Halifax is located in the Atlantic time zone.

Attendees will not be asked to register for individual in-person or online concurrent sessions, so we are unable to provide registration numbers for each session. To assist with your session planning, the DCUTL planning committee will be in touch periodically with updated registration numbers for the conference as a whole and will provide a final registration number on the morning of April 28, 2025.

The concurrent sessions will not be recorded.

You can set up a Teams test run with or without your host prior to the session.

Please arrive 10 minutes before your session.

For back-to-back online sessions, it is not recommended that presenters go in right before their presentation to practice as the other group may be there.

The 55-minute sessions have their own rooms. Presenters can access the room right before their session.

There will be 5 minutes between sessions to allow the second presenter to share their slides.

If you are sharing a video on Teams, please test the video prior to the conference.

Please arrive 10-15 minutes before your session.

Some 25-minute sessions will be back-to-back. If you are presenting during a back-to-back session, please arrive 10 minutes before the first presentation begins. It will allow time to load your presentation onto the computer.

Please bring your presentation on a USB drive. This is essential to having the conference run smoothly.

There will be 5 minutes between sessions to allow time for the second presenter to share their slides.

We will have a Padlet set up on the DCUTL website where you can share your slides and resources.

Communicating with presenters regarding their needs prior to and during their session.

Being available 15 minutes prior to each session to assist with any last-minute details/supports.

Introducing speakers (if desired)

Notifying presenters if allotted time is ending.

Communicating with presenters regarding their needs prior to and during their session.

Being available 15 minutes prior to each session to assist with any last-minute details/supports.

Introducing speakers (if desired)

Notifying presenters if allotted time is ending.

Setting up a test session with presenters, if requested.

As a presenter, you will receive a meeting invitation, which will include the link to your session. All presenters and attendees will also receive a linkable schedule to sessions.

Attendees will have access to the chat. Allowing attendees to have their cameras on will be at the discretion of the presenters, and can be arranged with their room hosts.

If you wish to share your slides with your assigned room host as a backup, please communicate this option with them and slides must be shared no later than April 28, 2025.

It is the responsibility of the presenters to monitor the chat, however, if you wish to have support during your session, please reach out to your room host.

To ensure good quality audio, we recommend using a high-quality microphone and headphones to prevent audio feedback. A headset would also work well. It is recommended that presenters plan to use a laptop or a desktop computer rather than using a mobile device.

Make sure your background is clear, your face is well-lit. Virtual or blurred backgrounds can significantly slow down your network, so their use is not recommended.

Test out different audio options; headphones with mic vs. stand-alone mic.

To help keep background noise to a minimum, make sure you mute your microphone when you are not speaking.

Leave time for questions. You can prompt people to ask questions in the chat or raise their hand.

Teams Meetings: In Microsoft Teams, you can show your desktop, a specific app, presentation, or any file while in a meeting. To learn more, please visit the Microsoft website. You can also practice this with your room host before the session.

A room host will be available 15 minutes prior to the session to assist you with any concerns and you may also reach out prior to the event with any questions.

A room host will be available 15 minutes prior to the session to assist you with any concerns and you may also reach out prior to the event with any questions. We recommend that you access your virtual presentation space 15 to 30 minutes before the start of your session so that you have time to introduce yourself to the room host, share any presentation materials, and get comfortable with the technology before participants join the room.

Teams Meetings allow presenters to join the session room at any time before the conference to test screen-sharing and play around with the options. Presenters will not need to download software to access the rooms, although you will have access to more features and may have a better user experience if you do. (The first time you enter a Teams session, you will be prompted to download this free software.)

Connect with your assigned room host. You can also connect with Dalhousie ITS Services at 902-494-HELP or support@dal.ca.

One of the most common issues for accessibility within PowerPoint is the temptation to over-design our slides. Simplicity is key. Not only do unnecessary imagery, transitions and animations create more work for us (because we need to mitigate their impact on accessible technologies), they can also create visual distraction and cognitive overload. It can be satisfying to have a beautifully designed set of slides which inspire the learner’s confidence, but this should not be done in a way that creates barriers.

Simple, direct and consistent communication will support the wider range of learners, whilst also keeping things simple and time-efficient for you.

Also, while our focus here is on the creation of the resource itself, do remember to always use any amplification technology available within your teaching space, even if it feels unnecessary to you. Those using audio-enhancement technology such as hearing aids often rely upon such systems, even within small spaces and with small groups.

Learn more about formatting a PowerPoint presentation for accessibility (opens in new window).

This material was adapted from Creating Accessible Learning Resources: A Practical Guide (opens in new window) by Pratik Bhawar and Ben Tait. and is licensed under CC BY-NC-SA (opens in new window).

Elevating the accessibility of visual objects—whether images, charts, or illustrations— calls for using alt texts. Alt text, or alternative text, serves as a textual description that is integral to making visual elements more comprehensible. Unlike a mere caption, alt text provides specific, contextual information about the graphic content, such as details about charts, colours, and key elements. This detailed yet concise text description ensures that readers using assistive technologies can grasp the nuanced aspects of the visual content, thereby enhancing their understanding and making the material more accessible.

Learn more about creating accessible images and objects (opens in new window).

This material was adapted from Creating Accessible Learning Resources: A Practical Guide (opens in new window) by Pratik Bhawar and Ben Tait and is licensed under CC BY-NC-SA (opens in new window).

What about the Font?
Say No to Complication: Avoid the allure of complicated, decorative, or handwriting fonts. Opt for clarity over ornamentation.

Embrace Sans-Serif: Choose fonts like Arial or Calibri for their clean lines and easily recognizable upper-case, lower-case, and numerical characters. Steer clear of narrow versions for better legibility.

Font Size Matters: In Microsoft Word, where extensive textual content is often present, a font size of 12 is considered the standard for main body text. This ensures that the text is clear and easily digestible for readers. In PowerPoint presentations, the dynamics shift slightly to accommodate the visual nature of slides. Here, a minimum font size of 24 points is recommended to maintain optimal visibility. Larger font sizes, such as 32 or 36 points, could be used for titles and headings.

The Underlining Dilemma: Reserve underlining for links like email addresses and web pages, following the international standard of a blue font.

Balancing Upper and Lower Case
Screen readers treat text uniformly, making it challenging for users to distinguish emphasis in an all upper case scenario – thoughtfully balancing upper and lower case ensures accessibility and a more inclusive reading journey for all users.

Use Variation: The use of lower-case letters, with their ascenders and descenders, contributes to word shape and facilitates faster mental processing. This visual variety aids in a smoother reading experience. Sentences composed entirely in upper case lack the visual cues provided by the varied shapes of lowercase letters. This absence can present challenges, potentially slowing down the reading process.

Use Upper Case Thoughtfully: While continuous upper case may impede readability, there are specific instances where it serves a purpose. Short headings, titles with minimal words, or text designed as a graphic element are suitable scenarios for all caps.

Exclamation Points as Allies: When the goal is to convey emphasis or a metaphorical shout, consider the exclamation point as an alternative to an all-caps approach.

Is the Contrast Enough?
A document’s effectiveness should not hinge solely on visual elements, as this can create barriers to accessibility. One crucial aspect to consider is the contrast ratio between the text and the document background – a factor that significantly impacts readability and comprehension. So when you need to use colour formatting beyond black and white for the elements in your document, consider the following:

• Envision your document without colour—does it still convey the supposed meaning? If not, then you might refer to strategies to incorporate text-based formatting as discussed in the previous sections of this chapter.

• Utilize the Colour Contrast Analyser (external site) to assess text and other elements in your document.

• Based on the contrast result using the analyzer, adjust your font contrast and aim for a minimum contrast ratio of 4.5 : 1 to enhance readability and comprehension.

• Choose contrasting colors wisely, keeping in mind the diverse visual needs of your audience.

This material was adapted from Creating Accessible Learning Resources: A Practical Guide (opens in new window) by Pratik Bhawar and Ben Tait and is licensed under CC BY-NC-SA (opens in new window).

Whether guiding to course materials, external sources, engaging videos, or downloadable content, hyperlinks find their way into many educational resources – requiring them to be accessible to a diverse audience.

It’s not just about replacing “click here” with descriptive text. It’s about turning each link into a guide, helping users navigate educational content smoothly. The emphasis here is to make hyperlinks visually distinctive, provide context, and be purposeful and current.

Learn more about creating accessible hyper-links (open in new window).

This material was adapted from Creating Accessible Learning Resources: A Practical Guide (opens in new window) by Pratik Bhawar and Ben Tait and is licensed under CC BY-NC-SA (opens in new window).