UBC Wiki - User contributions [en]

Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning

2026-08-25T18:06:06Z

WillEngle: Undo revision 903687 by WillEngle (talk)

::''This resource was developed through a collaboration of non-Indigenous settlers who work and live on the traditional, unceded, lands of the hən̓q̓əmin̓əm̓-speaking Musqueam people. It attempts to serve as a beginners guide to help better understand the importance of land acknowledgements and how to integrate them into teaching and learning practice, specific to UBC Point Grey campus.''

==What is it?==

Acknowledging Indigenous lands, rights, and peoples is a practice to inform where universities and institutions are situated. It is a starting point to understanding the long presence and histories of Indigenous peoples as well as our historical, social, and physical locations. Land acknowledgements have become a recognized practice at universities across Canada, but they vary by context and place<ref> Guide to Acknowledging First Peoples & Traditional Territory. (2017) Canadian Association of University Teachers. https://www.caut.ca/sites/default/files/caut-guide-to-acknowledging-first-peoples-and-traditional-territory-2017-09.pdf </ref>.

[http://assets.brand.ubc.ca/downloads/ubc_indigenous_peoples_language_guide.pdf UBC Indigenous Peoples Language Guidelines] provides common ways to acknowledge territories on three campuses—Point Grey, Robson Square, and Vancouver General Hospital (see page 12). However, individuals who are making this acknowledgement should consider extending and personalizing this given acknowledgement statement by integrating it into the context, in which they are speaking or teaching.

==Why is it important?==

Territory acknowledgements are a step towards building better understandings and relations with Indigenous peoples and communities. It is also an opportunity to make meaningful connections to the land. Acknowledging traditional<ref>According to the [http://assets.brand.ubc.ca/downloads/ubc_indigenous_peoples_language_guide.pdf UBC Indigenous Peoples Language Guidelines (2016)], traditional territory refers to the acknowledgement of lands that were traditionally occupied by First Nations. This also includes, ancestral, where land was handed down to subsequent generations. Unceded refers to land not turned over to the Crown by treaty or some other agreement.</ref>, ancestral, and unceded lands is a way to invite guests - particularly those who are not Indigenous - to listen and acknowledge their positions on this territory, and to understand that as guests they benefit from being situated on unceded lands and the resources that the lands offer.

As territory acknowledgements become part of common practice within institutions, they run the risk of losing some of their meaning. It is important to highlight their purpose and their significance for learning. In ''[http://aboriginal.ubc.ca/community-youth/musqueam-and-ubc/ Why We Acknowledge Musqueam Territory]'', Dr. Linc Kesler states that acknowledging Musqueam is recognizing the long history and presence of the Musqueam people for thousands of years before UBC Point Grey came to be. As the university grew, Musqueam history became more invisible and Musqueam lost access to their own traditional land and resources. [http://centennial.aboriginal.ubc.ca/ UBC Aboriginal Centennial] provides the hidden history behind how UBC Point Grey came to be where it stands today. Starting off class or any event with a territory acknowledgement is a small way to disrupt this problematic pattern and show respect for Musqueam as well as other Indigenous communities. It also serves as a commitment to engage in ongoing relationships with Musqueam people and to continue learning from them.

==How do I bring land acknowledgements into my practice?==

Acknowledging Indigenous lands in a thoughtful and respectful way requires deeply engaging with your social location on the land and the the reason and ''impact'' of land acknowledgements<ref>Beyond Territorial Acknowledgements. (2016) By âpihtawikosisân. http://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/</ref>. Instructors can consider these guiding questions and use the answers to shape how they word their territory acknowledgments:

*How do you situate yourself on the land? How does your positionality shape your relationships to your students and course content?
*What are the learning objectives and outcomes for your students from engaging with land acknowledgements in the classroom? How can you connect this to your teaching practice?
*What prior knowledge do your learners have with territory acknowledgements?
*What experiences have they had with it? Through their experiences, what have they learned about land acknowledgements?

Another first step is to look into what Indigenous and non-Indigenous people have written about land acknowledgements from their points of views. Territory acknowledgment should look different depending on who does it and where that happens.

For example, a former UBC student, Justin Wiebe, describes what territory acknowledgements means to him:

:''“When I acknowledge traditional territories, it is rooted in an understanding of the privilege I have in being here. I am blessed to be here, to be living and working on territories that are not my own. It is also about positioning myself as an uninvited guest, and sharing who I am and where I am from. This is part of my own protocols. By sharing these details about my story, people gain valuable insights into my life. In doing so, I am held accountable not only to myself but also to my family and broader community. This is something I spend a lot of time thinking about, and try to incorporate into my work. I believe this is important for all people to do. Although an acknowledgement is important, it alone is not enough. Territory acknowledgements must coincide with a deep understanding of how guests on Indigenous territories continue to benefit off these lands and resources.”<ref>An Introduction to Settler Colonialism at UBC: Part Three. (2014) By Justin Wiebe and K. Ho. The Talon, UBC's Alternative Student Press. http://thetalon.ca/an-introduction-to-settler-colonialism-at-ubc-part-three/</ref>''

==What are points for critical considerations?==

Stating territory acknowledgements are not enough. They must be followed with actions and initiatives for deeper learning on how as guests we occupy Indigenous lands, or else they risk becoming token gestures rather than a meaningful step towards better relations with Indigenous peoples and communities, as Khelsilem warns in the blog post “''[http://liberatedyet-blog.tumblr.com/post/106089801816/khelsilems-tips-for-acknowledging-territory-10 Liberated Yet? Khelsilem’s Tips for Acknowledging Territory 1.0.]''” Making land acknowledgements should be a starting place for a lifelong process in learning, not a final destination.

== Acknowledging Territory in an Online Classroom ==
CTLT Indigenous Initiatives has developed video resources to aid educators and facilitators in the process of acknowledging Indigenous territory in an online space.

[[Documentation:CTLT Indigenous Initiatives Online Land Acknowledgement Resource|View the resource.]]

==Resources for Further Learning ==

[http://accesstomedia.org/acknowledging-our-shared-territory Acknowledging Our Shared Territory]

“''Acknowledging Our Shared Territory is a short film featuring local Indigenous leaders that delves more deeply into the subject of Territory Acknowledgements. Although the film focuses on Galiano*, it provides''

''perspectives that are relevant to communities across Turtle Island. Directed by filmmaker Richard Wilson.''" ''[Ames - Access Media]''

[https://vancouversun.com/pmn/news-pmn/canada-news-pmn/on-land-acknowledgments-some-indigenous-advocates-are-ambivalent/wcm/13999742-82c9-4668-89c0-a8d23bc07104 On land acknowledgments, some Indigenous advocates are ambivalent]

''“Canada‘s growing embrace of Indigenous land acknowledgements appears to have left some First Nations advocates ambivalent about whether they are a form of reconciliation—or institutional hypocrisy,” reports''

''the Canadian Press. This ambivalence is captured well by the comments of Dr. Lynn Gehl, an Algonquin Anishinaabe-kwe from the Ottawa River Valley and Naiomi Metallic, a Dalhousie University law professor and''

''Chancellor‘s Chair in Aboriginal Law and Policy.” [Vancouver Sun]''

[http://aboriginal.ubc.ca/community-youth/musqueam-and-ubc/ Musqueam and UBC - Aboriginal Portal (aboriginal.ubc.ca)]
:Information on the Musqueam and UBC relationship with a video welcome from Musqueam elder sʔəyəɬəq (Larry Grant) and an explanation by Dr Linc Kesler, Associate Professor of First Nations and Indigenous Studies and Director of the First Nations House of Learning, about why we acknowledge Musqueam territory.

[http://indigenousfoundations.web.arts.ubc.ca/aboriginal_identity__terminology/ Indigenous Foundations]
:The Indigenous Foundations website was developed to support students in their studies, and to provide instructors, researchers, and the broader public with a place to begin exploring topics that relate to Aboriginal peoples, cultures, and histories.

[https://native-land.ca/territory-acknowledgement/ Native-land.ca]
:A note from the author: Native-land.ca is not an organization (yet) and is run by Victor G Temprano, whose company, Mapster, funds the website. This is not an academic or professional survey of Indigenous territories, and the maps are constantly being refined from user input. These are meant more for the sake of helping people get interested and engaged. This map must be used critically. Maps potentially function as colonial artifacts and represent a very particular way of seeing the world - a way primarily concerned with ownership, exclusivity, and power relations.

[http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment/ CTLT Indigenous Initiatives: Classroom Climate Series Territory Acknowledgement]
:This blog article was co-created by CTLT’s Marketing and Communications team and Indigenous Initiatives that features interviews with UBC faculty members who are actively discussing territory acknowledgements within their units and research. It also features a session in partnership with UBC Learning Circle on Territory Acknowledgements in Teaching and Learning.

[http://assets.brand.ubc.ca/downloads/ubc_indigenous_peoples_language_guide.pdf UBC Indigenous Peoples: Language Guidelines]
:This guide has been produced to help UBC communicators navigate the terminology and meanings associated with this subject in order to produce the best—and most respectful— results, with the recognition that, as time passes, the terminology is subject to change and this guide will need to be refreshed.

[http://thetalon.ca/an-introduction-to-settler-colonialism-at-ubc-part-three/ The Talon: An Introduction to Settler Colonialism: Part Three]
:A three-part series on Settler Colonialism at UBC co-authored by UBC students, Justin Wiebe and Kay Ho.

[http://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/ Beyond Territory Acknowledgements]
:Chelsea Vowel critically looks at the practice of territory acknowledgements and ways institutions have embedded this practice into their day-to-day operations. In addition, the article provides an extensive bibliography of other sources to draw on.

[https://onlinelibrary.wiley.com/doi/full/10.1111/cars.12140 Canadian University Acknowledgment of Indigenous Lands, Treaties, and Peoples]
:An academic journal describing the varying content and practices of acknowledging territory and its’ relationship to treaty relationships (or the lack of).

[https://www.caut.ca/sites/default/files/caut-guide-to-acknowledging-first-peoples-and-traditional-territory-2017-09.pdf CAUT Guide to Acknowledging First Peoples and Traditional Territory]
:Common ways to acknowledge territory for institutions by province across Canada. This resource serves to be as a guide, not a script.

==References==
<references/>

[[Category:CTLT]][[Category:EDSC]][[Category:Teaching and Learning]][[Category:Inclusive Teaching]]

Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning

2026-08-25T18:05:22Z

WillEngle:

::

==What is it?==

Acknowledging Indigenous lands, rights, and peoples is a practice to inform where universities and institutions are situated. It is a starting point to understanding the long presence and histories of Indigenous peoples as well as our historical, social, and physical locations. Land acknowledgements have become a recognized practice at universities across Canada, but they vary by context and place<ref> Guide to Acknowledging First Peoples & Traditional Territory. (2017) Canadian Association of University Teachers. https://www.caut.ca/sites/default/files/caut-guide-to-acknowledging-first-peoples-and-traditional-territory-2017-09.pdf </ref>.

[http://assets.brand.ubc.ca/downloads/ubc_indigenous_peoples_language_guide.pdf UBC Indigenous Peoples Language Guidelines] provides common ways to acknowledge territories on three campuses—Point Grey, Robson Square, and Vancouver General Hospital (see page 12). However, individuals who are making this acknowledgement should consider extending and personalizing this given acknowledgement statement by integrating it into the context, in which they are speaking or teaching.

==Why is it important?==

Territory acknowledgements are a step towards building better understandings and relations with Indigenous peoples and communities. It is also an opportunity to make meaningful connections to the land. Acknowledging traditional<ref>According to the [http://assets.brand.ubc.ca/downloads/ubc_indigenous_peoples_language_guide.pdf UBC Indigenous Peoples Language Guidelines (2016)], traditional territory refers to the acknowledgement of lands that were traditionally occupied by First Nations. This also includes, ancestral, where land was handed down to subsequent generations. Unceded refers to land not turned over to the Crown by treaty or some other agreement.</ref>, ancestral, and unceded lands is a way to invite guests - particularly those who are not Indigenous - to listen and acknowledge their positions on this territory, and to understand that as guests they benefit from being situated on unceded lands and the resources that the lands offer.

As territory acknowledgements become part of common practice within institutions, they run the risk of losing some of their meaning. It is important to highlight their purpose and their significance for learning. In ''[http://aboriginal.ubc.ca/community-youth/musqueam-and-ubc/ Why We Acknowledge Musqueam Territory]'', Dr. Linc Kesler states that acknowledging Musqueam is recognizing the long history and presence of the Musqueam people for thousands of years before UBC Point Grey came to be. As the university grew, Musqueam history became more invisible and Musqueam lost access to their own traditional land and resources. [http://centennial.aboriginal.ubc.ca/ UBC Aboriginal Centennial] provides the hidden history behind how UBC Point Grey came to be where it stands today. Starting off class or any event with a territory acknowledgement is a small way to disrupt this problematic pattern and show respect for Musqueam as well as other Indigenous communities. It also serves as a commitment to engage in ongoing relationships with Musqueam people and to continue learning from them.

==How do I bring land acknowledgements into my practice?==

Acknowledging Indigenous lands in a thoughtful and respectful way requires deeply engaging with your social location on the land and the the reason and ''impact'' of land acknowledgements<ref>Beyond Territorial Acknowledgements. (2016) By âpihtawikosisân. http://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/</ref>. Instructors can consider these guiding questions and use the answers to shape how they word their territory acknowledgments:

*How do you situate yourself on the land? How does your positionality shape your relationships to your students and course content?
*What are the learning objectives and outcomes for your students from engaging with land acknowledgements in the classroom? How can you connect this to your teaching practice?
*What prior knowledge do your learners have with territory acknowledgements?
*What experiences have they had with it? Through their experiences, what have they learned about land acknowledgements?

Another first step is to look into what Indigenous and non-Indigenous people have written about land acknowledgements from their points of views. Territory acknowledgment should look different depending on who does it and where that happens.

For example, a former UBC student, Justin Wiebe, describes what territory acknowledgements means to him:

:''“When I acknowledge traditional territories, it is rooted in an understanding of the privilege I have in being here. I am blessed to be here, to be living and working on territories that are not my own. It is also about positioning myself as an uninvited guest, and sharing who I am and where I am from. This is part of my own protocols. By sharing these details about my story, people gain valuable insights into my life. In doing so, I am held accountable not only to myself but also to my family and broader community. This is something I spend a lot of time thinking about, and try to incorporate into my work. I believe this is important for all people to do. Although an acknowledgement is important, it alone is not enough. Territory acknowledgements must coincide with a deep understanding of how guests on Indigenous territories continue to benefit off these lands and resources.”<ref>An Introduction to Settler Colonialism at UBC: Part Three. (2014) By Justin Wiebe and K. Ho. The Talon, UBC's Alternative Student Press. http://thetalon.ca/an-introduction-to-settler-colonialism-at-ubc-part-three/</ref>''

==What are points for critical considerations?==

Stating territory acknowledgements are not enough. They must be followed with actions and initiatives for deeper learning on how as guests we occupy Indigenous lands, or else they risk becoming token gestures rather than a meaningful step towards better relations with Indigenous peoples and communities, as Khelsilem warns in the blog post “''[http://liberatedyet-blog.tumblr.com/post/106089801816/khelsilems-tips-for-acknowledging-territory-10 Liberated Yet? Khelsilem’s Tips for Acknowledging Territory 1.0.]''” Making land acknowledgements should be a starting place for a lifelong process in learning, not a final destination.

== Acknowledging Territory in an Online Classroom ==
CTLT Indigenous Initiatives has developed video resources to aid educators and facilitators in the process of acknowledging Indigenous territory in an online space.

[[Documentation:CTLT Indigenous Initiatives Online Land Acknowledgement Resource|View the resource.]]

==Resources for Further Learning ==

[http://accesstomedia.org/acknowledging-our-shared-territory Acknowledging Our Shared Territory]

“''Acknowledging Our Shared Territory is a short film featuring local Indigenous leaders that delves more deeply into the subject of Territory Acknowledgements. Although the film focuses on Galiano*, it provides''

''perspectives that are relevant to communities across Turtle Island. Directed by filmmaker Richard Wilson.''" ''[Ames - Access Media]''

[https://vancouversun.com/pmn/news-pmn/canada-news-pmn/on-land-acknowledgments-some-indigenous-advocates-are-ambivalent/wcm/13999742-82c9-4668-89c0-a8d23bc07104 On land acknowledgments, some Indigenous advocates are ambivalent]

''“Canada‘s growing embrace of Indigenous land acknowledgements appears to have left some First Nations advocates ambivalent about whether they are a form of reconciliation—or institutional hypocrisy,” reports''

''the Canadian Press. This ambivalence is captured well by the comments of Dr. Lynn Gehl, an Algonquin Anishinaabe-kwe from the Ottawa River Valley and Naiomi Metallic, a Dalhousie University law professor and''

''Chancellor‘s Chair in Aboriginal Law and Policy.” [Vancouver Sun]''

[http://aboriginal.ubc.ca/community-youth/musqueam-and-ubc/ Musqueam and UBC - Aboriginal Portal (aboriginal.ubc.ca)]
:Information on the Musqueam and UBC relationship with a video welcome from Musqueam elder sʔəyəɬəq (Larry Grant) and an explanation by Dr Linc Kesler, Associate Professor of First Nations and Indigenous Studies and Director of the First Nations House of Learning, about why we acknowledge Musqueam territory.

[http://indigenousfoundations.web.arts.ubc.ca/aboriginal_identity__terminology/ Indigenous Foundations]
:The Indigenous Foundations website was developed to support students in their studies, and to provide instructors, researchers, and the broader public with a place to begin exploring topics that relate to Aboriginal peoples, cultures, and histories.

[https://native-land.ca/territory-acknowledgement/ Native-land.ca]
:A note from the author: Native-land.ca is not an organization (yet) and is run by Victor G Temprano, whose company, Mapster, funds the website. This is not an academic or professional survey of Indigenous territories, and the maps are constantly being refined from user input. These are meant more for the sake of helping people get interested and engaged. This map must be used critically. Maps potentially function as colonial artifacts and represent a very particular way of seeing the world - a way primarily concerned with ownership, exclusivity, and power relations.

[http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment/ CTLT Indigenous Initiatives: Classroom Climate Series Territory Acknowledgement]
:This blog article was co-created by CTLT’s Marketing and Communications team and Indigenous Initiatives that features interviews with UBC faculty members who are actively discussing territory acknowledgements within their units and research. It also features a session in partnership with UBC Learning Circle on Territory Acknowledgements in Teaching and Learning.

[http://assets.brand.ubc.ca/downloads/ubc_indigenous_peoples_language_guide.pdf UBC Indigenous Peoples: Language Guidelines]
:This guide has been produced to help UBC communicators navigate the terminology and meanings associated with this subject in order to produce the best—and most respectful— results, with the recognition that, as time passes, the terminology is subject to change and this guide will need to be refreshed.

[http://thetalon.ca/an-introduction-to-settler-colonialism-at-ubc-part-three/ The Talon: An Introduction to Settler Colonialism: Part Three]
:A three-part series on Settler Colonialism at UBC co-authored by UBC students, Justin Wiebe and Kay Ho.

[http://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/ Beyond Territory Acknowledgements]
:Chelsea Vowel critically looks at the practice of territory acknowledgements and ways institutions have embedded this practice into their day-to-day operations. In addition, the article provides an extensive bibliography of other sources to draw on.

[https://onlinelibrary.wiley.com/doi/full/10.1111/cars.12140 Canadian University Acknowledgment of Indigenous Lands, Treaties, and Peoples]
:An academic journal describing the varying content and practices of acknowledging territory and its’ relationship to treaty relationships (or the lack of).

[https://www.caut.ca/sites/default/files/caut-guide-to-acknowledging-first-peoples-and-traditional-territory-2017-09.pdf CAUT Guide to Acknowledging First Peoples and Traditional Territory]
:Common ways to acknowledge territory for institutions by province across Canada. This resource serves to be as a guide, not a script.

==References==
<references/>

[[Category:CTLT]][[Category:EDSC]][[Category:Teaching and Learning]][[Category:Inclusive Teaching]]

File:2026 Creating and Publishing OER.pdf

2026-08-24T18:09:06Z

WillEngle:

=={{int:filedesc}}==
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|date=2026-08-24
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|author=[[User:WillEngle|WillEngle]]
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=={{int:license-header}}==
{{self|cc-by-4.0}}
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File:2026 Creating and Publishing OER.pdf

2026-08-24T18:08:00Z

WillEngle: Uploaded own work with UploadWizard

Documentation:Open UBC/Guide/OER Accessibility Toolkit

2026-08-21T21:49:36Z

WillEngle: /* Multimedia */

==Accessibility for Open Education==

{{#widget:YouTube|id=KcvYG-rkO-Y|height=315|width=420}}

The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward.

The goal of the ''OER Accessibility Toolkit'' is to provide the needed resources to each content creator, instructor, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open and accessible educational resource — one that is accessible for all students.

As you work through the content of the ''OER Accessibility Toolkit'', you will find that the suggestions provided are intended for the non-technical user. If you are looking for more technical descriptions of how to make your work accessible, we suggest you review the [https://www.w3.org/TR/WCAG20/ WCAG (Web Content Accessibility Guidelines)].

==Key Concepts: Universal Design and Personas==

Universal Design is the process of creating products (devices, environments, systems, and processes) that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations (environments, conditions, and circumstances). Universal Design emerged from the slightly earlier concept of being barrier-free, the broader accessibility movement, and adaptive and assistive technology. It also seeks to blend aesthetics into these core considerations.

Let’s review some common definitions of Universal Design.

===Definition 1===

Universal Design or Universal Instructional Design (UID)
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
"is an approach to teaching that consists of the proactive design and use of inclusive instructional and evaluation strategies. This approach provides academic access to a broad range of learners, including students with disabilities, while:
*maintaining academic standards […]
*reducing the need to having to retrofit after a course is already underway<ref>FAIR ([http://web2.uvcs.uvic.ca/fair/ Facilitating Accessible Instruction & Resources]). University of Victoria </ref>"

</div>
|}

===Definition 2===
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
Universal Instructional Design (UID)

is an approach to designing course instruction, materials and content to benefit people of all learning styles without adaptation or retrofitting. UID provides equal access to learning, not simply equal access to information. UID allows the student to control the method of accessing information while the instructor monitors the learning process and initiates any beneficial methods. …It should be noted that UID does not remove academic challenges; it removes barriers to access.<ref>Universal Design for Learning. Ohio State University</ref>
</div>
|}

===Why Universal Design?===

For our purposes, we frame the practice of using Universal Design in a holistic and manageable way, and begin by addressing the barriers that are easy to anticipate and proactively re-mediate. This toolkit, therefore, will provide guidance to you if the answers to any of the following questions is “yes”:

*Do I have visual materials that present core concepts that not all students may be able to see or understand?
*Do I have multimedia (audio, video) materials that present core concepts that not all students may be able to be hear, see, or access?
*Do I have documents that present core concepts in a format that not all students may be able to access?

For the purpose of the ''OER Accessibility Toolkit'', we focus on an adjunct to Universal Design, that being Universal Design for Learning (UDL), which is a set of principles for curriculum development that gives all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. Rather than a single, one-size-fits-all solution, it offers a flexible approach that can be customized and adjusted for individual needs.<ref>http://www.udlcenter.org/aboutudl/whatisudl ↵</ref>

The principles of Universal Design for Learning can be summarized by the following points.

*Present information and content in various ways.
*Provide more than one way for learners to express what they know.
*Stimulate interest and motivation for learning.

OER creators can apply these principles in course design by following several guidelines:

*Design resources and activities that can be accessed by learners in a variety of ways. For example, if there is a text component, provide the ability to enlarge the font size or change the text color. For images and diagrams, always provide an equivalent text description. For video, include text captions.
*Provide multiple ways for learners to engage with information and demonstrate their knowledge. This is particularly important to keep in mind as you design activities and assessments.
*Identify activities that require specific sensory or physical capability and for which it might be difficult or impossible to accommodate the accessibility needs of learners. For example, an activity that requires learners to identify objects by color might cause difficulties for learners with visual impairments. In these cases, consider whether there is a pedagogical justification for the activity being designed in that way. If there is a justification, communicate these requirements to prospective learners in the course description and establish a plan for responding to learners who encounter barriers.

===Persona===
{{#widget:YouTube|id=_YpNrOkW0Mw|height=315|width=420}}

This video shows a demonstration of students using accessibility softwares (ZoomText, JAWs and TextDragon) .

Designers use personas to represent the different types of people who may be accessing a website or product. Using a persona can be a helpful when you are designing an accessible open resources. Take a look at the personals from [http://uxmag.com/articles/book-excerpt-a-web-for-everyone Book Excerpt: A Web for Everyone] to get an idea on how your audiences navigate your course/resources.

==Best Practices 1: Online Content Organization and Weblinks==

HTML is a good format for creating accessible content. It is well supported and adaptable across browsers and devices. Also, the information in HTML markup helps assistive technologies, such as screen reader software, to provide information and functionality to people with vision impairments.

Organizing your html and online content so it has a logical flow just makes sense. Using headings, and subheadings to organize content allows students to clearly see how the main concepts are related. Headings are one of the main ways that students using a screen reader navigate through a webpage or online resource.

A weblink is a link from a file or document to another location (such as a website address) or file, typically activated by clicking on a highlighted word or image on the screen. Generally weblinks are included within content to provide the user with additional information that is available at a another location.

'''File types''': .html, .pdf, .doc, .xls

===Who Are You Doing This For?===

Everyone benefits from having content that’s clearly organized. In addition, well-organized content and descriptive weblinks support students who:

*Have a learning disability (For a example, a student with ADHD) - Having an organized content allow them to easily go back and find the important points.
*Are blind or have low vision - It gives them more control in navigating through different chapters.
*Have a form of cognitive disability
*Have a physical disability,
*Are deaf or hard of hearing

===What Do You Need to Do?===

====Content Organization====
Headings help to identify the hierarchical structure of a document (e.g., sections, sub-sections). Headings provide a visual cue that helps sighted readers quickly navigate through sections of a document, skimming through content until they find a section they are looking for. Similarly, headings create logical divisions in the content and allow a non-sighted user to navigate a page or document easily using a screen reader.

When it comes to using visual references to indicate the hierarchy and structure of a document, you may be accustomed to just changing the font, enlarging the type size, making it bold or underlined or italicized, creating the impression of a heading. This approach presents problems when creating material with accessibility in mind because screen readers won’t identify the text as a heading. Instead, a screen reader will just “read” through the text of a heading as if it were part of another paragraph of content, missing your intended cues about structure and organization.

[[File:Headings in wordpress.png|thumb|center|Headings in WordPress(UBC Blogs)]]
Keep the following guidelines in mind when you create online content.

*Use HTML tags to describe the meaning of content, rather than changing its appearance. For example, you should tag a section title with the appropriate heading level (such as <nowiki><h3></nowiki>) rather than making the text appear like a heading by applying visual elements such as bold text and a larger font size. Format list items into a list rather than using images of bullets or indents. Using HTML to describe your content’s meaning is valuable for learners who use screen readers, which, for example, can read through all headings of a specific level or announce the number of items in a list.
*Use HTML heading levels in sequential order to represent the structure of a document. Well-structured headings help learners and screen reader users to navigate a page and efficiently find what they are looking for.
*Use HTML list elements to group related items and make content easier to skim and read.

====Content Organization How tos====
*[https://en.support.wordpress.com/visual-editor/#styles How to create headings in WordPress(UBC Blogs)]
*[[Help:Formatting#Headers_.26_Lines|How to create headings in UBC Wiki]]
*[https://ccs.instructure.com/courses/1181412/pages/accessibility-basics-on-canvas-pages-headers-colors-and-tables?module_item_id=21897445 How to create headings in Canvas]
*[http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/course_components/create_html_component.html#the-visual-editor How to create headings in EdX]

====Link Descriptions====

Ensure that all web pages and weblinks have titles that describe a topic or purpose. The purpose of the link can be determined by the text alone. That is, you don’t need to include additional information justifying the use of the link. You want the link to be meaningful in context. For example, do not use generic text such as “click here” or “read more” unless the purpose of the link can be determined by meaning in the surrounding content.<ref>https://www.webaccessibility.com/best_practices.php?best_practice_id=1301</ref>

Consider the following examples.

'''Example 1''' — unclear:

Click [http://open.ubc.ca here] for information on open at UBC.

'''Example 2''' — clear and accessible:

Information on [http://open.ubc.ca UBC Open education projects and resources] is available online.

====New Tabs/Windows====

In general, it is better if weblinks do not open new windows and tabs since they can be disorienting for people, especially people who have difficulty perceiving visual content.<ref>http://www.w3.org/TR/2014/NOTE-WCAG20-TECHS-20140916/G200</ref>. However, if a link must open in a new window, it is best practice to include a textual reference. For example, IInformation on [http://open.ubc.ca UBC Open education projects and resources (New Window)] is available online.<ref>http://accessibility.psu.edu/linkshtml</ref>

==Best Practices 2: Images==
In this section, we provide recommendations to guide your inclusion of accessible, image-based content.

===What Are Images?===

'''Images include''': photographs, diagrams, pictures, charts, graphs, maps

'''File types''': .gif, .jpg, .png

===Before You Begin===

====Why Are You Including the Images You Have Selected?====

Before you can determine what you need to do to make an image accessible, you first need to identify its purpose or value to your open resources. Consider the following questions:

#Does your image serve a functional purpose? In other words, is it conveying non-text content to students? If so, you should:
#*Provide a text alternative that serves the equivalent purpose of the non-text material<ref> Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.1 Text Alternatives. Accessed from: http://www.w3.org/TR/WCAG20/#text-equiv </ref>
#*Not use colour as the only visual means of conveying information <ref> Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.1 Use of Color. Accessed from: http://www.w3.org/TR/WCAG20/#visual-audio-contrast</ref>
#Does your image serve more of a decorative purpose? In other words, is it primarily a design element that does not convey content? If so, you should:
#*Avoid unnecessary text descriptions

====Who Are You Doing This For?====

This work supports students who:

*Are blind or have low vision
*Have poor contrast vision
*Are colour blind and cannot differentiate between certain colours
*Are using a device with monochrome display
*Have a form of cognitive disability

===What do you need to do? ===
====Functional Images and Alternative Text Description====
Consider what your content page would look like if the images didn’t load. Now try writing alternative text for each image that would work as a replacement and provide the same service as the image.

As you work on developing your alternative text descriptions, keep the following recommendations and guidelines in mind:
*Remember that alternative text must convey the content and functionality of an image and is rarely a literal description of the image (e.g., “photo of cat”). Rather than providing what the image looks like, alternative text should convey what the content of the image is and what it does. <ref>webAccess (2012). Adapted from: Top Ten Tips for making your website accessible. Accessed from: http://webaccess.berkeley.edu/developer-information/top-ten-tips/#alt </ref>
*For relatively simple images (e.g., photographs, illustrations), try to keep your text descriptions short. You should aim to create a brief alternative (one or two short sentences) that is an accurate and concise equivalent to the information in the image.
*For more complex images (e.g., detailed charts, graphs, maps), you will need to provide more than a one- to two-sentence description to ensure all users will benefit from the content or context you intended to provide. In these cases, you should either provide the details in the text surrounding the image or write a longer text description that students can link to on a separate page. You should still include a short text description (one to two sentences) that tells students where they can find the details you have provided in the longer description.
*Leave out any unnecessary information. For example, you do not need to include information like “image of…” or “photo of…”; assistive technologies will automatically identify the material as an image, so including that detail in your alternative description is superfluous.

Avoid redundancy of content in your alternative description. Don’t repeat the same information that already appears in text adjacent to the image.

=====Example 1: [https://opentextbc.ca/introductiontosociology/chapter/chapter20-population-urbanization-and-the-environment/ (from Introduction to Sociology)] =====

[[File:Rio-de-janeiro-and-london.png|thumb|center|Figure 20.11. The slum city and the global city: the Favéla Morro do Prazères in Rio de Janeiro and the London financial district show two sides of global urbanization (Photos courtesy of dany13/Flickr and Peter Pearson/Flickr). |alt="Figure 20.11 includes two photos. The first photo shows crowded buildings located on the hillside. They are small and shabby. The second photo shows magnificent buildings located by water."]]

This photograph could be described in this way:

{| class="ambox ambox-notice"
| class="mbox-text" | <div>
"Figure 20.11 includes two photos. The first photo shows crowded buildings located on the hillside. They are small and shabby. The second photo shows magnificent buildings located by water."
</div>
|}

=====Example 2 (Figure 18.1. Two-Atom, Double-Flask Diagram from [http://opentextbc.ca/introductorychemistry/chapter/entropy-and-the-second-law-of-thermodynamics/ Introductory Chemistry]): =====
[[File:Double flask gas atom diagram.png|center|thumb|(Figure 18.1. Two-Atom, Double-Flask Diagram from Introductory Chemistry) ]]
When the stopcock is opened between the flasks, the two atoms can distribute in four possible ways.

Figure 18.1 could be described as follows:
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
"Figure 18.1 shows a diagram with five pairs of circles. All of these circles are open. The left one opens on the right and the right one opens on the left. They are connected with lines at their open points. One pair is located on the left and between their two connecting lines is a black dot with a red vertical line going across. The other four pairs arranged in a column are located on the right and between the connecting lines of each pair is a a small circle with a red horizontal line going through. A right arrow labelled Open Stopcock links the pair sitting on the left to the four pairs on the right. Each of these five pairs has two dots (green and blue) arranged in different patterns. For the pair on the left, the two dots, sitting obliquely, appear only in left circle. The green dot is at the left upper part of the circle and following it the blue dot is close to the bottom right. The first pair on the right has the similar situation. The only difference is that the green dot is at the right upper part of the circle and the blue dot is close the middle left. The second pair has a green dot in the centre of the left circle and a blue dot in the centre of the right circle. The third pair has a blue dot sitting at the left upper part of the left circle and a green dot sitting close to bottom right of the right circle. For the last pair, the two dots appear in oblique direction only in the right circle. A green dot is at the right upper part of the circle and a blue dot is close to bottom left.
"
</div>
|}

====Using Colour====
Consider what your images would look like if they only displayed in black and white. Would any necessary context or content be lost if the colour was “turned off”? Images should not rely on colour to convey information; if the point you are making depends on colour to be understood, you may need to edit your image or formatting so that concepts presented are not lost to those who are colour blind or who require high contrast between colours.

[[File:Colour-depend-1.jpg|thumb|center|In this example of a bar chart, colour is the sole means of communicating the data.]]

'''Example 1 - not accessible''':
In this basic bar chart, colour is the only means by which information is conveyed.

[[File:Colour-depend-2.jpg|thumb|center|This view of the same bar chart displays how the chart might appear to a student who is colour blind, or whose device does not display colour. All of the meaningful data is lost.]]

'''Example 2 — not accessible: '''
For a student who is colour blind or who has poor contrast vision, all of the relevant information is lost in a colour chart.

'''Example 3 — accessible:'''
Students who are colour blind can distinguish between high-contrast shades. In this example, contextual labels have been added to each bar at the bottom of the chart. Note that the chart will still require an [https://opentextbc.ca/accessibilitytoolkit/chapter/imageschartsgraphsmaps/#AltText alternative text description].
[[File:Colour-depend-3.jpg|thumb|center|In this view of the bar chart, high-contrast colours have been used so that shading differences will still display in grey scale. Text labels have also been added so that the data is not just being communicated with colour.]]

====Decorative Images====
If your image does not add meaning and is included for decorative or design purposes only, the space for the alternative text description should still be included with your image, but it should be left empty or blank. Assistive technologies will detect the image, and by leaving the alternative text description blank, you will signal to the student that there isn’t any contextual content embedded. Including alternative text descriptions for decorative images “simply slows the process down with no benefit because the screen-reading software vocalizes the content of the [alternative text description], whether that alternative text adds value or not.”<ref> webAccess (2012). Adapted from: Top Ten Tips for making your website accessible. Accessed from: http://webaccess.berkeley.edu/developer-information/top-ten-tips/#alt </ref>

====Complex Visuals====
Complex images refer to substantial information that may be challenging to describe in a short phrase or sentence. Learners may not
understand the images without a long description. Making complex images accessible for everyone can be challenging. It involves understanding the purpose, the content itself, the audiences, and the technology to create and access alternative formats.

{| class="ambox ambox-notice"
| class="mbox-text" | <div>
For strategies on how to make complex visuals such as graphs, tables, charts, and more accessible, see the following resource created by Supada Amornchat (CC BY-NC-SA): [https://www.pcc.edu/instructional-support/wp-content/uploads/sites/17/2017/11/complex-images.pdf Complex Images for All Learners: A Guide to Making Visual Content Accessible]</div>
|}

====How tos====
*[[Help:Adding_Media/Images_and_Pictures#Other_specific_options:|adding alt text on UBC Wiki]]
*[https://codex.wordpress.org/Inserting_Images_into_Posts_and_Pages#Step_4_.E2.80.93_Attachment_Details Adding image description in WordPress]
*[http://edx.readthedocs.io/projects/edx-developer-guide/en/latest/conventions/accessibility.html#make-images-accessible Edx Accessibility Guidelines - Make Images Accessible]
*[https://community.canvaslms.com/docs/DOC-2060#jive_content_id_Images Canvas General Accessibility Guidelines - Images]

==Best Practices 3: Tables==
In this section, we provide guidelines and recommendations for formatting tables.

===What Are Tables?===

'''Tables:''' In this context, we are referring to data tables, which are tables that include row and/or column header information to categorize content)

'''File types:''' .doc, .html, .pdf

===Are Your Tables Simple or Complex?===

A simple table includes a maximum of one header column and/or one header row. A complex table includes more than one header column and/or header row, and may include merged or split cells. <ref>AccessAbility: Accessibility and Usability at Penn State. Table Headers and Captions. Accessed from: http://accessibility.psu.edu/tables</ref>

We recommend you make every effort to keep data tables as simple in structure as possible. The more complex the design of a data table, the less accessible it will be for some students using screen-reading technology to access their textbook materials. Screen readers move left-to-right, top-to-bottom, one cell at a time, and because a screen reader does not repeat a cell, merging or splitting cells may affect the reading order of a table.

===Who Are You Doing This For?===

This work supports students who:
*Are blind or have low vision.
*Have a form of cognitive disability.

===What Do You Need To Do?===

In the same way that your [http://opentextbc.ca/accessibilitytoolkit/chapter/organizing-content/ content hierarchy needs true headings and structure], tables need a properly defined structure to be accessible. This means that you must add row and column headers to define the different sections of data. Screen readers read tables horizontally – cell by cell, row by row – and row and column headers help give the context of the data in each cell to students who are blind, have low vision, or have a cognitive disability.

===Creating Simple Tables===

A simple table includes:

#A table title or caption
#Maximum of one row of column headers and/or maximum of one column of row headers
#No merged or split cells
#Adequate cell padding for visual learners.

'''Example:'''

The table below is a simple table. Reviewed against the preceding requirements list, this table:

#Includes a '''title''' (Spring Blossoms)
#Has one row in which cells are tagged as '''column headers''' (Colour Family, Bulbs, Shrubs, Trees), and one column (beginning on the second row) in which the cells are tagged as '''row headers''' (Pink, Yellow)
#Contains no merged or split cells
#Has adequate '''cell padding''' to provide space buffering around the data in each cell. (Cell padding in this table is set at “3”).

{| border="1" cellspacing="0" cellpadding="3"
|-
!scope="col"| Colour Family
!scope="col"| Bulbs
!scope="col"| Shrubs
!scope="col"| Trees
|-
!scope="row"| Pink
| Tulips
| Flowering currant
|Ornamental plum
|-
!scope="row"| Yellow
| Daffodils
| Forsythia
|Star magnolia
|-
|}

For a student accessing the table through a screen reader, the first row of data will be presented along the lines of:
*Pink, Bulbs: Tulips
*Pink, Shrubs: Flowering currant
*Pink, Trees: Ornamental plum

===How tos===
*WordPress (UBC Blogs) - In order to add tables in UBC Blogs through visual editor, activate [http://support.cms.ubc.ca/cms-manual/adding-functionality/plugins/list-of-available-plugins/#MCE_Table_Buttons MCE Table Buttons]
*[[Help:Tables|Adding tables in UBC Wiki]]
*[https://community.canvaslms.com/docs/DOC-10346 Adding Tables in Canvas]

==Best Practices 4: Video and Multimedia==
Video and multimedia open resources can help to convey concepts and can bring information to life. In this section, we provide recommendations to guide your inclusion of accessible multimedia content.

===What Is Multimedia?===

'''Multimedia includes:''' videos, audio, animations, slideshows

'''File types:''' .mp3, .mp4, ppt., etc.

===Before You Begin===
'''What Type of Multimedia Are You Including?'''

Before you can determine what you need to do to make media materials accessible, you need to understand what is required for different types of multimedia. Consider the following questions:

1. Does your multimedia resource include audio narration or instruction? If so, you should: Provide a complete transcript of all speech content and relevant non-speech content in the resource.

2. Does your multimedia resource include audio that is synchronized with a video presentation? If so, you should: Provide captions of all speech content and relevant non-speech content in the resource.

3. Does your multimedia resource include contextual visuals (e.g., charts, graphs) that are not addressed in the spoken content? If so, you should: Provide audio descriptions of relevant visual materials in the resource.

===Who Are You Doing This For?===

This work supports students who:
*Are deaf or hard of hearing
*Are blind or have low vision
*Have a form of cognitive disability
*Are in a location where they cannot play or hear audio
*Are not native-English speakers and need written-word formats to support understanding

===What Do You Need To Do?===
====Transcripts====

Consider what your students would get out of your multimedia resource if they were not able to hear the audio portion, or if they had difficulty understanding your spoken word. A text transcript provides students with equivalent information to the audio content in a multimedia resource.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.2 Time-based Media: Provide alternatives for time-based media. Accessed from: http://www.w3.org/TR/WCAG20/#media-equiv</ref>

As you work on developing your text transcript, keep in mind the following recommendations about what to include:

#'''Speaker’s name'''
#'''All speech content:''' If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the transcript. For example: “[A & B chatted while slides were loading].”'''
#'''Relevant descriptions about the speech: Descriptions that convey emotions, mood, etc. are usually provided in brackets. For example: “Don’t touch that! [shouted].”
#Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: “[metal pipes crashing to concrete floor].” Background noise that isn’t relevant can be left out.
#'''Headings and sub-headings:''' Where they will make the transcript more usable or easy to navigate, headings and sub-headings can be helpful aids, especially when the transcript is long. When including these, put them in brackets to show that they were not part of the original audio. For example: [I

====Transcripts and third-party videos====

If you are not producing your own video resource but are planning to embed video materials from a third-party source (e.g., YouTube), be aware that not all third-party sources include transcripts. While services like YouTube technically support transcripts, not all contributors to YouTube include these. If you select a video resource that does not already have a transcript, you will need to produce one yourself.*

*''Copyright note:'' Producing your own transcript for a third-party video could infringe on copyright, depending on how the video has been licensed. Before you proceed with producing a transcript for media materials you did not create yourself, you should contact the copyright holder of that material to obtain permission to do so.

====Captions====

Timed text captions are essential to opening up a world of information for persons with hearing loss or literacy needs by making the readable equivalent of audio content available to them in a synchronized manner. Globally hearing loss affects about 10% of the population to some degree. It causes disability in 5% (360 to 538 million) and moderate to severe disability in 124 million people. Timed text captions also be helpful for learners whose native languages are languages other than the primary language of the media or who have cognitive conditions that benefit from visual.Captions are the text that is synchronized with the audio in a video presentation. Captions are important when people need to see what’s happening in the video and get the audio information in text at the same time.

The work you put into creating a text transcript for a video resource can be repurposed to provide the captions. Keep in mind the following recommendations about what to include in your captions:

#'''All speech content:''' If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the captions. For example: “[A & B chatted while slides were loading].”
#'''Descriptions of relevant non-speech audio:''' These are usually provided in brackets. For example: “[metal pipes crashing to concrete floor]”; “[background music by XXX plays].” Background noise that isn’t relevant can be left out.

Text captions can be uploaded to YouTube and other platforms along with the video to create a timed text file in SubRip (SRT) format. Additional best practices for timed captions include:

*Each caption frame should not be on screen for less than three seconds.
*Each caption frame must not be on screen for less than two seconds.
*Each caption frame should not exceed more than 2 lines.
*Each caption frame must not exceed more than 3 lines.
*Each line should not exceed more than 32 characters
*All caption frames should be precisely time synched to the audio.
*When multiple speakers are present, it is sometimes helpful to identify who is speaking, especially when the video does not make this clear.
*Non-speech sounds like [MUSIC] or [LAUGHTER] should be added in square brackets.

====Downloadable Transcripts====
For both audio and video transcripts, consider including a text file that learners can download and review using tools such as word processing, screen reader, or literacy software. All learners can use transcripts of media-based learning materials for study and review.

====Audio Descriptions====

Consider what your students would get out of a multimedia resource if they were not able to see embedded visual materials critical for comprehension. Audio descriptions are helpful if visual content (e.g., a chart or a map) in a video or presentation provides important context that is not available through the audio alone.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.2.3 Audio Description or Media Alternative (Prerecorded). Accessed from: http://www.w3.org/TR/WCAG20/#media-equiv</ref> Actions that are only visible on screen without any audible equivalent are not accessible to learners who have visual impairments.

When describing visual elements in your multimedia resources, keep in mind the following recommendations and guidelines.

1. When contextual visual content on the screen is not described in the audio itself, you will need to provide an audio description that is an objective description of the visual element. ''Example:''

:::To help students fully grasp a concept that you are trying to convey in your video, you have included some contextual visual references (e.g., maps, charts, physical demonstrations of a process). However, you realize after making the video that the audio portion does not describe these visuals in enough detail for a student with visual impairments to be able to access all of the concepts you intended to convey.

::In this case, you would need to record an audio description of the visual material that provides enough detail to provide students like Jacob with the same content available to visual learners.

2. Whenever possible, avoid creating the need for audio descriptions in the first place by being proactive at the time of recording. If you pay attention to contextual visuals during the recording of the media piece, you may find opportunities to convey the visual content within the spoken material itself; you will not need to provide audio descriptions of the visual content after the fact. ''Example:''

::You are recording a video or presentation that includes a chart that tracks coal production in British Columbia, and as part of the presentation you want to focus attention on specific data in the chart. The narrator or presenter might point to sections on the chart and say:

:::“As you can see, metallurgical coal projection increased by 3 million tonnes over these two years.“

::In this case, audio descriptions would be necessary to provide the missing context to students with visual disabilities; these students cannot see the data on the chart that tells visual learners what the production figures are and for what dates. However, if the narrator or presenter instead says:

:::“This chart illustrates that metallurgical coal production in B.C. increased from 23 million tonnes in 1999 to 26 million tonnes in 2001,”

::the visual content is conveyed through the audio and no audio description will be necessary.

====Accessible Media Resources====

*[http://ncam.wgbh.org/invent_build/web_multimedia/accessible-digital-media-guide Accessible Digital Media Guidelines] provides detailed advice on creating online video and audio with accessibility in mind.
*[https://dcmp.org/public_content/ai/captioningkey/index.html Captioning Key by the National Association for the Deaf] provides excellent guidance on creating described and captioned media.

==Best Practices 5: Font size==

In this section, we review the two main concerns of font size on the web.

===What Is Font Size?===

'''Font size:''' The size of text visible on the screen.

===Who Are You Doing This For?===

This work supports students who:

*Are blind or have low vision
*Have a form of cognitive disability
*Are deaf or hard of hearing
*Have a physical disability

===What Do You Need To Do?===

There are two main concerns when working with font sizes.

# Ensuring that default font sizes are not too small.
# Ensuring that text can be expanded to 200% on websites<ref>http://sites.psu.edu/accessibility/fontsizehtml/ </ref>.

Keep in mind these recommendations and guidelines:

*'''12 point for body text''': For most documents, body text should be around 12 points. Small fonts may be illegible for some audiences.

*'''9 point for footnotes''': If a document contains footnotes or endnotes, the minimum size should be about 9 points

* '''200% zoom''': The Web Content Accessibility Guidelines (WCAG 2.0) recommend ensuring that text can be zoomed to 200%. As well, we recommend using liquid layouts that can accommodate 200% text. Liquid layout are layouts that are based on percentages of the current browser window's size. They flex with the size of the window, even if the current viewer changes their browser size as they're viewing the site. Liquid width layouts allow a very efficient use of the space provided by any given Web browser window or screen resolution.

==Best Practices 6: Colour Contrast==
In this section, we provide guidelines and recommendations about colour contrast in your open educational materials.

===What is Colour Contrast?===

'''Colour contrast includes''': hue, lightness and saturation of text, images, and background
'''File types''': .doc, .html, .pdf, .jpg, .gif

===What What Role Does Colour Play in the Delivery of Your Content?===

When documents or web pages do not provide enough contrast between foreground elements (e.g., text, images) and background elements (e.g., colour, watermark images), some students will have difficulty reading the content. Consider the following questions:

1. Have you presented text- or image-based content on a coloured or textured background? If so, you should:
*Confirm that there is sufficient contrast between your foreground content and the chosen background colour or texture.

2. Have you included links in your content? If so, you should:
*Confirm that the colour of your web links is distinct from both your background colour and the colour of the surrounding text.

3. Have you used colour to convey concepts or information? If so, you should:
*Confirm that you are not using colour alone to convey this information.

===Who Are You Doing This For?===

This work supports students who:

*Have low vision
*Have poor contrast vision
*Are colour blind and cannot differentiate between certain colours
*Are using a device with monochrome display

===What Do You Need To Do?===

====Contrast====

Students with low vision and/or a form of colour blindness may have difficulty reading text that does not contrast enough with the background colour you have selected. If the colour palette you have adopted is too subtle (e.g., white text on a pastel background; medium-grey text on a light-grey background), the contrast between your foreground and background is probably insufficient for some students.

Web Content Accessibility Guidelines (WCAG 2.0) require that “the visual presentation of text and images of text has a contrast ratio of at least 7:1.”<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.6 Contrast (Enhanced). Accessed from: http://www.w3.org/TR/UNDERSTANDING-WCAG20/visual-audio-contrast7.html</ref> The image below presents four different foreground/background colour-contrast examples to illustrate insufficient and sufficient colour contrast ratios.
<br /><br />
[[File:Colour_Contrast.png|thumb|center|500px|Image displays four examples of foreground (text) colour against background colours; only the example on the far right presents combinations with sufficient colour contrast.]]
<br /><br />
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
'''Not sure how to test your materials for colour contrast ratios?'''

There are many online and downloadable tools available to help you evaluate colour contrast ratios. Here are a few we have tried and like:
*'''WebAIM’s [http://webaim.org/resources/contrastchecker/ Color Contrast Checker]''': This web-based tool allows you to select or enter colour values to test and provides you with a “pass” or “fail” on your contrast ratio.
*'''ACART’s [http://www.contrastchecker.com/ Contrast Checker]''': This is a straightforward, web-based tool you can use to both check colour contrast and view your selections in grey scale. This tool also allows you to keep a history of the colour combinations you have tested.
*'''Giacomo Mazzocato’s [http://gmazzocato.altervista.org/colorwheel/wheel.php Accessibility Color Wheel]''': This web-based tool includes several options for testing your colour selections, including simulations of three types of colour blindness. You can also opt to test what your contrast ratio is when the foreground and background colour selections are inverted.
</div>
|}

====Weblink Colours====

Weblinks must be visually distinct from both the surrounding, non-linked text and background colour. If you do not underline your links (or provide some other non-colour cue), you must ensure that you provide both sufficient contrast between the link and background colours and between the link colour and that of the surrounding text.

Web Content Accessibility Guidelines (WCAG 2.0) require a:
*4.5:1 contrast between the link text color and the background
*3:1 contrast between the link text color and the surrounding non-link text color<ref>WebAIM (2015), WCAG 2.0 and Link Colors. Accessed from: http://webaim.org/blog/wcag-2-0-and-link-colors/ </ref>

====High-Contrast Mode====

Some students need to see light text on a dark background for it to be readable, while others require dark text on a light background. Students with low vision must be able to see content when it is displayed in high-contrast mode. This can be a subjective experience, based on individual student needs. We recommend that you try testing your text and image-based content as you go by using high-contrast mode on your own computer and making adjustments as needed.

All content items such as text, images, bullets, and table borders must be visible in both regular and high-contrast modes.

{| class="ambox ambox-notice"
| class="mbox-text" | <div>
'''Not sure how to test your content in high-contrast mode?
'''
To test the visibility of your content in this mode, turn on high contrast by simultaneously pressing the following keys on your (PC) keyboard:
::'''Left ALT + Left SHIFT + Print Screen.'''
To turn off high contrast mode, repeat this step.
</div>
|}

====Use of Colour====

You should not rely on colour as the sole means of conveying information and instruction. If the point you are making depends on colour to be understood, you will need to edit your materials so that concepts presented in the visuals are not lost to those who are colour blind or who require high contrast between colours.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.1 Use of Color. Accessed from: http://www.w3.org/TR/WCAG20/#visual-audio-contrast</ref>

==Best Practices 7: Formulas==

Math or Science formulas in open educational resources can be challenging to deliver in a way that is accessible to people with vision impairments. Non-scalable images of mathematical content cannot be sufficiently enlarged or navigated by low-vision users and are not accessible to blind users at all.

===What Are Formulas?===

'''Formulas include:''' Math equations or science formulas

'''File types:''' LaTex or MathType

===Before You Begin===
'''Who Are You Doing This For?'''

This work supports students who:

*Are blind or have low vision
*Have a form of cognitive disability,
*Have a physical disability

The following content is a derivative of Equations: Images vs. MathML from Accessibility and Usability at Penn State, http://accessibility.psu.edu/equations.

===What Do You Need to Do?===

There are several ways to handle equations from images with ALT tags to MathML. Having access to an equation editor such as MathType or MathMagic can streamline processing and converting equations considerably. These tools are similar to equation editors found in the ANGEL HTML Editor and Microsoft Office.

====MathML====

[http://accessibility.psu.edu/math/mathml/ Math ML] is a text-based XML markup language designed for math equations. Browsers that support MathML are able to translate the XML into a formatted equation. Since MathML with MathJax can be rendered in many systems, including HTML, Sites at Penn State, ANGEL and Drupal, it is considered the best choice for accessibility.

Information about [http://accessibility.psu.edu/math/mathml/ creating and viewing MathML] is available on that page.

MathML may vary from system to system and the content can change rapidly.

====Image with ALT tag====

A safe option to create an image of an equation (or export it from an equation editor) and then insert the image into a document with an ALT tag.

''Note:'' ALT tags can be written in Nemeth MathSpeak for students who have learned that system.

<math>
m = \frac{m_0}{\sqrt{1-\frac{v^2}{c^2}}}
</math>

View the ALT Tag

ALT= “m equals begin fraction m sub 0 over begin square root 1 minus begin fraction v sup 2 over c sup 2 end fraction end square root end fraction”

====LaTex====

LaTeX is a math markup language familiar to many in the science and math community, but unfortunately it is not currently supported by screen reader technology. However, it is fairly simple to convert LaTeX to an image or MathML in most equation editors.

For example, in the [http://wiki.ubc.ca UBC Wiki] you can insert a piece of LaTeX code using the <nowiki><math></nowiki> tag:
<pre>
<math>
m = \frac{m_0}{\sqrt{1-\frac{v^2}{c^2}}}
</math>
</pre>
The equation should appear fully formatted. Make minor adjustments as needed.

====Audio Files====
User testing with students have indicated that it would helpful to have an audio file of the formula or equation. The audio file would be placed beside the formula or equation and would allow the user to hear exactly how the formula or equation is interpreted.

====Audio Files====
User testing with students have indicated that it would helpful to have an audio file of the formula or equation. The audio file would be placed beside the formula or equation and would allow the user to hear exactly how the formula or equation is interpreted.
=====Example — equation with audio=====
[[File:MM0over.png|200px|center|math formular]]
[https://soundcloud.com/user-262382099-529580848/equation Listen to the audio file of this equation]:

===Additional Resources===

*In 2012, Portland Community College departments took a closer look at making math accessible to blind students. Read more about the math accessibility study on our website: http://www.pcc.edu/access.
*The [http://www.washington.edu/doit/are-there-guidelines-creating-accessible-math?465= DO-IT project from the University of Washington] provides guidance on creating accessible math content.
*The [http://www.washington.edu/doit/programs/accessstem/overview AccessSTEM] website provides guidance on creating accessible science, technology, engineering and math educational content.

==Best Practices 8: PDFs, Word Docs and Excel Files==
This section describes guidelines for creating accessible content in PDFs, Word documents, and Excel spreadsheets. Many of the same accessibility techniques and principles that apply to authoring in HTML also apply to creating document based OERs.

===PDFs===
Converting or publishing open resources as PDF documents can create accessibility barriers, particularly for learners with visual impairments. Accessibility issues are very common in PDF files that were scanned from printed sources or exported from a non-PDF document format. Scanned documents are simply images of text. To make scanned documents accessible, you must perform Optical Character Recognition (OCR) on these documents, and proofread the resulting text for accuracy before embedding it within the PDF file. You must also add semantic structure and other metadata (headings, links, alternative content for images, and so on) to the embedded text.

When you export documents to PDF from other formats, it is important to ensure that the source document contains all the required semantic structure and metadata before exporting. Unfortunately, some applications do not include this information when exporting and require the author to add or “tag” the document manually using PDF editing software. You should carefully consider whether exporting to PDF is necessary at all.

For more information on PDF accessibility, please see [https://pressbooks.bccampus.ca/accessibilityhandbook/chapter/the-people-v-pdf/ The People v. PDF] by Luke McKnight.

====Best Practices for Authoring Accessible PDF Documents====

*Explicitly define the language of the document so that screen readers know what language they should use to parse the document.
*Explicitly set the document title. When you export a file to PDF format, the document title usually defaults to the file name, not a human readable title.
*Verify that all images have alternative content defined or are marked as decorative only.
*Verify that the PDF file is “tagged”. Make sure the semantic structure from the source document has been correctly imported to the PDF file.
*Verify that a logical reading order is defined. This is especially important for documents that have atypical page layouts or structure.
*If your document includes tables, verify that table headers for rows and columns are properly defined.

====Accessible PDF Resources====
*[http://webaim.org/techniques/acrobat/ WebAIM's PDF Accessibility site] provides a detailed and illustrated guide on creating accessible PDFs.
*The [http://ncdae.org/resources/cheatsheets/ National Center of Disability and Access to Education has a collection of one-page “cheat sheets”] on accessible document authoring.
*Microsoft provides detailed [https://support.office.com/en-gb/article/Create-accessible-PDFs-064625e0-56ea-4e16-ad71-3aa33bb4b7ed?CorrelationId=9b8d28cf-aa96-4816-9536-b4aea195b51c&ui=en-US&rs=en-GB&ad=GB&ocmsassetID=HA102478227 guidance on generating accessible PDFs from Microsoft Office applications], including Word, Excel, and PowerPoint.
*Adobe provides [https://helpx.adobe.com/acrobat/using/create-verify-pdf-accessibility.html documentation on how to create and verify PDF accessibility].

===Word Documents===
Many of the same accessibility techniques and principles that apply to authoring one content also apply to creating Word documents. Keep formatting simple. Use headings, paragraphs, lists, images, and captions. Use tables for tabular data. Do not add unnecessary indents, rules, columns, blank lines, or typographic variation. Use standardized styles for formatting your text, such as Normal, Heading 1, and Heading 2, rather than manually formatting text using text styles and indents. Formatting text for its semantic meaning and not for its visual appearance allows users of assistive technology to consume and navigate documents effectively and efficiently.

Additional best practices include;

*Images must have descriptive text associated with them.
*Documents should be well structured.
*Hyperlinks should be meaningful and describe the destination.
*Tables should include properly defined column and row headers.
*Color combinations should be high contrast.
*Verify the accessibility of your document using [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft’s Accessibility Checker].

===Excel Spreadsheets===
Many of the same accessibility techniques and principles that apply to authoring data tables in HTML also apply to creating Excel spreadsheets. Microsoft has a [https://support.office.com/en-us/article/Make-your-Excel-spreadsheets-accessible-6CC05FC5-1314-48B5-8EB3-683E49B3E593?ui=en-US&rs=en-US&ad=US guide to creating accessible Excel workbooks].

*Images must have descriptive text associated with them.
*Column and row headings should be programmatically identified.
*Hyperlinks in spreadsheets should be meaningful and describe the destination.
*Use a unique and informative title for each worksheet tab.
*Do not use blank cells for formatting.
*Colour combinations should be high contrast.
*Verify the accessibility of your workbook using [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft’s Accessibility Checker].

===Additional Microsoft Accessibility Resources===
*[https://support.office.com/en-us/article/Make-your-Word-documents-accessible-D9BF3683-87AC-47EA-B91A-78DCACB3C66D?ui=en-US&rs=en-US&ad=US Microsoft guide to creating accessible Word documents.]
*[https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft tool that allows you to check Word documents for accessibility issues.]
*Microsoft guide to creating [https://support.office.com/en-us/article/Make-your-PowerPoint-presentations-accessible-6F7772B2-2F33-4BD2-8CA7-DAE3B2B3EF25?ui=en-US&rs=en-US&ad=US accessible PowerPoint presentations].
*[https://support.office.com/en-us/article/Make-your-Excel-spreadsheets-accessible-6CC05FC5-1314-48B5-8EB3-683E49B3E593?ui=en-US&rs=en-US&ad=US Microsoft guide to creating accessible Excel workbooks].
*Microsoft tool that allows you to check [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Excel workbooks for accessibility issues].
*Microsoft guide to creating [http://webaim.org/techniques/powerpoint/ accessible PowerPoint presentations].
*[http://webaim.org/techniques/powerpoint/ WebAIM’s guide to PowerPoint accessibility].

==UBC Platform Specific Accessibility Guidelines==

===Canvas===
*[https://community.canvaslms.com/docs/DOC-2061 Accessibility within Canvs]
*[https://community.canvaslms.com/groups/accessibility Canvas Accessibility Group]
*[https://community.canvaslms.com/groups/accessibility/blog/2018/05/08/how-to-fix-and-prevent-accessibility-issues-in-your-canvas-course How to Fix and Prevent Accessibility Issues in Your Canvas ]

===Edx===
*[http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/accessibility/index.html Accessibility Best Practices Guidance for Content Providers]

===WordPress===
*[https://en.support.wordpress.com/accessibility/ Accessibility in WordPress]
*[http://khan.github.io/tota11y/ Tota11y] - a tool to check if your site is accessible or not. There is also a [https://chrome.google.com/webstore/detail/tota11y-plugin-from-khan/oedofneiplgibimfkccchnimiadcmhpe?hl=en chrome extension] available

===MediaWiki/UBC Wiki===
*[https://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style/Accessibility Manual of Style- Accessibility]

===UBC Centre for Accessibility===
*[https://students.ubc.ca/about-student-services/centre-for-accessibility UBC Centre for Accessibility] (CfA) provides leadership on issues of accessibility for people with disabilities at UBC Vancouver, working in partnership with faculties to foster inclusive learning, living and working environments for students, faculty and staff. The Centre for Accessibility provides support and programming initiatives designed to remove barriers for students with disabilities and facilitates disability related accommodations for members of the UBC Vancouver community.

===UBC Centre for Workplace Accessibility===
*[https://hr.ubc.ca/health-and-wellbeing/workplace-accessibility/centre-workplace-accessibility The Centre for Workplace Accessibility] (CWA) is a hub for resources, tools, and programs that help remove barriers for faculty and staff with disabilities or ongoing medical conditions. It offers support to improve workplace accessibility using a trauma-informed, person-centred approach. Its initiatives also include projects and workshops designed to build disability inclusion literacy throughout the UBC community.

==Appendix: Checklist for OER Accessibility==

===Organizing Content===

☐ Contents is organized under headings and subheadings

☐ Headings and subheadings are used sequentially (e.g. Heading 1, heading 2, etc)

===Images===

☐ Images that convey information include Alternative Text (alt-text) descriptions of the image’s content or function.

☐ Graphs, Charts, and Maps also include contextual or supporting details in the text surrounding the image.

☐ Images do not rely on colour to convey information.

☐ Images that are purely decorative contain empty alternative text descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information).

===Tables===

☐ Tables include row and column headers.

☐ Table includes title or caption.

☐ Table does not have merged or split cells.

☐ Table has adequate cell padding.

===Weblinks===

☐ The weblink is meaningful in context, does not use generic text such as “click here” or “read more”.

☐ Weblinks do not open new windows or tabs.

☐ If weblink must open in a new window, a textual reference is included in the link information.

===Multimedia===

☐ All audio content includes a transcript. The transcript includes all speech content and relevant descriptions of non-speech audio and speaker names/headings where necessary.

☐ Videos have captions of all speech content and relevant non-speech content that has been edited by a human for accuracy.

☐ All videos with contextual visuals (graphs, charts, etc.) are described audibly in the video.

===Headings and subheadings===

☐ Captions of all speech content and relevant non-speech content are included in the multimedia resource that includes audio synchronized with a video presentation.

☐ Audio descriptions of contextual visuals (graphs, charts, etc) are included in the multimedia resource.

===Formulas===

☐ Formulas have been created using MathML.

☐ Formulas are images with alternative text descriptions, if MathML is not an option.

===Font Size===

☐ Font size is 12 point or higher for body text.

☐ Font size is 9 point for footnotes or end notes.

☐ Font size can be zoomed to 200%.

==Appendix: Accessibility 2-Page Handout==

[[File:Accessibility Handout Thumbnail.png|thumb|centre|400px|link=http://wiki.ubc.ca/images/5/5b/UBC_Accessibility_Handout.pdf|Click to Download PDF ]]

==Appendix: Additional OER Accessibility Resources==
*[https://accessibility.ctlt.ubc.ca/ UBC Accessibility 101] - A UBC resource that focuses on improving access to digital content for students with vision or hearing impairments and similar learning barriers.
*[https://blogs.ubc.ca/accessibleactivelearning/ Accessible Active Learning] - A resource designed for Instructional Skills Workshop (ISW) and TA Training facilitators at UBCV. It is meant as a resource to help them design activities with accessibility in-mind, to help make activities accessible to more students and participants.
*[https://equity.ubc.ca/resources/accessible-and-inclusive-event-planning/ UBC Accessible Event Planning Guide] - provides practical tools to help event organizers create inclusive and welcoming experiences for everyone, including particularly people with disabilities.
*[https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] - (also in [https://opentextbc.ca/troussedoutildaccessibilite/ French]). See also the [https://cdn.collection.bccampus.ca/assets/B_Ccampus_Accessibility_Criteria_6b42ab8ce8.pdf BCcampus OER Accessibility Criteria checklist] and the [https://opentextbc.ca/accessibilitytoolkit/back-matter/inclusive-design-webinar-series/ BCcampus Inclusive Design Webinar Series].
*[https://students.ubc.ca/about-student-services/centre-for-accessibility UBC Centre for Accessibility] provides support and programming initiatives designed to remove barriers for students with disabilities and facilitates disability related accommodations for members of the UBC Vancouver community.
*[https://pressbooks.bccampus.ca/a11yondemand/ Digital Accessibility On-demand] - a resource by Luke McKnight designed as a just-in-time resource to guide creators to the step-by-step instructions they need to maximize accessibility and increase inclusivity.
*[https://pressbooks.bccampus.ca/accessibilityhandbook/ Accessibility Handbook for Teaching and Learning] - a guidebook by Luke McKnight and Briana Fraser to introduce concepts of digital accessibility and to provide detailed instructions to use the accessibility features of software such as Word and PowerPoint.
*[https://hr.ubc.ca/health-and-wellbeing/workplace-accessibility/centre-workplace-accessibility The Centre for Workplace Accessibility (CWA)] is a hub for resources, tools, and programs that help remove barriers for faculty and staff with disabilities or ongoing medical conditions. It offers support to improve workplace accessibility using a trauma-informed, person-centred approach.
*Inclusive Design Research Centre’s [http://floeproject.org/ Flexible Learning for Open Education]
*[http://www.udlcenter.org/implementation/postsecondary The National Center on Universal Design for Learning] provides a helpful overview on Universal Design for Learning.
*Portland Community College’s [http://www.pcc.edu/resources/instructional-support/access/ Accessibility for Online Course Content: A Guide for Instructors]
*[https://inclusive.microsoft.design/ Inclusive Design at Microsoft]
*[https://wiki.ubc.ca/images/0/02/Complex_Images_for_All_Learners.pdf Accessibility for Complex Images]: resource for making charts, graphs, figures, and other complex images accessible.
*[https://pressbooks.bccampus.ca/accessibilityhandbook/chapter/the-people-v-pdf/ The People v. PDF] - a semi-academic take on some of accessibility issues of PDFs
*The [https://bccampus.ca/wp-content/uploads/2023/04/OER-Equity-Rubric-1.pdf BCcampus OER Equity Rubric] is designed to help identify opportunities to adapt and improve the equity of open resources.

==References==
<references/>

==About this Toolkit==
[[File:CC-SA_button.png|left|CC by|100px]] The OER Accessibility Toolkit is licensed under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike 4.0 International License], except where otherwise noted. Source files for this resource may be found on the [http://wiki.ubc.ca/Documentation:Open_UBC/Guide/OER_Accessibility_Toolkit UBC Wiki].

Content for this toolkit was adapted from the [https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] by Amanda Coolidge, Sue Doner, and Tara Robertson. The [https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted. Additional material has been adapted from the [http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/accessibility/index.html edX Accessibility Best Practices for Developing Course Content] guidelines under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution Share Alike 4.0 International License].

[[Category:Open UBC]][[Category:Accessibility]] [[Category:Accessibility Toolkits]] [[Category:OER]] [[Category:Open Education]] [[Category:Universal Design]]

Documentation:Open UBC/Guide/OER Accessibility Toolkit

2026-08-21T21:49:26Z

WillEngle: /* Multimedia */

==Accessibility for Open Education==

{{#widget:YouTube|id=KcvYG-rkO-Y|height=315|width=420}}

The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward.

The goal of the ''OER Accessibility Toolkit'' is to provide the needed resources to each content creator, instructor, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open and accessible educational resource — one that is accessible for all students.

As you work through the content of the ''OER Accessibility Toolkit'', you will find that the suggestions provided are intended for the non-technical user. If you are looking for more technical descriptions of how to make your work accessible, we suggest you review the [https://www.w3.org/TR/WCAG20/ WCAG (Web Content Accessibility Guidelines)].

==Key Concepts: Universal Design and Personas==

Universal Design is the process of creating products (devices, environments, systems, and processes) that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations (environments, conditions, and circumstances). Universal Design emerged from the slightly earlier concept of being barrier-free, the broader accessibility movement, and adaptive and assistive technology. It also seeks to blend aesthetics into these core considerations.

Let’s review some common definitions of Universal Design.

===Definition 1===

Universal Design or Universal Instructional Design (UID)
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
"is an approach to teaching that consists of the proactive design and use of inclusive instructional and evaluation strategies. This approach provides academic access to a broad range of learners, including students with disabilities, while:
*maintaining academic standards […]
*reducing the need to having to retrofit after a course is already underway<ref>FAIR ([http://web2.uvcs.uvic.ca/fair/ Facilitating Accessible Instruction & Resources]). University of Victoria </ref>"

</div>
|}

===Definition 2===
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
Universal Instructional Design (UID)

is an approach to designing course instruction, materials and content to benefit people of all learning styles without adaptation or retrofitting. UID provides equal access to learning, not simply equal access to information. UID allows the student to control the method of accessing information while the instructor monitors the learning process and initiates any beneficial methods. …It should be noted that UID does not remove academic challenges; it removes barriers to access.<ref>Universal Design for Learning. Ohio State University</ref>
</div>
|}

===Why Universal Design?===

For our purposes, we frame the practice of using Universal Design in a holistic and manageable way, and begin by addressing the barriers that are easy to anticipate and proactively re-mediate. This toolkit, therefore, will provide guidance to you if the answers to any of the following questions is “yes”:

*Do I have visual materials that present core concepts that not all students may be able to see or understand?
*Do I have multimedia (audio, video) materials that present core concepts that not all students may be able to be hear, see, or access?
*Do I have documents that present core concepts in a format that not all students may be able to access?

For the purpose of the ''OER Accessibility Toolkit'', we focus on an adjunct to Universal Design, that being Universal Design for Learning (UDL), which is a set of principles for curriculum development that gives all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. Rather than a single, one-size-fits-all solution, it offers a flexible approach that can be customized and adjusted for individual needs.<ref>http://www.udlcenter.org/aboutudl/whatisudl ↵</ref>

The principles of Universal Design for Learning can be summarized by the following points.

*Present information and content in various ways.
*Provide more than one way for learners to express what they know.
*Stimulate interest and motivation for learning.

OER creators can apply these principles in course design by following several guidelines:

*Design resources and activities that can be accessed by learners in a variety of ways. For example, if there is a text component, provide the ability to enlarge the font size or change the text color. For images and diagrams, always provide an equivalent text description. For video, include text captions.
*Provide multiple ways for learners to engage with information and demonstrate their knowledge. This is particularly important to keep in mind as you design activities and assessments.
*Identify activities that require specific sensory or physical capability and for which it might be difficult or impossible to accommodate the accessibility needs of learners. For example, an activity that requires learners to identify objects by color might cause difficulties for learners with visual impairments. In these cases, consider whether there is a pedagogical justification for the activity being designed in that way. If there is a justification, communicate these requirements to prospective learners in the course description and establish a plan for responding to learners who encounter barriers.

===Persona===
{{#widget:YouTube|id=_YpNrOkW0Mw|height=315|width=420}}

This video shows a demonstration of students using accessibility softwares (ZoomText, JAWs and TextDragon) .

Designers use personas to represent the different types of people who may be accessing a website or product. Using a persona can be a helpful when you are designing an accessible open resources. Take a look at the personals from [http://uxmag.com/articles/book-excerpt-a-web-for-everyone Book Excerpt: A Web for Everyone] to get an idea on how your audiences navigate your course/resources.

==Best Practices 1: Online Content Organization and Weblinks==

HTML is a good format for creating accessible content. It is well supported and adaptable across browsers and devices. Also, the information in HTML markup helps assistive technologies, such as screen reader software, to provide information and functionality to people with vision impairments.

Organizing your html and online content so it has a logical flow just makes sense. Using headings, and subheadings to organize content allows students to clearly see how the main concepts are related. Headings are one of the main ways that students using a screen reader navigate through a webpage or online resource.

A weblink is a link from a file or document to another location (such as a website address) or file, typically activated by clicking on a highlighted word or image on the screen. Generally weblinks are included within content to provide the user with additional information that is available at a another location.

'''File types''': .html, .pdf, .doc, .xls

===Who Are You Doing This For?===

Everyone benefits from having content that’s clearly organized. In addition, well-organized content and descriptive weblinks support students who:

*Have a learning disability (For a example, a student with ADHD) - Having an organized content allow them to easily go back and find the important points.
*Are blind or have low vision - It gives them more control in navigating through different chapters.
*Have a form of cognitive disability
*Have a physical disability,
*Are deaf or hard of hearing

===What Do You Need to Do?===

====Content Organization====
Headings help to identify the hierarchical structure of a document (e.g., sections, sub-sections). Headings provide a visual cue that helps sighted readers quickly navigate through sections of a document, skimming through content until they find a section they are looking for. Similarly, headings create logical divisions in the content and allow a non-sighted user to navigate a page or document easily using a screen reader.

When it comes to using visual references to indicate the hierarchy and structure of a document, you may be accustomed to just changing the font, enlarging the type size, making it bold or underlined or italicized, creating the impression of a heading. This approach presents problems when creating material with accessibility in mind because screen readers won’t identify the text as a heading. Instead, a screen reader will just “read” through the text of a heading as if it were part of another paragraph of content, missing your intended cues about structure and organization.

[[File:Headings in wordpress.png|thumb|center|Headings in WordPress(UBC Blogs)]]
Keep the following guidelines in mind when you create online content.

*Use HTML tags to describe the meaning of content, rather than changing its appearance. For example, you should tag a section title with the appropriate heading level (such as <nowiki><h3></nowiki>) rather than making the text appear like a heading by applying visual elements such as bold text and a larger font size. Format list items into a list rather than using images of bullets or indents. Using HTML to describe your content’s meaning is valuable for learners who use screen readers, which, for example, can read through all headings of a specific level or announce the number of items in a list.
*Use HTML heading levels in sequential order to represent the structure of a document. Well-structured headings help learners and screen reader users to navigate a page and efficiently find what they are looking for.
*Use HTML list elements to group related items and make content easier to skim and read.

====Content Organization How tos====
*[https://en.support.wordpress.com/visual-editor/#styles How to create headings in WordPress(UBC Blogs)]
*[[Help:Formatting#Headers_.26_Lines|How to create headings in UBC Wiki]]
*[https://ccs.instructure.com/courses/1181412/pages/accessibility-basics-on-canvas-pages-headers-colors-and-tables?module_item_id=21897445 How to create headings in Canvas]
*[http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/course_components/create_html_component.html#the-visual-editor How to create headings in EdX]

====Link Descriptions====

Ensure that all web pages and weblinks have titles that describe a topic or purpose. The purpose of the link can be determined by the text alone. That is, you don’t need to include additional information justifying the use of the link. You want the link to be meaningful in context. For example, do not use generic text such as “click here” or “read more” unless the purpose of the link can be determined by meaning in the surrounding content.<ref>https://www.webaccessibility.com/best_practices.php?best_practice_id=1301</ref>

Consider the following examples.

'''Example 1''' — unclear:

Click [http://open.ubc.ca here] for information on open at UBC.

'''Example 2''' — clear and accessible:

Information on [http://open.ubc.ca UBC Open education projects and resources] is available online.

====New Tabs/Windows====

In general, it is better if weblinks do not open new windows and tabs since they can be disorienting for people, especially people who have difficulty perceiving visual content.<ref>http://www.w3.org/TR/2014/NOTE-WCAG20-TECHS-20140916/G200</ref>. However, if a link must open in a new window, it is best practice to include a textual reference. For example, IInformation on [http://open.ubc.ca UBC Open education projects and resources (New Window)] is available online.<ref>http://accessibility.psu.edu/linkshtml</ref>

==Best Practices 2: Images==
In this section, we provide recommendations to guide your inclusion of accessible, image-based content.

===What Are Images?===

'''Images include''': photographs, diagrams, pictures, charts, graphs, maps

'''File types''': .gif, .jpg, .png

===Before You Begin===

====Why Are You Including the Images You Have Selected?====

Before you can determine what you need to do to make an image accessible, you first need to identify its purpose or value to your open resources. Consider the following questions:

#Does your image serve a functional purpose? In other words, is it conveying non-text content to students? If so, you should:
#*Provide a text alternative that serves the equivalent purpose of the non-text material<ref> Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.1 Text Alternatives. Accessed from: http://www.w3.org/TR/WCAG20/#text-equiv </ref>
#*Not use colour as the only visual means of conveying information <ref> Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.1 Use of Color. Accessed from: http://www.w3.org/TR/WCAG20/#visual-audio-contrast</ref>
#Does your image serve more of a decorative purpose? In other words, is it primarily a design element that does not convey content? If so, you should:
#*Avoid unnecessary text descriptions

====Who Are You Doing This For?====

This work supports students who:

*Are blind or have low vision
*Have poor contrast vision
*Are colour blind and cannot differentiate between certain colours
*Are using a device with monochrome display
*Have a form of cognitive disability

===What do you need to do? ===
====Functional Images and Alternative Text Description====
Consider what your content page would look like if the images didn’t load. Now try writing alternative text for each image that would work as a replacement and provide the same service as the image.

As you work on developing your alternative text descriptions, keep the following recommendations and guidelines in mind:
*Remember that alternative text must convey the content and functionality of an image and is rarely a literal description of the image (e.g., “photo of cat”). Rather than providing what the image looks like, alternative text should convey what the content of the image is and what it does. <ref>webAccess (2012). Adapted from: Top Ten Tips for making your website accessible. Accessed from: http://webaccess.berkeley.edu/developer-information/top-ten-tips/#alt </ref>
*For relatively simple images (e.g., photographs, illustrations), try to keep your text descriptions short. You should aim to create a brief alternative (one or two short sentences) that is an accurate and concise equivalent to the information in the image.
*For more complex images (e.g., detailed charts, graphs, maps), you will need to provide more than a one- to two-sentence description to ensure all users will benefit from the content or context you intended to provide. In these cases, you should either provide the details in the text surrounding the image or write a longer text description that students can link to on a separate page. You should still include a short text description (one to two sentences) that tells students where they can find the details you have provided in the longer description.
*Leave out any unnecessary information. For example, you do not need to include information like “image of…” or “photo of…”; assistive technologies will automatically identify the material as an image, so including that detail in your alternative description is superfluous.

Avoid redundancy of content in your alternative description. Don’t repeat the same information that already appears in text adjacent to the image.

=====Example 1: [https://opentextbc.ca/introductiontosociology/chapter/chapter20-population-urbanization-and-the-environment/ (from Introduction to Sociology)] =====

[[File:Rio-de-janeiro-and-london.png|thumb|center|Figure 20.11. The slum city and the global city: the Favéla Morro do Prazères in Rio de Janeiro and the London financial district show two sides of global urbanization (Photos courtesy of dany13/Flickr and Peter Pearson/Flickr). |alt="Figure 20.11 includes two photos. The first photo shows crowded buildings located on the hillside. They are small and shabby. The second photo shows magnificent buildings located by water."]]

This photograph could be described in this way:

{| class="ambox ambox-notice"
| class="mbox-text" | <div>
"Figure 20.11 includes two photos. The first photo shows crowded buildings located on the hillside. They are small and shabby. The second photo shows magnificent buildings located by water."
</div>
|}

=====Example 2 (Figure 18.1. Two-Atom, Double-Flask Diagram from [http://opentextbc.ca/introductorychemistry/chapter/entropy-and-the-second-law-of-thermodynamics/ Introductory Chemistry]): =====
[[File:Double flask gas atom diagram.png|center|thumb|(Figure 18.1. Two-Atom, Double-Flask Diagram from Introductory Chemistry) ]]
When the stopcock is opened between the flasks, the two atoms can distribute in four possible ways.

Figure 18.1 could be described as follows:
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
"Figure 18.1 shows a diagram with five pairs of circles. All of these circles are open. The left one opens on the right and the right one opens on the left. They are connected with lines at their open points. One pair is located on the left and between their two connecting lines is a black dot with a red vertical line going across. The other four pairs arranged in a column are located on the right and between the connecting lines of each pair is a a small circle with a red horizontal line going through. A right arrow labelled Open Stopcock links the pair sitting on the left to the four pairs on the right. Each of these five pairs has two dots (green and blue) arranged in different patterns. For the pair on the left, the two dots, sitting obliquely, appear only in left circle. The green dot is at the left upper part of the circle and following it the blue dot is close to the bottom right. The first pair on the right has the similar situation. The only difference is that the green dot is at the right upper part of the circle and the blue dot is close the middle left. The second pair has a green dot in the centre of the left circle and a blue dot in the centre of the right circle. The third pair has a blue dot sitting at the left upper part of the left circle and a green dot sitting close to bottom right of the right circle. For the last pair, the two dots appear in oblique direction only in the right circle. A green dot is at the right upper part of the circle and a blue dot is close to bottom left.
"
</div>
|}

====Using Colour====
Consider what your images would look like if they only displayed in black and white. Would any necessary context or content be lost if the colour was “turned off”? Images should not rely on colour to convey information; if the point you are making depends on colour to be understood, you may need to edit your image or formatting so that concepts presented are not lost to those who are colour blind or who require high contrast between colours.

[[File:Colour-depend-1.jpg|thumb|center|In this example of a bar chart, colour is the sole means of communicating the data.]]

'''Example 1 - not accessible''':
In this basic bar chart, colour is the only means by which information is conveyed.

[[File:Colour-depend-2.jpg|thumb|center|This view of the same bar chart displays how the chart might appear to a student who is colour blind, or whose device does not display colour. All of the meaningful data is lost.]]

'''Example 2 — not accessible: '''
For a student who is colour blind or who has poor contrast vision, all of the relevant information is lost in a colour chart.

'''Example 3 — accessible:'''
Students who are colour blind can distinguish between high-contrast shades. In this example, contextual labels have been added to each bar at the bottom of the chart. Note that the chart will still require an [https://opentextbc.ca/accessibilitytoolkit/chapter/imageschartsgraphsmaps/#AltText alternative text description].
[[File:Colour-depend-3.jpg|thumb|center|In this view of the bar chart, high-contrast colours have been used so that shading differences will still display in grey scale. Text labels have also been added so that the data is not just being communicated with colour.]]

====Decorative Images====
If your image does not add meaning and is included for decorative or design purposes only, the space for the alternative text description should still be included with your image, but it should be left empty or blank. Assistive technologies will detect the image, and by leaving the alternative text description blank, you will signal to the student that there isn’t any contextual content embedded. Including alternative text descriptions for decorative images “simply slows the process down with no benefit because the screen-reading software vocalizes the content of the [alternative text description], whether that alternative text adds value or not.”<ref> webAccess (2012). Adapted from: Top Ten Tips for making your website accessible. Accessed from: http://webaccess.berkeley.edu/developer-information/top-ten-tips/#alt </ref>

====Complex Visuals====
Complex images refer to substantial information that may be challenging to describe in a short phrase or sentence. Learners may not
understand the images without a long description. Making complex images accessible for everyone can be challenging. It involves understanding the purpose, the content itself, the audiences, and the technology to create and access alternative formats.

{| class="ambox ambox-notice"
| class="mbox-text" | <div>
For strategies on how to make complex visuals such as graphs, tables, charts, and more accessible, see the following resource created by Supada Amornchat (CC BY-NC-SA): [https://www.pcc.edu/instructional-support/wp-content/uploads/sites/17/2017/11/complex-images.pdf Complex Images for All Learners: A Guide to Making Visual Content Accessible]</div>
|}

====How tos====
*[[Help:Adding_Media/Images_and_Pictures#Other_specific_options:|adding alt text on UBC Wiki]]
*[https://codex.wordpress.org/Inserting_Images_into_Posts_and_Pages#Step_4_.E2.80.93_Attachment_Details Adding image description in WordPress]
*[http://edx.readthedocs.io/projects/edx-developer-guide/en/latest/conventions/accessibility.html#make-images-accessible Edx Accessibility Guidelines - Make Images Accessible]
*[https://community.canvaslms.com/docs/DOC-2060#jive_content_id_Images Canvas General Accessibility Guidelines - Images]

==Best Practices 3: Tables==
In this section, we provide guidelines and recommendations for formatting tables.

===What Are Tables?===

'''Tables:''' In this context, we are referring to data tables, which are tables that include row and/or column header information to categorize content)

'''File types:''' .doc, .html, .pdf

===Are Your Tables Simple or Complex?===

A simple table includes a maximum of one header column and/or one header row. A complex table includes more than one header column and/or header row, and may include merged or split cells. <ref>AccessAbility: Accessibility and Usability at Penn State. Table Headers and Captions. Accessed from: http://accessibility.psu.edu/tables</ref>

We recommend you make every effort to keep data tables as simple in structure as possible. The more complex the design of a data table, the less accessible it will be for some students using screen-reading technology to access their textbook materials. Screen readers move left-to-right, top-to-bottom, one cell at a time, and because a screen reader does not repeat a cell, merging or splitting cells may affect the reading order of a table.

===Who Are You Doing This For?===

This work supports students who:
*Are blind or have low vision.
*Have a form of cognitive disability.

===What Do You Need To Do?===

In the same way that your [http://opentextbc.ca/accessibilitytoolkit/chapter/organizing-content/ content hierarchy needs true headings and structure], tables need a properly defined structure to be accessible. This means that you must add row and column headers to define the different sections of data. Screen readers read tables horizontally – cell by cell, row by row – and row and column headers help give the context of the data in each cell to students who are blind, have low vision, or have a cognitive disability.

===Creating Simple Tables===

A simple table includes:

#A table title or caption
#Maximum of one row of column headers and/or maximum of one column of row headers
#No merged or split cells
#Adequate cell padding for visual learners.

'''Example:'''

The table below is a simple table. Reviewed against the preceding requirements list, this table:

#Includes a '''title''' (Spring Blossoms)
#Has one row in which cells are tagged as '''column headers''' (Colour Family, Bulbs, Shrubs, Trees), and one column (beginning on the second row) in which the cells are tagged as '''row headers''' (Pink, Yellow)
#Contains no merged or split cells
#Has adequate '''cell padding''' to provide space buffering around the data in each cell. (Cell padding in this table is set at “3”).

{| border="1" cellspacing="0" cellpadding="3"
|-
!scope="col"| Colour Family
!scope="col"| Bulbs
!scope="col"| Shrubs
!scope="col"| Trees
|-
!scope="row"| Pink
| Tulips
| Flowering currant
|Ornamental plum
|-
!scope="row"| Yellow
| Daffodils
| Forsythia
|Star magnolia
|-
|}

For a student accessing the table through a screen reader, the first row of data will be presented along the lines of:
*Pink, Bulbs: Tulips
*Pink, Shrubs: Flowering currant
*Pink, Trees: Ornamental plum

===How tos===
*WordPress (UBC Blogs) - In order to add tables in UBC Blogs through visual editor, activate [http://support.cms.ubc.ca/cms-manual/adding-functionality/plugins/list-of-available-plugins/#MCE_Table_Buttons MCE Table Buttons]
*[[Help:Tables|Adding tables in UBC Wiki]]
*[https://community.canvaslms.com/docs/DOC-10346 Adding Tables in Canvas]

==Best Practices 4: Video and Multimedia==
Video and multimedia open resources can help to convey concepts and can bring information to life. In this section, we provide recommendations to guide your inclusion of accessible multimedia content.

===What Is Multimedia?===

'''Multimedia includes:''' videos, audio, animations, slideshows

'''File types:''' .mp3, .mp4, ppt., etc.

===Before You Begin===
'''What Type of Multimedia Are You Including?'''

Before you can determine what you need to do to make media materials accessible, you need to understand what is required for different types of multimedia. Consider the following questions:

1. Does your multimedia resource include audio narration or instruction? If so, you should: Provide a complete transcript of all speech content and relevant non-speech content in the resource.

2. Does your multimedia resource include audio that is synchronized with a video presentation? If so, you should: Provide captions of all speech content and relevant non-speech content in the resource.

3. Does your multimedia resource include contextual visuals (e.g., charts, graphs) that are not addressed in the spoken content? If so, you should: Provide audio descriptions of relevant visual materials in the resource.

===Who Are You Doing This For?===

This work supports students who:
*Are deaf or hard of hearing
*Are blind or have low vision
*Have a form of cognitive disability
*Are in a location where they cannot play or hear audio
*Are not native-English speakers and need written-word formats to support understanding

===What Do You Need To Do?===
====Transcripts====

Consider what your students would get out of your multimedia resource if they were not able to hear the audio portion, or if they had difficulty understanding your spoken word. A text transcript provides students with equivalent information to the audio content in a multimedia resource.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.2 Time-based Media: Provide alternatives for time-based media. Accessed from: http://www.w3.org/TR/WCAG20/#media-equiv</ref>

As you work on developing your text transcript, keep in mind the following recommendations about what to include:

#'''Speaker’s name'''
#'''All speech content:''' If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the transcript. For example: “[A & B chatted while slides were loading].”'''
#'''Relevant descriptions about the speech: Descriptions that convey emotions, mood, etc. are usually provided in brackets. For example: “Don’t touch that! [shouted].”
#Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: “[metal pipes crashing to concrete floor].” Background noise that isn’t relevant can be left out.
#'''Headings and sub-headings:''' Where they will make the transcript more usable or easy to navigate, headings and sub-headings can be helpful aids, especially when the transcript is long. When including these, put them in brackets to show that they were not part of the original audio. For example: [I

====Transcripts and third-party videos====

If you are not producing your own video resource but are planning to embed video materials from a third-party source (e.g., YouTube), be aware that not all third-party sources include transcripts. While services like YouTube technically support transcripts, not all contributors to YouTube include these. If you select a video resource that does not already have a transcript, you will need to produce one yourself.*

*''Copyright note:'' Producing your own transcript for a third-party video could infringe on copyright, depending on how the video has been licensed. Before you proceed with producing a transcript for media materials you did not create yourself, you should contact the copyright holder of that material to obtain permission to do so.

====Captions====

Timed text captions are essential to opening up a world of information for persons with hearing loss or literacy needs by making the readable equivalent of audio content available to them in a synchronized manner. Globally hearing loss affects about 10% of the population to some degree. It causes disability in 5% (360 to 538 million) and moderate to severe disability in 124 million people. Timed text captions also be helpful for learners whose native languages are languages other than the primary language of the media or who have cognitive conditions that benefit from visual.Captions are the text that is synchronized with the audio in a video presentation. Captions are important when people need to see what’s happening in the video and get the audio information in text at the same time.

The work you put into creating a text transcript for a video resource can be repurposed to provide the captions. Keep in mind the following recommendations about what to include in your captions:

#'''All speech content:''' If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the captions. For example: “[A & B chatted while slides were loading].”
#'''Descriptions of relevant non-speech audio:''' These are usually provided in brackets. For example: “[metal pipes crashing to concrete floor]”; “[background music by XXX plays].” Background noise that isn’t relevant can be left out.

Text captions can be uploaded to YouTube and other platforms along with the video to create a timed text file in SubRip (SRT) format. Additional best practices for timed captions include:

*Each caption frame should not be on screen for less than three seconds.
*Each caption frame must not be on screen for less than two seconds.
*Each caption frame should not exceed more than 2 lines.
*Each caption frame must not exceed more than 3 lines.
*Each line should not exceed more than 32 characters
*All caption frames should be precisely time synched to the audio.
*When multiple speakers are present, it is sometimes helpful to identify who is speaking, especially when the video does not make this clear.
*Non-speech sounds like [MUSIC] or [LAUGHTER] should be added in square brackets.

====Downloadable Transcripts====
For both audio and video transcripts, consider including a text file that learners can download and review using tools such as word processing, screen reader, or literacy software. All learners can use transcripts of media-based learning materials for study and review.

====Audio Descriptions====

Consider what your students would get out of a multimedia resource if they were not able to see embedded visual materials critical for comprehension. Audio descriptions are helpful if visual content (e.g., a chart or a map) in a video or presentation provides important context that is not available through the audio alone.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.2.3 Audio Description or Media Alternative (Prerecorded). Accessed from: http://www.w3.org/TR/WCAG20/#media-equiv</ref> Actions that are only visible on screen without any audible equivalent are not accessible to learners who have visual impairments.

When describing visual elements in your multimedia resources, keep in mind the following recommendations and guidelines.

1. When contextual visual content on the screen is not described in the audio itself, you will need to provide an audio description that is an objective description of the visual element. ''Example:''

:::To help students fully grasp a concept that you are trying to convey in your video, you have included some contextual visual references (e.g., maps, charts, physical demonstrations of a process). However, you realize after making the video that the audio portion does not describe these visuals in enough detail for a student with visual impairments to be able to access all of the concepts you intended to convey.

::In this case, you would need to record an audio description of the visual material that provides enough detail to provide students like Jacob with the same content available to visual learners.

2. Whenever possible, avoid creating the need for audio descriptions in the first place by being proactive at the time of recording. If you pay attention to contextual visuals during the recording of the media piece, you may find opportunities to convey the visual content within the spoken material itself; you will not need to provide audio descriptions of the visual content after the fact. ''Example:''

::You are recording a video or presentation that includes a chart that tracks coal production in British Columbia, and as part of the presentation you want to focus attention on specific data in the chart. The narrator or presenter might point to sections on the chart and say:

:::“As you can see, metallurgical coal projection increased by 3 million tonnes over these two years.“

::In this case, audio descriptions would be necessary to provide the missing context to students with visual disabilities; these students cannot see the data on the chart that tells visual learners what the production figures are and for what dates. However, if the narrator or presenter instead says:

:::“This chart illustrates that metallurgical coal production in B.C. increased from 23 million tonnes in 1999 to 26 million tonnes in 2001,”

::the visual content is conveyed through the audio and no audio description will be necessary.

====Accessible Media Resources====

*[http://ncam.wgbh.org/invent_build/web_multimedia/accessible-digital-media-guide Accessible Digital Media Guidelines] provides detailed advice on creating online video and audio with accessibility in mind.
*[https://dcmp.org/public_content/ai/captioningkey/index.html Captioning Key by the National Association for the Deaf] provides excellent guidance on creating described and captioned media.

==Best Practices 5: Font size==

In this section, we review the two main concerns of font size on the web.

===What Is Font Size?===

'''Font size:''' The size of text visible on the screen.

===Who Are You Doing This For?===

This work supports students who:

*Are blind or have low vision
*Have a form of cognitive disability
*Are deaf or hard of hearing
*Have a physical disability

===What Do You Need To Do?===

There are two main concerns when working with font sizes.

# Ensuring that default font sizes are not too small.
# Ensuring that text can be expanded to 200% on websites<ref>http://sites.psu.edu/accessibility/fontsizehtml/ </ref>.

Keep in mind these recommendations and guidelines:

*'''12 point for body text''': For most documents, body text should be around 12 points. Small fonts may be illegible for some audiences.

*'''9 point for footnotes''': If a document contains footnotes or endnotes, the minimum size should be about 9 points

* '''200% zoom''': The Web Content Accessibility Guidelines (WCAG 2.0) recommend ensuring that text can be zoomed to 200%. As well, we recommend using liquid layouts that can accommodate 200% text. Liquid layout are layouts that are based on percentages of the current browser window's size. They flex with the size of the window, even if the current viewer changes their browser size as they're viewing the site. Liquid width layouts allow a very efficient use of the space provided by any given Web browser window or screen resolution.

==Best Practices 6: Colour Contrast==
In this section, we provide guidelines and recommendations about colour contrast in your open educational materials.

===What is Colour Contrast?===

'''Colour contrast includes''': hue, lightness and saturation of text, images, and background
'''File types''': .doc, .html, .pdf, .jpg, .gif

===What What Role Does Colour Play in the Delivery of Your Content?===

When documents or web pages do not provide enough contrast between foreground elements (e.g., text, images) and background elements (e.g., colour, watermark images), some students will have difficulty reading the content. Consider the following questions:

1. Have you presented text- or image-based content on a coloured or textured background? If so, you should:
*Confirm that there is sufficient contrast between your foreground content and the chosen background colour or texture.

2. Have you included links in your content? If so, you should:
*Confirm that the colour of your web links is distinct from both your background colour and the colour of the surrounding text.

3. Have you used colour to convey concepts or information? If so, you should:
*Confirm that you are not using colour alone to convey this information.

===Who Are You Doing This For?===

This work supports students who:

*Have low vision
*Have poor contrast vision
*Are colour blind and cannot differentiate between certain colours
*Are using a device with monochrome display

===What Do You Need To Do?===

====Contrast====

Students with low vision and/or a form of colour blindness may have difficulty reading text that does not contrast enough with the background colour you have selected. If the colour palette you have adopted is too subtle (e.g., white text on a pastel background; medium-grey text on a light-grey background), the contrast between your foreground and background is probably insufficient for some students.

Web Content Accessibility Guidelines (WCAG 2.0) require that “the visual presentation of text and images of text has a contrast ratio of at least 7:1.”<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.6 Contrast (Enhanced). Accessed from: http://www.w3.org/TR/UNDERSTANDING-WCAG20/visual-audio-contrast7.html</ref> The image below presents four different foreground/background colour-contrast examples to illustrate insufficient and sufficient colour contrast ratios.
<br /><br />
[[File:Colour_Contrast.png|thumb|center|500px|Image displays four examples of foreground (text) colour against background colours; only the example on the far right presents combinations with sufficient colour contrast.]]
<br /><br />
{| class="ambox ambox-notice"
| class="mbox-text" | <div>
'''Not sure how to test your materials for colour contrast ratios?'''

There are many online and downloadable tools available to help you evaluate colour contrast ratios. Here are a few we have tried and like:
*'''WebAIM’s [http://webaim.org/resources/contrastchecker/ Color Contrast Checker]''': This web-based tool allows you to select or enter colour values to test and provides you with a “pass” or “fail” on your contrast ratio.
*'''ACART’s [http://www.contrastchecker.com/ Contrast Checker]''': This is a straightforward, web-based tool you can use to both check colour contrast and view your selections in grey scale. This tool also allows you to keep a history of the colour combinations you have tested.
*'''Giacomo Mazzocato’s [http://gmazzocato.altervista.org/colorwheel/wheel.php Accessibility Color Wheel]''': This web-based tool includes several options for testing your colour selections, including simulations of three types of colour blindness. You can also opt to test what your contrast ratio is when the foreground and background colour selections are inverted.
</div>
|}

====Weblink Colours====

Weblinks must be visually distinct from both the surrounding, non-linked text and background colour. If you do not underline your links (or provide some other non-colour cue), you must ensure that you provide both sufficient contrast between the link and background colours and between the link colour and that of the surrounding text.

Web Content Accessibility Guidelines (WCAG 2.0) require a:
*4.5:1 contrast between the link text color and the background
*3:1 contrast between the link text color and the surrounding non-link text color<ref>WebAIM (2015), WCAG 2.0 and Link Colors. Accessed from: http://webaim.org/blog/wcag-2-0-and-link-colors/ </ref>

====High-Contrast Mode====

Some students need to see light text on a dark background for it to be readable, while others require dark text on a light background. Students with low vision must be able to see content when it is displayed in high-contrast mode. This can be a subjective experience, based on individual student needs. We recommend that you try testing your text and image-based content as you go by using high-contrast mode on your own computer and making adjustments as needed.

All content items such as text, images, bullets, and table borders must be visible in both regular and high-contrast modes.

{| class="ambox ambox-notice"
| class="mbox-text" | <div>
'''Not sure how to test your content in high-contrast mode?
'''
To test the visibility of your content in this mode, turn on high contrast by simultaneously pressing the following keys on your (PC) keyboard:
::'''Left ALT + Left SHIFT + Print Screen.'''
To turn off high contrast mode, repeat this step.
</div>
|}

====Use of Colour====

You should not rely on colour as the sole means of conveying information and instruction. If the point you are making depends on colour to be understood, you will need to edit your materials so that concepts presented in the visuals are not lost to those who are colour blind or who require high contrast between colours.<ref>Web Content Accessibility Guidelines (WCAG) 2.0, Guideline 1.4.1 Use of Color. Accessed from: http://www.w3.org/TR/WCAG20/#visual-audio-contrast</ref>

==Best Practices 7: Formulas==

Math or Science formulas in open educational resources can be challenging to deliver in a way that is accessible to people with vision impairments. Non-scalable images of mathematical content cannot be sufficiently enlarged or navigated by low-vision users and are not accessible to blind users at all.

===What Are Formulas?===

'''Formulas include:''' Math equations or science formulas

'''File types:''' LaTex or MathType

===Before You Begin===
'''Who Are You Doing This For?'''

This work supports students who:

*Are blind or have low vision
*Have a form of cognitive disability,
*Have a physical disability

The following content is a derivative of Equations: Images vs. MathML from Accessibility and Usability at Penn State, http://accessibility.psu.edu/equations.

===What Do You Need to Do?===

There are several ways to handle equations from images with ALT tags to MathML. Having access to an equation editor such as MathType or MathMagic can streamline processing and converting equations considerably. These tools are similar to equation editors found in the ANGEL HTML Editor and Microsoft Office.

====MathML====

[http://accessibility.psu.edu/math/mathml/ Math ML] is a text-based XML markup language designed for math equations. Browsers that support MathML are able to translate the XML into a formatted equation. Since MathML with MathJax can be rendered in many systems, including HTML, Sites at Penn State, ANGEL and Drupal, it is considered the best choice for accessibility.

Information about [http://accessibility.psu.edu/math/mathml/ creating and viewing MathML] is available on that page.

MathML may vary from system to system and the content can change rapidly.

====Image with ALT tag====

A safe option to create an image of an equation (or export it from an equation editor) and then insert the image into a document with an ALT tag.

''Note:'' ALT tags can be written in Nemeth MathSpeak for students who have learned that system.

<math>
m = \frac{m_0}{\sqrt{1-\frac{v^2}{c^2}}}
</math>

View the ALT Tag

ALT= “m equals begin fraction m sub 0 over begin square root 1 minus begin fraction v sup 2 over c sup 2 end fraction end square root end fraction”

====LaTex====

LaTeX is a math markup language familiar to many in the science and math community, but unfortunately it is not currently supported by screen reader technology. However, it is fairly simple to convert LaTeX to an image or MathML in most equation editors.

For example, in the [http://wiki.ubc.ca UBC Wiki] you can insert a piece of LaTeX code using the <nowiki><math></nowiki> tag:
<pre>
<math>
m = \frac{m_0}{\sqrt{1-\frac{v^2}{c^2}}}
</math>
</pre>
The equation should appear fully formatted. Make minor adjustments as needed.

====Audio Files====
User testing with students have indicated that it would helpful to have an audio file of the formula or equation. The audio file would be placed beside the formula or equation and would allow the user to hear exactly how the formula or equation is interpreted.

====Audio Files====
User testing with students have indicated that it would helpful to have an audio file of the formula or equation. The audio file would be placed beside the formula or equation and would allow the user to hear exactly how the formula or equation is interpreted.
=====Example — equation with audio=====
[[File:MM0over.png|200px|center|math formular]]
[https://soundcloud.com/user-262382099-529580848/equation Listen to the audio file of this equation]:

===Additional Resources===

*In 2012, Portland Community College departments took a closer look at making math accessible to blind students. Read more about the math accessibility study on our website: http://www.pcc.edu/access.
*The [http://www.washington.edu/doit/are-there-guidelines-creating-accessible-math?465= DO-IT project from the University of Washington] provides guidance on creating accessible math content.
*The [http://www.washington.edu/doit/programs/accessstem/overview AccessSTEM] website provides guidance on creating accessible science, technology, engineering and math educational content.

==Best Practices 8: PDFs, Word Docs and Excel Files==
This section describes guidelines for creating accessible content in PDFs, Word documents, and Excel spreadsheets. Many of the same accessibility techniques and principles that apply to authoring in HTML also apply to creating document based OERs.

===PDFs===
Converting or publishing open resources as PDF documents can create accessibility barriers, particularly for learners with visual impairments. Accessibility issues are very common in PDF files that were scanned from printed sources or exported from a non-PDF document format. Scanned documents are simply images of text. To make scanned documents accessible, you must perform Optical Character Recognition (OCR) on these documents, and proofread the resulting text for accuracy before embedding it within the PDF file. You must also add semantic structure and other metadata (headings, links, alternative content for images, and so on) to the embedded text.

When you export documents to PDF from other formats, it is important to ensure that the source document contains all the required semantic structure and metadata before exporting. Unfortunately, some applications do not include this information when exporting and require the author to add or “tag” the document manually using PDF editing software. You should carefully consider whether exporting to PDF is necessary at all.

For more information on PDF accessibility, please see [https://pressbooks.bccampus.ca/accessibilityhandbook/chapter/the-people-v-pdf/ The People v. PDF] by Luke McKnight.

====Best Practices for Authoring Accessible PDF Documents====

*Explicitly define the language of the document so that screen readers know what language they should use to parse the document.
*Explicitly set the document title. When you export a file to PDF format, the document title usually defaults to the file name, not a human readable title.
*Verify that all images have alternative content defined or are marked as decorative only.
*Verify that the PDF file is “tagged”. Make sure the semantic structure from the source document has been correctly imported to the PDF file.
*Verify that a logical reading order is defined. This is especially important for documents that have atypical page layouts or structure.
*If your document includes tables, verify that table headers for rows and columns are properly defined.

====Accessible PDF Resources====
*[http://webaim.org/techniques/acrobat/ WebAIM's PDF Accessibility site] provides a detailed and illustrated guide on creating accessible PDFs.
*The [http://ncdae.org/resources/cheatsheets/ National Center of Disability and Access to Education has a collection of one-page “cheat sheets”] on accessible document authoring.
*Microsoft provides detailed [https://support.office.com/en-gb/article/Create-accessible-PDFs-064625e0-56ea-4e16-ad71-3aa33bb4b7ed?CorrelationId=9b8d28cf-aa96-4816-9536-b4aea195b51c&ui=en-US&rs=en-GB&ad=GB&ocmsassetID=HA102478227 guidance on generating accessible PDFs from Microsoft Office applications], including Word, Excel, and PowerPoint.
*Adobe provides [https://helpx.adobe.com/acrobat/using/create-verify-pdf-accessibility.html documentation on how to create and verify PDF accessibility].

===Word Documents===
Many of the same accessibility techniques and principles that apply to authoring one content also apply to creating Word documents. Keep formatting simple. Use headings, paragraphs, lists, images, and captions. Use tables for tabular data. Do not add unnecessary indents, rules, columns, blank lines, or typographic variation. Use standardized styles for formatting your text, such as Normal, Heading 1, and Heading 2, rather than manually formatting text using text styles and indents. Formatting text for its semantic meaning and not for its visual appearance allows users of assistive technology to consume and navigate documents effectively and efficiently.

Additional best practices include;

*Images must have descriptive text associated with them.
*Documents should be well structured.
*Hyperlinks should be meaningful and describe the destination.
*Tables should include properly defined column and row headers.
*Color combinations should be high contrast.
*Verify the accessibility of your document using [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft’s Accessibility Checker].

===Excel Spreadsheets===
Many of the same accessibility techniques and principles that apply to authoring data tables in HTML also apply to creating Excel spreadsheets. Microsoft has a [https://support.office.com/en-us/article/Make-your-Excel-spreadsheets-accessible-6CC05FC5-1314-48B5-8EB3-683E49B3E593?ui=en-US&rs=en-US&ad=US guide to creating accessible Excel workbooks].

*Images must have descriptive text associated with them.
*Column and row headings should be programmatically identified.
*Hyperlinks in spreadsheets should be meaningful and describe the destination.
*Use a unique and informative title for each worksheet tab.
*Do not use blank cells for formatting.
*Colour combinations should be high contrast.
*Verify the accessibility of your workbook using [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft’s Accessibility Checker].

===Additional Microsoft Accessibility Resources===
*[https://support.office.com/en-us/article/Make-your-Word-documents-accessible-D9BF3683-87AC-47EA-B91A-78DCACB3C66D?ui=en-US&rs=en-US&ad=US Microsoft guide to creating accessible Word documents.]
*[https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Microsoft tool that allows you to check Word documents for accessibility issues.]
*Microsoft guide to creating [https://support.office.com/en-us/article/Make-your-PowerPoint-presentations-accessible-6F7772B2-2F33-4BD2-8CA7-DAE3B2B3EF25?ui=en-US&rs=en-US&ad=US accessible PowerPoint presentations].
*[https://support.office.com/en-us/article/Make-your-Excel-spreadsheets-accessible-6CC05FC5-1314-48B5-8EB3-683E49B3E593?ui=en-US&rs=en-US&ad=US Microsoft guide to creating accessible Excel workbooks].
*Microsoft tool that allows you to check [https://support.office.com/en-us/article/Use-the-Accessibility-Checker-on-your-Windows-desktop-to-find-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f?ui=en-US&rs=en-US&ad=US Excel workbooks for accessibility issues].
*Microsoft guide to creating [http://webaim.org/techniques/powerpoint/ accessible PowerPoint presentations].
*[http://webaim.org/techniques/powerpoint/ WebAIM’s guide to PowerPoint accessibility].

==UBC Platform Specific Accessibility Guidelines==

===Canvas===
*[https://community.canvaslms.com/docs/DOC-2061 Accessibility within Canvs]
*[https://community.canvaslms.com/groups/accessibility Canvas Accessibility Group]
*[https://community.canvaslms.com/groups/accessibility/blog/2018/05/08/how-to-fix-and-prevent-accessibility-issues-in-your-canvas-course How to Fix and Prevent Accessibility Issues in Your Canvas ]

===Edx===
*[http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/accessibility/index.html Accessibility Best Practices Guidance for Content Providers]

===WordPress===
*[https://en.support.wordpress.com/accessibility/ Accessibility in WordPress]
*[http://khan.github.io/tota11y/ Tota11y] - a tool to check if your site is accessible or not. There is also a [https://chrome.google.com/webstore/detail/tota11y-plugin-from-khan/oedofneiplgibimfkccchnimiadcmhpe?hl=en chrome extension] available

===MediaWiki/UBC Wiki===
*[https://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style/Accessibility Manual of Style- Accessibility]

===UBC Centre for Accessibility===
*[https://students.ubc.ca/about-student-services/centre-for-accessibility UBC Centre for Accessibility] (CfA) provides leadership on issues of accessibility for people with disabilities at UBC Vancouver, working in partnership with faculties to foster inclusive learning, living and working environments for students, faculty and staff. The Centre for Accessibility provides support and programming initiatives designed to remove barriers for students with disabilities and facilitates disability related accommodations for members of the UBC Vancouver community.

===UBC Centre for Workplace Accessibility===
*[https://hr.ubc.ca/health-and-wellbeing/workplace-accessibility/centre-workplace-accessibility The Centre for Workplace Accessibility] (CWA) is a hub for resources, tools, and programs that help remove barriers for faculty and staff with disabilities or ongoing medical conditions. It offers support to improve workplace accessibility using a trauma-informed, person-centred approach. Its initiatives also include projects and workshops designed to build disability inclusion literacy throughout the UBC community.

==Appendix: Checklist for OER Accessibility==

===Organizing Content===

☐ Contents is organized under headings and subheadings

☐ Headings and subheadings are used sequentially (e.g. Heading 1, heading 2, etc)

===Images===

☐ Images that convey information include Alternative Text (alt-text) descriptions of the image’s content or function.

☐ Graphs, Charts, and Maps also include contextual or supporting details in the text surrounding the image.

☐ Images do not rely on colour to convey information.

☐ Images that are purely decorative contain empty alternative text descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information).

===Tables===

☐ Tables include row and column headers.

☐ Table includes title or caption.

☐ Table does not have merged or split cells.

☐ Table has adequate cell padding.

===Weblinks===

☐ The weblink is meaningful in context, does not use generic text such as “click here” or “read more”.

☐ Weblinks do not open new windows or tabs.

☐ If weblink must open in a new window, a textual reference is included in the link information.

===Multimedia===

☐ All audio content includes a transcript. The transcript includes all speech content and relevant descriptions of non-speech audio and speaker names/headings where necessary.
☐ Videos have captions of all speech content and relevant non-speech content that has been edited by a human for accuracy..
☐ All videos with contextual visuals (graphs, charts, etc.) are described audibly in the video.

===Headings and subheadings===

☐ Captions of all speech content and relevant non-speech content are included in the multimedia resource that includes audio synchronized with a video presentation.

☐ Audio descriptions of contextual visuals (graphs, charts, etc) are included in the multimedia resource.

===Formulas===

☐ Formulas have been created using MathML.

☐ Formulas are images with alternative text descriptions, if MathML is not an option.

===Font Size===

☐ Font size is 12 point or higher for body text.

☐ Font size is 9 point for footnotes or end notes.

☐ Font size can be zoomed to 200%.

==Appendix: Accessibility 2-Page Handout==

[[File:Accessibility Handout Thumbnail.png|thumb|centre|400px|link=http://wiki.ubc.ca/images/5/5b/UBC_Accessibility_Handout.pdf|Click to Download PDF ]]

==Appendix: Additional OER Accessibility Resources==
*[https://accessibility.ctlt.ubc.ca/ UBC Accessibility 101] - A UBC resource that focuses on improving access to digital content for students with vision or hearing impairments and similar learning barriers.
*[https://blogs.ubc.ca/accessibleactivelearning/ Accessible Active Learning] - A resource designed for Instructional Skills Workshop (ISW) and TA Training facilitators at UBCV. It is meant as a resource to help them design activities with accessibility in-mind, to help make activities accessible to more students and participants.
*[https://equity.ubc.ca/resources/accessible-and-inclusive-event-planning/ UBC Accessible Event Planning Guide] - provides practical tools to help event organizers create inclusive and welcoming experiences for everyone, including particularly people with disabilities.
*[https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] - (also in [https://opentextbc.ca/troussedoutildaccessibilite/ French]). See also the [https://cdn.collection.bccampus.ca/assets/B_Ccampus_Accessibility_Criteria_6b42ab8ce8.pdf BCcampus OER Accessibility Criteria checklist] and the [https://opentextbc.ca/accessibilitytoolkit/back-matter/inclusive-design-webinar-series/ BCcampus Inclusive Design Webinar Series].
*[https://students.ubc.ca/about-student-services/centre-for-accessibility UBC Centre for Accessibility] provides support and programming initiatives designed to remove barriers for students with disabilities and facilitates disability related accommodations for members of the UBC Vancouver community.
*[https://pressbooks.bccampus.ca/a11yondemand/ Digital Accessibility On-demand] - a resource by Luke McKnight designed as a just-in-time resource to guide creators to the step-by-step instructions they need to maximize accessibility and increase inclusivity.
*[https://pressbooks.bccampus.ca/accessibilityhandbook/ Accessibility Handbook for Teaching and Learning] - a guidebook by Luke McKnight and Briana Fraser to introduce concepts of digital accessibility and to provide detailed instructions to use the accessibility features of software such as Word and PowerPoint.
*[https://hr.ubc.ca/health-and-wellbeing/workplace-accessibility/centre-workplace-accessibility The Centre for Workplace Accessibility (CWA)] is a hub for resources, tools, and programs that help remove barriers for faculty and staff with disabilities or ongoing medical conditions. It offers support to improve workplace accessibility using a trauma-informed, person-centred approach.
*Inclusive Design Research Centre’s [http://floeproject.org/ Flexible Learning for Open Education]
*[http://www.udlcenter.org/implementation/postsecondary The National Center on Universal Design for Learning] provides a helpful overview on Universal Design for Learning.
*Portland Community College’s [http://www.pcc.edu/resources/instructional-support/access/ Accessibility for Online Course Content: A Guide for Instructors]
*[https://inclusive.microsoft.design/ Inclusive Design at Microsoft]
*[https://wiki.ubc.ca/images/0/02/Complex_Images_for_All_Learners.pdf Accessibility for Complex Images]: resource for making charts, graphs, figures, and other complex images accessible.
*[https://pressbooks.bccampus.ca/accessibilityhandbook/chapter/the-people-v-pdf/ The People v. PDF] - a semi-academic take on some of accessibility issues of PDFs
*The [https://bccampus.ca/wp-content/uploads/2023/04/OER-Equity-Rubric-1.pdf BCcampus OER Equity Rubric] is designed to help identify opportunities to adapt and improve the equity of open resources.

==References==
<references/>

==About this Toolkit==
[[File:CC-SA_button.png|left|CC by|100px]] The OER Accessibility Toolkit is licensed under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike 4.0 International License], except where otherwise noted. Source files for this resource may be found on the [http://wiki.ubc.ca/Documentation:Open_UBC/Guide/OER_Accessibility_Toolkit UBC Wiki].

Content for this toolkit was adapted from the [https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] by Amanda Coolidge, Sue Doner, and Tara Robertson. The [https://opentextbc.ca/accessibilitytoolkit/ BC Open Textbook Accessibility Toolkit] is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted. Additional material has been adapted from the [http://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/accessibility/index.html edX Accessibility Best Practices for Developing Course Content] guidelines under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution Share Alike 4.0 International License].

[[Category:Open UBC]][[Category:Accessibility]] [[Category:Accessibility Toolkits]] [[Category:OER]] [[Category:Open Education]] [[Category:Universal Design]]

Can I Use This

2026-08-19T16:36:50Z

WillEngle: Redirected page to File:2026 Can I Use This Copyright Basics for Teaching and Learning.pdf

#REDIRECT [[File:2026 Can I Use This Copyright Basics for Teaching and Learning.pdf]]t

Can I Use This

2026-08-19T16:36:17Z

WillEngle: Created page with "t"

Documentation:CTLT programs/CTLT Institute/2026 Summer

2026-08-19T16:34:42Z

WillEngle: /* Centre for Teaching, Learning and Technology 2026 Summer Institute */

= Centre for Teaching, Learning and Technology 2026 Summer Institute =
Hosted each year in August, the Summer Institute focuses on the fundamentals of teaching and learning issues. The Summer Institute is designed to help participants enhance their understanding of sound teaching practices and how to implement them in their teaching contexts. Workshop topics range from refining a syllabus/lesson plan to incorporating active learning and effective assessment in their teaching.

{| class="wikitable"
|+
!Date
!Workshop
!Facilitators
!Resources
|-
|August 17
|New Faculty Teaching Orientation
|Various
|
|-
|
|Starting Strong: Preparing for the First Day of Class
|Zoe Morris, Associate Director, Teaching & Learning Professional Development, CTLT;
Emily Renoe, Senior Educational Consultant: Learning Technologies, CTLT
|
|-
|August 18
|Writing a (Mindful) Learner Centred and Inclusive Syllabus
|Gail Hammond, Associate Professor of Teaching in Food, Nutrition and Health, LFS;
Judy Chan Faculty Associate, Faculty Liaison LFS (Land and Food Systems)
|
|-
|
|Introduction to Lesson Planning
|Jens Vent Schmidt, Educational Consultant: Design and Facilitation, CTLT
Farzaneh Farhang-Mehr, Assistant Professor of Teaching, Faculty of Applied Science
|[[:File:Intro to Lesson Planning.pptx|Intro to Lesson Planning.pptx]]
|-
|
|Designing Your Course in Canvas
|John Cheng, Educational Consultant, Learning Design, CTLT
Manuel Dias, Educational Consultant, Learning Design, CTLT
|[[:File:Designing your Canvas Course - August 2026.pdf|Designing your Canvas Course - August 2026.pdf]]
making your resources more accessible: https://accessibility.ctlt.ubc.ca/
|-
|August 19
|From Crowd to Community: Making Large Classes Feel Small
|Brett Gilley, Professor of Teaching, Department of Earth Ocean and Atmospheric Sciences
|[[:File:Making Large Classes Feel Small.pdf|Making Large Classes Feel Small.pdf]]
|-
|
|The TA-Faculty Relationship (For Faculty)
|Judy Chan, Faculty Liaison (Land and Food Systems), Educational Consultant CTLT
|
|-
|
|The TA-Faculty Relationship (For TAs)
|Shaya Golaprian, Educational Developer, TA Development Programs
|
|-
|
|Make-a-thon: Developing Teaching Materials with AI
|Lucas Wright, Senior Education Consultant, CTLT
|
|-
|
|Can I Use This? Working with Copyright and Open Educational Resources (OER)
|Stephanie Savage, Scholarly Communications and Copyright Services Librarian, UBC
Will Engle, Strategist, Open Education Initiatives, CTLT
|[https://wiki.ubc.ca/images/4/41/2026_Can_I_Use_This_Copyright_Basics_for_Teaching_and_Learning.pdf Can I Use This Presentation Slides]
|-
|August 20
|Making Sense of Student Feedback: An Introduction to Student Experience of Instruction (SEI) Surveys and Reports
|Alison Wong, Research and Analytics Lead, Planning Analytics and Institutional Research Office (PAIR) UBC
Tzitash Mohammed, Senior Research Analyst, Planning Analytics and Institutional Research Office (PAIR) UBC
|
|-
|
|Building Capacity—Networking and Resource Sharing for IBPOC Teaching and Learning Community
|Renata Hall,Educational Consultant, Anti-Racist Teaching and Learning CTLT, Educational and Community Engagement Consultant, EIO
Lauren Casey, Educational Consultant: Anti-Racist and Indigenous Initiatives
|
|-
|
|Introduction to Assessment Design at UBC
|Judy Chan Faculty Associate, Faculty Liaison LFS(Land and Food Systems);
Nicole Ronan, Learning Design Consultant, CTLT
|
|-
|
|Increasing Accessibility for Video
|Michael Sider, Producer, UBC Studios
|
|}

File:2026 Can I Use This Copyright Basics for Teaching and Learning.pdf

2026-08-19T16:32:59Z

WillEngle: Uploaded own work with UploadWizard

=={{int:filedesc}}==
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|date=2026-08-19
|source={{own}}
|author=[[User:WillEngle|WillEngle]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Presentation Slides]]
[[Category:OER]]

Help:Adding Media/Images and Pictures

2026-07-29T17:54:39Z

WillEngle: /* Upload your own image to the UBC wiki and embed to your page */

When embedding images to UBC Wiki,
You can:
*Upload your own image to the UBC Wiki and then embed to a page '''and/or'''
*Search for existing images that are uploaded in the UBC Wiki and Wikmedia commons and then embed to a page.

==Upload your own image to the UBC wiki and embed to your page==

If you are Uploading files to the wiki, '''only upload files that you own, openly licensed or have permission to share'''.

In UBC Wiki, you can upload:
*images (png ,jpg,jpeg, gif)
*powerpoint files(ppt, pptx)
*excel files (xml)
*pdf files

The maximum file size you can upload is 20M.

# In the [[Help:Navigation#Sidebar|sidebar]], under “{{lcfirst:{{int:toolbox}}}}”, click “'''{{int:upload}}'''.”
#: [[File:Wiki_Upload_File_Link.png|link=|center|thumb|The '''Upload file''' link is under ''Toolbox'' on the left-hand side menu.]]
# Click '''Next''' at the bottom of the page after browsing the [http://wiki.ubc.ca/File:Ubc_copyright_tutorial.png image] explaining what kinds of copyright permissions your files should have.
# Click “'''Select a media file to upload'''” to locate the file on your computer.
# Click '''Add another file''' to upload multiple files or click '''Upload''' to upload the file(s).
# Click '''Continue'''
# Choose the appropriate copyright status of the file.
#: ''Note:''
#:* Choose the first option if you created the file. You will have give it a [[UBC Wiki:Creative Commons Licenses|Creative Commons/Public Domain License]].
#:* Choose the 2nd option if it's a file created by somebody else. You will be asked to provide the source, author's name, and what kind of license does it have.
#:* If you don't know the copyright status, you have the option of cancelling the upload.
# Provide a description of the file.
# Click '''Next''' at the bottom-right corner of the page.
#[[File:Copy wikitext.png|thumb|center|copy the embed code]] You will get an embed code after you upload an image. Copy the embed code
#[[File:Imageinserted.png|thumb|center | paste it directly to the editor]] Go back to the page that you want to insert an image, click '''Edit''' and then paste the embed code. Your image will be automatically inserted.
#[[File:Edit image.png|thumb|center|click on the image to edit the image.]] You're done. If you want to edit the image after you have embedded the image to the page, you can click on the image and press '''edit'''.

==Add images that you have recently uploaded to a wiki page==
*Go to a wiki page that you want to add the image.
*Go to '''Edit'''>'''Insert'''>'''Images and Media'''
*Under Your Recent uploads, select the image or files that you would like to add to the page.
*Go to '''Use this image''' and add caption and alternative text.
*Go to '''Insert'''.

== Upload the new version of the image ==
# Go to the file page of the image that you want to upload the new version. The file page will start with '''File:name of the file''', and the page will look something like this. http://wiki.ubc.ca/File:Screen_Shot_2020-06-19_at_1.35.33_PM.png
# Under File history, click on '''Upload a new version of this file'''.
# Upload the new version of the image.

==Adding an existing image from UBC Wiki/Wikimedia Commons using Visual Editor==
[[File:VisualEditor_Media_Insert_Menu-en.png|center|200px]]

To search and add an existing image from Wikimedia Commons and UBC Wiki to your page, go to Insert>Images and Media

[[File:VisualEditor - Media editing 2.png|center|400px]]

Pressing the "Media" icon opens a dialog that automatically searches Wikimedia Commons and your local wiki for media files related to the title of the page you're editing.
You can change the search by changing the text in the dialog's search box.

To choose a file, press on its thumbnail image. This places the image onto the page you are editing

[[File:VisualEditor_-_Media_editing_6.png|center|400px]]

After the image you selected is inserted into the page, another dialog will open. This dialog allows you to add and edit the caption of the image. The caption can contain formatting and links.

[[File:VisualEditor_-_Media_editing_7.png|center|400px]]

The media dialog also allows you to add alternative text captions, to help users who use screen readers, or who have disabled image display.

[[File:VisualEditor_-_Media_editing_8.png|center|400px]]
You can also set various parameters for the image in the "Advanced settings" window. These include the alignment, the type, and size of the image.

[[File:VisualEditor_Apply_Changes-en.png|center]]
When you're done, press "Apply changes" to close the dialog and return to editing the page.

[[File:VisualEditor_-_Media_editing_3.png|center|400px]]
For an existing image, you can add or edit a caption or other settings by pressing on the image, then pressing on the "Media" icon that appears below the picture.
You can resize an existing image by pressing on it, then moving the resize icon (the two-headed arrow on one or both bottom corners).

You can also drag and drop an image to a place higher or lower on the page.

==See Also==
*The MediaWiki [http://www.mediawiki.org/wiki/Help:Images help page on images] is a good resource for learning how to format images.
*[[Help:Adding_Media/Video|Adding Video]]

==Adding Images in Wiki text==

See [[Help:Adding_Media/Images_and_Pictures_in_wiki_text]]

File:Babywearing Language Logo.png

2026-07-29T17:44:11Z

WillEngle: /* {{int:license-header}} */

=={{int:filedesc}}==
{{Information
|description={{en|1=Babywearing Language Logo}}
|date=2026-07-29
|source={{own}}
|author=[[User:Cschreye]]
|permission=
|other versions=
}}

[[Category:BWD]]

File:Babywearing Language Logo.png

2026-07-29T17:42:41Z

WillEngle:

=={{int:filedesc}}==
{{Information
|description={{en|1=Babywearing Language Logo}}
|date=2026-07-29
|source={{own}}
|author=[[User:Cschreye]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:BWD]]

Documentation:BabywearingDictionary/Admin/Infobox

2026-07-29T17:41:34Z

WillEngle:

{| class="infobox" style="width:200;"
! colspan="2" style="background:#CFC2DD; width:200px; color:#654386; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" |BWD Babywearing Dictionary
|-
! colspan="2" scope="row" | [[Image:Babywearing_Language_Logo.png|200px]]
|-
! colspan="2" style="background:#BADCE0; font-weight:normal; width:200px; color:#235252; font-size:10pt;" |About the MFD
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |a place to look for babywearing terminology developed by the [Babywearing Language Research Project]
|-
! colspan="2" style="background:#BADCE0; width:200px; font-weight:normal; font-size:10pt; color:#235252;" |'''Browse by'''
|-
|
* [[Documentation:BabywearingDictionary/Terms|Terms]]
* [[Documentation:BabywearingDictionary/Topics|Topic]]
| style="font-size:8pt; " |
|}

[[Category:BWD]]

Documentation:BabywearingDictionary/Admin/Infobox

2026-07-29T17:41:20Z

WillEngle:

{| class="infobox" style="width:200;"
! colspan="2" style="background:#CFC2DD; width:200px; color:#654386; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" |BWD Babywearing Dictionary
|-
! colspan="2" scope="row" | [[Image:Babywearing_Language_Logo.png|125px]]
|-
! colspan="2" style="background:#BADCE0; font-weight:normal; width:200px; color:#235252; font-size:10pt;" |About the MFD
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |a place to look for babywearing terminology developed by the [Babywearing Language Research Project]
|-
! colspan="2" style="background:#BADCE0; width:200px; font-weight:normal; font-size:10pt; color:#235252;" |'''Browse by'''
|-
|
* [[Documentation:BabywearingDictionary/Terms|Terms]]
* [[Documentation:BabywearingDictionary/Topics|Topic]]
| style="font-size:8pt; " |
|}

[[Category:BWD]]

Documentation:BabywearingDictionary/Admin/Infobox

2026-07-29T17:40:56Z

WillEngle:

{| class="infobox" style="width:200;"
! colspan="2" style="background:#CFC2DD; width:200px; color:#654386; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" |BWD Babywearing Dictionary
|-
! colspan="2" scope="row" | [[Image:Babywearing_Language_Logo.png|25px]]
! colspan="2" style="background:#BADCE0; font-weight:normal; width:200px; color:#235252; font-size:10pt;" |About the MFD
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |a place to look for babywearing terminology developed by the [Babywearing Language Research Project]
|-
! colspan="2" style="background:#BADCE0; width:200px; font-weight:normal; font-size:10pt; color:#235252;" |'''Browse by'''
|-
|
* [[Documentation:BabywearingDictionary/Terms|Terms]]
* [[Documentation:BabywearingDictionary/Topics|Topic]]
| style="font-size:8pt; " |
|}

[[Category:BWD]]

Documentation:BabywearingDictionary

2026-07-29T17:39:06Z

WillEngle:

This is the documentation space for the Babywearing Dictionary, which is a partnership between UBC Okanagan researchers and the Center for Babywearing Studies.
{{DISPLAYTITLE:<span style="position: absolute; clip: rect(1px 1px 1px 1px); clip: rect(1px, 1px, 1px, 1px);">{{FULLPAGENAME}}</span>}}
__NOTOC__
{| style="width:100%; background:

| style="color:#000;" |

{| style="white-space:nowrap; border:none; background:#badce0"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#235252;" |
<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#235252; font-weight:bold; line-height:1.3;">Welcome to the <br> Babywearing Dictionary</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #235252; line-height:1.3;"><i>a place to look for babywearing terms<br> created by the Babywearing Dictionary Project</i>
</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid ##235252; line-height:1.3;"> Browse the dictionary by terms and topics <br> and much more!</div>

| style="padding-right:2px; width:100%; text-align:right;" | [[File:Babywearing_Language_Logo.png|400x400px|link=Documentation:BabywearingDictionary]]
|}

{| cellpadding="0" cellspacing="5" style="width:100%; text-align:center;"
| valign="top" style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;"|<h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">Search for Terms</h2><div></br><inputbox>type=search
default=Documentation:BabywearingDictionary/Term/
namespaces=Documentation
placeholder=search the dictionary
</inputbox></div> || style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">Browse by</h2><br> <ul style="text-align:left;"><li>[[Documentation:BabywearingDictionary/Terms|<big>Terms</big>]]</li><li>[[Documentation:BabywearingDictionary/Topic|<big>Topic</big>]]</li></ul><br>
|- valign="top"
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:
#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#235252; padding:0.5em;">Contribute</h2><br> <div class="plainlinks" style="margin-top:auto;"> </div>Do you want to contribute to the Babywearing Dictionary? [[Documentation:BabywearingDictionary/Admin/Add|Add terms!]]
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#235252; padding:0.5em;">Documentation</h2><br>This dictionary is under construction. Please visit the [[Documentation:BabywearingDictionary /Admin|documentation page]] for a more information. <br> <br>
|}
|}
{| cellpadding="2" cellspacing="5" style="width:100%; vertical-align:top; background:white; border:1px solid #cccccc"
|-
! <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">New Terms</h2>
|-
|style="padding-left:+1em;"|
<dpl>
category=BWD Term
nottitlematch=BabywearingDictionary/Template
ordermethod=firstedit
order=descending
mode=inline
inlinetext=   •  
count=10
shownamespace=false
replaceintitle=$BabywearingDictionary/Terms/$,
allowcachedresults=false
</dpl>   •  [[Documentation:BabywearingDictionary/Terms|See more...]]
|}

[[Category:BabywearingDictionary]]

Documentation:BabywearingDictionary

2026-07-29T17:38:27Z

WillEngle:

This is the documentation space for the Babywearing Dictionary, which is a partnership between UBC Okanagan researchers and the Center for Babywearing Studies.
{{DISPLAYTITLE:<span style="position: absolute; clip: rect(1px 1px 1px 1px); clip: rect(1px, 1px, 1px, 1px);">{{FULLPAGENAME}}</span>}}
__NOTOC__
{| style="width:100%; background:

| style="color:#000;" |

{| style="white-space:nowrap; border:none; background:#badce0"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#235252;" |
<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#235252; font-weight:bold; line-height:1.3;">Welcome to the <br> Babywearing Dictionary</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #235252; line-height:1.3;"><i>a place to look for babywearing terms<br> created by the Babywearing Dictionary Project</i>
</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid ##235252; line-height:1.3;"> Browse the dictionary by terms and topics <br> and much more!</div>

| style="padding-right:2px; text-align:right;" | [[File:Babywearing_Language_Logo.png|400x400px|link=Documentation:BabywearingDictionary]]
|}

{| cellpadding="0" cellspacing="5" style="width:100%; text-align:center;"
| valign="top" style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;"|<h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">Search for Terms</h2><div></br><inputbox>type=search
default=Documentation:BabywearingDictionary/Term/
namespaces=Documentation
placeholder=search the dictionary
</inputbox></div> || style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">Browse by</h2><br> <ul style="text-align:left;"><li>[[Documentation:BabywearingDictionary/Terms|<big>Terms</big>]]</li><li>[[Documentation:BabywearingDictionary/Topic|<big>Topic</big>]]</li></ul><br>
|- valign="top"
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:
#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#235252; padding:0.5em;">Contribute</h2><br> <div class="plainlinks" style="margin-top:auto;"> </div>Do you want to contribute to the Babywearing Dictionary? [[Documentation:BabywearingDictionary/Admin/Add|Add terms!]]
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#235252; padding:0.5em;">Documentation</h2><br>This dictionary is under construction. Please visit the [[Documentation:BabywearingDictionary /Admin|documentation page]] for a more information. <br> <br>
|}
|}
{| cellpadding="2" cellspacing="5" style="width:100%; vertical-align:top; background:white; border:1px solid #cccccc"
|-
! <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">New Terms</h2>
|-
|style="padding-left:+1em;"|
<dpl>
category=BWD Term
nottitlematch=BabywearingDictionary/Template
ordermethod=firstedit
order=descending
mode=inline
inlinetext=   •  
count=10
shownamespace=false
replaceintitle=$BabywearingDictionary/Terms/$,
allowcachedresults=false
</dpl>   •  [[Documentation:BabywearingDictionary/Terms|See more...]]
|}

[[Category:BabywearingDictionary]]

Documentation:BabywearingDictionary

2026-07-29T17:37:44Z

WillEngle:

This is the documentation space for the Babywearing Dictionary, which is a partnership between UBC Okanagan researchers and the Center for Babywearing Studies.
{{DISPLAYTITLE:<span style="position: absolute; clip: rect(1px 1px 1px 1px); clip: rect(1px, 1px, 1px, 1px);">{{FULLPAGENAME}}</span>}}
__NOTOC__
{| style="width:100%; background:

| style="color:#000;" |

{| style="white-space:nowrap; border:none; background:#badce0"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#235252;" |
<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#235252; font-weight:bold; line-height:1.3;">Welcome to the <br> Babywearing Dictionary</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #235252; line-height:1.3;"><i>a place to look for babywearing terms<br> created by the Babywearing Dictionary Project</i>
</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid ##235252; line-height:1.3;"> Browse the dictionary by terms and topics <br> and much more!</div>

| style="padding-right:2px; text-align:center;" | [[File:Babywearing_Language_Logo.png|400x400px|link=Documentation:BabywearingDictionary]]
|}

{| cellpadding="0" cellspacing="5" style="width:100%; text-align:center;"
| valign="top" style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;"|<h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">Search for Terms</h2><div></br><inputbox>type=search
default=Documentation:BabywearingDictionary/Term/
namespaces=Documentation
placeholder=search the dictionary
</inputbox></div> || style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">Browse by</h2><br> <ul style="text-align:left;"><li>[[Documentation:BabywearingDictionary/Terms|<big>Terms</big>]]</li><li>[[Documentation:BabywearingDictionary/Topic|<big>Topic</big>]]</li></ul><br>
|- valign="top"
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:
#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#235252; padding:0.5em;">Contribute</h2><br> <div class="plainlinks" style="margin-top:auto;"> </div>Do you want to contribute to the Babywearing Dictionary? [[Documentation:BabywearingDictionary/Admin/Add|Add terms!]]
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#235252; padding:0.5em;">Documentation</h2><br>This dictionary is under construction. Please visit the [[Documentation:BabywearingDictionary /Admin|documentation page]] for a more information. <br> <br>
|}
|}
{| cellpadding="2" cellspacing="5" style="width:100%; vertical-align:top; background:white; border:1px solid #cccccc"
|-
! <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:#654386; padding:0.5em;">New Terms</h2>
|-
|style="padding-left:+1em;"|
<dpl>
category=BWD Term
nottitlematch=BabywearingDictionary/Template
ordermethod=firstedit
order=descending
mode=inline
inlinetext=   •  
count=10
shownamespace=false
replaceintitle=$BabywearingDictionary/Terms/$,
allowcachedresults=false
</dpl>   •  [[Documentation:BabywearingDictionary/Terms|See more...]]
|}

[[Category:BabywearingDictionary]]

File:Babywearing Language Logo.png

2026-07-29T17:35:59Z

WillEngle: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Babywearing Language Logo created by Christine Schreyer, PhD}}
|date=2026-07-29
|source={{own}}
|author=[[User:WillEngle|WillEngle]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:BWD]]

Sandbox:Open Resource Working Group/July Meeting 2026

2026-07-27T21:48:57Z

WillEngle: /* 2026 Fall Brainstorming */

==Meeting Details==
*''Date:'' Monday, July 27
*''Time:'' 3:00pm to 4:00pm

==Introductions and Updates==
*What Brings You Here today and what would you like to chat about?
:*Are you working on a project; do you incorporate open practices in your work or teaching?

*Overview of the Open UBC Working Group
:* Themes:
::*''Connecting'': Connecting interested groups and people involved in different aspect of open scholarship - instructors, Library, ctlt, students, AMS, faculty support professionals
::*''Building'': Doing and reflecting
::*''Advocating'': Raising issues and bringing attention, identifying challenges and opportunities, developing strategies to support open
::*''Contributing'': To the wider open ed community

*Open Education at UBC

*Current and Upcoming Activities
:*[https://alt-grading.open.ubc.ca/ Alt-Grading Symposium] (October 23-24) Keynotes include Robin DeRosa, Jesse Stommel, Asao Inoue. [https://alt-grading.open.ubc.ca/call-for-participation/ Call for presenters!]
:*[https://oerfund.open.ubc.ca/oer-rapid-innovation-grants/ OER Rapid Innovation Grants] (ongoing)
:*[https://oerfund.open.ubc.ca/oer-affordability-grants/ OER Fund Affordability Grants] (Call to go out on September 22nd with the deadline in January)
:*[https://open.ubc.ca/oer-award/OER Excellence and Impact Awards] (Call to go out on October 20th)
:*[https://www.ams.ubc.ca/wp-content/uploads/2026/07/2026-AMS-Academic-Experience-Survey-Report.pdf 2026 AMS Academic Experience Survey (n=2,146) Results Published]
::*53% of students reported forgoing textbooks or course materials due to cost during their studies, while 21% reported financial hardship related to textbook and course material costs... 57% reported being assessed through online portals that require paid access codes.
::*''Recommendation'': "The University must continue incentivizing the use of Open Educational Resources in place of traditional fee-based course materials, while ensuring that instructors and departments are supported in adopting accessible, low-cost, and cost-free learning resources."

==2026 Fall Brainstorming==

===Guest Speakers===
*AMS - Updates
*LTIC - UBC AI infrastructure and Open?
*BCcampus - Pressbooks and BC OER Collection

===Projects===
*Course Markings
:*SIS (Workday) information indicate that a class uses free or low-cost OER instead of traditional textbooks.
:*[https://open.ubc.ca/ubc-senate-endorses-principles-for-digital-learning-materials-used-for-assessment/ 2019 Principles for Digital Learning Materials Used for Assessment] "Students should have agency, options, and the ability to make informed decisions about compulsory non-tuition-related fees for learning materials. Students should know the full cost of all courses at the time of or, ideally, before registration."
:*Resources:
::*https://universitybusiness.com/how-course-marking-can-bring-oer-to-the-mainstream/
::*Possible resource on this topic here: https://uta.pressbooks.pub/markingopenandaffordablecourses/
::*BCcampus OER Course Markings Project (just kicking off) - bit more info in this call: https://bccampus.ca/call-for-proposals-oer-course-markings/
:*Questions:
::*This would impact both technology and process - Were at UBC could this discussion take place? (e.g. faculty support units, AMS, central units such as Library, CTLT, LTIC, etc).

*Research
:*More research on OEP at UBC? Could a research project be spun up out of this group? What would be an interesting topic to propose?
:*Possible idea: Invite ISoTL rep to future meeting to help us brainstorm?
:*Reach out to faculty who may be interested in leading such research?

*Metrics
:*Do an environmental scan and create a framework for reporting impacts of use of OER (similar to impact factor type metrics).
::*Maybe a white paper?
:*Create OER Impact Toolkit for Open UBC Site

*Advocacy
:*Renewal of OER Fund and OER Award
:*Recognizing "open" in T&P for research stream faculty
:*Other

*GenAI and Open
:*Continuing critical discussions
:*Sharing vibe coded apps, educational tools

Other
:*Open UBC Site Refresh: https://open.ubc.ca
:*OER Collection Updating: https://oer.open.ubc.ca/

==Next Meeting==
*September 28 at 3pm

Sandbox:Open Resource Working Group/July Meeting 2026

2026-07-27T21:48:21Z

WillEngle: /* Projects */

Sandbox:Open Resource Working Group/July Meeting 2026

2026-07-27T21:47:54Z

WillEngle: /* Projects */

Sandbox:Open Resource Working Group/July Meeting 2026

2026-07-27T21:46:42Z

WillEngle: /* 2026 Fall Project Brainstorming */

==Meeting Details==
*''Date:'' Monday, July 27
*''Time:'' 3:00pm to 4:00pm

==Introductions and Updates==
*What Brings You Here today and what would you like to chat about?
:*Are you working on a project; do you incorporate open practices in your work or teaching?

*Overview of the Open UBC Working Group
:* Themes:
::*''Connecting'': Connecting interested groups and people involved in different aspect of open scholarship - instructors, Library, ctlt, students, AMS, faculty support professionals
::*''Building'': Doing and reflecting
::*''Advocating'': Raising issues and bringing attention, identifying challenges and opportunities, developing strategies to support open
::*''Contributing'': To the wider open ed community

*Open Education at UBC

*Current and Upcoming Activities
:*[https://alt-grading.open.ubc.ca/ Alt-Grading Symposium] (October 23-24) Keynotes include Robin DeRosa, Jesse Stommel, Asao Inoue. [https://alt-grading.open.ubc.ca/call-for-participation/ Call for presenters!]
:*[https://oerfund.open.ubc.ca/oer-rapid-innovation-grants/ OER Rapid Innovation Grants] (ongoing)
:*[https://oerfund.open.ubc.ca/oer-affordability-grants/ OER Fund Affordability Grants] (Call to go out on September 22nd with the deadline in January)
:*[https://open.ubc.ca/oer-award/OER Excellence and Impact Awards] (Call to go out on October 20th)
:*[https://www.ams.ubc.ca/wp-content/uploads/2026/07/2026-AMS-Academic-Experience-Survey-Report.pdf 2026 AMS Academic Experience Survey (n=2,146) Results Published]
::*53% of students reported forgoing textbooks or course materials due to cost during their studies, while 21% reported financial hardship related to textbook and course material costs... 57% reported being assessed through online portals that require paid access codes.
::*''Recommendation'': "The University must continue incentivizing the use of Open Educational Resources in place of traditional fee-based course materials, while ensuring that instructors and departments are supported in adopting accessible, low-cost, and cost-free learning resources."

==2026 Fall Brainstorming==

===Guest Speakers===
*AMS - Updates
*LTIC - UBC AI infrastructure and Open?
*BCcampus - Pressbooks and BC OER Collection

===Projects===
*Course Markings
:*SIS (Workday) information indicate that a class uses free or low-cost OER instead of traditional textbooks.
:*[https://open.ubc.ca/ubc-senate-endorses-principles-for-digital-learning-materials-used-for-assessment/ 2019 Principles for Digital Learning Materials Used for Assessment] "Students should have agency, options, and the ability to make informed decisions about compulsory non-tuition-related fees for learning materials. Students should know the full cost of all courses at the time of or, ideally, before registration."
:*Resources:
::*https://universitybusiness.com/how-course-marking-can-bring-oer-to-the-mainstream/
::*Possible resource on this topic here: https://uta.pressbooks.pub/markingopenandaffordablecourses/
::*BCcampus OER Course Markings Project (just kicking off) - bit more info in this call: https://bccampus.ca/call-for-proposals-oer-course-markings/
:*Questions:
::*This would impact both technology and process - Were at UBC could this discussion take place? (e.g. faculty support units, AMS, central units such as Library, CTLT, LTIC, etc).

*Research
:*More research on OEP at UBC? Could a research project be spun up out of this group? What would be an interesting topic to propose?
:*Possible idea: Invite ISoTL rep to future meeting to help us brainstorm?
:*Reach out to faculty who may be interested in leading such research?

*Metrics
:*Do an environmental scan and create a framework for reporting impacts of use of OER (similar to impact factor type metrics).
::*Maybe a white paper?
:*Create OER Impact Toolkit for Open UBC Site

*Projects
:*OER Collection Updating: https://oer.open.ubc.ca/

*Uptake
:*Recognizing "open" in T&P for research stream faculty

*GenAI and Open
:*Continuing critical discussions
:*Sharing vibe coded apps, educational tools

Sandbox:Open Resource Working Group/July Meeting 2026

2026-07-27T21:42:11Z

WillEngle: Created page with "==Meeting Details== *''Date:'' Monday, July 27 *''Time:'' 3:00pm to 4:00pm ==Introductions and Updates== *What Brings You Here today and what would you like to chat about? :*Are you working on a project; do you incorporate open practices in your work or teaching? *Overview of the Open UBC Working Group :* Themes: ::*''Connecting'': Connecting interested groups and people involved in different aspect of open scholarship - instructors, Library, ctlt, students, AMS, facu..."

==Meeting Details==
*''Date:'' Monday, July 27
*''Time:'' 3:00pm to 4:00pm

==Introductions and Updates==
*What Brings You Here today and what would you like to chat about?
:*Are you working on a project; do you incorporate open practices in your work or teaching?

*Overview of the Open UBC Working Group
:* Themes:
::*''Connecting'': Connecting interested groups and people involved in different aspect of open scholarship - instructors, Library, ctlt, students, AMS, faculty support professionals
::*''Building'': Doing and reflecting
::*''Advocating'': Raising issues and bringing attention, identifying challenges and opportunities, developing strategies to support open
::*''Contributing'': To the wider open ed community

*Open Education at UBC

*Current and Upcoming Activities
:*[https://alt-grading.open.ubc.ca/ Alt-Grading Symposium] (October 23-24) Keynotes include Robin DeRosa, Jesse Stommel, Asao Inoue. [https://alt-grading.open.ubc.ca/call-for-participation/ Call for presenters!]
:*[https://oerfund.open.ubc.ca/oer-rapid-innovation-grants/ OER Rapid Innovation Grants] (ongoing)
:*[https://oerfund.open.ubc.ca/oer-affordability-grants/ OER Fund Affordability Grants] (Call to go out on September 22nd with the deadline in January)
:*[https://open.ubc.ca/oer-award/OER Excellence and Impact Awards] (Call to go out on October 20th)
:*[https://www.ams.ubc.ca/wp-content/uploads/2026/07/2026-AMS-Academic-Experience-Survey-Report.pdf 2026 AMS Academic Experience Survey (n=2,146) Results Published]
::*53% of students reported forgoing textbooks or course materials due to cost during their studies, while 21% reported financial hardship related to textbook and course material costs... 57% reported being assessed through online portals that require paid access codes.
::*''Recommendation'': "The University must continue incentivizing the use of Open Educational Resources in place of traditional fee-based course materials, while ensuring that instructors and departments are supported in adopting accessible, low-cost, and cost-free learning resources."

==2026 Fall Project Brainstorming==
*Course Markings
:*SIS (Workday) information indicate that a class uses free or low-cost OER instead of traditional textbooks.
:*[https://open.ubc.ca/ubc-senate-endorses-principles-for-digital-learning-materials-used-for-assessment/ 2019 Principles for Digital Learning Materials Used for Assessment] "Students should have agency, options, and the ability to make informed decisions about compulsory non-tuition-related fees for learning materials. Students should know the full cost of all courses at the time of or, ideally, before registration."
:*Resources:
::*https://universitybusiness.com/how-course-marking-can-bring-oer-to-the-mainstream/
::*Possible resource on this topic here: https://uta.pressbooks.pub/markingopenandaffordablecourses/
::*BCcampus OER Course Markings Project (just kicking off) - bit more info in this call: https://bccampus.ca/call-for-proposals-oer-course-markings/
:*Questions:
::*This would impact both technology and process - Were at UBC could this discussion take place? (e.g. faculty support units, AMS, central units such as Library, CTLT, LTIC, etc).

*Research
:*More research on OEP at UBC? Could a research project be spun up out of this group? What would be an interesting topic to propose?
:*Possible idea: Invite ISoTL rep to future meeting to help us brainstorm?
:*Reach out to faculty who may be interested in leading such research?

*Metrics
:*Do an environmental scan and create a framework for reporting impacts of use of OER (similar to impact factor type metrics).
::*Maybe a white paper?
:*Create OER Impact Toolkit for Open UBC Site

*Projects
:*OER Collection Updating: https://oer.open.ubc.ca/

*Uptake
:*Recognizing "open" in T&P for research stream faculty

*GenAI and Open
:*Continuing critical discussions
:*Sharing vibe coded apps, educational tools

Help:Moving a page

2026-07-20T22:51:18Z

WillEngle:

__NOEDITSECTION__
[[File:Move Tab.png|frame|]]
Access the move link via the "Move" option in the drop-down Tools menu at the top right of the screen. The move option is not visible if you not are logged in. Click on the move link and then simply enter the new name and click the "move page button". Normally you would want to leave the "Move associated talk page" option ticked.
If you move page "A" to a new title "B", this operation will do the following:
* Renames the title of page "A" as "B"
* Renames all the editing history of page "A" as of page "B" as well
* Creates a new page "A", whose content is a [[Help:Redirects|redirect]] to page "B"

The second point is important. By using the "move" feature, you also '''move the editing history''', which is desirable in most situations. The editing history allows people to see how the contents of the page were built up, and who contributed what. If you move contents around by copying and pasting (not using the move feature), you do not achieve this (see also [[Help:Tracking changes]]).

Because the move operation '''leaves behind a redirect''' (see [[Help:Redirects]]), it should not result in any broken links, however you might want to hunt down pages or other redirects which link in to the redirect, and change their text to link directly to the new title. The "whatlinkshere}}" feature, which can be used through the link in the toolbox (at bottom of the [[Help:Navigation#Sidebar|sidebar]] on the left) is useful when doing this.

== Proposing a move ==
If you are working on a page edited by many different people, if the move you have in mind is one which might cause upset or could be considered controversial, you should propose the move first. Do this by leaving a note to give your reasons on the [[Help:Talk pages|talk page]].

== Undo a move ==
As with all wiki editing, a move operation can be reversed (by any user). To reverse a move operation, simply move the page back, e.g. move page "B" back to "A".

The page title "B" will still be left behind, as a redirect from "B" to "A". Any user can remove the redirect and propose that the page be deleted. However the final deletion will require sysop privileges.

== Bulk Moves ==
If you need to move a large number of pages, please contact [[Help:Contents#Contact_Us|Wiki Support]] for help

[[Category:Help]]

Help:Moving a page

2026-07-20T22:50:59Z

WillEngle:

__NOEDITSECTION__
[[File:Move Tab.png|frame|Access the move link via the "Move" option in the drop-down Tools menu at the top right of the screen. The move option is not visible if you not are logged in. Click on the move link and then simply enter the new name and click the "move page button". Normally you would want to leave the "Move associated talk page" option ticked.
If you move page "A" to a new title "B", this operation will do the following:
* Renames the title of page "A" as "B"
* Renames all the editing history of page "A" as of page "B" as well
* Creates a new page "A", whose content is a [[Help:Redirects|redirect]] to page "B"

The second point is important. By using the "move" feature, you also '''move the editing history''', which is desirable in most situations. The editing history allows people to see how the contents of the page were built up, and who contributed what. If you move contents around by copying and pasting (not using the move feature), you do not achieve this (see also [[Help:Tracking changes]]).

Because the move operation '''leaves behind a redirect''' (see [[Help:Redirects]]), it should not result in any broken links, however you might want to hunt down pages or other redirects which link in to the redirect, and change their text to link directly to the new title. The "whatlinkshere}}" feature, which can be used through the link in the toolbox (at bottom of the [[Help:Navigation#Sidebar|sidebar]] on the left) is useful when doing this.

== Proposing a move ==
If you are working on a page edited by many different people, if the move you have in mind is one which might cause upset or could be considered controversial, you should propose the move first. Do this by leaving a note to give your reasons on the [[Help:Talk pages|talk page]].

== Undo a move ==
As with all wiki editing, a move operation can be reversed (by any user). To reverse a move operation, simply move the page back, e.g. move page "B" back to "A".

The page title "B" will still be left behind, as a redirect from "B" to "A". Any user can remove the redirect and propose that the page be deleted. However the final deletion will require sysop privileges.

== Bulk Moves ==
If you need to move a large number of pages, please contact [[Help:Contents#Contact_Us|Wiki Support]] for help

[[Category:Help]]

Help:Moving a page

2026-07-20T22:49:05Z

WillEngle:

__NOEDITSECTION__[[File:Move Tab.png|frame|Access the move link via the "Move" option in the drop-down Tools menu at the top right of the screen. The move option is not visible if you not are logged in. Click on the move link and then simply enter the new name and click the "move page button". Normally you would want to leave the "Move associated talk page" option ticked.
If you move page "A" to a new title "B", this operation will do the following:
* Renames the title of page "A" as "B"
* Renames all the editing history of page "A" as of page "B" as well
* Creates a new page "A", whose content is a [[Help:Redirects|redirect]] to page "B"

The second point is important. By using the "move" feature, you also '''move the editing history''', which is desirable in most situations. The editing history allows people to see how the contents of the page were built up, and who contributed what. If you move contents around by copying and pasting (not using the move feature), you do not achieve this (see also [[Help:Tracking changes]]).

Because the move operation '''leaves behind a redirect''' (see [[Help:Redirects]]), it should not result in any broken links, however you might want to hunt down pages or other redirects which link in to the redirect, and change their text to link directly to the new title. The "whatlinkshere}}" feature, which can be used through the link in the toolbox (at bottom of the [[Help:Navigation#Sidebar|sidebar]] on the left) is useful when doing this.

== Proposing a move ==
If you are working on a page edited by many different people, if the move you have in mind is one which might cause upset or could be considered controversial, you should propose the move first. Do this by leaving a note to give your reasons on the [[Help:Talk pages|talk page]].

== Undo a move ==
As with all wiki editing, a move operation can be reversed (by any user). To reverse a move operation, simply move the page back, e.g. move page "B" back to "A".

The page title "B" will still be left behind, as a redirect from "B" to "A". Any user can remove the redirect and propose that the page be deleted. However the final deletion will require sysop privileges.

== Bulk Moves ==
If you need to move a large number of pages, please contact [[Help:Contents#Contact_Us|Wiki Support]] for help

[[Category:Help]]

Help:Moving a page

2026-07-20T22:47:58Z

WillEngle:

__NOEDITSECTION__[[File:Move Tab.png|frame|Access the move link via the "Move" option in the drop-down Tools menu at the top right of the screen. The move option is not visible if you not are logged in. Click on the move link and then simply enter the new name and click the "move page button". Normally you would want to leave the "Move associated talk page" option ticked.
If you move page "A" to a new title "B", this operation will do the following:
* Renames the title of page "A" as "B"
* Renames all the editing history of page "A" as of page "B" as well
* Creates a new page "A", whose content is a [[Help:Redirects|redirect]] to page "B"

The second point is important. By using the "move" feature, you also '''move the editing history''', which is desirable in most situations. The editing history allows people to see how the contents of the page were built up, and who contributed what. If you move contents around by copying and pasting (not using the move feature), you do not achieve this (see also [[Help:Tracking changes]]).

Because the move operation '''leaves behind a redirect''' (see [[Help:Redirects]]), it should not result in any broken links, however you might want to hunt down pages or other redirects which link in to the redirect, and change their text to link directly to the new title. The "whatlinkshere}}" feature, which can be used through the link in the toolbox (at bottom of the [[Help:Navigation#Sidebar|sidebar]] on the left) is useful when doing this.

== Proposing a move ==
Deciding on a page title can be a difficult aspect of wiki organization, and one which can often provoke debates. If the move you have in mind is one which might cause upset or could be considered controversial, you should propose the move first. Do this by leaving a note to give your reasons on the [[Help:Talk pages|talk page]]. You might also establish a system for labeling the page itself, with a move proposal template, to make everybody aware of your intentions.

== Undo a move ==
As with all wiki editing, a move operation can be reversed (by any user). To reverse a move operation, simply move the page back, e.g. move page "B" back to "A".

The page title "B" will still be left behind, as a redirect from "B" to "A". Any user can remove the redirect and propose that the page be deleted. However the final deletion will require sysop privileges.

== Bulk Moves ==
If you need to move a large number of pages, please contact [[Help:Contents#Contact_Us|Wiki Support]] for help

[[Category:Help]]

Documentation:BabywearingDictionary/Terms/Contactnap

2026-07-20T22:33:50Z

WillEngle: WillEngle moved page Documentation:BabywearingDictionary/Terms/Contactnap to Documentation:BabywearingDictionary/Terms/Contact nap

#REDIRECT [[Documentation:BabywearingDictionary/Terms/Contact nap]]

Documentation:BabywearingDictionary/Terms/Contact nap

2026-07-20T22:33:50Z

WillEngle: WillEngle moved page Documentation:BabywearingDictionary/Terms/Contactnap to Documentation:BabywearingDictionary/Terms/Contact nap

{{Documentation:BabywearingDictionary/Admin/Infobox}}

= Contact Nap =

== Definition: ==

<big>When a baby has a nap while touching their caregiver, usually in a baby carrier.</big>

=== Part of Speech: Noun ===
[[Category:BWD]]
[[Category:BWD Term]]
[[Category:BWD Technique]]

Documentation:BabywearingDictionary/Admin/Add

2026-07-14T23:03:27Z

WillEngle:

==Add a term==
<inputbox>
useve=yes
placeholder=add terms
preload=Documentation:BabywearingDictionary/Template
prefix=Documentation:BabywearingDictionary/Terms/
type=create

</inputbox>

==Admin Pages==
*[[Documentation:BabywearingDictionary/Template|Link to template]]
*[[Documentation:BabywearingDictionary/Admin/Infobox|Link to infobox]]

Documentation:BabywearingDictionary/Admin/Infobox

2026-07-14T22:58:21Z

WillEngle:

{| class="infobox" style="width:200;"
! colspan="2" style="background:#CFC2DD; width:200px; color:#654386; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" |BWD Babywearing Dictionary
|-
! colspan="2" scope="row" |
|-
! colspan="2" style="background:#BADCE0; font-weight:normal; width:200px; color:#235252; font-size:10pt;" |About the MFD
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |a place to look for babywearing terminology developed by the [Babywearing Language Research Project]
|-
! colspan="2" style="background:#BADCE0; width:200px; font-weight:normal; font-size:10pt; color:#235252;" |'''Browse by'''
|-
|
* [[Documentation:BabywearingDictionary/Terms|Terms]]
* [[Documentation:BabywearingDictionary/Topics|Topic]]
| style="font-size:8pt; " |
|-
! colspan="2" style="font-size:8pt; width:200px; font-weight:normal; text-align:left;" |[[File:CC-BY_button.png|link=http://creativecommons.org/licenses/by-sa/2.5/ca/|right|85x85px]]The Multilingual Forestry Dictionary is licensed under [http://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0] license.
|}

[[Category:BWD]]

Documentation:BabywearingDictionary/Admin/Infobox

2026-07-14T22:57:34Z

WillEngle:

{| class="infobox" style="width:200;"
! colspan="2" style="background:#CFC2DD; width:200px; color:#654386; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" |BWD Babywearing Dictionary
|-
! colspan="2" scope="row" |
|-
! colspan="2" style="background:#BADCE0; font-weight:normal; width:200px; color:#235252; font-size:10pt;" |About the MFD
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |a place to look for babywearing terminology developed by the [Babywearing Language Research Project]
|-
! colspan="2" style="background:#BADCE0; width:200px; font-weight:normal; font-size:10pt; color:#235252;" |'''Browse by'''
|-
|
* [[Documentation:BWD/Terms|Terms]]
* [[Documentation:BWD/Topic|Topic]]
| style="font-size:8pt; " |
|-
! colspan="2" style="font-size:8pt; width:200px; font-weight:normal; text-align:left;" |[[File:CC-BY_button.png|link=http://creativecommons.org/licenses/by-sa/2.5/ca/|right|85x85px]]The Multilingual Forestry Dictionary is licensed under [http://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0] license.
|}

[[Category:BWD]]

Documentation:BabywearingDictionary/Admin/Infobox

2026-07-14T22:57:18Z

WillEngle:

{| class="infobox" style="width:200;"
! colspan="2" style="background:#CFC2DD; width:200px; color:#654386; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" |BWD Babywearing Dictionary
|-
! colspan="2" scope="row" |
|-
! colspan="2" style="background:#BADCE0; font-weight:normal; width:200px; color:#235252; font-size:10pt;" |About the MFD
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |a place to look for babywearing terminology developed by the [Babywearing Language Research Project]
|-
! colspan="2" style="background:#BADCE0; width:200px; font-weight:normal; font-size:10pt; color:#235252;" |'''Browse by'''
|-
|
* [[Documentation:BWD/Terms|Term]]
* [[Documentation:BWD/Topic|Topic]]
| style="font-size:8pt; " |
|-
! colspan="2" style="font-size:8pt; width:200px; font-weight:normal; text-align:left;" |[[File:CC-BY_button.png|link=http://creativecommons.org/licenses/by-sa/2.5/ca/|right|85x85px]]The Multilingual Forestry Dictionary is licensed under [http://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0] license.
|}

[[Category:BWD]]

Documentation:BabywearingDictionary

2026-07-14T22:53:27Z

WillEngle:

This is the documentation space for the Babywearing Dictionary, which is a partnership between UBC Okanagan researchers and the Center for Babywearing Studies.
{{DISPLAYTITLE:<span style="position: absolute; clip: rect(1px 1px 1px 1px); clip: rect(1px, 1px, 1px, 1px);">{{FULLPAGENAME}}</span>}}
__NOTOC__
{| style="width:100%; background:

| style="color:#000;" |

{| style="white-space:nowrap; border:none; background:#badce0"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#FFFFFF;" |
<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#235252; font-weight:bold; line-height:1.3;">Welcome to the <br> Babywearing Dictionary</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"><i>a place to look for babywearing terms<br> created by the Babywearing Dictionary Project</i>
</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"> Browse the dictionary by terms, topics and courses<br> and much more!</div>

| style="padding-right:2px; text-align:center;" | [[Image:Empty pixel.png|400x400px|link=Documentation:BabywearingDictionary]][[File:Empty pixel.png|alt= |thumb|125x125px]]
|}

{| cellpadding="0" cellspacing="5" style="width:100%; text-align:center;"
| valign="top" style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;"|<h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Search for Terms</h2><div></br><inputbox>type=search
default=Documentation:BabywearingDictionary/Term/
namespaces=Documentation
placeholder=search the dictionary
</inputbox></div> || style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Browse by</h2><br> <ul style="text-align:left;"><li>[[Documentation:BabywearingDictionary/Terms|<big>Terms</big>]]</li><li>[[Documentation:BabywearingDictionary/Topic|<big>Topic</big>]]</li></ul><br>
|- valign="top"
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:
#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Contribute</h2><br> <div class="plainlinks" style="margin-top:auto;"> </div>Do you want to contribute to the Babywearing Dictionary? [[Documentation:BabywearingDictionary/Admin/Add|Add terms!]]
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Documentation</h2><br>This dictionary is under construction. Please visit the [[Documentation:BabywearingDictionary /Admin|documentation page]] for a more information. <br> <br>
|}
|}
{| cellpadding="2" cellspacing="5" style="width:100%; vertical-align:top; background:white; border:1px solid #cccccc"
|-
! <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">New Terms</h2>
|-
|style="padding-left:+1em;"|
<dpl>
category=BWD Term
nottitlematch=BabywearingDictionary/Template
ordermethod=firstedit
order=descending
mode=inline
inlinetext=   •  
count=10
shownamespace=false
replaceintitle=$BabywearingDictionary/Terms/$,
allowcachedresults=false
</dpl>   •  [[Documentation:BabywearingDictionary/Terms|See more...]]
|}

[[Category:BabywearingDictionary]]

Documentation:BabywearingDictionary

2026-07-14T22:51:38Z

WillEngle:

This is the documentation space for the Babywearing Dictionary, which is a partnership between UBC Okanagan researchers and the Center for Babywearing Studies.
{{DISPLAYTITLE:<span style="position: absolute; clip: rect(1px 1px 1px 1px); clip: rect(1px, 1px, 1px, 1px);">{{FULLPAGENAME}}</span>}}
__NOTOC__
{| style="width:100%; background:

| style="color:#000;" |

{| style="white-space:nowrap; border:none; background:#badce0"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#FFFFFF;" |
<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#235252; font-weight:bold; line-height:1.3;">Welcome to the <br> Babywearing Dictionary</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"><i>a place to look for babywearing terms<br> created by the Babywearing Dictionary Project</i>
</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"> Browse the dictionary by terms, topics and courses<br> and much more!</div>

| style="padding-right:2px; text-align:center;" | [[Image:Empty pixel.png|400x400px|link=Documentation:BabywearingDictionary]][[File:Empty pixel.png|alt= |thumb|125x125px]]
|}

{| cellpadding="0" cellspacing="5" style="width:100%; text-align:center;"
| valign="top" style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;"|<h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Search for Terms</h2><div></br><inputbox>type=search
default=Documentation:BabywearingDictionary/Term/
namespaces=Documentation
placeholder=search the dictionary
</inputbox></div> || style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Browse by</h2><br> <ul style="text-align:left;"><li>[[Documentation:BabywearingDictionary/Terms|<big>Terms</big>]]</li><li>[[Documentation:BabywearingDictionary/Topic|<big>Topic</big>]]</li></ul><br>
|- valign="top"
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:
#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Contribute</h2><br> <div class="plainlinks" style="margin-top:auto;"> </div>Do you want to contribute to the Babywearing Dictionary? [[Documentation:BabywearingDictionary/Admin/Add|Add terms!]]
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Documentation</h2><br>This dictionary is under construction. Please visit the [[Documentation:BabywearingDictionary /Admin|documentation page]] for a more information. <br> <br>
|}
|}
{| cellpadding="2" cellspacing="5" style="width:100%; vertical-align:top; background:white; border:1px solid #cccccc"
|-
! <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">New Terms</h2>
|-
|style="padding-left:+1em;"|
<dpl>
category=BWD Term
nottitlematch=BabywearingDictionary/Template
ordermethod=firstedit
order=descending
mode=inline
inlinetext=   •  
count=10
shownamespace=false
replaceintitle=$BabywearingDictionary/Terms/$,
</dpl>   •  [[Documentation:BabywearingDictionary/Terms|See more...]]
|}

[[Category:BabywearingDictionary]]

Documentation:BabywearingDictionary/Terms

2026-07-14T22:51:13Z

WillEngle: /* Browse by All Terms */

==Browse by All Terms==
<dpl>
categorymatch=BWD_Term%
namespace=Documentation
nottitlematch=BabywearingDictionary/Template
shownamespace=false
replaceintitle=$BabywearingDictionary/Terms/$,
allowcachedresults=false
</dpl>

[[Category:BWD]]

Documentation:BabywearingDictionary/Term/Closed shoulder flip

2026-07-14T22:50:54Z

WillEngle: WillEngle moved page Documentation:BabywearingDictionary/Term/Closed shoulder flip to Documentation:BabywearingDictionary/Terms/Closed shoulder flip

#REDIRECT [[Documentation:BabywearingDictionary/Terms/Closed shoulder flip]]

Documentation:BabywearingDictionary/Terms/Closed Shoulder Flip

2026-07-14T22:50:54Z

WillEngle: WillEngle moved page Documentation:BabywearingDictionary/Term/Closed shoulder flip to Documentation:BabywearingDictionary/Terms/Closed shoulder flip

{{Documentation:BabywearingDictionary/Admin/Infobox}}

= Closed shoulder flip =

== Definition: ==
<big>It is achieved by taking the outer rail and bringing it toward the neck while taking the inner rail and bringing it towards the outer shoulder and arm area. This might be done to pick up slack in the fabric, to be more comfortable over the shoulder, or to move the fabric away from baby's face.</big>

=== Part of speech: Noun ===
[[Category:BWD]]
[[Category:BWD Term]]
[[Category:BWD Technique]]

Documentation:BabywearingDictionary/Term

2026-07-14T22:50:54Z

WillEngle: WillEngle moved page Documentation:BabywearingDictionary/Term to Documentation:BabywearingDictionary/Terms

#REDIRECT [[Documentation:BabywearingDictionary/Terms]]

Documentation:BabywearingDictionary/Terms

2026-07-14T22:50:54Z

WillEngle: WillEngle moved page Documentation:BabywearingDictionary/Term to Documentation:BabywearingDictionary/Terms

==Browse by All Terms==
<dpl>
categorymatch=BWD_Term%
namespace=Documentation
nottitlematch=BabywearingDictionary/Template
shownamespace=false
replaceintitle=$BabywearingDictionary/Term/$,
allowcachedresults=false
</dpl>

[[Category:BWD]]

Documentation:BabywearingDictionary

2026-07-14T22:50:33Z

WillEngle:

This is the documentation space for the Babywearing Dictionary, which is a partnership between UBC Okanagan researchers and the Center for Babywearing Studies.
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__NOTOC__
{| style="width:100%; background:

| style="color:#000;" |

{| style="white-space:nowrap; border:none; background:#badce0"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#FFFFFF;" |
<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#235252; font-weight:bold; line-height:1.3;">Welcome to the <br> Babywearing Dictionary</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"><i>a place to look for babywearing terms<br> created by the Babywearing Dictionary Project</i>
</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"> Browse the dictionary by terms, topics and courses<br> and much more!</div>

| style="padding-right:2px; text-align:center;" | [[Image:Empty pixel.png|400x400px|link=Documentation:BabywearingDictionary]][[File:Empty pixel.png|alt= |thumb|125x125px]]
|}

{| cellpadding="0" cellspacing="5" style="width:100%; text-align:center;"
| valign="top" style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;"|<h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Search for Terms</h2><div></br><inputbox>type=search
default=Documentation:BabywearingDictionary/Term/
namespaces=Documentation
placeholder=search the dictionary
</inputbox></div> || style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Browse by</h2><br> <ul style="text-align:left;"><li>[[Documentation:BabywearingDictionary/Terms|<big>Terms</big>]]</li><li>[[Documentation:BabywearingDictionary/Topic|<big>Topic</big>]]</li></ul><br>
|- valign="top"
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:
#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Contribute</h2><br> <div class="plainlinks" style="margin-top:auto;"> </div>Do you want to contribute to the Babywearing Dictionary? [[Documentation:BabywearingDictionary/Admin/Add|Add terms!]]
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Documentation</h2><br>This dictionary is under construction. Please visit the [[Documentation:BabywearingDictionary /Admin|documentation page]] for a more information. <br> <br>
|}
|}
{| cellpadding="2" cellspacing="5" style="width:100%; vertical-align:top; background:white; border:1px solid #cccccc"
|-
! <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">New Terms</h2>
|-
|style="padding-left:+1em;"|
<dpl>
category=BWD Term
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ordermethod=firstedit
order=descending
mode=inline
inlinetext=   •  
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replaceintitle=$BabywearingDictionary/Term/$,
</dpl>   •  [[Documentation:BabywearingDictionary/Term|See more...]]
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[[Category:BabywearingDictionary]]

Documentation:BabywearingDictionary/Terms

2026-07-14T22:39:15Z

WillEngle:

==Browse by All Terms==
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[[Category:BWD]]

Documentation:BabywearingDictionary

2026-07-14T22:38:49Z

WillEngle:

This is the documentation space for the Babywearing Dictionary, which is a partnership between UBC Okanagan researchers and the Center for Babywearing Studies.
{{DISPLAYTITLE:<span style="position: absolute; clip: rect(1px 1px 1px 1px); clip: rect(1px, 1px, 1px, 1px);">{{FULLPAGENAME}}</span>}}
__NOTOC__
{| style="width:100%; background:

| style="color:#000;" |

{| style="white-space:nowrap; border:none; background:#badce0"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#FFFFFF;" |
<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#235252; font-weight:bold; line-height:1.3;">Welcome to the <br> Babywearing Dictionary</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"><i>a place to look for babywearing terms<br> created by the Babywearing Dictionary Project</i>
</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"> Browse the dictionary by terms, topics and courses<br> and much more!</div>

| style="padding-right:2px; text-align:center;" | [[Image:Empty pixel.png|400x400px|link=Documentation:BabywearingDictionary]][[File:Empty pixel.png|alt= |thumb|125x125px]]
|}

{| cellpadding="0" cellspacing="5" style="width:100%; text-align:center;"
| valign="top" style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;"|<h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Search for Terms</h2><div></br><inputbox>type=search
default=Documentation:BabywearingDictionary/Term/
namespaces=Documentation
placeholder=search the dictionary
</inputbox></div> || style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Browse by</h2><br> <ul style="text-align:left;"><li>[[Documentation:BabywearingDictionary/Term|<big>Term</big>]]</li><li>[[Documentation:BabywearingDictionary/Topic|<big>Topic</big>]]</li></ul><br>
|- valign="top"
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:
#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Contribute</h2><br> <div class="plainlinks" style="margin-top:auto;"> </div>Do you want to contribute to the Babywearing Dictionary? [[Documentation:BabywearingDictionary/Admin/Add|Add terms!]]
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#badce0; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Documentation</h2><br>This dictionary is under construction. Please visit the [[Documentation:BabywearingDictionary /Admin|documentation page]] for a more information. <br> <br>
|}
|}
{| cellpadding="2" cellspacing="5" style="width:100%; vertical-align:top; background:white; border:1px solid #cccccc"
|-
! <h2 style="margin:0; background:#c3b5ca; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">New Terms</h2>
|-
|style="padding-left:+1em;"|
<dpl>
category=BWD Term
nottitlematch=BabywearingDictionary/Template
ordermethod=firstedit
order=descending
mode=inline
inlinetext=   •  
count=10
shownamespace=false
replaceintitle=$BabywearingDictionary/Term/$,
</dpl>   •  [[Documentation:BabywearingDictionary/Term|See more...]]
|}

[[Category:BabywearingDictionary]]

Documentation:BabywearingDictionary/Terms

2026-07-14T22:38:14Z

WillEngle:

==Browse by Term==
<dpl>
categorymatch=BWD_Term%
namespace=Documentation
nottitlematch=BabywearingDictionary/Template
shownamespace=false
replaceintitle=$BabywearingDictionary/Term/$,
allowcachedresults=false
</dpl>

[[Category:BWD]]

Category:BWD Term

2026-07-14T22:30:50Z

WillEngle:

This is the [[Documentation:BabywearingDictionary|Babywearing Dictionary Project]] category for terms.

[[Category:BabywearingDictionary]]

Category:BWD Technique

2026-07-14T22:30:31Z

WillEngle:

This is the [[Documentation:BabywearingDictionary|Babywearing Dictionary Project]] category for techniques.

[[Category:BabywearingDictionary]]

Category:BWD

2026-07-14T22:30:05Z

WillEngle:

This is the category for all pages related to the Babywearing Dictionary Project.

[[Category:BabywearingDictionary]]

Category:BabywearingDictionary

2026-07-14T22:29:35Z

WillEngle: Created page with "This is the category for the Babywearing Dictionary Project."

This is the category for the [[Documentation:BabywearingDictionary|Babywearing Dictionary Project]].