CREATIVE SOLUTIONS: PROVIDING QUALITY SERVICES VIA THE INTERNET

1. CREATIVE SOLUTIONS: PROVIDING QUALITY SERVICES VIA THE INTERNET Emily Robertson, MA Gardner-Webb University October 18, 2010

2. Background Objectives 4 Scenarios Solutions Results Brainstorming Background for presentation: When I was growing up, my parents would have us play this game where we would pass an object around the table and come up with different ideas of what it could be. One favorite was a gourd- it wasn’t just an ugly squash, it was an earring, a cell phone or a periscope. And that lesson has carried into my professional life. So today I want to share with you about some of our experiences at GWU looking past the face value of what something is designed for and looking at what it could be. Objectives- Share 4 different scenarios looking at what led to each scenario, the solution, and results. I had hoped that we would have an opportunity to brainstorm together about challenging scenarios you may be facing on your campuses, but because we have limited time, I want to make sure we cover each of the 4 scenarios. If anyone wants to stay afterwards I would be more than happy to stick around or answer any additional questions Background for presentation: When I was growing up, my parents would have us play this game where we would pass an object around the table and come up with different ideas of what it could be. One favorite was a gourd- it wasn’t just an ugly squash, it was an earring, a cell phone or a periscope. And that lesson has carried into my professional life. So today I want to share with you about some of our experiences at GWU looking past the face value of what something is designed for and looking at what it could be. Objectives- Share 4 different scenarios looking at what led to each scenario, the solution, and results. I had hoped that we would have an opportunity to brainstorm together about challenging scenarios you may be facing on your campuses, but because we have limited time, I want to make sure we cover each of the 4 scenarios. If anyone wants to stay afterwards I would be more than happy to stick around or answer any additional questions

3. Scenario # 1

4. Alternate Format Books on Tape (2002) Moved to Scanning/ Kurzweil 3000 system Books on CD CD production cost prohibitive Frequent trips to office Kurzweil files too large to send via e-mail Time delay for distance students at satellite locations When I first started at GWU we were still reading books on tape but after a trip to UNC, Kessler helped bring us into the digital age with hi-speed scanners and Kurzweil 3000. At the time we burned the book files onto CDs but it was expensive and the students had to make frequent trips to our office to get new chapters burned onto the CDs. In addition our distance students suffered because the files were too big to send via email and there was a time delay sending the CDs through the mail.When I first started at GWU we were still reading books on tape but after a trip to UNC, Kessler helped bring us into the digital age with hi-speed scanners and Kurzweil 3000. At the time we burned the book files onto CDs but it was expensive and the students had to make frequent trips to our office to get new chapters burned onto the CDs. In addition our distance students suffered because the files were too big to send via email and there was a time delay sending the CDs through the mail.

5. Scenario # 2

6. Notetaking Notetaker training Training and evaluating over 100 notetakers No means of assessing comprehension and assuring quality notetaking services At the same time, the Notetaker Coordinator was looking for a better way to train student notetakers. The old method was to conduct a large training session and then meet individually with notetakers who were unable to attend the general training session. Additionally it was hard to assess comprehension and assuring quality notetaking services. At the same time, the Notetaker Coordinator was looking for a better way to train student notetakers. The old method was to conduct a large training session and then meet individually with notetakers who were unable to attend the general training session. Additionally it was hard to assess comprehension and assuring quality notetaking services.

7. Solution Attended WebCT (Blackboard) training Selective release and privacy options Module and Assessment tools Collaborated with IT Department and Registrar’s Office Created a ¨fake¨ online class Registered eligible students As we were looking for some way to improve our current services, the Technology Department was offering WebCT training for staff and faculty. We were curious about this program and wondered how it would affect our disability students as the University moved toward online classes. We had no idea of the impact that training was going to have. Several of the features like selective release and the module assessment tool caught our attention and we started to wonder if we could use this system for Books and Notetaking. We collaborated with the Tech Department and Registrar´s office to create a fake class (non-credit, non-graded) for both Books and Notetaking. We then registered eligible disability students as well as notetakers. As we were looking for some way to improve our current services, the Technology Department was offering WebCT training for staff and faculty. We were curious about this program and wondered how it would affect our disability students as the University moved toward online classes. We had no idea of the impact that training was going to have. Several of the features like selective release and the module assessment tool caught our attention and we started to wonder if we could use this system for Books and Notetaking. We collaborated with the Tech Department and Registrar´s office to create a fake class (non-credit, non-graded) for both Books and Notetaking. We then registered eligible disability students as well as notetakers.

8. Process: Alternate Format Workstudys uploaded book chapters online to Books class Selectively released chapters to individual students. Students access the class via their online student accounts Students download files to desktop and access books via Kurzweil 3000 LearnStation Network Online Books My Book Crew team continued to produce electronic books using the Kurzweil software and then would upload those chapters to the online Books class. Each book was selectively released to only those students requesting that material. Students accessed the online class by logging into their student accounts and then downloading the chapter files to the desktop. With this new online system, we moved to the Kurzweil Learnstation network option and Technology Services created a hole in the University firewall to allow access to the Kurzweil program from off campus. Blind students- accessibility- email word docs. Kurzweil 3000 system (tech department created My Book Crew team continued to produce electronic books using the Kurzweil software and then would upload those chapters to the online Books class. Each book was selectively released to only those students requesting that material. Students accessed the online class by logging into their student accounts and then downloading the chapter files to the desktop. With this new online system, we moved to the Kurzweil Learnstation network option and Technology Services created a hole in the University firewall to allow access to the Kurzweil program from off campus. Blind students- accessibility- email word docs. Kurzweil 3000 system (tech department created

9. Students login using University student accountStudents login using University student account

10. Online Books homepage. Click on Get Your Books to locate chapter files.Online Books homepage. Click on Get Your Books to locate chapter files.

11. Students will see Book Folders for each requested book. Click on Folder to access book chapters.Students will see Book Folders for each requested book. Click on Folder to access book chapters.

12. Click on book files to download to desktop. Open Kurzweil 3000 (installed on desktop) to read chapter files. Click on book files to download to desktop. Open Kurzweil 3000 (installed on desktop) to read chapter files.

13. Results World Wide access to book files and reader software Especially beneficial to traveling athletes and distance education students Currently serving over 30 students including both undergraduates and graduate students, adult learners and one student studying abroad this year in Germany. Students are no longer bound to a fixed location and can access book files from anywhere in the world in a timely manner. Students can even notify us via email about reading assignment changes and we can upload the needed chapters without the student needing to make a trip to our offices. Students are no longer bound to a fixed location and can access book files from anywhere in the world in a timely manner. Students can even notify us via email about reading assignment changes and we can upload the needed chapters without the student needing to make a trip to our offices.

14. Process: Notetaking Notetakers are registered for fake class and access course via their online student accounts Face to Face Training to Online Training Efficient method of training, tracking and ensuring quality notetakers Notetakers were also registered for a fake Notetaking class. Using the module tool, students were prompted to read through a Notetaking training module and then take a 20 minute quiz. Any potential notetaker scoring below 80% was flagged and the Notetaker Coordinator would bring them in for a 1-1 meeting to ensure quality notetakers. With the success of these two systems we wondered if we could expand the system. Notetakers were also registered for a fake Notetaking class. Using the module tool, students were prompted to read through a Notetaking training module and then take a 20 minute quiz. Any potential notetaker scoring below 80% was flagged and the Notetaker Coordinator would bring them in for a 1-1 meeting to ensure quality notetakers. With the success of these two systems we wondered if we could expand the system.

15. Notetaking Continued Rising costs of carbon paper and copier expenses Fixed location of notes University initiative to “Go Green” Previously, Notetakers would use carbon paper or make a copy of their class notes in our office and place the notes in a student’s assigned box. The cost of copier expenses was skyrocketing. This meant that disability students had to come to our office before we closed each afternoon to pick up their notes. Our University was also promoting a “Go Green” initiative.Previously, Notetakers would use carbon paper or make a copy of their class notes in our office and place the notes in a student’s assigned box. The cost of copier expenses was skyrocketing. This meant that disability students had to come to our office before we closed each afternoon to pick up their notes. Our University was also promoting a “Go Green” initiative.

16. Results Online Notetaking system expanded Investment in flatbed scanners World Wide access Customized for notetakers and disability students Hundreds of dollars saved in copier costs Online Notetaking Class Once again, with the help of our technology department and registrar’s office, as well as some assistance from Alvaro Gomez at UNC Chapel Hill, we expanded the notetaking system to begin distributing notes online. Disability students were registered along with notetakers and each pair was selectively released to their class. Notetakers are required to scan/ type their notes and upload them online. Disability students log into via their student account and can review online or download notes to their computers. We can now track when notetakers upload notes and the frequency of use. UNC uses MoodleOnce again, with the help of our technology department and registrar’s office, as well as some assistance from Alvaro Gomez at UNC Chapel Hill, we expanded the notetaking system to begin distributing notes online. Disability students were registered along with notetakers and each pair was selectively released to their class. Notetakers are required to scan/ type their notes and upload them online. Disability students log into via their student account and can review online or download notes to their computers. We can now track when notetakers upload notes and the frequency of use. UNC uses Moodle

17. Notetakers and Disability students login to Notetaking class through their GWU student accountsNotetakers and Disability students login to Notetaking class through their GWU student accounts

18. Notetaking Central: Notetakers will be prompted to review Training Module and take Notetaker Assessment (Pass at 80%) Confidentiality form, Evaluation form, Notetaker Handbook, and Uploading/Downloading instructions Disability Students can click on the Notes icon to access their class notes.Notetaking Central: Notetakers will be prompted to review Training Module and take Notetaker Assessment (Pass at 80%) Confidentiality form, Evaluation form, Notetaker Handbook, and Uploading/Downloading instructions Disability Students can click on the Notes icon to access their class notes.

19. Notetakers and Students will be selectively released to requested classes. Notetakers will click on icon to upload notes/ Disability students will click on icon to access/download notes.Notetakers and Students will be selectively released to requested classes. Notetakers will click on icon to upload notes/ Disability students will click on icon to access/download notes.

20. Notetaker will click on “Create Message” to upload new notes. Disability student will click on “New” to access attached notes.Notetaker will click on “Create Message” to upload new notes. Disability student will click on “New” to access attached notes.

21. Notetaker will create a new message. Then they will fill in the Class and date in the Subject field. They can write a message if they choose. (Ex. “No notes today” or “Test on Friday”) The Notetaker will click on Add Attachments/ Browse Computer/ and load scanned or typed notes) Then click submit. Notetaker will create a new message. Then they will fill in the Class and date in the Subject field. They can write a message if they choose. (Ex. “No notes today” or “Test on Friday”) The Notetaker will click on Add Attachments/ Browse Computer/ and load scanned or typed notes) Then click submit.

22. Concerns Student adjustment to online system File extension consistency (.docx, pdf, tiff, jpg) Server difficulties Web Accessibility Web Accessibility- blind students have trouble navigating threaded discussions. Have to email both notes and book files. Web Accessibility- blind students have trouble navigating threaded discussions. Have to email both notes and book files.

23. Scenario # 3

24. Remote Captioning Hearing impaired graduate student at satellite location Communication mode – English Providing captioning services potentially costly and time consuming GWU serves a large population of adult learners including multiple satellite locations across NC & SC. Enter a graduate student with a hearing impairment whose main mode of communication was English and who did not sign. Disability services faced sending two captionists 6 hours a day, 2 days a week for ten weeks. (Costly and time consuming) GWU serves a large population of adult learners including multiple satellite locations across NC & SC. Enter a graduate student with a hearing impairment whose main mode of communication was English and who did not sign. Disability services faced sending two captionists 6 hours a day, 2 days a week for ten weeks. (Costly and time consuming)

25. Solution Collaboration with Tech Services to use Cisco WebEx Conferencing Internet based conferencing Audio capabilities Application sharing Facing this new challenge we approached Tech Services once again. They had just purchased a license for Cisco WebEx Conferencing and were eager to pursue its capabilities. Even though the web conferencing was designed for online meetings, we realized that the application tools could be used to provide real-time captioning at satellite location. Facing this new challenge we approached Tech Services once again. They had just purchased a license for Cisco WebEx Conferencing and were eager to pursue its capabilities. Even though the web conferencing was designed for online meetings, we realized that the application tools could be used to provide real-time captioning at satellite location.

26. Process Collaboration between GWU Technology Services Satellite location facilitator Satellite location Technology Services Professor Student Captionists Technology Services provided us training on the WebEx system and gave us one of the ten administrator rights The satellite location facilitator secured us a room and connected us with Technology Services at the location (rented facility). I visited the satellite location and met with the head of Tech Services and we set up internet access and tested the system with our Tech Services back at GWU. We met with both the Professor and student to explain the process and did another test run through on campus. Then we crossed our fingers. Technology Services provided us training on the WebEx system and gave us one of the ten administrator rights The satellite location facilitator secured us a room and connected us with Technology Services at the location (rented facility). I visited the satellite location and met with the head of Tech Services and we set up internet access and tested the system with our Tech Services back at GWU. We met with both the Professor and student to explain the process and did another test run through on campus. Then we crossed our fingers.

27. WebEx Remote Captioning As the administrator I would send an invitation to an online meeting to the student and captionist. Both parties would login from their respective locations: the captionist at GWU and the student at the Satellite location. The professor was outfitted with a wired lapel microphone that was connected to the student’s laptop. The captionist would hear the lecture on the laptop (with amplified speakers) and then using C-print, caption the lecture. Using the WebEx sharing application the captionist would share the C-Print screen with the student. The student would then see the captionist’s C-Print screen with the real-time captioning transcript. Email transcript, chat windowAs the administrator I would send an invitation to an online meeting to the student and captionist. Both parties would login from their respective locations: the captionist at GWU and the student at the Satellite location. The professor was outfitted with a wired lapel microphone that was connected to the student’s laptop. The captionist would hear the lecture on the laptop (with amplified speakers) and then using C-print, caption the lecture. Using the WebEx sharing application the captionist would share the C-Print screen with the student. The student would then see the captionist’s C-Print screen with the real-time captioning transcript. Email transcript, chat window

28. Host sends invitation to participant (via email, text messaging or phone) Participant logs in, name shown in list. Host shares application (captioning software, PowerPoint, or website) Participants have audio and chat features (Chat can be between all parties or select individuals) Record presentation for future students to accessHost sends invitation to participant (via email, text messaging or phone) Participant logs in, name shown in list. Host shares application (captioning software, PowerPoint, or website) Participants have audio and chat features (Chat can be between all parties or select individuals) Record presentation for future students to access

29. Concerns Internet reliability Microphone compatibility Omni-directional Microphone Lapel Microphone Student comments Professor has to repeat student commentsProfessor has to repeat student comments

30. Scenario # 4

31. Distance Learning Off-Campus students reported feeling isolated and disconnected from the University Expressed frustration with the inability to participate in workshops and training sessions offered by our office Experience was lacking in comparison to on-campus day students Although GWU encourages a sense of community, the idea of community wasn’t always translating to our distance learners. Although accommodation needs were met, students reported feeling isolated from campus and fellow students and expressed frustration with the inability to participate in on-campus workshops and training sessions. In comparison to the experience of an on-campus day student, the distance learner’s experience was lacking. GWU- 16 Satellite locations Distance Learners: work full time, parents, going back to school after some time, AND disabilityAlthough GWU encourages a sense of community, the idea of community wasn’t always translating to our distance learners. Although accommodation needs were met, students reported feeling isolated from campus and fellow students and expressed frustration with the inability to participate in on-campus workshops and training sessions. In comparison to the experience of an on-campus day student, the distance learner’s experience was lacking. GWU- 16 Satellite locations Distance Learners: work full time, parents, going back to school after some time, AND disability

32. Solution Offer online orientation session via WebEx using shared applications to present PowerPoint about disability services and guide students through the University website

33. Results Students feedback: Felt more included and understood department policies Strengthened student/ advisor relationship Formed new relationships with other attendees

34. Future WebEx Applications Workshops Academic Support Groups Tech Support

35. Lessons Learned Along the way, there were of course some lessons learned, my 3 take homes for you today. Along the way, there were of course some lessons learned, my 3 take homes for you today.

36. #1 Be Flexible Be Flexible… Especially with technology and faculty. Inevitably things won’t always go as planned and you have to be prepared with a back up plan. One time when the microphone wasn’t working- and the professor was getting flustered that we were eating away at his time. We used our cell phones instead. Be Flexible… Especially with technology and faculty. Inevitably things won’t always go as planned and you have to be prepared with a back up plan. One time when the microphone wasn’t working- and the professor was getting flustered that we were eating away at his time. We used our cell phones instead.

37. #2. Love on your Tech Dept Building a relationship with the IT department can not be understated. My priorities are not always going to be their priorities and sometimes you have to get them to buy into what you’re selling. When it came to the WebEx system- the faculty weren’t jumping on board right away about the new system. When I approached IT, they were paying $$ and the system wasn’t being used. We explained how we would use it and then shared those results with faculty & administration on campus in an effort to create increased interest. Even a simple thank you for what you do, and acknowledging their efforts and how it impacts our students goes a long way. Sometimes IT only hears the negative. Once I brought a Kurzweil student who was having difficulties with her software. The student was so excited about K3000 being fixed. This was the positive side of their job.Building a relationship with the IT department can not be understated. My priorities are not always going to be their priorities and sometimes you have to get them to buy into what you’re selling. When it came to the WebEx system- the faculty weren’t jumping on board right away about the new system. When I approached IT, they were paying $$ and the system wasn’t being used. We explained how we would use it and then shared those results with faculty & administration on campus in an effort to create increased interest. Even a simple thank you for what you do, and acknowledging their efforts and how it impacts our students goes a long way. Sometimes IT only hears the negative. Once I brought a Kurzweil student who was having difficulties with her software. The student was so excited about K3000 being fixed. This was the positive side of their job.

38. #3 Embrace the ugly gourd The possibilities of providing disability services using the Internet is unlimited and the ideas that I have shared are by no means exhaustive or the only solution. The flexibility of the Internet removes location and mobility barriers and opens the door for providing services that were once thought to be limited by face-to-face connection. Utilizing the Internet to provide disability services is relatively inexpensive to implement and can be more efficient and convenient for students. As our society becomes more technology-based, service providers need to be aware of what software and networking sites are available. We need to think past what the products are designed for and begin to creatively brainstorm solutions for how they can be used to students’ advantage when providing services.The possibilities of providing disability services using the Internet is unlimited and the ideas that I have shared are by no means exhaustive or the only solution. The flexibility of the Internet removes location and mobility barriers and opens the door for providing services that were once thought to be limited by face-to-face connection. Utilizing the Internet to provide disability services is relatively inexpensive to implement and can be more efficient and convenient for students. As our society becomes more technology-based, service providers need to be aware of what software and networking sites are available. We need to think past what the products are designed for and begin to creatively brainstorm solutions for how they can be used to students’ advantage when providing services.

39. Contact Info: Emily Robertson, MA, CI Assistive Technology Coordinator Noel Program for Students with Disabilities Gardner-Webb University 704-406-3249 erobertson@gardner-webb.edu