Kilda’s Catani Gardens. Could be used in a discussion on how Australian citizens react to the threat of climate change.
Hrkac, M. (2021, November 6). St Kilda – Koala Funeral March. Flickr https://flic.kr/p/2mGMUK7
Climate Justice Now – Melbourne climate march for our future
“Melbourne March for Our Future” was a snap climate action organised in a little over a week to tackle the climate emergency prompted by the continuation of coal mining in the Galilee Basin, and Queensland experiencing record temperatures in an extreme heatwave along with catastrophic fire weather.
Englart, J. (2018, December 8). Climate Justice Now – Melbourne climate march for our future – #stopAdani – IMG_3865. Flickr https://flic.kr/p/2c3sRGV
Earth’s future… Climate crisis rally Melbourne
Rally for the climate crisis, Saturday 22 February, 2022, Melbourne, organised by the Climate Justice Alliance.
Englart, J. (2020, February 22). Earth’s future… Climate crisis rally Melbourne. WikiCommons https://commons.wikimedia.org/wiki/File:Earth%27s_future…_Climate_crisis_rally_Melbourne_-_IMG_7639_(49568318123).jpg
|
pressbooks
|
2025-03-22T05:09:33.988014
|
04-4-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://oercollective.caul.edu.au/open-climate/chapter/images/",
"book_url": "https://oercollective.caul.edu.au/open-climate/front-matter/introduction/",
"title": "Open Climate Resources for Teachers",
"author": "Ash Barber, Barbara Rainier, Dana Kuljanin, Garth Smith, Georgia Almond, Jing Shen, Kate Davis, Katya Henry, Kim Hall, Megan Tulloch-Nasir, Richard White, Ruth Cameron, Sara Roberts, Tara Burton",
"institution": "",
"subject": "Climate change, Education, Teachers’ classroom resources and material"
}
|
https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/chapter-1/
|
Nursing Philosophy
To me, Nursing combines art and science, with the greatest nurses approaching their profession from a humanistic perspective, acknowledging patients’ different physical, emotional, and psychological requirements. They not only give care but also promote their patient’s general well-being. I am drawn to nursing because it allows me to interact with patients, learn new skills, thrive in fast-paced workplaces, and, most importantly, work with others. My mission is to help patients achieve optimal well-being while providing fair and polite care to everyone, regardless of background or beliefs. Nursing is about helping and advocating for those who are unable to speak up for themselves, exhibiting empathy and compassion while retaining autonomy in stressful situations.
|
pressbooks
|
2025-03-22T05:09:33.995240
|
11-20-2024
|
{
"license": "Public Domain",
"url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/chapter-1/",
"book_url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/front-matter/introduction/",
"title": "Paiges Nursing Portfolio",
"author": "paigemccormick",
"institution": "Trent University",
"subject": "The Arts"
}
|
https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/core-belifes-and-values/
|
Responsibility
Responsibility in nursing assures patient safety and well-being. Nurses are responsible for vital responsibilities including medicine administration and ethical decision-making, both of which have a direct impact on patient outcomes. Accepting this obligation builds confidence between nurses and patients, encourages responsibility, and maintains the profession’s integrity. Finally, it demonstrates a dedication to offering the greatest quality of treatment.
Integrity is another key value that sets my nursing career. I seek to keep ethical standards and retain honesty and integrity to all patients. To have integrity in nursing means to have strong ethical values that stress honesty and truthfulness. This includes advocating for my patients, ensuring they get the best care possible, and fighting for their rights. By upholding integrity, I foster trust among my patients and coworkers, which is critical for effective teamwork and collaboration in the healthcare setting.
Collaboration
Collaboration is when two or more people work together to achieve a common goal. In nursing, we will work with a ton of people everyday. To provide a welcoming experience for patients, nurses must engage in collaborative care practices during these exchanges. Collaborative care methods are critical for communication, relationships, patient experience, and better outcomes. When healthcare professionals can interact respectfully and professionally, it results in a high-quality working environment for both doctors and patients.
Compassion
Compassion is crucial in nursing and to me the most important value, because it develops a strong bond between nurses and patients. It entails understanding and empathizing with patients’ experiences, which can greatly increase their comfort and trust during difficult times. By expressing compassion, nurses foster a supportive environment that promotes healing and open communication, resulting in greater patient outcomes and satisfaction.
|
pressbooks
|
2025-03-22T05:09:34.005660
|
11-20-2024
|
{
"license": "Public Domain",
"url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/core-belifes-and-values/",
"book_url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/front-matter/introduction/",
"title": "Paiges Nursing Portfolio",
"author": "paigemccormick",
"institution": "Trent University",
"subject": "The Arts"
}
|
https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/personal-reflection/
|
Reflection
In September 2023, I started nursing school at Trent University in Peterborough, Ontario. This was a turning point in my life, as I graduated from high school and began taking on adult duties. I started living independently, paying my own bills, and adjusting to a completely distinct lifestyle. My interest for nursing began in childhood, encouraged by my mother and other aunts and cousins who are also nurses. i am also a type one diabetic and was diagnosed from a very young age and have had to carry this throughout life, which is another huge reason as to why i went into nursing school. Growing up in a household centred around healthcare practices exposed me to the profession’s passion and tenacity. Seeing my family’s dedication to their careers motivated me to pursue a career in healthcare.
New experiences present new problems, and I found combining school, work, and social life to be especially difficult. This is not my first time attending this nusring course. Last year, while living in residence, I struggled and eventually came back home for support. As a first-year student, I wasn’t sure what to expect, and the schoolwork proven to be really difficult. I pondered dropping out due to feelings of overload and discouragement. However, I am happy that I decided to face it again. This second effort has been significantly more fulfilling, and I am now enjoying my studies and looking forward to my future as a registered nurse.
According to research, a supportive learning atmosphere combined with hands-on experiences is critical to nursing students’ performance (CNO 2006). I’ve seen that our curriculum places a high value on these ideas, which are exactly what my learning style requires. Nursing’s collaborative character also allows for the development of strong interpersonal connections. Working closely with patients, families, and other healthcare professionals cultivates a sense of community and teamwork, which I find quite rewarding.
Many nursing students are inspired by their own healthcare experiences, which inspire them to help others overcome similar issues. For me, this path is more than just receiving a degree. it reflects a lifelong dedication to compassion, activism, and the pursuit of knowledge in the service of others. At the start of my nursing training, I was excited to learn about how nursing objectives influence the care we deliver to patients and communities. The College of Nurses of Ontario (CNO) states that “patient-centered care is an essential component of health care” (CNO, 2022).
The therapeutic communication skills we’ve been learning will be quite useful in our clinical projects. I’ve learned that efficient communication is essential in healthcare. Not only between patients and physicians but also among coworkers. I’m preparing for the challenges that our first clinical placement will bring, but I’m also eager about the learning opportunities that await me. This hands-on application of nursing principles we learned in our first semester will be critical in moulding my career as a nurse, and I am excited to make a good influence on my future patients. Each step of this journey reinforces my commitment to nursing, lifelong learning, and compassionate care.
|
pressbooks
|
2025-03-22T05:09:34.013883
|
11-20-2024
|
{
"license": "Public Domain",
"url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/personal-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/front-matter/introduction/",
"title": "Paiges Nursing Portfolio",
"author": "paigemccormick",
"institution": "Trent University",
"subject": "The Arts"
}
|
https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/smart-goals/
|
SMART goals
Goal #2 long-term goal: By the end of April 2025 I hope to become very comfortable when it comes to one on one patient care, learning basic nursing skills and being able to fully take care of a patient without as many questions or without any help/ able to complete on my own. commutation skills with patients.
Goal #1 short term goal: During the up coming semester of winter 2024/2025. my goal during clinical placement in the long term care home is to learn the roles and responsibility of nurses as well had learning how to react to those roles and complete a full patient assessment. with the knowledge of a first year nursing student by the first 2 weeks into clincal
|
pressbooks
|
2025-03-22T05:09:34.021168
|
11-20-2024
|
{
"license": "Public Domain",
"url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/smart-goals/",
"book_url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/front-matter/introduction/",
"title": "Paiges Nursing Portfolio",
"author": "paigemccormick",
"institution": "Trent University",
"subject": "The Arts"
}
|
https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/artifacts/
|
Artifacts
My next artifact is my mask fit test. This experience was both practical and meaningful as it involved getting together with other aspiring nurses and practicing professionals to determine which mask would provide the best fit and protection in a hospital setting. It was exciting to collaborate with others who share my passion for nursing while preparing for real-world scenarios. The test also reinforced the importance of readiness, especially in the event of another pandemic. It was a significant step in understanding the vital role nurses play in protecting themselves and others while working in high-pressure environments. This moment reminded me of the responsibilities and challenges I will face in my future career.
My last artifact is my doctor’s office. As a type one diabetic, medicine has always been a significant part of my life and a source of fascination. I’ve always said I want to be a nurse, not only because it runs in my family but because it has always been a deep personal interest of mine. However, the nurse at the hospital on the day of my diagnosis made an incredible impact on me. Her care, compassion, and expertise left a lasting impression, inspiring me to pursue this career. From that moment, I knew I wanted to be that kind of nurse for others, someone who could make a difference during life’s most challenging moments.
|
pressbooks
|
2025-03-22T05:09:34.034502
|
11-20-2024
|
{
"license": "Public Domain",
"url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/chapter/artifacts/",
"book_url": "https://ecampusontario.pressbooks.pub/paigemccormicknursingportfolio/front-matter/introduction/",
"title": "Paiges Nursing Portfolio",
"author": "paigemccormick",
"institution": "Trent University",
"subject": "The Arts"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/construct-triangles-triangulation/
|
1 Construct Triangles – “Triangulation”
When the Three Lengths Are Known (3-4-5)
- Draw a line equal to one of the known lengths.
- Set your compass to the second known length (6 inches) and swing an arc from one end of the line (point A).
- Set your compass to the third known length (3 inches) and swing an arc from the other end (point B) of the line, crossing the first arc.
- Complete the triangle by drawing two lines from the ends (points A and B) of the line to the cross point of the two arcs.
definition
a portion of a circumference
|
pressbooks
|
2025-03-22T05:09:34.043726
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/construct-triangles-triangulation/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/bisect-a-line/
|
2 Bisect a Line
- Draw a line.
- Set your compass to approximately ¾ of the length of the line. (The important thing is that it is set to more than half. The further away from half way, the more accurate, but the larger the space required becomes.)
- Keeping this distance set on your compass, swing an arc from both ends of the line towards the centre of the line.
- Draw a line, connecting the two intersection points of the arcs.
definition
a portion of a circumference
|
pressbooks
|
2025-03-22T05:09:34.052969
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/bisect-a-line/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/bisect-an-arc/
|
3 Bisect an Arc
- Draw an arc.
- Draw a line (chord) that connects the two points of the arc (now, bisect the line).
- Set your compass to approximately ¾ of the length of the line. (The important thing is to set it to more than half. The further past half way, the more accurate, but the larger the space required becomes.)
- Keeping this distance set on your compass, swing arcs from both ends of the line, directed towards the centre.
- Draw a line through the two intersection points of the arcs.
definition
a portion of a circumference
a straight line from 2 points on a circumference
to divide in half
|
pressbooks
|
2025-03-22T05:09:34.063303
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/bisect-an-arc/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/bisect-an-angle/
|
4 Bisect an Angle
- Set your compass to a radius of reasonable distance inside the angle and swing it from the vertex to create an arc inside the angle.
- . Draw a line (chord) from the 2 points that cross the lines that make the angle.
- Now, bisect the line (chord). You can use the vertex as one point, so you only need arc outside the chord. Set your compass to approximately ¾ of the length of the line.
- Keeping this distance set on your compass, swing arcs from both ends of the line.
- Draw a line through the vertex to the intersection of the arcs.
definition
the point at which an angle is formed
a portion of a circumference
a straight line from 2 points on a circumference
to divide in half
|
pressbooks
|
2025-03-22T05:09:34.074186
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/bisect-an-angle/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/copy-an-angle/
|
5 Copy an Angle
This is a similar process to creating a triangle.
- Draw the angle to be copied and label it A-B-C. Then, draw a baseline for the new angle and label it A-B.
- Set your compass to a radius of reasonable distance. Swing it from the vertex point of the original angle and from point A of the new baseline
- Pick up the distance of this arc from the original angle and transfer it to the copied angle.
- Draw in the line from point A to the intersection point to form the angle. Pick up distance A-C and transfer if required.
definition
the distance from center to any point of the circumference, half the diameter
the point at which an angle is formed
a portion of a circumference
|
pressbooks
|
2025-03-22T05:09:34.085494
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/copy-an-angle/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/create-a-parallel-line/
|
6 Create a Parallel Line
- Draw a line.
- Set your compass equal to the distance required for the parallel line.
- Swing at least two arcs from the line.
- Create the parallel line from the peak (point of tangency) of the arcs.
definition
a line/plane that is equal distance from another
a portion of a circumference
a straight line that touches the circle at only one point
|
pressbooks
|
2025-03-22T05:09:34.095448
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/create-a-parallel-line/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/create-a-perpendicular-line/
|
7 Create a Perpendicular Line
Create a Perpendicular Line at the Middle of a Line
- Draw a line.
- Bisect the line.
- In bisecting the line, we have created a perpendicular line (x-y axis).
Create a Perpendicular Line at the End of a Line
- Draw a line.
- Set your compass to a radius of reasonable distance.
- Swing that arc from the end of the line.
- Using the same distance (radius) on your compass, swing that distance along the arc twice. Each time you swing the radius along its own arc/circumference, it create a 60° angle and sector.
- Bisect the arc between the last two points. We are bisecting the second 60° sector to create two 30° sectors. If we then look at the arc, we have a 60° sector and a 30° sector, which combine to make a 90° quadrant.
- From the end of the line, draw a line through the last point.
definition
to divide in half
a line/plane which is 90° to another
the distance from center to any point of the circumference, half the diameter
the distance around a circle, perimeter of a circle
the area of a circle bound by 2 radii and an arc
a sector which equals one quarter of the area of a circle
|
pressbooks
|
2025-03-22T05:09:34.107997
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/create-a-perpendicular-line/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/draw-an-arc-through-3-points/
|
8 Draw an Arc Through Three Points
- Establish three random points. (Under normal conditions, these points will not be random.)
- Draw two lines to connect the points.
- Bisect the two lines and create perpendicular lines.
- Where the two perpendicular lines cross becomes the radius point for the arc.
- Set your compass from the established radius point to one of the three points.
- Swing the arc through the points.
definition
to divide in half
a line/plane which is 90° to another
the distance from center to any point of the circumference, half the diameter
a portion of a circumference
|
pressbooks
|
2025-03-22T05:09:34.119022
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/draw-an-arc-through-3-points/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/divide-a-circle-into-12-equal-parts/
|
9 Divide a Circle Into 12 Equal Parts
- Draw an x-y axis.
- Draw a circle.
- From each quadrant point, swing the radius in both directions to cross the circumference. (Remember, when we swing the radius along an arc of equal distance, we create 60°.) As we do it both ways, we end up with 30°-60°-90° all the way around the circumference.
This is one of the most common techniques we use. Know it well!!!
definition
a sector which equals one quarter of the area of a circle
the distance from center to any point of the circumference, half the diameter
the distance around a circle, perimeter of a circle
a portion of a circumference
|
pressbooks
|
2025-03-22T05:09:34.131750
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/divide-a-circle-into-12-equal-parts/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/divide-a-line-using-a-ruler-on-an-angle-print/
|
10 Divide a Line Using a Ruler on an Angle
- Draw a rectangle.
- Determine a larger length that divides easily into how many equal spaces you want. (For example, if four equal spaces are required, 10 inches, 12 inches, 16 inches, etc. are good choices.)
- Angle the ruler so that zero and the number chosen, in this case 10 inches, are on the vertical, outside edges of the rectangle (you may need to extend the vertical lines of the rectangle).
- Mark the divisions along the ruler and square them vertically. If four divisions are required and 10 inches is chosen, then mark every 2.5 inches on the ruler.
This is one of the most common techniques we use. Know it well!!!
definition
a line/plane straight up and down, vertically level (plumb)
|
pressbooks
|
2025-03-22T05:09:34.142471
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/divide-a-line-using-a-ruler-on-an-angle-print/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/create-a-hexagon/
|
11 Create a Hexagon
If we think of a hexagon inside a circle, it has a radius equal to the length of any given side. This makes it quite easy to construct.
- Set your compass to the desired radius or side length.
- Draw a circle.
- Using the same radius, swing it along the circumference six times. Remember, this creates 60° sectors.
- Connect the points to create the hexagon.
definition
the distance from center to any point of the circumference, half the diameter
the distance around a circle, perimeter of a circle
the area of a circle bound by 2 radii and an arc
|
pressbooks
|
2025-03-22T05:09:34.153632
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/create-a-hexagon/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/create-other-polygons-print/
|
12 Create Other Polygons
- Choose how many side you want.
- Choose a side length. Think of this line as a radius.
- Draw a baseline double that length.
- Set you compass to the side length (radius).
- Draw a half circle from the centre of the line.
- Divide the half circle into the number of sides required and number it (other geometric construction techniques will be used here).
- Draw a line from the radius point to the third point and label the angle/triangle A-B-C. This will create an angle equal to the polygon angle (for example, five sides equals 5 ÷ 360 = 72°).
- Use “Draw an Arc Through Three Points” to find the radius point for A-B-C.
- Use this radius to draw a complete circle.
- Set your compass to the required side length and swing it along the circumference however many times needed to complete the polygon.
definition
the distance from center to any point of the circumference, half the diameter
the distance around a circle, perimeter of a circle
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"title": "Pattern Development: Sheet Metal Level 1",
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/video-geometric-construction-print/
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Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
1. Construct Triangles - "Triangulation"
2. Bisect a Line
3. Bisect an Arc
4. Bisect an Angle
5. Copy an Angle
6. Create a Parallel Line
7. Create a Perpendicular Line
8. Draw an Arc Through Three Points
9. Divide a Circle Into 12 Equal Parts
10. Divide a Line Using a Ruler on an Angle
11. Create a Hexagon
12. Create Other Polygons
13. Video: Geometric Construction
14. Pipe on a Miter
15. Equal Diameter 90 Degree Tee
16. Unequal Diameter 90 Degree Tee-Shop Method
17. Off Centre 90 Degree Tee
18. Oblique Tee
19. Round Elbow
20. Right Cone
21. Pyramid
22. Frustum of a Cone
23. Cone on a Pitch/Miter
24. On-Centre Square to Round
25. On-Centre Round to Taper
26. Off-Centre Square to Round
27. Off-Centre Round Taper
28. Way Off Centre Square to Round or Any Shape
Glossary
Previous/next navigation
Pattern Development: Sheet Metal Level 1 Copyright © by Brian Coey is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/pipe-on-a-miter/
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14 Pipe on a Miter
- Draw a full plan (top) and elevation view (front) of the project, complete with the miter line.
- Divide the plan view into 12 equal parts (see Divide a Circle Into 12 Equal Parts) and label it. It is common practice to label a round object with numbers.
- Project the plan view divisions down into the elevation view.
- Draw the stretch-out directly to the right of the elevation view and divide it into 12 equal parts (see Divide a Line Using a Ruler on an Angle). Label it to match the plan view and make sure to start the labeling where you want the seam. Add any required seam allowances outside of the stretch-out.
- At the points where the element lines cross the miter line, project them into the stretch-out.
- Following the labeling, circle the intersection points on the stretch-out. Don’t put a dot over the points, but circle around them.
- Using a flexible curve, join the points to draw in the miter line, completing the pattern.
definition
looking down at something, a “birds eye view”, “floor plan” (2D)
looking at the front or side of something, to have elevation (height), 2D
an intersection of 2 pieces- an irregular cut on the end of something
a shape which has been “stretched out”, to take a perimeter and make it straight
a line representing an edge or bend
the shape of the object, still in 2D form
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2025-03-22T05:09:34.193753
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/equal-diameter-90-deg-tee/
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15 Equal Diameter 90 Degree Tee
We can start to take some short-cuts in our drawing. Instead of drawing a full plan view, we will use profiles. You can always go back to drawing the full plan view!
- Draw a full front elevation view and end elevation view (right side). Notice that the tee does not go passed centre of the pipe, it never will. Because of that, we can delete that portion of the drawing.
- Draw profiles on the tee in both views and divide into 6 equal parts (see Divide a Circle Into 12 Equal Parts). Include all labeling. Keep in mind that the labeling will rotate 90° with the view.
- Draw in the element lines from the profile divisions.
- Where the element lines hit the pipe in the end elevation view, project them horizontally into the front view.
- Following the labeling, draw in the miter line in the front view.
- Draw the tee stretch-out and divide into 12 equal parts (see Divide a Line Using a Ruler on an Angle). Label the stretch-out to match the elevation views.
- Transfer/project the corresponding points from the elevation views to the stretch-out.
- Use a flexible curve to draw in the miter line, completing the pattern.
definition
looking at the front or side of something, to have elevation (height), 2D
a half of a plan view, drawn on the outside of an object
a line representing an edge or bend
a line/plane level with the horizon. Flat, level
an intersection of 2 pieces- an irregular cut on the end of something
a shape which has been “stretched out”, to take a perimeter and make it straight
the shape of the object, still in 2D form
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/unequal-diameter-90-deg-tee/
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16 Unequal Diameter 90 Degree Tee-Shop Method
We will continue to use short-cuts. In this example, we move the views into the blank size and minimize our drawing. It still gives us the point “where the tee hits the pipe” and it is much more manageable to do in the shop. This method can be used on any tee besides an oblique tee.
- Calculate the blank size. Use the stretch-out for one dimension (horizontal) and the seam height plus the radius of the pipe for the second (vertical) dimension. Add any seam allowances on before shearing the blank size.
- With your dividers, swing the radius of the pipe to 180° at the bottom of the blank. Then, from the same radius point, swing the radius of the tee and divide it into 6 equal parts (see Divide a Circle Into 12 Equal Parts) and label it. Remember that only the tee is divided. Also, notice that the half circles are symmetrical, so a quarter circle is the minimum required in this case.
- Project the divisions of the tee vertically into the pipe and where they intersect, project them horizontally.
- Divide the blank size into 12 equal parts (see Divide a Line Using a Ruler on an Angle). Remember to only divide the circumference, any seam allowance should not be included in the divisions.
- Label the stretch-out to match the profiles, starting at the seam.
- Start the pattern at your seam and follow the labeling. Notice the pattern of over 1, up/down 1, until you reach the last line and then it reverses.
- Draw the miter line on the pattern with a flexible curve
definition
a line/plane level with the horizon. Flat, level
the distance from center to any point of the circumference, half the diameter
a line/plane straight up and down, vertically level (plumb)
a shape which has been “stretched out”, to take a perimeter and make it straight
a half of a plan view, drawn on the outside of an object
the shape of the object, still in 2D form
an intersection of 2 pieces- an irregular cut on the end of something
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pressbooks
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2025-03-22T05:09:34.222444
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03-30-2023
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/off-center-90-deg-tee/
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17 Off Centre 90 Degree Tee
- Draw a full front elevation view and end elevation view.
- Draw profiles on the tee in both views and divide into 6 equal parts (see Divide a Circle Into 12 Equal Parts). Include all labeling. Remember that the labeling will flip with the view.
- Draw in the element lines from the profile divisions.
- Where the element lines hit the pipe in the end view, project them horizontally into the front view.
- Following the labeling, draw in the miter line in the front view.
- Draw the tee stretch-out and divide into 12 equal parts (see Divide a Line Using a Ruler on an Angle). Label the stretch-out to match the elevation view.
- Transfer/project the corresponding points from the front elevation view to the stretch-out.
- Circle the points and use a flexible curve to complete the pattern.
definition
looking at the front or side of something, to have elevation (height), 2D
a half of a plan view, drawn on the outside of an object
a line representing an edge or bend
a line/plane level with the horizon. Flat, level
an intersection of 2 pieces- an irregular cut on the end of something
a shape which has been “stretched out”, to take a perimeter and make it straight
the shape of the object, still in 2D form
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pressbooks
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2025-03-22T05:09:34.235317
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03-30-2023
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/oblique-tee-print/
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18 Oblique Tee
Note: This is the only tee which requires a full front elevation view.
- Draw a full front and end elevation view.
- Draw profiles on the tee in both views and divide into 6 equal parts (see Divide a Circle Into 12 Equal Parts). Include all labeling.
- Draw in the element lines from the profile divisions.
- Where the element lines hit the pipe in the end view, project them horizontally into the front view.
- Following the labeling, draw in the miter line in the front view.
- Draw the tee stretch-out to the right and divide it into 12 equal parts (see Divide a Line Using a Ruler on an Angle). Label to match the elevation views.
- Using your compass, transfer the corresponding points from the front elevation view to the stretch-out. Note: The element lines cannot be projected in this case because the stretch-out is not perpendicular to the tee. In the case of a 90° tee, it is at a right angle to the stretch-out. To be able to project an oblique tee, the stretch-out must be draw at an angle equal to the tee angle. This usually takes too much room to justify doing so.
- Use a flexible curve to join the points and complete the pattern.
definition
looking at the front or side of something, to have elevation (height), 2D
a half of a plan view, drawn on the outside of an object
a line representing an edge or bend
a line/plane level with the horizon. Flat, level
an intersection of 2 pieces- an irregular cut on the end of something
a shape which has been “stretched out”, to take a perimeter and make it straight
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pressbooks
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2025-03-22T05:09:34.249488
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03-30-2023
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/round-elbow/
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19 Round Elbow
- Use the elbow rule (# of pcs × 2 − 2) to find the number of gores. For our example, it is 4 × 2 − 2 = 6. Each end piece is made up of 1 gore and each middle piece is made up of two gores.
- Use the angle of the elbow divided by the number of gores to find the miter angle. In our case, 90° ÷ 6 = 15°.
- Now that we know the miter angle is 15°, we can use an end gore and lay it out similar to a “Pipe on a Miter” (see Pipe on a Miter).
- Draw an elevation view, complete with the miter line.
- Draw a profile below (see Divide a Circle Into 12 Equal Parts) and label it.
- Project the profile divisions up into the elevation view.
- Draw the stretch-out (6 × Pi) directly to the right of the elevation view and divide it into 12 equal parts (see Divide a Line Using a Ruler on an Angle). Label it to match the elevation view and make sure to start the labeling on centre of the gore. Add any required seam allowances outside of the stretch-out.
- At the points where the element lines cross the miter line, project them into the stretch-out.
- Following the labeling, circle the intersection points on the stretch-out. Don’t put a dot over the points, but circle around them.
- Using a flexible curve, join the points to draw in the miter line, completing the pattern.
- Draw an elevation view, complete with the miter line.
- We now need to finish the calculation for the blank size of the elbow. We already have the stretch-out, but we need the height. This is found by multiplying the seam height by the number of gores. For our example, simply measure the elevation view and find the height of the element line on centre of the gore. This should be 2 7/16″. 2 7/16″ × 6 =14 5/8″.
- Now, cut out the blank size.
- Mark the seam height of each gore vertically on the stretch-out.
- To complete the elbow, trace or transfer the first gore pattern onto the blank and cut it out. Then, flip it and trace it for the rest of the gores. Do not flip left to right, only up and down and remember that you must leave 2 seam heights (2 gores) for the middle pieces. This will allow the seams to be orientated on opposing sides and produce the “fish” pattern.
the number of pieces of a round elbow times 2 then minus 2(# of pcs x 2-2) gives us the number of gores in the elbow
a part of a round elbow which allows us to calculate the miter angle
an intersection of 2 pieces- an irregular cut on the end of something
looking at the front or side of something, to have elevation (height), 2D
a half of a plan view, drawn on the outside of an object
a shape which has been “stretched out”, to take a perimeter and make it straight
a line representing an edge or bend
the shape of the object, still in 2D form
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pressbooks
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2025-03-22T05:09:34.266464
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03-30-2023
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"title": "Pattern Development: Sheet Metal Level 1",
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/right-cone-print/
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20 Right Cone
- Draw an elevation view.
- Profile the base of the elevation view and divide it into six equal parts (see Divide a Circle Into 12 Equal Parts).
- Label the profile from 1 to 7 and project the divisions vertically into the base of the cone.
- Project the element lines from the base to the apex of the cone.
- Locate a radius point where you want to develop the pattern. Unlike Parallel line, it doesn’t matter where this is. There is no projection into the pattern like we used before. But keep in mind that you may require enough room to fit a diameter equal to two slant heights.
- With your compass, take the slant height from the elevation view and swing an arc (stretch-out arc). Because we don’t know how long the arc needs to be yet, we use best judgement. We do know that it will be equal to the base circumference. The shallower the cone is, the larger the stretch-out angle will be. A very steep cone will be a much smaller angle
- Establish a starting point for the pattern and draw a line back to the radius point. The starting point can be anywhere along the arc
- Set your compass to a step-off. From your starting point, swing it 12 times along the stretch-out arc.
- Connect the last point back to the radius point to complete the pattern.
definition
looking at the front or side of something, to have elevation (height), 2D
a half of a plan view, drawn on the outside of an object
a line representing an edge or bend
the intersection point of a cone, as seen in the elevation view
the hypotenuse of a cone, outside edge. The slant height is always a true length in the elevation view
the angle or arc which encompasses a radial line pattern
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pressbooks
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2025-03-22T05:09:34.279965
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03-30-2023
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"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/right-cone-print/",
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/pyramid-print/
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21 Pyramid
Any number of sides can be developed with this same method.
- Draw a plan and elevation view. When a pyramid is being developed, the plan view must have a point on the X axis to to give it a true length in the elevation view.
- Locate a radius point where you want to develop the pattern.
- With your compass, take the slant height from the elevation view and swing an arc (stretch-out arc).
- Establish a starting point for the pattern and draw a line back to the radius point. The starting point can be anywhere along the arc.
- Set your compass to a length equal to one side of the base. From your starting point, swing it as many times as sides along the stretch-out arc.
- Connect all the points back to the radius point to complete the pattern.
definition
looking down at something, a “birds eye view”, “floor plan” (2D)
looking at the front or side of something, to have elevation (height), 2D
the hypotenuse of a cone, outside edge. The slant height is always a true length in the elevation view
the angle or arc which encompasses a radial line pattern
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pressbooks
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2025-03-22T05:09:34.292835
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03-30-2023
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
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https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/frustum-of-a-cone/
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22 Frustum of a Cone
- Draw an elevation view, including the apex point.
- Profile the base of the elevation view and divide it into 6 equal parts.
- Label the profile from 1 to 7 and project the divisions vertically into the base of the cone.
- Project the element lines from the base to the apex of the cone.
- Locate a radius point where you want to develop the pattern.
- With your compass, take the large slant height from the elevation view and swing an arc from the radius point.
- Set your compass to the small slant height and swing it from the same radius point.
- Along the stretch-out (large) arc, establish a starting point for the pattern and draw a line back to the radius point.
- Set your compass to a step-off. From your starting point, swing it 12 times along the stretch-out arc. In this case, this must be done on the large or stretch-out arc because that is where the step-off is taken from.
- Connect the last point back to the radius point to complete the pattern.
definition
looking at the front or side of something, to have elevation (height), 2D
the intersection point of a cone, as seen in the elevation view
a half of a plan view, drawn on the outside of an object
a line representing an edge or bend
the hypotenuse of a cone, outside edge. The slant height is always a true length in the elevation view
the angle or arc which encompasses a radial line pattern
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pressbooks
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2025-03-22T05:09:34.305688
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03-30-2023
|
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/cone-on-a-pitch-miter-print/
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23 Cone on a Pitch/Miter
- Draw an elevation view, including the apex point.
- Profile the base of the elevation view and divide it into six equal parts.
- Label the profile from 1 to 7 and project the divisions vertically into the base of the cone.
- Project the element lines from the base to the apex of the cone.
- Draw in the miter line.
- Where the element lines cross the miter line, project them horizontally to the outside edge. This now creates seven different slant heights.
- Locate a radius point where you want to develop the pattern.
- With your compass, take the large slant height and swing an arc.
- Set your compass to all of the remaining slant heights and swing them from the radius point.
- Establish a starting point for the pattern and draw a line back to the radius point.
- Set your compass to a step-off. From your starting point, swing it 12 times along the stretch-out arc and label each point to match the elevation view. Start your numbering where you want the seam, commonly put on the short side of the cone.
- Connect the all of the points back to the radius point.
- Following your numbering, circle each intersection point. This will create the pattern of over 1, down 1.
- Use a flexible curve to connect the points and create the pattern.
looking at the front or side of something, to have elevation (height), 2D
the intersection point of a cone, as seen in the elevation view
a half of a plan view, drawn on the outside of an object
a line representing an edge or bend
an intersection of 2 pieces- an irregular cut on the end of something
the hypotenuse of a cone, outside edge. The slant height is always a true length in the elevation view
the angle or arc which encompasses a radial line pattern
|
pressbooks
|
2025-03-22T05:09:34.319826
|
03-30-2023
|
{
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"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
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|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/on-centre-square-to-round-print/
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24 On-Centre Square to Round
A square to round can only be formed in halves, so we always develop a half pattern.
- Draw a full plan view complete with all element lines and labeling. Label one half of the plan view, the round end with numbers and the square end with letters. Notice the lines of symmetry in the plan view. Parts of the drawing can be deleted because of this symmetry. In this case, it is on centre in both directions, so a quarter plan view is the minimum required to avoid duplication. But, sometimes it is easier to draw at least a half plan, there is no harm in drawing more than the minimum required.
- Create a true length diagram (TLD) with the vertical height of the fitting and a horizontal length long enough to fit any of the element lines.
- Take the element lines A-1, A-2 and C-7 from the plan view and place them in the horizontal of the TLD. In this case, all other lines will be a duplicates of these 3 lines. Still, label the TLD with ALL of the element lines so you don’t make a mistake!!!
- Draw a baseline equal to line A-B. We are now ready to triangulate
- From the TLD, pick up the true length of line A-4 and swing it upwards from point A towards the centre. Then swing it from point B. Where these arcs cross is point 4. We now have our first triangle, A-B-4. This is our first step of triangulating. Remember that triangulation means using two known points to create a third. In this case, the known points are A and B and the unknown is 4.
- Next, pick up true length of line A-3 and swing it from point A. In this step our two known points are now points A and 4 (or B and 4) and the unknown is 3. In each step, we will use the last point created as one of our new known points. Because the fitting is symmetrical, continue to work both sides at the same time. We will only discuss one side here, but the steps repeat on the other side.
- Pick up line 3-4, a step-off, from the plan view and swing it from point 4, to create point 3. When we look at our plan view, we have labeled it in a way that numbers are at one end and letters on the other. So, when we go from one end to the other (number to letter), we need to find the true length, but when we go from number to number (or letter to letter) we don’t have any elevation change involved. We are just going horizontally along the end, which means it is a true length in the plan view.
- Pick up line A-2 and swing it from point A.
- Pick up a step-off and swing it from point 3, to create point 2
- Pick up line A-1 and swing it from point A.
- Pick up a step-off and swing it from 2, to create point 1.
- Pick up line C-1 and swing it from 1. This is our first step where we are not swinging from A; we now must swing from 1. Always be thinking of the known points and the unknown. We must always swing an arc from a known point. For this triangle, the known points are A and 1 and the unknown is C. So, line C-1 has to be swung from 1 since we don’t know where C is yet.
- Pick up line A-C from the plan view (remember that letter to letter is true length) and swing it from point A, to create point C. The way to check our work is this last triangle should be a right triangle. Point C should be 90°, if it’s not, go back and check your work.
- Draw in the all the element lines and outside edges, using a flexible curve for the round end.
- Cut out and trace the pattern for the other half.
definition
looking down at something, a “birds eye view”, “floor plan” (2D)
a line representing an edge or bend
a 90° corner in that we use to find the actual length of a line
a dimension or line that is not distorted by the view
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pressbooks
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2025-03-22T05:09:34.334988
|
03-30-2023
|
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"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/on-centre-square-to-round-print/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
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|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/on-centre-round-to-taper-print/
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25 On-Centre Round to Taper
- Draw a full plan view complete with all element lines and labeling. Label one half of the plan view, travel from large end to small end, zig-zagging back and forth with the numbering 1-14. Notice the lines of symmetry in the plan view. Every round to round will be on centre one way, but it is always worth drawing the whole thing.
- Create a TLD and label all the element lines. Remember, any element line which travels from one end of the fitting to the other, will need to be put into a true length diagram.
- Draw a vertical line equal to the true length of line 1-2. Square to rounds always start with a horizontal line and round tapers always start with a vertical line. We are now ready to triangulate.
- From the TLD, pick up the true length of line 2-3 and swing it from point 2, back towards point 1. Remember to work both sides at the same time.
- Next, pick up step-off 1-3 and swing it from point 1, to complete point 3. When we look at our plan view, we have labeled it in a way that odd numbers are at one end and even on the other. So, when we go from one end to the other (odd to even), we need to find the true length, but when we go from even to even or odd to odd we don’t have any elevation change involved. We are just going horizontally along the end, which means it is a true length in the plan view.
- Pick up line 3-4 from the TLD and swing it from point 3 back towards point 2.
- Pick up the step-off and swing it from point 2, to complete point 4.
- Follow this same procedures, swing a true length of an element line and a step-off to create the next point until you reach point 14.
- Draw in the all the element lines and outside edges, use a flexible curve for the round ends. Because this is a fitting that could be done in radial line, although maybe not practical, the pattern will follow the same shape, having a common radius point and parallel arcs.
definition
looking down at something, a “birds eye view”, “floor plan” (2D)
looking at the front or side of something, to have elevation (height), 2D
a 90° corner in that we use to find the actual length of a line
a dimension or line that is not distorted by the view
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pressbooks
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2025-03-22T05:09:34.347495
|
03-30-2023
|
{
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"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/on-centre-round-to-taper-print/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/off-centre-square-to-round-print/
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26 Off-Centre Square to Round
The only difference with this fitting is a few more element line lengths than an on-centre, the process is exactly the same.
- Draw a full plan view complete with all element lines and labeling. Choose a line of symmetry to place the seam so you only need to make 1 pattern. Label one half of the plan view, the round end with numbers and the square end with letters.
- Create a TLD and label it
- Draw a baseline equal to line A-B.
- Pick up the true length of line A-4 and swing it from point A.
- Next, pick up true length of line B-4 and swing it from point B. Where it crosses the first arc, becomes point 4.
- Pick up a step-off from the plan view and swing it from point 4. Unlike an on-centre square to round, this fitting needs to be developed one side at a time. Complete one side, then go back to finish the other side.
- Pick up the true length of line A-3 and swing it from point A.
- Pick a step-off and swing it from point 3.
- Pick up the true length of line A-2 and swing it from point A.
- Pick up a step-off and swing it from 2.
- Pick up the true length of line A-1 and swing it from point A.
- Pick up the true length of line D-1 and swing it from 1.
- Pick up line A-D from the plan view (remember that letter to letter is true length) and swing it from point A. Remember that point D should be 90°. If it not, go back and check your work.
- Now, go back to point 4 and work the pattern to the other side, completing it at point C. Notice in this example, line C-7 has no length in the plan view, it is a dot. The true length is the vertical height. Zero plan length put 90 deg to the vertical height, will have no change to the vertical height.
- Draw in the all the element lines and outside edges, using a flexible curve for the round end.
definition
looking down at something, a “birds eye view”, “floor plan” (2D)
a line representing an edge or bend
a 90° corner in that we use to find the actual length of a line
a dimension or line that is not distorted by the view
a line/plane straight up and down, vertically level (plumb)
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pressbooks
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2025-03-22T05:09:34.362273
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/off-centre-square-to-round-print/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/off-centre-round-taper-print/
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27 Off-Centre Round Taper
- Draw a full plan view complete with all element lines and labeling. Label one half of the plan view, go from large end to small end, zigzagging back and forth with the numbering 1-14. Remember, every round to round will be on centre one way, but it is always worth drawing the whole thing.
- Create a TLD and label all the element lines.
- Draw a vertical line equal to the true length of line 13-14.
- From the TLD, pick up the true length of line 13-12 and swing it from point 13 back towards point 14. Remember to work both sides at the same time.
- Next, pick up step-off 14-12, and swing it from point 14.
- Pick up line 12-11 from the TLD, and swing it from point 12.
- Pick up step-off 11-13, and swing it from point 13.
- Follow this same procedures, swing the true length of an element line and a step-off to create the next point until you reach point 1.
- Draw in the all the element lines and outside edges, use a flexible curve for the round ends.
definition
looking down at something, a “birds eye view”, “floor plan” (2D)
a line representing an edge or bend
a 90° corner in that we use to find the actual length of a line
a dimension or line that is not distorted by the view
|
pressbooks
|
2025-03-22T05:09:34.374289
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/off-centre-round-taper-print/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/way-off-centre-square-to-round/
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28 Way Off Centre Square to Round or Any Shape
For any square to round, we want to think of the four quadrants of each end. No matter how they are configured, if we connect each of the corresponding quadrants (upper left to upper left, lower left to lower left, etc.), we can develop the pattern in the same way done previously. If we think of other shapes, as long as we can connect the two ends with element lines, which create triangles, we can triangulate it. We just have to think about forming it!
- Draw a full plan view complete with all element lines and labeling.
- Create a TLD with all element lines required.
- Start with baseline of two known points then triangulate the third point.
- Follow the basic steps of triangulation to finish the pattern. In the case of a square to round with NO line of symmetry, two different half patterns will need to be developed.
definition
looking down at something, a “birds eye view”, “floor plan” (2D)
a line representing an edge or bend
a 90° corner in that we use to find the actual length of a line
the length of an element line, set 90° to the vertical height, gives the true length of that line
|
pressbooks
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2025-03-22T05:09:34.386251
|
03-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/chapter/way-off-centre-square-to-round/",
"book_url": "https://pressbooks.bccampus.ca/pressbookbccampussmlt1/front-matter/introduction/",
"title": "Pattern Development: Sheet Metal Level 1",
"author": "Brian Coey",
"institution": "",
"subject": "Building skills and trades, Traditional trades, crafts and skills, Engineering skills and trades, Engineering graphics and draughting / technical drawing"
}
|
https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-1/
|
1 Chapter 1: Introduction to Alt Text
Imagine a world brimming with vibrant images—a world where visuals convey meaning, evoke emotions, and share knowledge. Now, envision navigating this world without sight, where images are mere silences. This is the daily reality for those who are blind or low-vision. Alt Text, or alternative text, bridges this gap, ending these silences and turning them into vivid dialogue. Consider the story of Anuja, a visually impaired student who, through the use of screen readers and well-written Alt Text, could ‘see’ the illustrations in her biology textbook, allowing her to demonstrate subject-matter expertise and maintain a passion for education. This simple yet profound support enables Anuja and many others to engage fully with digital content, highlighting why Alt Text is not just an addition but a critical aspect of digital accessibility.
Alt Text Definition
Alt text, short for alternative text, is a concise written description of an image presented on web pages and digital documents. It serves a crucial role in web accessibility, primarily assisting users who rely on screen readers due to visual impairments. When a screen reader encounters an image, it reads out the Alt Text, providing the user with a verbal depiction of the image’s content and purpose. This enables all users, regardless of visual capability, to access the information conveyed by images, ensuring an inclusive digital environment. Beyond aiding those with visual impairments, Alt Text also supports users in low-bandwidth areas or with technical limitations that prevent images from loading, ensuring the message is never lost.
Activity
This H5P activity will help introduce the concept of well-written and appropriate Alt Text for images. It will support your understanding of why Alt Text is a fundamental component of web accessibility and can better aid your understanding of the role of Alt Text in providing equal access to digital content for all users.
Timeline of Alt Text Development and Digital Accessibility Legislation
Activity
1991: The introduction of the HTML (Hypertext Markup Language) specifications, which included the ability to add images to web pages. Initially, there wasn’t a standardized method for providing alternative text for images.
1995: HTML 2.0 specification is officially recommended by the W3C, including support for the ‘alt’ attribute, allowing web developers to provide a text alternative for images.
1999: Web Content Accessibility Guidelines (WCAG) 1.0 is published by the W3C’s Web Accessibility Initiative (WAI), providing the first comprehensive guidelines for web accessibility, including recommendations for the use of Alt Text.
2005: The Accessibility for Ontarians with Disabilities Act (AODA) becomes law, requiring organizations to identify, remove, and prevent barriers for people with disabilities in Ontario.
2008: WCAG 2.0 is published, offering more detailed guidance on making web content accessible, including clearer standards for alternative text that align with modern web technologies.
2013: The Standard on Web Accessibility was adopted, requiring all websites controlled by the Government of Canada to meet WCAG 2.0 Level AA guidelines, excluding live captions and pre-recorded audio descriptions.
2019: The Accessible Canada Act (ACA) was passed with the aim to make Canada barrier-free by January 1, 2040. This federal law focuses on identifying, removing, and preventing barriers in areas that fall under federal jurisdiction, including information and communication technologies (ICT).
Attributions:
This page has been adapted from:
World Wide Web Consortium (W3C). (n.d.). Web Accessibility Initiative (WAI). Retrieved March 9, 2024, from https://www.w3.org/WAI/
Accessibility for Ontarians with Disabilities Act Alliance. (n.d.). AODA.ca. Retrieved March 9, 2024, from https://www.aoda.ca/
|
pressbooks
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2025-03-22T05:09:34.399302
|
09-4-2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-1/",
"book_url": "https://ecampusontario.pressbooks.pub/pictureperfect/front-matter/introduction/",
"title": "Picture Perfect: The Art of Accessible Image Communication",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
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|
https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-2/
|
2 Chapter 2: The Basics of Alt Text
How Does It Work?
Alt Text, or alternative text, functions as a textual replacement for images on web pages and digital documents. When an image cannot be seen—whether due to a visual impairment, a slow internet connection that prevents the image from loading, or if the user has chosen to disable image display—the Alt Text is displayed or read aloud by screen readers. This ensures that the content and function of the image are still communicated to all users, maintaining the integrity of the digital experience.
What is a Screen Reader?
A screen reader is a software application designed to help people who are blind, have low vision, or have reading disabilities by reading the text displayed on the computer screen with a speech synthesizer or braille display. Screen readers are a key component of web accessibility, allowing users to interact with digital content, navigate websites, and perform tasks online.
Screen readers work by processing the contents of a webpage or software interface, and then conveying that information to the user through audible speech or braille. They rely on the structure and semantics of web content (such as HTML tags in webpages) to understand the layout and elements of a page. For example, they can announce headings, links, images (if Alt Text is provided), form controls, and other interactive elements, enabling users to understand the content structure and navigate through it efficiently.
Users can control the screen reader using keyboard shortcuts, gestures on touch devices, or braille display controls, depending on the device and reader being used. These controls allow users to jump between headings, links, or other elements, read specific portions of the screen, or perform actions like clicking a button or filling out a form.
Popular screen readers include JAWS (Job Access With Speech) and NVDA (NonVisual Desktop Access) for Windows, VoiceOver for macOS and iOS devices, TalkBack for Android devices, and Narrator for Windows. Each screen reader has its own set of features, commands, and supported languages, tailored to various user needs and preferences.
The effectiveness of a screen reader in providing access to digital content heavily depends on how well the content is designed for accessibility. Proper use of semantic HTML, ARIA (Accessible Rich Internet Applications) roles and adherence to web accessibility guidelines like the Web Content Accessibility Guidelines (WCAG) can significantly enhance the usability of web content for screen reader users. In HTML, Alt Text is implemented using the “alt” attribute in the image tag. Properly crafting this text requires understanding both the content being depicted by the image and the context in which the image is used. It’s not just about describing what the image shows but conveying why the image is important in that specific context.
Example of NVDA Screen Reader
Activity
This H5P activity helps you understand how screen readers interact with different elements of digital content.
Technical aspects of Alt Text
When a webpage loads, the internet browser creates a tree-like structure that represents the content, structure, and style of the webpage. The screen reader interacts with the browser’s ‘accessibility tree’, which informs the Screen Reader of how to navigate through the content. Semantic HTML uses specific tags (like <header>, <nav>, <article>, and <footer>) that provide information about the type of content they contain. Screen readers use these tags to interpret the structure of the webpage for the user, allowing for more intuitive navigation (e.g., jumping between headings or links).
For images, the screen reader looks for the alt attribute within the <img> tag. The content of the alt attribute is read aloud to describe the image. If the alt attribute is missing, the screen reader may read the image file name or skip it altogether, potentially missing crucial information.
Screen reader users navigate content using keyboard shortcuts specific to their screen reader software. These commands allow users to skip to the next element of a certain type (e.g., next heading, next link), read from the current position, or activate interactive elements like buttons.
Finally, the screen reader converts the text content and descriptions into synthesized speech or braille output (for those using a refreshable braille display). This process involves reading the text and conveying punctuation, indicating capital letters, and providing auditory cues for layout or text formatting.
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pressbooks
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2025-03-22T05:09:34.412945
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09-4-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-2/",
"book_url": "https://ecampusontario.pressbooks.pub/pictureperfect/front-matter/introduction/",
"title": "Picture Perfect: The Art of Accessible Image Communication",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
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|
https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-3-writing-effective-alt-text/
|
3 Chapter 3: Writing Effective Alt Text
The key principles for creating effective Alt Text center around conciseness, clarity, and relevance. Alt Text should succinctly convey the essence of an image, focusing on descriptive accuracy without interpretation, allowing all users to grasp the intended message or function of visual content. By prioritizing context and omitting redundant phrases like “image of,” content creators can craft Alt Text that not only adheres to accessibility standards but also enriches the user experience. These foundational guidelines ensure that Alt Text serves as a bridge to understanding, making digital environments more inclusive and navigable for everyone.
Key Principles for Crafting Meaningful Alt Text
Conciseness and Clarity: Effective Alt Text should be concise yet descriptive enough to convey the essence of an image. Aim for brevity, ideally under 125 characters, to ensure screen readers present the information efficiently.
Descriptive, Not Interpretive: Focus on describing what is present in the image rather than offering an interpretation. Allow users to draw their own conclusions.
Context Matters: The Alt Text should be tailored to the context in which the image is used. The same image may require different alt text depending on its role in the content.
Omit Redundant Phrasing: Avoid starting Alt Text with phrases like “image of” or “picture of.” Screen readers typically announce images, making such introductions unnecessary and redundant.
Strategies for Describing Images
Informational Images: For images conveying critical information, such as graphs or charts, describe the data or insight the image provides, not just its appearance. For example, “Bar graph showing a 30% increase in solar energy usage from 2010 to 2020.”
Complex Images: For complex images like infographics, provide a brief overview of the key message in the Alt Text and offer a longer description nearby or link to a full description.
Functional Images: When images are used as controls (e.g., buttons), ensure the Alt Text describes the action it performs, such as “Search” for a magnifying glass icon.
Common Mistakes and How to Avoid Them
Being Too Vague: Generic descriptions like “chart” or “photo” offer little value. Be specific about what the image shows and why it’s important.
Over-description: Including every detail can overwhelm the user with information. Focus on the image’s relevance to the content.
Ignoring the User Experience: Consider how the Alt Text will sound when read by a screen reader and how it contributes to the overall understanding of the content.
Neglecting Testing: Regularly test your content with screen readers to understand how Alt Text is interpreted and where improvements are needed.
Activity
Practice writing Alt Text with the following H5P activity.
Understanding Decorative Images
Not all images carry informational value or contribute directly to the content’s meaning. Decorative images, which serve to enhance the visual appearance of a webpage without providing essential information, occupy a unique aspect in the design of accessible content. Understanding how to handle Alt Text for these decorative elements is important for maintaining an accessible and clutter-free experience for users relying on screen readers.
Decorative images can include background graphics, stylized text used purely for visual flair, icons that don’t convey specific actions or information, and any visual elements added to create a certain look or feel rather than to inform. The key question to ask is: “Does this image add information or context necessary to understand the content?” If the answer is no, the image can be considered decorative.
The conventional approach to providing Alt Text for decorative images is to use an empty alt attribute (alt=””). This practice tells screen readers to skip over the image, as it does not contribute to the content’s meaning. By effectively marking decorative images with empty alt attributes, content creators ensure that screen reader users do not have to navigate through irrelevant information. This approach aligns with web accessibility guidelines (e.g., WCAG), reinforcing the importance of these practices.
Activity
Practise your identification of decorative images with this H5P activity.
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pressbooks
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2025-03-22T05:09:34.429855
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09-4-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-3-writing-effective-alt-text/",
"book_url": "https://ecampusontario.pressbooks.pub/pictureperfect/front-matter/introduction/",
"title": "Picture Perfect: The Art of Accessible Image Communication",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-4-alt-text-in-multimedia-content/
|
4 Chapter 4: Alt Text in Multimedia Content
The need for accessible content encompasses video, audio, and interactive content. We will now delve into extending Alt Text principles beyond static images to multimedia content, ensuring that the benefits of digital accessibility are universal. We will explore the application of Alt Text in video thumbnails, the need for transcripts for audio content, and the role of descriptive text in interactive media. We will address how these practices are applied in other digital documents, ensuring that all forms of digital content are accessible to everyone. By integrating Alt Text with other accessibility features, we aim to provide a holistic approach to creating inclusive digital environments.
Extending Alt Text Principles to Video, Audio, and Interactive Media
Alt Text for Video Thumbnails
Video thumbnails serve as visual summaries, offering a glimpse into the content before a user decides to engage. For users who rely on screen readers, Alt Text for these thumbnails is crucial. This Alt Text should concisely convey the essence of the video, enabling users to make informed decisions about whether to view the content. Just like Alt Text for images, the Alt Text for video thumbnails should focus on describing the video’s subject matter or theme, rather than detailing the visual elements of the thumbnail.
Accessible Descriptions for Video Content
Beyond the thumbnail, accessible descriptions of video content are necessary to provide context and convey information that isn’t accessible through the video’s visual or audio components alone. This can include a brief overview of the video’s content, key themes, and any important visual elements that are critical to understanding. These descriptions can be provided in the video’s metadata, accompanying text on the webpage, or through a dedicated transcript.
Captions and Audio Descriptions
Captions and audio descriptions play pivotal roles in enhancing the accessibility of video content. It is important to ensure these features are also accessible and of high quality, as poorly executed captions or audio descriptions can diminish the overall accessibility of the content.
Captions: Captions provide a textual representation of the audio content, including spoken dialogue, sound effects, and musical cues, ensuring that deaf or hard-of-hearing users can access the audio information. Captions should be synchronized with the video and reflect the audio content, including speaker identification and non-speech elements.
Audio Descriptions: Audio descriptions fill in the gaps for blind or visually impaired users by verbally describing significant visual details that are not conveyed through the main audio track. This includes actions, expressions, scene changes, and on-screen text. Audio descriptions are usually added during natural pauses in the audio or as a separate audio track.
Captions Overview
Activity
For the next H5P activity focused on crafting audio descriptions, ensure you have a pen and paper ready or open a digital document for note-taking. As you watch the video provided, it will pause automatically when a marker appears. At each pause, take a moment to consider the visual content you’ve just seen. Write down your observations, aiming to capture a descriptive account of the events or scenes in the video, as if you were explaining what’s happening to someone who can’t see it.
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pressbooks
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2025-03-22T05:09:34.444581
|
09-4-2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-4-alt-text-in-multimedia-content/",
"book_url": "https://ecampusontario.pressbooks.pub/pictureperfect/front-matter/introduction/",
"title": "Picture Perfect: The Art of Accessible Image Communication",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-5-adding-alt-text-in-documents/
|
5 Chapter 5: Adding Alt Text in Documents
The creation of documents—whether they are PDFs, Word files, or PowerPoint presentations—has become a staple of communication, education, and information sharing. It’s imperative that these documents are accessible to everyone, including individuals with disabilities who use assistive technologies like screen readers. This section explores the essential practices for embedding Alt Text in images across various document formats.
PDFs:
A PDF, or Portable Document Format, is a file format developed by Adobe in the 1990s to present documents, including text formatting and images, in a manner independent of application software, hardware, and operating systems.
Use Adobe Acrobat Pro to add Alt Text to images. This can be done by right-clicking an image, selecting “Properties,” then the “Tag Panel,” and entering the description in the “Alternate Text” field.
Video Demonstration
Text Instructions:
Adding Alternative Text to Images in Adobe Acrobat Pro | Help – Illinois State
Source: Illinois State University
Word Documents:
Microsoft Word documents are ubiquitous in modern digital communication, providing a platform for creating, editing, and sharing text-based content. As part of the Microsoft Office suite, Word offers an extensive set of tools and features designed to enhance the writing process. As digital accessibility expands, Word also emphasizes features that support the creation of accessible documents, ensuring content can be navigated and understood by users with diverse needs.
Right-click an image and select “Edit Alt Text…” to add or edit the description. The Alt Text pane offers a space to write a concise, descriptive text about the image.
Utilize the built-in Accessibility Checker (under the “Review” tab) to identify and resolve any accessibility issues, including missing Alt Text.
Video and Text Instructions
Video: Improve accessibility with alt text – Microsoft Support
PowerPoint Presentations:
Microsoft PowerPoint is a powerful tool for crafting presentations, enabling users to convey ideas and data through textual and visual elements. Part of the Microsoft Office suite, PowerPoint supports the creation of slide-based presentations.
Similar to Word, right-click on an image and choose “Edit Alt Text…” to provide a description of the image for screen reader users.
Ensure that the reading order of slides is logical and consistent, and use the Accessibility Checker tool to evaluate the presentation’s accessibility.
Video Demonstration
Text Instructions
Auto-generated Alt Text in Microsoft Office
Microsoft Office has introduced a feature that leverages artificial intelligence (AI) to automatically generate Alt Text for images inserted into documents, presentations, and emails across its suite, including Word, PowerPoint, and Outlook. This functionality aims to enhance document accessibility by providing descriptions for visual content. The auto-generated alt encourages creators to maintain accessibility standards without needing to input descriptions for each image manually. While it marks a significant step towards making content more accessible, users are encouraged to review and refine these automated descriptions to ensure accuracy and relevance, as the AI may not always capture the intended context or detail of the image perfectly.
For example, here are poorly generated Alt Text in Word:
|
pressbooks
|
2025-03-22T05:09:34.456577
|
09-4-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-5-adding-alt-text-in-documents/",
"book_url": "https://ecampusontario.pressbooks.pub/pictureperfect/front-matter/introduction/",
"title": "Picture Perfect: The Art of Accessible Image Communication",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
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|
https://ecampusontario.pressbooks.pub/pictureperfect/chapter/chapter-6-testing-and-evaluating-alt-text/
|
6 Chapter 6: Testing and Evaluating Alt Text
Ensuring Alt Text effectively conveys the intended information and enhances accessibility requires testing, feedback, and ongoing refinement. This chapter reveals the methodologies and tools available for evaluating Alt Text, alongside strategies for incorporating user feedback and adopting continuous improvement practices to increase digital accessibility.
Tools and Techniques for Testing Alt Text Effectiveness
Screen Reader Software: Utilizing screen readers like JAWS, NVDA, or VoiceOver is fundamental in testing how Alt Text is interpreted and conveyed to users. Simulating the user experience can reveal if the Alt Text adequately describes images and works smoothly with the content.
Accessibility Evaluation Tools: Web accessibility evaluation tools, such as WAVE, Axe, and Google Lighthouse, offer automated checks that can identify missing or potentially inadequate Alt Text, among other accessibility issues. While these tools provide a good starting point, they cannot fully assess the quality and context-appropriateness of Alt Text.
Wave: WAVE Web Accessibility Evaluation Tools (webaim.org)
Axe: Accessibility Testing Tools and Software (deque.com)
Google Lighthouse: Lighthouse (google.com)
Gathering Feedback on Alt Text
User Testing with Diverse Participants: Conducting user testing sessions with participants who rely on screen readers can offer valuable insights into the effectiveness of your Alt Text. Observing how users interact with content and listening to their feedback can aid in improving how Alt Text is crafted.
Accessibility Audits: Regularly conduct accessibility audits that include a focus on Alt Text. These audits should be part of a broader strategy to ensure all aspects of digital content meet accessibility standards.
Training and Awareness: Invest in ongoing training for content creators and developers on the importance of Alt Text and up-to-date best practices. Staying informed about new tools, techniques, and guidelines is crucial for maintaining accessibility standards. Aim to work with an internal/external Accessibility Specialist at your organization who is familiar with WCAG, and accessibility policies and procedures.
Policy and Documentation: Develop and maintain internal guidelines and policies on digital accessibility, including specific standards for Alt Text. Documenting successful strategies and examples can serve as a valuable resource for your team.
Case Study
It is tremendously important to have detailed and context-specific Alt Text, especially for multimedia content. The following case highlights how direct feedback from users who rely on screen readers can lead to meaningful improvements in digital accessibility.
During a recent accessibility audit conducted for a Learning Management system/platform, user testing sessions were organized with participants who rely on screen readers, including students with varying degrees of visual impairments. One of the key findings from these sessions was related to a series of instructional videos on the platform. While each video had alt text for its thumbnail and descriptive transcripts available, participants noted that the Alt Text for some thumbnails was too generic (e.g., “instructional video”), failing to convey the specific topic or content of the video.
Based on this feedback, the instructional design team revisited the Alt Text for video thumbnails on the platform. They revised the Alt Text to include more descriptive and informative content, such as “Video on Photosynthesis Process in Plants” instead of just “Biology Video.” This change significantly improved the navigability and usability of the platform for users with visual impairments, as they could now make informed decisions on which videos to engage with based on the thumbnail descriptions alone.
|
pressbooks
|
2025-03-22T05:09:34.468620
|
09-4-2024
|
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"title": "Picture Perfect: The Art of Accessible Image Communication",
"author": "lwilliam",
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"subject": "Reference, Information and Interdisciplinary subjects"
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|
https://ecampusontario.pressbooks.pub/pictureperfect/chapter/resources/
|
7 Resources
Here’s a list of resources for further reading and exploration of digital accessibility to enhance your understanding and skills in creating accessible content:
Websites
World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI)
https://www.w3.org/WAI/
The WAI website is the go-to resource for guidelines, techniques, and resources for web accessibility, including the latest on WCAG.
An Author’s Guide to Writing Alt Text
https://www.tandfonline.com/pb-assets/tandf/authors/tf-alt-text-guide.pdf
Provides insights into what alt text (alternative text) is and why it’s crucial for accessible publishing.
Harvard Guide to Using Alt Text
Write helpful Alt Text to describe images | Digital Accessibility (harvard.edu)
A comprehensive guide on formatting bibliography entries.
Online Courses
“Introduction to Web Accessibility” by edX and W3C
A comprehensive course developed by the W3C that covers the basics of web accessibility, strategies, guidelines, and web standards designed to create an inclusive web.
“Accessibility: How to Design for All” by Coursera
This course focuses on the principles of inclusive design and accessibility, offering practical approaches to ensure digital products are usable by as many people as possible.
|
pressbooks
|
2025-03-22T05:09:34.478181
|
09-4-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/pictureperfect/chapter/resources/",
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"title": "Picture Perfect: The Art of Accessible Image Communication",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
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|
https://ecampusontario.pressbooks.pub/preciouslearningjourney/chapter/course-2-assignment-add-assignment-title/
|
NURS 1001
1 Nursing philosophy/Belief
Nursing, for me, is very personal. It’s about having these interactions in radical vulnerability- it’s about being there for someone and not just fulfilling the role of a care giver, someone who listens and who empathizes. For me nursing is not just about knowing and doing, just about trust, it’s about giving hope even if it is in small portion. For direct care personal, my self-fulfilling personal philosophy encompasses that everyone should be treated as a dignified human being irrespective of his status or position or his or her condition in society. Instead of viewing patients as diseases or as disease processes, patients are real people who have narrated histories, numbered fears, and dreams. I am here to respect that humanity and also stand for them when they cannot stand for themselves, to support them through some of life’s worst experiences. Having thought through the requirements of being a nurse, I have found out that I thrive on caring for the next of kin. It is about rationality and compassion, professionalism and learning how to soothe when you want to cry yourself. I hear that the most effective interventions can be the simplest acts of kindness or support including a word of encouragement or a hug or just being there. I also think that growth is also essential. Every human being who comes to me as a patient, I learn something from them and whatever I learn I do not want it to be at the premises of where I work and I do not want it to end up just enhancing my abilities to practice nursing, but for me to have the best understanding of what it feels like to care for others. Therefore, nursing, for me, is about relationship. That is different; it is about showing up when people are at their worst and making them feel they are worth something. That I want to become a nurse like that I have never seen, before this speech.
|
pressbooks
|
2025-03-22T05:09:34.486626
|
11-21-2024
|
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"title": "preciouslearningjourney",
"author": "preciousmartin",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/preciouslearningjourney/chapter/add-more-course-2-assignments/
|
NURS 1001
2 Values
Compassion
Compassion is basically recognizing the humanity in patients and being caring to them at their worst moments. It brings me back to why I decided to become an emergency nurse—It’s about providing love and support.
Ethical integrity
Ethical integrity refers to personal conduct to maintain the confidence of fellow persons by possessing qualities such as: honesty. They allow me to always prioritize my patient’s needs and speak for them without considering the consequences.
Respect
Respect directs me on how to treat all my patients with respect and respect for their personalities in order to build trust in treatment. Professionalism is also very crucial in my nursing practice because respect all patients regardless their age, background or any other factors of their choice. For me, it is not enough to listen and care; it means to understand what it is like to be in the body of an ill person. Its rolls in trust, instills safety to the patient and most importantly gives the patient the message that he has a value that is more than just the case he has. Respect as a professional virtue helps me provide to the patient efficient care that is also completely humane as a nurse.
Empathy
Empathy enables me to feel with the patients, and not only satisfy their physical need but even their psychological need as well. For me, as a nurse, these values define what I do they are my beacon, my motivator and my purpose; to be able to affect people’s lives positively.
|
pressbooks
|
2025-03-22T05:09:34.498695
|
11-21-2024
|
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"title": "preciouslearningjourney",
"author": "preciousmartin",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/preciouslearningjourney/chapter/course-2-reflection/
|
NURS 1001
3 Smart Goals.
Goal 1(Short Term goal)
I am focused on laying a solid foundation to Score 95% on all my courses.
Specific: My academic course learning objective for this semester is to have an average not less than 85% in my final grade.
Measurable: My progress will be monitored by my test scores, project and seminars grade.
Achievable: Following a good timetable, Paying close attention in class and regularly studying, this is a very achievable goal.
Realistic.
Receiving a grade of 95% or higher is important for my academic success. This shows my commitment to becoming a competent and caring nurse. In addition to assisting me in achieving my academic goal, striking a balance between self care and my studies will guarantee that I keep concentration and general wellbeing required to succeed as a Nurse.
Time Bound
I will achieve this goal of 95% by the end of this semester in December 2024.
How Will I Achieve this Goal?
- Establish a study schedule: To avoid missing any deadlines , I will breakdown my course load into small tasks and set specific times each day to study and focus on my coursework.
- Collaborate with Peers And Participate In Class: Actively participate in lectures, joining study groups and regularly seek feedback from lecturers on assignment and tests to find area of development and maintain focus.
- Time Management And Balance: To stay focused and prevent burnout, While working towards my goals, I will prioritize my studies, make plans ahead and strike a balance between my academics and self-care by taking short breaks when needed ,getting enough sleep and rest, eating well and staying active through workout and regular walks.
GOAL 2(Long-Term Goal):
How Will I Achieve This Goal?
- Strengthen Nursing Knowledge: To enhance my nursing knowledge, I will review and master all the skills from my coursework, and ensure I can apply them with assurance in clinical settings.
- Improving Communication with Residents: In order to build trust with residents, I will focus on developing empathy and clear communication, this will make the goal more feasible.
|
pressbooks
|
2025-03-22T05:09:34.515324
|
11-21-2024
|
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"title": "preciouslearningjourney",
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"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/preciouslearningjourney/chapter/values/
|
NURS 1001
4 Reflection
My academic journey was at Cape Breton University in which I pursued Public Health and obtained a knowledge of health of the population and people oriented healthcare system, However I was less fulfilled when I saw myself interested in healthcare more than direct management and implementation of health policies. I eventually decided to pursue Nursing, and thus my decision to apply for admission at Trent University. This acceptance opened a new chapter in my life but the passage from Public Health to Nursing was not without problems. This transformation can be explained by role transition theory which explain that patients and their families have periods of emotional oscillation when they are forced to assume new roles that come with expected responsibilities (Meleis, 2010).
During this period, assurance and resilience are paramount systems . As noted by (Aryuwat et al.,2024) resilience continues to be the cornerstone in explaining academic success for students pursuing nursing, especially clinical learning. The paper focuses on the importance of formal support networks and individual buffering efforts in the process of entering into high stress jobs. Self sufficiency has been my kind of focus in all situations, hence resilience has been a major focus in my training. To avoid being overwhelmed I have had to take a lot of steps including proper time management, healthy self- practices, seeking guidance and sponsors. This process meant such a change in terms of the area of study and probably professional self-identification that had quite a deal of stress along with it. It was tough at the beginning because I was now changing course structure, learning about different clinical sites, and having to assume more responsibility for hands on patient care. The College of Nurses of Ontario (CNO) transition documents highlight that students in the healthcare profession do undergo stress during shift between roles, particularly so when transferring from Public Health department to Nursing. The RNAO’s guidelines on student success also describe the cognitive and affective aspects of nursing students as they engage in this new role.
To manage such a transition I ensured I worked within specific time schedules and took care of myself as advised by the CNO’s Code of Conduct(2024) . First step was to create a schedule in a way that some of the day was reserved for studying, clinical practice, and self-caring. To manage anxiety, effective interventions that were important were the regular exercise and adequate rest. In the RNAO’s perspective, nursing students themselves should take care of themselves as nursing education must be preceded by their healthy mental and physical state. This served useful when I had to cope with stress at places of work since it kept me balanced, directed and encouraged. Moreover, gaining knowledge from professors and peers as well as inquiring for guidance that helped the participants overcome emotional challenges.
Overall it has been exciting and quite a challenge to transition from Public Health to the field of Nursing. The change of objectives and tasks in learning process was challenging but doable . The advice from the CNA, RNAO, and CNO have proven useful as it has strengthened my commitment to holistic care and my personal growth. I am more interested than ever to becoming a compassionate nurse and I am excited about it.
REFRENCES
Aryuwat, P., Holmgren, J., Asp, M., Radabutr, M., & Lövenmark, A. (2024). Experiences of Nursing Students Regarding Challenges and Support for Resilience during Clinical Education: A Qualitative Study. Nursing Reports (Pavia, Italy), 14(3), 1604–1620. https://doi.org/10.3390/nursrep14030120
College of Nurses of Ontario. (2024). Professionalism and nursing practice.
https://www.cno.org/
Meleis, A. I. (2010). Theoretical Nursing: Development and Progress. Lippincott Williams &Wilkins.
Registered Nurses’ Association of Ontario. (2024). Clinical nursing practice: Transitioning into professional practice. https://rnao.ca/
|
pressbooks
|
2025-03-22T05:09:34.530125
|
11-21-2024
|
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"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/preciouslearningjourney/chapter/reflection/
|
NURS 1001
5 ARTIFACTS
Artifact 1: My first artifact is my acceptance letter in March 2024 into nursing school. Being admitted into nursing program was a transformative moment for me. The acceptance into the program gave me a sense of direction. Although the change wasn’t quite smooth and caused some discomfort, I realized that the goal of helping people needed to be upheld. This was start of an overhauling process of becoming a nurse that can impact the world in a positive way.
Artifact 2: Recently I got my first pair of scrubs .This simple garment holds a deeper meaning it my official welcome into becoming a nurse. My scrubs represent my responsibility, professionalism and the care that is to be given to the patient.
Artifact 3: My third artifact is my Scholarship into Nursing program. It is a big deal that I am receiving a scholarship for my nursing program. It makes me confident and assured of the efforts I have placed into my books and makes me push harder. This scholarship finances my education as well as constantly reminds me of the role I need to play in enhancing the nursing profession. This makes me think of the confidence people have put in me and makes me want to continue offering the best, most sensitive care that is humanly possible.
|
pressbooks
|
2025-03-22T05:09:34.538918
|
11-21-2024
|
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"institution": "Trent University",
"subject": "Education"
}
|
https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/
|
Presenting Practices
Your Slides
- Describe and read everything on your slide. This will help people who are blind or have limited vision understand what is on the slide.
- Minimize the amount of text on slides.
- When you advance a slide, pause to allow everyone — including those who are deaf or hard of hearing — to read the slide before you start talking.
Live Automatic Captioning
- Using PowerPoint or Google Slides, you can turn on live transcriptions to create captioning of your spoken word.
- Live transcriptions of your words help accommodate individuals in the audience who may be deaf or hard of hearing.
- PowerPoint Live Captioning
- Google Slides Live Captioning
Inclusive Language
- Use gender-inclusive language (e.g., instead of phrases like “ladies and gentlemen,” and “hi, guys,” consider “folks,” “everyone,” “attendees,” or “participants”).
- Be aware that people might prefer either person-first or identity-first language. The video Person First or Identity First Language explains these terms.
- Avoid generalizations and stereotypes.
- Avoid using jargon and acronyms. If you do use them, explain what they mean in plain language.
- Words Matter: Guidelines for Inclusive Language [PDF]
Microphone Tips and Tricks
- Use a microphone if one is provided. There will be a variety of hearing levels in your audience. Do not ask if people can hear you without using the microphone.
- Speak at a normal level: you do not need to shout or whisper. The microphone is meant to amplify your normal speaking voice.
- Cough away from the microphone.
- Pass around the microphone to participants asking questions or engaging in large group discussions.
- How to speak with a microphone
- What you are saying when you say “I don’t need a mic”
Territory Acknowledgements
- We suggest starting your presentation with a personal territory acknowledgement.
- Guide to Acknowledging First Peoples and Traditional Territory
- What are land acknowledgements and why do they matter?
- Use Native Land to find out whose land you are on.
Content Warnings
- Offer verbal or written notices before sharing potentially sensitive content – these allow participants to prepare themselves to engage or disengage for their own wellbeing.
- Before your scheduled presentation place content warnings on your session description in the schedule.
- Content and Trigger Warnings
- An Introduction to Content/Trigger Warnings
Facilitating Activities
- When planning activities that require movement, reflect on the accommodations required for those who have limited mobility, are blind, vision impaired, deaf, or hard of hearing. If these participants cannot be accommodated, consider changing the activity.
- Before your scheduled presentation describe planned activities in your session description on the schedule. This allows attendees to decide if they can participate or not.
- Before your scheduled presentation upload any handouts to your session description on the schedule. This allows participants to use them on their computer if needed. Ensure your handouts are accessible and easily navigated by a screen reader.
- At in-person events, ask event staff to assist you in moving chairs, tables, podiums, or any objects that block pathways or field of vision.
|
pressbooks
|
2025-03-22T05:09:34.550350
|
07-6-2023
|
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"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-1
|
Presenting Practices
Your Slides
- Describe and read everything on your slide. This will help people who are blind or have limited vision understand what is on the slide.
- Minimize the amount of text on slides.
- When you advance a slide, pause to allow everyone — including those who are deaf or hard of hearing — to read the slide before you start talking.
Live Automatic Captioning
- Using PowerPoint or Google Slides, you can turn on live transcriptions to create captioning of your spoken word.
- Live transcriptions of your words help accommodate individuals in the audience who may be deaf or hard of hearing.
- PowerPoint Live Captioning
- Google Slides Live Captioning
Inclusive Language
- Use gender-inclusive language (e.g., instead of phrases like “ladies and gentlemen,” and “hi, guys,” consider “folks,” “everyone,” “attendees,” or “participants”).
- Be aware that people might prefer either person-first or identity-first language. The video Person First or Identity First Language explains these terms.
- Avoid generalizations and stereotypes.
- Avoid using jargon and acronyms. If you do use them, explain what they mean in plain language.
- Words Matter: Guidelines for Inclusive Language [PDF]
Microphone Tips and Tricks
- Use a microphone if one is provided. There will be a variety of hearing levels in your audience. Do not ask if people can hear you without using the microphone.
- Speak at a normal level: you do not need to shout or whisper. The microphone is meant to amplify your normal speaking voice.
- Cough away from the microphone.
- Pass around the microphone to participants asking questions or engaging in large group discussions.
- How to speak with a microphone
- What you are saying when you say “I don’t need a mic”
Territory Acknowledgements
- We suggest starting your presentation with a personal territory acknowledgement.
- Guide to Acknowledging First Peoples and Traditional Territory
- What are land acknowledgements and why do they matter?
- Use Native Land to find out whose land you are on.
Content Warnings
- Offer verbal or written notices before sharing potentially sensitive content – these allow participants to prepare themselves to engage or disengage for their own wellbeing.
- Before your scheduled presentation place content warnings on your session description in the schedule.
- Content and Trigger Warnings
- An Introduction to Content/Trigger Warnings
Facilitating Activities
- When planning activities that require movement, reflect on the accommodations required for those who have limited mobility, are blind, vision impaired, deaf, or hard of hearing. If these participants cannot be accommodated, consider changing the activity.
- Before your scheduled presentation describe planned activities in your session description on the schedule. This allows attendees to decide if they can participate or not.
- Before your scheduled presentation upload any handouts to your session description on the schedule. This allows participants to use them on their computer if needed. Ensure your handouts are accessible and easily navigated by a screen reader.
- At in-person events, ask event staff to assist you in moving chairs, tables, podiums, or any objects that block pathways or field of vision.
|
pressbooks
|
2025-03-22T05:09:34.561607
|
07-6-2023
|
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"url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-1",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-2
|
Presenting Practices
Your Slides
- Describe and read everything on your slide. This will help people who are blind or have limited vision understand what is on the slide.
- Minimize the amount of text on slides.
- When you advance a slide, pause to allow everyone — including those who are deaf or hard of hearing — to read the slide before you start talking.
Live Automatic Captioning
- Using PowerPoint or Google Slides, you can turn on live transcriptions to create captioning of your spoken word.
- Live transcriptions of your words help accommodate individuals in the audience who may be deaf or hard of hearing.
- PowerPoint Live Captioning
- Google Slides Live Captioning
Inclusive Language
- Use gender-inclusive language (e.g., instead of phrases like “ladies and gentlemen,” and “hi, guys,” consider “folks,” “everyone,” “attendees,” or “participants”).
- Be aware that people might prefer either person-first or identity-first language. The video Person First or Identity First Language explains these terms.
- Avoid generalizations and stereotypes.
- Avoid using jargon and acronyms. If you do use them, explain what they mean in plain language.
- Words Matter: Guidelines for Inclusive Language [PDF]
Microphone Tips and Tricks
- Use a microphone if one is provided. There will be a variety of hearing levels in your audience. Do not ask if people can hear you without using the microphone.
- Speak at a normal level: you do not need to shout or whisper. The microphone is meant to amplify your normal speaking voice.
- Cough away from the microphone.
- Pass around the microphone to participants asking questions or engaging in large group discussions.
- How to speak with a microphone
- What you are saying when you say “I don’t need a mic”
Territory Acknowledgements
- We suggest starting your presentation with a personal territory acknowledgement.
- Guide to Acknowledging First Peoples and Traditional Territory
- What are land acknowledgements and why do they matter?
- Use Native Land to find out whose land you are on.
Content Warnings
- Offer verbal or written notices before sharing potentially sensitive content – these allow participants to prepare themselves to engage or disengage for their own wellbeing.
- Before your scheduled presentation place content warnings on your session description in the schedule.
- Content and Trigger Warnings
- An Introduction to Content/Trigger Warnings
Facilitating Activities
- When planning activities that require movement, reflect on the accommodations required for those who have limited mobility, are blind, vision impaired, deaf, or hard of hearing. If these participants cannot be accommodated, consider changing the activity.
- Before your scheduled presentation describe planned activities in your session description on the schedule. This allows attendees to decide if they can participate or not.
- Before your scheduled presentation upload any handouts to your session description on the schedule. This allows participants to use them on their computer if needed. Ensure your handouts are accessible and easily navigated by a screen reader.
- At in-person events, ask event staff to assist you in moving chairs, tables, podiums, or any objects that block pathways or field of vision.
|
pressbooks
|
2025-03-22T05:09:34.572375
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-2",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-3
|
Presenting Practices
Your Slides
- Describe and read everything on your slide. This will help people who are blind or have limited vision understand what is on the slide.
- Minimize the amount of text on slides.
- When you advance a slide, pause to allow everyone — including those who are deaf or hard of hearing — to read the slide before you start talking.
Live Automatic Captioning
- Using PowerPoint or Google Slides, you can turn on live transcriptions to create captioning of your spoken word.
- Live transcriptions of your words help accommodate individuals in the audience who may be deaf or hard of hearing.
- PowerPoint Live Captioning
- Google Slides Live Captioning
Inclusive Language
- Use gender-inclusive language (e.g., instead of phrases like “ladies and gentlemen,” and “hi, guys,” consider “folks,” “everyone,” “attendees,” or “participants”).
- Be aware that people might prefer either person-first or identity-first language. The video Person First or Identity First Language explains these terms.
- Avoid generalizations and stereotypes.
- Avoid using jargon and acronyms. If you do use them, explain what they mean in plain language.
- Words Matter: Guidelines for Inclusive Language [PDF]
Microphone Tips and Tricks
- Use a microphone if one is provided. There will be a variety of hearing levels in your audience. Do not ask if people can hear you without using the microphone.
- Speak at a normal level: you do not need to shout or whisper. The microphone is meant to amplify your normal speaking voice.
- Cough away from the microphone.
- Pass around the microphone to participants asking questions or engaging in large group discussions.
- How to speak with a microphone
- What you are saying when you say “I don’t need a mic”
Territory Acknowledgements
- We suggest starting your presentation with a personal territory acknowledgement.
- Guide to Acknowledging First Peoples and Traditional Territory
- What are land acknowledgements and why do they matter?
- Use Native Land to find out whose land you are on.
Content Warnings
- Offer verbal or written notices before sharing potentially sensitive content – these allow participants to prepare themselves to engage or disengage for their own wellbeing.
- Before your scheduled presentation place content warnings on your session description in the schedule.
- Content and Trigger Warnings
- An Introduction to Content/Trigger Warnings
Facilitating Activities
- When planning activities that require movement, reflect on the accommodations required for those who have limited mobility, are blind, vision impaired, deaf, or hard of hearing. If these participants cannot be accommodated, consider changing the activity.
- Before your scheduled presentation describe planned activities in your session description on the schedule. This allows attendees to decide if they can participate or not.
- Before your scheduled presentation upload any handouts to your session description on the schedule. This allows participants to use them on their computer if needed. Ensure your handouts are accessible and easily navigated by a screen reader.
- At in-person events, ask event staff to assist you in moving chairs, tables, podiums, or any objects that block pathways or field of vision.
|
pressbooks
|
2025-03-22T05:09:34.583032
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-3",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-4
|
Presenting Practices
Your Slides
- Describe and read everything on your slide. This will help people who are blind or have limited vision understand what is on the slide.
- Minimize the amount of text on slides.
- When you advance a slide, pause to allow everyone — including those who are deaf or hard of hearing — to read the slide before you start talking.
Live Automatic Captioning
- Using PowerPoint or Google Slides, you can turn on live transcriptions to create captioning of your spoken word.
- Live transcriptions of your words help accommodate individuals in the audience who may be deaf or hard of hearing.
- PowerPoint Live Captioning
- Google Slides Live Captioning
Inclusive Language
- Use gender-inclusive language (e.g., instead of phrases like “ladies and gentlemen,” and “hi, guys,” consider “folks,” “everyone,” “attendees,” or “participants”).
- Be aware that people might prefer either person-first or identity-first language. The video Person First or Identity First Language explains these terms.
- Avoid generalizations and stereotypes.
- Avoid using jargon and acronyms. If you do use them, explain what they mean in plain language.
- Words Matter: Guidelines for Inclusive Language [PDF]
Microphone Tips and Tricks
- Use a microphone if one is provided. There will be a variety of hearing levels in your audience. Do not ask if people can hear you without using the microphone.
- Speak at a normal level: you do not need to shout or whisper. The microphone is meant to amplify your normal speaking voice.
- Cough away from the microphone.
- Pass around the microphone to participants asking questions or engaging in large group discussions.
- How to speak with a microphone
- What you are saying when you say “I don’t need a mic”
Territory Acknowledgements
- We suggest starting your presentation with a personal territory acknowledgement.
- Guide to Acknowledging First Peoples and Traditional Territory
- What are land acknowledgements and why do they matter?
- Use Native Land to find out whose land you are on.
Content Warnings
- Offer verbal or written notices before sharing potentially sensitive content – these allow participants to prepare themselves to engage or disengage for their own wellbeing.
- Before your scheduled presentation place content warnings on your session description in the schedule.
- Content and Trigger Warnings
- An Introduction to Content/Trigger Warnings
Facilitating Activities
- When planning activities that require movement, reflect on the accommodations required for those who have limited mobility, are blind, vision impaired, deaf, or hard of hearing. If these participants cannot be accommodated, consider changing the activity.
- Before your scheduled presentation describe planned activities in your session description on the schedule. This allows attendees to decide if they can participate or not.
- Before your scheduled presentation upload any handouts to your session description on the schedule. This allows participants to use them on their computer if needed. Ensure your handouts are accessible and easily navigated by a screen reader.
- At in-person events, ask event staff to assist you in moving chairs, tables, podiums, or any objects that block pathways or field of vision.
|
pressbooks
|
2025-03-22T05:09:34.593643
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-4",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-5
|
Presenting Practices
Your Slides
- Describe and read everything on your slide. This will help people who are blind or have limited vision understand what is on the slide.
- Minimize the amount of text on slides.
- When you advance a slide, pause to allow everyone — including those who are deaf or hard of hearing — to read the slide before you start talking.
Live Automatic Captioning
- Using PowerPoint or Google Slides, you can turn on live transcriptions to create captioning of your spoken word.
- Live transcriptions of your words help accommodate individuals in the audience who may be deaf or hard of hearing.
- PowerPoint Live Captioning
- Google Slides Live Captioning
Inclusive Language
- Use gender-inclusive language (e.g., instead of phrases like “ladies and gentlemen,” and “hi, guys,” consider “folks,” “everyone,” “attendees,” or “participants”).
- Be aware that people might prefer either person-first or identity-first language. The video Person First or Identity First Language explains these terms.
- Avoid generalizations and stereotypes.
- Avoid using jargon and acronyms. If you do use them, explain what they mean in plain language.
- Words Matter: Guidelines for Inclusive Language [PDF]
Microphone Tips and Tricks
- Use a microphone if one is provided. There will be a variety of hearing levels in your audience. Do not ask if people can hear you without using the microphone.
- Speak at a normal level: you do not need to shout or whisper. The microphone is meant to amplify your normal speaking voice.
- Cough away from the microphone.
- Pass around the microphone to participants asking questions or engaging in large group discussions.
- How to speak with a microphone
- What you are saying when you say “I don’t need a mic”
Territory Acknowledgements
- We suggest starting your presentation with a personal territory acknowledgement.
- Guide to Acknowledging First Peoples and Traditional Territory
- What are land acknowledgements and why do they matter?
- Use Native Land to find out whose land you are on.
Content Warnings
- Offer verbal or written notices before sharing potentially sensitive content – these allow participants to prepare themselves to engage or disengage for their own wellbeing.
- Before your scheduled presentation place content warnings on your session description in the schedule.
- Content and Trigger Warnings
- An Introduction to Content/Trigger Warnings
Facilitating Activities
- When planning activities that require movement, reflect on the accommodations required for those who have limited mobility, are blind, vision impaired, deaf, or hard of hearing. If these participants cannot be accommodated, consider changing the activity.
- Before your scheduled presentation describe planned activities in your session description on the schedule. This allows attendees to decide if they can participate or not.
- Before your scheduled presentation upload any handouts to your session description on the schedule. This allows participants to use them on their computer if needed. Ensure your handouts are accessible and easily navigated by a screen reader.
- At in-person events, ask event staff to assist you in moving chairs, tables, podiums, or any objects that block pathways or field of vision.
|
pressbooks
|
2025-03-22T05:09:34.604589
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-5",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-6
|
Presenting Practices
Your Slides
- Describe and read everything on your slide. This will help people who are blind or have limited vision understand what is on the slide.
- Minimize the amount of text on slides.
- When you advance a slide, pause to allow everyone — including those who are deaf or hard of hearing — to read the slide before you start talking.
Live Automatic Captioning
- Using PowerPoint or Google Slides, you can turn on live transcriptions to create captioning of your spoken word.
- Live transcriptions of your words help accommodate individuals in the audience who may be deaf or hard of hearing.
- PowerPoint Live Captioning
- Google Slides Live Captioning
Inclusive Language
- Use gender-inclusive language (e.g., instead of phrases like “ladies and gentlemen,” and “hi, guys,” consider “folks,” “everyone,” “attendees,” or “participants”).
- Be aware that people might prefer either person-first or identity-first language. The video Person First or Identity First Language explains these terms.
- Avoid generalizations and stereotypes.
- Avoid using jargon and acronyms. If you do use them, explain what they mean in plain language.
- Words Matter: Guidelines for Inclusive Language [PDF]
Microphone Tips and Tricks
- Use a microphone if one is provided. There will be a variety of hearing levels in your audience. Do not ask if people can hear you without using the microphone.
- Speak at a normal level: you do not need to shout or whisper. The microphone is meant to amplify your normal speaking voice.
- Cough away from the microphone.
- Pass around the microphone to participants asking questions or engaging in large group discussions.
- How to speak with a microphone
- What you are saying when you say “I don’t need a mic”
Territory Acknowledgements
- We suggest starting your presentation with a personal territory acknowledgement.
- Guide to Acknowledging First Peoples and Traditional Territory
- What are land acknowledgements and why do they matter?
- Use Native Land to find out whose land you are on.
Content Warnings
- Offer verbal or written notices before sharing potentially sensitive content – these allow participants to prepare themselves to engage or disengage for their own wellbeing.
- Before your scheduled presentation place content warnings on your session description in the schedule.
- Content and Trigger Warnings
- An Introduction to Content/Trigger Warnings
Facilitating Activities
- When planning activities that require movement, reflect on the accommodations required for those who have limited mobility, are blind, vision impaired, deaf, or hard of hearing. If these participants cannot be accommodated, consider changing the activity.
- Before your scheduled presentation describe planned activities in your session description on the schedule. This allows attendees to decide if they can participate or not.
- Before your scheduled presentation upload any handouts to your session description on the schedule. This allows participants to use them on their computer if needed. Ensure your handouts are accessible and easily navigated by a screen reader.
- At in-person events, ask event staff to assist you in moving chairs, tables, podiums, or any objects that block pathways or field of vision.
|
pressbooks
|
2025-03-22T05:09:34.615430
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-6",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-7
|
Presenting Practices
Your Slides
- Describe and read everything on your slide. This will help people who are blind or have limited vision understand what is on the slide.
- Minimize the amount of text on slides.
- When you advance a slide, pause to allow everyone — including those who are deaf or hard of hearing — to read the slide before you start talking.
Live Automatic Captioning
- Using PowerPoint or Google Slides, you can turn on live transcriptions to create captioning of your spoken word.
- Live transcriptions of your words help accommodate individuals in the audience who may be deaf or hard of hearing.
- PowerPoint Live Captioning
- Google Slides Live Captioning
Inclusive Language
- Use gender-inclusive language (e.g., instead of phrases like “ladies and gentlemen,” and “hi, guys,” consider “folks,” “everyone,” “attendees,” or “participants”).
- Be aware that people might prefer either person-first or identity-first language. The video Person First or Identity First Language explains these terms.
- Avoid generalizations and stereotypes.
- Avoid using jargon and acronyms. If you do use them, explain what they mean in plain language.
- Words Matter: Guidelines for Inclusive Language [PDF]
Microphone Tips and Tricks
- Use a microphone if one is provided. There will be a variety of hearing levels in your audience. Do not ask if people can hear you without using the microphone.
- Speak at a normal level: you do not need to shout or whisper. The microphone is meant to amplify your normal speaking voice.
- Cough away from the microphone.
- Pass around the microphone to participants asking questions or engaging in large group discussions.
- How to speak with a microphone
- What you are saying when you say “I don’t need a mic”
Territory Acknowledgements
- We suggest starting your presentation with a personal territory acknowledgement.
- Guide to Acknowledging First Peoples and Traditional Territory
- What are land acknowledgements and why do they matter?
- Use Native Land to find out whose land you are on.
Content Warnings
- Offer verbal or written notices before sharing potentially sensitive content – these allow participants to prepare themselves to engage or disengage for their own wellbeing.
- Before your scheduled presentation place content warnings on your session description in the schedule.
- Content and Trigger Warnings
- An Introduction to Content/Trigger Warnings
Facilitating Activities
- When planning activities that require movement, reflect on the accommodations required for those who have limited mobility, are blind, vision impaired, deaf, or hard of hearing. If these participants cannot be accommodated, consider changing the activity.
- Before your scheduled presentation describe planned activities in your session description on the schedule. This allows attendees to decide if they can participate or not.
- Before your scheduled presentation upload any handouts to your session description on the schedule. This allows participants to use them on their computer if needed. Ensure your handouts are accessible and easily navigated by a screen reader.
- At in-person events, ask event staff to assist you in moving chairs, tables, podiums, or any objects that block pathways or field of vision.
|
pressbooks
|
2025-03-22T05:09:34.626034
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/#chapter-5-section-7",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.639413
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-1
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.652566
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-1",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-2
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.665037
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-2",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-3
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.677346
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-3",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-4
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.689568
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-4",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-5
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.702234
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-5",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-6
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.714592
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-6",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-7
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.726848
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-7",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-8
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.739163
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-8",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-9
|
Slide Design
Inclusive Design Webinar Series Part 2: Presentations. This webinar on inclusive presentation provides more detailed information about the design of your slides and presentation.
https://media.bccampus.ca/id/0_vfgo1obj?width=608&height=402&playerId=23449753
Slide Titles
- Put your slide title in the heading placeholder on your slide, not in a textbox or a general text placeholder.
- Every slide in your presentation should have a unique title that describes what is on the slide.
- These steps help people find content quickly and individuals using screen readers navigate through a presentation easily.
- For more, view 7:00-8:00 in the Inclusive Design Webinar Series video.
Slide Layout
- Slide layouts use placeholders for different content types (headings, images, and text). This supports people using screen readers and ensures slide content is read in the correct order.
- Avoid using text boxes, as they are not accessible for people using screen readers.
- If in PowerPoint, use the Slide Master to customize the slide layout.
- For more, view 5:00-7:00 in the Inclusive Design Webinar Series video.
Font
- Use large (at least 24 point), simple, sans serif fonts (e.g., Arial, Verdana, Helvetica), which can be easily read by most individuals from the back of a large room.
Colour
- Use high-contrast colours that have a contrast ratio of at least 4.5:1. Use a contrast checker to see if the colours meet the minimum contrast ratio.
- Information should not be conveyed by colour alone. For example, avoid saying “the red bar shows sales have increased.” Instead, refer to where the information is located: “the far left bar shows sales have increased.”
- Excerpt from the BCcampus Accessibility Toolkit: Colour Contrast
Images
- Alt text is descriptive text that conveys the meaning and context of a visual item, such as an image, a graph, or a chart.
- A screen reader will read alt text it encounters aloud, allowing people to better understand what is on the screen if they cannot see it.
- Alt text should be short, concise, less than two sentences, and reflect what is important about the image, such as symbolic or metaphorical importance.
- Video: Adding Alt Text to Images in PowerPoint
- Everything you need to know to write effective alt text
- Beginner’s Guide to Alt Text
Videos
- Captions are text versions of the spoken word presented within multimedia.
- Captions are useful to those who cannot hear the audio and people who are not fluent in the language of the audio.
- Captions, Transcripts, and Audio Descriptions
- Captioning Your Own Video for Free
Animations
- Avoid unnecessary animations and flashy slide transitions.
- Animations or effects should be slow enough that you can describe what is happening to participants.
- 10 Simple PowerPoint Animation Tips and Tricks
Links
- Ensure all links have text that describes the topic or purpose of the link.
- Avoid using “click here” or “read more,” as these phrases do not make the purpose of the link clear.
- Chapter on Links in the BCcampus Accessibility Toolkit
Sharing Your Presentation
- Upload your presentation to the event platform one week before your presentation.
- If possible, upload multiple formats of your presentation (PowerPoint, an HTML file with speaking notes, or a PDF).
- You can share your Google Slides presentation in HTML view using the shortcut Ctrl + Alt + Shift + P (Windows or Chrome OS) or ⌘ + Option + Shift + P (Mac). This is helpful for people using screen readers.
|
pressbooks
|
2025-03-22T05:09:34.751828
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/slide-design/#chapter-22-section-9",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/
|
Virtual Presenting Tips
Lighting
- Avoid sitting with your back to a major source of light. Your light source should be in front of you, but not directly in your face. Consider all your sources of light, and test your lighting ahead of time.
Background
- Be mindful of what is in your background, remove any items you do not want seen by the audience.
- Wear a shirt that is a different colour from your background.
- You can add a custom background, although live backgrounds are preferred.
Video
- When presenting, choose a position that is most natural for you, whether that be standing or sitting.
- Ensure that the camera or webcam is positioned with a clear view of your face.
- Clean the camera or webcam lens.
- Prepare for hiccups, sound failure, power outages, etc. Use a hard-wired microphone and headphones, rather than ones that rely on Bluetooth.
Delivery
- Use props.
- Tell a story.
- Be yourself: if you’re funny, be funny.
- Put the same effort into your presentation that you would on stage.
- Write a script or go freestyle — do what makes you the most comfortable.
- Visualize and checklist your session. Are all your pieces in place?
- Consider: do you normally stand or sit when presenting? Standing will give you more movement and energy. Just make sure that the camera is set correctly.
- If (when) tech fails, use humour, as hiccups are inevitable.
- Practice, practice, practice.
Devices and Connectivity
- Hard-wire your devices, if possible.
- Close all unnecessary windows and tabs that may take up precious bandwidth and processing power.
- If your computer is overheating, shut it down and let it cool off before starting it up again.
- Unplug extraneous smart devices, such as Google Home, Amazon Alexa, smartwatches, etc.
- Video games that require internet access should be turned off or played offline.
- If you have a security system that requires a lot of internet bandwidth, you might want to consider upgrading your internet plan or getting a separate connection.
|
pressbooks
|
2025-03-22T05:09:34.761756
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-1
|
Virtual Presenting Tips
Lighting
- Avoid sitting with your back to a major source of light. Your light source should be in front of you, but not directly in your face. Consider all your sources of light, and test your lighting ahead of time.
Background
- Be mindful of what is in your background, remove any items you do not want seen by the audience.
- Wear a shirt that is a different colour from your background.
- You can add a custom background, although live backgrounds are preferred.
Video
- When presenting, choose a position that is most natural for you, whether that be standing or sitting.
- Ensure that the camera or webcam is positioned with a clear view of your face.
- Clean the camera or webcam lens.
- Prepare for hiccups, sound failure, power outages, etc. Use a hard-wired microphone and headphones, rather than ones that rely on Bluetooth.
Delivery
- Use props.
- Tell a story.
- Be yourself: if you’re funny, be funny.
- Put the same effort into your presentation that you would on stage.
- Write a script or go freestyle — do what makes you the most comfortable.
- Visualize and checklist your session. Are all your pieces in place?
- Consider: do you normally stand or sit when presenting? Standing will give you more movement and energy. Just make sure that the camera is set correctly.
- If (when) tech fails, use humour, as hiccups are inevitable.
- Practice, practice, practice.
Devices and Connectivity
- Hard-wire your devices, if possible.
- Close all unnecessary windows and tabs that may take up precious bandwidth and processing power.
- If your computer is overheating, shut it down and let it cool off before starting it up again.
- Unplug extraneous smart devices, such as Google Home, Amazon Alexa, smartwatches, etc.
- Video games that require internet access should be turned off or played offline.
- If you have a security system that requires a lot of internet bandwidth, you might want to consider upgrading your internet plan or getting a separate connection.
|
pressbooks
|
2025-03-22T05:09:34.771380
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-1",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-2
|
Virtual Presenting Tips
Lighting
- Avoid sitting with your back to a major source of light. Your light source should be in front of you, but not directly in your face. Consider all your sources of light, and test your lighting ahead of time.
Background
- Be mindful of what is in your background, remove any items you do not want seen by the audience.
- Wear a shirt that is a different colour from your background.
- You can add a custom background, although live backgrounds are preferred.
Video
- When presenting, choose a position that is most natural for you, whether that be standing or sitting.
- Ensure that the camera or webcam is positioned with a clear view of your face.
- Clean the camera or webcam lens.
- Prepare for hiccups, sound failure, power outages, etc. Use a hard-wired microphone and headphones, rather than ones that rely on Bluetooth.
Delivery
- Use props.
- Tell a story.
- Be yourself: if you’re funny, be funny.
- Put the same effort into your presentation that you would on stage.
- Write a script or go freestyle — do what makes you the most comfortable.
- Visualize and checklist your session. Are all your pieces in place?
- Consider: do you normally stand or sit when presenting? Standing will give you more movement and energy. Just make sure that the camera is set correctly.
- If (when) tech fails, use humour, as hiccups are inevitable.
- Practice, practice, practice.
Devices and Connectivity
- Hard-wire your devices, if possible.
- Close all unnecessary windows and tabs that may take up precious bandwidth and processing power.
- If your computer is overheating, shut it down and let it cool off before starting it up again.
- Unplug extraneous smart devices, such as Google Home, Amazon Alexa, smartwatches, etc.
- Video games that require internet access should be turned off or played offline.
- If you have a security system that requires a lot of internet bandwidth, you might want to consider upgrading your internet plan or getting a separate connection.
|
pressbooks
|
2025-03-22T05:09:34.780630
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-2",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-3
|
Virtual Presenting Tips
Lighting
- Avoid sitting with your back to a major source of light. Your light source should be in front of you, but not directly in your face. Consider all your sources of light, and test your lighting ahead of time.
Background
- Be mindful of what is in your background, remove any items you do not want seen by the audience.
- Wear a shirt that is a different colour from your background.
- You can add a custom background, although live backgrounds are preferred.
Video
- When presenting, choose a position that is most natural for you, whether that be standing or sitting.
- Ensure that the camera or webcam is positioned with a clear view of your face.
- Clean the camera or webcam lens.
- Prepare for hiccups, sound failure, power outages, etc. Use a hard-wired microphone and headphones, rather than ones that rely on Bluetooth.
Delivery
- Use props.
- Tell a story.
- Be yourself: if you’re funny, be funny.
- Put the same effort into your presentation that you would on stage.
- Write a script or go freestyle — do what makes you the most comfortable.
- Visualize and checklist your session. Are all your pieces in place?
- Consider: do you normally stand or sit when presenting? Standing will give you more movement and energy. Just make sure that the camera is set correctly.
- If (when) tech fails, use humour, as hiccups are inevitable.
- Practice, practice, practice.
Devices and Connectivity
- Hard-wire your devices, if possible.
- Close all unnecessary windows and tabs that may take up precious bandwidth and processing power.
- If your computer is overheating, shut it down and let it cool off before starting it up again.
- Unplug extraneous smart devices, such as Google Home, Amazon Alexa, smartwatches, etc.
- Video games that require internet access should be turned off or played offline.
- If you have a security system that requires a lot of internet bandwidth, you might want to consider upgrading your internet plan or getting a separate connection.
|
pressbooks
|
2025-03-22T05:09:34.789798
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-3",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-4
|
Virtual Presenting Tips
Lighting
- Avoid sitting with your back to a major source of light. Your light source should be in front of you, but not directly in your face. Consider all your sources of light, and test your lighting ahead of time.
Background
- Be mindful of what is in your background, remove any items you do not want seen by the audience.
- Wear a shirt that is a different colour from your background.
- You can add a custom background, although live backgrounds are preferred.
Video
- When presenting, choose a position that is most natural for you, whether that be standing or sitting.
- Ensure that the camera or webcam is positioned with a clear view of your face.
- Clean the camera or webcam lens.
- Prepare for hiccups, sound failure, power outages, etc. Use a hard-wired microphone and headphones, rather than ones that rely on Bluetooth.
Delivery
- Use props.
- Tell a story.
- Be yourself: if you’re funny, be funny.
- Put the same effort into your presentation that you would on stage.
- Write a script or go freestyle — do what makes you the most comfortable.
- Visualize and checklist your session. Are all your pieces in place?
- Consider: do you normally stand or sit when presenting? Standing will give you more movement and energy. Just make sure that the camera is set correctly.
- If (when) tech fails, use humour, as hiccups are inevitable.
- Practice, practice, practice.
Devices and Connectivity
- Hard-wire your devices, if possible.
- Close all unnecessary windows and tabs that may take up precious bandwidth and processing power.
- If your computer is overheating, shut it down and let it cool off before starting it up again.
- Unplug extraneous smart devices, such as Google Home, Amazon Alexa, smartwatches, etc.
- Video games that require internet access should be turned off or played offline.
- If you have a security system that requires a lot of internet bandwidth, you might want to consider upgrading your internet plan or getting a separate connection.
|
pressbooks
|
2025-03-22T05:09:34.798880
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-4",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-5
|
Virtual Presenting Tips
Lighting
- Avoid sitting with your back to a major source of light. Your light source should be in front of you, but not directly in your face. Consider all your sources of light, and test your lighting ahead of time.
Background
- Be mindful of what is in your background, remove any items you do not want seen by the audience.
- Wear a shirt that is a different colour from your background.
- You can add a custom background, although live backgrounds are preferred.
Video
- When presenting, choose a position that is most natural for you, whether that be standing or sitting.
- Ensure that the camera or webcam is positioned with a clear view of your face.
- Clean the camera or webcam lens.
- Prepare for hiccups, sound failure, power outages, etc. Use a hard-wired microphone and headphones, rather than ones that rely on Bluetooth.
Delivery
- Use props.
- Tell a story.
- Be yourself: if you’re funny, be funny.
- Put the same effort into your presentation that you would on stage.
- Write a script or go freestyle — do what makes you the most comfortable.
- Visualize and checklist your session. Are all your pieces in place?
- Consider: do you normally stand or sit when presenting? Standing will give you more movement and energy. Just make sure that the camera is set correctly.
- If (when) tech fails, use humour, as hiccups are inevitable.
- Practice, practice, practice.
Devices and Connectivity
- Hard-wire your devices, if possible.
- Close all unnecessary windows and tabs that may take up precious bandwidth and processing power.
- If your computer is overheating, shut it down and let it cool off before starting it up again.
- Unplug extraneous smart devices, such as Google Home, Amazon Alexa, smartwatches, etc.
- Video games that require internet access should be turned off or played offline.
- If you have a security system that requires a lot of internet bandwidth, you might want to consider upgrading your internet plan or getting a separate connection.
|
pressbooks
|
2025-03-22T05:09:34.808148
|
07-6-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/presentertoolkit/chapter/virtual-presenting-tips/#chapter-36-section-5",
"book_url": "https://opentextbc.ca/presentertoolkit/chapter/presenting-practices/",
"title": "Presenter Toolkit",
"author": "Rebecca Shortt",
"institution": "",
"subject": "Speaking in public: advice and guides, Business communication and presentation"
}
|
https://kpu.pressbooks.pub/booktemplate/chapter/chapter-1/
|
Write your content here. To create another level of organization, you can use the Heading 1 style in order to create collapsible sections that the reader can navigate through easier. You can enable collapsible sections by going to Appearance > Theme Options > Web Options.
Using collapsible sections does not work with anchor links, so you may need to choose which feature will work better for your book.
|
pressbooks
|
2025-03-22T05:09:34.815989
|
02-27-2025
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://kpu.pressbooks.pub/booktemplate/chapter/chapter-1/",
"book_url": "https://kpu.pressbooks.pub/booktemplate/front-matter/start-here-how-to-use-this-template/",
"title": "Pressbooks Template",
"author": "Amanda Grey",
"institution": "Kwantlen Polytechnic University",
"subject": "The Arts"
}
|
https://kpu.pressbooks.pub/booktemplate/chapter/chapter-2/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Section 1.2
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:34.830270
|
02-27-2025
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://kpu.pressbooks.pub/booktemplate/chapter/chapter-2/",
"book_url": "https://kpu.pressbooks.pub/booktemplate/front-matter/start-here-how-to-use-this-template/",
"title": "Pressbooks Template",
"author": "Amanda Grey",
"institution": "Kwantlen Polytechnic University",
"subject": "The Arts"
}
|
https://kpu.pressbooks.pub/booktemplate/chapter/section-3/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Section 1.3
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:34.844962
|
02-27-2025
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://kpu.pressbooks.pub/booktemplate/chapter/section-3/",
"book_url": "https://kpu.pressbooks.pub/booktemplate/front-matter/start-here-how-to-use-this-template/",
"title": "Pressbooks Template",
"author": "Amanda Grey",
"institution": "Kwantlen Polytechnic University",
"subject": "The Arts"
}
|
https://kpu.pressbooks.pub/booktemplate/chapter/chapter-review/
|
Chapter 1 Review
At the end of each chapter, it’s a good idea to include some interactive content so that students can check their learning. This is usually done with H5P.
Examples
At the end of each chapter, it’s a good idea to include some interactive content so that students can check their learning. This is usually done with H5P.
Examples
|
pressbooks
|
2025-03-22T05:09:34.855638
|
02-27-2025
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://kpu.pressbooks.pub/booktemplate/chapter/chapter-review/",
"book_url": "https://kpu.pressbooks.pub/booktemplate/front-matter/start-here-how-to-use-this-template/",
"title": "Pressbooks Template",
"author": "Amanda Grey",
"institution": "Kwantlen Polytechnic University",
"subject": "The Arts"
}
|
https://kpu.pressbooks.pub/booktemplate/chapter/section-2-1/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Section 2.1
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:34.874246
|
02-27-2025
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://kpu.pressbooks.pub/booktemplate/chapter/section-2-1/",
"book_url": "https://kpu.pressbooks.pub/booktemplate/front-matter/start-here-how-to-use-this-template/",
"title": "Pressbooks Template",
"author": "Amanda Grey",
"institution": "Kwantlen Polytechnic University",
"subject": "The Arts"
}
|
https://kpu.pressbooks.pub/booktemplate/chapter/section-2-2/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Section 2.2
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:34.890248
|
02-27-2025
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://kpu.pressbooks.pub/booktemplate/chapter/section-2-2/",
"book_url": "https://kpu.pressbooks.pub/booktemplate/front-matter/start-here-how-to-use-this-template/",
"title": "Pressbooks Template",
"author": "Amanda Grey",
"institution": "Kwantlen Polytechnic University",
"subject": "The Arts"
}
|
https://kpu.pressbooks.pub/booktemplate/chapter/section-2-3/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Section 2.3
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:34.905725
|
02-27-2025
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://kpu.pressbooks.pub/booktemplate/chapter/section-2-3/",
"book_url": "https://kpu.pressbooks.pub/booktemplate/front-matter/start-here-how-to-use-this-template/",
"title": "Pressbooks Template",
"author": "Amanda Grey",
"institution": "Kwantlen Polytechnic University",
"subject": "The Arts"
}
|
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