Transcripts
Transcript for Figure 3.5, Awesome Attributions and Lovely Licensing Statements: Using TASL
[Jonathan Poritz]: There’s one short mnemonic – so if you were asleep up until now, please wake up now. This is the punchline of how to make awesome attributions. If there’s one thing that, this works for all four generations of the licenses as long as you do it carefully and with great deal of attention to the detail and it’s easy to remember.
You remember the acronym. The acronym is TASL. And you have to include it in your attribution statement.
The T stands for the title. What is the name of the work?
A stands for the author. Often you put a link to their homepage or perhaps if you get an image off of Flickr you put it to their Flickr user page, one of those, some sort of reference to the individual. That’s not a legal requirement but it’s often done.
The source: where can the work be found? And often you make the title of the work a link to that source. So you got it from Flickr, you say this work from Flickr, make that the name of that image from, you know, “A Beautiful Picture” is the name of the picture, make it a live link to where you got it on Flickr.
And then the last one is you have to state the license that the work was distributed under, and include the link to the license code.
Okay, as I said here one often puts the link for the source where it can be found on the net as a link underneath the text of the title. So that’s actually quite easy to remember! TASL: always the Title, Author, Source, and License.
Attribution
Transcript for “Awesome Attributions and Lovely Licensing Statements: Using TASL” by Jonathan Poritz, prepared by Open Oregon Educational Resources, is licensed under CC BY 4.0.
Transcript for Figure 3.7, The Secret to My Productivity
[Hank Green]: Good morning John, it is Friday. I’ve been thinking about making this video and not doing it for years. For three reasons.
One: I work too hard. It’s a problem. Content like this tends to assume that everybody’s gonna want to have whatever the person making the content has. And like, I have a fine life, but there are lots of other great lives out there.
Two: I am extremely lucky. One of the keys to productivity is having financial and mental and social stability, and I have all those things. I just lucked into it.
Three: my secret to productivity. I’m not ashamed of it. I’m a little ashamed of it. Here it is: 80%. Everything creative I do, I do my best to get it 80% of the way to as good as I can make it, and go no further. I just don’t try to get it to 100%.
In every creative project, we have, in our minds, and in reality, a place, where it can get to where we will think it is the best. It looks like this. And we can keep pushing and tweaking until we get it right into the center there. And that seems, like worthwhile. Get it as good as you can get it.
But this is a lie, in four different ways.
One: no one knows what best is. Best is subjective. It’s one way in your head but it’s different in every person who’s gonna consume the thing that you made. And so it doesn’t look like this, it looks like this.
Two: Not only are there different bests inside of everyone’s heads, there are different categories of best. Like, I want my videos to do multiple different things. And sometimes if I want to do better at one goal, I’m gonna have to pull away from another of my goals.
Three: even if there are actually hard outlines to these things, I’m never gonna be able to see it. Like, that’s the future that’s far away, I won’t know until I get there. The whole world is just me with my glasses off, I can’t see anything.
And four: best is always changing. People’s opinions and ideas are always changing and so are mine. So trying to get 100% to the best that I can do, which is far away from perfect…. Is even that an impossible idea? I’m not saying you can’t increase your odds of getting into the bull’s eye. Yes, you can. That’s what the 80% is about.
But I am saying you’ll never really know where you’re gonna hit, until you actually throw the dart. And if you spend a ton of time thinking about how you’re gonna throw the dart and you never throw it, you might be doing a whole lot of work that isn’t actually helping.
So, when I get to 80%, I throw the dart. Because I know that perfect doesn’t exist. I know the last 20% of getting to what I think is best is gonna be like 90% of the work.
I know that 90% of what I’m gonna learn, I’m gonna learn doing that first 80% and releasing the thing and having it be out in the world.
For me, those final tweaks, I’m not learning anything, I’m just scared. And maybe I am making it better, but also maybe I’m not. Now, stopping at 80% is hard, especially when your 100% isn’t that good yet, ’cause you’re new to whatever thing you’re doing. And that’s even harder when you have that one thing that cannot be taught, good taste, because you know how bad your thing is.
But worse than that, and this is sort of a separate tip, you are gonna know the thing you create better than anyone else will ever know it. You’re gonna know all of its imperfections, all of its issues, all of the things that it could have been but it isn’t. So you’re gonna see that flawed picture of the thing that you make, whereas when you look at something someone else made you won’t see those things. So your things are always going to look worse than other people’s things.
So in my mind, getting it done is success. Getting it perfect is not. Especially because perfect doesn’t exist.
This is my secret of productivity, not just because it helps me do a bunch of stuff, but because it helps me learn a bunch of stuff, learn how to do new things. And get more data points as to what’s working, and what people like, and what I like doing. And as I get to 80% of the best that I can do, over and over again really fast, suddenly my new 80% is way better than my old 100% effort could have been.
John, I’ll see you on Tuesday. No, I’ll see you tonight. Also our Halloween show in San Francisco still has tickets available. And we’re having a Halloween costume contest. You know, it’s not required, but I am looking forward to seeing what people put together.
Attribution
Transcript for “The Secret to My Productivity” by vlogbrothers, prepared by Open Oregon Educational Resources, is is licensed under CC BY 4.0.
Transcript for Figure 4.2, Mary Ann Winkelmes Unwritten Rules for College Success
[Mary-Ann Winklemes, Coordinator of Instructional Development and Research, Associate Graduate Faculty in the History Department and Principal Investigator of the Transparency in Learning and Teaching Project at University of Nevada, Las Vegas]: To succeed in college there are rules that we know about and rules that as an entering new college student we may not know, things like:
- What does a good lab report look like when it’s finished?
- What does a good comparison study look like?
- What’s involved in writing a research paper?
These are things that many students coming into college have never done before and they consist of complicated sets of skills that students may never have used in that exact combination inside of that discipline before. So if students don’t have a good example of what these things look like then they’re not privy to those unwritten rules about how to succeed.
Attribution
Transcript for “Mary Ann Winkelmes Unwritten Rules for College Success” by MAWinkelmes, prepared by Open Oregon Educational Resources, is included with permission.
Transcript for Figure 4.3, What is Cognitive Load?
Cognitive Load: Example
[Maddie Brown, UX Specialist, Nielsen Norman Group]: All right, let’s get some work done. Let’s open up my web browser with all my standard tabs. I’ve gotta open up my report and my slide deck. Oh, I might need to reference this spreadsheet and better put on some music too. But before I get started, let’s just play a quick game of solitaire.
[Music.]
We’ve probably all been in a situation like this. The number of applications you’re trying to run exceeds the computing power of your device, and it starts to slow down or crash.
Cognitive Load: Definition
Your brain works the same way. We have a finite amount of mental resources or bandwidth to devote to any given task, and once that amount is met or exceeded, we tend to get overwhelmed or give up.
This concept is called cognitive load, and it’s a critical one for designers to be aware of. The cognitive load imposed by a user interface is the amount of mental resources that is required to understand and operate the system. Because the human brain can’t be upgraded like a slow computer, it’s our job as designers to accommodate the limitations of our user’s brains.
2 Types of Cognitive Load
There are two types of cognitive load to be aware of. Intrinsic and extraneous.
Intrinsic cognitive load can’t be eliminated. This is the effort that is required to keep track of goals and absorb new information.
Let’s imagine that I’m checking my banking app to look at my account balances. Intrinsic load is the brain power needed to comprehend and take in those numbers once I see them.
Extraneous cognitive load, on the other hand, is all of the stuff that gets in the way of my goal and takes up my valuable limited brain power. Things like remembering my password, figuring out which account is which, or even understanding the text on the screen. This is what designers should be working to minimize or eliminate.
3 Tips to Reduce Cognitive Load
Three quick tips for doing just that.
1. Avoid Visual Clutter
First, avoid visual clutter. If it distracts the eye, it’s going to distract the brain. Remove things like irrelevant images or lavish typography that can slow down a user trying to complete their task.
2. Build On Existing Mental Models
Second, build on existing mental models. Most of us have spent a lot of time browsing websites and software and have gotten used to a fair number of conventions. Don’t break those conventions if you don’t have to. If the conventional way works, that’s probably how you should do it, too.
3. Offload Tasks
And third, offload tasks. Consider if there are any steps in the process that could potentially be handled by the interface itself, thus taking a little bit of the load off of the user. Relying on biometrics instead of password entry or redisplaying previously entered information are great examples of offloading human tasks to machines.
So keep those designs simple and maybe even have a little more empathy for your poor sluggish computer.
[Narrator]: Thanks for watching. If you wanna see more of our UX videos, take a look at these over here and consider subscribing to our channel. On our website, nngroup.com, you can access our free library of over 2,000 articles. You can also register for one of our UX courses that offer live, hands-on UX training.
Attribution
Transcript for “What is Cognitive Load?” by NNgroup, prepared by Open Oregon Educational Resources, is included under fair use.
Transcript for Figure 7.2, Video Guide: How to Copy Your Outline into the Chapter Draft
[Stephanie Lenox, Instructional Editor, Chemeketa Press]: Hello, there! This is Stephanie Lenox, instructional editor for Chemeketa Press and your guide to textbook development for the Open Oregon Targeted Pathways project. In this short video, I’m going to show you how to transfer text from your multi-level outline into your chapter draft template so that you can begin building out your chapter draft. So let’s get started!
The first thing you’ll want to do is locate your most recent and updated version of your multi-level outline. For most of you, this will be the outline that you submitted for peer review. So here you can see I’ve highlighted the text for Chapter 4. This is the chapter that I’m going to build out for my chapter draft. And I have highlighted it.
And then the next step I want to take is to copy edit. So you can go to edit and select copy or you can right click and copy either way. And then you want to go to your chapter template with the styles in place and edit paste or right click paste so that you have the outline present in your chapter template.
I just want to take a moment to note here that you’re not working in the actual chapter template. You’re working in a copy that you’ve saved to your author folder and that is named according to the conventions that we’ve talked about in this course. You’ll want to use the shorthand for your book, your – the chapter name, and it can be helpful to identify it as a draft.
So I want to take a moment to thank Kim Puttman, lead author of SOC 206, the Social Problems textbook, for allowing me to use her multi-level outline for this example.
So one of the things you’ll notice right away is when I copy and pasted the text from the multi-level outline, the numbering didn’t quite carry through. Don’t worry about that. That’s pretty easy to fix. What we’ll do is highlight that number and right click on it, select, “restart numbering.” And because this is Chapter 4, we want to start at four. And that will update all the numbers as you saw originally in the multi-level outline.
So one of the benefits of using the automated outlining function in Google Docs is that it makes the application of styles fairly easy. The first style that you’ll want to introduce to your chapter draft is heading one. So if you go up here to the heading, to the toolbar, you can see the style menu. You scroll down, select heading one and it applies it to just the top level heading. In this project we will only be using heading ones for our chapter titles. And we can even delete that extra number four if you want. It’s not necessary to maintain the numbering of everything below.
All the main sections – these will be the major main content sections for your chapter – will have heading two. And I want to show you an easy way to apply that style to all of the heading twos simultaneously. So if you click on the number you’ll see that it highlights it in Google Docs. Go to the style menu, select heading two, and it will automatically apply it to all of all of the headings that are at that level.
You can also do that for the next level down. This would be heading three. And likewise you can do it from the next level down after that. These are all heading four. And in this outline we have a heading five. That’s the next level down. We’ll apply that. And with that, the styles are applied.
In my next video, I’ll talk about how to then start putting content into your chapter draft. Thank you.
Attribution
Transcript for “Video Guide: How to Copy Your Outline into the Chapter Draft” by Stephanie Lenox, prepared by Open Oregon Educational Resources, is licensed under CC BY-NC-SA 4.0.
Transcript for Figure 7.4, Game Changing Technology
[Liam Cruz, Student, New York City]: Technology, for me, is probably my best friend.
[Jessica Fiasconaro, Graduate, Eastern Nazarene College]: I would describe technology as my right hand man. Without technology, my life would look very different. That’s for sure.
[Iliana Mejia, Student, New York City]: I’ve been able to accomplish so much that I couldn’t before. Technology has really come a long way and it’s helped me so much in school, in my social life, and everything in between, traveling, so it’s just, it’s been life-changing.
[Jon Stricklen, Teacher of the Visually Impaired, West Virginia School for the Blind]: The iPad really, for myself and for my students that are low vision, has really been revolutionary for us. To enlarge text, you’re able to invert the text where you have a light-colored text on a dark background, take pictures and videos of objects, you know, it might be a, an object on a board or an object on my student’s desk that I’m unable to see, so I’ll use my camera.
[Ella Johnson, Student, Brighton, Minn.]: I could not be in any of the classes I am if I didn’t have, like, the technology that I use like ready and available for me.
[Trace Borozinski, Student, Peterborough, N.H.]: The ADHD, it’s really hard for me to sit down and just…type. And I’ve been using voice to type to get rid of some of that barrier.
[Fiasconaro]: Amazon Alexa or Google Home have opened such a wide range of doors for me because literally all I have to say is, “Hey Google, turn on the light.” And it’s done and I don’t have to worry about, “Oh, did the last person that I was with, leave this remote in a location that I can reach it?”
[Mejia]: I think the main accessibility feature that I use is VoiceOver. It takes the visual information that’s on the screen and it translates that into speech. So that even if you don’t have vision you can still know what’s happening.
[Beth Johnson, Ella’s Mom, Brighton, Minn.]: I think you – Ella – using Bookshare as much as she does where she is listening to the text and seeing it highlighted in front of her… has definitely changed the way she reads out loud. You know, her reading scores have gone up every year, and the only thing we’ve done is use Bookshare every year.
[Madison Sharpless, Student, West Virginia School for the Blind]: I’ve just loved video games ever since I was little, and no matter how hard my vision will get, like really bad or anything, I will always keep playing because I really enjoy the stories, I love running around in the world, seeing what I could find. It has been the one thing that has kept me afloat, we’ll say.
[Cruz]: Whenever I find a game that is accessible for me, I, I feel relieved. I can actually include my friends in something and not feel left out and I can actually have fun. I think, especially with the amount of disabilities there are, just the slightest bit of accessibility goes a long way.
[Stricklen]: I think it’s important to put yourself in our shoes to consider, you know, what if the text is too small? What if there are no auditory cues? What if this could be something that causes eye fatigue?
[Fiasconaro]: I would simply start by having a conversation with people that have disabilities and say, “What would be helpful for you?” “What are some struggles that you would have with using it?” And, “What could we do to make it easier?”
[Stricklen]: The technology that we have available for our students can make the difference and can help them to be independent, self-sufficient, confident adults. Every single day and every single class period, we utilize technology to make it as accessible as possible. I mean, we can’t go without it.
Attribution
Transcript for “Game Changing Technology” by National Center on Accessible Educational Materials, prepared by Open Oregon Educational Resources, is included under fair use.
Transcript for Figure 7.5. Dignity Of Risk
[Max Barrows, Outreach Director of Green Mountain Self-Advocates]: One thing that is really big in self-advocacy and the work that I do and we discuss it a lot is the dignity of risk. The dignity of risk is the opportunity and the right to make mistakes. It’s one thing to be told things through lecture but how else can you learn if you don’t make mistakes. Life is about learning from the mistakes you make.
I appreciate and we appreciate protection from people but please don’t protect us too much or at all from living our lives. We are going to have to encounter failures through decisions that we make. But the way to conquer that is to get up on your feet, brush yourself off, and learn from that because people grow by encountering failures and making mistakes in their life. It’s really the number one way of learning of where lines are drawn and also it helps with learning about yourself.
The dignity of risk is one of many opportunities that people with disabilities deserve to have. It’s one thing just to give them like only a select few but clearly, even saying in the Americans with Disabilities Act, people with disabilities deserve to live their lives with no limits of opportunity. It really opens the doors for people with disabilities to really discover what is out there and to take advantage of what is out there and not be limited to only certain things due to the overprotection that people with disabilities unfortunately have to live with.
Attribution
Transcript for Dignity of Risk by UVM Center on Disability and Community Inclusion, prepared by Open Oregon Educational Resources, is included under fair use.
Transcript for Figure 9.9. Creating Accessible Documents and Slide Decks
[This segment is between 20:24 and 22:25 of the full webinar video.]
What is the best alternative text?
[Mindy Johnson]: So here’s an example, what do you think the best alternative text for this image might be? And you can write your answers in the chat.
[Luis Perez]: Yeah, this is a great time to interact in the chat. And again, there’s no right or wrong answers.
[Johnson]: That’s right. I’m seeing a lot of people saying Epcot. Some people are recognizing that this is Disney World, there’s a fountain. The sculptures, nice. A fountain sculpture, Disney.
And you know what? You’re actually all right. The problem is, you didn’t know the context or the purpose of the image so this was kind of a trick question, but if we’re assuming that this is an informative image, yes, something like a photograph of the Epcot Center, if the Epcot Center is the important thing about this image. If it’s important that the reader or the participant knows that this is Epcot Center I would absolutely put that in.
Of course, if this were actually — if this was an art book, I might say that this is actually two different colors of blue in this photograph and I wouldn’t even mention that it’s Epcot Center. So really, it really, really, really depends on the context and the purpose of the image.
If it were a functional image it might link you to Epcot Center. So it might actually be a link to Epcot Center and in that case the alternative text that I would include would be linked to Epcot Center.
[Perez]: Sorry about that.
[Johnson]: And so how you do this and actually Microsoft Office 365 has some great tools for adding accessibility to your documents and slides. You right click on the image and you choose, “Edit alt text.”
[Video continues with information about adding alt text using Microsoft Office 365.]
Attribution
Transcript for “Creating Accessible Documents and Slide Decks” by National Center on Accessible Educational Materials, prepared by Open Oregon Educational Resources, is included under fair use.
Transcript for Figure 13.7, Mary Ann Winkelmes Unwritten Rules for College Success
[Mary-Ann Winklemes, Coordinator of Instructional Development and Research, Associate Graduate Faculty in the History Department and Principal Investigator of the Transparency in Learning and Teaching Project at University of Nevada, Las Vegas]: To succeed in college there are rules that we know about and rules that as an entering new college student we may not know, things like:
- What does a good lab report look like when it’s finished?
- What does a good comparison study look like?
- What’s involved in writing a research paper?
These are things that many students coming into college have never done before and they consist of complicated sets of skills that students may never have used in that exact combination inside of that discipline before. So if students don’t have a good example of what these things look like then they’re not privy to those unwritten rules about how to succeed.
Attribution
Transcript for “Mary Ann Winkelmes Unwritten Rules for College Success” by MAWinkelmes, prepared by Open Oregon Educational Resources, is included with permission.
Transcript for Figure 14.2, What Culturally Responsive Teaching Looks Like: A Native Educator Explains
[Starts at 1:06.]
[Mandy Smoker Broaddus, Practice Expert in Native Education, Education Northwest, Helena, Montana]: Really it’s about a responsibility to know, understand, respect the various backgrounds, cultural heritage, whatever it is students bring to the classroom. To have an awareness of that. And to utilize students’ prior knowledge, which comes from their families and their homes and their communities. And in my case, even tribes, and building off of that.
[Upbeat Music.]
Examples of Culturally Responsive Teaching
[Smoker Broaddus]: I think culturally responsive teaching can be most clearly seen in the relationships that teachers have with their students. I think it’s also demonstrated in how we teach, the instructional strategies that we employ in the classroom, as well as, you know, what we teach. The material, how inclusive are our textbooks and the additional materials, our lesson plans, that we bring to students every day.
[Upbeat Music.]
Building Relationships
[Smoker Broaddus]: When you have a teacher that, that shows your respect, builds relationships, works at understanding, you know, our, our communities, and our cultures, and our identities that can really create a circumstance where children will go anywhere (laughs) and imagine new possibilities and problem solve, and really become, you know, the kind of young people that we, we need. And we want in our communities.
[Upbeat Music.]
Cultural Spaces
[Smoker Broaddus]: One thing that’s very important to me when working with teachers, is to (laughs) understand and reflect on the sort of cultural space, the cultural identity, that you bring to the classroom. And how that presents itself, how that is really what children see and hear and interact with on a daily basis. And without being culturally responsive, you’re never presenting anything else in that space for, for children that desperately want to feel, have a sense of belonging. They want to feel empowered. They want to feel as though they’re valued and respected in their classrooms and in their schools.
And it isn’t always easy, and it’s not always comfortable. You have to stretch and grow and be willing to sometimes get things wrong and ask questions.
When you see that sort of inclusive environment, you know it, you just know it (laughs) right off the bat, by the ways the students and teachers are interacting, it just becomes so enlivened. And that’s just always the best, the best spaces to see.
[Upbeat Music.]
Attribution
Transcript for “What Culturally Responsive Teaching Looks Like: A Native Educator Explains” by Education Week, prepared by Open Oregon Educational Resources, is included under fair use.
Transcript for Figure 20.3, Awesome Attributions and Lovely Licensing Statements: Using TASL
[Jonathan Poritz]: There’s one short mnemonic – so if you were asleep up until now, please wake up now. This is the punchline of how to make awesome attributions. If there’s one thing that, this works for all four generations of the licenses as long as you do it carefully and with great deal of attention to the detail and it’s easy to remember.
You remember the acronym. The acronym is TASL. And you have to include it in your attribution statement.
The T stands for the title. What is the name of the work?
A stands for the author. Often you put a link to their homepage or perhaps if you get an image off of Flickr you put it to their Flickr user page, one of those, some sort of reference to the individual. That’s not a legal requirement but it’s often done.
The source: where can the work be found? And often you make the title of the work a link to that source. So you got it from Flickr, you say this work from Flickr, make that the name of that image from, you know, “A Beautiful Picture” is the name of the picture, make it a live link to where you got it on Flickr.
And then the last one is you have to state the license that the work was distributed under, and include the link to the license code.
Okay, as I said here one often puts the link for the source where it can be found on the net as a link underneath the text of the title. So that’s actually quite easy to remember! TASL: always the Title, Author, Source, and License.
Attribution
Transcript for “Awesome Attributions and Lovely Licensing Statements: Using TASL” by Jonathan Poritz, prepared by Open Oregon Educational Resources, is licensed under CC BY 4.0.
