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Accessible documents from LaTeX

By Jim R Tyson, on 22 July 2020

Some advice and information in this blog is superceded by this post.

Note: in this piece, many of the specific LaTeX examples are taken from package vignettes or documentation.  All packages mentioned have CTAN links.

ISD has published good general guidance on producing accessible materials on its Accessibility Fundamentals pages, with links to a host of useful resources.

While it is relatively straightforward to follow the guidelines and meet the standards set for users of Microsoft Office and for web developers, it is still not clear to many of us LaTeX (and I include markdown) users what we should and can (and maybe cannot) do.

I want to make a few points about the what, and then outline a few essential hows.

There are three aims here:

  1. get as close as possible to producing ‘tagged PDF’ or PDF/UA documents using LaTeX;
  2. produce HTML from LaTeX for screenreader software;
  3. produce Microsoft Word from LaTeX for consumers who need to modify a document themselves for accessibility purposes.

These aims are met by using the LaTeX package accessibility and the open source document conversion utility pandoc.

The package accessibility is found on this CTAN page.  To produced structured, tagged PDF include

\usepackage[[tagged, highstructure]]{accessibility}

in the document preamble.

I am not adressing using Beamer here: the same general considerations apply and ordinary LaTeX techniques can be used. Beamer cannot currently be used with the accessibility package mentioned above. To add alternative text to a Beamer presentation you can use the package pdfcomment from this CTAN archive page. At the moment, I can offer no good solution for dealing with existing Beamer presentations, but ISD is looking into what might be doable, including working on the compatibility of the accessibility package and Beamer. I am now using markdown to produce html presentations rather than PDF.

Before I get into specifics, I want to emphasize that where possible, we should try to provide people with documents that they can modify to suit their needs and that therefore in many cases a Microsoft Office or HTML document is more usefully accessible than a PDF. Pandoc makes conversion from LaTeX to HTML very simple and you can use LaTeX mathematics in your documents to be converted to HTML with either MathML or Mathjax options.

Text

LaTeX users producing text documents are probably already covering the need for clearly structured text with headings by using the \section{} family of commands. It is worth considering use of the package hyperref.sty so that you can create clickable cross-references in your documents and a clickable table of contents. Screenreader users will find hyperlinked sections and a clickable table of contents very useful.  Hyperref can also take care of the language metadata of your PDF. Programs that access your PDF should be able to determine the language (or main language) of the document.  One way to do this is to include this hyperref command in the preamble:

\usepackage[pdflang={en-GB}]{hyperref}

Using a sans serif font, like computer modern sans serif will help make your document easier to read. LaTeX users who are typesetting mathematics should note that what research has been published has not – to my knowledge – addressed the issue of font choice for mathematics (or logic, or linguistics, chemistry and so on). Just as important is to use a good size for text. I try to use 12pt body text and 14pt and 16pt headers. The code to change font is as follows and should be in your preamble

\renewcommand{\familydefault}{\sfdefault}

You can use the package setspace to change linespacing in a document to 1.5, with the command

\onehalfspace

Many readers benefit from slightly wider than normal margins.  The default margins for LaTeX documents are already quite generous leading to a line-scan length that is comfortable for most readers.  If you do wish to change the margins, you should use the package geometry from this CTAN archive. There are a number of ways to use geometry.  You can use it with options in your preamble like this:

\usepackage[margin=1.5in]{geometry}

or

\usepackage[total={6.5in,8.75in},top=1.2in, left=0.9in, includefoot]{geometry}

Or you can use the command \geometry{} in your preamble like this:

\geometry{a4paper, margin=2in}

Use bold \textbf{} for emphasis and avoid italic. If you wish to modify an existing document that uses \emph{} (which we have conscientiously preferred for decades) you can include the following code

\makeatletter
 \DeclareRobustCommand{\em}{%
    \@nomath\em \if b\expandafter\@car\f@series\@nil
    \normalfont \else \bfseries \fi}
\makeatother

in the preamble of your document to change the default appearance of emphasis.

You can use the package xcolor available from this TeX archive page and command \pagecolor{Ivory} (for example) to change the background colour of a PDF for electronic use.

Hyperlinks

Make your hyperlinks clearly distinguishable from text; make them meaningful (don’t use the URL itself or text like ‘click here’; make sure that any colour contrast complies with the guidelines on this WCAG colour contrast guidance page.) If your document is likely to be disseminated in print form, then it is useful to add a short and easily typable URL for print format readers, eg https://tinyurl.com/contrastguidance.

To get a properly presented URL use code like this:

\href{http://www.ucl.ac.uk/isd}{ISD home page.}

To control the colours used with hyperlinks you can include something like the following in your preamble after calling the hyperref package:

\hypersetup{
    colorlinks=true,
    linkcolor=blue,
    filecolor=magenta,
    urlcolor=cyan
}

Images and tables

The package accessibility mentioned earlier, provides a LaTeX command \alt{} which can be used to add alternative text in any float environment.  Unfortunately \alt{} from package accessibility cannot be used with the Beamer presenation package.

While good captioning for images and tables will enhance accessibility, where necessary alternative text should describe not just what data is in a table for example EU GDP by Country 2010 to 2018 but what its relevance is : EU GDP by Country 2018 to 2020 showing the trend of reduced growth over time. The reader may choose to skip the data table sometimes if the alternative text is clear enough. Also be sure to use \lable{} and \ref{} to enable screenreader software to quickly locate relevant data or images.

If you use images which are essentially decorative, then use \alt{} to let the screenreader software know that.

Mathematical content

LaTeX source code including mathematical content can produce screenreader friendly HTML via pandoc. The best result with most modern browsers (including Edge, Safari, Chrome and Firefox) is achieved using the MathJax option on conversion. The instructions to do this are on the pandoc demo page. In all examples so far tested (and we will test more, and more fully) the mathematical content was read semantically rather than typographically so that a fraction is read “fraction with denominator X and numerator y” (with some minor variation, ie sometimes reading “ratio” rather than “fraction”).

Links

Matthew Towers has written a useful page about accessibility and pdf files, although it has been overtaken by events with respect to useful LaTeX packages.

The TeX User Group (tug) web page on PDF accessibility and PDF standards.

Mentimeter at UCL

By Steve Rowett, on 9 July 2020

We’re pleased to announce that we now have a site licence for Mentimeter at UCL, meaning that any teacher or student can use it free of charge. Our Mentimeter Resource Centre provides training and guidance to get you started.

Mentimeter is an online polling, questioning and voting tool that you can use in your teaching, whether it is online or face-to-face, synchronous or asynchronous. Mentimeter offers a wide variety of question types that you can use with your students to promote active learning:

Icons for different question types in Mentimeter, including multiple choice, free text response, ranking and image-based questions

Icons for different question types in Mentimeter, including multiple choice, free text response, ranking and image-based questions

It will eventually replace the TurningPoint ‘clickers’ that were installed in some lecture theatres and were available to loan. Educationally, the two services are very similar, but Mentimeter can be used anywhere – including for synchronous and asynchronous online teaching – without the need for physical handsets. It also allows more flexible question types such as word cloud and text responses, unlike the more limited TurningPoint numeric keypads. And you can even include LaTeX formatting in your Mentimeter slides.

To sign up for Mentimeter go to https://www.mentimeter.com/join/ucl. You will be redirected to log in using Single Sign On, with your standard UCL username and password. And then you’ll be straight in to Mentimeter and able to start making your first presentation.

If you already have a Mentimeter account (free or paid) using your UCL email address, this should convert to our site licence and you will no longer be charged for it. Any presentations or results that you already have attached to that account will be preserved.

If you have an existing Mentimeter account (free or paid) using a personal non-UCL email address, then you can either just create one with your UCL email address, or we can transfer your old presentations and results over on request.

Mentimeter have some great resources on putting your slides together. It’s all done online with no need for a fiddly PowerPoint toolbar. Instead, you just click the ‘Present’ button in Mentimeter and your questions appear full screen.

If you are teaching a live session online, then you run the presentation at ‘presenter pace’ which is the default method. You can share the window in Microsoft Teams or Zoom. Students can vote or contribute from a web browser on their laptop or phone, and you see the results in real time as your students enter them.

You can also run a presentation in ‘audience pace’ mode where students complete questions at their own pace, and possibly at different times. It’s an effective tool for asynchronous activities, so for example you might ask students to complete an activity at the start of the week and review their contributions at the end of the week. You still get to see their contributions in real time as they are made.

Dr Silvia Colaiacomo from the UCL Arena Centre has written a case study on the use of Mentimeter for student engagement during asynchronous teaching.

To give you some examples of what you can do with Mentimeter, here are some different question types showing how the results are presented after an audience response.


A graph showing the results of a multiple choice question and the correct answer in Mentimeter

A graph showing the results of a multiple choice question and the correct answer in Mentimeter


Sliders allow participants to show levels of support for various statements in Mentimeter

Sliders allow participants to show levels of support for various statements in Mentimeter


 

Free text responses shown as a word cloud in Mentimeter

Free text responses shown as a word cloud in Mentimeter


 

Remote but not solo, Moodle and Group Work

By Samantha Ahern, on 24 June 2020

Social learning is an important part of the learning experience for students. It enables knowledge consolidation and application, and opportunities for cross-curricula and inter-disciplinary learning. In addition, through working in groups students are able to develop valuable employability skills such as collaboration, communication, problem-solving and negotiation. However, group work can be tricky to design and mange effectively and needs careful consideration. I recommend reading: Burke, A. (2011). Group work: How to use groups effectively. Journal of Effective Teaching, 11(2), 87-95.

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Moodle can be used to facilitate this rich learning experience through use of the group feature. Separate groups allow students to contribute and see work within their own groups,  visible groups on the other hand allow students to only contribute to their own group work but they can view work taking place in other groups.

The following activities could be set up for collaboration amongst groups of students:

  1. Forum: create a forum (just one),  assign students to groups, students will only see post made in their group,  give students a clear task. – staff can review what is happening in each group. For more information and links case to studies see the Discussion Forums MiniGuide.
  2. Chat: group chat sessions-  create a space where students can arrange to meet and work collaboratively on a task. For more information see the MoodleDocs article Using Chat.
  3. Glossary: In groups or as a cohort build a glossary of key terms that students may encounter on the course. Might be really useful e.g for medical terms. Each time the term is used on the course a defintion will be highlighted. For more information and links case to studies see the Glossary MiniGuide.
  4. Database: share resources and entries e.g. create a collaborative resource bank, or peer review of shared work. For more information about how to use databases and ideas for usage see the MoodleDocs article Using Databases.
  5. Workshop: enables students to peer review work submitted by others. Students can be assigned work to review or students can be assigned work to review randomly. There is a lot to be considered and set-up for the effective use of Moodle workshops, their use needs to be carefully planned in advance for them to be a meaningful part of a module’s design. For more information see the Moodle workshop for peer assessment MiniGuide.

Related Arena case studies

Some of these case studies make use of Moodle, others do not. But all discuss an element of group work that could be modified for a Connected Learning and facilitated via Moodle.

 

Teaching videos: which platform should I choose?

By Eliot Hoving, on 12 June 2020

Decorative.

As you prepare your Moodle course for next term, in addition to vital asynchronous activities, you will likely want to add a few videos of yourself or a screen recording of your lecture. By now you’re probably aware that UCL has a plethora of technologies. This is partly a necessity, as UCL teaching practices vary so no single tool will get the job done for everyone, but sometimes it’s a little unclear which to use.

 

To help you decide, Digital Education with help from the Digital Media team and IT for SLASH team has put together this comparison table of the three centrally supported media platforms: Lecturecast, Mediacentral and Microsoft Stream.

 

The table hopes to clarify some of the common questions; e.g.

  • Does the platform allow students to download recordings?
  • Can I upload a pre-recorded video e.g. a video recorded in PowerPoint?
  • Can I restrict who views the video?
  • Can I see analytics on whose watched the video?

 

If you need further advice on creating and sharing video, please contact digi-ed@ucl.ac.uk.

 

Improve your mathematics and science quizzes with STACK

By Eliot Hoving, on 11 June 2020

The STACK question type is now available in UCL Moodle Quizzes. STACK allows for rigorous mathematical assessment. Until now, mathematical questions often needed to be multiple choice questions, but with the STACK question type, students can enter mathematical responses directly into Moodle.

Students can input equations directly into Moodle and see a preview before submitting.

Figure 1: Students input equations directly into Moodle, and can see a preview before they submit.

STACK questions can have multiple parts, and each part can be evaluated separately. STACK  questions can also include randomly generated components, making it a lot easier to create a range of practice questions, and also preventing student colluding during a quiz.

The feedback options for staff are dramatically enhanced. Student responses can be evaluated against a series of tests, with different feedback and grading returned to students based on the test outcomes. For example a student’s response could be automatically graded to receive a mark of 1 if it is algebraically equivalent to the correct answer, but lose a mark of 0.1 if it is not properly factorised, for a total mark of 0.9. There are many more tests as well.

Student feedback can be tailored to their response.

Figure 2: Student feedback can include tailored responses, equations and even graphical plots.

To learn more about the STACK question type, see the STACK Moodle user guide.

If you are interested in receiving support to introduce STACK into your Moodle quizzes, please contact digi-ed@ucl.ac.uk.

STACK training workshops (various) – sign up now!

The team behind the Stack question type, are currently offering training on STACK from Monday 15th June 2020 10:00-12:00 BST. Reserve your place.

Demonstration course now available at UCL

A Demonstration course which includes multiple question types created in STACK for you to test, analyse and adapt is now available on UCL Moodle. The course is based on the excellent STACK demonstration course provided by the creators of STACK.

To get access, please contact digi-ed@ucl.ac.uk

Images courtesy of the STACK Documentation page.

 

Open Education and Teaching Continuity

By Samantha Ahern and Leo Havemann, on 15 May 2020

Open Education practices and resources have become increasingly important of late. Sharing what we have learnt and changes that we have made in our approach to digital pedagogy and learning design are important in helping create the best possible learning opportunities for our students. In addition, as students may not have access to all the resources available via campus, now is a good time to re-use, share and create open educational resources. For instance, selecting an open textbook will enable greater access to a textbook resource.

Ongoing support

UCL Digital Education are continuing to run a series of online drop-in and training sessions. A full list of all upcoming sessions is available on the DigiEd team blog. In addition, a series of how-to videos are available via the E-learning wiki.

Arena centre colleagues are also hosting a range of online drop-ins. Details are given on the Teaching Continuity webpages.

SIG update

All OpenEd@UCL SIG face to face meetings are suspended for the forseeable future, including both SIG meetings and the monthly informal meet-ups.  Instead we will be keeping in contact via our SIG space on Teams and the mailing list. We are have already held one successful remote meeting and we will advertise upcoming meeting dates and times via our Teams space.

Resources

There is a wide range of fantastic resources available that can be utilised by you and your students. Some of these have been created by colleagues within UCL, some have not.
Please share any OER that you think will be useful to colleagues via the OpenEd space on Teams.

Things to read or watch

Some fantastic guidance is being provided by a range of experts at present to help with the transition. Included here are some great things to read to help inform your practice moving forwards, plus just some great reads related to open education and practices. All listed items are open access.